Assyfa Journal of Islamic Studies, vol. 1 (1), pp. 121-129, 2023
Received 16 June 2023 / published 17 Dec 2023
https://doi.org/10.61650/ajis.v1i1.296

Implementation Strengthening
Education Character Student School
Al-Anwar's Foundations Through
School Culture
Anis Anisah
SD Negeri Al-Anwar Pasuruan, Indonesia
E-mail correspondence to: anisanisah31@admin.sd.belajar.id

Abstract
The nexus between education quality and the formation of quality
human resources underscored by the values of Karakul Karima is pivotal
in today’s world, where moral crises seem increasingly prevalent. The
research conducted at SDN Al-Anwar in Pasuruan City’s Panggungrejo
District for the academic year 2023/2024 delves into the intricate
relationship between school culture and character education. By
adopting a qualitative approach, this study illuminates how school
culture can be both a boon and a bane to developing students'
character, depending on its implementation. The findings of this
research are multi-faceted, revealing that implementing character
education through school culture requires a holistic approach. This
includes the customary practice of core values, role modelling by
teachers and staff, active stakeholder involvement, adherence to school
regulations, strategic school branding, literacy efforts, and
extracurricular activities. These components are vital in creating an
environment that nurtures character development. However,
challenges such as the varying capabilities of teachers in guiding and
motivating students, the complexity in measuring the success of
character value instillation, and the inconsistency of character
education between school and home environments pose significant
hurdles. Despite these obstacles, the study identifies critical supporting
factors that can enhance the effectiveness of character education.
These include the commitment of parents and teachers to instilling core
values, the availability of tools to monitor achievements, and the
consistent application of character education principles. The outcome
of successfully implementing character education is profound, resulting
in students who are not only academically competent but also embody
high moral integrity and noble character. This research underscores the
critical role of school culture in shaping the future generation. It
highlights the need for concerted efforts to overcome challenges and
maximize the benefits of character education.
Keywords:
Character, Culture, Education, Elementary School,
Implementation.

Introduction
Indonesia's commitment to nurturing a generation equipped
with commendable qualities and 21st-century skills underscores
the nation's strategic approach to education (Sutarman, 2020;

Syahrul, 2022; Tang, 2019). The Ministry of Education and Culture
of the Republic of Indonesia emphasizes the critical role of
character education as a cornerstone for human resource
development and, ultimately (Nurindarwati et al., 2022), the
foundation of national progress (Malini & Taufikin, 2023). This
perspective is not only pragmatic in addressing the current moral
crisis but also visionary in preparing students for the competitive
landscape of the future, particularly with the anticipation of
Indonesia's golden generation by 2045. The emphasis on the 4C
competencies—Critical Thinking and problem-solving (Misiaszek,
2020; Williams, 1981), Creativity (Mahagna et al., 2023),
Communication Skills (Amiyani, 2018), and Ability to Work
Collaboratively—highlights the need for a holistic development
approach that integrates intellectual and moral growth (Demir-Lira,
2020; Samad, 2021; Sourmelis, 2017).
The mechanisms for instilling character—through internalizing
values, habituation and repetition, exemplary actions, and
enforcing rules and discipline—reflect a comprehensive strategy to
cultivate integrity, morality, and a collaborative spirit among
students (Gadea-Blanco, 2016; Prawiyogi et al., 2023). This
approach resonates with the educational philosophy of Ki Hajar
Dewantoro, who envisioned schools as nurturing grounds for
moral, intellectual, and physical development (Jia, 2020; Mohamad,
2020; Ziliotto, 2016). By focusing on the simultaneous growth of
personality, thinking, and actions, Indonesian education aims to
produce well-rounded individuals who are academically proficient,
morally grounded, and socially responsible.
The emphasis on character education in Indonesia is a
testament to the country's recognition of the intricate link between
individual development and societal progress. By investing in its
youth's moral and intellectual growth, Indonesia is laying the
groundwork for a generation equipped to face the complexities of
the 21st century and committed to contributing positively to
society (Bílek, 2018; Huang, 2017; Zoumpourlis, 2020). As Indonesia
moves towards realizing the vision of the golden generation in
2045, the focus on strengthening character education will
undoubtedly play a pivotal role in shaping a resilient, innovative,
and ethical society.

© 2023 Anisah. (s). This is a Creative Commons License. This work is licensed under a Creative Commons AttributionNonCommertial 4.0 International License.

