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Prio Utomo
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prio.um1990@gmail.com
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ijces.ojs@aeducia.org
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Jl. Permana Barat IV No. 3. Kelurahan Citeureup, Kecamatan Cimahi Utara, Kota Cimahi, Bandung, Provinsi Jawa Barat, Kodepos: 40512, Indonesia
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INDONESIA
Indonesian Journal of Character Education Studies
Published by Academia Edu Cendekia Indonesia
ISSN : 30631513     EISSN : 30630401     DOI : https://doi.org/10.64420/ijces
Core Subject : Education,
Education
Indonesian Journal of Character Education Studies (IJCES) (Online ISSN 3063-0401 - Print 3063-1513) is a peer-reviewed, open-access academic journal dedicated to advancing and disseminating state-of-the-art knowledge in the field of character education. The journal aims to serve as a platform for scientific publications, promoting high-quality research findings, supporting evidence-based theory and practice, and providing an academic forum for researchers, scholars, professionals, teachers, counslelors, and college students to explore, share, and discuss critical ideas, strategic issues, innovations, implications, and scientific contributions in character education. Aims: The Indonesian Journal of Character Education Studies (IJCES) aims to promote excellence in the field by disseminating high-quality research findings and providing a global platform for researchers, academicians, professionals, counselors, psychiatrists, college students, and education practitioners to explore, share, and discuss emerging issues and developments in character education through a scientific approach. Focus and Scope: The Indonesian Journal of Character Education Studies (IJCES) focuses on publishing original, high-quality articles that address current issues and emerging trends through research findings and literature reviews in the field of character education. The scope of this journal encompasses a wide range of topics relevant to contemporary developments in character education, including: 1. Development of character values in formal, non-formal, and informal education 2. Strategies, models, and approaches to character-based learning 3. Integration of character values into curricula and subject areas 4. Implementation of character education in schools and higher education institutions 5. Character education based on local wisdom and Indonesian cultural heritage 6. Character education policies at local, national, and global levels 7. Character education in the context of multiculturalism, diversity, and religious moderation 8. Technological innovation in supporting character education 9. Character education in the digital age and the challenges faced by younger generations 10. Other Relevant Topics in character education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 25 Documents
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The Role of School Environment and Its Influence on Students' Discipline and Politeness Character in Primary School Students Novi Rosita Rahmawati; Prio Utomo
Indonesian Journal of Character Education Studies Vol. 1 No. 2 (2024): Indonesian Journal of Character Education Studies, 1(2), 2024
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijces.v1i2.193

Abstract

Background: The character development of discipline and politeness in primary school students is significantly influenced by various factors, one of which is the school environment. A conducive and well-managed school environment can shape students' attitudes and behaviors in a positive direction. Objective: The study aims to determine whether the school environment influences the formation of discipline and politeness character of primary school students. Method: This study employs an associative causal research design. The research was conducted at SD Islam AL Falih Kota Kediri in 2021. The population consisted of 30 4th-grade students, selected using a total sampling technique. Data were collected using discipline and politeness character scales, and analyzed using simple linear regression analysis. Result: The findings reveal a significant influence of the school environment (X) on the formation of students’ discipline character (Y), with a significance value (Sig.) of 0.001, which is less than 0.05. This indicates that the school environment plays a significant role in shaping students' discipline and politeness. Conclusion: There is a statistically significant relationship between the school environment and the development of discipline and politeness character in primary school students. Contribution: This study serves as valuable input and enrichment material for educators on the importance of fostering a positive school environment to support the development of students' discipline and polite behavior through various school-based strategies and settings.
Analysis of Problems in Implementing Character Education at the Islamic Elementary School Level Baiq Laksmining Prayatni; Ramli Ramli; Ramdhani Sucilestari
Indonesian Journal of Character Education Studies Vol. 2 No. 1 (2025): Indonesian Journal of Character Education Studies, 2(1), 2025
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijces.v2i1.236

