Character Formation of Elementary School Students in the Digital Era: Qualitative Studies in Innovative Learning

Dewi Ratna Sari  Situmeang; Irma Lestari; Putri Gina Hayatur Rochmah; Fadhilah Saefani; Aisah Aisah; Nanda Putri Listianti; Haura Humaero Abdillah

doi:10.33751/jeei.v1i1.18

Authors

Dewi Ratna Sari Situmeang Universitas Pelita Bangsa, Bekasi, Indonesia
Irma Lestari Universitas Pelita Bangsa, Bekasi, Indonesia
Putri Gina Hayatur Rochmah Universitas Pelita Bangsa, Bekasi, Indonesia
Fadhilah Saefani Universitas Pelita Bangsa, Bekasi, Indonesia
Aisah Universitas Pelita Bangsa, Bekasi, Indonesia
Nanda Putri Listianti Universitas Pelita Bangsa, Bekasi, Indonesia
Haura Humaero Abdillah Universitas Pelita Bangsa, Bekasi, Indonesia

DOI:

https://doi.org/10.33751/jeei.v1i1.18

Keywords:

Disciplinary Character, Elementary School, Innovative Learning, Digital Era, Elementary Education

Abstract

This study aims to analyze the disciplinary character of elementary school students through the implementation of innovative learning in the digital era. The development of digital technology presents both opportunities and challenges in developing student character, particularly in discipline in following rules, managing time, and being responsible for assignments. This study used a qualitative approach with a literature review and interview design. The subjects were elementary school teachers, who served as key informants. Data were collected through a review of relevant journals and scientific books, as well as semi-structured interviews with teachers. Data were then analyzed using thematic analysis techniques through the stages of data reduction, data presentation, and conclusion drawing. The results indicate that the implementation of innovative digital-based learning, such as the use of instructional videos, digital quizzes, educational games, interactive presentations, and project-based learning, can improve the disciplinary character of elementary school students. Improved discipline is evident in aspects of punctuality in attending lessons and submitting assignments, adherence to class rules, and student responsibility in completing tasks assigned by teachers. The findings of this study confirm that innovative learning designed in a structured, engaging manner and accompanied by teacher guidance can be an effective strategy in developing the disciplinary character of elementary school students in the digital era.

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