Anisah, Implementation Strengthening Education Character ... Assyfa Journal of Islamic Studies, 1 (1), 121-129, 2023
The implementation of character education within educational
institutions, particularly schools and madrasas, has emerged as a
critical agenda in many governments' educational policies. This
initiative transcends the traditional boundaries of moral education
by striving to instill positive habits and virtues in students, fostering
their cognitive, emotional, and behavioural development. The
essence of character education lies not merely in teaching students
the distinction between right and wrong but in nurturing a
comprehensive development that encourages students to
internalize and exhibit positive values in their daily lives. This
approach to education is underpinned by the belief that habit
formation plays a crucial role in developing a student's character,
as argued by (Jaya, 2022)

Character education is a fundamental aspect of a child's
development, shaping their personality, ethics, and behaviours as
they grow. At Al-Anwar Elementary School in Panggungrejo
Subdistrict, Pasuruan City, character education is not merely an
additional curriculum but an integral part of the school's ethos. The
school's vision and mission are crafted with a keen emphasis on
character education, aiming to mould students into well-rounded
individuals from an early age. This dedication to character
education reflects the school's commitment to academic excellence
and its students' moral and ethical development.
Al-Anwar Elementary School has adopted a comprehensive
approach to character education, integrating it into the academic
curriculum and students' daily activities. This approach aligns with
the cultural values of Indonesia, ensuring that students not only
excel academically but also embody the principles and values
cherished in Indonesian society. The school's efforts to instill good
habits and values in its students are evident in the school
environment, where respect, responsibility, and community service
are encouraged and practiced. These efforts testify to the school's
dedication to providing a holistic education that prepares students
for future challenges.

However, the path to realizing the goals of character education
is fraught with challenges, as evidenced by the persistence of issues
such as brawls, bullying, cheating, and a general decline in student
discipline and moral values. These problems underscore the
complexity of shaping young individuals' characters so that they
understand the concepts of good and evil and embody these ideals
in their conduct. Establishing a school or madrasa culture, as
Mulyasa advocated in 2016, aims to address these challenges by
cultivating an environment that promotes shared values,
behaviours, traditions, and habits among all educational
community members (Mulawarman, 2021). This culture is
envisioned to reflect the institution's identity, personality, and
public perception, fostering a conducive character development
atmosphere (Maftuhin, 2024; Rahmadhanitya, 2021; Sungkawati et
al., 2023).

The research interest in the character education practices at AlAnwar Elementary School underscores the importance of school
culture in developing character education programs. By examining
the implementation of character education at Al-Anwar,
researchers hope to gain insights into practical strategies for
integrating character education into school culture. This research
could be a valuable reference for other educational institutions
seeking to enhance their character education initiatives. Through a
detailed exploration of Al-Anwar Elementary School's approach, the
study aims to highlight the significance of aligning school culture
with character education goals to foster the development of
ethical, responsible, and well-rounded individuals.

Several strategies have been proposed to enhance the
effectiveness of character education, including integrating value
instillation into daily classroom routines and modelling exemplary
behaviour. Several strategies have been proposed to enhance the
effectiveness of character education, providing educational
opportunities that align with school customs and creating a
supportive school administration (Agius, 2020; Arifianto, 2021;
Yezli, 2020). Additionally, encouraging student participation in
extracurricular activities and providing ample opportunities for
literacy development are vital components of a holistic character
education program. These strategies, as outlined by Kemdikbud in
2018, are aimed at equipping students with the skills and
dispositions necessary to navigate the complexities of modern
society while upholding their moral and ethical values.

Method
A qualitative research approach plays a role in understanding
complex phenomena by exploring subjects' experiences, opinions
and behaviour in depth. This approach is critical in fields where
understanding human interaction and perception nuances is
critical. This research process can be seen in Figure 1 (Sugianto et
al., 2022, 2023).

Data
Collection

Drawing
Conclusio
ns

The research
process for a
qualitative
study

Data
Reduction

Data
Display

Figure 1. A qualitative research approach plays a role in understanding complex phenomena by exploring in depth
the experiences, opinions and behaviour of subjects

The research process for a qualitative study, as depicted in
Figure 1, proceeds in several carefully planned steps to ensure a
comprehensive exploration of the subject. These steps include Data

Collection, Data Reduction and Classification, Data Display, and
Conclusion Drawing, each serving a unique purpose in the holistic
qualitative data analysis.
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Anisah, Implementation Strengthening Education Character ... Assyfa Journal of Islamic Studies, 1 (1), 121-129, 2023
Data collection in qualitative research differs significantly from
quantitative methods because these methods focus on collecting
rich descriptive data, not numerical data. Techniques such as indepth interviews, field notes, memos, and document reviews
capture the complexity of the phenomenon under study (Afiyanto
& Winanti, 2022; Djuharni & Bezaliel, 2020; Khatib, 2022). This
method allows researchers to gather insights directly from
participants, offering a depth of understanding that numerical data
often cannot provide. The iterative nature of qualitative data
collection, in which researchers may ask follow-up questions to
clarify or expand initial responses, emphasizes this research
approach's interactive and dynamic nature (Shabir, 2018).

