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Nahwu Teaching Materials and the Development of Religious Character: Comparing Curriculum Design in Amtsilati and Mulakhkhash Mukminin, Muhamad Saiful; Alfath, Muhammad Habibie; Alfraidi, Tareq; Ahmed, Aqeel
Pendekar: Jurnal Pendidikan Berkarakter Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/pendekar.v9i1.38451

This study examines how the curriculum design of nahwu textbooks in Islamic education shapes students’ religious character, a dimension that has received limited attention in previous textbook comparison research. It analyses and compares the curriculum design of Amtsilati and Mulakhkhash Qawāʾid al-Lughah al-ʿArabiyyah and explores how their design features relate to the development of students’ religiosity. Using a qualitative descriptive–comparative approach, the study conducts document analysis of content materials, particularly learning examples and tables of contents. Data analysis involves selecting relevant text units, coding them according to Tyler’s four curriculum components, comparing the resulting profiles, and interpreting their implications for the intellectual, ritualistic, and consequential dimensions of religiosity based on Glock and Stark’s framework. The findings show that Amtsilati adopts a practical, drill‑based, spiral design that emphasises pattern repetition and accurate reading of kitab kuning, whereas Mulakhkhash employs a conceptual, systematically classified design centred on iʿrāb and syntactic analysis. Both enhance Arabic comprehension but nurture religious character differently: Amtsilati strengthens discipline, consistency, and confidence in worship‑related recitation, while Mulakhkhash fosters careful reasoning and intellectual responsibility. Conceptually, the study proposes a model that links textbook curriculum design to specific dimensions of religious character and offers practical insights for integrating practice‑oriented and concept‑oriented elements in nahwu instruction.

Analisis Dampak Penerapan Metode Fun Learning terhadap Motivasi Belajar dan Pembentukan Karakter Siswa Zalfitri, Niken; Yogica, Relsas; Ardi, Ardi; Monika, Tiara; Latifa, Khesya Azahra
Pendekar: Jurnal Pendidikan Berkarakter Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/pendekar.v9i1.37064

Abstract: This study is a systematic literature review (SLR) with a descriptive-analytical qualitative approach that aims to comprehensively analyze the impact of applying the Fun Learning method on student learning motivation and character building. Data were obtained from 10 relevant scientific articles selected through the Google Scholar database and national journal portals. The synthesis results show that the consistent application of Fun Learning increases student learning motivation, as indicated by increased interest in learning, active participation, self-confidence, and social interaction at various levels of education. In addition, collaborative activities in Fun Learning contribute to strengthening key student character traits, particularly discipline, responsibility, cooperation, and empathy. The findings also confirm that the effectiveness of implementation is highly dependent on teachers' pedagogical competence in designing contextual, creative, and meaningful activities. Theoretically, this study reinforces the position of Fun Learning as a learning approach that integrates the affective and character domains into one innovative learning framework. Practically, the results of this study provide recommendations for teachers and schools to optimize the design of Fun Learning as an implementative strategy in increasing motivation while shaping students' character holistically in the 21st century.The Fun Learning method in the learning approach emphasizes elements of fun, creativity, and active student involvement. This study aims to analyze the impact of Fun Learning on student learning motivation and character building. A literature review shows that Fun Learning can increase student interest in learning, self-confidence, and social interaction. In addition, this approach promotes character values such as discipline, cooperation, responsibility, and empathy. However, its effectiveness is greatly influenced by the teacher's competence in designing meaningful and contextual activities. Thus, Fun Learning is a potential strategy for creating enjoyable learning and positive character development.Abstrak: Penelitian ini merupakan tinjauan literatur sistematis (SLR) dengan pendekatan kualitatif deskriptif-analitis yang bertujuan untuk menganalisis secara komprehensif dampak penerapan metode Fun Learning terhadap motivasi belajar siswa dan pembentukan karakter. Data diperoleh dari 10 artikel ilmiah relevan yang dipilih melalui basis data Google Scholar dan portal jurnal nasional. Hasil sintesis menunjukkan bahwa penerapan konsisten Fun Learning meningkatkan motivasi belajar siswa, sebagaimana ditunjukkan oleh peningkatan minat belajar, partisipasi aktif, kepercayaan diri, dan interaksi sosial di berbagai tingkatan pendidikan. Selain itu, aktivitas kolaboratif dalam Fun Learning berkontribusi pada penguatan karakter siswa, terutama disiplin, tanggung jawab, kerja sama, dan empati. Temuan ini juga menegaskan bahwa efektivitas implementasi sangat bergantung pada kompetensi pedagogis guru dalam merancang aktivitas yang kontekstual, kreatif, dan bermakna. Secara teoritis, penelitian ini memperkuat posisi Fun Learning sebagai pendekatan pembelajaran yang mengintegrasikan domain afektif dan karakter ke dalam kerangka pembelajaran inovatif. Secara praktis, hasil penelitian ini memberikan rekomendasi bagi guru dan sekolah untuk mengoptimalkan desain Fun Learning sebagai strategi implementasi dalam meningkatkan motivasi sambil membentuk karakter siswa secara holistik di abad ke-21.

