Integrating Mrs. Ruswo's Leadership Values into History Learning through a Contextual Approach

This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools.

The value of leadership in this country has begun to wear off. The government has tried to overcome this problem by issuing a character education policy, one of which is to instill leadership values. For this reason, the aim of this research is to integrate the values of Ben Mboi's leadership in learning history at St Arnoldus Mukun High School. The ideal leadership is leadership that follows the demands of the industrial revolution 4.0. leaders who follow the development of technology leaders must have skills in influencing, encouraging, guiding, directing, and moving others who have something to do with the implementation and development of education and teaching in the era of industrial revolution 4.0. In the present context, the concept of Ben Mboi's leadership is relevant for internalizing students. This is a qualitative research. The object of this research is history teacher and high school student ST Arnoldus Mukun. Data collection techniques using observation, interviews and documentation. The technique used to test the validity of the data is the triangulation technique. The data analysis technique used is an interactive analysis technique. The results showed that the implementation of historical learning that integrates the values of Ben Mboi's leadership has been carried out starting from the planning, implementation, and formed character. The integration of Ben Mboi's leadership values in history learning is carried out by the history teacher starting from the planning stage, which is made learning tools and implementation in the classroom.

Project leadership is an important aspect for non-profit organizations (NPOs) that run projects to address societal challenges. While communication and goal orientation as determining factors in project leadership have extensively been researched little has been researched on the relevance of sharing values as a determining factor in leadership, in particular leader-leader exchange (LLX). The purpose of this research is to close this gap by confirming the relevance of sharing values in project leadership. If this relevance is been confirmed, the research model which was developed and includes sharing values as a determining factor will be used to address another research question that forms part of a wider leadership topic. A way of testing the relevance of sharing values in the model which was used to assess determining factors on project performance in auditing and consulting projects is the focus group discussion. The results of the focus group discussion as a qualitative research method should, it will be evident how relevant sharing values in leadership is. The questions addressed in the focus group discussion to eight participants from both the for-profit and non-profit organizations should give further answers to leadership components such as communication. The qualitative research indicates that the dimension of sharing values dealing with projects is not only important but, it acts as a catalyst for the organization’s values as a whole. Findings also found justifications that sharing values is also considered a precondition for project leadership as a factor for improving the performance in projects. In the end, the research will confirm the criticality of sharing values and also give examples that help to address leadership as determining factor to achieve project performance.

Editorial

This research is motivated the dimension of dhikr which is oriented to form a clean heart, the dimension of thinking forms a human with high intellectual (perfect reason). The implications of the integration of dhikr and thought will form an integral concept of education without dichotomy. From the moral knowing, moral feeling and moral action components which are combined with tazkiyatun nafs, it is expected that students can practice the values ​​embodied in the goals of character education.
 Purpose of this study aims to describe and analyze the dhikr and fikir according to KH Munawwar Kholil Gresik in the book of Faidhul Illah and its implications with the character dedication. Design/methodology/approach-of this research uses library research from the data of books that have been collected relevant to the theme.The results shows that he integration of dhikr and fikir as the concept of non-dichotomic character education. Dzikir continuously and systematically thinking will bring out the character of the learner is integral. Originality/value-Dhikr (tazkiyatun nafs) and fikir (knowledge) form the whole human character (ulul albab) as the concept of integralistic character education. Character is not only in form through cognitive learning but also necessary habituation of religious activities.
 When the dimension of dhikr which is oriented to form a clean heart, the dimension of thinking forms a human with high intellectual (perfect reason). The implications of the integration of dhikr and thought will form an integral concept of education without dichotomy. From the moral knowing, moral feeling and moral action components which are combined with tazkiyatun nafs, it is expected that students can practice the values ​​embodied in the goals of character education.

