The Role of Principal in The Jumpa Won-Gi Program (Jumat Pagi Kliwon Berbagi) at SD Negeri Ngalian

Character education is essential for the life of a nation. The condition of the nation's character is alarming, marked by the number of bullying in schools, promiscuity, and increasing drug cases infecting school-age children. This can threaten the integrity of the Unitary State of the Republic of Indonesia. Therefore a special strategy is needed to shape the character of the nation's young generation. Character education is carried out in schools by being integrated into various activities at school. The implementation of the PPK program needs to be evaluated to find out all the things that happened during program implementation. The evaluation research conducted is program evaluation research. The evaluation model used is a goal-free evaluation model. Michael Scrieven developed the goal-free evaluation model. This evaluation model determines the planning, implementation, analysis, and follow-up of the character education strengthening program at Gugus Teuku Umar Salatiga. The planning stage of the character education supporting program at Gugus Teuku Umar has been carried out well. The character education strengthening program has been implemented in every activity in the school. The character education strengthening program implemented at Gugus Teuku Umar has a positive impact on student behavior and student achievement.1. The planning of the character education program at Gugus Teuku Umar from the planning stage has been carried out well. 2. The character education program has been implemented well but not yet to be optimal. 3. The stages of practical examination (check) have been carried out so that the implementation of the PPK program can influence the character education program to positively impact students both on behavior and attitudes as well as learning achievement. 4. 5. There has been a follow-up to implementing the PPK program in schools. This was done based on the results of the analysis. Programs with positive impacts will undoubtedly continue their implementation. Programs with more negative side effects will be updated or replaced with other programs.

General Background: In the digital era of Society 5.0, information technology profoundly influences education, demanding digital literacy as a foundational competence. Specific Background: Despite this shift, its role in shaping students’ social character—especially within Islamic Religious Education (PAI)—remains underexplored. Knowledge Gap: Previous studies seldom quantify the relationship between digital literacy and specific social character traits such as empathy, cooperation, and tolerance in a religious education context. Aims: This study investigates the influence of digital literacy on the formation of students' social character in PAI learning. Results: Using a quantitative correlational approach involving 80 randomly selected 11th-grade students from SMAN 1 Jonggat, simple linear regression revealed a significant effect (p = 0.001) of digital literacy on social character, with a 24.3% contribution. Novelty: This study offers a rare empirical measurement of digital literacy’s impact on social character in Islamic education, combining pedagogical, technological, and moral dimensions. Implications: The findings support the integration of digital literacy in PAI through TPACK-based teacher training, positioning digital tools not only for content delivery but as instruments for instilling pro-social values. This model may inform national policy and school programs aimed at holistic character education in digital contexts.Highlight : The study found a significant relationship between digital literacy and students’ social character (24.3% contribution). Digital tools in PAI learning foster prosocial values like empathy, collaboration, and responsibility. Teachers need TPACK-based training to integrate digital literacy effectively into character education. Keywords : Digital Literacy, Social Character, PAI Learning, High School Students, Character Education

Purpose – Character education and entrepreneurship are important components in creating a generation that is resilient and able to compete in the global world. The young generation has an important role, one of which is in the development of agriculture in Indonesia, agriculture can be a forum for character development which can later influence the formation of the personality of young citizens. The purpose of this study is to examine how the vanilla cultivation process can be used as a medium for character and entrepreneurship education in the young generation in Letkole Village. Methodology/Design/Approach – In this study, the researcher uses 5 sources that enter the age, namely 19-24 years old, to later conduct a deeper study related to the material to be researched, this study uses qualitative methods, namely documentation, observation, and interviews as sources of data acquisition. Findings – The results of this study show that vanilla cultivation not only provides economic benefits but also functions as an effective medium for character education and entrepreneurship in the younger generation.

