Character Education Across School Contexts: A Qualitative Study of High- and Regular-Performing Schools in Indonesia

Authors

• Heri Retnawati, Universitas Negeri Yogyakarta, IndonesiaFollow
• Zurqoni Zurqoni, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda, IndonesiaFollow
• Mukhamad Ilyasin, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda, IndonesiaFollow
• Hasan Djidu, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda, IndonesiaFollow
• Kartianom Kartianom, Institut Agama Islam Negeri Bone, IndonesiaFollow
• Ezi Apino, Universitas Negeri Yogyakarta, IndonesiaFollow

Abstract

This qualitative study explores how character education is understood, organized, and enacted across two types of junior high schools in Indonesia: High-Performing Schools (HPS) and Regular-Performing Schools (RPS). Using semi-structured interviews with school leaders, teachers, parents, students, and school committee members from nine schools across three provinces, we examined how institutional conditions and relational practices shape the implementation of character education. Analysis generated four themes: variation in program management approaches, differences in implementation structures and stakeholder involvement, school inputs shaping program capacity, and community perceptions of character education outcomes. Findings show that HPS tend to institutionalize character education through structured planning, clear role distribution, and consistent monitoring, while RPS rely on contextual flexibility, collective responsibility, and relational engagement within resource constraints. These results extend existing character education literature by demonstrating how school capacity interacts with locally adaptive practices to produce different pathways toward character formation. Implications include the need for differentiated implementation strategies, support tailored to school context, and policy approaches that recognize multiple legitimate forms of character education practice. The study concludes by outlining areas for future research and considerations for practitioners and policymakers.

Keywords

character education, school context, high-performing schools, regular-performing schools

Author Bio(s)

Heri Retnawati is a professor at the Universitas Negeri Yogyakarta, Indonesia. Please direct correspondence to heri_retnawati@uny.ac.id

Zurqoni is a professor at then Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda, Indonesia. Please direct correspondence to zurqoni@iain-samarinda.ac.id

Mukhamad Ilyasin is a professor at the Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda, Indonesia. Please direct correspondence to ilyasin@iain-samarinda.ac.id

Hasan Djidu (corresponding author) is a lecturer at the Universitas Sembilanbelas November Kolaka, Indonesia. Please direct correspondence to hasandjidu@gmail.com or hasandjidu@usn.ac.id

Kartianom is a lecturer at the Institut Agama Islam Negeri Bone, Indonesia. Please direct correspondence to kartianom@iain-bone.ac.id

Ezi Apino is on the academic staff at the Universitas Negeri Yogyakarta, Indonesia. Please direct correspondence to ezi.apino@uny.ac.id

Publication Date

6-28-2026

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

Recommended APA Citation

Retnawati, H., Zurqoni, Z., Ilyasin, M., Djidu, H., Kartianom, K., & Apino, E. (2026). Character Education Across School Contexts: A Qualitative Study of High- and Regular-Performing Schools in Indonesia. The Qualitative Report, 31(6), 6079-6092. DOI: https://doi.org/10.46743/1052-0147.4636