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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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The Role of Multicultural-Based Deep Learning in Character Building of Elementary School Students: A Literature Review Nurul Fauziah; Aulia Az Zahra; Cindy Aisyah Lubis; Naufal Jabir; Rigo Rettob; Yusinta Dwi Ariyani; An-Nisa Apriani
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.v17i2.100765

Abstract

The implementation of a national curriculum directed toward the eight dimensions of the Graduate Profile requires elementary education to redesign its instructional practices. One possible response is the adoption of a Deep Learning approach. This review examines how multicultural-oriented deep learning contributes to character development among elementary students through three foundations: mindful learning, meaningful learning, and joyful learning. A library-based review was conducted by examining 20 relevant scholarly articles published from 2021 to 2026. The synthesis indicates that combining multicultural perspectives with deep learning can cultivate civic dispositions and cooperative abilities. Mindful learning encourages learners to become more sensitive to cultural distinctions. Meaningful learning enables diversity-related concepts to be associated with everyday social circumstances, while joyful learning introduces tolerance through engaging instructional experiences. Accordingly, multicultural-oriented deep learning may convert students’ understanding of diversity into observable conduct in elementary school settings.
Transforming Christian Religious Education for Character Development in the Digital Era: A Conceptual Framework for Higher Education Juliana Simangunsong
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.v17i2.101247

Abstract

Character development has become one of the most pressing challenges in higher education as students navigate the complexities of the digital era, including rapid technological advancement, artificial intelligence, information overload, and ethical dilemmas in online environments. These challenges require educational approaches that extend beyond developing digital competence to fostering moral integrity, spiritual maturity, ethical reasoning, and responsible digital citizenship. In this context, Christian Religious Education (CRE) plays a strategic role as a transformative educational approach by integrating Christian values into meaningful learning experiences that support holistic character development. This study employed a library research approach by critically reviewing and synthesizing contemporary literature on character education, Christian Religious Education, digital literacy, digital citizenship, and technology-enhanced learning. The findings propose an integrative conceptual framework explaining how character development can be fostered through seven interconnected stages: Digital Era, Digital Literacy, Transformative Christian Religious Education, Internalization of Christian Values, Spiritual Reflection, Habit Formation, and Character Development. The proposed framework constitutes the principal contribution of this study by demonstrating that Christian Religious Education is not merely a medium for theological instruction but a transformative educational approach that fosters holistic character development through the ethical integration of digital technologies. The framework provides a theoretical foundation for future research and practical guidance for lecturers and higher education institutions in designing digitally enriched learning environments that intentionally promote character development.
The Influence of Organizational Citizenship Behavior (OCB), Digital Literacy, and Teamwork on Teacher Performance in Private Vocational High Schools Cluster 02 South Tangerang City Anggana Harjakusumah Kusumah; Lili Nurlaili; Ruknan
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.v17i1.101501

Abstract

This study aims to analyze the impact of Organizational Citizenship Behaviour (OCB), digital literacy, and teamwork on teacher performance in Private Vocational High Schools (SMK) Cluster 02, South Tangerang City. A quantitative approach with an associative survey method was employed. The population comprised 167 teachers across 11 private vocational schools in Cluster 02, South Tangerang City. A sample of 118 teachers was selected using Slovin's formula via proportional random sampling. Data were collected using structured Likert-scale questionnaires validated for reliability and analyzed through multiple linear regression analysis alongside classical assumption tests. The findings demonstrate that: (1) OCB has a positive and significant partial effect on teacher performance; (2) Digital literacy exhibits a positive but non-significant partial effect on teacher performance; (3) Teamwork exerts a positive and significant partial effect on teacher performance; and (4) OCB, digital literacy, and teamwork simultaneously exert a significant positive impact on teacher performance. These findings imply that educational managers should prioritize building an extra-role organizational culture, enhancing collaborative teamwork, and contextualizing digital literacy into vocational pedagogical practices.
The Influence of Artificial Intelligence Technology Usage on Generation Z's Learning Styles in German Language Learning in Malang City Nadia Ziadatul Khusnia
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.v17i2.101587

Abstract

This study aims to examine the impact of Artificial Intelligence (AI) technology utilization on the learning styles of Generation Z students in German language learning in Malang City. The study employs a quantitative approach using an explanatory survey method. The sample consists of 100 respondents selected via purposive sampling. Data collection was conducted using a Likert-scale questionnaire, and the data were analyzed using SPSS software. The results indicate that the research instrument is valid and reliable, and satisfies classical assumption tests regarding normality, multicollinearity, and heteroscedasticity. Multiple linear regression analysis reveals that both AI utilization and the intensity of AI usage positively influence Generation Z's learning styles. The t-test results show that both variables have a significant partial effect, while the F-test results demonstrate a simultaneous influence on Generation Z's learning styles. An Adjusted R-Square value of 0.653 indicates that AI utilization and usage intensity explain 65.3% of the variation in Generation Z's learning styles. Thus, the presence of AI technology plays a positive role in supporting German language learning for Generation Z
Digital affective-ethical internalization media in the Curriculum of Love: Formative PLS-SEM evidence from teachers and parents Hermanto; Rini Elvri; Dewi Yanti
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.v17i1.101876

