Implementation of Character Education for Grade IV Students of SDN Jatinom 01 From The Perspective of Three Centers of Education
Abstract
not only the responsibility of schools but also requires collaboration with families and the
community as part of the Three Centers of Education (Tripusat Pendidikan). This study aims
to describe the implementation of character education for fourth-grade students at SDN
Jatinom 01 from the perspective of the Three Centers of Education and to identify the
connections and challenges encountered in its implementation. The study employed a
qualitative descriptive case study approach. Data were collected through observation,
interviews with the fourth-grade homeroom teacher, and documentation of character
education activities. Data were analyzed using an interactive model involving data reduction,
data presentation, and conclusion drawing, while validity was ensured through technical
triangulation. The results indicate that character education was implemented through the
integration of character values into learning, daily habits, teacher role modeling, collaborative
activities, and student responsibilities. The character values developed include religiosity,
responsibility, honesty, cooperation, discipline, and environmental awareness. School–
family connections were established through communication between teachers and parents
via WhatsApp groups and face-to-face meetings to support students’ academic and
behavioral development. However, the continuity of character education between school
and home remains challenging because school practices are not consistently reinforced
within families. Community involvement in character education has also not been fully
optimized. The findings indicate that character education has been integrated into various
school activities, but stronger collaboration among schools, families, and the community is
needed to ensure consistent character development across students’ different learning
environments.
Full Text:
PDFReferences
Ananda, R. A., Inas, M., & Setyawan, A. (2022). Pentingnya Pendidikan Karakter pada anak Sekolah Dasar di Era Digital. Jurnal
Pendidikan, Bahasa dan Budaya, 1(1), 83–88. https://doi.org/10.55606/jpbb.v1i1.836
Anastasiou, D., & Hornby, G. (2025). Tribute to a Towering Figure in Special Education: James M. Kauffman. Education Sciences,
(12), 1616. https://doi.org/10.3390/educsci15121616
Aningsih, Zulela, M., Neolaka, A., Iasha, V., & Setiawan, B. (2022). How is the Education Character Implemented? The Case Study
in Indonesian Elementary School. Journal of Educational and Social Research, 12(1), 371. https://doi.org/10.36941/jesr-
-0029
Azizah, N., Mumpuniarti, M., Rudiyati, S., & Evans, D. (2024). Elementary teachers’ pedagogical competencies in supporting
students with learning difficulties. International Journal of Evaluation and Research in Education (IJERE), 13(2), 723.
https://doi.org/10.11591/ijere.v13i2.26345
Berkowitz, M. W. (2022). Implementing and Assessing Evidence-Based Character Education. Journal of Education, 202(2), 191–
https://doi.org/10.1177/00220574211026908
Fadllurrohman, F., Jaenudin, J., & Pratama, A. I. (2023). Implementasi Tri Pusat Pendidikan Sebagai Model Pendidikan Karakter
Religius Di Sekolah Dasar. Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, 7(1), 419.
https://doi.org/10.35931/am.v7i1.1875
Jones, C., & Palikara, O. (2023). How do parents and school staff conceptualize parental engagement? A primary school case
study. Frontiers in Education, 8, 990204. https://doi.org/10.3389/feduc.2023.990204
Ke, L., Friedrichsen, P., Rawson, R., & Sadler, T. D. (2023). Teacher learning through collaborative curriculum design in the
midst of a pandemic: A cultural historical activity theory investigation. Teaching and Teacher Education, 122, 103957.
