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Strengthening Parental Participation through School-Community-Parents Partnership in the G7KAIH Habituation Journal Masayu Rindang Bayu Kencana; Erny Roesminingsih; Nuphanudin Nuphanudin
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 1 (2026): January-April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i1.2045

This research aims to analyze the partnership communication strategy between the school and parents in supporting the G7KAIH Habituation Journal program at KB TK Cita Mandiri. The main objective is to create an adaptive communication strategy model to shift the role of parents from mere information recipients to active partners in their children's education. This study employs a qualitative design with a case study approach. Informant selection was conducted purposively, involving the school principal, teachers, school committee, parents, and external partners. Data collection was carried out through in-depth interviews and participatory observation, then analyzed using an interactive model (data condensation, data display, and drawing conclusions) along with triangulation and member checking to ensure data validity. The results indicate that low parental participation is often caused by time constraints and unclear instructions (roles). To overcome this, implementing two-way communication through digital platforms such as WhatsApp becomes an effective solution, provided it is supported by instructional communication that is clear, easy to understand, has detailed directions, and provides room for questions and answers. In conclusion, the planned and responsive utilization of communication technology serves not only as a means of delivering information but also as a measuring tool for learning continuity capable of bridging the gap in parental participation and forming a sustainable partnership ecosystem at the early childhood education (PAUD) level.

Optimizing the E-commerce Curriculum System in Higher Vocational Colleges from the Perspective of Industry-Education Integration Liang Baihan; Erny Roesminingsih; Nunuk Hariyati
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1352

The rapid expansion of the digital economy has increased pressure on higher vocational institutions to ensure that e-commerce curricula remain aligned with evolving industry demands. However, limited empirical attention has been given to how students perceive the optimization of the e-commerce curriculum system within the framework of industry-education integration. This study, therefore, aimed to examine students' perceptions of e-commerce curriculum optimization in a Chinese higher vocational education setting. A quantitative cross-sectional survey with a descriptive-exploratory orientation was employed. Data were collected from 32 students at Guangdong Province Huali Technician College, China, using a 30-item questionnaire measured on a five-point Likert scale. The instrument covered five dimensions: Current Curriculum Issues, School-Enterprise Collaboration, Curriculum Optimization, Teaching and Evaluation, and Safeguard Measures. Data were analyzed using descriptive statistics and Cronbach’s alpha. The results showed an overall mean of 3.672, indicating a moderately positive orientation toward curriculum reform. Safeguard Measures obtained the highest mean (3.953), followed by Curriculum Optimization (3.859), School-Enterprise Collaboration (3.703), and Teaching and Evaluation (3.667), while Current Curriculum Issues recorded the lowest mean (3.177). The overall instrument demonstrated excellent reliability (α = 0.921), although the Current Curriculum Issues subscale showed very weak internal consistency, so interpretations related to this dimension should be treated cautiously. Overall, the findings suggest that students perceive curriculum optimization primarily as a practice-oriented, institutionally supported reform process involving stronger enterprise collaboration, structured implementation mechanisms, and workplace-linked learning. As the study is exploratory and based on a single institutional context, it offers context-specific evidence for prioritizing institutionalized and practice-based reform in vocational e-commerce curricula.

Situational Leadership of Catholic Secondary School Principals in Enhancing School Achievement in Manokwari, West Papua: Contributing to SDG 4 Imanuel Tenau; Erny Roesminingsih; Karwanto Karwanto
Journal of Current Studies in SDGs Vol. 2 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.1.168

