Educare : Jurnal Penelitian Pendidikan dan Pembelajaran

Role-Playing Activities in Improving Responsibility among Children Aged 5–6 Years: A Classroom Action Research

2026-05-17T01:00:15+00:00

This study aimed to improve responsibility among children aged 5–6 years through role-playing activities at Baitul Muchlisin Kindergarten. The research employed Classroom Action Research (CAR) based on the cyclical model consisting of planning, action, observation, and reflection stages. The participants involved 16 children aged 5–6 years in Group B. The study was conducted in two cycles, with each cycle consisting of two meetings designed to enhance children’s responsibility, particularly in maintaining personal hygiene, following classroom routines, and completing simple tasks independently. Data were collected through observation, documentation, field notes, and assessment rubrics using qualitative and quantitative descriptive approaches. The intervention implemented “teacher–student” role-playing scenarios in which children alternated roles as teachers and students in simulated classroom situations related to personal hygiene and responsible behavior. Reflection results from Cycle I indicated that children still required considerable teacher guidance; therefore, Cycle II integrated additional learning supports, including role cards, hygiene posters, mirrors, personal hygiene tools, praise, and reward stickers to increase participation and independence. Quantitative findings demonstrated a significant improvement in responsibility scores from 50.19% in Cycle I to 91.02% in Cycle II. Qualitative findings further revealed improvements in children’s confidence, independence, participation, and awareness in maintaining personal hygiene and encouraging peers to practice clean habits. These findings indicate that role-playing activities effectively strengthen responsibility and character development in early childhood education.

Implementation of Pancasila Management Principles in Junior High Schools in Indonesia

2026-04-21T13:21:34+00:00

Indonesia is a country that adheres to the Pancasila ideology, starting from the importance of implementing Pancasila values in state life including in the field of education. However, in practice, school management is often still oriented solely to administrative aspects without being balanced by the application of Pancasila values in school management. The approach used in this study is a qualitative approach. In this study the type of research applied is a literature study. The results of this study show data that the meeting to design the Pancasila Student Profile Strengthening Project activities at MTsN 7 Jakarta is part of the planning, the Pancasila Student Profile Strengthening training by the Bireun Regency Education and Culture Office is part of the organization, the celebration of the Pancasila Student Profile Strengthening Project by students of SMPN 1 Purwakarta is part of the implementation of management. The discussion of this study, namely planning, organizing, and implementation in the Pancasila Student Profile Strengthening Project Program, shows a systematic effort in internalizing Pancasila values. Thus, in practice, these three management aspects still require strengthening in terms of substance, sustainability, and critical evaluation to truly produce an authentic Pancasila Student Profile, not simply an administrative achievement within the Merdeka Curriculum framework. Based on the research results, it can be concluded that the implementation of Pancasila management principles has been systematically implemented.

The Effectiveness of the Concrete, Pictorial, and Abstract (CPA) Approach in Numeracy Learning for Prospective Students from Central Papua

2026-02-22T15:00:23+00:00

Motivated by low numeracy among Papuan children preparing for university, this study examined the effectiveness of the Concrete–Pictorial–Abstract (CPA) approach within the Holistic Academic Readiness Preparation Program (HARPP). A mixed-methods descriptive design combined quantitative measures (an initial diagnostic test and four formative assessments) with qualitative data (classroom observations and semi-structured interviews). Participants were prospective Papuan university students engaged in HARPP interventions that applied CPA consistently and used culturally adapted materials and locally meaningful examples. Quantitative results demonstrated substantial gains: arithmetic operations improved by 75–95% and geometry (Cartesian coordinates) by 78–92.5%. Qualitative findings corroborated these outcomes; students reported increased confidence, reduced anxiety, clearer conceptual understanding, and easier transitions from concrete manipulatives to pictorial representations and symbolic notation. Instructors noted improved student engagement and more effective formative feedback cycles. The study’s novelty lies in embedding the CPA model within Papuan cultural contexts and addressing learners’ unique linguistic and experiential backgrounds while maintaining instructional fidelity. Recommendations include wider implementation of CPA across preparatory programs, curriculum development emphasizing real-world contexts, targeted teacher professional development, and longitudinal research on retention and transfer to higher-level mathematics. Policy implications suggest integrating CPA-informed modules into national readiness programs to reduce equity gaps and improve university preparation outcomes for Papuan students.