Enhancing Character Education through Family Engagement: A Qualitative Study of Family Day Programs in Indonesian Elementary Schools

Andi Agusniati; A.Rizal; Widya Mardatillah; Nurwidyayanti; Burhan

doi:10.59890/ijaer.v4i2.226

Authors

Andi Agusniati Universitas Bosowa
A.Rizal Universitas Bosowa
Widya Mardatillah Universitas Bosowa
Nurwidyayanti Universitas Bosowa
Burhan Universitas Bosowa

DOI:

https://doi.org/10.59890/ijaer.v4i2.226

Keywords:

Family–School Partnership, Character Education, Budi Pekerti, Teacher–Parent Conflict, Elementary Education, Experiential Learning, Qualitative Case Study

Abstract

This study aims to examine the effectiveness of the Family Day program in internalizing budi pekerti values and preventing teacher–parent conflict in an elementary school context. A qualitative case study approach was employed at UPT SPF SD Inpres Unggulan BTN Pemda Makassar, involving principals, teachers, parents, and students selected through purposive sampling. Data were collected through semi-structured interviews, participant observation, and document analysis, and analyzed using thematic analysis with triangulation to ensure credibility. The findings reveal that the Family Day program creates an experiential learning environment that facilitates the internalization of moral values such as respect, responsibility, cooperation, and empathy among students. In addition, the program improves teacher–parent relationships by fostering open communication, mutual understanding, and trust. It also plays a preventive role in reducing conflicts by clarifying roles, minimizing misunderstandings, and encouraging collaborative problem-solving. Furthermore, parents become more actively engaged as co-educators, strengthening alignment between school and home environments. Overall, the study demonstrates that the Family Day program is an effective strategy for integrating character education with family–school collaboration and promoting harmonious school environments and sustainable partnerships in education. This research highlights its potential for replication in similar educational settings to enhance student character development outcomes effectively and consistently.

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