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The main reason for the research significance is misconceptions arising in the field when implementing Sekolah Penggerak Program, which started in 2021. Thus, the objectives of this study are to describe programs for enhancing exceptional human resources, and to explore the Kurikulum Operasional Satuan Pendidikan (Education Unit Operational Curriculum), and the Merdeka Curriculum learning. Four elementary schools in Indonesia's urban and rural areas served as the research unit for analysis, which used a qualitative comparative case study design. The results demonstrate that the programs of the Ministry of Education, Culture, Research, and Technology for improving human resources, which includes training and mentoring, have a favourable effect on both rural and urban primary schools. However, only one out of four schools examined the context of the educational unit while creating education unit operational curriculum documents, and every school simply used education unit operational curriculum as a prerequisite for administrative fulfilment. Based on the available components, all teachers developed teaching modules for the Merdeka Curriculum. It was found, nevertheless, that the students were not genuinely exposed to the content of these modules.

The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.

The impact of Muslim parents on their daughters' sports and games in inclusion varies, spanning from progressive endorsement due to the physical and social advantages to reservations grounded in traditions and religious convictions. This has culminated in limited Muslim female inclusion in sporting events. This study explored the inclusion of female Muslim students in sports and games in Islamic schools using a qualitative research approach with 20 participants, which include 10 teachers and 10 parents. Concerning parents' and Islamic teachers' perceptions of Muslim females' inclusion in sports and games, three core thematic areas were revealed: positive influence on character development, school for Important Skills, and secret Code for Success, which favourably influences the diverse development of Muslim girls. Numerous considerations at individual levels of the Social Ecological Model (SEM) influence parental decisions about Muslim female sports inclusion. Individually, parental choices are induced by weighty factors, including religious convictions (prayer periods), cultural principles, and modesty concerns. The study further unearths how teachers shape the sports climate at the organisational level. The organisation's endeavours to provide inclusive and supportive settings for Muslim female girls are shown in the adaptation of activities, deliberate education and awareness promotion, partnership promotion and incorporation of scientific notions into sporting events. As sports are seen as important educational instruments for fostering the development of Muslim female students, they must be integrated into the curriculum. Stakeholders in the education sector must collaborate to guarantee Muslim female students receive a fair opportunity to excel in sports and games while respecting their cultural and religious beliefs utilising these synchronised initiatives.

The "Sekolah Penggerak" program is one of the Indonesian Government's efforts to realize the vision of Indonesian education, namely an advanced Indonesia that is sovereign, independent, and possesses the Pancasila personality. As the leading actors in education, teachers play an important role in implementing educational programs. This study was carried out to examine the experiences of teachers involved in the "Sekolah Penggerak" program regarding the impact of implementing the program. This study is qualitative with an exploratory case study design and a retrospective approach. The participants in this study were 15 mover teachers willing to participate, selected using a purposive sampling technique. To collect data, an open-ended questionnaire, and semi-structured interviews were used. The results of the study reveal that, in general, the "Sekolah Penggerak" program has a positive impact on teachers, namely helping them change mindsets to be more innovative in utilizing student-focused learning, and on students, namely increasing their motivation and critical skills. The experiences after participating in the "Sekolah Penggerak" program also direct teachers to be involved in collaborative reflective practice of program implementation to produce teachers who are more professional so that this program runs more effectively in the future.

The activity-based social studies teaching is a learning process which applies activities prepared according to knowledge, skills, values and achievements and makes students actively participate. One of the most important goals of the social studies course is the activity-based teaching process, which is one of the ways to raise effective, productive and participatory citizens. This research aimed to reveal students' thoughts on teaching the value of responsibility in the activity-based social studies teaching process and to determine its effects on gaining the value of responsibility to students based on the observations made in the course. Furthermore, the research was structured in accordance with the qualitative research methodology. Moreover, the study used data diversification to obtain detailed participant information. The fundamental data collection instruments utilized in this research encompassed a semi-structured interview questionnaire, visual study activities involving student products, an observation form, and a personal information survey. Furthermore, descriptive and content analysis techniques were used to analyze the data. According to the research results, in the social studies course, the responsibility value-based activity teaching process prepared for 5th grade students contributed to developing students' responsibilities and positive attitudes and behaviors. Students stated their responsibilities, such as participating in the lesson, fulfilling the task given in the lesson, studying, and speaking by taking the floor.

This paper examines the experiences of a group of values education teachers who are studying in a customized scholarship and online graduate program under the Linking Standards and Quality Practice (LiSQuP) project in the Philippines. It aimed to explore the attitudes, benefits, and challenges encountered by the values education teachers by participating in the LiSQuP program. Embedded single case study research design was used, and qualitative content analysis was utilized for analyzing and interpreting the data. Recorded focus group interview, online survey documents, observations, and participatory contact were used to obtain the data from the 30 participants who are LiSQuP scholars and teachers of values education in the public schools of the Philippines. Based on the findings of the study, the following results were drawn: 1) The participants exhibited adaptive and positive attitude towards the LiSQuP program; 2) The participants benefited from the program in terms of professional and personal development; and 3) The participants struggled with various factors related to time, program design, and personal traits. The rewarding and challenging experiences of the participants in this study may inform the project management team and other higher education institutions with similar online programs to enhance opportunities for a more responsive and collaborative online learning community for diverse graduate distance learners.

Chinese court music from the Zhou Dynasty holds immense cultural and historical significance, reflecting ancient China's sophisticated societal ethos, rituals, and values. The study's objective is to investigate the reviving of literacy in Chinese court music from the Zhou Dynasty at a University in China. The study encompasses a comprehensive literature review exploring ancient Chinese music, educational practices, and cultural preservation efforts. The research primarily focuses on the efforts made at a university in China to reconstruct and promote ancient court music, collaborating with cultural institutions like museums and performance venues. Three key informants include experts in Chinese court music, educators specializing in ancient music education, and students engaged in court music programs. Data analysis involves thematic analysis of qualitative data gathered through observation forms, interview forms, and questionnaires. The research results reveal the significant educational role of court music in moral education, virtue cultivation, and societal harmony. Suggestions for future research include exploring innovative pedagogical approaches, expanding collaborative partnerships, and evaluating long-term sustainability strategies for preserving Chinese court music heritage.

