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INDONESIA
Indonesian Values and Character Education Journal
Published by Universitas Pendidikan Ganesha
ISSN : 26154684     EISSN : 26156938     DOI : 10.23887/ivcej.v3i1
Core Subject : Education,
Education
Indonesian Values and Character Education Journal is a general journal published by Universitas Pendidikan Ganesha. This journal aims to accommodate articles of research results in the social field. In the end, this Journal can provide a description of the development of science and technology in the field of character education and value education for the academic community. This journal is published twice a year
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 185 Documents
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Religious Moderation Education in Elementary Schools: Building Tolerance and Respect for Differences from an Early Age Dewi Evi Anita; Yosefo Gule; Istiqamah Ardila; Aris D. Rimbe; Andrias Candraputra Dewanto
Indonesian Values and Character Education Journal Vol. 8 No. 2 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ivcej.v8i2.94868

Abstract

The limited understanding and application of religious moderation values among elementary school students poses a significant challenge in fostering tolerant character from an early age. This study aims to analyze the implementation of religious moderation education within the elementary school curriculum and evaluate strategies used to cultivate tolerant attitudes. The research employs a library research method, with subjects comprising relevant literature, including scientific journals, books, and recent research reports indexed nationally and internationally. Data were collected through literature searches based on criteria of recency, thematic relevance, and source quality. Content analysis was applied to extract key themes related to the integration of moderation values in the curriculum, classroom practices, and teaching media. Thematic analysis revealed three main findings: (1) the integration of moderation values in the curriculum remains primarily normative; (2) classroom practices are influenced by limited teacher training and school policies; and (3) the lack of contextual teaching media hinders the internalization of values. These findings highlight the importance of strengthening inclusive character-based policies and providing continuous professional development for educators. The study’s implications are expected to serve as a reference for developing curricula and learning practices that instill tolerance and appreciation for differences from the early stages of education.
Enhancing Religious Moderation through Islamic, Christian, and Buddhist Religious Subject in the Context of Character Education Dwi Sulistyowati; Nur Ulayatun Nida; Purnomo; Muhammad Faiz Naufal
Indonesian Values and Character Education Journal Vol. 8 No. 2 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ivcej.v8i2.98380

Abstract

The increasing symptoms of intolerance and exclusivism in educational settings have the potential to weaken social cohesion and hinder the formation of students’ national character. This condition indicates the need for pedagogical strategies that systematically instill the values of tolerance, justice, and respect for diversity within the learning process. This study aims to analyze and explore the strengthening of religious moderation through Islamic, Christian, and Buddhist religious instruction in heterogeneous school contexts. The research employed a qualitative approach with a phenomenological design involving religious education teachers and students as participants. Data were collected through classroom observations, in-depth interviews, and document analysis using structured guidelines, and were analyzed thematically through data reduction, data display, and conclusion drawing with triangulation to ensure validity. The findings reveal that strengthening religious moderation is implemented through the integration of national values, participatory humanistic approaches, the provision of safe spaces for student expression, and objective character-based assessment, which contribute to the development of tolerant, inclusive, and fair attitudes in interfaith interactions. In conclusion, moderation based religious education represents an effective learning paradigm for building national character and strengthening social cohesion among students. The implication of this study underscores the importance of systematically and sustainably integrating religious moderation values into curriculum design and pedagogical practices within multicultural educational environments.
Tutulena: A Heritage Folk Game as the Foundation of Malind Cultural Character Formation Trinovianto George Reinhard Hallatu; Ni Nyoman Rediani; Ivylentine Datu Palittin
Indonesian Values and Character Education Journal Vol. 8 No. 2 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ivcej.v8i2.98425

Abstract

Character development has become a major concern due to the high incidence of bullying experienced by children, adolescents, and adults. Efforts to address this issue have been carried out through the implementation of innovative learning models and approaches grounded in local wisdom. This study aims to analyze the values embedded in the traditional folk game Tutulena as a means of character formation. The study employs a qualitative approach with research subjects that include children, adolescents, adults, and parents. Data were collected through documentation, interviews, and literature review, and subsequently analyzed using data triangulation. The findings indicate that Tutulena instills essential values such as cooperation, discipline, patience, perseverance, courage, sportsmanship, and cultural preservation. These values play a significant role in shaping positive character, as individuals learn to respect others, communicate effectively, and collaborate to achieve common goals through interactions in the game. The results confirm that Tutulena is not only recreational but also has the potential to serve as an effective medium for character education. The study’s implications suggest that integrating traditional games into the learning process can strengthen culture-based character education.
The Character in Transit: Rethinking Moral Education through Children’s Urban Experiences Audrey Rosdiana Putri; Hisny Fajrussalam; Sofyan Iskandar; Wina Mustikaati; Primanita Sholihah Rosmana; Ihsan Abdul Patah
Indonesian Values and Character Education Journal Vol. 8 No. 2 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ivcej.v8i2.99009