Abstract

Background:   Character education has become a fundamental component of Islamic elementary education, aiming to foster students' moral values, discipline, responsibility, and social awareness alongside academic achievement. However, its implementation often encounters challenges related to curriculum integration, teacher practices, and the consistency of character-building activities within the school environment. Objective: This study aims to identify the challenges and implementation of character education in Islamic Elementary Schools. Method: This study employed a qualitative research approach conducted at MI Al-Ittihadul Islamiyah, Ampenan, in 2022. The participants consisted of teachers and students selected purposively. Data were collected through classroom observations, semi-structured interviews, and document analysis. Data were analyzed using the interactive model of data reduction, data display, and conclusion drawing/verification. Results: The findings indicate that character education has been implemented effectively through the integration of character values into school management, classroom learning, religious activities, and extracurricular programs. Teachers play a central role in modeling positive behavior, while school culture and collaborative participation strengthen students' character development. Conclusion: Character education in Islamic Elementary Schools is more effective when implemented through a holistic approach integrating school governance, curriculum, teacher role modeling, and student participation. Originality/Value: This study provides empirical and contextual novelty in the field of Islamic primary education and character pedagogy by uncovering a holistic implementation model integrating school governance, classroom instruction, religious activities, school culture, and teacher role modeling regarding the identification of character building practices and operational challenges within the context of an Islamic elementary school setting at MI Al Ittihadul Islamiyah Ampenan, an area with limited in depth empirical documentation. These findings enrich empirical evidence and serve as a strategic reference for educational policymakers and madrasah administrators to design sustainable character education policies, integrated curricula, and institutional habituation programs in primary Islamic schooling.
Program Shalat Berjamaah dalam Pembentukan Karakter Islami Siswa Sekolah Menengah Atas Joko Utomo; Mindani Mindani
Indonesian Journal of Character Education Studies Vol. 2 No. 1 (2025): Indonesian Journal of Character Education Studies, 2(1), 2025
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijces.v2i1.238

Abstract

Background; Character education supports Islamic values in schools, with congregational prayer viewed as a means to instill moral and spiritual principles. However, the implementation and impact of such programs on students’ character development remain underexplored. Objective: This study aims to examine the implementation of the congregational prayer program in strengthening the Islamic character of high school students, particularly focusing on the development of gratitude. Method: The research employed a qualitative approach with a phenomenological paradigm. It was conducted at SMA Muhammadiyah 4 Bengkulu in 2022. Data were collected through three primary techniques: (1) participant observation, (2) in-depth interviews, and (3) documentation. The analysis was carried out using the deduction, induction, and comparison methods. Result: The findings reveal that the implementation of Dhuha and Zuhur congregational prayers contributes significantly to shaping students' gratitude character. This development is evident in three dimensions: physical (behavioral discipline), psychological (emotional awareness and sincerity), and social (togetherness and mutual respect). Conclusion: The congregational prayer program effectively fosters Islamic character in students, particularly the value of gratitude. Routine practice and a supportive school environment play a critical role in reinforcing this character. Originality/Value: This study offers theoretical and empirical novelty in Islamic education by revealing the multidimensional internalization of gratitude through physical behavioral discipline, psychological sincerity and emotional awareness, and social solidarity and mutual respect. It examines the role of routine congregational Dhuha and Zuhur prayers at the secondary school level, an underexplored context from a phenomenological perspective. The findings enrich empirical evidence and provide practical guidance for educators and policymakers in developing habitual worship programs, supportive school environments, and sustainable spiritual character education.
Parental Contribution to Developing Moral Character in Adolescent Social Media Users Metra Hauliza; Irwan Satria
Indonesian Journal of Character Education Studies Vol. 2 No. 1 (2025): Indonesian Journal of Character Education Studies, 2(1), 2025
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijces.v2i1.239