Dominasi AI dalam Pembelajaran Tinggi: Refleksi Kritis terhadap Pembentukan Karakter Mahasiswa Alex, Alex; Maulida, Ikrima; Herisman, Muh; Rohmatu, Habibah Pidi; Nur, Rahmat; Ansurlawarlin, Ansurlawarlin
Pendekar: Jurnal Pendidikan Berkarakter Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/pendekar.v9i1.38109

Abstract: The dominance of Artificial Intelligence (AI) in higher education learning is an inevitable consequence of digital transformation, offering efficiency, personalization, and accelerated academic processes. However, the extensive use of AI also poses significant challenges to the formation of students’ character, particularly in terms of academic integrity, independent thinking, learning ethics, and moral responsibility. Although various studies have discussed the effectiveness of AI in improving learning efficiency, studies that integratively link the dominance of AI with the dimensions of character education in higher education are still relatively limited. This article aims to critically examine the implications of AI dominance on character education in higher education and to analyze the roles of lecturers and institutions in maintaining a balance between technological efficiency and humanistic values. This study employs a qualitative approach through a critical literature review of relevant national and international journal articles on AI-based learning and character education. This study uses a qualitative approach through a systematic critical review of reputable national and international journal articles published in the last five years, with a selection process based on thematic relevance and conceptual synthesis analysis. The results of the study indicate that the dominance of AI contributes to increased academic efficiency and access to learning, but simultaneously gives rise to three concrete implications for student character, namely: (1) a shift in learning orientation from reflective to instrumental; (2) the potential erosion of academic integrity due to dependence on generative AI; and (3) the weakening of the dialogic and collaborative dimensions in learning.Abstrak: Dominasi Artificial Intelligence (AI) dalam pembelajaran di perguruan tinggi merupakan konsekuensi logis dari transformasi digital pendidikan yang menawarkan efisiensi, personalisasi, dan percepatan proses akademik. Namun, pemanfaatan AI secara masif juga memunculkan tantangan serius terhadap pembentukan karakter mahasiswa, terutama terkait integritas akademik, kemandirian berpikir, etika belajar, dan tanggung jawab moral. Meskipun berbagai penelitian telah membahas efektivitas AI dalam meningkatkan efisiensi pembelajaran, kajian yang secara integratif menghubungkan dominasi AI dengan dimensi pendidikan karakter di perguruan tinggi masih relatif terbatas. Artikel ini bertujuan untuk mengkaji secara kritis implikasi dominasi AI terhadap pendidikan karakter mahasiswa di perguruan tinggi, serta menelaah peran dosen dan institusi dalam menjaga keseimbangan antara efisiensi teknologi dan nilai-nilai kemanusiaan. Penelitian ini menggunakan pendekatan kualitatif melalui studi literatur kritis terhadap artikel jurnal nasional dan internasional yang relevan dengan pembelajaran berbasis AI dan pendidikan karakter. Penelitian ini menggunakan pendekatan kualitatif melalui sistematika crytikal review terhadap artikel jurnal nasional dan internasional bereputasi yang di publikasikan dalam lima tahun terakhir, dengan proses seleksi berbasis relevansi tematik dan analisis sisntesis konseptual. Hasil kajian menunjukkan bahwa dominasi AI berkontribusi pada peningkatan efisiensi akademik dan akses pembelajaran, namun secara simultan memunculkan tiga implikasi konkret terhadap karakter mahasiswa, yaitu: (1) pergeseran orientasi belajar dari reflektif ke instrumental; (2) potensi erosi integritas akademik akibat ketergantungan pada generative AI; dan (3) melemahnya dimensi dialogis dan kolaboratif dalam pembelajaran.

