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All Journal Didaktika: Jurnal Kependidikan Journal of Innovation and Research in Primary Education
Yuan Oemar Surindani
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Analisis Implementasi Nilai-Nilai Pendidikan Profetik dalam Penguatan Karakter Religius Peserta Didik Sekolah Dasar di Era Pendidikan Abad ke-21 Agung Nugraha Purnama Agung; Mubiar Agustin; Mubarok somantri; Yuan Oemar Surindani
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3780

Abstract

Pendidikan abad ke-21 menuntut integrasi antara kompetensi akademik dengan pembentukan karakter yang kuat. Penelitian ini bertujuan menganalisis integrasi nilai-nilai profetik dalam memperkuat pendidikan karakter religius di sekolah dasar dalam konteks pendidikan abad ke-21. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan protokol PRISMA 2020, menganalisis 23 artikel yang memenuhi kriteria inklusi dari 1.205 artikel yang teridentifikasi melalui empat basis data akademik (Google Scholar, Publish or Perish, Web of Science, dan ScienceDirect) periode 2022-2025. Analisis data dilakukan menggunakan pendekatan tematik dengan software NVivo 12, dan penilaian kualitas menggunakan instrumen CASP, Downs & Black, dan MMAT dengan skor minimal 70%. Hasil penelitian menunjukkan bahwa empat nilai profetik utama Shiddiq (91,3%), Amanah (82,6%), Tabligh (73,9%), dan Fathonah (87%) menjadi pilar fundamental pembentukan karakter religius yang terintegrasi dalam tiga dimensi: humanisasi, liberasi, dan transendensi. Lima strategi implementasi efektif teridentifikasi: keteladanan (95,7%), pembiasaan (87%), integrasi kurikulum (78,3%), budaya sekolah (69,6%), dan kolaborasi tripusat pendidikan (65,2%), dengan keteladanan guru berkontribusi 76% (R²=0.76) terhadap pembentukan karakter. Dampak positif implementasi mencakup aspek spiritual (87%), moral (91,3%), sosial (78,3%), akademik (69,6%), dan emosional (60,9%). Nilai-nilai profetik terbukti tidak bertentangan dengan kompetensi 4C abad ke-21, melainkan memperkuatnya dengan korelasi r=0.81. Tantangan utama meliputi keterbatasan kompetensi guru (73,9%), minimnya dukungan orang tua (65,2%), dan pengaruh media digital (60,9%), namun terdapat peluang melalui dukungan kebijakan pemerintah (82,6%) dan komitmen sekolah (78,3%). Penelitian ini menyimpulkan bahwa pendidikan profetik memiliki potensi besar mengintegrasikan nilai religius dengan tuntutan kompetensi global, menciptakan generasi yang unggul akademik dan berkarakter moral-spiritual kokoh.
Enhancing Conceptual Mastery in Elementary Science Through RADEC-Ethnoscience Integration: A Pre-Experimental Study Yuan Oemar Surindani; Wahyu Sopandi; Cepi Riyana
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3215

Abstract

Elementary students frequently struggle with abstract scientific concepts due to traditional pedagogical approaches lacking contextual relevance and cultural meaningfulness. This pre-experimental study employed a one-group pretest-posttest design involving 30 fifth-grade students at SDN 162 Warung Jambu who studied ecosystem harmony through the RADEC (Read, Answer, Discuss, Explain, Create) learning model integrated with an ethnoscience approach. Data were collected using a validated conceptual mastery instrument measuring Bloom's six cognitive levels, analyzed through descriptive statistics, normalized gain calculations, and paired-sample t-tests. The intervention produced significant improvements, with average scores increasing from 58.67% (moderate category) to 84.33% (very high category), yielding an N-Gain of 0.62 (moderate category) and highly significant statistical results (t = 21.89, p < 0.001). Students achieving the Minimum Completion Criteria increased from 26.67% to 93.33%. The most substantial gains emerged at higher-order thinking levels: analyzing (31.00% improvement) and evaluating (28.00% improvement), demonstrating the model's effectiveness in developing sophisticated scientific reasoning.  The integration of RADEC and ethnoscience systematically develops conceptual mastery by connecting scientific principles with local cultural knowledge and traditional practices, facilitating deep, contextual understanding. This culturally responsive approach simultaneously achieves cognitive rigor and educational equity, challenging conventional assumptions about elementary students' cognitive capacities while honoring indigenous knowledge systems within formal science education.
Co-Authors Agung Nugraha Purnama Agung Cepi Riyana Mubarok Somantri Mubiar Agustin Wahyu Sopandi