https://doi.org/10.1016/j.tate.2022.103957
Ma’sumah, Aini, S. N., & Oktaviana, A. W. (2024). Tri Pusat Pendidikan Sebagai Sarana Pendidikan Karakter Anak Sekolah
Dasar. Buletin Pengabdian Multidisiplin, 2(1), 09–19. https://doi.org/10.62385/budimul.v2i1.87
Maulana, M. I. (2022). Teachers’ enactments of character education: A case study from Indonesia. Jurnal Pendidikan Karakter,
(2), 123–132. https://doi.org/10.21831/jpka.v13i2.50224
Moreira, T., Martins, J., Silva, C., Berrocal De Luna, E., Martins, J., Moreira, D., & Rosário, P. (2023). Building partnerships in
education through a story-tool based intervention: Parental involvement experiences among families with Roma
backgrounds. Frontiers in Psychology, 14, 1012568. https://doi.org/10.3389/fpsyg.2023.1012568
Mu, R., Siripala, W., & Junaidi, J. (2026). Examining pre-service teacher competence in inclusive education: A case study from
Guizhou, China. International Journal of ADVANCED AND APPLIED SCIENCES, 13(5), 11–24.
https://doi.org/10.21833/ijaas.2026.05.002
Nissim, M., & Shamma, F. (2025). Supporting Teacher Professionalism for Inclusive Education: Integrating Cognitive,
Emotional, and Contextual Dimensions. Education Sciences, 15(10), 1317. https://doi.org/10.3390/educsci15101317
Park, Y. R., Nix, R. L., Gill, S., & Hostetler, M. L. (2022). What kind of parenting is associated with early self-control among
toddlers living in poverty? The importance of learning support. Developmental Psychology, 58(3), 425–437.
https://doi.org/10.1037/dev0001312
Rhomadiyah, D., & Zulfadewina. (2023). Implementasi Pendidikan Karakter terhadap Sikap Kepedulian Lingkungan Sekolah
Dasar. Jurnal Ilmiah Pendidikan Profesi Guru, 6(3), 558–570.
https://doi.org/https://doi.org/10.23887/jippg.v6i3.64243
Rusconi, L., Squillaci, M., & Mainardi, M. (2026). Effects of a neuroscience-informed universal design for learning training on
the development of inclusive teaching competencies: A quasi-experimental study. Frontiers in Education, 11, 1782074.
https://doi.org/10.3389/feduc.2026.1782074
Shi, Y. R., Sin, K. F. K., & Wang, Y. Q. (2025). Teacher professional development of digital pedagogy for inclusive education i n
post-pandemic era: Effects on teacher competence, self-efficacy, and work well-being. Teaching and Teacher Education,
, 105230. https://doi.org/10.1016/j.tate.2025.105230
Thomas, K. J., Cunha, J. M. D., & Santo, J. B. (2023). Just environments foster character: A longitudinal assessment of schoo l
climate. Journal of Moral Education, 52(4), 417–434. https://doi.org/10.1080/03057240.2022.2081138
Turner, C., Prasasti, I. H., Baihaqi, Y., & Andewi, W. (2024). The Role of The Teacher as a Model in Forming Character Education
in Primary School Students. International Journal of Education, Culture and Technology, 1(1), 47–52.
https://doi.org/10.69747/edu-ij.v1i1.53
Villamin, P., Lopez, V., Thapa, D. K., & Cleary, M. (2025). A Worked Example of Qualitative Descriptive Design: A Step‐by‐Ste p
Guide for Novice and Early Career Researchers. Journal of Advanced Nursing, 81(8), 5181–5195.
https://doi.org/10.1111/jan.16481
Wood, S., Stocker, K., Sharma, U., & Leif, E. (2026). A scoping review of the components of effective teacher in-service
professional development in inclusive education. International Journal of Inclusive Education, 30(8), 1879–1908.
https://doi.org/10.1080/13603116.2025.2554251
Woodcock, S., Gibbs, K., Hitches, E., & Regan, C. (2023). Investigating Teachers’ Beliefs in Inclusive Education and Their Levels
of Teacher Self-Efficacy: Are Teachers Constrained in Their Capacity to Implement Inclusive Teaching Practices?
Education Sciences, 13(3), 280. https://doi.org/10.3390/educsci13030280
Refbacks
- There are currently no refbacks.
This proceeding series is indexed by:
