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All Journal Leadership:Jurnal Mahasiswa Manajemen Pendidikan Islam Journal of Current Studies in SDGs Journal of Current Studies in SDGs
Karwanto Karwanto
State University of Surabaya
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

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"We Are Family" for Promoting Student Wellbeing and Advancing SDG 4: A Multi-Site Case Study in Islamic Junior High Schools Zuhrotul Mufidah; 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.2.3.257

Abstract

Objective: To investigate how student wellbeing is realized in Islamic junior high schools, examine the implementation of the We Are Family (WAF) school culture program, identify the character outcomes generated through the program, and develop a conceptual model of a wellbeing-based school culture.  Method: A qualitative multi-site case study design was employed at two Islamic junior high schools in Sidoarjo. Data were collected through in-depth interviews, participatory observations, and document analysis involving principals, vice principals, program teachers, and students. The data were analyzed using the interactive model of Miles, Huberman, including data condensation, data display, and conclusion drawing, followed by cross-site analysis to identify convergent and divergent patterns. Results:  The findings reveal that student wellbeing is realized through four interconnected dimensions: academic, psychological, social, and spiritual wellbeing. The WAF program operates through a relational culture characterized by familial climate, emotional-spiritual support, collective character development, and school-family collaboration. The program contributes to the development of responsibility, empathy, value-based discipline, mutual respect, sense of belonging, and independence. Cross-site analysis further identifies six essential elements of a wellbeing-based school culture: values-based environment, transformational leadership, psychological safety, dialogic communication, developmental discipline, and school-family collaboration.  Novelty: Contributes to SDGs 4 by porposing the WAF School Culture Model and introduces spiritual wellbeing as a distinct fourth dimension of student wellbeing, extending existing wellbeing frameworks by integrating organizational culture, positive psychology, character education, and faith-based educational perspectives into a comprehensive school wellbeing framework.
Integrating School and Family Literacy to Foster Early Reading Habits: Evidence for SDG 4 from Indonesian Kindergartens Ida Farida; Rusijono Rusijono; 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.2.3.279

Abstract

Objective: This study aims to examine the implementation and outcomes of a School–Family Literacy Partnership model in fostering reading habits among children in early childhood education. It also investigates how the integration of school and family literacy practices supports sustainable reading habit formation. Method: A mixed-methods intervention design was employed involving two early childhood education institutions in Indonesia. Data were collected through observations, interviews, questionnaires, documentation, reading journals, and program evaluation records, and analyzed using descriptive statistics and thematic analysis. Results:  Integrating school literacy activities, home reading practices, parental involvement, monitoring, and reading recognition created a supportive literacy environment that strengthened children's reading engagement. Students achieved an average of 71 and 73 books per student, while program effectiveness reached 93.1% and 87.5%, indicating the important role of parental involvement in sustaining reading habits. Novelty: A School–Family Literacy Partnership Model is proposed to conceptualize reading habit formation as the outcome of coordinated interactions between school and family literacy environments. The model extends existing literacy interventions by emphasizing cross-context collaboration as a key mechanism for developing sustainable reading habits in early childhood education.
Advancing SDG 4 through Effective Governance: A POAC-Based Educational Management Model for Early Childhood Literacy Ida Farida; Rusijono Rusijono; 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.2.4.280