First, habituation is the primary key to character formation.
Daily activities teach students to internalize positive values such as
honesty, responsibility and respect. The example of teachers and
school staff is also significant (Loftus & Molenberghs, 2022;
Shadnam, 2011b). Students can learn the importance of good
character through their behaviour and actions. Involving interested
stakeholders, such as parents and the community, is also needed to
support school efforts in character education. Involving them in
school activities and building good communication can strengthen
the values taught.
Furthermore, implementing a strict and consistent school
discipline system helps students understand the importance of
discipline and compliance with rules. A strong school brand that
reflects the values and vision of character education is also essential
in building school identity and pride (Green, 2010; Taufik, 2022).
The literacy program focuses on reading and writing skills and
integrates values and character education through the material
taught. Extracurriculars, both academic and non-academic, are
another effective means of developing various aspects of student
character, such as teamwork, leadership and empathy.

Once the data is collected, the data reduction and classification
process begins, which aims to organize a large amount of data into
manageable categories for analysis (Mulyana, 2021; Tottoli, 2023).
This is followed by data display, a step that involves visualization or
structuring information to facilitate understanding and
interpretation. The final step, concluding, consists of synthesizing
the data to make appropriate statements regarding the research
question. The role of researchers is critical in this process, as they
must remain engaged and reflective, continually interpreting and
reinterpreting data based on new insights. This approach,
pioneered by Miles and Huberman, underscores the importance of
qualitative descriptive analysis in providing a detailed and nuanced
picture of the subject under study, ultimately enriching our
understanding of complex human experience.

The implementation of character education through school
culture at Al-Anwar Elementary School shows a solid commitment
to developing a young generation who is intellectually intelligent
and rich in character values. Through conditioning, role modelling,
stakeholder involvement, discipline, school branding, literacy, and
extracurricular activities, this school seeks to produce individuals
ready to face future challenges with integrity and strength of
character. Furthermore, the implementation of strengthening
character education through school culture at Al-Anwar Elementary
School is described as follows.

Results and Discussion
Results
Since its establishment in 2012, SD Al-Anwar has steadfastly
committed to integrating character education within its curriculum,
reflecting its foundation as an Islamic educational institution. The
school's dedication to fostering moral development is evident
through its comprehensive program that includes regular prayers
(Apriansyah & Syaputra, 2021; Shadnam, 2011a), memorization of
hadiths, and the daily reading of one juz of the Koran. This rigorous
spiritual regimen aims to instill basic moral principles in students,
ensuring that they grow in academic prowess and ethical integrity.

Strengthening character education at Anwar Elementary School
Character education at Anwar Elementary School is a
comprehensive approach that involves habituation, example, and
stakeholder engagement. Through a structured program of daily
and procedural habits, students are immersed in an environment
that promotes the development of moral and Islamic values. The
curriculum is designed to instill habits such as studying and reciting
the Quran, practicing Islamic teachings, and exhibiting school
discipline. These daily routines are complemented by programmed
habituation that includes a variety of Islamic practices and social
behaviours aimed at fostering a well-rounded individual. The
school's commitment to these values is evident in its detailed
habituation plan, carefully monitored and adjusted through
triangulation involving interviews, observations, and documentary
analysis.

The evolution of character education at SD Al-Anwar
demonstrates the school's adaptability and commitment to
maintaining relevance with national educational standards while
preserving Islamic values. Initially aligning its character education
framework with karakul Karima, the school seamlessly integrated
the 18 Character values introduced by the government, showcasing
a remarkable ability to blend religious principles with governmental
and educational policies. This flexibility was further evidenced
when the government streamlined these values into five main
character traits. SD Al-Anwar responded by refining its focus to four
central character values, a testament to its innovative approach to
education.

