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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama
Erna Yayuk
Muhammadiyah University of Malang
Arts Humanities Education Social Sciences

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Implementing School Culture to Foster Character Education in Early Childhood Settings Elfa Yuliana Nasution; Erna Yayuk; Budiono Budiono
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i2.9822

Abstract

This study aimed to analyze the implementation of school culture in fostering character education at Kelompok Bermain ‘Aisyiyah in Kisaran, Asahan Regency, North Sumatra. A qualitative case study approach was employed, with data collected through observations, interviews, and documentation involving the principal, teachers, and children. Data were analyzed using data condensation, data display, and conclusion drawing techniques. The findings revealed that school culture was implemented through routine habituation, spontaneous activities, programmed activities, and teacher role modeling integrated into children’s daily learning experiences. These practices contributed to the development of character values, including religiosity, discipline, independence, responsibility, social care, politeness, communication skills, and patriotism, with religious and disciplinary values emerging as the most dominant. The implementation was supported by school leadership, teacher collaboration, parental involvement, a conducive learning environment, and character-based school procedures, while inconsistent implementation and limited reinforcement at home remained challenges. The study concludes that school culture serves as an effective medium for internalizing character values and promoting positive behavior among young children through continuous habituation, social interaction, and role modeling. This study contributes empirical evidence on the role of school culture in strengthening character education practices in early childhood settings
Academic Achievement in the Digital Age: Examining Gadget Use, Peer Support, and Teacher Competence Marlina Marlina; Erna Yayuk; Budiono Budiono
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i2.9840

Abstract

This study aimed to explore the role of gadget use, peer support, and teacher competence in students’ academic achievement at SDN 14 Moramo, South Konawe Regency, Southeast Sulawesi. A qualitative research approach was employed in this study. Participants were selected using purposive sampling, involving students from grades four to six as key informants and teachers and the school principal as supporting informants. Data were collected through semi-structured interviews, classroom observations, and documentation, and analyzed using an interactive data analysis model. The findings showed that gadget use supported learning by providing access to digital resources but could reduce concentration when used excessively for entertainment. Peer support improved motivation, confidence, and participation through collaborative learning activities, although it could become a distraction when uncontrolled. Teacher competence supported learning effectiveness through instructional strategies, classroom management, and continuous guidance. The study concludes that gadget use, peer support, and teacher competence collectively shape students’ learning experiences and academic achievement in elementary education.
Co-Authors Budiono Budiono Elfa Yuliana Nasution Marlina Marlina