INTRODUCTION

The rapid advancement of science and technology has inevitably shifted socio-cultural values, moving society from a conventional to a modern era and bringing both opportunities and challenges. While progress fosters innovation, it has also eroded long-standing social and cultural values, posing a real risk to Indonesia’s national identity without strong value-based education [1], [2]. Schools, as mandated by Law No. 20 of 2003, play a vital role in fostering moral character and developing students’ competencies through innovative and creative strategies. However, the character of the younger generation is in decline, as reflected in the 2021 Balitbang–Ministry of Religious Affairs survey showing a drop in the Pancasila character score from 71.41 to 69.52, and media reports of moral issues among students in Cianjur. This loss of local wisdom, which has long shaped Indonesia’s cultural character, aligns with Budiarto’s (2020) view that today’s youth increasingly neglect moral values. The need for strong human resources with integrity is urgent to face global challenges and enhance competitiveness, yet current conditions still fall short of these educational ideals [3].

Currently, Indonesia is experiencing a severe moral crisis as a consequence of the rapid advancement of information and technology. In this context, education plays a crucial role in addressing the nation's pressing issues [4]. The negative impact of globalization in Indonesia has caused society to overlook the importance of character, ethics, and manners, as well as contributed to the decline in children's creativity due to the weakening of cultural and character education [5]. In response, the Indonesian government has formulated 18 character education values intended to be instilled in every citizen, particularly among the younger generation, as part of the effort to shape the national character (Ministry of National Education, 2010). The younger generation must possess strong character to withstand the overwhelming influence of globalization, which continues to erode the nation's longstanding cultural values. According to Putro (2016), national values can be cultivated through education, as education is essentially a means of preparing the nation’s youth (students) for the future. One of the effective strategies to address this issue is through school-based education, particularly within the subject of Social Studies (Ilmu Pengetahuan Sosial or IPS). Social Studies serves as a subject that emphasizes values and character formation in students. Prince Hidayatullah was a Banjar royal figure born in 1821 in Banjarmasin. He was the son of Sultan Muda Abdurrahman and a noblewoman named Ratu Siti, the daughter of Prince Mangkubumi Nata, who was born in 1822 in Karang Intan, Martapura City [8]. He is recognized as a central figure in the history of the Banjarmasin War due to his significant leadership role, and he also served as the commander of the Banjar War [6]. As a result, the Dutch colonialists referred to him as “De Hoofdmuiteling” (the head rebel) [9]. Among the Banjar people, he is remembered as a unifying figure who rallied the community in resistance against Dutch colonialism [10]. His leadership embodied the values of solidarity and collective struggle, inspiring the Banjar people and becoming the driving force behind their resistance. At that time, the people of South Kalimantan required a strong spirit of resistance against colonial oppression, and Prince Hidayatullah was the leader who united and mobilized the Banjar community [11].

The leadership, heroism, and struggle of Prince Hidayatullah have been widely recognized by various groups for his dedication to the welfare of the people. Throughout his resistance, Prince Hidayatullah remained steadfast in his refusal to compromise or submit to Dutch colonial rule. His defiance persisted until he was deceived, misled, captured, and eventually exiled to Cianjur by the Dutch government [12]. His significance extended beyond the Banjar community; for the people of Cianjur, Prince Hidayatullah holds great meaning due to his role in the spread of Islamic teachings in the region. Despite being in exile, he continued his missionary work, preaching Islam to the Cianjur community until the end of his life [16]. A review of Prince Hidayatullah’s life and struggle reveals several key character traits, including: (1) religiosity; (2) patriotism; and (3) social concern [13]. According to Subiyakto’s (2019) writings on Prince Hidayatullah, his character was further exemplified by the following qualities: (1) deep religious knowledge (ʿālim) and understanding of Islamic teachings; (2) principled leadership, consistently reflected in his words and actions, with unwavering commitment to divine law and refusal to compromise with injustice; (3) noble personality and virtuous conduct, earning him great respect from all segments of society; (4) a constant source of encouragement for achieving independence and sovereignty from Dutch colonialism; (5) a unifier of community forces against oppression; (6) obedience and respect toward his parents, demonstrated through his attendance at Islamic study circles in “Pagar”; (7) artistic talent, especially in traditional performance arts and dance; (8) passion for horseback riding and archery; and (9) unwavering determination and resilience, not easily swayed by others [14]..

