Transformation of Student Character Building through Religious-Based Child-Friendly School Programs: Responding to Challenges and Creating Sustainable Character Education Solutions
DOI:
https://doi.org/10.61987/educazione.v2i1.551Keywords:
Child-Friendly School Programs, Character Building, Religious EducationAbstract
This study explores the implementation of a religious-based Child-Friendly School Program (SRA) at MTs. Almaarif 01 Singosari and its influence on the development of student character. The research investigates how the integration of religious values, positive discipline policies, and the active involvement of parents and school committees contribute to shaping students' behavior. The study is motivated by the ongoing challenges in character education, particularly the need for a holistic approach that blends academic learning with moral and spiritual development. Using a qualitative case study methodology, the research employs data collection methods such as observations, interviews, and document analysis. Key informants include school administrators, teachers, students, parents, and school committee members, providing a comprehensive view of the program’s impact. The findings reveal that the SRA program has effectively created a supportive environment for character building, with significant contributions from the school’s discipline policies and the involvement of all stakeholders. The program has led to improvements in student behavior, including increased discipline, responsibility, and respect for religious values. This research highlights the importance of integrating character education with religious teachings and demonstrates how collaborative efforts among educators, parents, and the community can foster a well-rounded educational environment. The findings have broader implications for the development of similar programs in other educational contexts, particularly in promoting moral and spiritual growth among students.
References
Aderibigbe, S. A., Idriz, M., Alzouebi, K., AlOthman, H., Hamdi, W. B., & Companioni, A. A. (2023). Fostering Tolerance and Respect for Diversity Through the Fundamentals of Islamic Education. Religions, 14(2), 212. https://doi.org/10.3390/rel14020212
Affolter, F. W., & Azaryeva Valente, A. (2020). Learning for Peace: Lessons Learned from UNICEF's Peacebuilding, Education, and Advocacy in Conflict-Affected Context Programme. In Children and Peace: From Research to Action (pp. 219-239). Springer. https://doi.org/10.1007/978-3-030-22176-8_14
Anand, M. K., Bali, M., & Anand, P. (2021). Conflict and COVID-19 Pandemic: Implications on Quality Education. International Journal of Education and Management Studies, 11(3), 124–128.
Arakelyan, S., & Ager, A. (2021). Annual Research Review: A Multilevel Bioecological Analysis of Factors Influencing the Mental Health and Psychosocial Well-Being of Refugee Children. Journal of Child Psychology and Psychiatry, 62(5), 484–509. https://doi.org/10.1111/jcpp.13355
Basri, H., Manshur, U., Baharun, H., & Suhermanto, S. (2024). Exploring Charismatic Leadership and Personality Competence: Keys to Fostering Teacher Motivation: English. Bidayatuna Jurnal Pendidikan Guru Mandrasah Ibtidaiyah, 7(2), 109–120. https://doi.org/10.54471/bidayatuna.v7i2.2983
Chatters, L. M., Taylor, R. J., & Schulz, A. J. (2022). The Return of Race Science and Why It Matters for Family Science. Journal of Family Theory & Review, 14(3), 442–462. https://doi.org/10.1111/jftr.12472
Damayanti, D., Ilmi, S. N., Wahyuni, I., & Farihah, U. (2023). Igniting Curiosity: E-LKPD with a Scientific Twist on Circle Concepts. Educazione: Journal of Education and Learning, 1(1), 25–40. https://doi.org/10.61987/educazione.v1i1.494
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086
Gamage, K. A., Dehideniya, D. M. S. C. P. K., & Ekanayake, S. Y. (2021). The Role of Personal Values in Learning Approaches and Student Achievements. Behavioral Sciences, 11(7), 102. https://doi.org/10.3390/bs11070102
Hull, C. E., & Romig, C. A. (2021). The Changing Landscape of Christian Counselor Education: Threats and Opportunities to Effective Integration. Journal of Psychology and Christianity, 40(1), 19–28.
