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Arief Cahyo Utomo
Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Surakarta, 57169, Indonesia
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The Role of Teachers as Facilitators in Learning to Foster a Sense of Responsibility and Independence in Fourth-Grade Students at SD Muhammadiyah 4 Kandangsapi Naila Rosyada; Arief Cahyo Utomo
Journal of Educational Sciences Vol. 10 No. 4 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.4.p.471-483

Abstract

Character education plays a vital role in shaping students who are not only academically excellent but also possess strong moral values and good character. This study aims to examine the role of teachers as facilitators in fostering a sense of responsibility and independence among fourth-grade students at SD Muhammadiyah 4 Kandangsapi, as well as to identify the challenges encountered in this process. This study employs a qualitative approach using a descriptive research design and a case study methodology. The research subjects include fourth-grade teachers, students, and the school principal, selected through purposive sampling. Data collection techniques included observation, interviews, and documentation. Data validity was tested through source triangulation and methodological triangulation, while data analysis utilized an interactive analysis model encompassing data reduction, data presentation, and the drawing of conclusions and verification. The results of the study indicate that the teacher’s role as a facilitator in fostering the character traits of responsibility and independence is carried out through the establishment of routine activities, the enforcement of classroom rules, providing students with opportunities for active participation, and guidance during the learning process. The character trait of responsibility is evident in students’ readiness to learn and their ability to complete tasks on time, while independence is reflected in their initiative to learn, self-confidence, and time management skills. However, there are still challenges such as differences in students’ abilities, reliance on teachers or peers, and a lack of parental support.
Optimizing the Professional Role Playing Method to Foster Responsibility and Self Confidence in the Pancasila Education Course for Third Graders at SD Muhammadiyah 2 Kauman Surakarta Fatma Wulandari; Arief Cahyo Utomo
Journal of Educational Sciences Vol. 10 No. 4 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.4.p.507-525

Abstract

Character education plays a crucial role in shaping students’ attitudes and behaviors starting from elementary school. One of the character traits that needs to be developed is responsibility and self-confidence in learning activities. This study aims to analyze the application of the professional role-playing method in Pancasila Education lessons and its impact on enhancing the responsibility and self-confidence of third-grade students at SD Muhammadiyah 2 Kauman Surakarta. This study employs a qualitative approach using a case study design. The research subjects consisted of Pancasila Education teachers and third-grade students selected through purposive sampling. Data collection techniques included observation, semi structured interviews, and documentation. Data validity was tested through source triangulation and technique triangulation, while data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that the professional role-playing method is effective in enhancing students’ sense of responsibility, as evidenced by their ability to complete tasks on time, fulfill their learning obligations, adhere to classroom rules, and correct mistakes. Additionally, this method boosts students’ self confidence, demonstrated through their willingness to present in front of the class, express their opinions, and engage in learning activities. However, its implementation still faces challenges such as variations in students’ self-confidence levels and limited class time.
Co-Authors Fatma Wulandari Naila Rosyada