One strategic effort to transform the values of Prince Hidayatullah’s struggle is through education, particularly within the Social Studies (Ilmu Pengetahuan Sosial/IPS) curriculum. According to Banks (1990), Social Studies education should develop four core competencies in students: (a) knowledge, (b) skills, (c) attitudes and values, and (d) civic practices. These competencies equip students to make reflective decisions, think critically, conduct social science research, collaborate effectively, and participate actively in civic life. As future citizens, they must uphold democratic and human values—such as dignity and equality—while engaging in activities that expand political understanding and empower them to influence social institutions [15]. The Kurikulum Merdeka, as the current national curriculum, provides a framework for embedding these competencies while strengthening character education, particularly through the Pancasila Student Profile. This aligns with the Ministry of National Education’s (2010) formulation of 18 core character values—ranging from religiosity and honesty to environmental awareness and responsibility—intended to strengthen national identity [16]. Previous studies on Prince Hidayatullah have been limited in scope. Syarifah Al Jupri Alpiah (2019) examined only the value of nationalism in his struggle, while Tiara Nur Laila (2022) focused on his religious mission in Cianjur without translating these insights into a pedagogical model for Social Studies. To date, no research has comprehensively integrated the full spectrum of his character values—religiosity, responsibility, courage, patriotism, and social awareness—into a structured learning model tested in classroom settings. This study fills that gap by developing and validating a Social Studies learning model grounded in ethnopedagogical principles that transform local historical values into practical, contextually relevant instructional strategies. The model contributes theoretically by enriching discourse on local wisdom-based character education and practically by providing educators with an innovative approach to cultivating students’ character within the framework of the Kurikulum Merdeka.

METHOD

This study employs a Research and Development (R&D) methodology using the ADDIE model, which consists of five phases: Analyze, Design, Develop, Implement, and Evaluate. In the Analyze phase, a hermeneutic study was conducted to extract the character values inherent in the struggle of Prince Hidayatullah through the interpretation of historical texts and cultural narratives. These identified values were then used in the Design phase to develop an initial draft of a Social Studies learning model based on character values. The learning model was further developed using a Classroom Action Research (CAR) approach based on the Kemmis and Taggart model, implemented at SMP Islam Al-I’anah Cianjur. This process involved three cycles: planning, action, observation, and reflection. The CAR approach was employed to iteratively design and refine the Social Studies learning model based on Prince Hidayatullah’s character values through a collaborative process involving both teachers and students. The optimized outcome from the second cycle served as the foundation for the final model, which was subsequently tested for its effectiveness through limited trials at two schools: MTs Ats-Tsuur and SMPN 4 Cianjur. The model's effectiveness was evaluated using a quasi-experimental design with a One Group Pretest-Posttest approach to measure the impact of the model on improving students’ social care character. Data collection techniques included attitude scale questionnaires, student and teacher activity observations, field notes, and interview guides. Research instruments were specially developed for each stage of the process, including textual analysis guidelines, observation sheets, and social care attitude assessment rubrics. Data were analyzed qualitatively, drawing on literature reviews and expert validator feedback, and quantitatively, employing tests for validity, reliability, normality, homogeneity, t-tests, and normalized gain. The results of both qualitative and quantitative analyses were used to evaluate and refine the learning model, with the aim of establishing an effective strategy for instilling social care character in students through meaningful and contextual Social Studies education. The research followed the ADDIE model, starting with analyzing Prince Hidayatullah’s character values through hermeneutic study, designing a Social Studies learning model, and developing it using Classroom Action Research (three cycles of planning, action, observation, and reflection). The optimized model from the second cycle was implemented in limited trials at MTs Ats-Tsuur and SMPN 4 Cianjur, and finally evaluated through qualitative and quantitative analysis to assess its effectiveness in enhancing students’ social care character.

Each phase of the ADDIE model was grounded in empirical classroom evidence. In the Analyze phase, interviews and classroom observations revealed students’ limited familiarity with local historical figures and low engagement in value-based discussions. In the Design phase, lesson plans and activities were crafted to address these gaps, incorporating discussion prompts and contextual examples linked to students’ daily experiences. The Develop phase involved creating and piloting instructional materials—such as illustrated storyboards and student worksheets—which were refined based on teacher and student feedback. During the Implement phase, observation data showed measurable improvement in students’ social care scores from Cycle I to Cycle II. Finally, in the Evaluate phase, both formative assessments (peer reviews, teacher reflections) and summative measures (pretest-posttest results, normalized gain scores) confirmed the model’s positive impact while identifying areas for further refinement.

