대학생의 인성교육 성과준거에 관한 델파이 연구

Implementation of character education will create superior human resources in all aspects of personality. This study aims to explore the essential core of character education in elementary schools and explore the similarities and differences in character education applied in elementary schools in Malaysia and Indonesia. This research used a descriptive qualitative approach with the comparative method, and the type of research used was library research. Data collection techniques included researching and identifying data through various documents from scientific publications in journals, national and international articles, and applicable laws and regulations. The results of a literature review on character education in elementary schools in Malaysia and Indonesia show similarities and differences in the concepts, programs, and implementation of character education in the two countries.A comparison of character education in Indonesia and Malaysia can be a valuable basis for improving these two countries' character education systems and drawing lessons that can be applied in other countries.

Abstrak: Dalam penelitian ini, metode kualitatif digunakan untuk melihat bagaimana Pendidikan karakter di sekolah dasar: Fondasi bagi generasi berintegrasi. dilaksanakan di SDN 1 Dane Rase untuk menciptakan pendidikan karakter pada kurikulum merdeka. Setelah dikumpulkan melalui pengamatan, wawancara, dan dokumentasi, data dianalisis melalui penyiapan, verifikasi, dan reduksi. Pendidikan karakter di sekolah dasar memainkan peran krusial dalam membentuk generasi yang berintegritas. Artikel ini membahas pentingnya implementasi nilai-nilai karakter dalam kurikulum pendidikan dasar, serta strategi yang dapat diterapkan oleh pendidik untuk menanamkan sikap dan perilaku positif pada siswa. Melalui pendekatan yang holistik, termasuk pengintegrasian nilai-nilai moral dalam kegiatan belajar mengajar, pembelajaran berbasis proyek, dan keterlibatan orang tua, pendidikan karakter tidak hanya membekali siswa dengan pengetahuan akademis, tetapi juga membangun fondasi etika dan moral yang kuat. Hasil penelitian menunjukkan bahwa siswa yang menerima pendidikan karakter cenderung menunjukkan perilaku sosial yang lebih baik, kepedulian terhadap lingkungan, dan kemampuan beradaptasi dalam masyarakat Dengan demikian, pendidikan karakter di sekolah dasar diharapkan dapat menciptakan generasi muda yang tidak hanya cerdas secara akademis, tetapi juga memiliki integritas dan tanggung jawab sosial yang tinggi.Abstract: In this study, qualitative methods are used to examine how character education in elementary schools serves as a foundation for an integrated generation. held at SDN 1 Dane Rase to create character education in the independent curriculum. After being collected through observation, interviews, and documentation, the data was analyzed through preparation, verification, and reduction. Character education in elementary schools plays a crucial role in shaping a generation with integrity. This article discusses the importance of implementing character values in the elementary education curriculum, as well as strategies that educators can apply to instill positive attitudes and behaviors in students. Through a holistic approach, including the integration of moral values in teaching and learning activities, project-based learning, and parental involvement, character education not only equips students with academic knowledge but also builds a strong ethical and moral foundation. Research results show that students who receive character education tend to exhibit better social behavior, environmental awareness, and adaptability in society. Thus, character education in elementary schools is expected to create a generation of young people who are not only academically intelligent but also possess high integrity and social responsibility.


 Character education is very important for elementary students. Character education in elementary schools will teach the habits of thinking and behavior that help students to live and work together in the family, community, and nation. Some of the problems that arise in the world of education include the lack of exemplary character of teachers to students, low understanding of teachers about character education, and lack of training for teachers to understand the importance of character education. It encourages proposers to incorporate ideas and ideas that solve the problem in training activities. So the proposer takes title of Teacher Empowerment elementary school in Strengthening Character Education in District Tulangan Sidoarjo. The ang approach method is used in devotion to this community with training activities. To know the success of the training activities, the proposal proponent will carry out the mentoring after the training activity has ended. The result of this dedication to the community can be concluded that the training is quite successful where the trainees are very enthusiastic in the training activities, it is also because each teacher has not received socialization from the government related to the government policy by providing Character Education reinforcement in School. From the results of the mentoring shows each teacher has developed an understanding and knowledge related to character education in schools. It is apparent from the results of anget teachers who have implemented character education in various activities at school.