The role of teachers, staff, and school leaders as role models is
a critical component of character education at Anwar Elementary
School. Observations have shown that the behaviour of these
individuals significantly influences students. By demonstrating
exemplary behaviour in areas such as discipline, Islamic moral
values, and personal hygiene, the school staff sets a powerful
example for students to follow. This approach is further supported
by activities designed to reinforce these behaviours, such as
congregational prayers and promoting a reading culture. The
school's efforts to create a positive and conducive learning
environment are reflected in these practices, integral to the
curriculum's personal development goals.

SD Al-Anwar's tailored adaptation of character education, from
the broad framework of karakul karma to a more focused set of four
central values, underscores the school's dedication to producing
well-rounded individuals. This approach aligns with governmental
expectations and ensures that the essence of Islamic moral
teachings remains at the heart of the school's educational
philosophy. Through this balanced integration of religious values
and national character education standards, SD Al-Anwar continues
to foster an environment where students can thrive academically
and morally and be prepared to contribute positively to society.

Engaging stakeholders, particularly parents and guardians, is
critical to the success of Anwar Elementary School's character
education program. Recognizing families' vital role in reinforcing
character values, the school has developed tools to enable parents
to monitor and support their children's character development at
home (Feinberg, 2013). This collaborative approach ensures that
the values taught at school are reinforced in the home
environment, creating a consistent message about the importance
of character education. The partnership between the school,
parents, and other stakeholders, such as PIATA and the Department

The implementation of character education through school
culture at Al-Anwar Elementary School
Strengthening character education through school culture at AlAnwar Elementary School is a comprehensive strategy combining
various methods and approaches to develop student character. This
is a vital step in forming a person who excels academically and has
good moral strength and character.
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Anisah, Implementation Strengthening Education Character ... Assyfa Journal of Islamic Studies, 1 (1), 121-129, 2023
of Education and Culture, highlights a community-wide
commitment to nurturing students' moral and Islamic values
(Nuraeni, 2020; Swiecka, 2020), autonomy, and a sense of
community. Through these concerted efforts, Anwar Elementary
School aims to cultivate individuals who are not only academically
proficient but also morally grounded and socially responsible.

(Marsh & Sharpe, 2020; Saptanto & Dewi, 2020). The engagement
of parents and the wider community is also essential, as it creates
a consistent message about the value of character both within and
outside the school environment. Moreover, integrating character
education into the curriculum in a relevant way that resonates with
students' real-life experiences can significantly enhance its impact.

Anwar Elementary School is a beacon of holistic education,
integrating character education seamlessly into its curriculum and
extracurricular activities. By prioritizing values such as religiosity,
independence, and integrity, the school aims to excel academically
and cultivate individuals of strong character. The school's
adherence to its motto, "Excellence in Achievement Based on
Devoted Personality and Karimah morals," is evident in its rigorous
academic framework and commitment to instilling discipline and
religiosity among its students (Kawamura, 2021; Vamos, 2020). This
holistic approach has garnered the institution city-level accolades,
underscoring its success in melding academic excellence with moral
integrity.

In conclusion, balancing coercive and supporting factors is
delicate and requires careful navigation. For character education to
be truly effective, it must transcend mere compliance with external
pressures and be embraced by the school’s leadership, faculty,
students, and the broader community as a vital component of
education. By fostering a supportive environment and integrating
character education in meaningful ways, schools can develop
individuals who are not only academically competent but also
morally and ethically grounded (Amelia & Winanda, 2021; Myntti,
2021).
The challenges in implementing such programs are notable.
Strengthening character education through school culture is a
multifaceted endeavour that requires a deep understanding of the
potential obstacles and supporting factors. The challenges in
implementing such programs are notable. Firstly, the variability in
teachers’ abilities to effectively advise, influence, or motivate
students can significantly impact the uniformity and effectiveness
of character education across different classrooms. Secondly, the
lack of appropriate instruments to measure the success or failure of
character development initiatives makes it difficult to gauge
progress and make necessary adjustments (Ojeda, 2020; Sweeny,
2016). Finally, a discrepancy between the values and habits
promoted at school and those reinforced at home can create
confusion among students and hinder the internalization of desired
character traits.