RESULT AND DISCUSSION

A. Result

Implementation of Cycle I and II

The implementation of Cycle I in this study was carried out over three sessions on May 20, 22, and 23, 2025, in Class VIII-B at SMP Islam Al-I’anah Cianjur. The instructional material focused on "The Indonesian Nation's Resistance against Dutch Colonialism," with a sub-theme on the Banjar War and the figure of Prince Hidayatullah. The intervention employed a learning strategy based on the character values reflected in Prince Hidayatullah’s struggle. The main learning activities included content delivery, group discussions, the creation of concept maps, and student presentations. The researcher acted as the teacher and collaborated with the Social Studies teacher in designing and implementing the action plan. To provide an initial overview of student performance during Cycle I, the observation scores were first summarized in a visual diagram to highlight the distribution across qualification categories.

Figure 1. Distribution of Student Qualifications in Cycle I

Figure 1. Distribution of student qualifications in Cycle I based on observation results, showing the proportion of students in the Good category (36.4%) and Fair category (63.6%), with no students falling into the Very Good or Poor categories.

The observation results indicated that the average level of student activity fell into the “fair” category, with an indicator achievement percentage of 66.7%. Students’ social care character was also rated as “fair,” with an average score of 2.2 on a 4-point scale. Several weaknesses were identified during this cycle, including a lack of teacher assertiveness, unclear instructions for concept map creation, and students’ limited understanding of character values. Additionally, the application of the Value Clarification Technique (VCT) was not yet optimal. Based on the reflection, the researcher and the collaborating teacher agreed on the need for improvements in instructional delivery, reinforcement of character content, and enhanced implementation of VCT in the subsequent cycle.

Cycle II was conducted over two sessions on May 26 and 28, 2025, in Class VIII-B at SMP Islam Al-I’anah Cianjur, continuing with the material "The Indonesian Nation's Resistance against Dutch Colonialism" and the sub-theme of the Banjar War, with a particular focus on internalizing the character values reflected in Prince Hidayatullah’s struggle. In this cycle, the learning process was designed to be more interactive and reflective through the integration of educational videos and the Value Clarification Technique (VCT). Students were divided into groups to complete worksheets, identify character values from narratives about Prince Hidayatullah, and relate these to current social issues faced by today’s youth. Group discussions, presentations, and the reinforcement of key values such as responsibility, social care, patriotism, and religiosity were the main focus of this cycle.

To provide a clearer picture of the observation results in Cycle II, the distribution of student qualifications is presented in a pie chart. This visualization illustrates the proportion of students in each qualification category, making it easier for readers to identify improvements or changes compared to Cycle I.

Figure 2. Distribution of Student Qualifications in Cycle II

Figure 2. Distribution of student qualifications in Cycle II, showing 22.73% in the Very Good category, 59.09% in the Good category, 18.18% in the Fair category, and 0% in the Poor category.

The observation results indicated a significant improvement compared to the previous cycle. Student activity reached the “good” category, with an average indicator achievement rate of 86.7%. The assessment of students’ social care character also improved, with an average score of 3.1 out of 4, classified as “good.” All three indicators—helping peers without being asked, showing sensitivity to others’ difficulties, and respecting others’ opinions—demonstrated consistency in students' behavior. During the discussion process, students were able to identify the character values exemplified by Prince Hidayatullah and apply them to real-life situations. Based on observation and assessment data, it can be concluded that Cycle II effectively enhanced students’ social care character, as evidenced by the achievement of saturated data and the readiness of the instructional design for further testing through a limited trial.

Research Data Results at MTs Ats-Tsur Cianjur

Validity and Reliability Testing

Validity testing of the 20 instrument items showed that all items had Pearson correlation (r-calculated) values ranging from 0.351 to 0.611, all of which exceeded the r-table value of 0.3438 (N = 24; α = 0.05). Therefore, all items were declared valid. The reliability test produced a Cronbach’s Alpha value of 0.824, which falls into the high reliability category.