Abstract

Digital transformation expands school–family communication but does not automatically strengthen value internalization. This study tested the relationships among digital affective-ethical internalization media (IAEM Digital), the Curriculum of Love, and school–family character partnership, and examined whether the relationship pattern could be compared across teachers and parents. A cross-sectional survey involved 91 teachers and 150 parents from three senior secondary schools in Pontianak and Kubu Raya, Indonesia. The three constructs were specified formatively and estimated using Mode B PLS-SEM. The teacher model was assessed with 5,000 bootstrap subsamples, redundancy validity, f² effect sizes, and Q²predict/PLSpredict. The parent model was estimated separately, followed by MICOM and multigroup analysis with 1,000 permutations. In the teacher model, IAEM Digital positively predicted the Curriculum of Love (β=.506, p<.001) and character partnership (β=.272, p=.017), while the Curriculum of Love positively predicted partnership (β=.420, p<.001). The indirect effect was significant (β=.213, p=.001), with R² values of .256 and .366. Redundancy coefficients of .720–.779 and positive Q²predict values supported the teacher composites and their predictive relevance. The parent model produced high R² values but also severe inner collinearity (VIF=29.946), unstable coefficients, and weaker predictive error than the linear benchmark. MICOM did not establish compositional invariance for IAEM Digital; therefore, MGA results were treated as diagnostic rather than inferential. The findings support partial mediation by the Curriculum of Love from the teacher perspective and demonstrate that cross-informant comparisons require stronger measurement equivalence.
Teachers' Strategies in Developing Students' Tolerance Character in Pancasila and Civic Education (PPKn) Learning in Grade V Elementary School Muhammad Ghulaman Dzaky
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.v17i1.102255

Abstract

This study was motivated by ongoing problems related to students' tolerance character in Pancasila and Civic Education (PPKn) lessons in Grade V of SD Negeri Perigi 03, Pondok Aren, South Tangerang, indicated by students who showed little respect for peers' opinions, tended to choose friends based on certain backgrounds, and struggled to cooperate in group activities. This study aimed to describe teachers' strategies for developing students' tolerance character, the implementation of those strategies, and the supporting and inhibiting factors involved in Grade V PPKn learning. A qualitative descriptive method was employed, involving two Grade V teachers, the principal, and four Grade V students as research subjects selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing with source triangulation. The results show that teachers applied six integrated strategies: collaborative and participatory learning, contextual integration of tolerance values, multicultural education, teacher modeling, habituation of tolerant attitudes, and the creation of a learning environment that encourages social interaction. These strategies were implemented systematically through planning, implementation, and evaluation stages, supported by comprehensive school policies. Eight supporting factors were identified, most notably teacher modeling and an inclusive, religiously oriented school culture, alongside six inhibiting factors, the most dominant being verbal bullying and the negative influence of social media. The study concludes that the success of tolerance character development depends on planned, consistent, and sustainable teacher strategies supported by synergy among the school, family, and community
Power, Credit and Fairness in Research Authorship Michael Mncedisi Willie
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.v17i1.102295

Abstract

Purpose. Authorship determines who receives credit for research and who is accountable for it, yet decisions about who is listed, and in what order, are often left implicit until submission. This article examines how power, incentives and ambiguity distort authorship, and how attribution can be made fairer. Design. The article is conceptual. It synthesises evidence on authorship criteria, honorary and coercive authorship, contributorship and research funding incentives, using a widely shared practitioner account of lost first authorship as an illustrative prompt. Findings. Survey estimates of honorary authorship in the health sciences range from 18% to 51% depending on how it is measured. A South African faculty study found formal authorship agreements for only 7% of multi-author manuscripts and more problems on postgraduate than staff manuscripts. The byline cannot convey who did what, and subsidy rules that credit all authors equally regardless of contribution may add to the pressures behind honorary authorship. Implications. Authorship should be agreed early, documented and revisited, with contributor role statements supplementing author order. Journals, funders and assessment bodies internationally should reward documented contributions rather than publication counts, and international partnerships should protect local researchers' authorship. South Africa illustrates how national funding rules can shape attribution. Originality. The article offers a framework of authorship distortion, an attribution timeline and a decision guide applicable across research systems.

Page 33 of 33 | Total Record : 327

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