This research raises a problem which is related to the character of children, especially in Indonesia in the midst of the Covid-19 pandemic. It must be realized that all parties, especially parents, play a role in creating a future generation of character or virtuous, religious, and good manners, to uphold civilized Indonesia. The purpose of this study is to determine the basis for the development of character education and character education models in the family in the midst of the Covid-19 pandemic. This research is a literature study and the method used is literature study (library research). The results obtained from this study are that in character education in the midst of the Covid-19 pandemic, attention must be paid to the basics of character development consisting of cognitive development, social development, and moral development. These developments can be instilled in children through character education in the family. In the cultivation of character, of course, must use a model that can direct the child towards the desired character. The model is a family-based character education model of Islamic perspective. In the model, the goal of character education in the family, character education program in the family, character education process in the family, and evaluation of character education in the family.

Many educational institutions state that the learning process occured in the school is based on character education. However, in practice, the process did not fully meet the goal of character education. Although the learning in educational institutions has already planned several educational instrument character, but it is only as a topic of the discussion, it has not been implemented yet or the implementation has not been on the expected education character. Elementary School Ponorogo Maarif is one of the schools that implement character education in the learning process in the last two years. The school is able to implement character education in the learning process because the students, the teachers, and the school supported the implementation. This paper aims at finding out the implementation of the nation's culture and character education in elementary schools Ma’arif Ponorogo. Key words : Evolution, character education , elementary schools Ma’arif Ponorogo

The purpose of writing this article is to know the development of character education in the era of the proclamation of independence, the new order, to reform and to find out the similarities and differences in the characteristics of the development of character education in Indonesia. The method used in this article is library research, which is a research method that is obtained based on literature or literature by analyzing facts and data from literature sources and documents, so as to produce an in-depth analysis. In simple steps the work of writing history used, including heuristics, criticism, interpretation, and historiography. The results of the study show that in the era of the proclamation of independence, character education aims to develop wise human beings who are wise, democratic, responsible for the welfare of society, love for the motherland, and have a high patriot spirit. Character education in the New Order era aims to form Pancasilaans as qualified, independent development individuals who can counteract teachings or understandings that are contrary to the values of Pancasila. In the reform era, the goal of character education is to form a character or character to develop a nation's civilization with dignity and noble attitudes, behaviors and actions. The equality of character education in Indonesia from the proclamation of independence to reform is the Pancasila and the 1945 Constitution used as a basis for the attitudes, behaviors, and actions of citizens. In government affairs both are used as a basis for making and making policy in the implementation of character education. Differences in character education from the proclamation of independence to reform are influenced by social, political, economic, and cultural aspects of the character education policy taken.

<p>Vocational School (SMK; Sekolah Menengah Kejuruan) is an educational unit that aims to generate graduates all set to the workforce. Thus, the success of learning process in the School will affect the success in the future workforce. One of the problems facing on education field is the poor quality of the student's character, since the character education is a major task on education at the same time is the mandate of the National Education System. SMK Plus Bina Teknologi Ibadurrahman YLPI Sukabumi (Engineering Vocational School Ibadurrahman YLPI Plus Sukabumi) is one of many schools that cares about the character education boarding-school-based. This study aims to determine the goals, curriculum, programs, methods and evaluation tools on character education and its implications for the students of Engineering Vocational School Ibadurrahman YLPI Plus Sukabumi. The study also aims to formulate the concept of character education boarding-school-based which can be implemented in the other Vocational School. The approach used is qualitative by using the students of Engineering Vocational School Ibadurrahman YLPI Plus Sukabumi as respondents. The main data collection techniques are questionnaires to students and observation and in-depth interviews with school administrators. The analysis technique is qualitative analysis which is the sensitivity of researcher becomes the most dominant element. The results of study in the field showed that the goal of character education in Engineering Vocational School Ibadurrahman YLPI Plus Sukabumi is to foster students to be virtuous human (<em>Muttaqien</em>) intelligent, noble and have the skills and interests for the benefit of mankind, by having ten characters. In addition, they are also required to achieve a goal that is both social and spiritual. The curriculum that is used, not only containing of the field of exacts, social, personality, and religion, but also integrated with the curriculum of boarding school. So that the program which organized by boarding school activities can be adjusted in line with the main goals of Vocational School system in general. The method used consists of a variety of methods with emphasis on methods of habituation. The evaluation tools used are in writing and not writing. At the side of the implications of the character education boarding-school-based is still weak, this shows by the evident from the number of students who have not yet established character which means they are lacking consistency. Based on these findings, the managers of the institutions should be aware of the decline in the character of their student. Therefore, it is recommended to organize a design of planning for character education in the future, since the vocational students will be in going to the workforce. On the other hand, the concept of character education should be emphasized to honesty, trust, self-awareness, love, affection, courteous, polite, patient, disciplined, independent, humble, and hard working.</p>