This paper investigates the perceptions of pre-service teachers and in-service teachers regarding the concept of 'values education' and the preparation of values education in professional programs in Vietnam. Furthermore, the pedagogical strategies employed by teachers in addressing values education situations in their classrooms are explored. A qualitative research design was employed, involving interviews with forty-three pre-service teachers from a university. Additionally, eighteen teachers from two different high schools were interviewed, and their teaching sessions, along with school assemblies, were observed. The findings reveal that values education is primarily understood as the instruction of living skills and moral education. There is a lack of conceptualization and knowledge regarding values education among the participants. Both preservice teachers and in-service teachers did not receive formal values education programs during their university education, and the support provided by schools in this regard was limited. Teachers tended to integrate values education into subjects randomly and subjectively, without employing advanced strategies. Inconsistencies in implementation and challenges associated with teaching values were observed. Highlighting an urgent necessity, this article emphasizes the imperative need for values education programs tailored for both pre-service and in-service teachers in Vietnam. It underscores the significance of adequately equipping teachers to effectively address values education in their classroom.

This study raises the unity of the topics of folklore, literature teaching materials, and character education. It aims to explore character education values in endangered Central Malay folklores as a means of internalizing literature teaching. This qualitative study used five informants who not only knew the folklores but also knew the local culture of the Central Malay community in depth. Data were collected through semistructured interviews and note-taking. The data were analyzed using a thematic approach. The research findings show that Central Malay folklore has aesthetic, humanist, ethical, and religious values that can be internalized in literature learning as a form of effort to save Central Malay folklore from extinction through education. This research is not new. However, there is little information about Central Malay folklore in Indonesia. The findings provide benefits and recommendations to researchers, educators, teachers, and policymakers to collaborate and conduct further studies to save Central Malay folklore from extinction and survive in society. In addition, the importance of this research is to increase understanding and foster students' appreciation of local literature while being able to take and practice the character values contained in Central Malay folklore. [Note: The page range (48-63) shown on the PDF is incorrect. The correct page range is 48-62.]

This research aims to analyze global diversity values present in Indonesian language textbooks for fourth-grade elementary school students. The study employs a qualitative approach with content analysis as the method. The research objects consist of four textbooks published by Erlangga, Yudistira, Bumi Aksara, and Puskurbuk Kemdikbudristek. The analysis process involves selecting relevant material samples, developing analytical categories, coding the content, and interpreting emerging patterns. The research findings indicate that the Indonesian language textbooks for fourth-grade elementary school students provide activities and experiences that enrich their understanding of cultural diversity in Indonesia. Students are taught to develop attitudes of tolerance and intercultural communication, as well as reflection and responsibility towards diversity. These books contribute to shaping students who are inclusive, tolerant, and capable of communicating in a multicultural environment, embodying the values of global diversity character. The importance of fostering global diversity character in primary school students is highlighted through education, particularly using meticulously designed Indonesian language textbooks. These textbooks introduce students to various aspects of Indonesian and other cultures, promoting understanding, appreciation, and tolerance for cultural diversity. Emphasizing character development, the textbooks instruct students in intercultural communication and encourage interactions with culturally diverse peers, fostering effective communication skills for multicultural environments. Furthermore, students are prompted to reflect on their own multicultural experiences, shaping their global perspectives. In summary, Indonesian language textbooks serve as a vital resource in shaping students into inclusive, tolerant individuals proficient in effective communication within multicultural contexts.

This paper reflects my journey, as a racialized settler and K-12 practitioner in British Columbia, Canada, towards developing a pedagogical understanding of how to transform the experience of inherited colonial shame among settler children in my classroom. Canada has a shameful history of colonialism, the progressive revelations of which provoke an iterative cycle of shame among many of the children in our schools. This cycle prevents these children from emerging as responsible agents of reconciliation. I examine the hidden pedagogical potential of shame to function as an ethical catalyst for reconciliatory change. I posit that Aristotle's conception of shame (aidos), when paired with Freire's (1970) critical pedagogy, can provide the means to energize my pedagogical efforts to address the shame of settler students and enable them to pursue respectful mutual relationships with Indigenous Peoples in Canada. By fusing the philosophical horizons of Aristotelian shame with Freire's critical pedagogy, I argue that the future for settler children need not appear as a fait accompli, in which the "sins of father" will be visited upon the children of another generation.

The objective of this research is to examine the reading texts in the coursebooks for teaching Turkish as a foreign language in terms of their reflection of core values. Employing a qualitative research model, data were collected through document analysis method. The data set of this study comprises 124 reading texts in the B1 and B2 level of coursebooks published by Yedi Iklim, Gazi, and Yeni Istanbul publishing companies. These texts were scrutinized according to ten core values in Education (justice, friendship, honesty, self-control, patience, respect, love, responsibility, patriotism, altruism) determined by the Board of Education of the Ministry of Education, Turkey in the year of 2017, and the obtained data were analyzed using content analysis technique. The results of the study have revealed that Yedi Iklim B1 Textbook contains 90 core values, whereas B2 Textbook contains 156 core values. Likewise, Gazi B1 Textbook comprises 82 and B2 Textbook has 152 core values. It has also been determined that Yeni Istanbul B1 Textbook is composed of 156 core values and B2 Textbook contains 87 core values. In total, it has been found out that, 723 core values are comprised across all texts in the dataset. Among these values in the texts, altruism (f=91), honesty (f=88), and self-control (f=78) are the most frequently addressed core values while justice (f=64), patience (f=63), and love (f=62) are the least addressed ones.

The paper is based on the concept of political culture, which is particularly important for the maintenance and functioning of a democratic political system and is closely linked with the political literacy of young people. In this paper research focus is on the two dimensions of political culture -- political values and trust. Specifically, the main research question is: what are the determinants of accepting constitutional values and the trust in political institutions of final year secondary school pupils? The paper use the data provided by research on political literacy of final year secondary school pupils. In order to provide answer to the research question the hierarchical multiple regression is used. In the first step, particular socio-demographic variables (sex, education of mother and education of father) were introduced. In the second step, the type of secondary school education was added. The third group of predictors encompassed the level of religiosity, generalized prejudices and authoritarianism. In the final step political knowledge was included. The introduced model provides certain explanation regarding constitutional values, but fails to explain distrust in political institutions. The phenomenon of low trust in political institutions is discussed in paper.