Normality and Homogeneity Testing of Pre-test and Post-test

Figure 3. Results of Normality Test for Pre-test and Post-test

Normality testing was conducted to determine whether the pre-test and post-test data were normally distributed. This test is essential for selecting the appropriate statistical analysis method. In this study, the normality test was performed using two methods: Kolmogorov-Smirnov and Shapiro-Wilk, with a significance level of 0.05. Based on the Kolmogorov-Smirnov test results for the pre-test data, the significance value was 0.022, while the Shapiro-Wilk test yielded a significance value of 0.002. Both values are below the 0.05 threshold, indicating that the pre-test data are not normally distributed. Similarly, the post-test normality test showed a Kolmogorov-Smirnov significance value of 0.003 and a Shapiro-Wilk value of 0.000. These results also fall below 0.05, indicating that the post-test data are not normally distributed. Thus, it can be concluded that neither the pre-test nor the post-test data meet the assumption of normal distribution. As a result, the subsequent data analysis employed a non-parametric statistical test, specifically the Wilcoxon Signed-Rank Test, which does not require normally distributed data.

The homogeneity test aims to determine whether two data groups have equal variances, or are homogeneous. In the context of this study, homogeneity testing was conducted on the pre-test and post-test data to assess whether both groups met the assumption of homogeneity—one of the key requirements for applying parametric statistical tests such as the t-test. Based on the results of the Levene’s Test, as presented in the Test of Homogeneity of Variance table, the significance value based on the mean was 0.857, based on the median was 0.863, based on the median with adjusted degrees of freedom was 0.863, and based on the trimmed mean was 0.796. All these values exceed the threshold of 0.05, indicating that there is no significant variance difference between the pre-test and post-test groups. Therefore, it can be concluded that the pre-test and post-test data exhibit homogeneous variances, which confirms that the assumption of homogeneity is met. This condition theoretically allows the use of parametric analysis methods, provided the assumption of normality is also satisfied. However, considering that the earlier normality test results indicated that the data are not normally distributed, the use of non-parametric tests remains the more appropriate approach for this study.

Comparison Results of Pre-test and Post-test

Figure 4. Comparison of Pre-test and Post-test Results

The comparison test between the pre-test and post-test results was conducted to determine whether there was a significant difference before and after the intervention implemented in this study. The Paired Sample t-Test was used, as the data were drawn from the same group measured at two different points in time—prior to and following the treatment. Thus, it can be concluded that there is a statistically significant improvement from pre-test to post-test scores, with post-test scores being notably higher. These findings suggest that the implementation of the learning model based on the character values derived from the struggle of Prince Hidayatullah has had a positive impact on enhancing students’ social care character.

N-Gain Results of Student Learning Outcomes Between Pre-test and Post-test

Figure 5. N-Gain

Based on the results of the descriptive statistical analysis, the mean gain score was 0.7587, which, when converted into a percentage (N-gain percent), amounts to 75.87%. The median gain score was 0.8173 or 81.73%, indicating that half of the students experienced a learning improvement above that value. The standard deviation of the gain score was 0.24825, while the standard deviation for the percentage gain was 24.82%, reflecting variation in the level of improvement among students. Meanwhile, the minimum gain score was found to be -0.31 or -30.77%, indicating that one or more students experienced a decline in their scores after the intervention.

Research Data Results at SMPN 4 Cianjur

Validity and Reliability Testing

Validity testing of the 20 instrument items at SMPN 4 Cianjur showed that all items had r-calculated values exceeding the r-table value of 0.3515 (N = 23; α = 0.05), with a range between 0.353 and 0.760. Therefore, all items were declared valid and suitable for use in measurement. The reliability test, using Cronbach’s Alpha, yielded a value of 0.716, which falls into the “moderate” category and is considered acceptable for preliminary research purposes. This indicates that the internal consistency among items in the instrument is adequate, allowing the instrument to be reliably used in collecting data on the effectiveness of the Social Studies learning model based on the character values derived from Prince Hidayatullah’s struggle.

Normality Test of Students’ Pre-test and Post-test Learning Outcomes

Figure 6. Results of the Normality Test

Based on the results of the normality test for the pre-test data, the significance value was 0.019 for the Kolmogorov–Smirnov test and 0.012 for the Shapiro–Wilk test. Both values are below the 0.05 threshold, indicating that the pre-test data are not normally distributed. In contrast, for the post-test data, the Kolmogorov–Smirnov test yielded a significance value of 0.200, and the Shapiro–Wilk test returned a value of 0.727. Both values are greater than 0.05, indicating that the post-test data are normally distributed.

