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p-Index From 2020 - 2025
0.408
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All Journal International Journal of Business, Law, and Education Journal of Educational Sciences
Sai’dy, Sai’dy
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Neuroscience Social Sciences Other

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Character Education as a Pillar of Morality for Generation Z : Bibliometric Analysis ( 2019-2024 ) Defriyadi, Defriyadi; Baharudin, Baharudin; Sai’dy, Sai’dy; Saputra, M. Indra; Shabira , Qonita
Journal of Educational Sciences Vol. 9 No. 3 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.3.p.1467-1490

Abstract

This research aims to identify and analyze trends in the research on Character Education as a Pillar of Morality for Generation Z (2019-2024) as well as explore opportunities for further research development. Using the Systematic Literature Review (SLR) method, 210 relevant publications were found in the Scopus, Taylor and Francis, and Publish or Perish indexed databases, with 44 documents from the 2019-2024 period selected and analyzed. The literature review process follows PRISMA guidelines to ensure the quality of the results, and the data is analyzed using VOSviewer 1.6.20 software. The results show a steady increase in character education publications as a pillar of generational morality, although there was a small decline in 2022. Indonesia is the country with the largest contribution, followed by Turkey and the United States. This study also found that character education is more effective when integrated with experiential-based learning methods and moral reflection. Qualitative methods are the most commonly used approaches, with the main themes including character education, Islamic religious education, character, and education. This analysis shows the development of character education studies with a more holistic approach that includes Islamic values, culture, and pedagogy to form individuals with high morality.
Effectiveness and Challenges of Differentiated Learning in Secondary School: A systematic literature review review Farida, Kamelia Lu’lu’ul; Baharudin , Baharudin; Sai’dy, Sai’dy; Hasanah, Uswatun
International Journal of Business, Law, and Education Vol. 6 No. 1 (2025): International Journal of Business, Law, and Education
Publisher : IJBLE Scientific Publications Community Inc.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ijble.v6i1.1131

Abstract

This systematic review of the literature discusses the effectiveness and challenges of implementing differentiated learning (DI) in secondary schools. This study analyzed 16 articles published between 2019 and 2023 using the PRISMA protocol. The study's results indicate that DI is effective in enhancing academic achievement and student engagement, particularly in the classroom among students with diverse abilities. However, the main challenges include a lack of teacher training, limited resources, large class sizes, and insufficient planning time. The success of DI is supported by collaboration between teachers, professional training, and a positive attitude towards inclusion. This study suggests that further research is needed for the practical training of teachers and the long-term evaluation of DI, particularly in developing countries, as well as for online learning.
Co-Authors Baharudin , Baharudin Baharudin Baharudin Defriyadi, Defriyadi Farida, Kamelia Lu’lu’ul Saputra, M. Indra Shabira , Qonita Uswatun Hasanah