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Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
Jurnal Pendidikan Karakter
Published by Universitas Negeri Yogyakarta
ISSN : 25277014     EISSN : 20895003     DOI : 10.21831
Core Subject : Education,
Education
Arjuna Subject : -
Articles 327 Documents
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Synergy of the Tri Dharma of Higher Education as a Strategy for Forming Responsible Character Through Law in the Digital Era Ani Sulianti; Wilda Hamisa
Jurnal Pendidikan Karakter Vol. 17 No. 2 (2026)
Publisher : Directorate of Research and Community Service, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpka.v17i1.101069

Abstract

The decline in students' moral responsibility character in the digital era has become one of the critical issues in higher education. This article aims to analyze the formation of students' responsibility character through law within the implementation of the Tri Dharma of Higher Education (Three Pillars of Higher Education). This research employs a literature study method by examining various academic sources, including national and international journals, as well as regulations related to higher education, character, moral responsibility, and the utilization of digital technology. The results of the study indicate that law plays a strategic role in shaping and directing students' responsibility character through norms, obligations, rules, and institutional mechanisms that integrate moral values into the execution of education, research, and community service. The synergy of the Tri Dharma of Higher Education with a character-oriented legal framework can reinforce students' consciousness to fulfill academic, social, and moral responsibilities ethically in both cyberspace and community life. This study concludes that strengthening the character of responsibility through law needs to be consistently integrated into the implementation of the Tri Dharma of Higher Education so that Pancasila values, ethics, and social responsibility are not merely understood normatively, but are also internalized and actualized in student behavior in the digital era.
Parenting Dimensions and Character Development through Law among Students in Multicultural Malaysia Widyaning Hapsari; Fazreena Mansoor; Patria Jati Kusuma; Ulfa Zaenurrohmah
Jurnal Pendidikan Karakter Vol. 17 No. 1 (2026)
Publisher : Directorate of Research and Community Service, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpka.v17i1.101855

Abstract

This study aims to analyze the role of parenting dimensions in the development of student character within the multicultural context of Malaysia. Specifically, it examines the relationships between parental care, autonomy, overprotection, and student character among university students. A quantitative research design with a descriptive correlational approach was employed. The sample consisted of 88 university students from UiTM Cawangan Pahang, selected using stratified random sampling to reflect Malaysia's ethnic diversity. Data were collected through validated questionnaires measuring three dimensions of parenting styles (care, autonomy, overprotection) and seven aspects of student character (religiosity, nationalism, integrity, independence, cooperation, tolerance, and empathy). Data analysis utilized descriptive statistics and Pearson correlation with SPSS version 26.0. The findings revealed that democratic parenting was the dominant style (47.7%). Parental care demonstrated the strongest positive correlation with student character (r = 0.687, p < 0.01), followed by autonomy (r = 0.642) and overprotection after reverse scoring (r = 0.589). Empathy showed the highest correlation with care (r = 0.701), while autonomy was most strongly associated with independence (r = 0.689). Overall student character was rated very high (mean = 3.43). Parental care showed the strongest association with student character. These findings highlight the importance of warm and supportive parenting in relation to students' moral and social characteristic moral values and social competencies essential for harmonious coexistence in multicultural society. Recommendations for parents, educators, and policymakers are discussed.
Examining the Values of Patience and Sincerity in the Film Tenggelamnya Kapal Van der Wijck in the Context of Islamic Character Education Sakila Karnefa
Jurnal Pendidikan Karakter Vol. 17 No. 1 (2026)
Publisher : Directorate of Research and Community Service, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpka.v17i1.102301

Abstract

Islamic character education faces contemporary challenges in utilizing relevant media to cultivate moral resilience among learners. This study examines the representation of patience (ṣabr) and sincerity (ikhlāṣ) in the film Tenggelamnya Kapal Van Der Wijck (2013) and formulates its pedagogical implications for Islamic character education. Employing a qualitative descriptive approach with multimodal content analysis, data were collected through cinematic observation, transcribing audio-visual units, and analyzing the dramatic structure across four pivotal scenes. The findings reveal that patience and sincerity are articulated through four distinct forms: active resilience in overcoming adversity, spiritual coping (syifā') via Qur'anic recitation (QS. An-Nisa: 36), social sincerity (iḫsân) demonstrated through forgiveness and altruism (QS. Ali 'Imran: 134), and absolute acceptance (riḍā) of divine decree (QS. Yasin: 82–83). These moral values are communicated not through dogmatic narratives, but through contextual character development, physical gestures, and emotional transformations. This study concludes that audio-visual media serves as an effective, reflective instrument for internalizing Islamic values. Practically, these findings offer an innovative pedagogical model for educators to strengthen learners' emotional regulation, social empathy, and spiritual resilience in navigating modern social pressures.
Strengthening Integrity in Elementary School Students Through the Practice of Honesty as a Foundation for Social Engagement in 7 KAIH Susy Ermawaty; Riana Nurhayati
Jurnal Pendidikan Karakter Vol. 17 No. 1 (2026)
Publisher : Directorate of Research and Community Service, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpka.v17i1.102328