Abstract

Background: The rapid expansion of social media has transformed adolescents' patterns of communication, interaction, and access to information, creating both opportunities and challenges for their moral development. Excessive exposure to digital content without adequate parental supervision may influence adolescents' attitudes, behaviors, and character formation. Therefore, parental involvement is essential in guiding adolescents to use social media responsibly while maintaining moral values. Objective: This study aims to examine the contribution of parents to fostering the moral character of adolescents who actively use social media. Method: This study employed a qualitative approach using a phenomenological design. The research was conducted in Pagar Dewa Village, Selebar District, Bengkulu City, in 2023. Data were collected through observations, in-depth interviews, and documentation involving parents and adolescents. The collected data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. Results: The findings indicate that parents play a vital role in developing adolescents' moral character by providing moral education, modeling ethical behavior, supervising social media use, and offering continuous guidance and advice. Effective communication and consistent parental involvement strengthen adolescents' ability to distinguish positive from negative online influences. Conclusion: Parental guidance is a key factor in promoting adolescents' moral development and responsible social media use through value-based education, supervision, and positive role modeling. Originality/Value: This study provides empirical and contextual novelty in the fields of family sociology and digital character education by uncovering an integrated parental involvement framework encompassing moral education, ethical role modeling, digital monitoring, and continuous interpersonal communication regarding the mitigation of negative social media impacts on adolescent moral development within the context of an urban community setting in Pagar Dewa Village, Bengkulu City, which has received limited empirical exploration through a phenomenological lens. These findings enrich empirical evidence and serve as a strategic reference for designing family-based digital parenting guidelines, formulating digital media literacy initiatives, and developing youth character protection policies amid rapid technological disruption.
Factors Responsible for the Students Declining Interest in Primary Education in Anambra State, Nigeria Ifeoma Chinyere Umeji
Indonesian Journal of Character Education Studies Vol. 2 No. 1 (2025): Indonesian Journal of Character Education Studies, 2(1), 2025
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijces.v2i1.240

Abstract

Background: Student interest in pursuing primary education has been declining in Anambra State, Nigeria, raising concerns about the future of foundational education and its role in national development. Understanding the root causes of this trend is essential for implementing effective interventions. Objective: This study aimed to explore the factors responsible for the waning enthusiasm for primary education among students in Anambra State and to propose strategies to address this issue. Method: A survey research design was adopted, targeting students enrolled in primary and early childhood education programs across tertiary institutions in Anambra State. Data were collected using a self-structured questionnaire administered via Google Forms. The instrument was validated by experts and tested for reliability. Responses from 100 participants were analyzed using SPSS, employing weighted mean scores to determine the perceived influence of various factors. Result: The analysis revealed that several interconnected factors contributed to the declining interest in primary education. These included poor educational infrastructure, insufficient funding, low levels of motivation among students and teachers, negative societal perceptions, and a shortage of qualified teaching staff. Conclusion: The findings indicate an urgent need for comprehensive reforms in primary education. Addressing these challenges through targeted investment, motivation initiatives, public perception campaigns, and strategic recruitment efforts is essential to revitalize student interest and strengthen the primary education system. Originality/Value: This study provides empirical and diagnostic novelty in the field of primary education policy and management by uncovering interconnected determinant factors, including inadequate infrastructure, underfunding, low teacher and student motivation, negative societal perceptions, and shortages of qualified teaching staff, regarding the declining interest of tertiary students in pursuing primary and early childhood education careers within the context of Anambra State, Nigeria, an area where specific grassroots evidence has remained limited. These findings enrich empirical evidence and serve as a strategic reference for educational policymakers and stakeholders to formulate targeted infrastructure investments, public awareness campaigns, and strategic teacher recruitment and retention reforms.
Integrating 21st Century Character Education in Mathematics Learning for Elementary School Students Desti Rahayu; Sabar Narimo; Achmad Fathoni
Indonesian Journal of Character Education Studies Vol. 2 No. 2 (2025): Indonesian Journal of Character Education Studies, 2(2), 2025
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijces.v2i2.237

