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All Journal Risâlah, Jurnal Pendidikan dan Studi Islam al-Afkar, Journal For Islamic Studies Edukasi Islami: Jurnal Pendidikan Islam Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Journal on Education Pedagonal : Jurnal Ilmiah Pendidikan Jurnal Pendidikan dan Konseling Dinasti International Journal of Education Management and Social Science RESLAJ: RELIGION EDUCATION SOCIAL LAA ROIBA JOURNAL Didaktik : Jurnal Ilmiah PGSD STKIP Subang Didaktika: Jurnal Kependidikan Journal of Science and Education (JSE) Journal of Research in Social Science and Humanities An-Nidzam : Jurnal Manajemen Pendidikan dan Studi Islam JURNAL PENDIDIKAN INDONESIA: Teori, Penelitian, dan Inovasi Journal of General Education and Humanities Educatoria : Jurnal Ilmiah Ilmu Pendidikan Jurnal Manajemen Pendidikan Islam JUMANDIK Jurnal Manajemen & Pendidikan Jurnal Pendidikan dan Sosial Humaniora Algebra : Jurnal Pendidikan Sosial dan Sains
Sri Handayani
Universitas Islam Nusantara
Religion Arts Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Physics Social Sciences Other

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Pengembangan Budaya Literasi Sekolah sebagai Upaya Meningkatkan Keterampilan Membaca dan Menulis Siswa dalam Pembelajaran Bahasa Indonesia di SMP Gerry Pratama; Eva Dianawati Wasliman; Sri Handayani
Educatoria : Jurnal Ilmiah Ilmu Pendidikan Vol. 6 No. 1 (2026): January
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/educatoria.v6i1.998

Abstract

This study aims to analyze the implementation of school literacy culture and its impact on improving students' reading and writing skills in Indonesian learning at the junior high school level. The research uses a descriptive qualitative approach. Data was collected through learning observations, interviews with school principals, Indonesian teachers, and students, and document analysis. The results of the study show that the implementation of literacy programs that are managed in a planned and systematic manner, such as fifteen-minute reading activities, the development of literacy corners in various school locations, library optimization, and writing guidance, are able to improve students' reading and writing skills. Improvements can be seen in the ability to understand texts, find main ideas, analyze the structure and language of the text, and arrange writing sequentially and logically. The success of the literacy program is influenced by the strong leadership of the principal as a policy maker, motivator, supervisor, and initiator of cooperation, the pedagogical commitment of teachers, the availability of adequate facilities, and the active participation of parents and the school community. Supporting factors include the commitment of the principal and teachers, the support of parents and school committees, a conducive school environment, and adequate facilities. Inhibiting factors include challenges in the consistency of program implementation, limited book collections, differences in student motivation, limited time and budget, and competition with gadgets. This research emphasizes the importance of strengthening school literacy culture as part of education management to improve the quality of Indonesian learning in junior high schools.
Implementasi Gerakan Tujuh KAIH pada Kurikulum Merdeka untuk Penguatan Karakter Peserta Didik Sekolah Dasar Teti Nurhasanah; Eva Dianawati Wasliman; Sri Handayani
Educatoria : Jurnal Ilmiah Ilmu Pendidikan Vol. 6 No. 1 (2026): January
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/educatoria.v6i1.1014

Abstract

This study aims to analyze the implementation of the Seven KAIH Movement (Habits of Great Indonesian Children) in strengthening the character of students at Cangkuang Elementary School, Majalaya District, Bandung Regency. This program is a positive habit-building initiative designed to shape the moral foundation of elementary school students through seven core values. The research method used was descriptive qualitative with a case study approach. Data collection was conducted through observation, interviews, and documentation of the school community at Cangkuang Elementary School. Data analysis included data reduction, presentation, and conclusion drawing. The results indicate that the implementation of the Seven KAIH Movement was carried out through integration into daily activities, teacher role models, and habit-based supervision. This program has been proven to have a significant impact on improving student discipline, independence, and polite behavior. Although there were challenges in consistent supervision outside of school, collaboration between teachers and parents was a key factor in the program's success. This study concludes that the Seven KAIH Movement is an effective instrument for internalizing character values ​​if implemented systematically and sustainably.
Implementasi Strategi Pembelajaran Berbasis Taksonomi SOLO untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Geografi (Studi Kasus di SMAN 25 Bandung) Jajang Sudrajat; Sri Handayani; Eva Dianawati Wasliman
Educatoria : Jurnal Ilmiah Ilmu Pendidikan Vol. 6 No. 1 (2026): January
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/educatoria.v6i1.1017

