Professional Maritime Character: What Really Matters?

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.

Instilling a sense of responsibility is a fundamental component of character education, particularly when the values taught at school are not fully reflected in students behavior. This issue has been observed at SMP Sepuluh Nopember Sidoarjo, specifically regarding the fulfillment of academic tasks and obligations, adherence to school rules, and students’ awareness of their own actions. This study aims to describe and analyze how a sense of responsibility is fostered through learning contracts and morning routines. A descriptive qualitative approach was employed. Data were collected via non-participant observation, in-depth interviews, and document analysis. Participants were selected through purposive sampling and included the vice-principal for academic affairs, the vice-principal for student affairs, social studies teachers, and eighth-grade students. Data analysis followed the Miles and Huberman model, encompassing data collection, reduction, presentation, conclusion drawing, and verification. Data credibility was ensured through triangulation and participant validation. The findings indicate that learning contracts instill academic responsibility by establishing agreements regarding rules, assignment deadlines, and the consequences of non-compliance. Simultaneously, morning routines provide students with opportunities to develop a sense of responsibility through structured activities, such as morning prayers (duha), morning prayes, Quran recitation review and calisthenics. These two strategies complement each other in promoting the fulfillment of obligations and commitments, as well as enhancing student self-awareness. Because the development of a sense of responsibility varies among students, it requires ongoing support and encouragement. ABSTRAK Penanaman karakter tanggung jawab merupakan bagian penting dalam pendidikan karakter, terutama nilai-nilai yang ditanamkan di sekolah belum sepenuhnya tercermin dalam perilaku peserta didik. Permasalahan tersebut ditemukan di SMP Sepuluh Nopember Sidoarjo, khususnya dalam pelaksanaan tugas dan kewajiban pembelajaran, kepatuhan terhadap aturan, serta kesadaran peserta didik dalam bertindak. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis implementasi penanaman karakter tanggung jawab melalui kontrak belajar dan pembiasaan pagi. Penelitian menggunakan pendekatan kualitatif dengan jenis deskriptif. Data diperoleh melalui observasi non-partisipatif, wawancara mendalam, dan dokumentasi. Informasi dipilih menggunakan teknik purposive sampling, meliputi Wakil Kepala Sekolah bidang Kurikulum, Wakil Kepala Sekolah bidang Kesiswaan, guru mata pelajaran IPS dan peserta didik kelas VIII. Analisis data menggunakan model Miles dan Huberman melalui tahapan pengumpulan data, reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Kredibilitas data diperiksa melalui triangulasi dan member check. Hasil penelitian menunjukkan bahwa kontrak belajar menanamkan tanggung jawab akademik melalui kesepakatan mengenai aturan, batas waktu pengumpulan tugas dan konsekuensi pelanggaran. Sementara itu pembiasaan pagi memberikan kesempatan kepada peserta didik untuk mempraktikkan tanggung jawab melalui kegiatan terjadwal, seperti salat duha, doa pagi, murajaah, dan senam. Kedua strategi tersebut saling melengkapi dalam mendukung pelaksanaan kewajiban, kepatuhan terhadap kesepakatan, serta kesadaran peserta didik. Perkembangan karakter tanggung jawab belum merata sehingga memerlukan pendampingan dan penguatan secara berkelanjutan.

ایجاد حس مسئولیت‌پذیری، به‌ویژه زمانی که ارزش‌های آموزش‌داده‌شده در مدرسه به‌طور کامل در رفتار دانش‌آموزان منعکس نمی‌شود، جزء اساسی آموزش شخصیت است. این مسئله در مدرسه متوسطه اول ده نوامبر سیدوارجو، به‌ویژه در زمینه انجام تکالیف و وظایف تحصیلی، پایبندی به قوانین مدرسه و آگاهی دانش‌آموزان از اعمال خود مشاهده شده است. هدف این مطالعه توصیف و تحلیل چگونگی پرورش حس مسئولیت‌پذیری از طریق قراردادهای یادگیری و روتین‌های صبحگاهی است. از یک رویکرد توصیفی-کیفی استفاده شد. داده‌ها از طریق مشاهده غیرمشارکتی، مصاحبه‌های عمیق و تحلیل اسناد جمع‌آوری شدند. شرکت‌کنندگان با استفاده از نمونه‌گیری هدفمند انتخاب شدند و شامل معاون آموزشی، معاون پرورشی، معلمان علوم اجتماعی و دانش‌آموزان پایه هشتم بودند. تحلیل داده‌ها بر اساس مدل مایلز و هیبرمن، شامل جمع‌آوری داده‌ها، کاهش داده‌ها، ارائه داده‌ها، نتیجه‌گیری و اعتبارسنجی بود. اعتبار داده‌ها از طریق سه‌گانه‌سازی و اعتبارسنجی با مشارکت‌کنندگان تضمین شد. یافته‌ها نشان می‌دهد که قراردادهای یادگیری با ایجاد توافق‌هایی در مورد قوانین، مهلت تحویل تکالیف و پیامدهای عدم پایبندی، مسئولیت‌پذیری تحصیلی را در دانش‌آموزان تقویت می‌کنند. همزمان، روتین‌های صبحگاهی فرصت‌هایی را برای پرورش حس مسئولیت‌پذیری از طریق فعالیت‌های ساختاریافته مانند نماز صبح، اذان صبح، مرور قرآن و ورزش صبحگاهی در اختیار دانش‌آموزان قرار می‌دهند. این دو استراتژی در ترویج انجام وظایف و تعهدات و همچنین افزایش خودآگاهی دانش‌آموزان مکمل یکدیگر هستند. از آنجا که توسعه حس مسئولیت‌پذیری در میان دانش‌آموزان متفاوت است، نیاز به حمایت و تشویق مستمر دارد.