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Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter
Published by Universitas Brawijaya
ISSN : 25807005     EISSN : 26558769     DOI : https://doi.org/10.21776/ub.waskita.2019.003.01.3
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Focus and Scope WASKITA: Jurnal Pendidikan Nilai dan Pembangunan Karakter is published by the Center of Character Building Subject, Brawijaya University. WASKITA has been published offline since July 2017 and online since April 2019. In the next publication, this journal will be published twice a year on April and on October. WASKITA accepts research and conceptual papers related to values education and character building. Those values are mores, philosophical, religious, social, linguistic and literature, civil and nationalistic values. This journal also accepts literature review, book review, in depth interview of influential figure or seminar note related to values education and character building.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 141 Documents
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The Signification of Bronfenbrenner's Theory: An Analysis of the Developmental Ecology Approach to Holistic Value Education Aprilianata; Sekarsari, Peni; Fauziah, Hamidah Ulfa; Marzuki
Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter Vol. 9 No. 1 (2025): WASKITA: Jurnal Pendidikan Nilai dan Pembangunan Karakter
Publisher : PUSAT MPK UNIVERSITAS BRAWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.waskita.2025.009.01.8

Abstract

Value education requires a holistic approach so that values ​​can be fully internalized in the daily lives of students. One of the relevant theoretical frameworks in understanding the complexity of this process is the ecological development theory proposed by Urie Bronfenbrenner. This theory offers a comprehensive perspective by emphasizing the importance of interactions between systems in the individual's development environment. This study aims to examine the relevance of Bronfenbrenner's ecological development theory in the context of value education as a comprehensive and integrated process. The method used in this study is library research, with primary data sources in the form of Bronfenbrenner's original works, and supported by secondary sources such as books, scientific journals, and other relevant literature. Bronfenbrenner's theory states that noble values ​​such as Pancasila can become living values ​​if they are internalized through a consistent and sustainable interaction process in all levels of the environment, starting from family, school, society, to broader social and cultural policies. Therefore, a holistic approach to value education needs to consider all systemic dimensions that influence individual development. The contribution of this research is to enrich the study of educational values ​​with the integration of five ecological systems (microsystem, mesosystem, exosystem, macrosystem, and chronosystem) as interrelated dimensions in the process of internalizing values ​​and to emphasize that internalizing values ​​such as Pancasila requires the active involvement of all social environments that influence individuals, from the family to the cultural system and state policies.
Implementation of Character Education in Arabic Language Learning in Pesantren-Based University As-Sa'idah, Rahmah; Mu'min, U Abdullah; Ismail, Moh.
Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter Vol. 9 No. 2 (2025): WASKITA: Jurnal Pendidikan Nilai dan Pembangunan Karakter
Publisher : PUSAT MPK UNIVERSITAS BRAWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.waskita.2025.009.02.7

Abstract

This study aims to describe the implementation of character education in Arabic language learning in pesantren-based universities, including curriculum, character education models, and psychological and sociological approaches used. This study employs a descriptive-qualitative approach with data collected through observation, in-depth interviews, and documentation studies at several pesantren-based universities in Indonesia. The results show that character education in Arabic language learning is integrated into competencies and objectives, emphasizing values like honesty, responsibility, discipline, and tawadhu’. The main model used is the Integrative-transformative approach, combining values with language learning through communicative and contextual methods. Psychologically, it focuses on value internalization through habituation and emotional bonds between teachers and students. Sociologically, it applies pesantren values, such as ukhuwah, musyawarah, and ta’dzim in class and extracurricular activities. To conclude, the successful implementation of character education in Arabic language learning in pesantren-based universities depends on the synergy between curriculum design, pedagogical approaches, and the social environment of pesantren that supports holistic character formation. 
“We Are Empowered in Our Own Way”: The Symbolization of Empowered Women in the Mamak Peduli Community Sofia, Diina; Prianti, Desi Dwi
Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter Vol. 9 No. 2 (2025): WASKITA: Jurnal Pendidikan Nilai dan Pembangunan Karakter
Publisher : PUSAT MPK UNIVERSITAS BRAWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.waskita.2025.009.02.3