Background: Character education plays a vital role in shaping students’ behavior and attitudes, particularly in the development of social character during adolescenceSocial Science, as a subject that discusses human relationships and social phenomena, serves as a strategic medium for internalizing character values. Objective: This study aims to examine the implementation of character education through integrated Social Science learning in shaping the social character of junior high school students. Method: A descriptive qualitative approach was employed in this study, which was conducted at Al Hasib Junior High School, Pakis District, Malang Regency in 2024. Data collection techniques included interviews, observations, and documentation. Data were analyzed using Miles and Huberman’s interactive model, which consists of data reduction, data display, and conclusion drawing. Data validity was ensured through triangulation of time and technique. Result: The findings show that the implementation of character education at Al Hasib Junior High School is conducted through three main school programs: (1) curriculum development that integrates character values into learning materials; (2) extracurricular and school-wide activities designed to cultivate students' social behavior; (3) evaluation mechanisms to assess character development; and (4) the application of core character pillars. Overall, these efforts align with the guidelines issued by the Indonesian Ministry of Education and Culture. Conclusion: Integrated Social Science learning can be effectively utilized as a vehicle for character education, especially in fostering social character among junior high school students. The structured programs and institutional policies at Al Hasib Junior High School have successfully supported this educational goal. Contribution: This study provides practical insights for educators and school policymakers into how character education can be systematically implemented through subject-based learning. It serves as a reference for schools aiming to integrate character values into their curriculum and build a strong social foundation in their students.

In practice, character education is emphasized on the basic education primary and secondary school with the assumption that the formation of character or behavior will be effective in childhood . On the basis of the idea of government stressed that the priority of character education in basic education . Character education in Indonesia implemented integrated with other subjects. Thus, character education is not only the responsibility of a particular teacher, but it is a shared responsibility of all components of education. Character education in Indonesia with diverse cultural backgrounds and religions to be very important and urgent. In this regard education not only serves to instill the values based on the particular culture but also the values of universal humanity. The diverse cultural wealth is seen as well as a vehicle for learning to appreciate the differences in values, views, and behavior in the association. Thus, it will shape the character of the students who are sensitive to the difference, caring, empathy, and participation in the common interest. These values become the basis for mutual understanding in living together in diversity. Thus, students are equipped with the values of living together in peace is not only a form of co-existence but rather the pro-existence. Education should be able to stop improving values of silence, ignorance, inequality, prejudice, injustice, and indifference is shifted to the values of inclusive, care and share, equality, justice, and sympathy.

PurposeThis paper aims to investigate the role of collaborative leadership in government digital transformation in the Sultanate of Oman. To analyze collaborative leadership, the research examines four exogenous variables: self-directed team, power-sharing, relational intelligence and agility. The endogenous variable chosen to represent Oman's e-Government performance is organizational performance.Design/methodology/approachA quantitative method was applied to gather cross-sectional data in a questionnaire survey. Using a stratified sampling technique, the data were collected from 100 information and communication technology and e-government officials who assume leadership responsibilities. Partial least square structural equation modeling (PLS-SEM) examined measurement and structural models.FindingsThe role of collaborative leadership in the performance of government digital transformation in the Sultanate of Oman was examined in this study. Collaborative leadership was categorized into four exogenous variables: self-directed team, power-sharing, relational intelligence and agility. Oman’s e-government performance operationalized as the organizational performance was selected as the endogenous variable. The results show that the self-directed team and agility components of collaborative leadership significantly positively impacted the performance of government digital transformation in the Sultanate of Oman.Research limitations/implicationsThe major limitation of this research was that the study covered only four collaborative leadership attributes: self-directed teams, power-sharing, relational intelligence and agility. The study should have covered building trust, commitment, emotional intelligence, vision and communication skills.Practical implicationsThese results are important for government policy creators and decision-makers aiming to enhance government digital transformation performance by leveraging collaborative leadership.Social implicationsAddressing collaborative leadership in management can be done through awareness of its importance to critical decision-makers and embedding it in the organization's governance, policies and human resource career path. In particular, it is recommended that public sector leaders continuously monitor self-managing teams and teamwork practices within the organization.Originality/valueThe originality and contribution of the above article lie in its investigation of the role of collaborative leadership in the context of government digital transformation in the Sultanate of Oman. The study contributes to the existing literature by examining the impact of four exogenous variables, self-directed team, power-sharing, relational intelligence and agility, on collaborative leadership. Additionally, the research uses a quantitative approach and uses PLS-SEM to analyze the data. The findings highlight the significant positive impact of self-directed team and agility components of collaborative leadership on the performance of government digital transformation. These insights provide valuable implications for government policy creators and decision-makers aiming to enhance digital transformation in the public sector by effectively implementing collaborative leadership strategies.

