Development of the PINISI Learning Model Based on a Sociocultural Approach and Its Impact on Students’ Character Values in Biology Learning

The quality of education in schools is influenced by various factors, including financial management, school climate, and teacher performance. These factors play a crucial role in improving school services and overall educational outcomes. This study was conducted to explore how these variables impact the quality of education in public junior high schools in the Sungai Durian subdistrict, Kotabaru Regency. The objective of this research was to determine the influence of financial management, school climate, and teacher performance on the quality of education in public junior high schools. A quantitative and explanatory research approach was used in this study. Data was collected through questionnaires distributed to respondents, including school administrators, teachers, and staff. The analysis employed multiple linear regression, with a T-test to examine the significance of the relationships between the variables. The study found that financial management, school climate, and teacher performance all have a positive relationship with school services and the quality of education. The T-test results showed that the values for financial management (4.343), school climate (3.426), and teacher performance (3.426) were higher than the T-table value, indicating significant positive influences. These findings suggest that improving financial management, enhancing the school climate, and increasing teacher performance are essential strategies for improving the quality of education in junior high schools. Educational authorities should focus on these areas to foster a more conducive learning environment and better educational outcomes.

Aim. Many parents in Indonesia currently believe that character education in Integrated Islamic Schools is superior to that in public schools. To support this belief, it is necessary to analyse students' character and compare the implementation of character education in these schools. Methods. This study used an explanatory sequential mixed methods approach and involved 1,024 students. In the study, the quantitative stage used the survey method, and the qualitative stage used the narrative method. The research analysed the character of discipline, creativity, independence, and caring. Questionnaires in character scales collected from the participants were analysed using Multivariate Analysis of Variance (MANOVA) statistics. Document studies and interviews with vice principals were conducted to gain insight into implementing the character education programme at the school. The data obtained from this study were then analysed and integrated for further interpretation. Results. The study results showed a significant difference in the character values of discipline, creativity, and caring between public and Integrated Islamic school students. However, the independence value was higher in Integrated Islamic school students than in public school students. The difference occurs because the programmes that support character independence in integrated Islamic schools are more varied. The implementation of character education in public schools prioritises discipline, making students excel in this trait, even though the results of this study show only a minimal difference. Conclusion. This study implies that parents who want their children to be more independent should go to Integrated Islamic schools, while to strengthen the character of discipline, parents can send their children to public schools. It is important to note that this study only focuses on character values: discipline, independence, creativity, and caring.

This research is motivated by concerns about the high level of violence, hate speech, bullying, and brawls between students in the educational environment, all of which are alarms that indicate character education in schools has not been maximized. This type of research is descriptive qualitative with an inductive approach to qualitative analysis methods. The data sources in this study are primary data, namely school principals, teachers, dormitory builders, branch administrators of the Wanasigra Ahmadiyya Congregation, and students, while secondary data are lesson plans and various videos on the YouTube channel of SMU Plus Al-Wahid related to the object under study. . Data obtained through observation, interviews, and documentation. The data were then analyzed qualitatively by using triangulation to ensure the validity of the data against the focus understudy—the results of this study: 1. Character education at SMU Plus Al-Wahid was born from four sources: the Indonesian nation's culture, the Pancasila state basis, Abab 21 demands, and the organizational motto 'Love For All Hatred For None. 2. Implement character education at SMU Plus Al-Wahid through learning, habituation, and example in four activity posts; extracurricular, extracurricular, dorm life, and social activities. 3. A more comprehensive evaluation of character education occurs in schools, dormitories, and community environments. 4. Implementation of character education from the perspective of the motto 'love for all hatred for none' was developed by the Muslim community of the Indonesian Ahmadiyya congregation to participate in strengthening the character of the nation's children on a communal basis, showing synergy with the community around the school. This study concludes that character education in a community-based school does not have to undermine the cultivation of national character education. Still, it can collaborate with character values ??from organizational wisdom.

This research is motivated by concerns about the high level of violence, hate speech, bullying, and brawls between students in the educational environment, all of which are alarms indicating that Character Education in schools has not been maximized. This type of research is descriptive with an inductive approach to qualitative analysis methods. The data sources in this study are primary data, namely school principals, teachers, students, dormitory builders, and branch administrators of the Wanasigra Ahmadiyya Congregation, while secondary data are lesson plans and various videos on the YouTube channel of SMU Plus Al-Wahid related to the object under study. Data were obtained through observation, interviews, and documentation. The data were then analyzed qualitatively by using triangulation to ensure the validity of the data against the focus understudy. The results of this study were that: (1). Character Education at SMU Plus Al-Wahid was borne from four sources: the Indonesian nation's culture, the Pancasila state basis, Abab 21 demands, and the organizational motto 'Love For All Hatred For None’; (2). Implement Character Education at SMU Plus Al-Wahid through learning, habituation, and example in four activity posts; extracurricular, extracurricular, dorm life, and social activities; (3). A more comprehensive evaluation of character education occurs in schools, dormitories, and community environments; and (4). Implementation of character education from the perspective of the motto 'love for all hatred for none' was developed by the Muslim community of the Indonesian Ahmadiyya congregation to participate in strengthening the character of the nation's children on a communal basis, showing synergy with the community around the school. This study concludes that character education in a community-based school does not have to undermine the cultivation of national character education. Still, it can collaborate with character values ??from organizational wisdom.