Abstract

21st century education requires the development of Higher Order Thinking Skills (HOTS), especially critical thinking skills, but the achievement of Indonesian students is still relatively low. This study aims to examine the implementation of SOLO Taxonomy-based learning strategies in improving students' critical thinking skills in geography subjects at SMAN 25 Bandung. This study uses a qualitative approach with a case study design. The main informant consisted of two geography teachers. Data was collected through in-depth interviews, learning observations, and document analysis, then analyzed thematically using an interactive model. To strengthen the perspective of education administration, the findings were analyzed using the CIPP (Context, Input, Process, Product) model framework. The results of the study show that learning planning has been systematically prepared and directed at developing the quality of students' thinking. The organization of learning places teachers as facilitators and students as active subjects, even though it is not yet fully institutionalized in the school system. The implementation of learning encourages students to reach the level of relational and extended abstract thinking, although they still face time constraints and heterogeneity of abilities. The evaluation has used a SOLO taxonomy-based rubric, but it needs to be developed again as feedback. This study concludes that the SOLO Taxonomy-based learning strategy has the potential to improve students' critical thinking skills if supported by careful planning, structured organization, and integrative evaluation.
MAKNA BELAJAR BAGI PESERTA DIDIK PROGRAM MANDIRI PAKET C DI HOMESCHOOLING (Studi Fenomenologi di Homeschooling Bandung) Puji Ratna Dwi Utami; Sri Handayani; Eva Dianawati Wasliman
VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Vol 20 No 2 (2025): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal (In
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JIV.2002.3

Abstract

Education is a process of interpreting experience that plays an essential role in developing individuals’ potential, skills, and character. The Independent Paket C Program at Homeschooling Focus serves as a non-formal education alternative that emphasizes flexibility, personalized learning, and a learner-centered approach. This study aims to explore the meaning of learning as experienced by learners in the Independent Paket C Program using a phenomenological approach. This research addresses a gap in phenomenological studies on the independent Paket C program, which has been less explored compared to homeschooling in general. The findings contribute to improving the management of non-formal education and encourage flexibility-oriented policies in homeschooling. This study employed a phenomenological qualitative research design involving active learners, alumni, tutors, and the school principal as participants. Data were collected through non-participant observation, semi-structured interviews, and document analysis. Data analysis followed phenomenological stages, including horizontalization, thematic clustering, the development of textual and structural descriptions, and the formulation of the essence of learning experiences. Data trustworthiness was ensured through source and method triangulation, member checking, peer debriefing, and audit trails. The findings indicate that learners perceive learning as a process of self-development, goal attainment, character formation, and a meaningful and enjoyable learning experience. Flexibility in learning time, methods, and objectives, supported by supportive tutor–learner relationships and a psychologically safe learning environment, plays a significant role in shaping learners’ perceptions of learning. Furthermore, the study reveals positive attitudinal changes among learners, who developed from passive and less confident individuals into more independent, responsible, and intrinsically motivated learners. In conclusion, the Independent Paket C Program facilitates a humanistic, holistic, and adaptive learning process.  Keywords: The Meaning of Learning, Paket C Program, Homeschooling, Independent Program, Phenomenology.
Curriculum Management and Educational Assessment At the Master Program in Defense Industry, Defense University, Republic of Indonesia Susilo Wardoyo; Hanafiah Hanafiah; Sri Handayani
Journal of Research in Social Science and Humanities Vol 4, No 1 (2024)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/jrssh.v4i1.107