Literacy activities at Anwar Elementary School serve as a
cornerstone for character education. Recognizing the importance
of reading and writing in academic success, the school has
instituted a daily 15-minute literacy segment. This initiative bolsters
students' academic abilities and nurtures values like curiosity,
sharing, tolerance, and respect for differing perspectives. Through
this, Anwar Elementary School ensures that character development
is not sidelined but is instead a fundamental aspect of the
educational journey, fostering a sense of responsibility and a wellrounded persona in its students.
Extracurricular activities at Anwar Elementary further enrich
the character education framework, offering students a broad
spectrum of opportunities to explore their interests and talents.
The school extends learning beyond the classroom by partnering
with local clubs and professionals in sports like badminton,
swimming, and pencak silat (Bottazzi, 2021; Li, 2020). This strategic
collaboration addresses logistical challenges such as space and
supervision and ensures a diverse and enriching extracurricular
program. Through these activities, Anwar Elementary School
empowers its students to pursue personal growth and
development while reinforcing the core values of its educational
philosophy, making it a model of comprehensive character
education.

On the flip side, the success of character education programs is
bolstered by several key supporting factors. Internally, a solid
commitment to the program, the availability of instruments to
monitor outcomes, and the consistent application of characterstrengthening techniques by teachers and students are crucial.
Externally, the commitment of parents or guardians to reinforcing
these character traits at home, along with the presence of rewards
or incentives for demonstrating positive character, significantly
enhances the effectiveness of these initiatives. These factors
ensure that character education is not confined to the school
environment but is supported through a collaborative effort
between the school and the home.

Strengthening character education in schools is a multifaceted
process influenced by various coercive and supporting factors.
Strengthening character education in schools is a multifaceted
process influenced by various coercive and supporting factors.
Understanding these factors is crucial for educators, policymakers,
and communities aiming to foster environments that promote
moral and ethical development among students.

School culture plays a pivotal role in shaping students'
personalities and reinforcing the impact of character education. By
creating a school environment that promotes respect,
responsibility, empathy, and integrity, educators can foster a sense
of belonging and community among students (Dimyati, 2020; Latif,
2022). This culture supports the internalization of positive character
traits and enhances students' academic achievements and wellbeing. To successfully implement more vital character education,
schools must navigate the challenges while leveraging the
supporting factors effectively. This ensures that the school culture
and the broader community are aligned to nurture well-rounded,
ethical individuals.

Coercive factors often stem from external and internal
pressures to conform to specific educational standards or societal
expectations. These may include legislative mandates requiring the
integration of character education into the curriculum, societal
demands for schools to address perceived declines in moral values,
or the educational institution's policies and expectations. While
these pressures can act as catalysts for implementing character
education, they may also lead to a more compliance-based
approach rather than fostering a genuine culture of character
development. Schools might focus on ticking boxes to meet
external requirements rather than embedding character education
into the fabric of school life, which can dilute its effectiveness.

The implementation of strengthening character education
within schools, particularly at the elementary level, as seen in Al
Anwar schools, is a pivotal factor in moulding the personalities and
behaviours of students. This initiative, deeply woven into the fabric
of school culture, not only aims to enhance academic achievements
but also to foster the holistic development of students, emphasizing
moral and ethical values. However, the journey towards achieving
a robust character education system is fraught with challenges and
requires a concerted effort from internal and external stakeholders
to overcome these obstacles.

On the other hand, supporting factors play a critical role in the
successful implementation of character education. These include
strong leadership from school administrators who are genuinely
committed to character education, the involvement of teachers
who are not only trained in delivering character education but also
passionate about its importance, and the creation of a supportive
school culture that values and rewards character development

One of the primary challenges in cultivating character
education lies in the disparity of teaching abilities among educators.
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Not all teachers possess the same skill level in advising, influencing,
or motivating students, which can lead to inconsistencies in the
delivery and effectiveness of character education. Furthermore, the
assessment of character development presents its own set of
difficulties due to the need for suitable instruments for evaluation.
This is compounded by the discrepancy between the values and
behaviours taught at school and those imparted by parents at
home, creating a fragmented foundation for character-building in
students.

essential but challenging endeavour. It is integral to shaping
students into well-rounded individuals who can contribute
positively to society. However, several compulsory factors must be
addressed to implement this initiative successfully.
Firstly, addressing the variability in teachers' abilities to guide,
influence, or motivate students is crucial. Not all educators possess
the same skill or natural talent for nurturing character
development. This disparity can lead to consistency in the delivery
and effectiveness of character education. Therefore, schools must
invest in comprehensive professional development programs that
equip all educators with the tools, strategies, and confidence
required to contribute to character education effectively. Such
programs could include workshops, mentoring, and collaborative
planning sessions that emphasize the role of educators in character
development.

