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All Journal Cahaya: Journal of Research on Science Education Adidaya : Jurnal Aplikasi Pendidikan dan Sosial Budaya
Mahlaini Azizah Harahap
Universitas Sriwijaya
Religion Arts Humanities Chemistry Economics, Econometrics & Finance Education Physics Social Sciences Other

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Integrating Teacher Professional Ethics, Guidance Counseling, and School Management for 21st Century Education: A Systematic Review Mahlaini Azizah Harahap; Chardinal. DV; Eggi Martiansyah; Syarifuddin; Feralia Eka Putri
CAHAYA: Journal of Research on Science Education Vol. 4 No. 1 (2026)
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/cahaya.v4i1.447

Abstract

This study aims to analyze the urgency of integrating teacher professional ethics, guidance and counseling, and school management in facing the challenges of 21st-century education. This study used the Systematic Literature Review (SLR) method with planning, conducting, and reporting stages. Data were obtained from various scientific journals published between 2022 and 2026 through databases such as Google Scholar. The initial search results found 100 articles, which were then selected based on inclusion and exclusion criteria, resulting in 24 articles worthy of analysis. The results show that teacher professional ethics plays a role in shaping character and professionalism, guidance and counseling supports the holistic development of students, and school management is a key factor in improving the quality of education. The integration of these three aspects is crucial for creating an education system that is adaptive, innovative, and oriented to the needs of the 21st century.
IMPLEMENTASI  MODEL PEMBELAJARAN INOVATIF UNTUK MENINGKATKAN KETERLIBATAN SISWA DALAM PELAJARAN SEJARAH Siti Nurbaya; Mahlaini Azizah Harahap; Mgs Hasrul Haris; Syarifuddin Syarifuddin; Rani Oktapiani
ADIDAYA : Aplikasi Pendidikan dan Sosial Budaya Vol 3 No 1 (2026)
Publisher : Pengelola Jurnal Politeknik Negeri Ketapang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58466/hd9yb647

Abstract

In the era of Society 5.0, history education faces a major challenge in the form of the stigma that it is a boring subject that focuses too much on memorization. This has an impact on low student engagement, both behaviorally, emotionally, and cognitively. In fact, 21st-century education requires a paradigm shift from teacher-centered learning to student-centered learning in order to develop critical thinking skills and historical awareness. Using library research methods through a qualitative approach, this study synthesizes four main models: Project-Based Learning, Problem-Based Learning, Gamification, and Inquiry-Based Learning. The results of the analysis show that PjBL is effective in building authentic experiences through concrete products, PBL hones analytical skills on historical issues, Gamification increases extrinsic motivation through game elements, and Inquiry encourages research independence. Although these models are significantly capable of activating students' behavioral, emotional, and cognitive participation, their implementation still faces challenges in the form of digital infrastructure gaps and limited teacher competencies. This study concludes that the adaptive combination of various innovative models is the key to transforming static historical narratives into relevant and collaborative learning processes for the 21st century generation
Co-Authors Chardinal. DV Eggi Martiansyah Feralia Eka Putri Mgs Hasrul Haris Rani Oktapiani Siti Nurbaya Syarifuddin