In facing the challenges of the globalization era, the quality of education is highly dependent on teacher professionalism and effective leadership in schools. Although theories on collaborative and participatory leadership have been widely developed, their implementation at the junior high school level in Indonesia is still limited and suboptimal. Therefore, this study aims to explore the influence of collaborative and participatory leadership on improving teacher professionalism at MTs Alzain Pandaan, Pasuruan, through a qualitative case study approach over a three-month period. The research method used was descriptive qualitative with a case study design. The study population included all teachers and the principal, selected through purposive sampling of ten subjects: the principal, vice principal, and eight teachers from various subjects. Data were collected using participant observation techniques, semi-structured interviews, and relevant document reviews. The research instrument was developed based on transformational leadership theory and data quality standards, and its validity and reliability were tested. Data analysis was conducted thematically through transcription, coding, and interpretation of emerging patterns. The results showed that collaborative leadership can improve open communication, active collaboration, and teacher empowerment, which significantly enhances their professionalism. These findings strengthen the argument that an inclusive leadership style can create an innovative, harmonious, and high-quality work environment. This research contributes to the literature on educational leadership and recommends longitudinal studies and the development of practical models that can be applied more broadly at the national level.

The environmental sector is often characterized by ‘wicked' problems: problems that are ever-changing and difficult to define, have multiple causes and affected parties, and lack a clear solution. To explore scholars' suggestion that wicked problems necessitate leadership that is collaborative and transformational, this study analyses how community-based environmental leaders—those who emerge from community need and are propelled to address pressing environmental issues—discuss their leadership styles. Drawing on data gathered through narrative interviews with 12 leaders from diverse sectors in the San Francisco Bay Area (California, USA), we use a leadership typology to consider the role of collaborative, participatory, and transformational leadership styles. We found that the majority of leaders describe their work as collaborative and transformational, but that almost all respondents also discussed an equally transformational, but less than fully collaborative/participatory, style. Interviewees also described three kinds of leadership work suggested as key components of transformational and collaborative leadership: bridging difference, reframing discourse, and unleashing human energies. We reflect on these findings as they relate to recent work on participatory processes in environmental management; the importance of relationships, trust, and meaning in leadership; and the role of learning in environmental behaviour and management.

This study aims to analyze the leadership strategies of early childhood education (PAUD) principals in improving the quality of education during the implementation of the Merdeka Curriculum. A descriptive qualitative approach was employed, with the principal of TPA Motherland Semarang as the primary subject, and teachers, education staff, and parents as supporting informants. Data were collected through interviews, observations, and documentation, and analyzed using Miles & Huberman’s interactive model. The findings reveal that the principal applied three leadership models: transformational leadership, by instilling a shared vision and motivating teachers; instructional leadership, through academic supervision, teacher mentoring, and constructive feedback; and collaborative leadership, by involving parents and the community in school programs. Supporting factors included sufficient teacher competence, strong parental involvement, and flexible Merdeka Curriculum regulations, while challenges consisted of limited facilities, funding constraints, and variations in teacher capability. These leadership strategies positively impacted teachers’ professional competence, the quality of learning activities, and children’s holistic development in line with the Merdeka Curriculum indicators. Therefore, adaptive and collaborative principal leadership is essential for enhancing the quality of early childhood education in the Merdeka Curriculum era.

This study investigated athletes’ social (self-sacrifice, teamwork, perseverance, work ethic, mental toughness, loyalty) and moral (fairness, honesty, respect, compassion, responsibility, justice) character. The Rudd–Stoll–Beller–Hahm Value-judgment Inventory (RSBH) was administered to college athletes at a National Collegiate Athletic Association (NCAA) Division II university, determining relationships between the social and moral scores and comparing male and female collegiate athletes who played different sports. The athletes exhibited higher social than moral character. Athletes in different sports showed a statistically significant difference in moral but not social character. Sports teams’ character education should target moral and social behavior both outside and inside the sport venue.

