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All Journal Indonesian Journal of Educational Innovation
Retna Ayu Rachmawati
University of Mataram
Education Languange, Linguistic, Communication & Media Mathematics Other

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How Do Teachers Promote Honesty and Responsibility at the Elementary Education Level? A Narrative Inquiry Muhammad Isro' Hidayatullah; Retna Ayu Rachmawati; Hamdiana Hamdiana; Lalu Sumardi; Zokhidova Rano Elbekovna; Lalu Mochamad Ridho Luthfi
Indonesian Journal of Educational Innovation Vol. 2 No. 1 (2026): January - April
Publisher : Yayasan Siti Widhatul Faeha Salahudin Syawal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65622/ijei.v2i1.223

Abstract

In Indonesia, a crisis in moral and values education is emerging among elementary school students, posing a serious threat to the development of a superior generation if these values are not firmly instilled. The purpose of this study is to examine how teachers promote honesty and responsibility in their students. Using a narrative inquiry approach, the research explored teachers’ lived experiences to deepen understanding of how moral values are cultivated in elementary schools. The findings reveal that fostering honesty and responsibility is a long-term, ongoing process underpinned by consistent role modeling, empathy, and daily practice. Teachers emphasized that values are best instilled through example rather than instruction alone. Challenges include inconsistent implementation among educators, the influence of social media, and limited parental understanding. Nevertheless, teachers’ experiences highlight strategies such as culturally responsive practices, Classroom agreements, and restorative approaches that support more effective value formation. This study suggests expanding pedagogy toward moral pedagogy, positioning teachers as moral agents whose reflective experiences contribute to the development of contextual theory and practice. It is recommended that future research and curriculum design emphasize integrating honesty and responsibility through modeling, reflection, and collaboration among schools, families, and communities.
Implementation of Character Education from the Perspective of Philosophy of Science: Science, Ethics, and Morals as the Foundation of Holistic Education Value Muhammad Isro' Hidayatullah; Retna Ayu Rachmawati; A Farmozi Zain; Muslehudin Muslehudin; Rusnan Hadi
Indonesian Journal of Educational Innovation Vol. 1 No. 1 (2025): January - April
Publisher : Yayasan Siti Widhatul Faeha Salahudin Syawal

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Abstract

The understanding of ethics and morality in education is an inseparable element in the application of knowledge. On the other hand, the philosophy of science serves as a discipline that fosters essential life values such as ethics and morality, examining the nature and purpose of knowledge as well as its practical applications. The aim of this article is to analyze how the value of knowledge utility can contribute to character development among students in educational settings. This study employs a qualitative research method with a literature review design. The findings of this study indicate that the integration of ethics, morality, and the utilitarian value of knowledge, along with their implementation in character education and a holistic approach, constitutes a fundamental foundation in shaping well-rounded, knowledgeable, and dignified individuals. Therefore, the synergy between ethics, morality, and knowledge stands as a key pillar in achieving transformative and sustainable education. 
Co-Authors A Farmozi Zain Hamdiana Hamdiana Lalu Mochamad Ridho Luthfi Lalu Sumardi Muhammad Isro' Hidayatullah Muslehudin Muslehudin Rusnan Hadi Zokhidova Rano Elbekovna