Imam Yusuf Wibisono, Nunuk Hariyati, Mochamad Nursalim
Objective: This study analyzed the management of character education for vocational school students in line with local socio-cultural values. Methods and Materials: This qualitative, multi-location case study was conducted at SMK Negeri 1 Sampang and SMK Negeri 1 Tambelangan in Indonesia. Data were collected from 34 participants, including principals, vice principals, Pancasila Student Profile facilitator teams, subject teachers, guidance counselors, and students. Data collection included participant observation, semi-structured interviews, and document analysis of school vision and mission statements, regulations, curriculum documents, P5 modules, teaching modules, activity reports, and student violence records. Data were analyzed using the Miles, Huberman, and Saldaña interactive model, including data condensation, data display, and conclusion verification. Findings: Both schools managed character education through planning, organizing, implementing, supervising, and evaluating. Character values were integrated into intracurricular, co-curricular, extracurricular, religious, and daily habituation activities. Character formation was shaped by the Pancasila Student Profile, Madurese local wisdom, religious community values, Islamic boarding school culture, teacher role modeling, and school–family–community collaboration. However, violence and bullying records increased from 2019 to 2023. At SMK Negeri 1 Sampang, bullying rose from 15 to 40 cases, and physical violence from 10 to 30 cases. At SMK Negeri 1 Tambelangan, bullying increased from 18 to 28 cases, and physical violence from 15 to 31 cases. Conclusion: Character education in vocational schools functions as a socio-cultural management system grounded in institutional structure and local values. However, stronger preventive and reflective strategies are needed to reduce violence and bullying. © 2026 the authors.
Universitas Negeri Surabaya, Surabaya, Indonesia