Abstract

As time progresses, social values related to honesty have diminished, causing concern among many people. This research aims to strengthen students' integrity as a foundation for social engagement, implemented through practicing honesty during students' interactions within the school environment. The study is qualitative, using an ethnographic method, analyzed through the stages of data reduction, data presentation, and drawing conclusions. The research subjects were fifth-grade students, totaling 16 students. Data were collected using observation, interviews, and documentation techniques. Based on the analysis, it was found that before the honesty practice was implemented, students were already accustomed to saying things that did not correspond to the actual situation. Then the teacher applied the practice of honesty in social interaction activities, so that students could experience a change in attitude by bravely speaking the truth even when making mistakes. Thus, it can be concluded that the practice of honesty activities can strengthen the character of integrity in Fifth Grade students as a foundation for the social dimension in the habituation of the 7 Habits of Great Indonesian Children (7 KAIH).
Character Education for Inclusive Leadership: A Systematic Review of Disability Inclusion, Racial Bias, and Gender Stereotypes in Schools Muhammad Fikri Darmawan; Federico Tejeiro
Jurnal Pendidikan Karakter Vol. 17 No. 1 (2026)
Publisher : Directorate of Research and Community Service, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpka.v17i1.102334

Abstract

Character education reform in Indonesia frequently stops at normative values without addressing three forms of marginalization that persist in schools: the exclusion of students with disabilities, racial-ethnic bias, and gender stereotypes in leadership. These issues are typically examined separately in the character-education literature, leaving no integrative framework linking character formation to the capacity to lead inclusively. This study aims to synthesize evidence on how character education can cultivate inclusive leadership that addresses ableism, racial-ethnic bias, and gender stereotyping in schools. The study employed a systematic literature review design following the PRISMA 2020 reporting guideline, searching international academic databases (Scopus, ERIC, Google Scholar, DOAJ) using combinations of the keywords character education, inclusive leadership, disability inclusion, racial bias in schools, and gender stereotypes in leadership, followed by staged screening and thematic synthesis of 26 eligible sources. The results reveal three principal findings: disability-inclusive school leadership requires explicit accountability mechanisms and teacher training rather than accessibility policy alone; anti-racial-bias interventions are most effective when integrated throughout curriculum and school leadership rather than delivered as standalone programs; and gender stereotypes in educational leadership persist through structural barriers rather than through women's diminished self-efficacy. This synthesis yields an integrative “character education for inclusive leadership” model positioning integrity, accountability, and an egalitarian orientation as the connecting character virtues across the three dimensions. The study concludes that character-curriculum reform in Indonesia needs to integrate disability literacy, anti-bias awareness, and gender-equitable leadership as one coherent whole rather than as separate modules
Implementation Of Religious Culture-Based Character Education At Mi Miftahul Akhlaqiyah Semarang Dicky Candra Lesmana
Jurnal Pendidikan Karakter Vol. 17 No. 2 (2026)
Publisher : Directorate of Research and Community Service, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpka.v17i2.93609

Abstract

This study aims to explore the implementation of religious culture-based character education at MI Miftahul Akhlaqiyah Semarang, as well as analyze the supporting and inhibiting factors in its implementation. The method employed in this study is a qualitative approach, utilizing data collection techniques that include interviews, observations, and documentation. Character education is a crucial element in shaping a generation that is academically intelligent and possesses a noble character. At MI Miftahul Akhlaqiyah, religious values are applied through various activities such as congregational Dhuha Prayer, Asmaul Husna, and Friday Infaq. The results of the study show that the implementation of religious culture-based character education in this madrasah is going well, supported by a structured curriculum, the involvement of competent teachers, and adequate facilities. However, obstacles such as heterogeneous student backgrounds, social environmental influences, and limited support facilities are still faced. To overcome these obstacles, madrasas implement solutions in the form of increased communication between students, teachers, and parents, as well as stricter discipline enforcement. With the implementation of this solution, it is hoped that the effectiveness of character education in madrasas can continue to be improved, in order to create a generation with noble character, achievements, and positive contributions to society.
Multi-Stakeholder Collaboration Model in Strengthening Children's Economic Character in Child-Friendly Schools Sima Fatmawati; Ani Rusilowati; Trimurtini
Jurnal Pendidikan Karakter Vol. 17 No. 2 (2026)
Publisher : Directorate of Research and Community Service, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpka.v17i2.93844

Abstract

This study explores a multi-stakeholder collaboration model (school, parent, community, government) in fostering children's economic character in child-friendly schools. Through a qualitative phenomenological approach with in-depth interviews with 12 respondents, it was found that current collaboration is still partial and event-based, but most effective when realized in real, contextual projects. Key challenges include weak coordination, lack of consistent support, and unbalanced stakeholder roles. Nonetheless, there are significant opportunities through regular forums, long-term mentoring, and synergy with the local economy. The proposed ideal collaboration model is participatory, contextual, and adaptive, with concrete steps in the form of regular coordination forums, curriculum integration, and continuous monitoring. The implementation of this model is expected to strengthen the economic character of children, including the values of responsibility, cooperation, and independence, within the framework of child-friendly schools.
Integrating character education and student well-being: A comparative review for elementary schools I Made Pustikayasa; Dedi Kuswandi; Agus Wedi; Nurlyta Virlyani
Jurnal Pendidikan Karakter Vol. 17 No. 1 (2026)
Publisher : Directorate of Research and Community Service, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpka.v17i1.95183

