The primary question of this research was how educators implement values education at Junior High Schools in Bangka Belitung Province, Indonesia. This research is a qualitative research with phenomenology type. Data analyzing technique used in this research was in-depth interviews, observation, and document analysis. Data analysis was done through data display, data reduction, and conclusion. The result showed that values education at Junior High School in Bangka Belitung started with the preparation of school vision based on values, and then the achievement of vision through the preparation of values education strategy. Habituation of values and values role model became the most dominant strategies used by principals and teachers to cultivate values. The results also showed that the values derived from religious teachings, namely the values of iman-taqwa (faith-piety) and good akhlaq (morals) were the most important values serve as a foundation in developing values education in schools. The big role of iman-taqwa (faith-piety) and good akhlaq (morals) values constitutes the effort done by the school to contribute in achieving the purposes of national education and curriculum of 2013. The final purpose of K-13 implementation and the national education system achievement is the formation of Indonesian whose strong faith and good morals.

This research aims to reveal the education values of teachers; where they recognized the values, the importance of the values for teachers in performing their duties, the effects on their teaching methods, and how well the undergraduate program has equipped them with the competence of values education. Qualitative interviews were conducted with 56 teachers. The results identified two categories of people, namely ones with positive experience-based and ones with negative experience-based values. Furthermore, the following four important findings were obtained on analyzing these categories: (1) value is an important factor for teachers in carrying out their professional duties in both categories; (2) the majority of teachers in the positive experience-based category recognize the values from their mothers, literary works, and few from their former teachers, while teachers in the other category obtain values from their teachers and a few from their family life;(3) the way teachers recognize value impacts on how they teach it to students; (4) the undergraduate education experienced by prospective teachers at the university does not provide the needed competency in teaching values to the students.

This study aimed to cover the various gaps from previous studies, which only focused on one factor. Furthermore, it measures the impact of three independent variables namely teacher values, classroom atmosphere, and student-teacher relationship towards student attitude. This is a quantitative study using hypothesis analysis with the respondents comprising of 72 teachers and 72 students from three junior high schools in Belitung regency. The data obtained was examined using the multivariate analysis. However, the result showed that amongst the three variables, only the classroom atmosphere provided a significant impact on student attitude. Based on the simultaneous testing of regression, the combination among X1 and X2, X1 and X3, as well as X1, X2, X3 also provided an impact to their attitude. This finding needs further study capable of identifying factors which arises in the classroom atmosphere since it is the only factor that significantly impacts on student attitude. In addition, similar studies with a more significant number of respondents such as teachers or students also need to be conducted to determine why the outcome is different differs from previous studies.

The habit of corruption that is entrenched if since elementary school age is not strengthened by the planting of character and leadership spirit to reject corruption. The act of corruption is a set of activities that deviate and harm others. This study aims to determine the anti-corruption value planting and to know the supporting and inhibiting factors of the anti-corruption value of elementary school students through family education in Prenggan Village. This study uses qualitative research. Informants that are used as subjects are parents of elementary school students, heads of RW / RT, elementary school students, and village heads and objects of family education research. The Methods of collecting data on interviews, observation and documentation. This study uses a credibility test by triangulating techniques and source triangulation. The results of this study indicate that Planting the Anti-Corruption Value of Elementary School Students through Family Education in Prenggan Village, Planting anti-corruption values through exemplary, habituation, dialogue on planting religious values in Prenggan Village starts from the family and local community's commitment to bring up behaviors that reflect anti-corruption attitudes such as being honest , always be disciplined and build a relationship of mutual trust with the community. The supporting factors for the planting of anti-corruption values of elementary school students through family education in Kampung Prenggan family environment, peer groups, family education in the planting of anti-corruption values. While the inhibiting factor is awareness of children in understanding corruption.

The low quality of teachers in Indonesia indicates that its current professional development programs are yet to reach an ideal form. Therefore, this research aims to determine how the kampus mengajar (teaching campus) program can be used to improve the professionalism of pre-service teachers to bridge the gap between theory and practice. Open interview questions were used to collect data from eleven pre-service teachers, two supervisors, and two principals involved in the kampus mengajar program with 3 months of professional experience placements in elementary schools spread across Indonesia. The data collected were analyzed using the thematic data analysis technique. The results showed that although the kampus mengajar program experiences various challenges, it can be used by pre-service teachers to enhance their professionalism by sharing and receiving experiences. The kampus mengajar program offers real and authentic experiences for pre-service teachers in guiding students, performing various administrative tasks, and learning in the workplace; thus, they have a better understanding of school life realities.

This study aims to investigate the various models that affect the meaning in life of teachers. This is a quantitative study with data randomly obtained from a sample of 100 teachers at East Kalimantan, Indonesia. The results showed that self-actualization and self-transcendence are crucial factors which have an impact on the meaning in life of teachers. The policy makers need to utilize the results from this study to design various programs and training for the development of meaning in life of teachers.

Penelitian ini bertujuan mendeskripsikan implementasi program SSB pada SD Unggulan ‘Aisyiyah Bantul berdasarkan parameter kesiapsiagaan. Jenis penelitian deskriptif kualitatif dengan subjek penelitian adalah kepala sekolah, guru, siswa, karyawan. Teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Teknik analisis data menggunakan pengumpulan data, reduksi data, penyajian data dan menarik kesimpulan. Keabsahan data menggunakan trianggulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa implementasi SSB SDUA berjalan sesuai dengan parameter kesiapsiagaan. Pada aspek sikap dan tindakan, terdapat pengetahuan mengenai PRB, pelaksanaan simulasi bencana, sosialisasi berkelanjutan, dan memiliki keterampilan tanggap darurat. Aspek kebijakan sekolah mendukung PRB, tersedianya akses informasi, pengetahuan dan pelatihan. Aspek perencanaan kesiapsiagaan, dibuktikan dengan adanya dokumen penilaian SSB, rencana aksi sebelum, saat dan sesudah bencana, PROTAP, sistem peringatan bencana, dan lokasi evakuasi. Aspek mobilisasi sumber daya dibuktikan dengan adanya gugus siaga bencana sekolah, pemantauan dan evaluasi yang diadakan pihak sekolah, tersedianya perlengkapan, suplai, dan kebutuhan dasar pasca bencana. Faktor pendukung program SSB SDUA yaitu SDM yang berkualitas dan instansi terkait, sedangkan faktor penghambat terkait lahan sekolah yang kurang luas dan perlengkapan kebutuhan belum memenuhi seluruh warga sekolah.Kata kunci: pengurangan risiko bencana, program SSB, Sekolah Dasar

Professional teacher is one of fundamental factors that influences students' success in learning. Therefore, identifying influencing factors can give insight to improve the teachers' professionalism efficiently. The research aims to measure two internal factors, namely meaning in life and teacher leadership, in influencing teacher professionalism. Quantitative with a cross-sectional survey was further applied using explanatory research to examine private junior high school teachers in Balikpapan, East Kalimantan, Indonesia. Using a random sampling technique, 150 teachers was selected as samples. The data were then analyzed through structural equation modeling with smartPLS version 3.3.0. The measurement proved that meaning in life positively influenced the teachers' professionalism and teacher's leadership with a p-value of 0.000 and T-statistic for each is 8.094 and 6.887, respectively. Similarly, teacher leadership positively influences teacher professionalism, with a p-value of 0.000 and T-statistics of 4.554. Besides, meaning in life through teacher leadership contributes to teacher professionalism with a p-value of 0.000. These results recommended the meaning in life and teacher leadership as the internal factors in planning the teacher professional development policy because, to date, the focus was only on the external factor.