Abstract

Objective: The aim of the research was to develop and evaluate a POAC-Based Educational Management Model for literacy development in early childhood education and to assess its effectiveness and feasibility. Method: The study employed a Research and Development (R&D) approach using the ADDIE framework, integrating quantitative and qualitative methods. Data were collected through observations, interviews, questionnaires, documentation, reading journals, and expert validation, and analyzed using descriptive statistics and thematic analysis. Results:  The proposed model achieved a 91.9% validity score and demonstrated high implementation effectiveness, with 93.1% in RA Ma'arif and 87.5% in TK Melati. The findings show that systematic planning, effective stakeholder coordination, structured implementation, and continuous monitoring significantly enhanced literacy development and fostered a sustainable literacy culture. These outcomes indicate that management-driven literacy programs can improve educational quality by ensuring consistent and collaborative literacy practices, supporting the achievement of SDG 4, particularly in promoting inclusive and equitable quality learning opportunities. Novelty: This study introduces a POAC-Based Educational Management Model that conceptualizes literacy development as a management-driven process rather than solely an instructional activity. The model provides a practical and sustainable framework for strengthening literacy culture in early childhood education institutions.This management-oriented approach contributes to the literature by offering an innovative strategy for advancing SDG 4, particularly through improving the quality, effectiveness, and sustainability of literacy education in early childhood settings.
Family-Oriented School Culture for Student Well-Being in Indonesian Islamic Junior High Schools: Advancing Sustainable Development Goal 4 Zuhrotul Mufidah; Erny Roesminingsih; Karwanto Karwanto
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.281

Abstract

Objective: Student well-being has become an increasingly important indicator of educational quality; however, existing research has largely examined it through individual programmes or psychological interventions rather than as a product of school culture. This article investigates how Family-Oriented School Culture fosters student well-being in Islamic junior high schools. Method: A qualitative multisite case study was conducted in two Islamic junior high schools in Sidoarjo, Indonesia, using in-depth interviews, participant observation, and document analysis. Data were analysed through within-site and cross-site analysis, with triangulation employed to enhance credibility. Result: Analysis identified four interconnected dimensions of Family-Oriented School Culture: (1) a family-like school climate, (2) emotional and spiritual support, (3) collective character development, and (4) non-academic support systems. Together, these dimensions formed an integrated organizational culture that strengthened students' sense of belonging, emotional security, responsibility, empathy, discipline, and interpersonal relationships. Positive character and well-being developed simultaneously through sustained interactions among teachers, students, families, and the wider school community rather than through isolated support programmes. Novelty: By conceptualizing Family-Oriented School Culture as an organizational mechanism for student well-being, the article extends existing literature that primarily emphasizes individual interventions and school climate as separate constructs. The proposed framework offers practical guidance for school leaders in developing safe, inclusive, supportive, and family-oriented educational environments that contribute to student well-being and the achievement of Sustainable Development Goal 4.
IMPLEMENTATION OF THE 7 HABITS OF GREAT INDONESIAN CHILDREN (7KAIH) MOVEMENT IN BOARDING SCHOOLS Aan Khoirul Abidin; Karwanto Karwanto; Ima Widiyanah
Leadership:Jurnal Mahasiswa Manajemen Pendidikan Islam Vol 7 No 2 (2026): Juni
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/leadership.v7i2.5075