Despite these challenges, significant supporting factors
contribute to the successful implementation of character
education. Internally, the commitment of teachers, the availability
of instruments to monitor program achievements, and consistency
in the application of character education principles by teachers and
students form a solid foundation for progress (Dimyati et al., 2020;
Woods, 2022). Externally, the involvement and commitment of
parents or guardians in reinforcing character values and
implementing rewards play a crucial role in supporting the
character education initiative. The synergy between these internal
and external factors is essential in shaping the school culture
towards one that prioritizes and effectively implements character
education, ultimately leading to the development of well-rounded
individuals.

Secondly, the challenge of assessing character development is
significant due to the need for appropriate instruments. Traditional
assessment methods may need to capture the nuances of character
growth effectively. To overcome this, schools could adopt a more
holistic approach to assessment, incorporating self-assessments,
peer reviews, and reflective practices. These methods can provide
a broader perspective on a student's character development,
highlighting areas of strength and opportunities for growth.

The implementation of strengthening character education within
schools is a nuanced process deeply embedded in the school's
culture.

Lastly, the discrepancy between the values taught at school and
those learned at home can create confusion and hinder the
character education process. Schools should actively engage with
parents and guardians to bridge this gap, fostering a collaborative
approach to character education. This could involve regular
communication, parent workshops, and community events that
promote shared values and behaviours. By aligning the efforts of
educators and parents, schools can create a consistent and
supportive environment for character development.

The implementation of strengthening character education
within schools is a nuanced process deeply embedded in the
school's culture. This culture plays a pivotal role as both a facilitator
and a barrier to the effective integration of character education. To
navigate this landscape, it's essential to identify and understand the
coercive and supporting factors inherent in the school
environment.

In conclusion, overcoming the obstacles in implementing
character education through school culture requires a
comprehensive and collaborative approach. By focusing on
professional development for educators, adopting holistic
assessment methods, and engaging with parents, schools can
create a conducive environment for effective character education.
This benefits the students and contributes to a more harmonious
and respectful society.

Coercive factors often manifest as resistance to change. This
resistance can stem from various sources, such as established
traditions, existing disciplinary strategies, and the prevailing
mindset among staff that academic achievements outweigh
character development. Additionally, the pressure of standardized
testing and curriculum demands can sideline character education
initiatives, viewing them as secondary or unnecessary. Overcoming
these coercive factors requires strong leadership, a clear vision of
the importance of character education, and a coherent strategy
that integrates character development seamlessly into the
academic curriculum and daily school life.

Results of Implementation of Strengthening Character Education
through School Culture Shaping the personality of educational
participants.
The implementation of strengthening character education
through developing school culture at Al-Anwar Elementary School
has significantly influenced its students' daily character and
behaviour. By fostering a culture that emphasizes high moral
standards, the school has successfully cultivated a student body
that understands the importance of ethics and lives by them. The
introduction of mental training programs aimed at building
character has been proven to have long-term benefits, even though
they may not be immediately visible. These programs encourage
students to consistently follow rules and regulations, fostering a
community where students look out for one another and are
committed to upholding values such as peace, truth, and integrity.

On the flip side, supporting factors can significantly enhance the
implementation of character education. A positive school culture,
where values such as respect, integrity, and empathy are taught
and embodied by all school community members, lays a strong
foundation. Engagement and buy-in from all stakeholders,
including teachers, parents, and students, are crucial. Teachers
need adequate training and resources to incorporate character
education effectively. Moreover, creating an environment that
celebrates diversity, encourages open dialogue, and fosters a sense
of belonging can enhance the receptivity towards character
education. Rather than treating it as an add-on, integrating
character education within the curriculum and extracurricular
activities promotes a more holistic approach to student
development.

Cultivating moral character through school culture has led
students to demonstrate integrity in various ways. Behaviors such
as empathy, humility, honesty, and self-confidence are consistently
encouraged, allowing students to develop a strong sense of self and
a deep understanding of justice. This focus on character education
ensures that students prioritize honesty and justice in all aspects of
their lives, acting by established moral standards. The emphasis on
integrity training encourages students to reflect on their actions
and make ethical decisions, positively impacting their personal
development and behaviour in everyday life.

The successful implementation of character education is
intricately linked to the school's culture. Schools can create an
environment where character education thrives by recognizing and
addressing the coercive factors while simultaneously nurturing and
capitalizing on the supporting factors. This requires a concerted
effort from all stakeholders to re-envision education as a tool for
holistic development, preparing students not just academically but
also as moral and socially responsible individuals.