There is increasing urgency to broaden access to inclusive and culturally sustaining K-12 civic education. Civic education can foster young people's development of their civic identity, which can support a functioning American democracy. Civic education often includes opportunities for learners to develop civic knowledge, skills, and dispositions, but not all learners may see themselves represented in traditional forms of civic education. In this essay, we propose reframing approaches to developing knowledge, skills, and dispositions by focusing on how they can be brought together to support the development of civic identity. First, we describe relevant literature on civic education. We then explain how three aspects of civic education inform learners' development of a civic identity: personal identity and values, mastery of civic knowledge, and creative capacity for civic action. We close with recommendations for how to support civic identity development in K-12 education.

To address the great challenges facing humanity, humans need to feel united as inhabitants of the Earth, to feel that their future is tied to the future of all living beings, and that the universe contains all levels and all relationships that encompass its parts. To achieve this requires widening knowledge of the interconnection and interdependence that govern the world on all scales, accessing an individual and collective understanding that impacts not only the rational dimension but also the emotional and embodied dimensions. This article addresses the theme of embodied knowledge and awareness/consciousness as a key for individuals and the human community to develop the sensory and emotional perception of being part of a greater whole, of relationship as an ontological condition, and of interconnectedness and interdependence as the basis of life and the universe. Embodied knowledge is capable of nourishing aspiration and being nourished by it. Aspiration is needed to guide and to sustain action, and at a point in history like the current time, it is necessary for humanity to feel "in the flesh" that it is in relationship with and a part of a greater whole, to become a peaceful, equitable, sustainable community, in harmony with the Earth.

This article argues that in pluralistic, secular, democratic schooling we need a concept of critical character education. There are substantial challenges to the theory and practice of character education, which indicates that character education is a "problem" in the philosophical sense. The way forward is to cultivate a critical theory of character education, which is democratic, culturally responsive, socially relevant, and philosophical complex. This understanding of character and virtue as a problem is grounded in the philosophical tradition from Socrates to Alasdair MacIntyre. The theory of education grounding the idea of critical character education is found in sources such as Dewey, Freire, and Noddings. As we confront global challenges to democracy, the way forward must include a theory of critical character education.

This chapter discusses how community-based narrative encounters can enhance medical students' narrative humility, the practice of recognizing the value of multiple narratives of health and reducing narrative privileging. The study in this chapter suggests that through exposure to individuals' lived experience of health, medical students are able to recognize both professional and personal narrative bias, leading to reflection on improved patient-centered care centered on testimonial justice and narrative respect.

Pasifika student engagement and achievement remain an ongoing concern in Aotearoa New Zealand with inequitable outcomes a reality. This article opens with a short story about Amosa, a Samoan student, to highlight some of the ways inequitable outcomes can become a reality in educational contexts where curriculum content is disconnected from culture. We offer our introductory conceptualisation of a pedagogy of the heart situated in the field of Pasifika educational outcomes, as a possible response to such disconnection. Conceptualised as the practice of teaching both from and with the heart, a pedagogy of the heart is a culturally-based pedagogy and can be understood as a form of tautua or service. Underpinned by tautua and other key Pasifika values such as alofa (love) and osiosiga (reciprocity), we argue a pedagogy of the heart has the potential to lift Pasifika student engagement and achievement through utilising these values as a catalyst for learning. After addressing the pedagogy's significance and how it might be implemented, we conclude with some reflective questions designed to encourage thinking about the pedagogy in philosophy and practice, while maintaining its adoption will increase opportunities for Pasifika students and their teachers' to thrive.

The basis for the inclusion of Christian Religious Studies (CRS) into the primary school curriculum in Nigeria was particular to the learning of morals and the development of societally acceptable values and attitudes. Presently, Nigeria is experiencing a high level of social vices, immoralities and an unprecedented amount of anti-social behaviours among youths. Of course, the considerable amount of problems generated by the increasing immoralities among primary school pupils of Lagos State was attributed to effectiveness in the teaching methodologies used for teaching and learning of CRS. Contemporarily, the use of computer-based technologies and digital tools for classroom teaching and learning proved to be effective because it engages primary school pupils. This study focused on the use of digital storytelling in the teaching and learning of CRS in Lagos State primary schools. The research was carried out to study the attitudes of primary school pupils toward CRS after the use of the "Teacher-Led Digital Storytelling Strategy" (TLDSS). Data obtained from the intervention revealed that primary school pupils exposed to TLDSS had the highest adjusted post-value acquisition mean score in CRS of 53.86. Again, there were observations from the study that primary school pupils exposed to TLDSS were significantly different from those exposed to conventional strategies (CS) in the teaching and learning of CRS in terms of value acquisition. The findings showed the effectiveness of the use of TLDSS for primary school pupils of Lagos State because TLDSS enhances primary school pupils' acquisition of values, achievement and development of positive attitude to CRS.

Human rights contribute to peaceful coexistence among citizens, which leads to societal and national progress as well. The present research focused on the analysis of the human rights teaching practices at higher education level in Pakistan. Fifteen (15) heads of departments, 61 teachers, and 419 students of BS programs were selected as a sample from four departments of four public universities of the Punjab (Pakistan). Human Rights (HRs) was considered as an aggregate of nine values; which were here rearranged in descending order of their rank as per their prevalence in teaching practices of the sampled teachers -- truth, integrity, respect for human dignity, freedom and responsibility, equality and justice, acceptance/appreciation of diversity, cooperation, accountability, and honesty. 'Truth' was the most focused value, and 'honesty' was the least. Human Rights Values (HRVs) were being taught less than that of the expectations of the students and teachers. Therefore, HRVs should be taught to the university students more frequently. Keeping in view greater importance of civic engagement and citizenship, Higher Education Commission of Pakistan (HEC) can offer a distinct course regarding Human Rights Education in its guiding principles for universities in its sponsorships.

