cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Kadek Widiyarta
Contact Email
dekwiedie1996@gmail.com
Phone
+6287762794462
Journal Mail Official
dekwiedie1996@gmail.com
Editorial Address
Jl. Udayana, Kampus Tengah, Singaraja-Bali, Kode Pos 81116
Location
Kota denpasar,
Bali
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
 15   16   17   18   19 
Digitalisation and Its Impact on Family Values and Adolescents’ Emotional Health in Community Contexts Sri Rejeki; Rihal Jayadi; Wahyu Azwar
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.v8i2.102855

Abstract

This study is grounded in the increasing use of digital technology, which has the potential to influence family values and adolescents’ emotional health in the context of social change. The study aims to analyze and examine the effect of digitalization on family values and adolescents’ emotional health. A quantitative approach with a survey design was employed. The research subjects consisted of 52 adolescents who actively use digital technology. Data were collected using a Likert scale questionnaire (1–5), each comprising 10 items for the variables of digitalization, family values, and adolescents’ emotional health. The data were analyzed using descriptive statistics, normality tests, and multiple linear regression with the assistance of IBM SPSS. The results indicate that digitalization has a positive and significant effect on family values but does not have a significant effect on adolescents’ emotional health. These findings suggest that digital transformation has a greater impact on patterns of family relationships and interactions than on adolescents’ intrapersonal aspects. In conclusion, the influence of technology is contextual and shaped by broader social and psychosocial factors. The implications of this study highlight the importance of strengthening digital literacy and family based character education to optimize the benefits of technology while maintaining adolescents’ emotional balance.
Integration of Reproductive Health Values in Islamic Religious Education Learning for Upper Elementary School Students Tri Ermayani; Sukiman; Sigit Purnama; Sibawaihi; Norhapizah Mohd Burhan
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.v8i2.104346

Abstract

Reproductive health knowledge is a crucial element for improving individual quality of life and wellbeing, including among elementary school students. However, students’ understanding of this topic remains limited, putting them at risk of issues such as unintended pregnancy, sexually transmitted infections, and early marriage. This study aims to analyze strategies for integrating reproductive health values into Islamic Religious Education (IRE) learning for elementary school students. A descriptive-analytic qualitative method was employed, with data collected through interviews, observations, and document studies. Thematic analysis was conducted to identify patterns and integration strategies. The results indicate that integration is implemented through four main strategies: linking puberty with the concept of akil baligh, associating organ health with hifzh al-nafs, integrating risk behaviors with hifzh al-nasl and aurat, and connecting healthy communication with social etiquette. Effective learning methods include interactive lectures, storytelling, role play, and project based assignments. Challenges identified include limited teacher competence, lack of integrated teaching materials, and topic sensitivity. The study concludes that a systemic approach involving teacher training, module development, and parental involvement is essential. The implications suggest that integrating reproductive health values based on Islamic principles can enhance cognitive understanding, foster character development, strengthen healthy behaviors, and serve as a reference for the holistic development of Islamic Religious Education curricula.
SPIRIT Model: Character Building Strategies in the Society 5.0 Era through the Integration of Tazkiyatun Nafs and Spiritual Growth Muhammad Asra; Muhammad Akbar
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.v8i2.104940

Abstract

Learning in the Society 5.0 era still tends to prioritize cognitive achievement, while the strengthening of students’ character and spirituality has not yet been optimally implemented in school practice. This situation creates a gap between the demand to develop character that is adaptive to digital challenges and the limited availability of systematic, practical instructional strategies for instilling spiritual and moral values. This study aimed to develop and validate the SPIRIT Model (Spiritual Personal Improvement and Reflective Integrated Teaching) as a character-strengthening strategy by integrating the concepts of Tazkiyatun Nafs and the Spiritual Growth Framework (SGF). The research employed a Research and Development (R&D) approach using the ADDIE model and involved 38 teachers, 50 students, and 24 Islamic Religious Education (PAI) teachers. Data were collected through questionnaires, interviews, and focus group discussions (FGDs). Three experts validated the model by assessing its content, presentation, syntax, and feasibility of implementation. The findings indicate that 95% of teachers reported a need for spirituality-based instructional strategies, and the SPIRIT Model—comprising five stages (Pre-Spiritual Awareness, Value Exploration, Spiritual Practice, Character Action, and Reflection & Feedback)—achieved an average score of 4.2, indicating a valid category. Therefore, the SPIRIT Model is theoretically and practically feasible as an innovative alternative for strengthening character education in the Society 5.0 era. The study provides a structured instructional syntax that can help teachers integrate spirituality-based character development into learning; however, further implementation trials are required to examine its effectiveness in producing comprehensive improvements in students’ character.
Transcendental Humanist Character Paradigm: The Reactualization of Qur'anic Values Education in Islamic Education Viqqi Razaqtana; Abd Jalil; Dwi Mariyono
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.v8i2.105922