A Systematic Literature Review on Research Trends and Educational Effects of AI Education in Elementary, Middle, and High Schools

Character education is one of the important aspects in early childhood development, especially at the Elementary School (SD) level. This study aims to examine the role of teachers in integrating character education into the learning process in elementary schools. Using qualitative research methods, this study involved observation, in-depth interviews, and document analysis to collect data from six elementary school teachers who were experienced in teaching character education. The results showed that teachers act as role models, facilitators, and motivators in integrating character values ​​into the curriculum. Teachers use various strategies, such as project-based learning, group discussions, and positive behavioral reinforcement to instill values ​​such as honesty, responsibility, and cooperation in students. This study found that challenges faced by teachers include lack of support from the school and limited resources. Thus, recommendations are given to improve teacher training and provide adequate resources to support the integration of character education in schools. This study is expected to provide insights for stakeholders in efforts to improve character education in elementary schools.

This study was conducted to examine factors related to the current mental health level andjob stress of elementary, middle, and high school teachers, using the Brief Mental DiagnosisScale and the Job Stress Scale to examine the teacher's gender, school type (private and public),and years of service. We wanted to look at the impact of this. For this purpose, a survey wasconducted from March 10 to September 21, 2020, targeting 562 elementary, middle, and highschool teachers nationwide, based on gender, school type (private vs. public, elementary,middle, and high school, and years of service). The purpose was to examine the impact onmental health and job stress. For this purpose, as a result of t-testing the gender meandifference, it was found that the mental health scale was higher for female teachers and the jobstress scale was higher for male teachers. In addition, as a result of the F-test and Scheffe posthoc test to determine differences between groups, mental health according to years of workshowed significant results in interpersonal sensitivity in those under 10 years and over 20 years,and in depression, in those under 10 years and over 20 years. Significant results were found inless than a year. Additionally, job stress was found to be higher in private than in public. Inaddition, middle school teachers were found to be more stressed by loss of authority thanelementary school teachers, and high school teachers were found to be under more timepressure than elementary school teachers.

The rapid rate of the development of computer technology raises the issue of how to reform Computer Science education in elementary and middle schools. In Korea the government has taken this issue seriously, and the Ministry of Education & Human Resources Development has announced substantial revisions to its computing curricula, leading to a new curriculum in Informatics to be introduced for middle schools in 2010, and for high schools in 2011. There is a proposal that the elementary school curriculum will be linked to these, and with a stronger focus on not just learning how to operate computers and software, but understanding the methods and algorithms behind Computer Science. Research on identifying effective teaching methods for CS topics at the elementary level is critical at the moment, as the content of the developing curriculum will be influenced by information about which topics are able to be taught effectively at this level. We are particularly interested to establish how these topics can be covered effectively without having to reduce them to a comfortable re-working of the status quo driven by a lack of background on teaching these new topics. Hence it is important to have experience with teaching such topics so that they can be considered for widespread use in the curriculum. As in most countries, Korean elementary school teachers are generalists, and therefore the Informatics curriculum needs to be presented in a way that a generalist can engage with it, as well as engage their students. One approach that avoids the difficulties and distraction of computers in the elementary school classroom is the use of offline activities: activities that work with Computer Science concepts, but are not done at the computer. These aim to educate students about abstract and challenging concepts behind algorithms, but without using a computer. It is our belief that computer science fundamentals can be taught without the help of computers; many key concepts predate the modern computer, and many demonstrations are available for a wide range of concepts. Currently the existing work on offline activities is not directly aimed at teaching CS to elementary-age children. Much of the published work is aimed primarily at tertiary level students, and is generally intended for motivated students in a university classroom. Most of the kinesthetic material developed for elementary school material is aimed at enthusing students about CS; they explicitly do not presume to teach ideas , but simply inform students about the kind of thinking and problem solving that is required for CS, and therefore make students better informed about choosing a career in the field. In particular, assessment is an important component of teaching, and current resources are not strong in this area. With the opportunity for CS topics to be taught to students, we have experimented with using kinesthetic approaches in the classroom. In addition to needing to provide assessment, we have identified that a particular issue is that elementary level teachers are usually non-specialists, and we report on work to enable such teachers to adopt CS teaching material effectively. An important component of this is providing background information about how the topic is used in practice. The poster summarises our experiences and feedback from teachers in making this material accessible for elementary school students.

