Botune: an AI-supported scaffolding system for children’s drawing-based narrative expression in nature learning

Developing students’ economic competence and creativity is essential to preparing them for economic challenges and changing societal demands. However, school entrepreneurship programs do not necessarily develop economic understanding and creativity equally, making evaluation of their implementation and learning outcomes necessary. This study aims to analyze the implementation, supporting and inhibiting factors, and effectiveness of an entrepreneurship-based school program in developing students’ economic competence and creativity at SMP Negeri 2 Tuhemberua. A qualitative descriptive approach was employed. Data were collected through interviews, documentation, and observations involving the school principal, supervising teacher, and five participating students. Data were analyzed through data reduction, data presentation, and conclusion drawing, with credibility examined through source and method triangulation. The findings indicate that the Cultivation and MSME Business Project supports students’ understanding of production, capital, costs, sales, and profit while encouraging product innovation, problem-solving, responsibility, and cooperation. Nevertheless, program effectiveness remains limited by insufficient time, inadequate facilities, difficulties in financial recordkeeping, and restricted marketing reach. Therefore, the program is effective as a practical learning experience but requires stronger structured reflection, financial literacy activities, and continuous evaluation to improve students’ economic competence and creativity. ABSTRAK Pengembangan kompetensi ekonomi dan kreativitas siswa penting untuk mempersiapkan mereka menghadapi tantangan ekonomi dan perubahan zaman. Namun, pelaksanaan program kewirausahaan di sekolah belum tentu menghasilkan penguasaan konsep ekonomi dan kreativitas secara seimbang sehingga perlu dievaluasi berdasarkan proses dan capaian pembelajarannya. Penelitian ini bertujuan menganalisis pelaksanaan, faktor pendukung dan penghambat, serta efektivitas program sekolah berbasis kewirausahaan dalam mengembangkan kompetensi ekonomi dan kreativitas siswa SMP Negeri 2 Tuhemberua. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Data dikumpulkan melalui wawancara, dokumentasi, dan pengamatan terhadap kepala sekolah, guru pembimbing, serta lima siswa peserta program. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, dengan keabsahan diperiksa melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa program Proyek Budidaya dan Usaha UMKM mendukung pemahaman siswa tentang produksi, modal, biaya, penjualan, dan keuntungan, sekaligus mendorong inovasi produk, pemecahan masalah, tanggung jawab, dan kerja sama. Efektivitas program belum optimal karena keterbatasan waktu, sarana, pencatatan keuangan, dan jangkauan pemasaran. Dengan demikian, program efektif sebagai pengalaman belajar praktis, tetapi memerlukan penguatan refleksi, literasi keuangan, dan evaluasi berkelanjutan.

Character education is an important foundation for preparing preservice teachers. However, the internalization of moral values does not necessarily entail the ability to make ethical decisions in professional practice. This article aims to synthesize the conceptual relationships among character education, moral development, professional identity, and professional ethics among preservice teachers and formulate a framework for strengthening teacher education. The study employed an integrative literature review involving targeted searches for major theoretical works and scholarly articles on character education, moral reasoning, teachers’ professional ethics, and preservice teacher education. The literature was analyzed thematically by comparing theoretical foundations, research contexts, findings, and pedagogical implications. The synthesis indicates that the transition from personal character to professional ethics is a nonlinear process integrating five mechanisms: recognition of values and moral sensitivity, role modeling, reasoning through ethical dilemmas, guided reflection during field placements, and an institutional culture consistent with ethical values. The synthesis also identifies a gap between ethical knowledge and the ability to apply moral concepts explicitly when considering conflicts between values. These findings underscore the need for ethics education that connects an understanding of norms with reasoning practice and reflection on professional experiences. This article proposes a Character–Professional Ethics Transition Model linking value internalization, moral reasoning, professional identity formation, and accountable ethical action. In practical terms, the framework may guide the integration of learning based on ethical dilemmas, reflection on field placements, and the strengthening of institutional culture into preservice teacher education. The proposed model requires empirical testing, particularly through longitudinal research in Indonesian teacher education contexts.

Future orientation is an important developmental aspect for twelfth-grade senior high school students, who must decide on further study or careers after graduation. A preliminary study through interviews with the guidance and counseling teacher and an open-ended questionnaire administered to 50 twelfth-grade students of Sekolah Menengah Islam (SMI) Hidayatullah, Banjar Regency, showed that none of the respondents had clear future goals. This community service activity aimed to provide understanding and initial skills in setting future goals through the “Aku Bisa” (I Can) program, a psychoeducation-based activity consisting of an interactive lecture on goal setting, creating a “my aspirations” mind map, and a short film discussion. The one-day program was attended by 105 twelfth-grade students. Outcomes were evaluated through a pre-test and post-test based on a future orientation scale, observation during the activities, and a participant evaluation sheet. A paired sample t-test showed no significant difference between scores before and after the program (t(95) = 0.245; p = 0.807). Nevertheless, participants were able to write down their aspirations and plan how to achieve them in a mind map, and most participants rated their understanding of the material (78.10% good and very good) and the benefits of the activity (87.62% good and very good) favorably. This program can serve as an initial step in introducing future planning to students; however, longer implementation and follow-up evaluation are needed to detect meaningful changes in future orientation

Creativity is widely considered to be a core competency for learners and graduates in rapidly changing environments; personality research has identified two dispositions as relevant to creativity repeatedly: openness to experience (OE) and tolerance of ambiguity (TOA). This narrative review examined how OE, TOA and creativity are related (with particular attention to university undergraduates). The review clarifies the three constructs and their measures, summarizes evidence for OE–creativity, TOA–creativity and OE–TOA associations, compares theoretical accounts linking them together and proposes an integrative model in which TOA may explain how openness translates into creative thinking and achievement. Evidence for an OE–creativity link is substantial and comparatively consistent. Evidence for a TOA–creativity link is positive but less strong, relies heavily on self-report, and is concentrated in a small number of research groups. Formal tests of TOA as a mediator were not found. The review closes with methodological recommendations and a research agenda for undergraduate samples, including cross-cultural and longitudinal designs, and with implications for educators who wish to foster creativity as a student strength.

Bullying is a behavior that can affect students’ sense of safety and comfort in the school environment. This activity aimed to increase elementary school students’ awareness of the forms, impacts, and prevention of bullying through a Community Service Program (Kuliah Kerja Nyata/KKN). The activity was conducted at SD 1 Way Gubak involving fifth- and sixth-grade students. A qualitative descriptive method was applied through observation, question-and-answer sessions, and documentation. The results showed that students were able to recognize bullying, particularly teasing, hitting, and hurting others, although their initial understanding mainly focused on physical actions. Materials presented using simple language and concrete examples helped broaden students’ understanding of bullying and its prevention. The activity also identified bullying experiences related to students’ social and economic conditions.