Character education is an essential aspect of the national education system but often takes a lower priority compared to academic achievement. In Islam, morality aligns with the goals of education, and its formation can be achieved through role modeling and habituation. This study examines school strategies in shaping students' character and the challenges faced, with the hope of providing insights and solutions for its implementation. This research is qualitative, providing a comprehensive overview of the school's role in character formation. Data was collected through interviews. SMAIT Nur Hidayah Sukoharjo implements character education by integrating Islamic values into the curriculum, religious activities, and a school culture that supports the development of noble character. The school’s vision and mission align with the goals of character education, aiming to produce a generation that is morally upright, independent, and responsible. Moreover, various flagship programs such as halaqah tarbawiyah, mentoring, worship habituation, and social activities serve as effective means for internalizing character values. It can be concluded that the school has a strong commitment to building students' character through systematic programs and methods. Character education is not only implemented in classroom learning activities but also in extracurricular activities, daily habits, and social interactions between teachers, students, and the school environment.

Defining character education as the cultivation of virtue, this article addresses seven questions: (1) What is the Relationship Between Character and Virtue? (2) What is the Nature of Character Education? (3)What are the Goals of Character Education? (4) What are the Psychological Components of Character? (5) What is the Content of Character? (6) What is the Comprehensive Approach to Character Development? (7) How Can Schools of Education Prepare Effective Character Educators?

This research aims to determine the perceptions of lecturer towards the integration of character education in the groups MKK botany at the Biology Education Program Faculty of Education University of Riau. The sample in this research is lecturer’s in MKK botany taken by total sampling. The data technique collecting is perception questionaires to determine lecturer perceptions of the integration of character education and tests to determine lecturer understanding. The results showed that the perception of lecturer through perception questionaire for each sub-indicators definition of character, the function of character education, the goal of character education, the scope of character education, the implementation of character education and the character education in university is very good, while understanding the character education of lecturer’s is very good. The conclusions in this research is perceptions of lecturer towards the integration of character education in the groups MKK botany is very good. Keywords : Character Education, MKK Botany, Perception.

This study explores the character values embedded in the local wisdom of Saparan Bekakak and examines their relevance in strengthening the Pancasila Student Profile within the context of history learning. The integration of cultural heritage in education supports the development of students who are both knowledgeable and rooted in national values. A qualitative research design was employed using a literature study and interviews with cultural practitioners of Saparan Bekakak. A content analysis approach was used to interpret primary data from interviews and secondary data related to the Pancasila Student Profile and character education. The study found that the Saparan Bekakak tradition contains rich character values, including religious devotion, independence, responsibility, mutual cooperation, tolerance, adherence to social norms, and creative problem-solving. These values align closely with the six dimensions of the Pancasila Student Profile. The integration of Saparan Bekakak's character values into Grade XI (Phase F) history learning in Senior High Schools through the CORE learning model supports the formation of 21st-century learners who possess both academic competence and strong character. This local wisdom offers a culturally relevant resource for developing students in line with the goals of the Merdeka Curriculum, emphasizing the importance of contextual and value-based education.