The positive outcomes of this character education program

Implementing character education through school culture is an
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Anisah, Implementation Strengthening Education Character ... Assyfa Journal of Islamic Studies, 1 (1), 121-129, 2023
extend beyond the classroom. Students who distinguish right from
wrong serve as role models for their peers, creating a supportive
and ethical school environment. This peer-led reinforcement of
moral values strengthens the school's culture, making it a powerful
agent in shaping the personalities of its students. By prioritizing the
development of high ethical standards, Al-Anwar Elementary
School is enhancing the academic experience and preparing its
students for a successful and moral life beyond school. The
comprehensive approach to character education, embedded within
the school culture, is a testament to the long-term benefits of
instilling ethics and integrity in young learners.

development, the school provides an environment where students
can explore and realize their potential. As Welly Hartati articulates,
such an environment is instrumental in inspiring students and aiding
in realizing their capabilities. Through this comprehensive approach,
Al-Anwar Elementary School successfully leverages stakeholder
engagement and diverse educational strategies to foster a culture of
character, preparing its students for success in all facets of life.
Obstacles and Supporters for Implementing Strengthening
Character Education.
The implementation of character education, particularly at
institutions like Al-Anwar Elementary School, is influenced by myriad
factors that can hinder or support its effectiveness. A significant
obstacle identified is the compulsion factor, where the translation of
character values into tangible, measurable outcomes poses a
challenge. The ability of teachers to effectively communicate and
embody these values is crucial. Nevertheless, it is often complicated
by varying attention spans and the necessity of reinforcing these
lessons both in the educational setting and at home (Darmawati et
al., 2024). The research by Silvya et al. (2018) underscores the
importance of a holistic approach to character education that spans
beyond the confines of the classroom, involving not only formal
education but also informal interactions within families and the
broader community.

Discussion
Implementation of Strengthening Character Education Through
School Culture
Al-Anwar Elementary School stands as a beacon of character
education, rooted deeply in the belief that schools are pivotal in
shaping their students' moral and ethical foundations. With a
curriculum meticulously designed to weave character-building into
the fabric of daily school life, Al-Anwar does not merely educate; it
moulds. Daily habits and procedural plans for habituation underscore
the school's commitment to instilling virtuous behaviours and Islamic
teachings. From reciting the Quran to the practice of sadaqah and
infaq, every aspect of the school day is thoughtfully structured to
nurture a solid moral compass within its students.

Conversely, internal and external supporting factors build
character education's success. Internally, teacher commitment, the
availability of tools for monitoring program results, and the
consistency of students and teachers in embodying character values
play pivotal roles. Externally, appreciation and the commitment of
parents or guardians to foster character development are
indispensable. Anggraini (2017) highlights the positive impact of high
student enthusiasm, parental support, and most teachers' active
participation in cultivating a school culture conducive to character
education. Furthermore, the engagement of the entire school
community, including direct student participation, teacher
commitment to the Strengthening Character Education Program
(PPK), and the supportive infrastructure, are all instrumental in
facilitating the implementation process.

The school's approach to character education is comprehensive,
integrating cognitive awareness with developing positive habits.
Students learn to internalize values such as respect, responsibility,
and compassion through constant practice and repetition.
Implementing strategies such as the 3S (saying greetings, saying hello,
smiling), tadarus, and collective prayers further reinforces these
values, fostering a sense of community and mutual respect among
students (Zahroh et al., 2023). This methodical habituation is about
teaching right from wrong and creating a lifestyle that embodies the
essence of Islamic teachings and moral integrity.
Moreover, the school's administration and faculty role is crucial
in this ecosystem of character building. By embodying the values they
wish to instill, teachers and staff serve as living examples for students
to emulate. Their dedication to academic excellence and moral and
spiritual guidance reflects Al-Anwar Elementary School's holistic
approach to education. Through the collective efforts of its
community, the school aspires to cultivate individuals who are not
just academically proficient but also morally upright and socially
responsible, thereby contributing positively to society at large.

The juxtaposition of these challenges and supporting factors
elucidates the complex landscape of character education. It becomes
evident that success is contingent upon a collaborative effort that
bridges the gap between school and home, emphasizing the need for
a unified approach to nurturing and instilling values that contribute
to the holistic development of students (Bischoff, 2021; Putra et al.,
2024; Sungkawati & Suarniati, 2022). Such insights are vital for
educators, policymakers, and parents as they navigate the intricacies
of character education, striving to create environments that promote
academic excellence and foster moral and ethical growth.

