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The Influence of Principal Transformational Leadership and Work Climate on Primary School Teacher Performance Nurbaeti; Nugraha Suharto; Asep Suryana
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3116

This study aims to analyze the influence of transformational leadership of school principals and work climate on the performance of elementary school teachers in Plered District, Purwakarta Regency. The transformational leadership of the principal is considered the main factor that can create an inspiring and supportive work environment, while a conducive work climate plays a role in increasing the motivation and productivity of teachers in carrying out their duties. This study uses a quantitative approach with a correlational survey method to analyze the relationship between the principal's transformational leadership, work climate, and teacher performance. The research was carried out in an elementary school in Plered District, Purwakarta Regency with a population of 273 teachers. The sample of 152 respondents was determined through proportional random sampling. The research variables included transformational leadership, work climate, and teacher performance. Data was collected using a Likert scale questionnaire that has been tested for validity and reliability. Data analysis was carried out through descriptive statistics, prerequisite tests, correlations, determination coefficients, hypothesis tests with ANOVA, and linear regression using SPSS. The descriptive results showed that the teacher's performance was in the Good category with a general tendency of strong professionalism. Transformational leadership is also in the Good category with strength in inspirational motivation, while the work climate is considered conducive and stable. In terms of influence, transformational leadership contributes significantly to teacher performance by 82.3%, the work climate affects 77.3%, and transformational leadership affects the work climate by 74.1%. Simultaneously, transformational leadership and work climate explain 86.1% of teacher performance variations. The implications of the study confirm the importance of strengthening visionary leadership, collaborative culture, and teacher participation in decision-making. Suggestions are given to the education office, supervisors, principals, teachers, academics, and researchers to develop coaching programs, reflective supervision, as well as improve professionalism and collaboration based on the needs of elementary schools on a sustainable basis.

Edification-Based Leadership Development: Integrating Behavioral and Managerial Design Change Future-Ready Elementary Schools Principals in Urban and Rural Settings Suryana, Asep; Sururi, Sururi; Suryadi, Suryadi; Suharto, Nugraha; Dikdik, Asep; Barlian, Iqbal Nugraha; Nurjannah, Siti
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2408

Purpose of the study: This study investigates how elementary school principals in urban and rural settings develop future-ready leadership through integrating behavioral and managerial design change dimensions within an edification-based framework to address digital transformation challenges in Indonesian elementary education. Methodology: A mixed exploratory qualitative design with component analysis was employed, using structured observations and interviews with contrasting questions. Ten elementary school principals from Bandung City and West Bandung Regency were selected via purposive sampling. Data were analyzed using ATLAS.ti software through systematic thematic coding of non-numerical textual data. Main Findings: Urban schools in Bandung City demonstrated higher digital adaptability, innovative supervision, and active professional development supported by adequate infrastructure and collaborative culture. Rural schools in West Bandung Regency exhibited conventional leadership patterns constrained by limited technology access. Two integrated leadership stages emerged: Behavior Design Change (digital leadership, open-mindedness, efficacy, foresight) and Managerial Design Change (network, digital organization, transition management, digital transformation, innovation strategy). Novelty/Originality of this study: This study introduces an edification-based leadership development framework integrating behavioral and managerial design change dimensions specifically for elementary school principals. It advances existing knowledge by providing empirical evidence of urban–rural digital leadership disparities in Indonesia and offering a contextualized, culturally-responsive model for developing future-ready school leaders.

Mapping the Intellectual Landscape of Collaborative Educational Supervision: A Bibliometric Review Rika Yosepa; Aan Komariah; Djam’an Satori; Nugraha Suharto
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 9, No 3 (2025): Vol. 9 No. 3 Juli 2025
Publisher : Universitas Negeri Malang