The purpose of this research is to find out how to use information and communication technology in character education in elementary schools. This research can help educators understand character education using the use of information and communication technology as an important thing in the development of children's character. This study uses the method of literature study. Information and communication technology is utilized by educators to provide more effective learning in the current new normal era, with ICT-based learning media. Character education is very appropriate if it starts from the elementary school level where elementary school education is the foundation for further education. In order to prepare future generations who do not lose their identity as the Indonesian nation. the use of information and communication technology in character education is an alternative that must be applied in character education in elementary schools.

Existing meta-analyses have shown that active learning strategies are effective in improving students’ learning performance. However, their implementation may vary across school levels. This study investigated differences among elementary, middle, and high school teachers in the use of teaching strategies, including those that promote active learning and pedagogical beliefs. We also explored differences in the relationships between beliefs about teaching and learning, teaching experience, and teaching strategies for active learning across school levels. An online survey was conducted with 550 in-service elementary, middle, and high school teachers. Participants completed a questionnaire that measured their teaching strategies, beliefs about teaching and learning, and teaching experience. The results revealed differences in the frequency of use of six teaching strategies, including those that promoted active learning. Elementary school teachers used teaching strategies that promoted active learning most frequently, followed by middle and high school teachers. There were no differences in teachers’ beliefs about teaching and learning across school levels. Multigroup structural equation modeling indicated no differences in the influence of beliefs about teaching and learning on active learning teaching strategies among school levels, except that the traditional conception was negatively associated with the implementation of active learning in middle school. Constructivist beliefs were positively associated with active learning strategies across all levels, whereas teaching experience was negatively associated with teaching strategies that promoted student output at the higher school level. These findings have implications for the implementation of active learning, particularly at higher school levels.

This study aims to analyze the character values contained in the martial art of pencak silat and explain how these values can be integrated into character education in elementary schools. The research method used is qualitative with a descriptive approach, employing data collection techniques such as documentary study, participatory observation, and in-depth interviews conducted at the Pencak Silat Paksi PPS Academy, located in Cirebon City, West Java. Three informants involved in the program were selected through purposive sampling, namely a pencak silat instructor, a student, and an elementary school teacher. Data analysis was conducted thematically based on cultural theory, encompassing the dimensions of ideas (mentifact), actions (sociofact), and artifacts. The research findings indicate that pencak silat is not only a martial art but also a means of character development rooted in local wisdom and religious values such as honesty, responsibility, discipline, self-control, patience, and a spirit of cooperation. These values are instilled in students through structured training methods, cultural symbols, and spiritual exercises. It is hoped that the integration of pencak silat values into character education in elementary schools can promote holistic and contextual character development in students that aligns with national culture. This research contributes to the development of a locally-based character education model to strengthen students' identity and moral foundation at the national and international levels.