Abstract

This study examines the distinctive communication practices associated with women’s empowerment from an Eastern Perspective, focusing on the Mamak Peduli community in Lamongan, East Java, Indonesia. Unlike Western notions of empowerment, Mamak Peduli community construct and reach consensus on the concept of empowered women with socio-religious characters through communication practice. Employing a qualitative method and procedural ethnography, the study involves direct engagement with the community. Data were collected through participatory observation, in-depth interviews, and documentation, followed by data analysis using an interactive field model based on symbolic interactionism theory. Findings reveal that the community organizes empowerment through structured, agreed-upon group activities, particularly those involving input group communication. The shared understanding of empowerment is represented through the alignment of individual actions with broader social and religious capacities. These activities foster both personal growth and community benefit. Empowerment in Mamak Peduli is symbolized through routine socio-religious practices that are both internal (self-development) and external (community benefit) in nature. These practices collectively symbolize the empowered woman within the local cultural context. The Mamak Peduli community exemplifies how grassroots communication and socio-religious collaboration can construct a unique, culturally embedded model of women’s empowerment that fosters both individual capability and communal well-being. This study presents a culturally grounded framework for women’s empowerment communication that contributes to advancing SDG 5 (Gender Equality) by demonstrating how faith-based and communal practices can foster inclusive participation and relational equity in socio-religious contexts.
Character Education for Ethical Leadership in Indonesian Senior High Schools Wangi, Eneng Nurlaili; Rosiana, Dewi; Sartika, Dewi; Suhana, Suhana; Lutfiani, Siti Mutya; Charles, Suri
Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter Vol. 9 No. 2 (2025): WASKITA: Jurnal Pendidikan Nilai dan Pembangunan Karakter
Publisher : PUSAT MPK UNIVERSITAS BRAWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.waskita.2025.009.02.2

Abstract

This study investigates the internalization of two key character values, respect and responsibility, among senior high school students in Bandung, Indonesia. It evaluates how these values are fostered through local character-education initiatives such as the Bandung Masagi program and examines their implications for developing integrity-based leadership in adolescents. Using a quantitative descriptive design, the research involved 103 students who completed the Respect and Responsibility School Culture Survey (SCCP-II). The findings reveal that all students demonstrated high levels of respect, indicating strong internalization of this value. Responsibility, however, showed greater variability, with 52% of students classified as high, 46% moderate, and 2% low. Bullying behaviors persisted at moderate levels, with 10% of students reporting high exposure or involvement. These results highlight a discrepancy between curricular intent and behavioral outcomes, raising questions about the depth of value internalization and the role of pedagogical implementation. This research provides a culturally contextualized framework that links respect, responsibility, and bullying prevention to the development of adolescent leadership character. The study provides practical recommendations for educators and policymakers, including structured character-education curricula, enhanced teacher role modeling, and participatory strategies that strengthen the internalization of values. By integrating these insights, Indonesian schools can cultivate future leaders more effectively with empathy, accountability, and resilience.
Fostering Moral and Cultural Values through School-Based Practices: A Qualitative Study of Character Education Putri, Dya Ayu Agustiana; Sari, Eka Yuliana
Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter Vol. 9 No. 2 (2025): WASKITA: Jurnal Pendidikan Nilai dan Pembangunan Karakter
Publisher : PUSAT MPK UNIVERSITAS BRAWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.waskita.2025.009.02.5

Abstract

Character education plays a crucial role in shaping moral, adaptive, and competitive generations in an era of globalization. In Indonesia’s multicultural context, strengthening culture-based character education is essential to instill moral and social values from an early age. This study aims to describe the implementation of culturally oriented character education at Muhammadiyah Elementary School, Sapen, Yogyakarta, and to analyze how such practices contribute to the formation of students’ personal and moral excellence. This study employed a descriptive qualitative approach involving participatory observations, in-depth interviews with teachers, students, and parents, as well as document analysis. Data were thematically analyzed through reduction, categorization, and interpretation stages to identify value patterns, behavioral expressions, and strategies for implementing culture-based character education. Findings reveal that core character values, discipline, honesty, responsibility, empathy, and religiosity, are consistently integrated into daily school life through morning tadarus activities, honesty canteens, traditional music (karawitan) lessons, and teacher modeling. These practices align with the dimensions of the Pancasila Student Profile and are supported by a human resource management system emphasizing integrity, commitment, and moral leadership. The integration of cultural and religious values within character education effectively fosters students’ holistic development, rooted in local wisdom yet responsive to global challenges. This study contributes a conceptual model of culture-based character education that can be replicated in other elementary schools and enriches the international discourse on value-based education in multicultural societies.
Strategy for Strengthening Character Based on Local Wisdom as a Foundation for Facing the 5.0 Era Nurdiansyah, Edwin; Sapriya, Sapriya; Darmawan, Cecep; Abdulkarim, Aim; Kurniawan, Dedi
Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter Vol. 9 No. 2 (2025): WASKITA: Jurnal Pendidikan Nilai dan Pembangunan Karakter
Publisher : PUSAT MPK UNIVERSITAS BRAWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.waskita.2025.009.02.1