Disney, widely regarded as the dominant force in children's media and one of the world's most powerful entities, has always succeeded in attracting attention with the works it produces. In the context of values education, this study tried to uncover the stereotypes that Disney World's key characters reveal. The 2016 films Zootopia, The Jungle Book, Alice in Wonderland 2/Alice Through the Looking Glass, Finding Dory, The Big Friendly Giant, Pete's Dragon, and Moana provided the data for the document analysis method. The data were submitted to descriptive analysis that emphasized the dominant characteristics of the characters, followed by content analysis that investigated each type of character in depth. According to data collected from 749-minute films and animations, it was established that Disney's principal characters focus on two stereotypes. The first of them was the qualified character, followed by the heavenly character. According to the research findings, even though the qualified characters exhibited exceptional behavior, they were found to have some major flaws. On the other hand, it was revealed that, while possessing superhuman abilities, the divine figures needed humans.

This research aims to prove and find out the influence of local wisdom-based learning media on the character of students in Indonesia. This research uses a quantitative method with a meta-analysis approach. The research data were analyzed using the 0.8.5 version of JASP software. The eligibility criteria used include: (a) The publications must be searchable in search databases such as Google Scholar, ERIC, DOAJ, Research Gate, and or ScienceDirect; (b) The publications are reputable indexed; (c) The publications must relate to learning media based on local wisdom and student character; (d) The publications must be in the range of 2015 to 2023; (e) The articles are worth (r), (t), or (F); (6) N = 30. The results of the analysis of 30 studies showed that there was a significant effect of learning media on the character of students in Indonesia (z = 9.700; p < 0.001; 95% CI [0.987; 1.487]). This effect is categorized as very strong (rRE = 1.237). This meta-analysis study is the result of accurate, valid, and representative research reviewed because publication bias was not detected. Thus, it can be concluded that learning media based on local wisdom has a big influence on student character.

Values education is an accepted field of study in the world today. The cultural ties that values education has due to its nature are also reflected in the studies carried out. Based on the necessity of determining the trend of values education studies in the world, this research aims to bring a bibliometric view to the field. For this purpose, 256 articles indexed in Web of Science from 2005 to 2021 were analyzed. As a result of the analysis, the distribution of the articles by years and journals, the prominent articles, authors, institutions, and the links between them were mapped. It has been observed that the journal "Educational Sciences in Theory and Practice" stands out in terms of the number of documents in the journals, and the journal "Teaching and Teacher Education" ranks first in terms of the number of citations it receives. The most influential authors are Thornberg, R., Lovat, T., and Clement, N. Among the countries, it has been determined that Australia ranks first in terms of both the number of documents and the number of citations it receives. The expression "values education" is the most preferred keyword. It was followed by the words "values" and "moral education". It has been observed that the cooperation networks between the authors, institutions and countries are weak.

Over the past 25 years, substantive scholarly literature has been published that focuses on ethical decision-making by school administrators. In addition, learning activities integrated in principal preparation programs (PPPs) that relate to professional ethics and character education provides aspiring school administrators with functional tools and strategies to address challenging workplace issues, including matters that relate to inequity, racism and oppression. This literature review provides a current understanding of K-12 character education and ethics as it relates to school administrator professional preparation and practice. Using well-defined criteria, 31 peer-reviewed research articles published during the past 25 years were included in this review. After a thorough comparative analysis was completed, four overarching themes emerged that relate concepts of ethics and school leadership: (a) principal preparation program practices that focus on professional ethics, (b) implementation of character education interventions in schools, (c) non-commensurate school administrator attention to student achievement, and (d) school administrator attitudes on ethics and the development of character.

Intolerance attitudes are still common in school environments, and governments must dedicate efforts to building religious moderation attitudes in society. It is explained in this study that intolerance cases have not been effectively reduced by religious moderation in religious and moral education learning in public schools. A descriptive qualitative approach was applied with data sources through observations, interviews, and textbook documents. The study objectively described religious moderation content in textbooks, the time allocation of Islamic religious education (PAI) learning in schools, and the supporting activities of religious moderation in schools. The content of the textbooks on Islamic religious and moral education has not yet contained comprehensive religious moderation indicators. It can be seen from the religious indicators' classification, such as national commitment, tolerance, antiviolence, and accommodation of local culture, that less time is available for religious and moral education. Therefore, the content of religious moderation needs to be integrated into all subjects. Likewise, extracurricular activities must be activated and filled by strengthening religious moderation, including Islamic spiritual activities. The importance of the understanding of teachers on religious moderation was proven by this finding because teachers are role models for students in religious attitudes. Additionally, evaluation is needed for educational stakeholders, such as educators, curriculum, and time allocation, to reduce intolerance cases. School stakeholders can be role models for implementing religious moderation in and out of schools.

Developing nationalism character among the digital native generation in Indonesia has been one of the national goals, especially to educate the nation's life through formal education. To realise these goals, teachers become the spearhead to grow this character within students. However, most teachers find it difficult to deal with since they have low teacher competencies. This study aims at revealing teachers' challenges and strategies in building the nationalism character among the digital native generation through formal education. This study employed a qualitative approach with the type of library research. The data collection technique was document studies, while the data analysis used content analysis. The study results showed that: (1) Indonesian teachers still have low mastery of the teacher competencies (pedagogic, professional, social, and personal aspects). They also perform monotonous learning methods and rarely use digital-based learning media; and (2) the strategies to build the nationalism character among the digital native generation era are through teacher competencies mastery, effective learning tools, varied learning methods and integration of the digital-based learning media.

Local wisdom-based learning resources are needed to support student character-oriented learning, one of which is a pocketbook, but currently, the number is minimal. This study aims to produce a product in the form of teaching materials in the form of a pocketbook based on local wisdom that has a proper and effective predicate for elementary school students. This research includes research and development research by adopting the ADDIE research method. This research was conducted in an elementary school in Yogyakarta, Indonesia. The results of the questionnaire of material experts, media experts, teacher responses, student responses, learning implementation observation sheets, pre-test, and post-test were obtained in this study. The data analysis technique was paired sample t-test, percentage, and average. The results of this study are as follows: (1) the material expert stated that the pocketbook based on local genius is feasible to use with very good criteria. Media experts assessed with good criteria; and (2) the effectiveness of the pocketbook is very good. This can be seen from the value of positive student responses. The observation sheet for the implementation of the learning process is very good. Student achievement increased, as indicated by the average score of pre-test and post-test. The pocket book based on local genius was declared effective, as indicated by the results of the t-test calculation. The pocket book based on the developed local wisdom had a positive impact. This can potentially be used for elementary school students as valuable teaching material for strengthening student character.