Abstract

Pedagogical practice is often trapped in a dichotomy between secular models that emphasize psychological and sociological aspects without a transcendent horizon and doctrinal models that demand normative obedience without honoring the humanity of learners. It is therefore necessary to reconsider a character education model that can integrate humanization and divine orientation, one of which is the humanist-transcendental paradigm proposed in this article. This study aims to: (1) explore the concept of the humanist-transcendental paradigm, (2) analyze Qur’anic values as its ethical and spiritual foundation, and (3) describe its implications for character formation in Islamic education. The method employed is library research. The findings indicate that, first, the humanist-transcendental paradigm conceptually combines the recognition of learners as dignified subjects with the linking of learning freedom to tawhid, adab, trustworthiness, ihsan, and God-consciousness through the teacher’s dual role as facilitator and role model. Second, Qur’anic values such as tawhid, truthfulness, trustworthiness, justice, and compassion function as living ethics that structure motivation, self-evaluation, and moral habitus toward the profile of the insan kamil. Third, this paradigm requires an integrative educational ecosystem encompassing curriculum, dialogical and ethical classroom culture, adab-based affective assessment, and the involvement of family and community in character development. The main novelty of this study lies in formulating Spiritual-Moral Self-Regulation (RDSM) as a conceptual hinge that connects the humanist and transcendental dimensions in the formation of students’ character.
Innovation in Digital Information Literacy Learning for Generation Z through the FOSIL Model Perceptions zahra; Rully Khairul Anwar; Yunus Winoto
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.v8i2.107387

Abstract

The rapid development of digital technology requires Generation Z students to possess not only technical skills but also critical and character-oriented digital information literacy. However, digital learning practices in schools tend to focus primarily on the use of technology, without a systematic inquiry framework to develop information evaluation skills and digital character formation. This study aims to analyze perceptions, readiness, and the potential adaptation of the Framework of Skills for Inquiry Learning (FOSIL) in digital information literacy learning. This research employed a descriptive qualitative approach involving teachers, librarians, and students as research participants. Data were collected through semi structured interviews focusing on digital learning experiences, information-seeking habits, and perspectives on FOSIL implementation. The collected data were analyzed using thematic analysis to identify patterns, meanings, and interrelationships among the findings. The results indicate that although digital learning has been actively implemented, students still tend to rely heavily on search engines and artificial intelligence tools and experience difficulties in evaluating the credibility of information. The FOSIL model is perceived as relevant to the learning characteristics of Generation Z, particularly in the Wonder and Reflect stages; however, its implementation requires adequate facilities, strengthened library support, and teacher competency development. This study concludes that adapting FOSIL has the potential to systematically structure digital inquiry processes while simultaneously strengthening students’ responsibility, academic integrity, and ethical media use. These findings have implications for the development of inquiry and character based digital literacy learning models in secondary education.

Page 19 of 19 | Total Record : 185

 15   16   17   18   19 

Filter by Year

2018 2025


Reset
Filter By Issues
All Issue Vol. 8 No. 2 (2025): October Vol. 8 No. 1 (2025): April Vol. 7 No. 2 (2024): October Vol. 7 No. 1 (2024): April Vol. 6 No. 2 (2023): October Vol. 6 No. 1 (2023): April Vol. 5 No. 2 (2022): October Vol. 5 No. 1 (2022): April Vol 4, No 2 (2021): October Vol. 4 No. 2 (2021): October Vol. 4 No. 1 (2021): April Vol 4, No 1 (2021): April Vol 3, No 2 (2020): October Vol. 3 No. 2 (2020): October Vol 3, No 1 (2020): April Vol. 3 No. 1 (2020): April Vol 2, No 2 (2019): October Vol. 2 No. 2 (2019): October Vol. 2 No. 1 (2019): April Vol 2, No 1 (2019): April Vol. 1 No. 2 (2018): October Vol 1, No 2 (2018): October Vol. 1 No. 1 (2018): April Vol 1, No 1 (2018): April More Issue