Evaluation of the Implementation of Life Skills Education in Increasing the Independence and Productivity of Students Azhari, Husain; Syafii, Hisyam; Alaldaya, Rudyn
Pendekar: Jurnal Pendidikan Berkarakter Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/pendekar.v9i1.38172

Abstract: This study aims to evaluate the implementation of Life Skills Education in improving learners’ independence and productivity through a systematic literature review combined with bibliometric analysis. Data were collected from six major academic databases, resulting in 1,324 initial records. After removing 214 duplicate articles and 325 ineligible records identified through automated screening, 323 studies were retained for title and abstract screening. Of these, 285 articles were assessed for full-text eligibility, and ultimately 10 empirical studies met all inclusion criteria and were included in the final analysis. The findings reveal that Life Skills Education significantly contributes to enhancing learners’ independence in emotional, intellectual, and economic dimensions, as well as increasing productivity through employability skills, entrepreneurship, and adaptive competencies. Bibliometric mapping using VOSviewer indicates that research trends are increasingly oriented toward human development, empowerment, sustainability, and socio-economic resilience. Furthermore, the results demonstrate a paradigm shift from a traditional skill-based training model to a more holistic framework that integrates personal development, well-being, and community empowerment. This study concludes that Life Skills Education plays a strategic role in non-formal education by fostering self-reliant and productive individuals. The findings also provide empirical and theoretical contributions for policymakers and educators in developing more integrated, context-based, and sustainable educational programs.Abstrak: Studi ini bertujuan untuk mengevaluasi implementasi Pendidikan Keterampilan Hidup dalam meningkatkan kemandirian dan produktivitas peserta didik melalui tinjauan literatur sistematis yang dikombinasikan dengan analisis bibliometrik. Data dikumpulkan dari enam basis data akademik utama, menghasilkan 1.324 catatan awal. Setelah menghapus 214 artikel duplikat dan 325 catatan yang tidak memenuhi syarat yang diidentifikasi melalui penyaringan otomatis, 323 studi dipertahankan untuk penyaringan judul dan abstrak. Dari jumlah tersebut, 285 artikel dinilai kelayakannya untuk teks lengkap, dan akhirnya 10 studi empiris memenuhi semua kriteria inklusi dan dimasukkan dalam analisis akhir. Temuan menunjukkan bahwa Pendidikan Keterampilan Hidup secara signifikan berkontribusi pada peningkatan kemandirian peserta didik dalam dimensi emosional, intelektual, dan ekonomi, serta meningkatkan produktivitas melalui keterampilan kerja, kewirausahaan, dan kompetensi adaptif. Pemetaan bibliometrik menggunakan VOSviewer menunjukkan bahwa tren penelitian semakin berorientasi pada pengembangan manusia, pemberdayaan, keberlanjutan, dan ketahanan sosial-ekonomi. Lebih lanjut, hasil penelitian menunjukkan pergeseran paradigma dari model pelatihan berbasis keterampilan tradisional ke kerangka kerja yang lebih holistik yang mengintegrasikan pengembangan pribadi, kesejahteraan, dan pemberdayaan masyarakat. Studi ini menyimpulkan bahwa Pendidikan Keterampilan Hidup memainkan peran strategis dalam pendidikan non-formal dengan membina individu yang mandiri dan produktif. Temuan ini juga memberikan kontribusi empiris dan teoretis bagi para pembuat kebijakan dan pendidik dalam mengembangkan program pendidikan yang lebih terintegrasi, berbasis konteks, dan berkelanjutan.

Optimalisasi Ekstrakurikuler Hadrah dalam Meningkatkan Kepercayaan Diri Siswa di Madrasah Ibtidaiyah Sholikhah, Ni’matus; Hasan, Moh. Ferdi
Pendekar: Jurnal Pendidikan Berkarakter Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/pendekar.v9i1.38242