This study examines the current Turkish primary school 4th-grade Mathematics textbook through the core values settled in the curriculums to mediate relevant (sub)values by the Turkish Board of Education (BoE). The core and sub-values were investigated through the defined aspects of inclusion, intensity, reflection, and mediation status. This qualitative case-study research was done through document analysis. "Textbook Value Inclusion Form" was developed by the researchers to examine the contents in visual, problem text, and activity sections, and 155 visuals, 117 problems, and 46 activity contents were analyzed. The values were unevenly distributed, where the visuals were more intensive among the content types, while the natural numbers and fractions were more concentrated within the subjects. Consequently, the book mostly covered desired values, but missing and even degenerative contents were also encountered. The values did not reflect a balanced distribution regarding units and core values. The book predominantly reflected the values implicitly. Responsibility, respect, and helpfulness were prominent mediative core values throughout the book, and diligence, healthiness, productivity, collaboration, and tradition were the sub-values being significantly mediated. As a result, the textbook adequately covered particular values, though there were identified areas for improvement, and recommendations were given to address them.

The true spirit of education involves psychosocial grooming and character building of learners. Teacher's efficacy plays a vital role in achieving educational objectives. The effectiveness of teachers is usually evaluated through the academic grades of their students. Teacher's efficacy, however, is originally the ability of a teacher to improve the cognitive functioning and humanistic values of students. The current study developed and validated a new scale entitled the Qualiquant Teacher's Efficacy Scale (QTES) by involving 147 teachers and 59 students. The sample was selected thru a mixed method that involved convenient and purposive sampling techniques. QTES reflected strong validity and excellent reliability thru exploratory factor analysis, Cronbach's alpha, item-scale, and item-total correlations. QTES is a unique measure for teacher's efficacy because it defines teacher's efficacy through cognitive functioning and humanistic values, offers two parallel and separate versions for teachers and students, and quantifies the qualitative data.

The transmission of values through social studies education remains a central subject of interest. The search for alternative resources to foster and sustain this transmission process has recently intensified. 'Museums', recognized as alternative spaces within out-of-school learning contexts in social studies, are increasingly acknowledged as crucial in facilitating value transmission. This research seeks to elucidate the role of museums in this process, primarily through the perspectives of pre-service social studies teachers. The study employed qualitative research methods and was constructed within a case study design framework. Data collection relied on focus group discussions with the pre-sercive teachers, with the subsequent content analysis used for data interpretation and explanation. Through dialogues with the participants, it became apparent that the transmission of values in social studies, a fundamental course for life learning, was a predominant concern. Out-of-school learning experiences are deeply integrated with social studies due to their interdisciplinary and multifaceted nature. In light of this, the participants' perspectives and recommendations concerning the role of 'museums' as alternative venues for value transmission within the scope of social studies were predominantly positive.

The moral damage caused by the erosion of positive values and national character is quite concerning. This phenomenon has encouraged government concern through strengthening students' character. Strengthening students' character through formal education has not produced significant results, as evidenced by the many symptoms of moral decay and crime involving students in Indonesia. To overcome this, an alternative strategy is needed to elaborate between character education based on thoughts and hearts, which non-formal educational institutions can carry out. This research explores the "suluk" method as an alternative for forming religious characters for students who practice the Thariqah Al-Mu'min in West Kalimantan. This study uses a case study method and a qualitative approach. The research results found that; "suluk" can shape the religious character of students who practice the Al-Mu'min Order; these characteristics are; peace of mind, discipline, enthusiasm in worship, gratitude, trustworthiness, honesty, understanding the purpose of life, feeling close to Allah, feeling more moral than before, feeling more important in controlling lust, respecting others, increasing love for the hereafter, increasing longing for Allah and His Messenger, and sincere in worship. "Suluk" can give a deep religious impression and feel the presence of God in his life. This study emphasizes the importance of using the method of "suluk" in non-formal Islamic societies and formal Islamic education institutions such as Islamic boarding schools and religious colleges to form pious students. However, "suluk" also has weaknesses; only a thariqah practitioner can practice "suluk." The students must also be physically and mentally prepared because the "suluk" method requires seriousness to form a religious character in the performer.

Character building (CB) is a crucial aspect for basic psychologists who need to carry out their consultation tasks effectively. At Tilburg University, lecturers have the freedom to interpret the five CB dimensions and implement them in courses, including intellectual independence, critical mindset, social responsibility, scientific responsibility, and entrepreneurship. This study aims to investigate how the five CB dimensions are interpreted and implemented in the three-year Bachelor Psychology program at Tilburg University. As part of the regular quality assurance of assessment, we made a full program assessment plan in 2021-2022 and collected extra data on course practices of CB. At the program level, the five CB dimensions were related to the 13 program learning outcomes by reviewing the self-reflection report. At the course level, a template thematic analysis was used to code the course learning goals, instructional activities, and assessment. Two-thirds of the courses formulated CB-related learning goals, mostly delivered through interactive lecture forms. The instructional activities were categorized into six themes: academic standards, application, evaluative judgment, self-regulation, societal relevance, and taking initiatives. The five CB dimensions were mostly assessed by coursework method, but there was a lack of assessment of CB elements such as reflection. The five CB dimensions were implemented in most educational processes at the course and program level, despite the absence of a standardized implementation plan. We advise to focus on the assessment design for character education, particularly through the use of more authentic and performance-based assessment methods. [Note: The page range (17-33) shown on the PDF is incorrect. The correct page range is 19-33.]

The aim of the study is to determine the extent to which the root values were included in the middle school mathematics textbooks that were recommended in the 2018 middle school mathematics curriculum by Ministry of National Education (MoNE). In this study, mathematics textbooks were assumed to be an important material in terms of development of students' intention to use root values. The data were collected from ten mathematics textbooks, including two fifth grade, three sixth grade, two seventh grade, and three eighth grades, recommended by MoNE for use in middle schools in the 2019-2020 academic year. A basic qualitative research design was used in the study. To analyze the data a content analysis process was implemented. As a result, it was found that while the values of friendship, self-control, responsibility, patriotism, and benevolence were used in the textbooks in detail and with their first meanings, there was not enough content about the values of justice, honesty, respect, and love and these values were being used differently from their first meanings. It is recommended that the content involving root values should be distributed more homogeneously to the grade levels and values should be used with their first meaning in mathematics textbooks. In addition, there should be more specific information in mathematics textbooks about how to integrate root values into a mathematics classroom.

