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All Journal EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran
Yulius Mataputun
Universitas Cendrawasih
Education Other

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IMPLEMENTASI PENGUATAN PENDIDIKAN KARAKTER BERBASIS BUDAYA SEKOLAH Jhon Elias Dubu; Yulius Mataputun; Urip Wahyudin; Indah Slamet Budiarti; Kusdianto Kusdianto; Ida Mariati Hutabarat
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10064

Abstract

The implementation of Character Education Strengthening in remote areas is often hampered by geographic isolation and extreme limitations in physical facilities. This study focuses on the strategy of internalizing character values ​​through school culture at SD Inpres Malagai, Lanny Jaya Regency, Papua Mountains. The research steps used a qualitative approach with a case study design through data collection techniques in the form of participatory observation, in-depth interviews, and documentation of eleven key informants. Data were analyzed interactively including the stages of reduction, presentation, and systematic conclusion drawing. The research findings show that although the institution operates with a minimal ratio of only eight educators to serve 249 students without electricity, character formation continues to be effective through the method of teacher role models as a living curriculum. Religious values, integrity, and mutual cooperation have been successfully integrated harmoniously with the local wisdom of the Lani Tribe. Quantitatively, the limited learning space with only two units remaining in good condition does not hinder the routine of ten minutes of literacy before learning, although extracurricular activities are still hampered by regional security risks. The main conclusion of this study confirms that the strength of social capital and personal dedication of educators in the concept of resilience pedagogy is able to overcome infrastructure barriers in marginal areas to produce a generation of integrity without relying on modern technological facilities.
PERAN ORANG TUA DALAM PENGUATAN LITERASI DASAR MEMBACA DAN MENULIS SISWA Wahyuni Arianti Djara Raba; Tanta Tanta; Kusdianto Kusdianto; Juliana Waromi; Yulius Mataputun; Petrus Irianto
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10065

Abstract

This study aims to describe and analyze the role of parents in strengtheing basic literacy in reading and writing among students of SD YPPGI Dome, Lanny Jaya Regency, Highland Papua Province. This research employs a descriptive qualitative method, with data collection techniques including interviews, observations, and documentation. The results show that parental involvement in strengthening basic literacy in reading and writing has not yet been optimal or evenly distributed. The study focuses on several aspects, including the role of parents as mentors, role models, facilitators, motivators, communicators, and providers of rewards and punishments, as well as the ssupporting and inhibiting factors and their impact on students’ basic literacy. Data analysis was conducted through data reduction, data presentation, and drawing conclusions.The role of parents as mentors and role models remains limited and inconsistent, while their role as facilitators is constrained by minimal learning resources and environment, particularly the conditions of the honai and limited electricity. The role of parents as motivators has the strongest influence on students’ learning enthusiasm and self-confidence. Communication between parents and teachers is still insufficient and not continuous, whereas parents’ role as providers of rewards and punishments has been carried out but is not yet fully educational. The main supporting factors are direct guidance, structured learning time, and emotional support, while the inhibiting factors include parents’ busyness, parents’ educational background, limited facilities, economic and geographic conditions, and weak school–parent communication. This study contributes conceptually to family literacy practices in 3T areas, based on the socio-cultural context of Highland Papua.
IMPLEMENTASI KOMPETENSI KEPRIBADIAN GURU UNTUK PENGUATAN KARAKTER TOLERANSI DALAM PEMBELAJARAN SISWA Yumri Yublince Anin; Yulius Mataputun; Albaiti Albaiti; Petrus Irianto; Robert Masreng; Urip Wahyudin
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10066

Abstract

This study aims to analyze the implementation of teachers’ personality competence in strengthening students’ character of tolerance in the learning process, the supporting and inhibiting factors of its implementation, as well as its impact on students’ attitudes, the learning environment, and students’ social relationships at SD Negeri Yokobak, Lanny Jaya Regency, Papua Highlands Province. This research employed a qualitative approach using a case study design. Data collection techniques included in-depth interviews, observations, and documentation. The research informants consisted of the principal, teachers, students, and parents. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing, with data validity ensured through source and technique triangulation. The findings indicate that teachers’ personality competence reflecting a stable, mature, wise, authoritative, and morally upright character has been concretely implemented in both classroom learning and school life. This implementation contributes to the development of students’ tolerant attitudes, the creation of a safe and inclusive learning environment, and the establishment of harmonious social relationships among students. The main supporting factors include teachers’ role modeling and consistency, support from the principal, and a school culture oriented toward tolerance values. Meanwhile, the inhibiting factors include limited facilities, lack of teacher training, differences in family backgrounds, and the socio-economic conditions of students’ environments. The conclusion of this study confirms that teachers’ personality competence plays a strategic role in strengthening students’ character of tolerance. These findings provide important implications for strengthening character education practices in primary schools and serve as a foundation for policy development and further research related to tolerance education in multicultural regions.
Co-Authors Albaiti Albaiti Ida Mariati Hutabarat Indah Slamet Budiarti Jhon Elias Dubu Juliana Waromi Kusdianto Kusdianto Petrus Irianto Robert Masreng Tanta Tanta Urip Wahyudin Wahyuni Arianti Djara Raba Yumri Yublince Anin