Islamic religious character education has an important role in forming students' personalities who have noble, honest and responsible character. This research aims to analyze the implementation of Islamic religious character education for students at MTs Miftahul Ulum Purwakarta, West Java. The research method used is descriptive qualitative with data collection techniques through observation, interviews and documentation. Primary data sources are students, teachers and school principals. Secondary data sources include books and relevant journals. The research results show that Islamic religious character education at MTs Miftahul Ulum is carried out through various activities, such as routine recitations, congregational prayers, Al-Qur'an learning, as well as religious extracurricular activities. Factors supporting the success of character education include teacher involvement, parental support, and a conducive school environment. However, there are several obstacles such as limited time and facilities. In conclusion, Islamic religious character education at MTs Miftahul Ulum has been going well, but further efforts are needed to overcome existing obstacles so that the goals of character education can be achieved optimally.

Value-based education promotes a thought provoking and interactive environment for the students through the values incorporated in the curriculum. It promotes quality education and holistic development of each child for a bright future. Teachers play an important role in helping students imbibe the values. Professional development is vital in integrating values in the classroom. Understanding the principles and aim of values education enable teachers to create effective learning environment for values education. This article suggests steps to construct a value based curriculum towards quality education. This also emphasizes the importance and need for teacher training for better outcome on the topic, and also suggests a plan to prepare teachers as values educators. I. Need for Value-based Education Value based education instills educational and cultural values among students and aims at achieving multi-faceted development of a human being namely intellectual, physical, spiritual, and ethical development. The values incorporated in a value-based curriculum may include cooperation, responsibility, happiness, simplicity, unity, peace, respect, love, tolerance, honesty, humility, and freedom. The main purpose of holistic education is to prepare students to meet the challenges of living as well as academics. Multiple studies have reported that value based education is a holistic approach to students' education, one that provides complete education of body and mind through innovative approaches and critical educational thinking. Education can be considered as a means to impart general and specific information; teaching skills and most importantly inculcate values. The present system of education is almost wholly geared to the first, a little to the second and only marginally to the third (Burra, 2007). The neglect of ethical values, which should form the substratum of any good education, has led to ineffectual, decadent, empty learning. Burra describes in the article that it is the duty of every society to pass on the values enshrined in its scriptures and philosophical texts to each generation, in order, that the spirit of its culture lives on. This can be achieved only when education is value oriented. Education should be a process of acquiring true knowledge. In planning for good values and objectives, the teacher and student will have to cooperate and work together. The purpose of education is to strengthen character in the younger generation which is an answer to many of the problems that face people today. It can bring about a widespread renewal of individual commitment to an active life of principle and this renewal is imperative. Values like truth, right action, love, peace and non violence include in a balanced way the profound moral insights of the great civilizations. II. Linking Value-based education to teachers and teacher training In the 21 st century, it is vital to recognize that Value-Based education integrated into the school curriculum promotes quality education and positive school environment. Initiatives in schools around the world have stressed upon an all around development of the students by implementing Value-Based Education programs. Yet it is a greatest challenge in education to teach how to imbibe values as it is different from imparting knowledge of mathematics or science. Teachers help student perceive information and transform it to knowledge and to wisdom. At the same time, they help adolescent to develop love of knowledge and try to transform into a good citizen. More than ever, now our young people need to have compassion, adaptability, moral courage, patience, and increased tolerance. Cavazos (2002) noted that teaching values in our schools is a vital part of preparing children for the inevitable challenge and occasional pain of real-life decision making. In the article the writer believes that teaching values can enhance education. Values can be positive or negative, depending on circumstances, and this author adds that a values-based education is an education in thinking, in weighing and making choices, in exploring consequences, and in working through problems to find which approaches are helpful in reaching positive, healthy solutions. In an attempt to balance academic achievement and character education, schools and teachers must respect the primary role of the parents and family (Cavazos, 2002). Value-based programs help schools and teachers go hand in hand with the parents by working with them and incorporating values to provide the best educational environment possible for their children.