Local history has its point in providing information to local communities for the exemplary process. However, there are not many studies of local history to be implemented in history learning. Thus, the purpose of this study was to find the values of character education in the material for the struggle of K.H. Ahmad Hanafiah in defending Indonesian independence in the Lampung Residency and its implementation in learning local history. The method used is a qualitative research method with historical studies. This study uses primary and secondary sources and uses interviews as reinforcement. The results of the study are: (1) K.H. Ahmad Hanafiah as a local figure who fought to defend Indonesia's independence in Lampung Residency, (2) The values of character education contained in the material include: religious attitude, hard work, curiosity, love for the homeland, national spirit, and independence, (3) These character values can be implemented in local history learning through the Class XI lesson plans covering the stages of planning, implementation, and evaluation in high school. It is hoped that students can imitate the figure of a K.H. Ahmad Hanafiah, especially for those who live in the Lampung area, and apply it in their lives both now and in the future. History learning has a central role in instilling the values of national character because the scope of the material taught contains heroic, exemplary, patriotism, and nationalism values. [Note: The page range (62-71) shown on the PDF is incorrect. The correct page range is 62-72.]

This research aims to describe the lesson plan and the application of multicultural values learning through Pancasila and Civics Education subject at elementary schools. Multicultural education is important and should be provided in elementary schools as the multicultural education module can help students be more open to skin color, religion, ethnicity, race, language, and other differences. Pancasila and Civics Education also educate students about character; therefore, this subject is beneficial for teaching multicultural values. This research adopts a qualitative approach using a content analysis method. There are six lesson plan documents that were analyzed from three elementary schools in Jakarta. In addition, the participants consisted of 35 teachers, head teachers, and students at an elementary school. The study used document analysis as the main sources and in addition, interviews and observations were used to enrich the data collection. The study findings revealed that the lesson plan on multicultural education is found in elementary school students in the fourth grade of the first semester. The theme of multicultural learning is the beauty of diversity, with the sub-theme being the diversity of Indonesia. The purpose of learning is to make students understand the diversity of ethnic groups in Indonesia. Meanwhile, the case studies taught are about the Minang community in West Sumatra. This research has implications that multicultural learning needs to be taught to elementary school students.

Islamic education (Madrasah) mostly accepts students with economic backgrounds whose parents are poor. their psychological performance is low as they lack self-confidence, and also lack achievement motivation. In strengthening psychological performance, it can be intervened through students' participation both in student organizations and extracurricular activities in school. This study aimed to determine the development of positive values in students at the educational unit level and the follow-up of its development at the ministerial level. This research used descriptive qualitative approach by observing, interviewing and collecting supporting documents. Research subjects and informants were sampled from the education unit level and the ministry level. Data validity was performed by triangulation sources and methods, while data analysis method employed interactive analysis. The results indicate that the development of positive values in students at the educational unit level includes academic skills development, social-emotional development, leadership development and self-confidence in all areas of extracurricular activities. Follow-up development at the ministerial level is in the form of competitions within the framework of developing these skills. This finding explains the importance of extracurricular activities to improve a positive personality and the character of Islamic secondary school students. With this, every school must try to encourage and design the right steps for students involved in extracurricular activities.

The textbook "Sahabatku Indonesia" published by the Ministry of Education and Culture of the Republic of Indonesia in 2019 has an important position for foreign students who are studying Indonesian. This book consists of 7 series. The book contains information about practical communication rules and exercises in Indonesian. In the communication training material various discourse units are presented which contain information on Indonesian culture. One aspect of culture that is taught is the moral aspect that accompanies language activities. This study aims to describe the representation and implementation of moral values introduced to foreign students in textbooks. These moral values come from moral values that are unique to the Indonesian nation and also universal morals. This research was conducted using a qualitative descriptive approach. The data source for this research is the 7 book series "My Indonesian Friends". The data is in the form of written verbal units containing moral values and sometimes illustrations are added to accompany the communication exercises. Data were analyzed using content analysis and supported by Appraisal Theory (AT) to see aspects of moral values. This finding illustrated that on "Sahabatku Indonesia" textbook emphasizes inculcating moral values of learners in maintaining harmony and social interactions harmony in their living environment. The moral values contained in the text are as many as 13 moral themes. The implementation in the book can be found in the form of narrative text and picture illustrations. Understanding those moral values made a meaningful contribution to curriculum developers and textbook writers as a basis for consideration in determining their policies.

The goal of this study is to identify and describe the application of cross-cultural advice and counseling utilizing traditional Dayak expressions as a means of promoting character transformation and reducing school-related conflict. This is qualitative descriptive ethnography. SMA Negeri 1 Halong, Halong District, is the research site. Research topic: Employing in-depth observation to collect data on using Dayak Meratus in guidance and counseling. Principals, guidance counselors, teachers, and students were interviewed. The strategy and process of cross-cultural guiding and counseling using traditional Dayak idioms were interviewed. This study used a student questionnaire to gauge their impressions of cross-cultural counseling guidance with Dayak Meratus traditional expressions. Document review confirms and completes data. Miles, Huberman, and Saldana analyzed the data. Study shows that using Dayak in counseling helps teachers and students communicate. A harmonious connection determines the success of cross-cultural guidance and counseling in developing character. Dayak traditional expressions are often used by Dayak parents to advise their children; when used by Guidance and Counseling teachers, it's easy to grasp and quickly creates self-awareness for Dayak students to improve their behavior/develop character. For students of various ethnic groups, traditional Dayak expressions provide passion and critical power to find out the meaning in depth, so they create a mindset and viewpoint about the meanings and purposes contained in traditional Dayak phrases. The use of Dayak expressions is slowly allowing Dayak kids, who were first closed and sensitive due to misunderstandings with newbie teachers, to become open and familiar. Misconceptions can be prevented by translating verbal and nonverbal communications.