Homogeneity Test of Pre-test and Post-test

Figure 7. Results of the Homogeneity Test

Based on the results of Levene’s Test, as presented in the Test of Homogeneity of Variance table, the significance value was 0.001 across all four approaches: based on the mean, the median, the median with adjusted degrees of freedom, and the trimmed mean. Since all significance values are less than the 0.05 threshold, this indicates that there is a significant difference in variances between the pre-test and post-test groups.

Comparison Test of Pre-test and Post-test Results

Figure 8. Results of the Comparison Test Between Pre-test and Post-test

The results shown in the Paired Samples Test table indicate that the mean difference between the pre-test and post-test scores was -34.913, with a standard deviation of 11.020 and a standard error of 2.298. The calculated t-value was -15.194 with 22 degrees of freedom (df = 22), and the significance value (2-tailed) was 0.000. Since this significance value is far below the 0.05 threshold, it can be concluded that there is a statistically significant difference between the pre-test and post-test scores. Accordingly, these findings suggest that the intervention applied in this study had a significant impact on improving students' social care character. The increase in the average score—by nearly 35 points—reflects the effectiveness of the Social Studies learning model based on the character values of Prince Hidayatullah’s struggle in enhancing students’ social care character.

N-Gain Results

Figure 9. N-Gain

The results of the study show that the average normalized gain score (N-gain) was 0.76, which falls into the high category based on Hake’s (1998) classification. According to this classification, gain scores are divided into three categories: low (< 0.3), medium (0.3 ≤ g < 0.7), and high (g ≥ 0.7). Therefore, it can be concluded that the intervention implemented in this study was effective in improving the learning outcomes of the majority of students, despite some individual variations—including one student who experienced a decrease in performance.

B. Discussion

The findings of this study indicate that the development of a Social Studies (IPS) learning model based on the character values of Prince Hidayatullah's struggle significantly contributes to strengthening students' character, particularly in terms of social care. Prince Hidayatullah, known as a religious scholar and fighter in the Banjar War, serves as a symbol of the integration of religious values, nationalism, courage, and social responsibility. These values are not only rooted in historical documents but also remain relevant for promoting contemporary character education. This study reveals that exploring the character of local historical figures can create a psychological and cultural closeness for students, thereby facilitating a more effective internalization of values. In designing the learning model, the researcher employed the ADDIE instructional design approach, consisting of five key phases: Analysis, Design, Development, Implementation, and Evaluation. In the Analysis phase, learning needs and relevant character values to be integrated were identified. The Design phase focused on formulating learning strategies that emphasize value reflection and active student participation. This was followed by the Development of learning media and instructional tools such as lesson plans (RPP) and student worksheets (LKPD) based on the figure of Prince Hidayatullah. The Implementation of the model involved a series of classroom actions and limited trials, which were then evaluated both formatively and summatively to assess the success of integrating character values into the learning process.

The implementation of this model demonstrated that students became more actively engaged in the learning process—not only in the cognitive domain, but also in the affective and social dimensions. Students were able to contextualize and discuss the values of struggle and relate them to social realities in their own environment. This indicates that Social Studies learning functions not merely as a medium for knowledge transfer, but also as a means of personality and character development. These findings are in line with Lickona's (1991) perspective, which emphasizes that effective character education requires student involvement in moral decision-making and value reflection. Theoretically, the success of this model development is also supported by constructivist and humanistic approaches. Within constructivism, students are viewed as active learners who construct knowledge through experience and social interaction. By presenting Prince Hidayatullah as a representation of character values and historical struggle, students were given the space to explore, interpret, and internalize values both independently and collaboratively. Meanwhile, the humanistic approach highlights the importance of the teacher’s role as a facilitator who creates a learning environment that nurtures students’ moral and emotional development.