Objective: To analyze and describe the situational leadership styles of boarding school principals in improving school achievement at Senior High School Katolik Villanova and Senior High School Katolik Santo Arnoldus Janssen, focusing on how principals adapt leadership practices to the readiness of teachers and educational staff. Method: A qualitative approach with a multi-site study design was employed. Data were collected through in-depth interviews, participatory observation, and documentation, and analyzed using an interactive model of data reduction, data display, and conclusion drawing. Data validity was ensured through source, method, and time triangulation. Results: The findings revealed that principals implemented flexible situational leadership styles, including directing, coaching, supporting, and delegating, based on the competence and readiness of teachers and staff. Leadership extended beyond academic improvement to emphasize character formation, discipline, faith development, and communal life. Strategies such as strengthening teacher professionalism, school culture, student mentoring, and dormitory management contributed to improved academic and non-academic achievement and fostered a positive school climate. Novelty: Proposing a spiritual-oriented situational leadership model distinctive to Catholic boarding schools in West Papua by integrating faith formation, moral exemplarity, and pastoral practices into school leadership. The model contributes to SDG 4 (Quality Education) by promoting holistic student development through academic achievement, character formation, and spiritual growth.

Modern Seminary Education Management to Support SDG 4: A Case Study of Seminari Petrus Van Diepen, Southwest Papua Imanuel Tenau; Erny Roesminingsih; Karwanto Karwanto
Journal of Current Studies in SDGs Vol. 2 No. 2 (2026): June
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.2.170

Objective: To analyzes the situational leadership styles of boarding school principals in improving school achievement at Senior High School Katolik Villanova and Senior High School Katolik Santo Arnoldus Janssen. Method: A qualitative multi-site study was employed. Data were collected through in-depth interviews, participatory observation, and documentation, and analyzed using an interactive model involving data reduction, data display, and conclusion drawing. Data validity was ensured through triangulation. Results: The findings reveal that principals applied flexible situational leadership styles directing, coaching, supporting, and delegating according to teachers’ and staff members’ readiness. Leadership extended beyond academic management by integrating character formation, discipline, faith development, and community life, resulting in improved academic and non-academic achievement, teacher professionalism, and a collaborative school climate. Novelty: Proposesing a spiritually oriented situational leadership model that integrates faith formation, moral exemplarity, and pastoral practices into educational leadership. The model contributes to SDG 4 (Quality Education) by promoting holistic and character-based education and supports SDG 16 (Peace, Justice and Strong Institutions) through ethical leadership and values-based educational governance in Catholic boarding schools.

CREATIVE LIBRARY AS A CATALYST FOR STUDENTS' READING INTEREST IN KUNINGAN WEST JAVA Intan Darmayanti; Erny Roesminingsih; Sri Setyowati; Amrozi Khamidi; Mohammad Syahidul Haq; Kaniati Amalia
JIPI (Jurnal Ilmu Perpustakaan dan Informasi) Vol 10, No 2 (2025)
Publisher : Progam Studi Ilmu Perpustakaan UIN Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/jipi.v10i2.26114

This study aims to analyze the role of creative libraries as catalysts for students' reading interest by highlighting innovations in space design, literacy activities, and appreciation systems in two public schools in Kuningan, West Java. This study uses a qualitative descriptive approach with a multi-site case study design, involving key informants, namely librarians, teachers, and students. This study was conducted over six months of field data collection through observation, in-depth interviews, and documentation. Different from previous school literacy studies that focused solely on reading activities, this study introduces the "Creative Library as an Interactive Ecosystem" model, which positions the reading space as a dynamic system that drives intrinsic motivation. The findings indicate four main innovations: (1) spatial arrangement based on comfort and visual aesthetics, (2) routine and collaborative literacy activities, (3) creative literacy communities such as book clubs and theater, and (4) an inclusive appreciation system that fosters a sense of achievement. Theoretically, this research updates the understanding of reading behavior by referring to the Integrative Framework of Motivation in Education (Urhahne & Wijnia, 2023) and the Holistic Design of Learning Environments (Barrett et al., 2019), which emphasize the importance of autonomy, competence, and social connectedness in learning ecosystems. Practically, the resulting catalyst model provides a new direction for school literacy policy in Indonesia, developing libraries as participatory, aesthetic, and socially meaningful spaces.