Abstract

The degradation of children’s character, such as declining discipline and responsibility, has become a major concern in primary education. Formal classroom learning is often considered ineffective in deeply internalizing moral values. This study aims to explore how elementary school students’ experiences in using mikrotrans public transportation contribute to character development. Employing a qualitative case study approach, the research involved seven participants, consisting of a school principal, a teacher, two parents, two mikrotrans drivers, and an education observer. Data were collected through observation, in-depth interviews, documentation, and focus group discussions (FGDs), and analyzed using the Miles and Huberman model. The findings reveal that experiences gained from using mikrotrans strengthen students’ character traits such as discipline, responsibility, independence, social awareness, tolerance, and communication. These findings highlight the urgency of expanding character education beyond classroom settings by integrating students’ daily mobility experiences as meaningful and contextual learning spaces. This research implies the need to develop strategies for character education that are grounded in real-life experiences and relevant to students’ everyday lives, particularly through the use of public transportation by elementary school students.
Two Pillars of Character Education: Harmony of Extracurricular Activities and School Culture Fajar Nur Cahyani; Marzuki; Puspa Widyastuti
Indonesian Values and Character Education Journal Vol. 8 No. 2 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ivcej.v8i2.99087

Abstract

Character education requires an approach that can instill values deeply through habituation, role modeling, and real-life experiences, rather than through theory alone. This study aims to analyze the role of extracurricular activities and school culture as two main pillars in shaping student character. The research employed a qualitative approach using a literature study method. Data were collected from primary sources, including empirical research, secondary sources such as books and educational policy documents, and supporting sources from reliable media articles. Research instruments included a literature criteria checklist and a findings recording sheet, validated through expert review. Data analysis was conducted qualitatively through identification of main themes, concept classification, interpretation of relationships among concepts, and synthesis to achieve a comprehensive understanding. The results indicate that extracurricular activities such as Scouting, Red Cross Youth (PMR), and arts programs are effective in fostering responsibility, leadership, cooperation, and self-confidence through direct involvement. School culture contributes to shaping character systemically through habituation, teacher role modeling, and an environment that supports discipline, religiosity, and social concern. The study concludes that the integration of extracurricular activities and school culture synergistically is more effective in developing student character than implementing them separately. The implications emphasize the need for schools to design an integrated character education strategy by aligning extracurricular activities with school culture, thereby creating a sustainable and practical model of character formation applicable in broader educational contexts.
Research Article An Analysis of Teachers’ Practices in Instilling Pancasila Student Profile Values through Local Wisdom Aifan Sumantri; Iis Siti Aisyah; Lud Waluyo Lud
Indonesian Values and Character Education Journal Vol. 8 No. 2 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ivcej.v8i2.99204

Abstract

The internalization of the Pancasila Student Profile values represents a strategic step in shaping students’ character in line with the educational transformation promoted by the Merdeka Curriculum. However, challenges such as limited supporting facilities and learning approaches that are less contextual often hinder its implementation. This study aims to analyze teachers’ pedagogical practices in instilling the Pancasila Student Profile values through a local wisdom based approach. The research employs a descriptive qualitative approach with teachers as the primary subjects. Data were collected through participatory observation, in depth interviews, and document analysis, and were thematically analyzed to identify strategies, media, and the impact of integrating local wisdom into learning. Findings reveal that teachers actively utilize local cultural elements, such as mutual cooperation traditions, traditional games, and local legends, as a means of internalizing character values. The local culture based approach not only strengthens students’ understanding of Pancasila values but also enhances active participation and emotional engagement in the learning process. Based on these results, it can be concluded that integrating local wisdom into learning practices significantly contributes to strengthening character education and has the potential as a relevant contextual pedagogical model. The implication is that teachers can adapt local wisdom based approaches to improve the effectiveness of character education across various educational settings.
Enhancing Character Education and Students’ Positive Attitudes through Local Wisdom in the Era of Society 5.0: A Case Study in Vocational Schools Arief Nurrahman; Sukirno; Ali Muhson; Marzuki
Indonesian Values and Character Education Journal Vol. 8 No. 2 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ivcej.v8i2.99297

