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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.

Pelatihan Pelatih TOEFL ITP untuk Guru di Pondok Pesantren Bumi Shalawat Lutfi Saksono Saksono; Retno Wulan Dari; Ajeng Dianing Kartika; Karwanto Karwanto; Akbar Kuntardi Setiawan
ABISATYA : Journal of Community Engagement Vol. 4 No. 1 (2026): ABISATYA: Journal of Community Engagement
Publisher : Center for Community Service and Science and Technology Marketing - The Institute for Research and Community Service Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/abisatya.v4i1.53526

This community engagement program addressed the need to strengthen the capacity of teachers at Pondok Pesantren Bumi Shalawat Sidoarjo to serve as internal TOEFL ITP trainers. The program was conducted from September to October 2025 and involved 15 teachers. It employed a participatory training and mentoring approach through needs analysis, pre-test, workshops on TOEFL ITP sections, item analysis practice, lesson-plan development, microteaching, post-test evaluation, and follow-up planning. The results indicated measurable improvement. Participants’ understanding of TOEFL ITP increased from 75% before the program to 100% after the program, while teaching readiness increased from 35% to 80%. The development of training products, including lesson plans, practice materials, and follow-up plans, also improved by 50%. These results show that the program strengthened teachers’ conceptual understanding, pedagogical readiness, and institutional capacity to initiate an internal TOEFL ITP training program. The novelty of the program lies in its train-the-trainer orientation, which focuses on empowering teachers as local facilitators rather than preparing them merely as test takers. Overall, the program contributed to teacher empowerment and provided a practical foundation for sustainable TOEFL ITP support in Islamic boarding school settings.

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.

Strengthening Teacher Well-Being through Fitness and Counseling Training: Community Engagement at Sekolah Indonesia Makkah Abdul Hafidz; Lutfi Saksono; Syafi’ul Anam; Muhammad Sholeh; Muhammad Farid Ilhamuddin; Karwanto Karwanto
ABISATYA : Journal of Community Engagement Vol. 3 No. 2 (2025): ABISATYA: Journal of Community Engagement
Publisher : Center for Community Service and Science and Technology Marketing - The Institute for Research and Community Service Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/abisatya.v3i2.46233

Teacher well-being is a crucial determinant of educational quality, yet many educators particularly those working abroad. They face challenges that compromise their physical and psychological health. This community engagement program (PKM) conducted by Universitas Negeri Surabaya (Unesa) at Sekolah Indonesia Makkah (SIM), Saudi Arabia, aimed to enhance teacher wellness through integrated fitness and counselling training. Using a hybrid model that combined online lectures and offline practice, 23 teachers participated in structured physical exercise sessions, health education, and guidance and counselling workshops. Baseline assessments indicated that 78% of participants rarely engaged in exercise and 65% were dissatisfied with their physical condition. Post-intervention data revealed substantial improvements: 87% of teachers began exercising weekly, reported higher energy and motivation levels, and demonstrated greater awareness of wellness in teaching. Counselling competence also improved markedly, with 90% of participants able to apply preventive and developmental guidance strategies in classrooms. Qualitative feedback emphasized increased collegiality, emotional resilience, and a stronger sense of community, culminating in the establishment of a Teacher Fitness Club as a sustainable outcome. The study concludes that integrating physical and psychological well-being training strengthens teachers’ professional capacity, fosters holistic education, and exemplifies the transformative role of universities in global community partnership.

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.

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.

Strategi Kepala Sekolah dalam Upaya Mewujudkan Kemampuan Literasi dan Numerasi Siswa melalui Penerapan Budaya Mutu Sekolah (Studi Multisitus di SMP Negeri 2 dan SMP Negeri 3 Kota Madiun) Eryn Irsa Ningtyas; Karwanto Karwanto; Amrozi Khamidi
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 2 (2025): Mei - Agustus 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.2.2025.6096

Urgensi penelitian ini terletak pada pentingnya kepemimpinan sekolah dalam membangun ekosistem pembelajaran yang mendukung pencapaian target literasi dan numerasi nasional. Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan untuk mendeskripsikan strategi kepala sekolah dalam meningkatkan kemampuan literasi dan numerasi siswa melalui penerapan budaya mutu sekolah, serta menganalisis dampak penerapan budaya mutu terhadap peningkatan kedua kemampuan tersebut. Penelitian ini dilaksanakan di SMP Negeri 2 dan SMP Negeri 3 Kota Madiun dengan pendekatan kualitatif deskriptif. Teknik pengumpulan data dilakukan melalui wawancara mendalam, observasi partisipatif, dan dokumentasi. Hasil penelitian menunjukkan bahwa kepala sekolah menerapkan berbagai strategi berbasis budaya mutu, antara lain pembiasaan membaca 15 menit sebelum pelajaran dimulai, penguatan program Gerakan Literasi Sekolah (GLS), serta integrasi numerasi dalam mata pelajaran melalui pendekatan kontekstual. Selain itu, kepala sekolah juga membentuk tim mutu internal yang berperan dalam monitoring dan evaluasi program literasi dan numerasi secara berkala. Dampak dari strategi dan penerapan budaya mutu tersebut terlihat dari meningkatnya minat belajar siswa, partisipasi aktif guru dalam inovasi pembelajaran, serta hasil asesmen literasi dan numerasi siswa yang mengalami peningkatan signifikan. Penelitian ini merekomendasikan perlunya penguatan kolaborasi antara kepala sekolah, guru, dan orang tua dalam menumbuhkan budaya mutu yang berkelanjutan di lingkungan sekolah.

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