Abstract: Extracurricular activities in madrasahs play an essential role in shaping students’ character and self-confidence. However, in practice, some activities are still not optimally managed. This study aims to analyze the planning, implementation, and evaluation of hadrah activities in enhancing students’ self-confidence. A qualitative case study approach was employed. Data were collected through observation, interviews, and documentation, and analyzed using Miles and Huberman’s interactive model. The study was conducted at MIN 2 Jember, involving 1 principal, 1 hadrah instructor, and 12 students participating in the hadrah extracurricular program. The findings show that structured planning, consistent participatory implementation, and continuous evaluation form an integrated pattern supporting confidence development. Supporting factors include institutional support and student enthusiasm, while initial anxiety becomes the main obstacle. Students demonstrated improved stage courage, teamwork, discipline, and active participation in school events. This study contributes to strengthening religious-based extracurricular activities in character education.Abstrak: Kegiatan ekstrakurikuler di madrasah memiliki peran penting dalam membentuk karakter dan kepercayaan diri siswa. Namun pada pelaksanaannya, masih terdapat kegiatan yang belum terkelola secara optimal. Penelitian ini bertujuan menganalisis perencanaan, pelaksanaan, dan evaluasi kegiatan hadrah dalam meningkatkan kepercayaan diri siswa. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model analisis interaktif Miles dan Huberman. Penelitian ini dilaksanakan di MIN 2 Jember, dengan melibatkan 1 kepala madrasah, 1 guru pembina hadrah, dan 12 siswa peserta ekstrakurikuler hadrah. Hasil penelitian menunjukkan bahwa perencanaan terstruktur, pelaksanaan konsisten dan partisipatif, serta evaluasi berkelanjutan membentuk pola kegiatan yang mendukung peningkatan kepercayaan diri. Faktor pendukung meliputi dukungan madrasah dan antusiasme siswa, sedangkan hambatan utama adalah rasa gugup awal. Siswa menunjukkan peningkatan keberanian tampil, kerja sama, kedisiplinan, dan partisipasi aktif dalam kegiatan madrasah. Penelitian ini berkontribusi pada penguatan kegiatan ekstrakurikuler berbasis religius dalam pendidikan karakter.

Pemetaan Landscape Miskonsepsi Fisika: A Systematic Review Anggrini, Rindy Puspita; Phadila, Cindy Aulia; Permatasari, Intan; Hakim, M. Arif Rahman; Maison, Maison; Furqon, M.
Pendekar: Jurnal Pendidikan Berkarakter Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/pendekar.v9i1.37217

Abstract: Misconceptions constitute a serious issue in physics education as they hinder students’ conceptual understanding. This study aims to systematically map the distribution of misconception topics, the characteristics of diagnostic instruments, and the effectiveness of misconception-reduction methods based on empirical evidence. A total of 200 articles were retrieved from Scopus, Google Scholar, and ERIC and screened using the PRISMA framework, resulting in 40 eligible studies (2014–2025, empirical research, clearly identified diagnostic instruments, and full-text availability). The selection process involved identification, title–abstract screening, and full-text eligibility assessment to ensure methodological rigor. The findings indicate that three-tier and four-tier diagnostic tests are the most frequently used instruments, while misconceptions are most prevalent in mechanics, followed by electricity and magnetism, waves and optics, and thermodynamics. Multi-tier instruments demonstrate greater effectiveness in revealing students’ conceptual structures compared to conventional tests. This review provides an integrated synthesis map that supports evidence-based diagnostic assessment and remedial strategies in physics education.Abstrak: Miskonsepsi merupakan masalah serius dalam pembelajaran fisika karena menghambat pemahaman konseptual siswa. Penelitian ini bertujuan memetakan secara sistematis distribusi topik miskonsepsi, karakteristik instrumen diagnostik, dan efektivitas metode reduksi berdasarkan bukti empiris. Sebanyak 200 artikel ditelusuri melalui Scopus, Google Scholar, dan ERIC, kemudian diseleksi menggunakan alur PRISMA hingga menghasilkan 40 artikel yang memenuhi kriteria inklusi (2014–2025, penelitian empiris, menggunakan instrumen diagnostik yang teridentifikasi jelas, dan tersedia full text). Proses seleksi dilakukan melalui tahap identifikasi, penyaringan judul–abstrak, serta penilaian kelayakan full text untuk memastikan kualitas metodologis. Hasil menunjukkan bahwa three-tier dan four-tier diagnostic test paling dominan, sementara miskonsepsi terbanyak ditemukan pada mekanika, diikuti listrik magnet, gelombang optika, dan termodinamika. Instrumen multi-tier lebih efektif mengidentifikasi struktur konsepsi siswa dibandingkan tes konvensional. Kajian ini menawarkan peta sintesis terintegrasi yang relevan sebagai dasar pengembangan assessment diagnostik dan strategi remedial berbasis bukti dalam pendidikan fisika.