Al-Anwar Elementary School exemplifies a holistic approach to
character education, where stakeholder engagement is pivotal in
cultivating a robust school culture. Al-Anwar has implemented a
rigorous character education program that aligns with the principles
outlined by Kemdikbud in 2018, which stresses the importance of
optimizing partnerships across various educational centers
(Darmayanti et al., 2023). This program is deeply embedded within
the school's regulations and culture, emphasizing piety, autonomy,
and integrity. These virtues define the school's identity and set a high
standard for its students, propelling Al-Anwar to achieve recognition
at the provincial level.

Implementation Results.
The implementation of character education within the school
culture, particularly at SD Al-Anwar, showcases a comprehensive
approach to nurturing well-rounded individuals. This initiative is
about academic excellence and instilling moral values and behaviours
that shape students into responsible, empathetic, and morally upright
individuals. As highlighted by Welly Hartati (2017), the emphasis on
character education goes beyond classroom teachings to encompass
everyday actions and interactions among students and teachers. This
approach fosters a sense of responsibility, punctuality, and respect for
others, crucial elements in personal and social development.

Central to Al-Anwar's approach is integrating literacy activities
into the daily routine, underscoring the importance of reading and
writing skills in academic success. By dedicating the first 15 minutes
of each day to literacy exercises, the school fosters essential character
traits such as curiosity, respect for others' opinions, sharing, and
responsibility. This not only enhances students' academic abilities but
also instills values that are crucial for personal development and
success beyond the classroom.

Delving deeper into the outcomes of character education, it is
evident that the program at Anwar Elementary School profoundly
impacts students' moral development. Cultivating a solid moral
compass, exemplified by an understanding of right and wrong, high
self-esteem, empathy, humility, and honesty, is a testament to the
effectiveness of character education (Soeswoyo et al., 2022; Sutanto
et al., 2022). These traits are not just abstract values but are actively
practiced within the school environment, guiding students in their
daily decisions and interactions. The consistent reinforcement of

Moreover, Al-Anwar's commitment to character education
extends to its extracurricular programs, offering diverse activities
designed to nurture students' core values and interests. Recognizing
that extracurricular involvement is critical for optimal personal
126

Anisah, Implementation Strengthening Education Character ... Assyfa Journal of Islamic Studies, 1 (1), 121-129, 2023
these values, such as the importance of religious practices and
adherence to school rules, fosters a culture of mutual respect and
discipline. This holistic approach, as supported by Muchlas, S. (2017),
underscores the importance of integrating knowledge, emotions, and
actions in character education, thereby nurturing individuals who are
knowledgeable, morally grounded, and socially responsible.

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Moreover, the emphasis on moral character, especially in a
religious school context, highlights the importance of spirituality in
character formation. The routine performance of spiritual activities
and integration of moral values in everyday practices, such as
community service and environmental stewardship, reflect a deep
commitment to developing morally upright students with a strong
sense of devotion to God and the community (Aini, 2020; Marengke,
2020). This alignment with the goals of the National Education System
underscores the broader impact of character education in fostering
individuals who are not just academically proficient but also possess
the moral and ethical foundations to contribute positively to society.
Through these concerted efforts, schools like SD Al-Anwar are pivotal
in shaping the next generation of individuals who are well-equipped
to face future challenges with integrity and compassion.

Conclusion
Al-Anwar Elementary School's successful character educationfocused school culture is a model for others. Al-Anwar Elementary
School has built a robust character education framework through
routines, teacher and staff behaviour, active stakeholder
engagement, adherence to regulations, innovative marketing and
literacy initiatives, and community involvement. This framework
promotes academic success and overall development by instilling
purity, morality, and manners in students.
Students at SD Anwar have changed thanks to "Strengthening
Character Education through School Culture." Students are
prepared to be responsible, empathic, and ethical citizens by being
educated to be people of faith with high moral standards. This
success story shows other schools, especially those in SD Al-Anwar's
cluster or Pasuruan City's Panggungrejo District, that similar school
culture can improve character education.
This holistic approach to character education has proponents
but faces hurdles and obstacles. School administrators, teachers,
parents, and the community must work together to overcome
these obstacles. Other schools might apply Al-Anwar Elementary
School's ideas to their situations to spread character education
through a positive school culture. This collaboration can help raise
academically, morally, and socially responsible children.

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