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All Journal Journal of Current Studies in SDGs Journal of Current Studies in SDGs
Layu Marsiana
Universitas Negeri Surabaya
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Environmental Science Social Sciences Other

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Integrating Pauline Ethics into Character Education: A Four-Pillar Framework for Advancing SDG 4 in Effective 21st-Century Schools Layu Marsiana; Erny Roesminingsih; Karwanto Karwanto
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.253

Abstract

Objective: To examine the integration of Pauline Ethics into character education through a Four-Pillar Model designed to strengthen effective 21st-century schools amid increasing moral, social, and digital challenges. The study aims to analyze the implementation of Pauline Ethics-based character education and its contribution to supporting SDG 4 (Quality Education) through holistic character development. Method: Employing a qualitative case study approach in a private junior high school in Indonesia. Data were collected through in-depth interviews, participatory observation, and document analysis involving school leaders, teachers, and students. The collected data were analyzed using thematic analysis to identify patterns related to the implementation of Pauline Ethics values. Results: The findings indicate that the values of Regularité, Simplicité, and Travail were effectively internalized through four interconnected pillars: curricular integration, teacher role modeling, school culture, and ecosystem collaboration. These pillars contributed to strengthening students’ discipline, responsibility, empathy, perseverance, and twenty-first-century competencies while fostering a supportive and value-oriented school environment. Novelty: Introducing the Pauline Ethics Four-Pillar Model as a novel spiritually grounded character education framework that systematically integrates curriculum, teacher role modeling, school culture, and educational ecosystem engagement. The model provides a practical and contextual approach for strengthening character formation and promoting quality education in contemporary schools.
Pauline Ethics-Based Character Education Management Model for Building Effective Paulinian Schools toward SDG 4: Quality Education Layu Marsiana; Erny Roesminingsih; Karwanto Karwanto
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.254

Abstract

Objective: This study aims to develop a Pauline Ethics-Based Character Education Management Model for building effective Paulinian schools and supporting SDG 4, particularly Target 4.7 on quality education. Method: A qualitative case study was conducted at Santo Paulus Junior High School, Kuala Kapuas, Central Kalimantan, Indonesia. Data were collected through in-depth interviews, participant observation, and document analysis involving the principal, teachers, educational staff, students, parents, and school documents. Data were analyzed through data reduction, data display, and thematic conclusion drawing. Results: The findings indicate that the values of Regularité, Simplicité, and Travail are internalized through learning activities, role modelling, habituation, mentoring, reflection, and school culture. These processes contribute to the formation of Paulinian character, including discipline, responsibility, humility, perseverance, integrity, and service orientation. The internalization of these values further strengthens Paulinian school culture and supports the development of an effective school environment. Novelty: This study proposes a Pauline Ethics-Based Character Education Management Model that integrates educational management, value internalization, character formation, school culture, and school effectiveness within a single conceptual framework. The model demonstrates that school effectiveness is influenced not only by academic and administrative factors but also by the successful management of ethical values and school culture.
Integrating Pauline Ethics into Character Education: A Four-Pillar Framework for Advancing SDG 4 in Effective 21st-Century Schools Layu Marsiana; Erny Roesminingsih; Karwanto Karwanto
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.253

Abstract

Objective: To examine the integration of Pauline Ethics into character education through a Four-Pillar Model designed to strengthen effective 21st-century schools amid increasing moral, social, and digital challenges. The study aims to analyze the implementation of Pauline Ethics-based character education and its contribution to supporting SDG 4 (Quality Education) through holistic character development. Method: Employing a qualitative case study approach in a private junior high school in Indonesia. Data were collected through in-depth interviews, participatory observation, and document analysis involving school leaders, teachers, and students. The collected data were analyzed using thematic analysis to identify patterns related to the implementation of Pauline Ethics values. Results: The findings indicate that the values of Regularité, Simplicité, and Travail were effectively internalized through four interconnected pillars: curricular integration, teacher role modeling, school culture, and ecosystem collaboration. These pillars contributed to strengthening students’ discipline, responsibility, empathy, perseverance, and twenty-first-century competencies while fostering a supportive and value-oriented school environment. Novelty: Introducing the Pauline Ethics Four-Pillar Model as a novel spiritually grounded character education framework that systematically integrates curriculum, teacher role modeling, school culture, and educational ecosystem engagement. The model provides a practical and contextual approach for strengthening character formation and promoting quality education in contemporary schools.
Pauline Ethics-Based Character Education Management Model for Building Effective Paulinian Schools toward SDG 4: Quality Education Layu Marsiana; Erny Roesminingsih; Karwanto Karwanto
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.254

Abstract

Objective: This study aims to develop a Pauline Ethics-Based Character Education Management Model for building effective Paulinian schools and supporting SDG 4, particularly Target 4.7 on quality education. Method: A qualitative case study was conducted at Santo Paulus Junior High School, Kuala Kapuas, Central Kalimantan, Indonesia. Data were collected through in-depth interviews, participant observation, and document analysis involving the principal, teachers, educational staff, students, parents, and school documents. Data were analyzed through data reduction, data display, and thematic conclusion drawing. Results: The findings indicate that the values of Regularité, Simplicité, and Travail are internalized through learning activities, role modelling, habituation, mentoring, reflection, and school culture. These processes contribute to the formation of Paulinian character, including discipline, responsibility, humility, perseverance, integrity, and service orientation. The internalization of these values further strengthens Paulinian school culture and supports the development of an effective school environment. Novelty: This study proposes a Pauline Ethics-Based Character Education Management Model that integrates educational management, value internalization, character formation, school culture, and school effectiveness within a single conceptual framework. The model demonstrates that school effectiveness is influenced not only by academic and administrative factors but also by the successful management of ethical values and school culture.
Co-Authors Erny Roesminingsih Karwanto Karwanto