Abstract

This study aims to describe curriculum management and higher education assessment systems in producing quality college graduates. This study used descriptive qualitative methods, and data collection techniques through observation, interviews and documentation studies. Data analysis techniques use data validity tests with source tringulation. The results of the study show that the Curriculum Management and Educational Assessment System in the Master of Defense Industry Study Program of Unhan of the Republic of Indonesia in accordance with curriculum standards and higher education assessment systems through planning, organizing, implementing and supervising refer to the vision, mission and profile of graduates in attitudes, knowledge and skills. The conclusion and suggestion in this study is that curriculum planning and educational assessment systems in the Defense Industry Master Study Program of the Indonesian Defense University are carried out through systematic curriculum design, strict assessment standards, and comprehensive assessment instruments. Curriculum organization involves learning designs prepared by course lecturers, distribution of courses each semester, and assessment instruments applied to each subject. The implementation of the curriculum and assessment system refers to the standards of the learning process and assessment that have been set, including the academic calendar and the schedule of teaching and learning activities of each lecturer. Supervision of the curriculum and assessment system is carried out through lesson plans, supervision, reports on lecturer learning activities, academic and non-academic achievements of students, and comprehensive learning evaluation. Although the curriculum includes aspects of attitudes, knowledge, and skills, the assessment of non-academic skills such as soft skills and character needs to be considered as one of the development areas in the educational assessment system to improve the quality of graduates holistically.Keywords: Curriculum Management, Educational Assessment, Defense University of Republic of Indonesia
Manajemen pengembangan Lifeskill melalui Pelatihan Kecantikan Kulit di LKP Srimaya Bandung Dewi Rohimah; Sri Handayani; Eva Dianawati Wasliman
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2501

Abstract

The competency gap between vocational training graduates and industry needs remains a serious problem in Indonesia, indicating weak training program management in developing lifeskills relevant to labor market demands. This research aims to analyze the implementation of lifeskill development management through beauty skincare training at LKP SRIMAYA Bandung, focusing on planning, organizing, implementing, and controlling program functions. The study employs a qualitative approach with case study method, where data collection was conducted through in-depth interviews with managers, instructors, and trainees, direct observation of learning processes, and analysis of curriculum documents and standard operating procedures. The findings reveal that LKP SRIMAYA faces significant weaknesses in all four management functions, including curriculum planning that is unresponsive to industry developments, suboptimal resource organization with non-ideal supervision ratios and inadequate facilities, conventional learning implementation without structured industry partnerships, and absence of evaluation systems and tracer studies resulting in no continuous improvement mechanisms. These management weaknesses impact declining enrollment numbers and low graduate competitiveness. The research concludes that the effectiveness of vocational lifeskill development heavily depends on systematic and integrated management function implementation, and the necessity of strengthening managerial capacity of non-formal education institution managers to improve training program quality and relevance.ABSTRAKKesenjangan kompetensi antara lulusan pelatihan vokasional dengan kebutuhan industri masih menjadi permasalahan serius di Indonesia, yang mengindikasikan lemahnya manajemen program pelatihan dalam mengembangkan lifeskill yang relevan dengan tuntutan pasar kerja. Penelitian ini bertujuan menganalisis implementasi manajemen pengembangan lifeskill melalui pelatihan kecantikan kulit di LKP SRIMAYA Bandung dengan fokus pada fungsi planing, organizing, actuating, dan controling program. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus, dimana pengumpulan data dilakukan melalui wawancara mendalam dengan pengelola, instruktur, dan peserta pelatihan, observasi langsung proses pembelajaran, serta analisis dokumen kurikulum dan standar operasional prosedur. Hasil penelitian mengungkapkan bahwa LKP SRIMAYA menghadapi kelemahan signifikan pada keempat fungsi manajemen, meliputi perencanaan kurikulum yang tidak responsif terhadap perkembangan industri, pengorganisasian sumber daya yang tidak optimal dengan rasio pembimbingan tidak ideal dan fasilitas tidak memadai, pelaksanaan pembelajaran yang masih konvensional tanpa kemitraan industri terstruktur, serta ketiadaan sistem evaluasi dan tracer study yang menyebabkan tidak ada mekanisme perbaikan berkelanjutan. Kelemahan manajemen ini berdampak pada penurunan jumlah pendaftar dan rendahnya daya saing lulusan. Penelitian menyimpulkan bahwa efektivitas pengembangan lifeskill vokasional sangat bergantung pada implementasi fungsi manajemen yang sistematis dan terintegrasi, serta perlunya penguatan kapasitas manajerial pengelola lembaga pendidikan nonformal untuk meningkatkan kualitas dan relevansi program pelatihan.
Strategi Pengembangan Literasi Menulis Siswa SMP melalui Pendekatan Multiliterasi pada Kegiatan Antologi Cerpen Faridah Faridah; Eva Dianawati Wasliman; Sri Handayani
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2567