The aims of this study are to describe: 1) the implementation of environmental awareness character education; 2) the obstacles in the implementation of environmental learning; 3) tips to support the success of environmental awareness character education in elementary schools. The writing method used is a literature study which contains theories relevant to the research problem. The results showed that the implementation of environmental awareness character education in elementary schools was carried out in three stages, namely: 1) integrated learning planning strengthening environmental care character education. 2) Implementation of integrated learning to strengthen environmental awareness character education. The teacher integrates the values ​​of environmental awareness by utilizing the environment as a learning resource, and arranges classes so that the implementation of environmental awareness characters can run well. 3) Integrated learning assessment of the achievement of environmental awareness character through positive habits both at home, at school, and in the community. The obstacles in implementing character education are students' low understanding of environmental cleanliness, inadequate facilities and the indecision of the rules made by the school. The tips taken to support the success of environmental awareness character education in elementary schools, namely: 1) implementation of an environment-based curriculum in schools; 2) participatory based environmental activities; and 3) management of supporting facilities that are environmentally friendly. Thus, it can be concluded that the implementation of environmental awareness character education in schools can run well if there is work between the important components in education, namely teachers, students, parents, and the community.

This study aims to determine character values and how to integrate character values in biology learning in Takengon and Lhokseumawe. The method used in this study is a qualitative descriptive. This research was conducted in Takengon and Lhokseumawe districts involving 7 biology teachers in purposive sampling techniques. The data collection techniques used were observation, then conducted interviews with teachers and analysis of teacher RPP documents to find additional information as supporting data. The results showed that the character values integrated into biology learning in schools were concerned about health, religion, independence, tolerance, friendliness / communicative, social care, responsibility, and caring character of the environment. But the percentage of each character is different, the highest percentage (100%) are religious, independence, responsibility values for both regions and the lowest percentage (25%) values are health care and friendly/communicative in Takengon City, while in Lhokseumawe city the value of caring for the health, caring social and environmental care which have the lowest percentage (33,3%). Integration of character values is carried out in various ways, including refraction of greeting and prayer at the beginning and end of learning, chaplaincy, integration also done through learning models and media is one of the ways to integrate character in biology learning.

This study investigates teachers' internalization and implementation of character education in schools. This research employed a mixed-method that combines quantitative and qualitative methods. The research data was obtained by distributing questionnaires to 576 elementary school, junior high school, and high school teachers who participated in the e-workshop on developing the competence of character values internalization. The collected data were tabulated and analyzed to know the internalization and implementation of character education carried out by teachers. The results show that teachers implement character education through habituation, integration, and imitation. Teachers have difficulty internalizing and implementing character values when learning is implemented virtually. This problem occurs because teachers are accustomed to having face-to-face interaction with students when implementing character education in schools. This condition has recently become an obstacle in implementing character education because learning is carried out virtually. The research helps implement virtual learning to develop character values.

This study is about a model of civilizing anti-corruption values in the implementation of programs to strengthen character education in public elementary schools in the district. Gorontalo. The main target of this research is to design a model of the civilization of anti-corruption values in the implementation of character education strengthening programs that can produce products in the form of books to guide educators, parents and the public, especially in Gorontalo district in implementing anti-corruption values which lead to the creation of anti-corruption characters. This research applies the research and development approach. This research also answers specific questions of practical problems through "applied research" to improve educational practices. The study, conducted in January to July 2019, began with collecting initial information through observations in public elementary schools in Gorontalo district, and from various other sources such as the education office, principals, educators, students, parents, and the community. The implementation of the research through stages, preparation begins with the initial observation of the implementation of strengthening character education in schools, collecting data, interviewing analyzing data, reviewing and verifying data, preparing reports, and publicizing. This research uses a data triangulation technique that is combining 3 data collection techniques (observation, interview, and documentation) data analysis carried out during the process in the field together with data collection.

This study aims to analyze the process of strengthening students' moderate character education through Islamic Religious Education (PAI) subjects at Sabilur Rosyad Junior High School, identify challenges and obstacles faced in its implementation, and provide strategic recommendations to improve the effectiveness of moderate character education in rural schools. Using a qualitative approach with a case study design, this research collected data through in-depth interviews, participatory observation, and document analysis. The research subjects involved PAI teachers, principals, students, and parents to get a comprehensive picture of the practice of moderate character education in the school. The results showed that the strengthening of moderate character in Sabilur Rosyad Junior High School is done through the integration of religious moderation values into the PAI curriculum, the use of interactive learning methods, and religious activities that support the habituation of these values. The main challenges faced include the diversity of student backgrounds, limited educational facilities, and the lack of teacher training related to teaching moderation values. Nevertheless, the implementation of moderate character education has had a positive impact, as seen from changes in students' attitudes that are more tolerant, inclusive, and able to appreciate differences. This study emphasizes the importance of additional support, such as teacher training, the development of moderation-based learning modules, and collaboration between schools and communities, to improve the effectiveness of moderate character education in rural schools.