Abstract

This study aimed to analyze the implementation of the Seven Habits of Great Indonesian Children (7KAIH) Movement in boarding-based junior high schools, focusing on SMP Al Anwari and SMP Kader Adz Dzikra Banyuwangi. A qualitative approach with a multisite case study design was employed to understand the implementation process, management patterns, and factors influencing the success of the program at each site. Data were collected through observation, interviews, and documentation, then analyzed through data reduction, data display, and cross-site conclusion drawing. The findings showed that the implementation of 7KAIH in both schools was relatively effective, but with different strengths. SMP Al Anwari was stronger in integrating the program into boarding activities, developing operational work plans, controlling evening study time, and conducting regular evaluations. Meanwhile, SMP Kader Adz Dzikra was stronger in formal monitoring, human resource support, boarding facilities, nutrition management, and a wider range of social and sports activities. The habits most successfully developed in both sites were congregational prayer, learning activities, and social engagement, while waking up early and going to bed early remained the main challenges. These findings indicate that the success of 7KAIH implementation in boarding-based schools is strongly determined by policy integration, role modeling, organization, and consistent supervision. Keywords: 7KAIH; character education; boarding school; policy implementation; Multisite case study.   Abstrak Studi ini menelaah implementasi program 7 Kebiasaan Anak Indonesia Hebat (7KAIH) di sekolah menengah pertama berbasis asrama, dengan fokus pada SMP Al Anwari Banyuwangi dan SMP Kader Adz Dzikra Banyuwangi. Dengan pendekatan kualitatif dan desain studi kasus multisitus, penelitian ini mengeksplorasi bagaimana program tersebut direncanakan, dilaksanakan, diorganisasi, diawasi, dievaluasi, serta dialami di kedua institusi. Data dikumpulkan melalui observasi, wawancara, dokumentasi, dan diskusi kelompok terarah, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan lintas situs. Temuan menunjukkan bahwa implementasi 7KAIH di kedua sekolah umumnya efektif, namun masing-masing memiliki kekuatan yang berbeda. SMP Al Anwari lebih unggul dalam mengintegrasikan program ke dalam rutinitas asrama, menyiapkan rencana kerja operasional, mengontrol belajar malam, serta melakukan evaluasi rutin. SMP Kader Adz Dzikra lebih kuat dalam pemantauan terstruktur, dukungan sumber daya manusia, fasilitas asrama, manajemen gizi, serta variasi kegiatan sosial dan olahraga. Kebiasaan yang paling berhasil dibangun di kedua sekolah adalah ibadah berjamaah, kebiasaan belajar, dan partisipasi sosial, sementara bangun pagi dan tidur lebih awal tetap menjadi tantangan utama. Temuan ini menyarankan bahwa efektivitas implementasi 7KAIH di sekolah berasrama bergantung pada integrasi kebijakan, keteladanan, pengorganisasian, dan pengawasan yang konsisten. Keywords: 7KAIH, pendidikan karakter, sekolah berasrama, implementasi kebijakan, studi kasus multisitus
"We Are Family" for Promoting Student Wellbeing and Advancing SDG 4: A Multi-Site Case Study in Islamic Junior High Schools Zuhrotul Mufidah; 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.2.3.257

Abstract

Objective: To investigate how student wellbeing is realized in Islamic junior high schools, examine the implementation of the We Are Family (WAF) school culture program, identify the character outcomes generated through the program, and develop a conceptual model of a wellbeing-based school culture.  Method: A qualitative multi-site case study design was employed at two Islamic junior high schools in Sidoarjo. Data were collected through in-depth interviews, participatory observations, and document analysis involving principals, vice principals, program teachers, and students. The data were analyzed using the interactive model of Miles, Huberman, including data condensation, data display, and conclusion drawing, followed by cross-site analysis to identify convergent and divergent patterns. Results:  The findings reveal that student wellbeing is realized through four interconnected dimensions: academic, psychological, social, and spiritual wellbeing. The WAF program operates through a relational culture characterized by familial climate, emotional-spiritual support, collective character development, and school-family collaboration. The program contributes to the development of responsibility, empathy, value-based discipline, mutual respect, sense of belonging, and independence. Cross-site analysis further identifies six essential elements of a wellbeing-based school culture: values-based environment, transformational leadership, psychological safety, dialogic communication, developmental discipline, and school-family collaboration.  Novelty: Contributes to SDGs 4 by porposing the WAF School Culture Model and introduces spiritual wellbeing as a distinct fourth dimension of student wellbeing, extending existing wellbeing frameworks by integrating organizational culture, positive psychology, character education, and faith-based educational perspectives into a comprehensive school wellbeing framework.
Integrating School and Family Literacy to Foster Early Reading Habits: Evidence for SDG 4 from Indonesian Kindergartens Ida Farida; Rusijono Rusijono; 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.2.3.279