Situational Leadership of Catholic Secondary School Principals in Enhancing School Achievement in Manokwari, West Papua: Contributing to SDG 4 Imanuel Tenau; Erny Roesminingsih; Karwanto Karwanto
Journal of Current Studies in SDGs Vol. 2 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.1.168

Objective: To analyze and describe the situational leadership styles of boarding school principals in improving school achievement at Senior High School Katolik Villanova and Senior High School Katolik Santo Arnoldus Janssen, focusing on how principals adapt leadership practices to the readiness of teachers and educational staff. Method: A qualitative approach with a multi-site study design was employed. Data were collected through in-depth interviews, participatory observation, and documentation, and analyzed using an interactive model of data reduction, data display, and conclusion drawing. Data validity was ensured through source, method, and time triangulation. Results: The findings revealed that principals implemented flexible situational leadership styles, including directing, coaching, supporting, and delegating, based on the competence and readiness of teachers and staff. Leadership extended beyond academic improvement to emphasize character formation, discipline, faith development, and communal life. Strategies such as strengthening teacher professionalism, school culture, student mentoring, and dormitory management contributed to improved academic and non-academic achievement and fostered a positive school climate. Novelty: Proposing a spiritual-oriented situational leadership model distinctive to Catholic boarding schools in West Papua by integrating faith formation, moral exemplarity, and pastoral practices into school leadership. The model contributes to SDG 4 (Quality Education) by promoting holistic student development through academic achievement, character formation, and spiritual growth.

Modern Seminary Education Management to Support SDG 4: A Case Study of Seminari Petrus Van Diepen, Southwest Papua Imanuel Tenau; Erny Roesminingsih; Karwanto Karwanto
Journal of Current Studies in SDGs Vol. 2 No. 2 (2026): June
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.2.170

Objective: To analyzes the situational leadership styles of boarding school principals in improving school achievement at Senior High School Katolik Villanova and Senior High School Katolik Santo Arnoldus Janssen. Method: A qualitative multi-site study was employed. Data were collected through in-depth interviews, participatory observation, and documentation, and analyzed using an interactive model involving data reduction, data display, and conclusion drawing. Data validity was ensured through triangulation. Results: The findings reveal that principals applied flexible situational leadership styles directing, coaching, supporting, and delegating according to teachers’ and staff members’ readiness. Leadership extended beyond academic management by integrating character formation, discipline, faith development, and community life, resulting in improved academic and non-academic achievement, teacher professionalism, and a collaborative school climate. Novelty: Proposesing a spiritually oriented situational leadership model that integrates faith formation, moral exemplarity, and pastoral practices into educational leadership. The model contributes to SDG 4 (Quality Education) by promoting holistic and character-based education and supports SDG 16 (Peace, Justice and Strong Institutions) through ethical leadership and values-based educational governance in Catholic boarding schools.

Character-Based Curriculum Management in Islamic Senior High Schools: A POAC Approach to Strengthening Student Character Anis Choirun Niswah; Ainur Rifqi; Erny Roesminingsih; Amrozi Khumaidi
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2488

This study aims to analyze the management of a character-based curriculum in an Islamic Senior High School using the Planning, Organizing, Actuating, and Controlling (POAC) management framework. A qualitative case study approach was employed to examine how character values are systematically integrated into the Independent Curriculum through curriculum planning, implementation, and evaluation. Data were collected from 20 participants, including teachers, vice principals, students, and parents, through in-depth interviews, participant observation, and document analysis. The data were analyzed using the interactive he support of NVivo 12. The findings indicate that character-based curriculum management was implemented effectively, achieving an overall effectiveness level of approximately 75%. Islamic values, including akhlakul karimah, discipline, and responsibility, were integrated through project-based learning, daily habituation, and pesantren-inspired activities. Nevertheless, the implementation faced challenges related to limited resources, insufficient teacher professional development, and the adaptation to post-pandemic hybrid learning. The study implies that continuous teacher training, digitalized character assessment systems, and stronger collaboration among school stakeholders are essential to enhance curriculum effectiveness and strengthen the Pancasila Student Profile with Rahmatan lil Alamin values.

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

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

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.

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