Abstract
School culture is an integral part of the school that can affect the quality of behavior and can change students' cognitive patterns. The values of Pancasila as the ideology of the nation can be incorporated into school culture as a special feature of education in Indonesia. The importance of internalizing school culture as a process of habituation in growing student awareness must have the support of all school members. The purpose of this study is to foster student's awareness of the values of Pancasila as a view of the life of the Indonesian nation through the internalization of school culture. The research method used is descriptive qualitative. Data collection used in this study was field observations, interviews, and document analysis. Analysis of the data used is the display of data, data reduction, data presentation, and concluding. The results showed that the internalization of school culture to foster awareness of Pancasila values can be done through structuring the maintained and maintained physical environment of the school, structuring the school's social environment with social activities, structuring school personnel with the creation of security, order, and comfort of school residents, classroom management by applying the values of Pancasila in each learning process, the leadership of the principal by synergizing all components of the school, building a solid work spirit, improving school quality. The contribution of this research is that fostering awareness of the values of Pancasila must be done by all schools by optimizing the culture of the school they have.
Highlights
School culture is a supporting factor for school sustainability that affects the quality of human relations in education that determines the behavior patterns of school residents, especially teachers and students [1], which can be described in terms of the school ethos and social environment that consists of administrative and organizational structures that can be used in interactions to facilitate and limit learning process at school [2]
School culture can be interpreted as the basis of actions taken by school residents in the form of assumptions and values that are implemented in school activities [3]
The connection with school improvement is inseparable from school culture because it is included in an integral part that must be applied [4]
Summary
School culture is a supporting factor for school sustainability that affects the quality of human relations in education that determines the behavior patterns of school residents, especially teachers and students [1], which can be described in terms of the school ethos and social environment that consists of administrative and organizational structures that can be used in interactions to facilitate and limit learning process at school [2]. Universal Journal of Educational Research 8(10): 4818-4825, 2020 improvement which consists of strong elements of school culture, namely the academic press, student support, trust and respect, optimism, and professional learning [5]. The application of school culture by the school community is used as an important role in the efforts of school stability and improvement, teacher professionalism, and teacher teaching patterns [6]. Towards a positive and participatory school culture, the principal is advised to take an instructional leadership approach by helping teachers in the collaborative process, instilling collective leadership, and communicating school vision together [11]. The quality that is carried out by professional teachers in the learning process greatly contributes to the school culture towards a more collaborative direction [12]. Teachers can investigate and exchange knowledge together to develop learning material that can be used as a tool to promote school culture [13]
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