Educational Leadership and Managing PM2.5 Dust Crisis in Bangkok, Thailand

At present, youngsters’ character and virtue education issues are widely discussed in Latvia and in English-speaking academic environment. Given the existing criticism of these concepts, the research question was: what are the main misunderstandings about the nature of character and virtue education? After clarifying the neo-Aristotelian understanding of these concepts, recent research in the field of character education and virtues is presented for deconstructing some of the myths related to it, due to conceptual, historical, moral and political misunderstandings (Kristjánsson, 2013). Real problems (historical, methodological and practical) faced by character education programs in mainstream schools are addressed. The importance of giving personal significance to eudaimonia for promoting character and virtue education at school is discussed.

Current education programs are directed at the implementation and strengthening of character education in schools. Character education is considered the right solution to solve the problems of the Indonesian nation. The purpose of this study was to determine the planning process for strengthening character education based on integrity values in schools, the implementation of the lost and found box program in schools, and the impact of implementing the lost and found box program in schools. This study used a qualitative descriptive research design with a case study approach. The data collection techniques used in this study were interviews and documentation studies. This research was conducted at Elementary School Laboratory Universitas Negeri Malang, Blitar City, with the principal as the key informant and teacher, education staff and school committee as additional informants. The results of this study shows that planning activities in the integrity value-based character education strengthening program have been divided into learning and non-learning aspects. Program planning is carried out through work meetings involving school principals, teachers, education personnel, parents, school committees, stakeholders, education experts, with the principal as the highest decision maker. The impact of implementing the "Lost and Found Box" program in schools is (1) increased honesty behavior of students, (2) students understand the concept of ownership, (3) students feel responsible for personal property and other people, and (4) school students are felt to be safer.

This study aims to describe the development of national education policies by uniting the main character values set by the Indonesian Ministry of Education with the moral values of the Lonto leok culture of the Manggarai community. Also, to find out and explain the role of the principal’s leadership based on the Lonto Leok culture teaching approach. This research used a qualitative approach, a case study design. To achieve research objectives, data collection through in-depth interviews, observation of participants, and study documentation. Data analysis used a modified analytic analysis method. Data validity is assessed based on the level of credibility, transferability, dependability, and confirmability. The results of the study explained that the school’s character values derived from the unification of national character values and the cultural values of Lonto Leok culture had an effective impact on shaping the character of students at school. Besides, explaining that the application of the principal’s transformational leadership role model based on the approach of Lonto Leok’s cultural teaching dimensions encourages all components of the school, parents, and community to actively participate in supporting the implementation of character education strengthening programs in schools. The contribution of this research is to position the moral values of the “Lonto Leok” culture of the Manggarai community as local cultural assets that support the formation of student character. Also, the dimensions of teaching lonto leok culture affect effectively supporting the principal’s transformational leadership behavior, so that the program to strengthen character education is optimally implemented.

This study aims to describe the development of national education policies by uniting the main character values set by the Indonesian Ministry of Education with the moral values of the Lonto leok culture of the Manggarai community. Also, to find out and explain the role of the principal’s leadership based on the Lonto Leok culture teaching approach. This research used a qualitative approach, case study design. To achieve research objectives, data collection through in-depth interviews, observation of participants, and study documentation. Data analysis used a modified analytic analysis method. Data validity is assessed based on the level of credibility, transferability, dependability, and confirmability. The results of the study explained that the school’s character values derived from the unification of national character values and the cultural values of Lonto Leok culture had an effective impact on shaping the character of students at school. Besides, explaining that the application of the principal’s transformational leadership role model based on the approach of Lonto Leok’s cultural teaching dimensions encourages all components of the school, parents, and community to actively participate in supporting the implementation of character education strengthening programs in schools. The contribution of this research is to position the moral values of the “Lonto Leok” culture of the Manggarai community as local cultural assets that support the formation of student character. Also, the dimensions of teaching lonto leok culture affect effectively supporting the principal’s transformational leadership behavior, so that the program to strengthen character education is optimally implemented.