Abstract

Background: The integration of 21st-century character education in mathematics learning is crucial for developing students' academic and personal skills, ensuring they are prepared for future challenges. Objective: This study aims to describe the implementation of 21st-century character education in mathematics learning for elementary school students, specifically focusing on how these values are integrated into the curriculum at SD Negeri 2 Sukorejo, Klaten. Method: The research used a descriptive qualitative approach, involving the principal, teachers, and students as subjects. Data was collected through observation, interviews, and documentation, with validity ensured through source triangulation. Data analysis followed the steps of collection, reduction, presentation, and conclusion drawing. Results: The study found that the implementation of 21st-century character education at SD Negeri 2 Sukorejo was effectively integrated into the Learning Implementation Plan (RPP). This integration helped promote essential character values such as responsibility, critical thinking, and collaboration within mathematics learning. Conclusion: The implementation of 21st-century character education at SD Negeri 2 Sukorejo demonstrates that integrating character values into mathematics lessons can enhance students' academic skills and moral development. This approach contributes to preparing students for the challenges of the modern world. Originality/Value: This study offers empirical novelty in the field of primary education and mathematics learning by revealing the structured integration of 21st-century character values (responsibility, critical thinking, and collaboration) into lesson plans (RPP) and instructional practices concerning holistic student character development within the context of primary school mathematics learning, an area that has remained insufficiently documented. These findings enrich empirical evidence and provide a strategic reference for designing character-based mathematics instructional frameworks and pedagogical professional development for primary educators.
Strengthening Character Education in Elementary School Students through Local Wisdom–Based Traditional Games Yulia Sri Astuti; Sindi Apriliani
Indonesian Journal of Character Education Studies Vol. 2 No. 2 (2025): Indonesian Journal of Character Education Studies, 2(2), 2025
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijces.v2i2.327

Abstract

Background: Local wisdom refers to the environmental and cultural knowledge passed down through generations, which exists within community life. In education, integrating local wisdom can enhance character education by instilling moral values grounded in the local culture. Objective: This study aimed to explore the strategies employed by principals and teachers to enhance the character education of SDN Kawunggading students through locally wisdom-based games. Method: This research is qualitative in nature and employs a descriptive method. The study was conducted at SDN Kawunggading during the 2023 school year, with students as the subjects. Data were collected from the Principal and Homeroom Teacher using observation and interview techniques. The data analysis employed a descriptive analytical method. Results: The findings indicated that character education at Kawunggading Elementary School is implemented through local wisdom-based games, which help foster values such as honesty, tolerance, discipline, hard work, independence, responsibility, and friendliness (communicativeness). Conclusion: The integration of local wisdom-based games effectively supports the cultivation of character education, making it more relatable and meaningful for students. These games play a key role in promoting positive behaviors and values in students, while also preserving cultural heritage. Originality/Value: This study provides empirical novelty in the field of primary education and culture-based character pedagogy by uncovering practical leadership and instructional strategies to transform local wisdom-based traditional games into experiential media for fostering core moral values (honesty, tolerance, discipline, hard work, independence, responsibility, and communicativeness) concerning student character development within the context of rural/public primary schooling, an area that has remained insufficiently documented. These findings enrich empirical evidence and serve as a strategic reference for designing culturally responsive character learning models and school-level policies aimed at character cultivation and cultural preservation.
The Implementation of Islamic Entrepreneurship Education to Build Independence and Responsible Character in Students (Santri) at Islamic Boarding Schools Syarofina Idzni Lucksha; Rahmawati Baharuddin
Indonesian Journal of Character Education Studies Vol. 2 No. 2 (2025): Indonesian Journal of Character Education Studies, 2(2), 2025
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijces.v2i2.331

Abstract

Background: Islamic boarding schools (pesantren) play an important role in developing students' religious values and life skills, including entrepreneurship. However, the mechanisms through which Islamic entrepreneurship education contributes to character formation, particularly independence and responsibility, remain insufficiently documented. Integrating entrepreneurial activities with Islamic values is expected to strengthen students' character while preparing them for social and economic challenges. Objective: This study aims to examine how Islamic entrepreneurship education shapes independent and responsible character among santri in Islamic boarding schools. Method: This study employed a descriptive qualitative approach conducted in 2024 at Manager Tholabie Islamic Boarding School, Buring, Malang. Data were collected through observations, in-depth interviews, and documentation involving school leaders, teachers, and santri. Data credibility was ensured through source and technique triangulation. The collected data were analyzed using four stages: data collection, data reduction, data display, and conclusion drawing/verification. Results: The findings reveal that entrepreneurship education is systematically integrated with Islamic teachings through curriculum design, classroom instruction, practical business activities, and daily boarding school routines. This integrated approach encourages santri to develop independence, responsibility, discipline, honesty, and work ethics while applying entrepreneurial skills grounded in Islamic values. Conclusion: Islamic entrepreneurship education effectively promotes character development when entrepreneurial learning is consistently integrated with religious values, institutional culture, and experiential learning within the pesantren environment. Originality/Value: This study contributes to the field of Islamic education and entrepreneurship by revealing the systematic integration mechanism of Islamic values, practical business activities, and institutional culture in shaping santri’s independence and responsibility within the Islamic boarding school context, an area that has remained insufficiently documented. These findings enrich empirical evidence and provide a strategic reference for designing integrated entrepreneurship curriculum and character education policies across Islamic educational institutions.
Teachers’ Strategies for Shaping Islamic Character in Elementary School Students with Special Needs Tania Umairah
Indonesian Journal of Character Education Studies Vol. 2 No. 2 (2025): Indonesian Journal of Character Education Studies, 2(2), 2025
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijces.v2i2.328