Abstract

The evolution of literacy concepts toward multiliteracies demands transformation of writing instruction in junior high schools; however, its implementation has not been systematically integrated with instructional management. This study aims to describe and analyze strategies for developing junior high school students' writing literacy through a multiliteracy approach in short story anthology writing activities, examined through the functions of planning, organizing, implementing, and evaluating instruction. The research employed a qualitative approach with a case study design at SMPIT Al Fitrah Bandung. Data were collected through classroom observations, semi-structured interviews with teachers and the school principal, and documentation studies of instructional materials and student work. Data analysis utilized the Miles, Huberman, and Saldaña model, comprising data reduction, data display, and conclusion drawing and verification. Findings reveal that multiliteracy strategies were implemented through pre-writing, writing, and post-writing stages by integrating various literacy modes (textual, visual, digital). Implementation of strategies managed through instructional management functions effectively improved writing quality, particularly in idea development, plot construction, accuracy of intrinsic elements, creativity, motivation, and students' confidence. This study confirms that integrating the multiliteracy approach with instructional management effectively enhances junior high school students' writing literacy and provides theoretical and practical contributions to Indonesian language instruction developmentABSTRAKPerkembangan konsep literasi menuju multiliterasi menuntut transformasi pembelajaran menulis di sekolah menengah pertama, namun implementasinya belum terintegrasi dengan pengelolaan pembelajaran yang sistematis. Penelitian ini bertujuan mendeskripsikan dan menganalisis strategi pengembangan literasi menulis siswa SMP melalui pendekatan multiliterasi pada kegiatan penulisan antologi cerpen, yang ditinjau dari fungsi perencanaan, pengorganisasian, pelaksanaan, dan evaluasi pembelajaran. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus di SMPIT Al Fitrah Bandung. Data dikumpulkan melalui observasi pembelajaran, wawancara semi-terstruktur dengan guru dan kepala sekolah, serta studi dokumentasi terhadap perangkat pembelajaran dan karya siswa. Analisis data menggunakan model Miles, Huberman, dan Saldaña yang meliputi reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa strategi multiliterasi diterapkan melalui tahapan pramenulis, menulis, dan pascamenulis dengan mengintegrasikan berbagai moda literasi (teks, visual, digital). Penerapan strategi yang dikelola berdasarkan fungsi manajemen pembelajaran terbukti meningkatkan kualitas tulisan, terutama pengembangan ide, alur, ketepatan unsur intrinsik, kreativitas, motivasi, dan kepercayaan diri siswa. Penelitian ini menegaskan bahwa integrasi pendekatan multiliterasi dengan manajemen pembelajaran efektif meningkatkan literasi menulis siswa SMP dan memberikan kontribusi teoretis serta praktis bagi pengembangan pembelajaran Bahasa Indonesia.
Persepsi Siswa dalam Penerapan Perubahan Jam Masuk Sekolah terhadap Pola dan Karakter Disiplin Siswa: Studi Fenomenologi Otong Karma; Eva Dianawati Wasliman; Sri Handayani
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2560