Character and cultural education has in important role in growing and developing the noble values of a nation. Character education in school can be means of civilizing and humanizing so that the goals of character education can be achieved. One of the link between culture and character education is ethnomathematics. However, there is still a lack of relevant teaching materials and it makes not optimal. Therefore, the implementation of cultural and educational linkages can be developed in a teaching material. The purpose of this research was to determine students' responses to the ethnomathematics of puppet teaching materials as part of the stages of character education-based development. The type of the research is descriptive quantitative. The population of the research is junior high school students in Yogyakarta, Indonesia. The number of samples used were 260 students in which the criteria for 130 students are low learning achievements (Group 1) and the other 130 students are good learning achievements (Group 2). The instruments used in this research were application of ethnomathematical and student response through questionnaires. The results showed that in G1 with the low performance, the material in the application was very easy to learn and very useful. In addition, they are also satisfied with the use of the application. Meanwhile, G2 with good learning achievement feel that the application is very useful, very easy to learn and they are very satisfied with the application. Then based on the results of statistical tests, it was obtained that G1 and G2 showed that differences in learning achievement did not affect student responses to the learning process through Puppet ethnomathematics android application based on character education. All the Puppet characters have religious, disciplined, hard work, passion, and love for the homeland.

This study aims to see the effect of student perceptions on web-based character assessment on the results of student character assessment. The population in this study was a junior high school in Batanghari Regency with a sample of 322 students using the purposive sampling technique. Quantitative methods are used in this study with descriptive and inferential analysis methods to obtain assumption tests (normality, homogeneity, and linearity) and hypothesis testing (ANOVA and Linear Regression). The results of this study indicate that the perception of male and female students on web-based character assessment affects the results of character assessment. A linear regression test results show a significance value of 0.001 for both sexes. This is a supporting indicator in implementing web-based assessments apart from the real-time benefits and swift feedback. Therefore, web-based character assessment is suitable for use in learning, as indicated by good student perceptions of the application of the web-based character assessment.

Global education is a broad field associated with educational traditions rooted in the objective of preparing learners to engage with a complex and interdependent world, and to respond to the needs of the planet. This article explores existing pedagogical approaches to argue for the need, in non-Western contexts, to make greater connections with existing religio-cultural orientations -- specifically, to move beyond pedagogies of reason, that is, rational, linear, logical approaches that undervalue a range of human experiences and are independently insufficient in developing feelings of connection and commitment to issues of social justice in non-Western contexts. Examining an alternative pedagogical model, this article suggests that a framework for global education guided by the Islamic values of "rahma" (compassion and mercy) and "adl" (justice) in contexts such as that of Pakistan can prove valuable in developing commitment and encouraging action for social change.

The aim of this research is to investigate the impact of a self-concept-based Upanisad learning model integrated in mixed learning on the building of character and creative thinking skills. This study adopted a quasi-experimental design with a posttest-only control design. The population of the study consisted of 90 students. A random sampling technique was used to take the samples which consist of 60 students. Tests and questionnaires were used as data collection methods. The test instruments used were a description test with 10 items and a questionnaire with a total of 30 items. The analysis technique employs MANOVA in SPSS. The results showed that learning with the self-concept based Upanisad learning model simultaneously or partially impacts character and creative thinking skills. The results show that students who are taught using the self-concept based Upanisad learning model gain mean scores in character and creative thinking skills. Moreover, other results show that learning with the self-concept based Upanisad learning model is more influential on students' character than their ability to think creatively. Based on these conclusions, the researcher recommended that a self-concept-based Upanishad learning model be able to be used as an innovative learning model for improving character and creative thinking skills.

Value-oriented education has been an integral facet of education. The need for value education stems from the social malaise in the society and education, being purposeful in making students responsible citizens, must address such deficiencies in values. This study aims to understand the attitude of student teachers and in-service teachers' towards current education and its value systems and seeks their stand on requiring value-oriented education as they are the major stake holders of direct classroom education experience other than students. The case study of Elizabeth Holmes and Annie Dookhan was used to assess how academically strong individuals end up straying into fraudulent ways. The study was administered using an electronic questionnaire, the frequency range was established using SPSS and indexed to percentage values. The data shed light on the attitude of student teachers and in-service teachers feeling that current education fails to inculcate values and suggested some methods of reform in the value systems of current education.

Background and Aim: At present, in the reform of higher education, the cultivation requirements for innovative people are increasing day by day. The learning results and desired characteristic behaviors of college students in ideological and moral education in many universities are not satisfactory. Student's learning attitudes and learning participation are poor and the ability of self-discipline and adaptability are generally weak. So in order to solve the problems, in this study, the blended cooperative learning instructional model was employed to improve the learning achievement and desired characteristic behaviors of college students. The objectives of this research were: 1) To compare the learning achievement of college students before and after learning through the Blended cooperative learning instructional model. 2) To compare the desired characteristic behaviors of college students after learning through the Blended cooperative learning instructional model with a criterion set at 65%. Materials and Methods: The sample used in this study was 30 year 1 student in Zhoukou Vocational and Technical College, Zhoukou City, Henan Province. They were selected by cluster random sampling. The research instruments were: 1) Six lesson plans of an Ideological and moral education course based on blended cooperative learning. 2) A learning achievement test paper. 3) A student's self-assessment 4) A teacher observation form. The researcher used the Ideological and moral education test paper to conduct pre-test and post-test on the sample. Then the pre-test data and post-test data were analyzed. The statistics used to analyze data were mean, standard deviation, t-test for dependent samples, and t-test for one sample. Results: The results of the study were as follows: 1) The learning achievement mean scores of students' protest were 16.13, S.D. = 3.25 and the posttest of students' learning achievement was M = 19.93, S.D. = 2.75. The result showed that after learning through a blended cooperative learning model in the classroom, posttest scores of students' learning achievement were greater than pretest scores at 0.05 level of statistical significance (t = 9.58, p = 0.000 < 0.05). The average scores of the study developed increasingly higher than the pretest. 2) The Self-assessment mean scores of 30 students' desired characteristic behaviors after learning through the blended cooperative learning model was 106.77 from full marks of 155 and the standard deviation was 6.20 which was statistically higher than the criterion of 65% at 0.05 level of statistical significance (t = 94.30, p = 0.000 < 0.05). The observation form mean scores of 30 students' desired characteristic behaviors after learning through blended cooperative learning model was 44.57 from full marks of 60 and the standard deviation was 4.16 which was statistically higher than the criterion of 65% at 0.05 level of statistical significance ( t= 7.33, p = 0.000 < 0.05). Conclusion: Through comparative analysis of learning achievement and desired characteristic behaviors scores before and after learning through the blended cooperative learning model in the Ideological and moral education course of first-year students in Zhoukou Vocational and Technical College, it revealed that students' learning achievement and desired characteristic behaviors have been significantly improved. Therefore, it is feasible to adopt a blended cooperative learning instruction model, which is helpful to improve the learning achievement and desired characteristic behaviors of the first-year students at Zhoukou Vocational and Technical College.