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Abstract: This study aims to map the intellectual landscape, thematic development, and research gaps in collaborative educational supervision through a bibliometric review of Scopus-indexed literature. Collaborative supervision has increasingly been discussed as an alternative to traditional hierarchical supervision because it emphasizes dialogue, shared responsibility, reflective inquiry, and professional learning. However, the development of this topic remains conceptually fragmented and has not been sufficiently mapped as a coherent field of educational research. This study employed a bibliometric analysis integrated with a narrative literature review. Data were collected from the Scopus database using the keywords “collaborative supervision” and “education” in the title, abstract, and keyword fields. After applying inclusion and exclusion criteria, 27 relevant documents published between 2000 and 2024 were analyzed. Bibliometric mapping was conducted using VOSviewer and Bibliometrix to examine publication trends, institutional and geographical contributions, keyword co-occurrence, and thematic structures, while the narrative review was used to interpret the conceptual and practical meanings of the most relevant studies. The findings show that scholarly attention to collaborative supervision has grown gradually since the early 2000s, with stronger development after the 2010s and publication peaks in 2003, 2015, and 2024. The United States appears as the most productive country, while institutional contributions remain dispersed, indicating that no single academic center dominates this field. Keyword analysis reveals several thematic clusters, including health professions education, clinical and fieldwork supervision, collaborative learning, teacher development, and professional identity formation. These findings indicate that collaborative supervision is an interdisciplinary concept applied across teacher education, higher education, social work, medical education, and allied health training. Nevertheless, the field still faces challenges related to inconsistent definitions, limited empirical validation, and underrepresentation of Global South contexts. The study concludes that collaborative supervision has strong potential to support professional development and sustainable educational improvement, but future research should develop clearer theoretical frameworks, expand comparative and longitudinal studies, and explore digital or hybrid supervision models. Keywords: collaborative supervision, educational supervision, teacher development, bibliometric analysis, professional learning

Quadrant-Based Analysis of Gross Enrollment Rate (GER) and Net Enrollment Rate (NER) for Mapping Educational Participation in North Sumatra Province, Indonesia (2020–2024) Nurhidayah, Kartini; Nurdin, Diding; Suharto, Nugraha; Kurniatun, Taufani C; Affandi, Nurdin
AFKARINA: Jurnal Pendidikan Agama Islam Vol 11, No 1 (2026): JUNI
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/afkarina.v11i1.15357

This study aims to analyze educational participation in North Sumatra Province at the primary, junior secondary, and senior secondary education levels during the period of 2020–2024 based on the indicators of Gross Enrollment Rate (GER) and Net Enrollment Rate (NER). The study employed a descriptive quantitative approach using a quadrant-based analysis method. Secondary data were obtained from the Central Statistics Agency (BPS) of Indonesia and analyzed by comparing the GER and NER of North Sumatra Province with national average indicators at each educational level and year of observation. The findings reveal that primary education consistently falls into Quadrant I (high GER and high NER), indicating broad and age-appropriate educational participation. Junior secondary education tends to fall into Quadrant III (relatively lower GER and high NER), reflecting effective participation among students within the ideal school-age group despite relatively limited overall access. Meanwhile, senior secondary education is categorized into Quadrant II (high GER and low NER), indicating age-grade distortion and delayed educational participation. The study concludes that educational participation at the primary level in North Sumatra has been relatively equitable and effective, while challenges remain at the secondary level, particularly regarding age-appropriate participation and continuity of educational access. These findings imply the importance of quadrant-based educational policies to improve equitable, inclusive, and sustainable educational participation.

