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All Journal Union: Jurnal Ilmiah Pendidikan Matematika Takuana: Jurnal Pendidikan, Sains, dan Humaniora
Mohammad Idham Chaled
Universitas Negeri Jakarta
Arts Humanities Education Mathematics Social Sciences

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“They give students too much for their age”: Toward deep learning from primary school teachers’ perspective through interpretive phenomenology Sani Sahara; Mohammad Idham Chaled; Fizar Indrawijaya; Nadya Syifa Utami; Phoong Seuk Yen
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.21296

Abstract

The Indonesian Deep Learning “Pembelajaran Mendalam” initiative represents an effort to address long-standing deficits in students’ critical thinking and higher-order skills. However, for teachers on the ground, the policy often collides with a very different reality. This interpretive phenomenological study explores the challenges associated with the initiative by focusing on the lived experiences of elementary school teachers in South Jakarta as they navigate the new mandate. Rather than measuring implementation fidelity, the analysis reveals the difference between policy and teachers’ everyday experience. Teachers describe a professional world dominated by the immediate demands of classroom management, in which abstract policy goals feel largely unattainable. They express a deep sense of overload—both logistical and developmental—arguing that the curriculum demands forms of philosophical reasoning from children who are still mastering basic concrete concepts. Moreover, the implementation is experienced visible in workshops and policy documents but failing in daily classroom practice. This study contributes to the literature by demonstrating that the difficulties surrounding Pembelajaran Mendalam not from teacher resistance but from a policy design that insufficiently accounts for the developmental and practical realities of elementary education.
The Role of Teachers in Fostering Digital Literacy and Citizenship among Elementary School Students Prince Clinton Immanuel Christian Damanik; Mohammad Idham Chaled; Feri Dwi Jayanti; Rizki Achmad Husaeni; Anastasia Arta Uli
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 3 (2025): Takuana (October-December)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i3.166

Abstract

The rapid growth of digital technology over the past decade has transformed both social and educational life, especially among elementary school students who are increasingly exposed to digital devices and social media. While these technologies offer opportunities for creativity, communication, and information access, they also present risks such as misinformation, cyberbullying, and digital addiction. This study explores the role of teachers in fostering digital literacy and citizenship among elementary school students. Using a qualitative descriptive approach, data were gathered through in-depth interviews and classroom observations involving elementary school teachers in Jakarta. Thematic analysis was employed to identify teachers’ strategies, roles, and challenges in nurturing students’ digital literacy and civic responsibility. The findings reveal that teachers serve as educators, facilitators, and role models who promote responsible and ethical digital behavior through project-based learning, digital storytelling, moral modeling, and the creative use of interactive media. However, challenges such as limited teacher competence, insufficient contextual teaching materials, and low parental engagement remain. The study highlights the need to strengthen teacher training in digital ethics and pedagogy and offers practical implications for policymakers to enhance digital education aligned with Indonesia’s Pancasila Student Profile.
Self-Efficacy Guru Sekolah Dasar dalam Pencegahan dan Intervensi Bullying: Tinjauan Tematik dari Perspektif Perkembangan Anak Anastasia Arta Uli; Feri Dwi Jayanti; Prince Clinton Immanuel Christian Damanik; Rizki Achmad Husaeni; Mohammad Idham Chaled
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 5 No. 2 (2026): Takuana (July-September)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v5i2.645

Abstract

School bullying affects students' social-emotional development, and the effectiveness of teachers' role in preventing and handling it depends heavily on self-efficacy, teachers' belief in their own capability to manage bullying in the classroom. This article presents a thematic review synthesizing two international systematic reviews (Fischer et al., 2021; van Aalst et al., 2022) together with empirical studies published between 2016 and 2026, extended through the lens of children's cognitive and psychosocial development (Olson et al., 2025; Issawi & Dauphin, 2017). The synthesis shows that teacher self-efficacy is shaped by Bandura's four sources (Pfitzner-Eden, 2016): mastery experience, vicarious experience, social persuasion, and affective states, realized through teaching experience, anti-bullying training, structural school support, and teachers' socio-emotional competence. Teachers with higher self-efficacy are more proactive in addressing physical bullying, though this confidence declines for relational bullying and cyberbullying. Given that primary school children are in Piaget's concrete operational stage and Erikson's industry-versus-inferiority stage, teacher self-efficacy becomes a critical protective factor for students' social-emotional development. The article recommends strengthening simulation-based training, clearer school policies, and further research on self-efficacy instruments sensitive to modern forms of bullying.
Co-Authors Anastasia Arta Uli Feri Dwi Jayanti Fizar Indrawijaya Phoong Seuk Yen Prince Clinton Immanuel Christian Damanik Rizki Achmad Husaeni Sani Sahara