Integration of Asta Cita Values into Character Education through Mathematics Learning in Elementary Schools
DOI:
https://doi.org/10.30736/atl.v10i1.2642Keywords:
Asta Cita, character education, elementary school, mathematics learningAbstract
This research examines how the four principles of Asta Cita can be incorporated into mathematics education to enhance character development among elementary school students in Tobelo City. A qualitative methodology was employed, utilizing a case study format in three primary schools with nine class teachers and fifty-one students from grades IV and V selected through purposive sampling. Data were gathered through classroom observations, detailed interviews, and document analysis, and then processed using the interactive model proposed by Miles, Huberman, and Saldaña, which involves data condensation, presentation, and drawing and verifying conclusions. Findings indicated that Asta Cita values were embedded through cooperative learning, contextual problem-solving, reflective discussions, and the reinforcement of classroom culture, fostering students' discipline, responsibility, teamwork, honesty, and social awareness, while also enhancing their involvement in mathematics education. The uniqueness of this research lies in the development of a mathematical teaching approach grounded in Asta Cita principles that merges conceptual understanding with character enhancement within a singular contextual educational framework for elementary schools.
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