Analisis Pengaruh Kompetensi Guru terhadap Peningkatan Hard Skills Siswa dalam Penerapan Project-Based Learning pada Mata Pelajaran Kejuruan di SMK Maya Yusti Fardian; Dedy Achmad Kurniady; Suryadi Suryadi; Nugraha Suharto
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 9, No 2 (2026): Volume 9 No 2 Juni 2026
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract: Vocational education plays a strategic role in preparing graduates with technical skills or hard skills that are relevant to the demands of the labor market and industrial transformation. In vocational high schools, Project-Based Learning (PjBL) is widely regarded as an effective learning approach because it enables students to develop practical competencies through direct involvement in designing, implementing, and evaluating real-world projects. However, the effectiveness of PjBL does not only depend on the learning model itself, but also on teachers’ competence in planning project activities, facilitating collaboration, integrating technology, and assessing students’ performance-based outcomes. This study aims to analyze the development of research on the relationship between teacher competence and the improvement of students’ hard skills in the implementation of PjBL in vocational subjects at vocational high schools. This study employed a bibliometric literature review approach using publication data from the Scopus database during the 2021–2026 period. A total of 30 relevant publications were analyzed using VOSviewer to map publication trends, keyword co-occurrence networks, author distribution, institutional affiliations, and country contributions. The findings show that vocational education appears as the central keyword connected to project-based learning, teacher competence, digital competence, vocational curriculum, and technology integration. The results also indicate that research in this field is still distributed across various authors and institutions, suggesting that the topic remains open for further development and collaboration. In terms of country distribution, Indonesia contributes the highest number of publications in the analyzed dataset, followed by Spain, Russia, and Thailand. This study concludes that teacher competence is a key factor in the successful implementation of PjBL for improving students’ technical skills in vocational education. Therefore, strengthening teachers’ pedagogical, professional, and digital competencies is essential to support effective project-based vocational learning. Keywords: teacher competence, project based learning, vocational education, hard skills, bibliometric analysis. Abstrak: Pendidikan kejuruan memiliki peran strategis dalam mempersiapkan lulusan yang memiliki keterampilan teknis atau hard skills yang relevan dengan kebutuhan pasar kerja dan transformasi industri. Pada jenjang Sekolah Menengah Kejuruan (SMK), Project-Based Learning (PjBL) dipandang sebagai salah satu pendekatan pembelajaran yang efektif karena memungkinkan siswa mengembangkan kompetensi praktis melalui keterlibatan langsung dalam merancang, melaksanakan, dan mengevaluasi proyek nyata. Namun, efektivitas PjBL tidak hanya ditentukan oleh model pembelajaran itu sendiri, tetapi juga oleh kompetensi guru dalam merancang aktivitas proyek, memfasilitasi kolaborasi, mengintegrasikan teknologi, serta menilai hasil belajar berbasis kinerja. Penelitian ini bertujuan untuk menganalisis perkembangan penelitian mengenai hubungan antara kompetensi guru dan peningkatan hard skills siswa dalam penerapan PjBL pada mata pelajaran kejuruan di SMK. Penelitian ini menggunakan pendekatan bibliometric literature review dengan data publikasi dari database Scopus pada periode 2021–2026. Sebanyak 30 publikasi yang relevan dianalisis menggunakan VOSviewer untuk memetakan tren publikasi, jaringan ko-kemunculan kata kunci, distribusi penulis, afiliasi institusi, dan kontribusi negara. Hasil penelitian menunjukkan bahwa kata kunci vocational education menjadi pusat jaringan yang terhubung dengan project-based learning, teacher competence, digital competence, vocational curriculum, dan technology integration. Temuan juga menunjukkan bahwa penelitian pada bidang ini masih tersebar pada berbagai penulis dan institusi, sehingga topik ini masih terbuka untuk dikembangkan melalui kolaborasi penelitian yang lebih luas. Berdasarkan distribusi negara, Indonesia menjadi negara dengan kontribusi publikasi terbanyak dalam dataset yang dianalisis, diikuti oleh Spanyol, Rusia, dan Thailand. Penelitian ini menyimpulkan bahwa kompetensi guru merupakan faktor kunci dalam keberhasilan implementasi PjBL untuk meningkatkan keterampilan teknis siswa pada pendidikan kejuruan. Oleh karena itu, penguatan kompetensi pedagogik, profesional, dan digital guru sangat penting untuk mendukung pembelajaran kejuruan berbasis proyek secara efektif. Kata kunci: kompetensi guru, project based learning, pendidikan kejuruan, hard skills, bibliometrik

Implementation Implementing JURASIC-Based Academic Supervision at SDN 1 Cilumber, West Bandung Regency Kartini Nurhidayah; Diding Nurdin; Nugraha Suharto; Taufani C Kurniatun; Nurdin
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 11 No. 2 (2026): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v11i2.399

