Beyond  Program Implementation:: Character Education Management for the Deep Internalization of Values in Islamic Elementary Schools

Muhammad wildan; Abdul Wahid; Gamal Abdul Nasir Zakaria

doi:10.29240/belajea.v11i1.16912

Authors

Muhammad wildan UIN Walisongo Semarang, Indonesia
Abdul Wahid UIN Walisongo Semarang, Indonesia
Gamal Abdul Nasir Zakaria Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Brunei Darussalam https://orcid.org/0000-0001-7629-1295

DOI:

https://doi.org/10.29240/belajea.v11i1.16912

Keywords:

Educational Management, Character Education, Program Development

Abstract

This study aims to analyze the management of character education program development at Muhammadiyah Plus Elementary School Semarang, particularly in the aspects of planning, organizing, implementing, and evaluating the program, as well as its implications for the internalization of character values in students. The study used a qualitative approach with a case study design. Informants were selected through a purposive sampling technique involving the principal, vice principal, class teachers, Islamic Education teachers, extracurricular instructors, parents, and students. Data were collected through in-depth interviews, participant observation, and documentation studies, and then analyzed using the Miles and Huberman interactive model through the processes of coding, categorization, theme development, data presentation, and drawing conclusions. The results of the study revealed four main themes: institutional commitment as the foundation of character education, the implementation of a whole school approach in program development, teachers as the main agents of value internalization, and the challenges of character internalization in students. The research findings revealed that the success of the program was determined not only by the completeness of management functions and the existence of a strong school culture, but also by the school's ability to build intrinsic awareness in students. Some students still participated in the program due to compliance with the rules, while the administrative burden of teachers limited the intensity of character mentoring. The study concluded that the effectiveness of character education depends on the synergy between school management, school culture, the role of teachers, and the ongoing process of internalizing values.

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