Cultivating Environmental Care Character through Sekolah Alam Indonesia: A Literature Review Jayanti, Feri Dwi; Husaeni, Rizki Achmad; Damanik, Prince Clinton Immanuel Christian; Uli, Anastasia Arta; Chaled, Mohammad Idham
Pendekar: Jurnal Pendidikan Berkarakter Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/pendekar.v9i1.38175

Abstract: Environmental awareness among students is still relatively low, necessitating an educational model capable of fostering a sustainable ecological character. Sekolah Alam offer an alternative education that integrates the learning process with nature through a contextual approach and direct experience. This study seeks to review and analyses the results of previous research on the role of Sekolah Alam in shaping students' environmental character. This study used a systematic literature review method on scientific articles published between 2024-2025 that discussed contextual learning, the integration of religious values, and the application of experiential learning in Indonesian Sekolah Alam. The process of searching, selecting, and analyzing articles follows the PRISMA procedure with measurable criteria, analyzed using a thematic analysis approach and concept-centric review to ensure comprehensive and transparent findings. The results of the study indicate that the integration of environmental values into the curriculum, the role of teachers as facilitators, and learning activities based on real experiences contribute significantly to the formation of students' ecological awareness and behaviour. Thus, Sekolah Alam can be seen as an effective sustainable education model in fostering environmental character from an early age. Sekolah Alam’s curriculum, supported by the maximum role of teachers, can be an alternative for other schools to foster environmental character.Abstrak: Kesadaran peduli lingkungan di kalangan pelajar masih tergolong rendah, sehingga diperlukan model pendidikan yang mampu menumbuhkan karakter ekologis secara berkelanjutan. Sekolah Alam hadir sebagai alternatif pendidikan yang mengintegrasikan proses belajar dengan alam melalui pendekatan kontekstual dan pengalaman langsung. penelitian ini berupaya meninjau dan menganalisis hasil-hasil penelitian terdahulu tentang peran Sekolah Alam dalam membentuk karakter peduli lingkungan peserta didik. Penelitian ini menggunakan metode studi literatur sistematis (systematic literature review) terhadap artikel ilmiah terbit pada tahun 2024-2025 yang membahas pembelajaran kontekstual, integrasi nilai keagamaan, dan penerapan experiential learning di Sekolah Alam Indonesia. Proses penelusuran, seleksi, dan analisis artikel mengikuti prosedur PRISMA dengan kriteria terukur, dianalisis menggunakan pendekatan analisis tematik serta concept centric review agar temuan komprehensif dan transparan. Hasil kajian menunjukkan bahwa integrasi nilai peduli lingkungan dalam kurikulum, peran guru sebagai fasilitator, serta kegiatan belajar berbasis pengalaman nyata berkontribusi signifikan terhadap pembentukan kesadaran dan perilaku ekologis peserta didik. Dengan demikian, Sekolah Alam dapat dipandang sebagai model pendidikan berkelanjutan yang efektif dalam menumbuhkan karakter peduli lingkungan sejak usia dini. Kurikulum Sekolah Alam didukung dengan peran guru yang maksimal dapat menjadi alternatif bagi sekolah-sekolah lain untuk menumbuhkan karakter peduli lingkungan.

School Well-Being sebagai Prediktor Resiliensi Santri: Studi Kuantitatif Berbasis Structural Equation Modeling di Pesantren Wijaya, Indra; Haddade, Hasyim; Rahman, Ulfiani; Afif, Ahmad
Pendekar: Jurnal Pendidikan Berkarakter Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/pendekar.v9i1.38400