Kharisma, I. (2024). Implementation of Moderate Islamic Values as a Foundation for Inclusive Religious Character. Educazione: Journal of Education and Learning, 1(2), 78–90. https://doi.org/10.61987/educazione.v1i2.497
Lester, J. N., Cho, Y., & Lochmiller, C. R. (2020). Learning to Do Qualitative Data Analysis: A Starting Point. Human Resource Development Review, 19(1), 94–106. https://doi.org/10.1177/1534484320903890
Linder, R., & Falk-Ross, F. (2024). Multimodal Resources and Approaches for Teaching Young Adolescents: A Review of the Literature. Education Sciences, 14(9), 1010. https://doi.org/10.3390/educsci14091010
López-Alcarria, A., Poza-Vilches, M. F., Pozo-Llorente, M. T., & Gutiérrez-Pérez, J. (2021). Water, Waste Material, and Energy as Key Dimensions of Sustainable Management of Early Childhood Eco-Schools: An Environmental Literacy Model Based on Teachers Action-Competencies (ELTAC). Water, 13(2), 145. https://doi.org/10.3390/w13020145
Maftuh, M. S. J. (2023). Understanding Learning Strategies: A Comparison Between Contextual Learning and Problem-Based Learning. Educazione: Journal of Education and Learning, 1(1), 54–65. https://doi.org/10.61987/educazione.v1i1.496
Magan, I. M., & Elkhaoudi, S. (2024). "Our Religion Is on Us, Like How Our Parents Raised Us": The Role of Islam and Spirituality in the Lives of Syrian Refugee Caregivers. Journal of Child and Family Studies, 33(1), 204–213. https://doi.org/10.1007/s10826-022-02487-8
Mihelič, K. K., Lim, V. K. G., & Culiberg, B. (2023). Cyberloafing Among Gen Z Students: The Role of Norms, Moral Disengagement, Multitasking Self-Efficacy, and Psychological Outcomes. European Journal of Psychology of Education, 38(2), 567–585. https://doi.org/10.1007/s10212-022-00617-w
Montés, N., Barquero, S., & Salazar, A. D. S. (2024). Redefining STEAM to STEAM∀ H (STEAM for All Humanity) in Higher Education. Education Sciences, 14(8), 888. https://doi.org/10.3390/educsci14080888
Nuwere, E., Barone Gibbs, B., Toto, P. E., & Taverno Ross, S. E. (2022). Planning for a Healthy Aging Program to Reduce Sedentary Behavior: Perceptions Among Diverse Older Adults. International Journal of Environmental Research and Public Health, 19(10), 6068. https://doi.org/10.3390/ijerph19106068
Oduro, G. Y., Boswell, R., Wilson, D., & Ansah, J. W. (2024). Gendering Ocean Management for Sustainable Ocean Care in Ghana. Sustainability, 16(19), 8722. https://doi.org/10.3390/su16198722
Putri, D. F., Manshur, U., & Khaer, A. (2024). Human Resource Management (HRM) in Improving Customer Behavior Through Emotional Attachment (EA). In Proceeding of International Conference on Education, Society and Humanity (Vol. 2, No. 1, pp. 850–859).
Rutakumwa, R., Mugisha, J. O., & Seeley, J. (2020). Conducting In-Depth Interviews with and without Voice Recorders: A Comparative Analysis. Qualitative Research, 20(5), 565–581. https://doi.org/10.1177/1468794119884806
Ruwanika, E. Q. F., & Massyn, L. (2024). Rethinking External Environmental Analysis for Sustainable Development: The Case of a Beverage Manufacturing Industry in a Southern African Country. Sustainability, 16(16), 6759. https://doi.org/10.3390/su16166759
Safi'i, M., & Mardiana, D. (2024). Producing a Generation of Character: Transforming Responsibility, Discipline, and Society Through Tapak Suci in Primary Schools. Educazione: Journal of Education and Learning, 2(1), 1–11. https://doi.org/10.61987/educazione.v2i1.538
Sanches, J. R., Trevisan, A. H., Seles, B. M. R. P., Castro, C. G., Piao, R. S., Rozenfeld, H., & Mascarenhas, J. (2022). Sustainable Circular Economy Strategies: An Analysis of Brazilian Corporate Sustainability Reporting. Sustainability, 14(10), 5808. https://doi.org/10.3390/su14105808
Sari, T., & Nayır, F. (2020). Challenges in Distance Education During the (COVID-19) Pandemic Period. Qualitative Research in Education, 9(3), 328–360. https://doi.org/10.17583/qre.2020.5872
Solehudin, R. H., El Khuluqo, I., Budiarti, E., & Salman, I. (2023). Building an Entrepreneurship Mindset Through Social Science Entering the Society 5.0 Era (Critical Review Entrepreneurship Urgency at SPS Uhamka Jakarta). Journal of Namibian Studies: History Politics Culture, 33, 2080–2097
Spohrer, K. (2024). Resilience, Self-Discipline and Good Deeds-Examining Enactments of Character Education in English Secondary Schools. Pedagogy, Culture & Society, 32(1), 1–20. https://doi.org/10.1080/14681366.2021.2007986
Stahl, N. A., & King, J. R. (2020). Expanding Approaches for Research: Understanding and Using Trustworthiness in Qualitative Research. Journal of Developmental Education, 44(1), 26–28
Tavares, M. C., Azevedo, G., & Marques, R. P. (2022). The Challenges and Opportunities of Era 5.0 for a More Humanistic and Sustainable Society: A Literature Review. Societies, 12(6), 149. https://doi.org/10.3390/soc12060149
Tohri, A., Rasyad, A., Sururuddin, M., & Istiqlal, L. M. (2022). The Urgency of Sasak Local Wisdom-Based Character Education for Elementary School in East Lombok, Indonesia. International Journal of Evaluation and Research in Education, 11(1), 333–344. https://doi.org/10.11591/ijere.v11i1.21869
Zaini, A. W. (2023). Social Media Optimization in School Image Transformation: Instagram Interactive Strategies in Schools. Journal of Social Studies and Education, 1(1), 01–12. https://doi.org/10.61987/jsse.v1i1.511
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Fathan Fahmi, Aunur Rofiq, Indah Aminatuz Zuhriyah
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