Abstract

The tendency of citizens in developing countries such as Indonesia to adopt modern foreign nations as social role models has contributed to the marginalization of Indonesia’s own cultural identity. The Pancasila-based character, enriched with local wisdom, represents a distinctive national strength. This study aims to analyze the manifestation of Society 5.0 within the scope of Indonesian education, identify strategies to strengthen Pancasila character in this context, and formulate strategic plans for character formation rooted in local wisdom. This study employs qualitative methods, synthesizing data from scientific books, peer-reviewed journals, and official government documents to capture the latest trends and best practices of the Society 5.0 era, which provide important opportunities to strengthen national character. Findings indicate that the Society 5.0 era offers a pivotal opportunity to reinforce national character. Character education, anchored in local wisdom and aligned with Pancasila values, strengthens Indonesia’s national identity and can be effectively implemented through a comprehensive management approach that encompasses intra-curricular, co-curricular, and extracurricular activities. This research provides a practical framework for character-education management that can inform policy decisions and educational practice, offering a scalable model for embedding Pancasila values into future-oriented education systems.
Local Wisdom and Civic Virtue: The Ceprotan Tradition as a Model for Internalizing Pancasila Values in Indonesia Wilis, Roro; Wiratmoko, Dheny; Padang, Bonita; Parhamah, Winda Pitriani; Kinanti, Ajeng Diah
Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter Vol. 9 No. 2 (2025): WASKITA: Jurnal Pendidikan Nilai dan Pembangunan Karakter
Publisher : PUSAT MPK UNIVERSITAS BRAWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.waskita.2025.009.02.4

Abstract

This study investigates the Ceprotan tradition in Sekar Village, Donorojo District, Pacitan Regency, and its connection to Pancasila values, focusing on how character values are internalized to foster spiritual obedience and social harmony. Using a qualitative ethnographic approach, data were collected through interviews with village and community leaders, tradition participants, and direct observation of religious practices. Findings show how the Ceprotan tradition embodies the five pillars of Pancasila through collective community practices. Divinity is expressed as a symbol of gratitude to God and protection from evil, reflected in the community’s reverence for ancestors. Humanity is marked by respect for equal rights and the preservation of legendary narratives that shape social order. Unity manifests through strong solidarity and social cohesion. Democracy emerges from the community’s ability to adapt and modify rituals by consensus, while social justice is evident in the equitable division of labor, regardless of socioeconomic status. The internalization of these values occurs through four interconnected stages: social experience, emotional engagement, cultural reflection, and the transmission of values across generations. This research makes a significant scholarly and practical contribution by providing a culturally grounded framework for integrating Pancasila values into character education and civic development. It demonstrates that indigenous traditions, such as Ceprotan, are not merely cultural artifacts but active vehicles for strengthening national identity, shaping value-based community practices, and guiding policymakers to embed local wisdom in educational curricula and social programs.
Constructing Student Knowledge Amidst the Era of Artificial Intelligence: A Sociology of Education Perspective Soffi, Dewi Ariyanti; Masruroh, Binti; Widowati
Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter Vol. 9 No. 2 (2025): WASKITA: Jurnal Pendidikan Nilai dan Pembangunan Karakter
Publisher : PUSAT MPK UNIVERSITAS BRAWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.waskita.2025.009.02.6

