M. Imam Yusuf Wibisono, Nunuk Hariyati, Mochamad Nursalim
Global competitiveness in the early 21st century demands that vocational high school (SMK) graduates in Indonesia possess strong character competencies alongside technical skills. This study analyzes the implementation of character education within the Independent Curriculum (Kurikulum Merdeka) framework, aiming to develop a school-based management model integrated with the values of the Pancasila Student Profile (P5). Employing a qualitative multisite case study approach, data were collected through participatory observation, in-depth interviews with educational stakeholders, and document analysis at SMK Negeri 1 Sampang and SMK Negeri 1 Tambelangan in Sampang Regency. Informants—including principals, vice-principals, teachers, project facilitators, and students—were selected via snowball sampling until theoretical saturation was reached. The findings reveal that character education management is enhanced through five core functions: planning, organizing, implementing, supervising, and evaluating (POISE), supported by collaboration among schools, families, and communities. Comparative analysis identified two distinct management archetypes—formal-rational and cultural-participatory—each differently influencing the domains of moral knowing, feeling, and action. A structured application of P5 values significantly improves student moral development, work orientation, and overall school climate. In response, the study proposes a Contextual Character Education Management Model that aligns national curricular objectives with the infusion of local cultural values. This model provides a strategic, evidence-based framework for fostering holistic character education in vocational training, contributing to the formation of ethically grounded and professionally competent graduates prepared for 21st-century challenges. The research highlights the importance of managerial systems in translating policy into practice and underscores the critical role of contextual adaptation and leadership in achieving sustainable character development outcomes in diverse educational settings. Copyright (c) 2025 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
State University of Surabaya, Faculty of Education, Master's Program in Educational Management, Surabaya, Indonesia