Abstract: This study is important for understanding how School Well-Being in Islamic boarding schools (pesantren), which has been underexplored, can influence santri resilience in facing academic, social, and spiritual challenges within a structured pesantren environment. The study aims to analyze the impact of School Well-Being on santri resilience in pesantren. A quantitative approach with a correlational survey design was used. The study sample consisted of 416 senior high school-level santri selected using multistage cluster random sampling. The instruments used were the School Well-Being Scale based on the Konu and Rimpelä model, and the Resilience Scale based on Reivich and Shatté's theory. Both instruments demonstrated validity and reliability, with Cronbach's Alpha of 0.857 for the School Well-Being Scale and 0.790 for the Resilience Scale. Data were analyzed using Structural Equation Modeling (SEM). The results showed that School Well-Being positively and significantly affects santri resilience (β = 0.215; p < 0.001). These findings suggest that an emotionally, socially, and spiritually supportive pesantren environment contributes to strengthening the psychological resilience of santri. This study highlights the importance of developing an education ecosystem focused on well-being as a strategy to enhance santri resilience.Abstrak: Penelitian ini penting untuk memahami bagaimana School Well-Being di pesantren, yang masih belum banyak diteliti, dapat mempengaruhi resiliensi santri dalam menghadapi tantangan akademik, sosial, dan spiritual di lingkungan pesantren yang terstruktur. Penelitian ini bertujuan untuk menganalisis pengaruh School Well-Being terhadap resiliensi santri di pesantren. Penelitian menggunakan pendekatan kuantitatif dengan desain survei korelasional. Sampel penelitian berjumlah 416 santri tingkat SMA yang dipilih melalui teknik multistage cluster random sampling. Instrumen yang digunakan adalah Skala School Well-Being berdasarkan model Konu dan Rimpelä serta Skala Resiliensi berdasarkan teori Reivich dan Shatté. Kedua instrumen ini memiliki validitas dan reliabilitas dengan Cronbach’s Alpha 0,857 untuk Skala School Well-Being dan 0,790 untuk Skala resiliensi. Data dianalisis menggunakan Structural Equation Modeling (SEM). Hasil penelitian menunjukkan bahwa School Well-Being berpengaruh positif dan signifikan terhadap resiliensi santri (β = 0,215; p < 0,001). Temuan ini menunjukkan bahwa lingkungan pesantren yang mendukung secara emosional, sosial, dan spiritual berkontribusi dalam memperkuat ketahanan psikologis santri. Penelitian ini menegaskan pentingnya pengembangan ekosistem pendidikan yang berorientasi pada kesejahteraan sebagai strategi dalam meningkatkan resiliensi santri.

Menakar Kemampuan Bernalar Kritis dan Literasi Murid SD: Studi Kasus Tulisan Refleksi Memaknai Cerita Bergambar “Ketangguhan Wisnu” Sumarah, Ignatia Esti; Yuniharto, Bonifatius Sigit
Pendekar: Jurnal Pendidikan Berkarakter Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/pendekar.v9i1.38863

Abstract: The significant decline in Indonesia's reading literacy scores in the 2022 PISA data, coupled with the challenges of digital disruption for elementary school students, has become a primary urgency for strengthening the School Literacy Movement (GLS). This narrative research aims to: (1) analyze and map the relevance between students' personal experiences and the indicators of critical thinking found in characters; (2) describe the linguistic profiles of the students' writing to observe how they construct ideas of resilience through word choice and language style. The research subjects were selected using a non-probability sampling technique, specifically purposive sampling, based on the criterion of narrative depth. The participants included students from grade 4 at SD Negeri Ngringin (2 students), grade 5 at SD Negeri 1 Jatilawang (9 students), and grade 6 at SD Negeri Sariharjo (2 students). The results indicate that the use of the picture storybook "Ketangguhan Wisnu" effectively improves students' reflective literacy and critical thinking skills through strong connections between personal experiences and resilience indicators, such as self-confidence, emotional regulation, and the persistence to bounce back from failure. Substantively, students were able to construct ideas about resilience well; however, their linguistic profiles revealed that technical writing skills are still dominated by errors that do not comply with PUEBI standards amidst the challenges of digital disruption.Abstrak: Penurunan signifikan capaian literasi membaca Indonesia pada data PISA 2022 serta tantangan disrupsi digital pada murid sekolah dasar menjadi urgensi utama bagi penguatan Gerakan Literasi Sekolah (GLS). Penelitian naratif ini bertujuan: (1) menganalisis dan memetakan keterkaitan (relevansi) antara pengalaman personal murid dengan indikator bernalar kritis yang ada pada tokoh. (2) Mendeskripsikan profil kebahasaan hasil tulisan murid untuk melihat bagaimana mereka mengonstruksi gagasan tentang ketangguhan melalui pilihan kata dan gaya bahasa. Subjek dalam penelitian ini menggunakan teknik non-probability sampling, khususnya purposive sampling. Subjek dipilih berdasarkan kriteria kedalaman narasi. Subjek penelitian melibatkan murid dari kelas 4 SD Negeri Ngringin (2 murid), kelas 5 SD Negeri 1 Jatilawang (9 murid), dan kelas 6 SD Negeri Sariharjo (2 murid). Hasil penelitian menunjukkan bahwa penggunaan buku cerita bergambar “Ketangguhan Wisnu” efektif meningkatkan literasi reflektif dan kemampuan bernalar kritis murid melalui keterkaitan yang kuat antara pengalaman personal dengan indikator resiliensi, seperti keyakinan diri, regulasi emosi, dan kegigihan untuk bangkit dari kegagalan. Secara substantif, murid mampu mengonstruksi gagasan tentang ketangguhan dengan baik; namun, profil kebahasaan hasil tulisan mereka menunjukkan bahwa keterampilan teknis penulisan masih didominasi oleh kesalahan yang belum sesuai dengan kaidah PUEBI di tengah tantangan disrupsi digital.