460 The integration of children and adolescents with developmental disabilities

Objectives: In an attempt to reduce tobacco use among adolescents in the USA, some health educators have created school-based tobacco education programmes. However, none currently exist for middle and high school educators. The current study sought to determine if middle and high school educators’ knowledge about combustible cigarettes and electronic cigarettes (e-cigarettes) improved following an educational session about youth tobacco use. Design: Pre-/post-assessment was employed to measure change in knowledge. Setting: Educators ( N = 41) from a rural, southern middle and high school were invited to take part in the study during an educational workshop held during an in-service training event. Method: In addition to seven knowledge questions, participants also provided demographic information and details of current and previous use of cigarettes and e-cigarettes. Chi-square analyses examined changes in responses to individual items, and total pre-/post-knowledge score change was compared using a dependent t-test. Independent t-tests examined differences between knowledge change and participants’ personal and behavioural characteristics. Results: Participants’ overall knowledge improved from pre- to the post-test ( p < .05); however, there was no relationship between pre-/post-test responses for individual items. In addition, there were no differences between participants’ knowledge change when compared by age, sex, grades taught and past use of cigarettes or e-cigarettes. Discussion: Increasing middle school and high school educators’ knowledge about tobacco products, particularly novel devices, is important due to the increasing rates of use among youth. More research is needed to determine how educators’ knowledge can help decrease tobacco initiation and use among school-aged children.

This article aims to present a literature review on nationalism education in Elementary School in the latest literature because there are still few who research it. This research applies the systematic review literature method with the preferred reporting items for systematic reviews and meta-analysis (PRISMA) protocol. The research stages include identification, screening, eligibility, inclusion, and analysis presentation utilizing the help of the Publish or Perish 7 application, VOSviewer, and NVIVO 12 Plus. The results of searching for articles according to the theme in Scopus through the Publish or Perish 7 application there are 226 articles which are filtered into 50 selected papers. The topic findings are character education, education, architectural education, democratic parenting, nationalism attitude, character building, international education, digital citizenship, acculturation, literacy, citizenship education, traditional games, national education, de-colonialism, ethnicity, implementation of character education reinforcements, ethno-nationalism, and curriculum. The research findings mention that nationalism education in elementary schools is a conscious effort of educational institutions to instill students’ understanding, knowledge, and attitudes to love and defend the country implemented through civics, social studies, and character education, which has an impact on character building, students’ love for language, culture and the integrity of the country. Future research needs to examine nationalism education in elementary schools according to approaches, strategies, media, materials, technological developments, and research trends.

Labor, as a unique activity of human beings, is an essential characteristic that distinguishes humans from animals, and is also the basis for the survival and development of human society. Labor is the origin of human beings, but also the source of education. It is for this reason that labor education has naturally become the theme of education. On March 20, 2020, the Central Committee of the Communist Party of China and the State Council issued the "Opinions on Comprehensively Strengthening Labor Education in Universities, Middle Schools, and Primary Schools in the New Era" (hereinafter referred to as the "Opinions"). On July 11th of the same year, the Ministry of Education issued the "Guidelines for Labor Education in Universities, Middle Schools, and Primary Schools (for Trial Implementation)" (hereinafter referred to as the "Guidelines"), which systematically elaborated the significance, guiding ideology, and basic principles of strengthening labor education in the new era, clarified the overall requirements, system construction, support, organization, and implementation of labor education, and provided top-level design and action guidance for the comprehensive promotion of labor education in universities, middle schools, and primary schools. Labor education is an important component of quality education, and education without labor is one-sided. This article intends to explore the significance and effective path of strengthening labor education for middle school students based on the current situation of labor literacy among middle school students, with a view to enriching the research on labor education.

This research aims to describe the implementation of character education in elementary schools. The research method used survey by distributing questionnaires by Google form which then were analyzed descriptively and quantitatively. These questionnaires were distributed to principals and teachers in elementary schools in Indonesia and Malaysia. Results of the research show that the implementation of character education consisting of initial assessment of character education implementation, vision, socialization of strengthening character education implementation, mission and formulation of strengthening character education, policy design of strengthening character education, program design of strengthening character education, implementation of strengthening character education, evaluation of strengthening character education program implementation which has been implemented by different values in Indonesia and Malaysia. By this research, it is expected that there will be an illustration on the implementation of strengthening character education which can be used as a reference so there will be superior schools and ones encouraging the presence of characterized students.