Abstract

In the era of Society 5.0, education is no longer sufficient to focus solely on the mastery of technical competencies but is required to foster students’ character development in a holistic and sustainable manner. A major challenge faced by vocational education lies in integrating meaningful and contextual character education without neglecting cultural identity within an adaptive curricular framework. This study aims to explore and analyze the role of local wisdom as a foundation for character education and its contribution to shaping students’ attitudes and civic values through the implementation of the Merdeka Curriculum. This research adopts a qualitative approach with a case study design. The research subjects include teachers and students in vocational schools. Data were collected through participatory observation, semi-structured interviews, and document analysis. Data analysis was conducted using the interactive model of Miles and Huberman, encompassing data condensation, data display, and conclusion drawing and verification. The findings indicate that the Pancasila Student Profile (P5) projects are implemented contextually through the integration of cultural practices and traditions into the learning process. This implementation contributes to the strengthening of national identity, environmental ethics, cultural pride, critical thinking, and students’ civic responsibility. The study concludes that character education based on local wisdom is effective in shaping vocational students’ character when supported by a flexible curriculum and contextual learning. The implications of this study emphasize the importance of institutional support and the strengthening of teachers’ capacity to realize culturally responsive and sustainable character education.
Character Education-Oriented E-Module to Improve Learning Independence in Fourth-Grade Social Studies Nadia Arbreka Br S Pandia; I Gede Astawan; Ni Ketut Desia Tristiantari
Indonesian Values and Character Education Journal Vol. 8 No. 2 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ivcej.v8i2.100936

Abstract

The low level of students’ learning independence in Social Studies indicates the suboptimal integration of character values in the learning process and the limited availability of teaching materials that support independent learning. This study aims to develop and examine the effectiveness of a character oriented e-module in improving elementary school students’ learning independence. This research employed a research and development approach using the ADDIE model (analysis, design, development, implementation, and evaluation). The subjects of the study consisted of 34 fourth grade students. Data were collected through validation questionnaires completed by material and media experts, student response questionnaires, and a learning independence test instrument. Data analysis was conducted using descriptive quantitative and qualitative techniques as well as inferential statistical tests to determine the effectiveness of the developed product. The results showed that the developed e-module met the criteria of being highly feasible based on expert validation, received positive responses from students, and was significantly effective in enhancing learning independence. Thus, the product supports more structured learning and strengthens students’ character development. The findings imply that the integration of character education into digital teaching materials should be systematically implemented to improve the quality of learning processes and outcomes.
Cultivating Pawongan Values in an Eighth-Grade English Textbook English for Nusantara: A Strategy to Strengthen Character Education Luh Rista Hardiantini; Ni Komang Arie Suwastini; Ni Wayan Surya Mahayanti; I Gusti Ngurah Agung Wijaya Mahardika; Ni Nyoman Artini
Indonesian Values and Character Education Journal Vol. 8 No. 2 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ivcej.v8i2.101300

Abstract

Moral degradation influences the unstable relationship between humans. Maintaining a harmonious relationship among fellow humans is essential to avoid more serious problems. Therefore, the study aims to explore and present the Pawongan values in the eighth-grade junior high school textbook entitled English for Nusantara to recognize how the textbook involves character education development. The subject of the study was the content provided in the textbook, which means it is a content analysis research. The study utilised qualitative research procedures proposed by Miles, Huberman, and Saldana (2014). Data collection and analysis are conducted repeatedly and simultaneously through data collection, condensation, display, and conclusion drawing and verification. It was discovered that the Pawongan value is present in the home, school, and society. Pawongan values across those contexts internalize positive character development for students to be more respectful, sympathetic, empathetic, tolerant, solid, and equal. Therefore, the study shows that the concept of Pawongan in Tri Hita Karana contributes to character development through a local wisdom approach.
The Sorogan Method in Pesantren Education: Cognitive, Affective, and Psychomotor Learning Outcomes M. Arif Khoiruddin; M. Ridlwan Nasir; Zakariyah
Indonesian Values and Character Education Journal Vol. 8 No. 2 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ivcej.v8i2.101405

Abstract

The Sorogan method, as a traditional instructional model in pesantren, has rarely been examined systematically, particularly in relation to learning outcomes across cognitive, affective, and psychomotor domains. A key challenge is how this method can enhance academic competence, character development, and practical skills in a holistic manner. This study aims to analyze the contribution of the Sorogan method to the development of students’ academic abilities, character, and practical skills. The research employed a qualitative approach with a phenomenological design. Participants included active students, teachers (Mustahiq), and curriculum administrators. Data were collected through participatory observation, in-depth interviews, and document analysis. Data analysis was conducted through stages of reduction, thematic categorization, and interpretative synthesis following phenomenological procedures. The findings indicate that the Sorogan method enhances students’ cognitive abilities in understanding Arabic grammar structures, strengthens character formation through the internalization of discipline and ethical conduct, and hones psychomotor skills such as reading unvowelled texts, performing muroja’ah, and tashrif exercises. Intensive interaction with teachers facilitates holistic development and the internalization of moral values. The study concludes that the Sorogan method is both culturally relevant and pedagogically adaptive in supporting the development of students’ academic competence, character, and practical skills. The implications suggest that this method can serve as a reference for designing holistic instructional strategies that integrate individual mentoring, moral values, and hands-on practice in Islamic educational institutions.

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