Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Didaktika: Jurnal Kependidikan Women, Education, and Social Welfare
Fitri Sholihah
Universitas Pendidikan Indonesia
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Pendidikan Karakrter Berbasis Nilai Profetik dalam Membangun Karakter Generasi Alpha: Sebuah Tinjauan Filsafat Fitri Sholihah; Yusuf Tri Herlambang; Yeni Yuniarti
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: 10.58230/27454312.3807

Abstract

Perkembangan teknologi digital membawa dampak signifikan terhadap pola pikir, perilaku, dan karakter generasi alpha. Kemudahan akses informasi di satu sisi memberikan peluang pengembangan potensi intelektual, namun disisi lain menimbulkan tantangan serius berupa degradasi nilai moral dan spiritual. Penelitian ini bertujuan untuk menganalisis urgensi pendidikan karakter berbasis nilai profetik dalam membangun karakter generasi alpha melalui perspektif filsafat ilmu. Penelitian ini menggunakan metode Systematic Literature Review (SLR) dengan pendekatan PRISMA terhadap sepuluh artikel ilmiah nasional dan internasional yang terbit rentang tahun 2022–2025 dengan bantuan perangkat lunak Publish or Perish. Kerangka analisis menggunakan pendekatan PICOS untuk menjaga konsistensi pemetaan literatur. Hasil kajian menunjukkan bahwa pendidikan karakter berbasis nilai profetik yang berlandaskan nilai kenabian, yaitu shiddiq, amanah, tabligh, dan fathonah, serta prinsip humanisasi, liberasi, dan transendensi, memiliki relevansi yang kuat dalam membentuk karakter Generasi Alpha secara holistik. Implementasi nilai profetik melalui keteladanan, pembiasaan, dan dialog terbukti mampu mengintegrasikan dimensi moral, spiritual, dan intelektual peserta didik. Penelitian ini menegaskan bahwa pendidikan karakter bebasis nilai profetik merupakan pendekatan strategis dan kontekstual dalam menghadapi tantangan pendidikan karakter di era digital.
Ecopedagogy for Equitable Green Skills Development in School Education: A Systematic Literature Review Fitri Sholihah; Yusuf Tri Herlambang; Yeni Yuniarti
Women, Education, and Social Welfare Vol. 3 No. 2 (2026): April - June 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i2.637

Abstract

Environmental disruption requires school education to develop green skills that combine ecological literacy, systems thinking, collaboration, and action. This systematic literature review synthesizes how ecopedagogic approaches support equitable green-skills development and identifies reporting gaps relevant to inclusive education and social welfare. Following a PRISMA 2020-aligned protocol, the review examined an author-supplied corpus of 100 records retrieved from Scopus and Google Scholar for 2021–2026. After duplicate removal, title–abstract screening, and full-text eligibility assessment, 15 studies were included. Thematic synthesis identified five recurring pathways: critical and relational inquiry, interdisciplinary curriculum integration, place-based and outdoor learning, action-oriented projects, and critically mediated digital learning. Reported outcomes clustered around ecological literacy, critical and systems thinking, participation, collaboration, and environmental responsibility. However, gender-disaggregated outcomes and intersectional access conditions were seldom reported, preventing a defensible synthesis of differential benefits for girls, women, or other marginalized groups. The review proposes an Equity-Responsive Ecopedagogic Pathway framework linking pedagogy, green-skill outcomes, and reporting requirements.
A teacher wellbeing TEACHER WELL-BEING AS THE KEY TO SOLVING LEARNING PROBLEMS IN ELEMENTARY SCHOOLS: Analisis mendalam tentang faktor-faktor apa saja yang mendukung kesejahteraan guru di sekolah dasar Dede Ginanjar; Fitri Sholihah; Elsha Nurmaida Putri; Leli Halimah
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.7240

Abstract

Teacher well-being is a fundamental aspect that directly influences the quality of learning and the resolution of various educational problems in elementary schools. Teachers who have good emotional, psychological, social, and professional well-being tend to be able to manage classrooms effectively, build positive interactions with students, and create a conducive learning climate. This study aims to examine the role of teacher well-being as a key in overcoming learning problems in elementary schools, particularly at SDIT Mutiara Cendekia. The study uses a qualitative approach with a case study design. Data were collected through learning observations, in-depth interviews with teachers and principals, and documentation studies. The results show that low teacher well-being, which is influenced by administrative burdens, work pressure, limited preparation time, and minimal institutional support, has an impact on the decline in the quality of classroom management, variation in learning methods, and student engagement. Conversely, teachers with better well-being showed positive emotional regulation, higher pedagogical creativity, and constructive learning interactions. These findings confirm that improving teacher well-being is not only a personal issue but also an important strategy in improving learning effectiveness. Therefore, schools need to develop policies and programs that support teacher well-being in a sustainable manner as the foundation for improving the quality of basic education.
Co-Authors Dede Ginanjar Elsha Nurmaida Putri Leli Halimah Yeni Yuniarti, Yeni Yusuf Tri Herlambang, Yusuf Tri