Managing Character Education to Improve Student Achievement: Evidence from Two Islamic Elementary Schools in Indonesia

Abd. Halim; Nur Ali; Moh. Padil; Suci Hidayati

doi:10.35445/alishlah.v18i2.9086

Managing Character Education to Improve Student Achievement: Evidence from Two Islamic Elementary Schools in Indonesia

Abd. Halim, Nur Ali, Moh. Padil, Suci Hidayati

Abstract

Character education management is essential for Islamic elementary schools because it supports the development of students’ religious values, discipline, responsibility, and academic achievement. This study aims to examine how character education is managed to improve student achievement in two Islamic elementary schools in Malang City, Indonesia.This study employed a qualitative approach with a multi-site case study design at MIN 1 Malang City and MIN 2 Malang City. The research sites were selected purposively because both madrasahs have established flagship character education programs and consistent academic and non-academic achievements. Data were collected through in-depth interviews, participatory observation, and document analysis involving school principals, vice principals, teachers, homeroom teachers, school committee members, parents, and students. The data were analyzed using data condensation, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation.The findings show that character education management in both madrasahs is implemented through four main functions: planning, organizing, implementation, and evaluation. MIN 1 Malang City applies the PAKUBUMI program, which emphasizes moral development, worship habituation, and Islamic culture. MIN 2 Malang City implements the Smart, Religious, and Fun program through the Panca Bina framework, which strengthens spirituality, creativity, discipline, and student confidence. Both programs contribute to improved learning discipline, religious habits, motivation, and academic and non-academic achievement.The study proposes the MPC Model—Integrated Character Formation Management—as a holistic framework for managing character education in Islamic elementary schools. The model highlights the importance of systematic management, teacher role modeling, habituation, parental involvement, and evidence-based evaluation in strengthening student character and achievement.

Keywords

character education management; Islamic elementary school; student achievement; madrasah leadership; character formation model

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DOI: https://doi.org/10.35445/alishlah.v18i2.9086