The results of classroom observations, teacher reflections, and character assessments during the implementation of the model indicated a clear improvement in students’ social care character, including behaviors such as helpfulness, empathy, and group responsibility. This improvement was evident not only in students’ behavior within the classroom but also in broader school activities such as community service, group discussions, and participation in religious programs. The results of this study are consistent with those of Syarifah Al Jupri Alpiah (2019), who found that incorporating elements of Prince Hidayatullah’s struggle in Social Studies could strengthen students’ sense of nationalism, although her research focused on a single value. Similarly, research by Tiara Nur Laila (2022) demonstrated that learning local history related to Prince Hidayatullah fostered religious understanding among students in Cianjur, but did not integrate the values into a complete instructional model. Compared to these studies, the present research offers a more comprehensive approach by integrating multiple character values—religiosity, responsibility, courage, patriotism, and social awareness—into a systematically developed and empirically tested learning model. This positions the current study as a significant contribution to the field of Social Studies education, providing both a theoretical framework for value-based learning and a practical model that can be adopted and adapted in various educational settings.

Thus, the developed learning model proved to be effective in addressing the core research questions: identifying the character values exemplified by Prince Hidayatullah, designing a value-based learning model, and testing its effectiveness in shaping students’ character. This study affirms that the integration of local historical figures into Social Studies instruction is a powerful strategy for instilling national character values. It not only enriches learning content but also strengthens students’ cultural identity and social commitment. The model developed in this research provides a new direction for Social Studies education—one that is value-driven, contextual, and transformative—in shaping a young generation that is not only intellectually capable but also morally grounded and globally competitive.

Although the model yielded positive results in both MTs Ats-Tsuur and SMPN 4 Cianjur, the magnitude and pace of improvement varied between the two schools. Students at MTs Ats-Tsuur demonstrated quicker engagement in group discussions and value-reflection activities, with a higher proportion achieving “Very Good” scores in social care behavior by the final cycle. This may be linked to the school’s strong emphasis on religious-based character programs and students’ prior familiarity with Prince Hidayatullah’s historical contributions. In contrast, SMPN 4 Cianjur showed a more gradual improvement, with initial engagement levels lower and requiring greater teacher scaffolding to connect historical narratives with contemporary social contexts. These differences likely stem from variations in school culture, teacher readiness, and students’ socio-cultural backgrounds. Recognizing these contextual factors is essential for refining the model and ensuring its adaptability across diverse educational settings. Future research could systematically examine how such factors influence the effectiveness of value-based Social Studies learning and develop tailored implementation strategies for different school environments.

CONCLUSION

Based on the findings and discussion of this study, it can be concluded that the development of a Social Studies learning model based on the character values of Prince Hidayatullah’s struggle is effective in strengthening students’ social care character through a contextual, reflective, and meaningful learning process. Values such as religiosity, responsibility, courage, and patriotism were successfully internalized by students through a learning approach that involved local historical figures, value-based discussions, and the implementation of the Value Clarification Technique (VCT). The model design developed through the ADDIE framework proved capable of creating a learning experience that not only transfers knowledge but also fosters comprehensive character formation. Therefore, it is recommended that this model be more widely implemented in Social Studies education across various educational levels and considered as a reference for developing locally rooted curricula that prioritize character education. In addition, teachers are encouraged to actively explore other local figures who embody noble values as learning resources, enabling students to build a stronger connection with their cultural roots and find real-life role models for everyday behavior. Therefore, it is recommended that this model be more widely implemented in Social Studies education across various educational levels and considered as a reference for developing locally rooted curricula that prioritize character education. For broader implementation, operational steps may include: conducting targeted teacher training programs on integrating local historical figures into lesson plans; adapting curriculum documents to incorporate value-based learning objectives; and developing instructional media—such as worksheets, digital content, and visual aids—that highlight character values from relevant local heroes. In addition, teachers are encouraged to actively explore other local figures who embody noble values as learning resources, enabling students to build a stronger connection with their cultural roots and find real-life role models for everyday behavior. This study was conducted within a limited scope—both in terms of the number of participating schools and the focus on a single local historical figure—so the findings may not fully represent broader educational contexts. In addition, the implementation period was relatively short, which may have influenced the depth of behavioral change observed in students. Given these limitations, the claim of effectiveness should be understood as context-specific, reflecting the cultural and historical relevance of the research setting. Future studies are encouraged to apply the model across diverse regions, educational levels, and cultural contexts, as well as to explore the integration of other local historical figures to further enrich the variety of character values conveyed through Social Studies learning.