This research aims to explore the connections between science and citizenship education and how science education contributes to citizenship education in Turkey. To achieve these goals, we focused on two research questions: First, what does the science curriculum in Turkey encompass concerning citizenship education? Second, how do science educators perceive their role in contributing to citizenship education, and how do they foster students' citizenship skills? Multiple data sources were employed to provide comprehensive answers to these research questions. In this context, the science curriculum in Turkey was analyzed, and interviews were conducted with science educators using a semi-structured interview protocol. The data were processed using the Maxqda Qualitative Data Analysis Program and subjected to content analysis. The research findings underscore that there is a relationship between science education and citizenship education. Science courses have the potential to cultivate citizenship competencies. However, science educators feel that science education is falling short of meeting its citizenship objectives due to various challenges they encounter. It is essential to train and support teachers to seamlessly integrate citizenship skills into science education.

According to UNESCO, education for sustainable development (ESD) is characterized by the concern for training the skills necessary for a human individual to relate responsibly to the natural, economic and socio-cultural environment in which he lives, minimizing or completely avoiding the negative effects of actions on the quality of his life and that of others. This finality of education for sustainable development requires the prioritization of moral education and shifts the focus to the development of moral consciousness and the formation of a value system agreed and assumed by all members of a community. Because it essentializes human values, the fairy tale constitutes an ideal learning content in relation to the objectives of moral education. The wide and varied symbolism of the heroes who evolve in the fairy tale world, the situations they go through and the key tools in overcoming some crises turn the fairy tale into a source of learning with a safe and deep impact on the student, both cognitively and affective and volitional. Knowing the interdependence between the professional skills of the teacher and the training of the student's skills (Ceobanu et al., 2020, p. 277), a teacher has the duty to know what are the sources and contents of learning that optimally respond to the educational needs and interests of those whom he guides. Therefore, the teachers' conception of the educational potential of the fairy tale is a determining factor in the application or exclusion of this content from the instructive-educational/school activities. The study we are carrying out aims to determine the level of knowledge of the educational potential of the fairy tale by teachers from schools on both banks of the Prut and provides valuable data about their beliefs regarding the effectiveness of the fairy tale in training and educating the younger generations.

The inculcation of moral values in English textbooks, particularly in primary schools, has been a global concern in recent decades due to English's growing importance as a global lingua franca and the impact it carries. Hence, the present study aimed to: (1) elucidate the realisation of moral values discursively represented in three primary school English textbooks entitled English Chest 1, 2 and 3, and (2) determine the extent of the textbooks' contents in teaching the moral values. Fairclough's (1995, 2013) framework of Critical Discourse Analysis (CDA) integrated with Kress & Van Leeuwen's (2006) Visual Grammar Theory (VGT) was applied to elucidate the depiction of moral values in the textbooks. Additionally, Isaacs' (2001) framework of Developmental Moral Values and Smetana's (2006) Social Domain Theory were also adopted to look at how the contents of the textbooks teach moral values. The results show that (1) modesty (8,99%), curiosity (8,44%), perseverance (7,08%), and friendship (6,53%) are the most frequently occurring values in the three EFL textbooks. (2) The discursive realisation has revealed that certain fundamental moral values such as audacity, sociability, industriousness, respect for others, and responsibility are taught through the depictions of verbal-visual images in both school and familial contexts. Importantly, the three EFL textbooks have fairly adhered to the Indonesian moral (character) education goals and stipulation. They also provide implications on both primary school students and English teachers' pedagogical, linguistic, and moral development so as to raise EFL textbook designers' awareness to develop more morally-laden content.

The present study aimed to establish the relationship between middle school students' attitudes toward science and the environment with their love, respect, responsibility, empathy, aggression, bullying tendencies and attitudes toward reading. One of the most general survey models, the relational survey model was employed in the study, and it was conducted with the participation of 216 secondary school students. Data were collected using the Attitude Scale for Science, Environmental Attitude Scale, Tendency to Love Scale, Tendency to Respect Scale, Personal and Social Responsibility Scale, Cognitive, Affective and Somatic Empathy Scale, Aggression Scale, Cognitions Related Bullying Scale and Attitudes Towards Reading Scale. The data obtained were analyzed with SPSS package software. The results of the study revealed that there was a positive and low-level relationship between students' science attitudes and their tendency to love, empathy, aggression, and bullying, and a positive and medium-level relationship between science attitudes and their tendency to be respectful, responsible behaviors and reading tendencies and that these relationships were statistically significant. It was concluded that there was a positive and low-level relationship between students' attitudes towards the environment and their tendency to be respectful, responsible behaviors, aggression and bullying tendencies, and a positive and moderate relationship between their attitudes towards the environment and their love tendency, empathy and reading tendency scores, and this relationship was statistically significant.

Critics suggest that youth lack basic civic knowledge and are disengaging from civic action, particularly political action. The validity of these criticisms depends on how civic knowledge and civic engagement are defined. The results of four studies of civic education, conducted by the IEA over a period of almost 50 years, are examined in terms of the definition of these concepts. Five questions are addressed: (1) What are the goals of civic education? (2) What is civic knowledge? (3) What is civic engagement? (4) What are civic attitudes and values? (5) What do we know about teaching civics in schools? The results suggest that (1) there is disagreement on the goals of civic education; (2) civic knowledge is often equated with the memorization of facts about government and politics; (3) civic engagement is different from political engagement, with today's youth more interested in civic engagement; (4) civic attitudes and values may be more important than civic knowledge or engagement for preparing informed, productive citizens; and (5) there is limited time for teaching civics in schools, and the ways in which civics is currently taught are inconsistent with the kind of teaching needed.