Abstract

This study examines how character education can be positioned as a foundation for student well-being through a structured narrative comparative review of Indonesia, Singapore, and Vietnam. Scholarship was identified through targeted searches of peer reviewed journals and academic books, complemented by reference list screening, and supported by selected policy and organizational documents. Evidence was extracted on key constructs, proposed mechanisms, and school practices, then synthesized through SDT guided comparative thematic analysis. Findings are organized into four analytic domains: curriculum, classroom pedagogy, learning space/school climate, and digital governance. The evidence base is uneven: Singapore’s literature more consistently foregrounds well-being initiatives, Indonesian studies emphasize need supportive pedagogy, and Vietnam’s sources are more strongly oriented toward child protection and legal or regulatory frameworks. Across contexts, well-being, oriented character education appears most plausible when curriculum intentions are enacted through need supportive teaching that fosters autonomy, competence, and relatedness and is reinforced by safe learning environments. Leadership routines, governance, and digital safeguards (privacy and cybersecurity) shape implementation conditions. Conclusions are presented as bounded propositions; future research should test them using primary school evidence in each context
Development of a computer-based instrument for measuring junior high school students' growth mindset, creativity, and resilience to support character reinforcement Eki Piroza; Siswantoyo; Siti Irene Astuti Dwiningrum
Jurnal Pendidikan Karakter Vol. 17 No. 2 (2026)
Publisher : Directorate of Research and Community Service, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpka.v17i2.100425

Abstract

This study aimed to: (1) develop a computer-based instrument measuring the Growth Mindset, Creativity, and Resilience of junior high school students that meets theoretical and practical feasibility criteria; (2) examine the instrument's psychometric quality through item validity and internal consistency reliability; (3) confirm model fit (goodness-of-fit) through structural construct validity; and (4) map the psychological profiles of junior high school students in East Belitung Regency based on digital measurement results. This study employed a Research and Development (R&D) approach, adapting systematic procedures relevant to the development of digital-based psychological instruments. The results showed that content validity—assessed via Aiken’s V for thirty statement items—was at a very high level, confirming theoretical content feasibility. In the limited trial, the instrument demonstrated excellent internal consistency with a combined Cronbach’s Alpha coefficient of 0.960 (Excellent category), and all items possessed empirical validity; (3) the computer-based instrument application proved highly practical, with an average global feasibility score of 89.04% from the perspectives of guidance counselors and students, supported by time efficiency (92.06%) and instant automated scoring (91.43%); (4) Confirmatory Factor Analysis (CFA) in the large-scale trial (N=250) revealed a three-factor structural model with excellent fit indices (Good Fit), specifically CFI = 0.949 and TLI = 0.945; and (5) the final profile measurement indicated that the psychological characteristics of junior high school students in East Belitung Regency fell into the ideal high category, with average scores of 35.7 for Growth Mindset, 34.5 for Creativity, and 34.7 for Resilience. The developed computerized system meets modern psychometric standards and is ready for widespread application as a reliable screening tool for data-driven counseling, thereby reducing the administrative burden of school assessments. Keywords: growth mindset; creativity; resilience; computer-based assessment; character reinforcement.
Novels as a Medium for Character Education in Elementary Schools: A Literature Review on Implementation and Relevance in Learning Rizka Dwi Amalia; Arifa Sinta Even Fourella; Ismatul Auliya; Nayla Rahma Andini; Muh. Luqman Arifin
Jurnal Pendidikan Karakter Vol. 17 No. 2 (2026)
Publisher : Directorate of Research and Community Service, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpka.v17i2.100747

Abstract

Character education is a crucial aspect of shaping students who possess not only academic competence but also noble character, a sense of responsibility, and social awareness. Novels serve as an effective learning medium to support character education, as they embody various life values conveyed through characters, plot, conflict, and setting. This article examines the role of novels as a medium for character education in primary schools, the character values embedded within them, implementation strategies for instruction, and their advantages and limitations. The study employs a literature review method, analyzing relevant books and scholarly articles. The findings indicate that novels contain values such as religiosity, honesty, discipline, responsibility, hard work, independence, social awareness, tolerance, mutual cooperation, and integrity—values that can be internalized through reading, discussion, reflection, and presentation activities. Furthermore, the use of novels enhances literacy skills, critical thinking, and empathy, while supporting the implementation of the Kurikulum Merdeka (Independent Curriculum) and the strengthening of the Profil Pelajar Pancasila (Pancasila Student Profile). Thus, novels are a viable and effective learning medium for fostering character development among primary school students.

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