Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Muradi
Universitas Padjadjaran, Bandung, Indonesia
Education Social Sciences Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
STREET-LEVEL ACTOR DYNAMICS IN THE IMPLEMENTATION OF CHARACTER EDUCATION POLICY: THE GAPURA PANCA WALUYA PROGRAM Lukman Hakim; Muradi; Neneng Yani Yuningsih
SOSIOEDUKASI Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i1.7604

Abstract

Character education constitutes a strategic public policy instrument for strengthening citizenship quality and social resilience. In Indonesia’s decentralized governance system, character education policy is translated into various regional initiatives, including the Gapura Panca Waluya Program in West Java Province. Although normatively formulated by the provincial government, the program’s implementation at the school level demonstrates varying outcomes and practices that do not always reflect its transformative objectives. This study aims to analyze the dynamics of street-level actors in the implementation of the Gapura Panca Waluya Program and to identify structural challenges and patterns of implementation across schools. The research employs a qualitative policy study design based entirely on secondary data. Data were collected from regional policy documents, official government reports, educational evaluation records, and relevant academic literature. Document analysis was conducted to examine policy narratives, actor roles, and the relationship between policy design and school-level practices. The findings reveal that principals and teachers play a central role in interpreting and operationalizing character education policy. However, broad discretionary space, uneven institutional capacity, and evaluation mechanisms emphasizing administrative compliance encourage ceremonial and symbolic implementation patterns. Variations across schools reflect the interaction between local discretion and regional policy design. The study concludes that effective character education policy depends not only on normative clarity but also on coherent policy design, substantive supervision, and sustained capacity strengthening at the school level.
Co-Authors Lukman Hakim Neneng Yani Yuningsih