Abstract

Objective: This study aims to examine the implementation and outcomes of a School–Family Literacy Partnership model in fostering reading habits among children in early childhood education. It also investigates how the integration of school and family literacy practices supports sustainable reading habit formation. Method: A mixed-methods intervention design was employed involving two early childhood education institutions in Indonesia. Data were collected through observations, interviews, questionnaires, documentation, reading journals, and program evaluation records, and analyzed using descriptive statistics and thematic analysis. Results:  Integrating school literacy activities, home reading practices, parental involvement, monitoring, and reading recognition created a supportive literacy environment that strengthened children's reading engagement. Students achieved an average of 71 and 73 books per student, while program effectiveness reached 93.1% and 87.5%, indicating the important role of parental involvement in sustaining reading habits. Novelty: A School–Family Literacy Partnership Model is proposed to conceptualize reading habit formation as the outcome of coordinated interactions between school and family literacy environments. The model extends existing literacy interventions by emphasizing cross-context collaboration as a key mechanism for developing sustainable reading habits in early childhood education.
Advancing SDG 4 through Effective Governance: A POAC-Based Educational Management Model for Early Childhood Literacy Ida Farida; Rusijono Rusijono; 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.2.4.280

Abstract

Objective: The aim of the research was to develop and evaluate a POAC-Based Educational Management Model for literacy development in early childhood education and to assess its effectiveness and feasibility. Method: The study employed a Research and Development (R&D) approach using the ADDIE framework, integrating quantitative and qualitative methods. Data were collected through observations, interviews, questionnaires, documentation, reading journals, and expert validation, and analyzed using descriptive statistics and thematic analysis. Results:  The proposed model achieved a 91.9% validity score and demonstrated high implementation effectiveness, with 93.1% in RA Ma'arif and 87.5% in TK Melati. The findings show that systematic planning, effective stakeholder coordination, structured implementation, and continuous monitoring significantly enhanced literacy development and fostered a sustainable literacy culture. These outcomes indicate that management-driven literacy programs can improve educational quality by ensuring consistent and collaborative literacy practices, supporting the achievement of SDG 4, particularly in promoting inclusive and equitable quality learning opportunities. Novelty: This study introduces a POAC-Based Educational Management Model that conceptualizes literacy development as a management-driven process rather than solely an instructional activity. The model provides a practical and sustainable framework for strengthening literacy culture in early childhood education institutions.This management-oriented approach contributes to the literature by offering an innovative strategy for advancing SDG 4, particularly through improving the quality, effectiveness, and sustainability of literacy education in early childhood settings.
Family-Oriented School Culture for Student Well-Being in Indonesian Islamic Junior High Schools: Advancing Sustainable Development Goal 4 Zuhrotul Mufidah; Erny Roesminingsih; Karwanto Karwanto
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.281

Abstract

Objective: Student well-being has become an increasingly important indicator of educational quality; however, existing research has largely examined it through individual programmes or psychological interventions rather than as a product of school culture. This article investigates how Family-Oriented School Culture fosters student well-being in Islamic junior high schools. Method: A qualitative multisite case study was conducted in two Islamic junior high schools in Sidoarjo, Indonesia, using in-depth interviews, participant observation, and document analysis. Data were analysed through within-site and cross-site analysis, with triangulation employed to enhance credibility. Result: Analysis identified four interconnected dimensions of Family-Oriented School Culture: (1) a family-like school climate, (2) emotional and spiritual support, (3) collective character development, and (4) non-academic support systems. Together, these dimensions formed an integrated organizational culture that strengthened students' sense of belonging, emotional security, responsibility, empathy, discipline, and interpersonal relationships. Positive character and well-being developed simultaneously through sustained interactions among teachers, students, families, and the wider school community rather than through isolated support programmes. Novelty: By conceptualizing Family-Oriented School Culture as an organizational mechanism for student well-being, the article extends existing literature that primarily emphasizes individual interventions and school climate as separate constructs. The proposed framework offers practical guidance for school leaders in developing safe, inclusive, supportive, and family-oriented educational environments that contribute to student well-being and the achievement of Sustainable Development Goal 4.
Co-Authors Aan Khoirul Abidin Erny Roesminingsih Ida Farida Ima Widiyanah Rusijono Rusijono Zuhrotul Mufidah