This study is about a model of civilizing anti-corruption values in the implementation of programs to strengthen character education in public elementary schools in the district. Gorontalo. The main target of this is to design a model of the civilization of anti-corruption values in the implementation of character education strengthening programs that can produce products in the form of books to guide educators, parents and the public, especially in Gorontalo district in implementing anti-corruption values which lead to the creation of anti-corruption characters. This applies the and development approach. This also answers specific questions of practical problems through applied research to improve educational practices. The study, conducted in January to July 2019, began with collecting initial information through observations in public elementary schools in Gorontalo district, and from various other sources such as the education office, principals, educators, students, parents, and the community. The implementation of the through stages, preparation begins with the initial observation of the implementation of strengthening character education in schools, collecting data, interviewing analyzing data, reviewing and verifying data, preparing reports, and publicizing. This uses a data triangulation technique that is combining 3 data collection techniques (observation, interview, and documentation) data analysis carried out during the process in the field together with data collection.

Nowadays many parties strive for intensity increase and character education implementation quality in formal education institutions. Those demands are based on the developed social phenomena which is the juvenile delinquency, such as mass brawl and other moral decadence cases. Character education can be given in school, but it requires cooperation of all school residents to realize. One of which is headmaster’s role for character education in school. The problem of this research is about how headmaster optimizes his role in realizing character education in school. The purpose of this research is to describe and analyze headmaster’s optimization role to realize character education in vocational high school (SMK). This research uses qualitative descriptive. Data are collected by interview and documentation then analyzed by using data triangulation. The result of this research shows that headmaster must do his role as an educator, manager, administrator, supervisor, leader, entrepreneur and climate creator. By maximizing his role, character education can be started and will be very useful for students after they graduate and continue to work.

The purpose of this study was to describe the use of the national anthem as a medium for character education in elementary schools. This research uses descriptive qualitative method. The data analysis technique used was to analyze the data obtained through documentation, observation, interviews, and questionnaires. The results of the study indicate that through the national song as a medium for character education in schools, it can make the character of students better. This is shown from the results of interviews with teachers and school principals who said that the national song can be used as a medium for character education. This statement was strengthened by the results of the distribution of questionnaires to students which showed that 93% stated that the national anthem could be used as character education. The conclusion of this study is that the national anthem is effective as a medium for character education in elementary schools.

Character education in schools began to be applied in 2010 at the level of early education/kindergarten, elementary, junior high, high school, and college by incorporating the values of character in the learning of each subject. The values of these characters include religious, honest, responsible, healthy lifestyle, discipline, hard work, confident, entrepreneurial, creative, independent, curious, love science, aware of the rights and duties of others, obey the rules social, respectful work and achievements of others, polite, democratic, social and environmental, nationalist, and respect diversity. Impelementation of character education in schools is done through the preparation, implementation and assessment phase

This study aims to investigate the implementation of character education through Religious Education in schools and to determine the supporting and inhibiting factors. This study was conducted in SMAN 2 Semarang between April and September 2014. Data was collected through observation, interviews, review of documents, and questionnaires. The results showed that the implementation of character education in this school was integrated in all subjects, including Religious Education. Character education is carried out through intra-curricular, extracurricular, and other forms of activities. Seven characters of educational values (e.g. religious attitude, honesty, tolerance, discipline, environment awareness, social care and responsibility) have been implemented in the school. There were some supporting factors which enabled the implementation of character education in SMAN 2 Semarang such as: school vision, mission and goals, the curriculum, and supporting school elements. However, there was also an inhibiting factor i.e. school external surrounding. It is recommended that character education through Religious Education in schools can be used as a development model of character education in other schools.
 KEY WORDS: Character education, religious education.

Purpose of the study: The purpose of this review is to determine the extent to which the effective use of multi-media in strengthening character education to help students understand the character values ​​contained in the subject matter.
 Methodology: The method used is a literature review of the results of previous studies, which are related to improving character education in schools. The components of the literature review that became the center of attention include a) multi-media development, b) strengthening character education, c) and the relationship between multi-media development and strengthening character education.
 Main Findings: The findings indicate that effective multi-media reinforcement of character education is significantly assisting students in comprehending the implicit learning goals included in the lessons taught in terms of values by character building.
 Application of this study: The implication is to develop multi-media strengthening character education (KDP) in elementary schools will be able to form individuals who have the character to be a golden generation of Indonesia in 2045 with 21st-century skills.
 Novelty/Originality of this study: Multimedia development is used so that character learning in the world of education can run effectively. The development of multi-media reinforcement of character education (PPK) requires synergy between teacher understanding, school infrastructure, and student participation in receiving learning material.