Abstract

Background: The formation of Islamic character among elementary students with special needs requires contextual, structured, and consistent strategies across school and family settings. Objective: To analyze teachers’ strategies for shaping the Islamic character of ABK at Fatma Kenanga Elementary School, Bengkulu City, and to map enabling and hindering factors. Method: Qualitative case study; purposive sampling of teachers and the principal. Data were collected through semi-structured interviews, focused observations, and document analysis, and analyzed using Miles and Huberman’s framework. Results: Character building employed four approaches: (1) exemplary conduct embedded in lesson plans and daily routines; (2) reinforcement of habitual practices; (3) social modeling; and (4) educative disciplinary measures. Implementation occurred daily with monthly character targets. Observable outcomes included worship practices, environmental stewardship, honesty (with variability), and discipline (persistent challenges with neatness after breaks). Supporting factors included educator solidarity and the relative ease of habit formation; family and neighborhood influences were ambivalent. Conclusion: When applied consistently and aligned with parental support, the combined strategies effectively strengthen the Islamic character of students with special needs. Originality/Value: This study offers empirical and theoretical novelty in the field of inclusive education and Islamic character development by uncovering an integrative, operational framework combining exemplary modeling, habitual reinforcement, social learning, and educative sanctions with monthly milestones concerning the cultivation of Islamic character among students with special needs (ABK) within the context of primary inclusive Islamic schooling, an area that has remained insufficiently documented. These findings enrich empirical evidence and serve as a strategic reference for designing inclusive character-building guidelines, developing child-friendly school policies, and establishing collaborative teacher-parent intervention models.
Strategi Pembinaan Karakter Mandiri dan Disiplin Santri di Pondok Pesantren Tri Rahayu; Husnul Bahri
Indonesian Journal of Character Education Studies Vol. 2 No. 2 (2025): Indonesian Journal of Character Education Studies, 2(2), 2025
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijces.v2i2.329

Abstract

Background: Islamic boarding schools play a vital role in providing religious education and fostering character development among students. One of the main aspects of character building is discipline and independence. The Darussalam Islamic Boarding School in Bengkulu City, Bengkulu, implements a development strategy that aims to shape students who are independent and disciplined, despite facing challenges from environmental factors surrounding the boarding school. Objective: This study aims to analyze the strategies for developing discipline and independence implemented at the Darussalam Islamic Boarding School, and to evaluate the effectiveness of these strategies in shaping the character of students. Method: This study employs a qualitative approach, utilizing a case study method. Data was collected through in-depth interviews, participatory observation, and documentation. Data analysis was conducted thematically. Results: Discipline and independence are fostered through educational sanctions, such as cleaning the environment and participating in physical activities. This guidance is practical in fostering student awareness, although it is influenced by internal and external factors, such as family background and the environment surrounding the boarding school. Conclusion: Guidance at Darussalam Islamic Boarding School is practical; however, challenges from the external environment require attention. Originality/Value: This study contributes empirical novelty to the field of Islamic education and character development management by revealing the practical implementation of educative sanctions (such as environmental maintenance and structured physical activities) and institutional adaptation to external environmental influences concerning the cultivation of santri's discipline and independence within the context of urban Islamic boarding schools, an area that has remained insufficiently documented. These findings enrich empirical evidence and serve as a strategic reference for designing modern, restorative disciplinary systems and institutional mentoring policies in Islamic boarding schools. 

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