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Dinda Febrianti Putri
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Integration of Teacher Exemplary Behavior in Character Education to Build A Globally Perspective Madrasah Generation Febriyanti Ghayatul Qushwa; Dinda Febrianti Putri; Hasan Jali
EDUCARE: Jurnal Ilmu Pendidikan Vol. 4 No. 1 (2025): January
Publisher : Yayasan Avicenna

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71392/ejip.v4i1.69

Abstract

This study aims to analyze the strategic role of teacher exemplary behavior in character education within madrasahs, with the goal of fostering a generation that upholds both local values and global perspectives. Employing a qualitative case study approach, data were gathered through in-depth interviews with teachers, students, and school administrators, along with observations and document analysis. Thematic and content analysis techniques were applied to derive key themes and patterns from the collected data. The findings indicate that teacher exemplarity significantly influences student character formation through three main factors: strategic interaction with students and parents, the formation of a value-driven school culture, and continuous professional development. Teachers who act as role models and maintain consistent communication with stakeholders contribute to a conducive moral environment. Moreover, the alignment of school vision, leadership, and teacher training plays a pivotal role in sustaining and enhancing character education practices.The implications of this research highlight the necessity of a holistic and collaborative approach to character education involving the entire school ecosystem. It suggests that educational policymakers should strengthen teacher capacity, encourage community involvement, and institutionalize cultural values to ensure the sustainability of character education in madrasahs. These insights are valuable for improving educational strategies aimed at producing ethically grounded and globally aware graduates.
School Zoning Policy Controversy In Elementary Education Dinda Febrianti Putri; Febriyanti Ghayatul Qushwa; Shahzadi Hina
EDUCARE: Jurnal Ilmu Pendidikan Vol. 3 No. 1 (2024): January
Publisher : Yayasan Avicenna

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71392/ejip.v3i1.70

Abstract

This study focuses on the education zoning policy implemented in Indonesia, intending to analyze its impact on equal access to education, parental perceptions, and the long-term quality of education. This policy is an essential issue because it can affect the distribution of students in schools and the quality of education services received by children in various regions. The purpose of this study is to evaluate the effectiveness of the zoning policy in improving access to education, understand parental perceptions of this policy, and analyze its long-term implications for the quality of education. The method used in this study is a qualitative approach with in-depth interviews with parents, teachers, and stakeholders in zoning schools. The data obtained were analyzed thematically to identify patterns and themes in the informants' responses. The summary of the conclusions of this study shows that the zoning policy has the potential to improve access to education. However, there are still challenges regarding the quality of teaching and facilities. Parental perceptions are generally positive, but there are concerns about the gap in quality between schools. These findings recommend increasing support for zoning schools to achieve the goal of more effective education equity.
Co-Authors Febriyanti Ghayatul Qushwa Hasan Jali Shahzadi Hina