Abstract

Changes in school starting times are educational policies that directly affect students' daily routines and have the potential to shape disciplinary character through consistent habituation. Although extensive research exists on school start time policies, most studies employ quantitative approaches that inadequately capture students' subjective experiences. This study aims to deeply understand students' experiences in responding to changes in school starting times and to analyze their impact on the formation of discipline patterns and character at SMPN 38 Bandung. The study employed a qualitative approach with phenomenological methods involving six participants from various grade levels. Data were collected through in-depth interviews, observations, and documentation, then analyzed using phenomenological stages including bracketing, data reduction, and synthesis of experiential essence. Results indicate that students experienced three adaptation phases: an initial phase with significant obstacles including sleep pattern disruptions and transportation constraints that increased tardiness, a habit formation phase that reduced tardiness after two months, and a character internalization phase encompassing meaningful responsibility, independence, and adherence. This study concludes that changes in school starting times can serve as effective instruments for disciplinary character formation when managed through humanistic approaches that acknowledge students' subjective experiences, accompanied by dialogical socialization, adaptation support, and educative supervision.ABSTRAKPerubahan jam masuk sekolah merupakan kebijakan pendidikan yang berdampak langsung pada rutinitas harian peserta didik dan berpotensi membentuk karakter disiplin melalui pembiasaan konsisten. Meskipun telah banyak penelitian tentang kebijakan jam masuk sekolah, sebagian besar menggunakan pendekatan kuantitatif yang kurang mampu menggali pengalaman subjektif siswa. Penelitian ini bertujuan memahami secara mendalam pengalaman siswa dalam menghadapi perubahan jam masuk sekolah serta menganalisis dampaknya terhadap pembentukan pola dan karakter disiplin di SMPN 38 Bandung. Penelitian menggunakan pendekatan kualitatif dengan metode fenomenologis terhadap enam partisipan dari berbagai tingkatan kelas. Data dikumpulkan melalui wawancara mendalam, observasi, dan dokumentasi, kemudian dianalisis menggunakan tahapan fenomenologis meliputi bracketing, reduksi data, dan sintesis esensi pengalaman. Hasil penelitian menunjukkan siswa mengalami tiga fase adaptasi: fase awal dengan hambatan signifikan berupa gangguan pola tidur dan kendala transportasi yang meningkatkan keterlambatan, fase pembentukan kebiasaan baru yang menurunkan keterlambatan setelah dua bulan, dan fase internalisasi karakter berupa tanggung jawab, kemandirian, dan kepatuhan yang bermakna. Penelitian ini menyimpulkan bahwa perubahan jam masuk sekolah dapat menjadi instrumen efektif pembentukan karakter disiplin apabila dikelola dengan pendekatan humanis yang memperhatikan pengalaman subjektif siswa, disertai sosialisasi dialogis, pendampingan adaptasi, dan pengawasan edukatif.
Implementasi Kebijakan Budaya Literasi Bahasa Inggris sebagai Strategi Peningkatan Mutu Pembelajaran di SMPN 1 Teupah Barat Destianti Wulansari; Sri Handayani; Eva Dianawati Wasliman
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2528

Abstract

Improving the quality of learning in schools requires contextual and sustainable micro-policies. English literacy as a global competence is still narrowly understood as part of certain subjects and has not yet developed as a school culture. This study analyzes the implementation of English literacy culture policy as a strategy to improve learning quality at SMPN 1 Teupah Barat, covering the policy formulation process, implementation, and implications for learning quality. The study employed a qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews with the principal, teachers, and students, as well as documentation study. Data analysis was conducted thematically referring to Miles and Huberman's (2014) model while maintaining validity through source and method triangulation. The findings reveal that the policy was formulated simply with a focus on habituation of greeting and permission expressions. Implementation was carried out consistently in various school interaction contexts and has been internalized as an organizational culture. The policy positively impacts students' self-confidence, reduces language anxiety, and creates a conducive academic climate. This study concludes that the English literacy culture policy represents an effective micro-policy model in improving learning quality through transformational leadership, contextual design, and school culture management.ABSTRAKPeningkatan mutu pembelajaran di sekolah memerlukan kebijakan mikro yang kontekstual dan berkelanjutan. Literasi bahasa Inggris sebagai kompetensi global masih dipahami secara sempit sebagai bagian dari mata pelajaran tertentu, belum berkembang sebagai budaya sekolah. Penelitian ini menganalisis implementasi kebijakan budaya literasi bahasa Inggris sebagai strategi peningkatan mutu pembelajaran di SMPN 1 Teupah Barat, mencakup proses perumusan, pelaksanaan, dan implikasi kebijakan terhadap mutu pembelajaran. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam dengan kepala sekolah, guru, dan peserta didik, serta studi dokumentasi. Analisis data dilakukan secara tematik mengacu pada model Miles dan Huberman (2014) dengan menjaga keabsahan melalui triangulasi sumber dan metode. Hasil penelitian menunjukkan bahwa kebijakan dirumuskan secara sederhana dengan fokus pada pembiasaan ungkapan greeting dan permission. Implementasi dilakukan secara konsisten dalam berbagai konteks interaksi sekolah dan telah terinternalisasi sebagai budaya organisasi. Kebijakan berdampak positif terhadap peningkatan kepercayaan diri siswa, penurunan kecemasan berbahasa, dan pembentukan iklim akademik yang kondusif. Penelitian ini menyimpulkan bahwa kebijakan budaya literasi bahasa Inggris merepresentasikan model kebijakan mikro yang efektif dalam meningkatkan mutu pembelajaran melalui kepemimpinan transformasional, desain kontekstual, dan pengelolaan budaya sekolah.
Improving Midwifery Education: A Strategic Approach to Strengthening Character Development for Professional Excellence Kursih Sulastriningsih; Iim Wasliman; Rita Sulastini; Sri Handayani
Journal of Science and Education (JSE) Vol. 7 No. 1 (2026): September 2026
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v7i1.479

