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INDONESIA
JISPE Journal of Islamic Primary Education
Published by Institut Daarul Qur'an Jakarta
ISSN : 27743934     EISSN : 27745619     DOI : 10.51875/jispe.v3i2
Core Subject : Education,
Education Other
JISPE Journal of Islamic Primary Education is an electronic journal published by The Faculty of Tarbiyah and Teacher Training of Institut Daarul Quran Jakarta Indonesia, The JISPE journal is dedicated to the study of Madrasah Ibtidaiyah education or Basic Education which focuses on and covers the scope of Class Management, Computer Education and Instructional Technology, Curriculum Development, Islamic Education, Psychological Education, Art Education, Foreign Language Teaching, Guidance and Counseling, Mathematics Education, Measurement and Evaluation, Music Education, Science Education, Social Science Education, Special Education, Sports Education. Review processing using the system provided by OJS. It is published twice a year, in July and December.
Arjuna Subject : Umum - Umum
Articles 81 Documents
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REVITALISASI KEARIFAN LOKAL DALAM PENDIDIKAN KARAKTER MULTIKULTURAL: KERANGKA CERPEN-GRAM SEBAGAI SCAFFOLDING INTEGRASI GLS-PPK DI SEKOLAH DASAR Muid, Khoeri Abdul; Su'ad; Santoso
JISPE Journal of Islamic Primary Education Vol. 5 No. 02 (2024): JISPE Journal of Islamic Primary Education
Publisher : Institut Daarul Qur'an Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51875/jispe.v5i02.1119

Abstract

Indonesia, as a multicultural country, faces challenges in integrating local wisdom into contextual, systematic, and meaningful character education. This study aims to develop and validate the Multicultural Gram-Short Story Framework (CM) as a structured scaffolding for internalizing local wisdom-based values ​​in the School Literacy Movement (GLS) and Character Education Strengthening (PPK) programs. The approach used is Conceptual Developmental Research (CDR) with four phases: theory and policy exploration, creative methodological adaptation, model design, and empirical validation in homogeneous elementary schools in Pati Regency. The results indicate that CM functions as a “value simulator,” helping students understand and reflect on cultural diversity contextually despite being in a homogeneous environment. A limited trial showed a significant increase in students’ multicultural character scores (p < 0.001) with Cohen’s d = 1.90 considered very large compared to similar studies (e.g., Gojali, 2017; qualitative d ≈ 1.0). However, these results should be interpreted with caution because this study is a preliminary validation study. This research contributes to three domains: (1) Theoretical, through the integration of character theory (Lickona), scaffolding (Vygotsky), and ethnopedagogy; (2) Methodological, through the cross-domain adaptation of Shortpen-Gram into a value analysis tool; and (3) Practical, in the form of a Literacy Pocket Book (BUSALI) media that combines literary literacy and character education in the context of GLS PPK.

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