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All Journal SAP (Susunan Artikel Pendidikan) Dirandra
Chatarina Febriyanti
Indraprasta Pgri University

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Peran Pendidikan Karakter Berbasis Filsafat dalam Pencegahan Bullying di Lingkungan Pendidikan: A Systematic Literature Review Shinta Dwi Handayani; Ema Rachmawati; Henny Suharyati; Chatarina Febriyanti; Ari Irawan
SAP (Susunan Artikel Pendidikan) Vol. 10 No. 3 (2026): SAP
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/sap.v10i3.1924

Abstract

Bullying in educational settings is a serious issue that negatively affects students’ psychological, social, and academic development. Although various interventions have been implemented, reactive and administrative approaches have proven insufficient to prevent bullying sustainably. This study aims to systematically analyze the role of philosophy-based character education in preventing bullying in educational environments, as well as to identify prevailing value theories, implementation challenges, and future research prospects. This research employed a Systematic Literature Review (SLR) method following the PRISMA framework. Literature searches were conducted in the Scopus database in December 2025 using keywords related to character education, bullying, and philosophy of education. From 2,559 identified articles, 13 studies met the inclusion criteria and were analyzed qualitatively. In addition, bibliometric analysis using VOSviewer was applied to map conceptual relationships and research trends. The findings indicate that moral philosophy and virtue ethics constitute the dominant foundations for character education programs, supported by the concepts of moral agency, moral identity, and Social Emotional Learning (SEL). Philosophy-based character education plays a significant preventive role in reducing bullying by strengthening moral values, empathy, and the development of ethical and inclusive school climates.
Strategi Penyusunan Soal High Order Thinking Skills (HOTS) utuk Guru Sekolah Dasar Ari Irawan; Chatarina Febriyanti; Gita Kencanawaty
Dirandra Vol. 3 No. 1 (2026): Dirandra
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/drndra.v3i1.330

Abstract

The purpose of this community service is to improve teachers' competence in developing HOTS-based test questions. HOTS itself is not synonymous with difficult questions, but rather questions that can train students' reasoning, critical thinking, and creativity. The community service was carried out in three stages: preparation, implementation, and evaluation. The preparation phase involved obtaining permits and coordinating with relevant parties regarding the activities to be conducted. The implementation phase involved collaborating with school principals and teachers to conduct workshops, question-and-answer sessions, and simulations related to the development of HOTS-based questions. The results obtained are: 1) Teachers understand that HOTS questions are not synonymous with difficult questions. 2) Teachers can use operational terms C4, C5, and C6 in Bloom's Taxonomy. 3) Teachers can create HOTS questions appropriate to students' ability levels in line with differentiated learning in the Merdeka Curriculum
Co-Authors Ari Irawan Ari Irawan Ema Rachmawati Gita Kencanawaty Henny Suharyati Shinta Dwi Handayani