Abstract

Character education in midwifery is essential, as the profession demands not only academic competence but also ethical conduct in providing health services. Midwifery professionals must embody high integrity, empathy, professionalism, and the ability to maintain dignity. However, the integration of character education into midwifery education remains insufficient because of challenges, such as inadequate curriculum integration, limited teaching resources, lack of field experience, and ineffective character evaluation. This study utilizes George Robert Terry’s management principles and Thomas Lickona’s character education framework, alongside Ministry of Health standards, to analyze the management of Character Education Strengthening (CES) in improving graduate quality at the DIII Midwifery Program at Universitas Faletehan Banten and STIKes Widya Dharma Husada Tangerang. Using a qualitative case study approach, the data were collected through interviews, observations, and documentation. The results showed that systematic CES management, encompassing planning, organising, implementing, and evaluating, significantly enhances both the character and competence of midwifery graduates, aligning them with professional standards and ethics. Challenges such as limited human resources and resistance to character education integration can be addressed by enhancing lecturer training and raising awareness of its importance for community services. Therefore, operational standards for midwifery character education are essential for producing graduates who excel academically and possess strong professional ethics, benefiting both the profession and society.
Co-Authors Aang Abdullah Zein Abdus Salam Dz Ade Tutty R. Rosa Agus Hermawan Ahmad Yani Akhmad Maki Amruddin Amruddin Arbainsyah Arbainsyah Arman Paramansyah Asep Ikhwan Awaluddin Budi Setia Baskara Caca Danuwijaya Chamidi, Agus Salim Cucu Juhariah Dani Muhammad Jalil Deden Suhendi Destianti Wulansari Dewi Indrawaty Dewi Rohimah Dhita Annisa Fauzia Dian Anggraeni Dian Hidayati Dina Hairun Nissa Dini Lidinillah Drajat Eka Kurniawan Enok Nurhasanah Eva Dianawati Wasliman Eva Dianawati Wasliman Eva Dianawati Wasliman Eva Dianawati Wasliman Eva Dianawati Wasliman Faridah Faridah Feisal Leonard Fidya Arie Pratama Fitri Rachmiati Sunarya Gerry Pratama Hanafiah Hani Cahya Maulani Heri Heri Iim Wasliman Iis Farida Zein Irvan Kristivan Istanto Istanto Jajang Sudrajat Jonisar Jonisar Juwita Ramadani Fitria Khalifaturrahmah Khalifaturrahmah Kokom Komariah Kursih Sulastriningsih Kustati Kustati M Jalaluddin S Maria Placida Iwitiyu Maryam Maryam Masyudi Masyudi Miftahul Hadi Muhamad Akasah Muhammad Yunus Rangkuti Muhammad Zulfikar Nahdiyatul Husna Nana Herdiana Abdurahman Nenden Kurniati Nimas Maesaroh Nina Ambarawati Nur Endah Sariningsih Otong Karma Puji Ratna Dwi Utami Rasma Afifah Rica Agus Budiyanto Rita Sulastini Rita Sulastini Robian Henri Sifa Malihatul Husna Siti Mas'amah Sofyan Sauri Sofyan Tsauri Sri Mulyani Suharyanto H. Soro Suherman Suherman Supatmin Supatmin Susilo Wardoyo Syatiri Ahmad Teddy Suryana, Tentri Septiyani, Teti Nurhasanah Usep Setiawan Yogi Sugiyana Yohanes Aris Sri Sadono Yosal Iriantara Zainal Muhtar