Abstract

Artificial Intelligence (AI) has infiltrated the education domain, offering enhanced learning effectiveness. This study examines the construction of student knowledge in the era of Artificial Intelligence (AI) development from a sociological perspective in education. This research employed a descriptive qualitative approach, incorporating literature studies and data collection techniques. The results indicate that AI facilitates the construction of student knowledge. In the externalization stage, students build knowledge by expressing ideas outside themselves or through thinking. In the objectivation stage, ideas become part of social reality through interaction. In the internalization stage, social knowledge is adopted back into the individual. Artificial Intelligence provides access to extensive learning resources, facilitates online discussions, and personalizes learning according to individual and group needs. However, issues emerge, such as the digital literacy gap, differences in access to technology, and potential algorithmic bias, which can affect the validity of the knowledge built. From a sociology of education perspective, while AI plays an important role, its use must be carefully considered to avoid individual mindset errors caused by the technology. This study contributes to the sociology of education by showing how AI supports student knowledge construction through externalization, objectivation, and internalization. It highlights AI’s role as a social medium in learning while also addressing issues, such as digital literacy gaps, unequal access, and algorithmic bias, offering insights for educators, policymakers, and technology developers.
Local Wisdom and Ecological Character Education of the Gumuk Indigenous People Ariska, Fitri; Maharani , Septiana Dwiputri; Supartiningsih
Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter Vol. 9 No. 2 (2025): WASKITA: Jurnal Pendidikan Nilai dan Pembangunan Karakter
Publisher : PUSAT MPK UNIVERSITAS BRAWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.waskita.2025.009.02.8

Abstract

This study examines the local wisdom of the Gumuk indigenous people in the context of ecological character education, exploring how traditional knowledge contributes to the development of ecological awareness, character formation, and the preservation of cultural values. Using a qualitative ethnographic approach, this research applies Koentjaraningrat’s theory of cultural forms to analyze how local wisdom manifests in ideas, social practices, and material expressions. Data were collected through in-depth interviews, participatory observation, and documentation. In the final section, this study links the findings to Yudi Latif’s concept of cultural character education, which emphasizes the importance of internalizing local cultural values as the basis for building national character. The results of the study show that the local wisdom of the Gumuk community plays a significant role in building ecological awareness, strengthening collective identity, and serving as cultural capital in confronting the challenges of modernity. This study offers the concept of cultural education as an alternative solution to maintain the sustainability of the ecological values and character of the Gumuk indigenous community amid existing social dynamics. This study contributes to the broader discourse on indigenous ecological education by providing an ethnographic model that integrates local wisdom, cultural practices, and moral values as a living system of ecological character formation, drawing on Koentjaraningrat’s theory of cultural forms and Yudi Latif’s concept of cultural education.
The Effect of Problem-Based Learning (PBL) E-Modules on Science Literacy, Critical Thinking, and Creativity Muchsin, Ali; Vebrianto, Rian; Diki; Al-Khairi, Nidya
Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter Vol. 9 No. 2 (2025): WASKITA: Jurnal Pendidikan Nilai dan Pembangunan Karakter
Publisher : PUSAT MPK UNIVERSITAS BRAWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.waskita.2025.009.02.9

Abstract

The science literacy, critical thinking, and creativity skills of Grade VIII students at SMPN 4 Rengat Barat are still relatively low. This level is characterized by a tendency to copy other students’ assignments, remaining silent when they do not understand the material, and providing logical answers with little creativity. This study analyzes the effect of using Problem-Based Learning (PBL) e-modules on students’ science literacy, critical thinking, and creativity at SMPN 4 Rengat Barat. This research employs a quantitative approach with an experimental method. Data were collected using paper-and-pencil tests to measure science literacy, critical thinking, and creativity, as well as questionnaires to assess the use of e-modules. The study population consisted of Grade VIII students, with the research sample comprising class VIIIA and VIIIB, totaling 36 students in the control group and 36 in the experimental group. Data were analyzed using the t-test. The study’s results show that the use of PBL-based e-modules has a significant and positive effect on science literacy among Grade VIII students at SMPN 4 Rengat Barat, contributing 26.6% and categorized as moderate. The impact of PBL-based e-modules on students’ critical thinking is also significant and positive, contributing 28.5% and categorized as moderate. Furthermore, the effect of PBL-based e-modules on students’ creativity is significant and positive, with a 24% contribution, still within the moderate category.

Page 14 of 15 | Total Record : 141

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