Academic supervision is an important strategy for improving instructional quality and teacher professionalism in elementary schools. However, supervision practices often remain administrative and provide limited opportunities for reflective learning and professional growth. This study aimed to analyse the implementation of JURASIC-based academic supervision through reflective journaling and dialogic coaching at SDN 1 Cilumber, West Bandung Regency. A qualitative approach with an intrinsic case study design was employed. Participants included the principal and teachers involved in the JURASIC supervision program. Data were collected through in-depth interviews, classroom observations, reflective journals, and supervision documents, and were analysed using data reduction, data display, and conclusion drawing techniques, supported by source and method triangulation. The findings revealed that JURASIC-based supervision enhanced teachers’ reflective awareness, pedagogical competence, instructional planning, and classroom practices. Reflective journaling encouraged teachers to critically evaluate their teaching experiences and identify improvement strategies, while dialogic coaching facilitated constructive feedback, reflective dialogue, and collaborative problem-solving. In addition, the program contributed to the development of a collaborative professional learning culture within the school. Several challenges were identified, including limited supervision time, differences in teachers’ reflective writing abilities, and the need for consistent follow-up activities. The study concludes that integrating reflective journaling and coaching into academic supervision provides a contextual, reflective, and collaborative approach to strengthening teacher professionalism. Therefore, schools are encouraged to institutionalise reflective and coaching-based supervision as part of sustainable professional development programs

Hotspot Stres Pada Guru Sekolah Dasar: Analisis Faktor-Faktor Pemicu dan Implikasinya Terhadap Kesejahteraan Pendidikan Gilang Gumilang Dawous; Djam’an Satori; Munir Munir; Nugraha Suharto
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 7, No 4 (2024): Volume 7 No 4 Desember 2024
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um027v7i42024p588

Abstract: Stress and burnout among elementary school teachers in Indonesia are critical issues impacting not only the well-being of educators but also the quality of education delivered to students. This study identifies multiple factors contributing to teacher stress, including high workloads, administrative demands, frequent curriculum changes, and socio-economic challenges. The impact of the COVID-19 pandemic further exacerbated these issues by introducing new challenges, such as the sudden transition to remote learning. Using a descriptive quantitative approach, data were collected from 175 elementary school teachers in Garut Regency through a semantic differential scale to measure stress levels. The findings revealed that the curriculum is the primary source of stress for teachers, followed by gender, age, school accreditation, employment status, and the presence of "Sekolah Penggerak" (Movement Schools). Female teachers and those in the 25-35 age range experienced the highest stress levels, particularly in schools with lower accreditation. Additionally, honorary teachers faced significant stress due to job insecurity and insufficient income, highlighting socio-economic disparities within the teaching profession. The study underscores the urgency of addressing systemic issues, including providing robust professional development programs, enhancing teacher support systems, and ensuring equitable policies for all educators. Effective strategies to manage teacher stress must adopt a holistic approach, integrating institutional and individual interventions. By improving teacher well-being, schools can foster a more supportive environment that enhances both educator satisfaction and student learning outcomes. The study's insights contribute to the broader discourse on improving teacher retention and elevating the standards of education in Indonesia. Keywords: Teacher stress, burnout, elementary education, COVID-19 pandemic, curriculum, teacher well-being, Indonesia Abstrak: Stres dan burnout di kalangan guru sekolah dasar di Indonesia merupakan masalah krusial yang memengaruhi kesejahteraan tenaga pendidik sekaligus kualitas pendidikan yang diberikan kepada siswa. Penelitian ini mengidentifikasi berbagai faktor penyebab stres guru, seperti beban kerja yang tinggi, tuntutan administratif, perubahan kurikulum yang sering terjadi, serta tantangan sosial-ekonomi. Pandemi COVID-19 memperburuk situasi dengan menambahkan tantangan baru, seperti peralihan mendadak ke pembelajaran jarak jauh. Melalui pendekatan kuantitatif deskriptif, data dikumpulkan dari 175 guru sekolah dasar di Kabupaten Garut menggunakan skala diferensial semantik untuk mengukur tingkat stres. Hasil penelitian menunjukkan bahwa kurikulum menjadi sumber stres utama bagi guru, diikuti oleh faktor jenis kelamin, usia, akreditasi sekolah, status kepegawaian, dan status sekolah sebagai "Sekolah Penggerak." Guru perempuan dan mereka yang berada dalam rentang usia 25–35 tahun mengalami tingkat stres tertinggi, terutama di sekolah dengan akreditasi rendah. Selain itu, guru honorer menghadapi stres yang signifikan akibat ketidakpastian pekerjaan dan pendapatan yang tidak mencukupi, menyoroti kesenjangan sosial-ekonomi dalam profesi ini. Studi ini menekankan pentingnya mengatasi isu-isu sistemik, termasuk menyediakan program pengembangan profesional yang memadai, memperkuat sistem dukungan bagi guru, serta memastikan kebijakan yang adil bagi seluruh tenaga pendidik. Strategi efektif untuk mengelola stres guru harus mengadopsi pendekatan holistik yang mencakup intervensi institusional dan individual. Dengan meningkatkan kesejahteraan guru, sekolah dapat menciptakan lingkungan kerja yang lebih mendukung, yang pada akhirnya meningkatkan kepuasan pendidik dan hasil belajar siswa. Temuan penelitian ini memberikan kontribusi pada wacana yang lebih luas tentang upaya mempertahankan guru dan meningkatkan standar pendidikan di Indonesia. Kata kunci: Stres guru, burnout, pendidikan dasar, pandemi COVID-19, kurikulum, kesejahteraan guru, Indonesia

