Pedagogi : Jurnal Pendidikan dan Pembelajaran

Exploration of Social Model of Orchid Conservation for Strenghtening The Civic Values

Yayuk Hidayah, Latifa Nuraini, Lutfia Septiningrum — Tue, 03 Feb 2026 00:00:00 +0000

The social model of conservation has gained increasing relevance as an integrative framework for reinforcing cultural identity and civic values within local communities, particularly in the domains of environmental conservation and cultural preservation. This study examines the role of the social model of conservation in orchid conservation, emphasizing orchids not merely as biological resources but as cultural symbols that embody national awareness, collective responsibility, and civic care. Focusing on Batur Village, Yogyakarta, the research explores how community-based orchid conservation practices contribute to the strengthening of cultural values and citizenship at the local level. Employing a qualitative research design, this study adopts a case study approach supported by participatory observation, in-depth interviews with key stakeholders, and document analysis related to conservation initiatives and civic-cultural values. The findings reveal that the social conservation model implemented in Batur Village has effectively fostered community awareness of cultural heritage and civic responsibility through the symbolic and practical engagement with orchid conservation. Orchids function as a medium through which environmental stewardship, cultural continuity, and civic participation are cultivated and transmitted across community members. This study underscores the potential of socially grounded conservation models to bridge ecological sustainability with cultural and civic development. The findings offer important implications for policy formulation and conservation practices by highlighting the interconnections between nature conservation, cultural values, and citizenship education within Indonesia’s local context. Ultimately, this research contributes to broader discussions on sustainable development by demonstrating how conservation initiatives can simultaneously support environmental resilience and civic-cultural empowerment.

The Role of Primary Teacher in the Midst of the Opportunities and Challenges Faced in the Fourth Industrial Revolution

Ghovinda Fitra Wijaya, Wiputra Cendana, Mark Ayres — Tue, 03 Feb 2026 00:00:00 +0000

The fourth industrial revolution has brought about numerous opportunities and challenges in the field of education, particularly for primary teachers. According to a few studies, the role of teachers in this era is to facilitate learning. However, the data revealed that many teachers continued to struggle with understanding the context of education in the fourth industrial revolution age, as well as their function in this field. The goals of this study are to learn about the opportunities and challenges that primary teacher experienced throughout the fourth industrial revolution era, particularly regarding the Internet. Also, recognize the teacher's role in the fourth industrial revolution. The findings suggest that teachers have more opportunities in the fourth industrial era, including easier access to knowledge and learning sources; also, the learning process can be much more interesting, seamless, dynamic, engaging, and fun. The primary teacher encounters several problems, including inadequate facilities, diverse student personalities, and the teacher's difficulty adapting to new technology. In the fourth industrial revolution period, teachers in primary school should be more than just as facilitators for their students such as motivator, demonstrator, trainer, and instructor. It is recommended that the following writer take particular notes in order to do in-depth study.

Cultural-Religious Integration in Civic Education Assessment: Validation of Rights and Obligations Evaluation Instruments in Islamic Elementary Schools

Tue, 03 Feb 2026 00:00:00 +0000

This research examines the validity of culturally-responsive evaluation instruments employed in Civic Education (PPKn) learning, specifically focusing on rights and obligations among third-grade students at MI Annur, West Jakarta. This research addresses the critical gap in empirical validation of PPKn assessment tools that integrate both civic competencies and Islamic moral-spiritual frameworks. Two culturally-aligned instrument types were utilized: cognitive test instruments measuring students' conceptual understanding of rights and obligations within Islamic ethical frameworks, and non-test questionnaires assessing attitudinal development and character application in daily school contexts. Results demonstrate that 87% of test items and 91% of questionnaire items exhibited high validity coefficients (r > 0.30), indicating strong cultural-pedagogical alignment. However, the study revealed a significant disconnect between cognitive understanding and attitudinal implementation among some students, highlighting the complexity of value internalization in dual religious-secular educational systems. These findings provide practical implications for curriculum developers working in Islamic educational contexts and offer validated frameworks for developing culturally-embedded assessment tools that bridge civic education with religious moral development, contributing to broader conversations about citizenship education in culturally diverse societies.