Civic Integrative Teacher Competence (CITeC): Mapping Competencies to Strengthen Elementary Students’ Digital Citizenship Hamidaturrohmah, Hamidaturrohmah; Muhaimin, Muh.
Pendekar: Jurnal Pendidikan Berkarakter Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/pendekar.v9i1.38389

Abstract: Strengthening elementary students’ civic character in the digital era is a major challenge in Pancasila education or PKn. This study maps teacher competencies that support the development of students’ civic knowledge, attitudes, and skills through classroom instructional practices. A Systematic Literature Review (SLR) was conducted on 25 national and international articles published from 2019 to 2026 using a structured literature synthesis matrix as the data analysis instrument. Thematic analysis was used to identify patterns and classify teacher competencies. Findings show that the five core teacher competencies pedagogical, professional, social, personal, and digital have evolved into seven key competencies: civic pedagogic, contextual professional, socio-personal, 21st-century skills, digital pedagogic, democratic socio-emotional, and collaborative civic ecosystem. These competencies are integrated into the Civic Integrative Teacher Competence (CITeC) framework, which emphasizes that strengthening students’ civic character occurs through contextual learning, a democratic classroom climate, positive social interaction, and ethical technology use. The CITeC framework provides a basis for designing participatory and reflective strategies, models, and approaches in Pancasila education that are relevant to students’ needs in the digital era.Abstrak: Penguatan karakter kewargaan murid sekolah dasar di era digital menjadi tantangan utama dalam pembelajaran Pendidikan Pancasila atau PKn. Penelitian ini memetakan kompetensi guru yang mendukung pengembangan pengetahuan, sikap, dan keterampilan kewargaan murid melalui praktik pembelajaran di kelas. Metode penelitian menggunakan Systematic Literature Review (SLR) terhadap 25 artikel nasional dan internasional yang diterbitkan antara 2019–2026 dengan bantuan matriks sintesis literatur sebagai perangkat analisis data. Analisis tematik diterapkan untuk mengidentifikasi pola dan mengklasifikasikan kompetensi guru. Hasil penelitian menunjukkan bahwa lima kompetensi inti guru pedagogik, profesional, sosial, kepribadian, dan digital berevolusi menjadi tujuh kompetensi utama: pedagogis kewargaan, profesional kontekstual, sosial-kepribadian, keterampilan abad ke-21, pedagogis digital, sosial-emosional demokratis, dan kolaboratif ekosistem kewargaan. Ketujuh kompetensi ini terintegrasi dalam kerangka Civic Integrative Teacher Competence (CITeC), yang menekankan bahwa penguatan karakter kewargaan murid berlangsung melalui pembelajaran kontekstual, iklim kelas demokratis, interaksi sosial positif, dan pemanfaatan teknologi secara etis. Kerangka CITeC menjadi dasar perancangan strategi, model, dan pendekatan pembelajaran Pancasila yang partisipatif, reflektif, dan relevan dengan kebutuhan murid di era digital.

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Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Mataram Jln. KH. Ahmad Dahlan, No. 1, Pagesangan, Kota Mataram, NTB

Location
Kota mataram,

Nusa tenggara barat

INDONESIA

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Home Page

OAI Link

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Reviewer

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Journal Mail Official pendekar.ummat@gmail.com

Editorial Address Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Mataram Jln. KH. Ahmad Dahlan, No. 1, Pagesangan, Kota Mataram, NTB

Location Kota mataram, Nusa tenggara barat INDONESIA

Abstract

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Abstract

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
pendekar.ummat@gmail.com

Editorial Address
Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Mataram Jln. KH. Ahmad Dahlan, No. 1, Pagesangan, Kota Mataram, NTB

Location
Kota mataram,

Nusa tenggara barat

INDONESIA