The influence of servant leadership on school quality through collaborative supervision and teacher performance Yosepa, Rika; Komariah, Aan; Satori, Djam’an; Suharto, Nugraha
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 2 (2026): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i2.57935

This research examines the influence of servant leadership on school quality by analyzing the mediating roles of collaborative supervision and teacher performance. This research employed a quantitative explanatory research design involving 41 respondents. The data were collected using a 71-item questionnaire measuring servant leadership, collaborative supervision, teacher performance, and school quality. Meanwhile, the data analysis was conducted through validity and reliability testing using SPSS and structural model analysis using SmartPLS 4 with bootstrapping of 5,000 subsamples. The results indicate that servant leadership significantly influences collaborative supervision and school quality. Collaborative supervision significantly affects teacher performance and mediates the relationship between servant leadership and teacher performance. In addition, teacher performance significantly contributes to school quality; however, its mediating effect between collaborative supervision and school quality, and the serial mediation pathway were not supported.

Analisis Pengaruh Kompetensi Guru terhadap Peningkatan Hard Skills Siswa dalam Penerapan Project-Based Learning pada Mata Pelajaran Kejuruan di SMK Maya Yusti Fardian; Dedy Achmad Kurniady; Suryadi Suryadi; Nugraha Suharto
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 9, No 2 (2026): Volume 9 No 2 Juni 2026
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract: Vocational education plays a strategic role in preparing graduates with technical skills or hard skills that are relevant to the demands of the labor market and industrial transformation. In vocational high schools, Project-Based Learning (PjBL) is widely regarded as an effective learning approach because it enables students to develop practical competencies through direct involvement in designing, implementing, and evaluating real-world projects. However, the effectiveness of PjBL does not only depend on the learning model itself, but also on teachers’ competence in planning project activities, facilitating collaboration, integrating technology, and assessing students’ performance-based outcomes. This study aims to analyze the development of research on the relationship between teacher competence and the improvement of students’ hard skills in the implementation of PjBL in vocational subjects at vocational high schools. This study employed a bibliometric literature review approach using publication data from the Scopus database during the 2021–2026 period. A total of 30 relevant publications were analyzed using VOSviewer to map publication trends, keyword co-occurrence networks, author distribution, institutional affiliations, and country contributions. The findings show that vocational education appears as the central keyword connected to project-based learning, teacher competence, digital competence, vocational curriculum, and technology integration. The results also indicate that research in this field is still distributed across various authors and institutions, suggesting that the topic remains open for further development and collaboration. In terms of country distribution, Indonesia contributes the highest number of publications in the analyzed dataset, followed by Spain, Russia, and Thailand. This study concludes that teacher competence is a key factor in the successful implementation of PjBL for improving students’ technical skills in vocational education. Therefore, strengthening teachers’ pedagogical, professional, and digital competencies is essential to support effective project-based vocational learning. Keywords: teacher competence, project based learning, vocational education, hard skills, bibliometric analysis. Abstrak: Pendidikan kejuruan memiliki peran