Journal La Edusci

The Learning of Pancasila Values Construction Through Moral Inquiry: A Phenomenological Study of Prosocial Character of Health Vocational Students

Silmi Kapatan Inda Robby — 2026-01-19

The pedagogical challenge in health vocational education lies in preventing the reduction of Civic Education to a mere formalistic exercise that fails to influence professional behavior. This study investigates the construction of Pancasila values through the implementation of Moral Inquiry as a deliberative instructional strategy designed to foster prosocial character among health vocational students. We explored the lived experiences of eight participants from Speech Therapy, Radiodiagnostic and Radiotherapy, and Hospital Administration programs who engaged in a systematic value internalisation process. By utilizing professional ethical dilemmas as the primary stimulus for cognitive disequilibrium, the research sought to move students beyond conventional rule-following toward a post-conventional civic disposition. Adopting a transcendental descriptive phenomenological approach, we focused on the structural and textural descriptions of the students' moral development. Our findings indicate that the construction of prosocial character is achieved through a rigorous process of ego reduction where the students’ self-oriented professional motives are surrendered to the civic imperatives of humanity and social justice. We identified a critical transition from theoretical value recognition to a habitual "moral automation" where prosociality becomes a core component of the students' vocational identity. This study demonstrates that the integration of civic values into specialized vocational training creates a "moral-technical synthesis" that empowers students to act as moral agents within the healthcare system. We conclude that this deliberative pedagogy is essential for developing a workforce that embodies the ethical spirit of the state philosophy while maintaining technical excellence in their respective health fields.

Evaluating the Guidance and Counseling Service Program through a Comprehensive CIPP Model Framework Addressing the Strategic Gaps Between Educational Policy and Implementation Effectiveness

Iluminata Novianti — 2026-01-26

Guidance and counseling (GC) services occupy a strategic role in supporting students’ academic development, personal–social growth, and career readiness; however, the effectiveness of their implementation in secondary schools still requires systematic evaluation to ensure they meet the demands of modern education. We directed this study to evaluate the GC service program at SMA Negeri 1 Sekadau using the Context, Input, Process, and Product (CIPP) model as a basis for continuous improvement. This research employs a qualitative evaluative approach, weaving together in-depth interviews, field observations, and document analysis to capture the authentic perspectives of school administrators, practitioners, and students. By situating our investigation within the real-world dynamics of the school ecosystem, we aimed to uncover the tensions between policy ideals and operational realities. Our investigation reveals a compelling narrative of a program caught between normative aspirations and operational constraints. We found that while the GC program is formally aligned with national educational policies and the Merdeka Curriculum, its context remains largely reactive, relying on incident reports rather than systematic diagnostic needs assessments. Furthermore, although the school benefits from professionally qualified personnel, they are significantly hindered by structural deficits, specifically a lack of validated service instruments and facility support. The implementation process follows a routine schedule yet is often characterized by administrative informality, lacking the rigorous documentation and collaborative mechanisms necessary for truly reflective practice. Finally, while the services produce initial positive personal-social impacts on students, these outcomes remain largely anecdotal, unmeasured, and unevenly distributed across the student body.

Teachers’ Personality Competence in Strengthening Character Education at Muhammadiyah Elementary Schools

Maulidah Hasnah Anas — 2026-01-31

This study analyzes teachers’ understanding, practices, supporting and inhibiting factors, and the influence of teachers’ personality competence on character education at SD Swasta Muhammadiyah 02 Medan and SDS Muhammadiyah 11 Medan, using a multi-site qualitative approach. Data were collected through interviews, observations, and documentation, and analyzed through data condensation, data presentation, and conclusion drawing. The findings reveal that teachers’ understanding of personality competence is generally good, reflected in their discipline, responsibility, honesty, politeness, and noble character consistently applied in the learning process. Character values are integrated through exemplary speech and actions, including responsibility, discipline, empathy, and cooperation, reinforced by school culture and regular religious activities. Supporting factors include teacher training, regular religious gatherings, and peer support, while obstacles involve limited funding, heavy workloads, suboptimal teacher-parent communication, and diverse student backgrounds. Nevertheless, teachers demonstrate high dedication as role models. Overall, teachers’ personality competence has a significant influence on shaping students’ character, positioning teachers not only as educators but also as strategic agents in personality development at the primary education level.

Entrepreneurial Readiness of Students in Entrepreneurship Courses: SEM Analysis of Family Background, Motivation, and Character

Suharto Suharto — 2026-02-02

This study examines the factors influencing entrepreneurial readiness among students enrolled in entrepreneurship courses at Universitas PGRI Mpu Sindok Nganjuk. Specifically, it explores the roles of family background, motivation, character, and entrepreneurship education in shaping students' preparedness to engage in entrepreneurial ventures. Data was collected from 200 students using a structured questionnaire, and Structural Equation Modeling (SEM) was used to analyze the relationships between these factors. The results indicate that family background and entrepreneurship education significantly impact both entrepreneurship course participation and entrepreneurial readiness. Motivation and character, while positively associated with the outcomes, did not show statistically significant effects on entrepreneurial readiness. These findings suggest the importance of early exposure to entrepreneurship and the critical role of formal education in enhancing students' readiness to start their own businesses. The study highlights the need for curricula that integrate both theoretical knowledge and practical, hands-on entrepreneurial experiences.