strategis dalam mempersiapkan lulusan yang memiliki keterampilan teknis atau hard skills yang relevan dengan kebutuhan pasar kerja dan transformasi industri. Pada jenjang Sekolah Menengah Kejuruan (SMK), Project-Based Learning (PjBL) dipandang sebagai salah satu pendekatan pembelajaran yang efektif karena memungkinkan siswa mengembangkan kompetensi praktis melalui keterlibatan langsung dalam merancang, melaksanakan, dan mengevaluasi proyek nyata. Namun, efektivitas PjBL tidak hanya ditentukan oleh model pembelajaran itu sendiri, tetapi juga oleh kompetensi guru dalam merancang aktivitas proyek, memfasilitasi kolaborasi, mengintegrasikan teknologi, serta menilai hasil belajar berbasis kinerja. Penelitian ini bertujuan untuk menganalisis perkembangan penelitian mengenai hubungan antara kompetensi guru dan peningkatan hard skills siswa dalam penerapan PjBL pada mata pelajaran kejuruan di SMK. Penelitian ini menggunakan pendekatan bibliometric literature review dengan data publikasi dari database Scopus pada periode 2021–2026. Sebanyak 30 publikasi yang relevan dianalisis menggunakan VOSviewer untuk memetakan tren publikasi, jaringan ko-kemunculan kata kunci, distribusi penulis, afiliasi institusi, dan kontribusi negara. Hasil penelitian menunjukkan bahwa kata kunci vocational education menjadi pusat jaringan yang terhubung dengan project-based learning, teacher competence, digital competence, vocational curriculum, dan technology integration. Temuan juga menunjukkan bahwa penelitian pada bidang ini masih tersebar pada berbagai penulis dan institusi, sehingga topik ini masih terbuka untuk dikembangkan melalui kolaborasi penelitian yang lebih luas. Berdasarkan distribusi negara, Indonesia menjadi negara dengan kontribusi publikasi terbanyak dalam dataset yang dianalisis, diikuti oleh Spanyol, Rusia, dan Thailand. Penelitian ini menyimpulkan bahwa kompetensi guru merupakan faktor kunci dalam keberhasilan implementasi PjBL untuk meningkatkan keterampilan teknis siswa pada pendidikan kejuruan. Oleh karena itu, penguatan kompetensi pedagogik, profesional, dan digital guru sangat penting untuk mendukung pembelajaran kejuruan berbasis proyek secara efektif. Kata kunci: kompetensi guru, project based learning, pendidikan kejuruan, hard skills, bibliometrik

Fenomenologi pembelajaran personal berbasis komunitas untuk pendidikan karakter Luthfi Audia Pribadi; Dedy Achmad Kurniady; Suryadi Suryadi; Nugraha Suharto
Curricula: Journal of Curriculum Development Vol. 5 No. 1 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i1.206

This research stems from the need for a learning model that not only emphasizes cognitive aspects but also integrates affective, moral, and spiritual dimensions holistically. This study aims to examine the personalized learning model through the Movement Community in Komunitas Musisi Mengaji (Komuji) to strengthen character education within values- and community-based education. The research employed a qualitative, phenomenological approach. Data were collected through in-depth interviews, participant observation, and documentation of community activities, and were then analyzed thematically. The results show that Komuji functions as a personalized, community-based learning space in which character values such as integrity, empathy, responsibility, discipline, and spirituality are internalized through collaborative activities, including mentoring, reflection on values, and social projects. The learning process is reflective, relational, and existential, fostering students' self-awareness and intrinsic motivation for moral behavior. This research contributes to the development of the Community-Based Personalized Character Learning (CBPCL) model, which emphasizes that personalized learning can be achieved collectively through meaningful community interactions and offers practical implications for educators and curriculum developers in designing learning strategies that are contextual, humanistic, and rooted in life values.

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