Synergizing Schools and Parents in Implementing the Nine Pillars of Character-Based Holistic Education to Enhance Students’ Moral and Social Competence
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This study examines the collaborative roles of schools and parents in implementing the Nine Pillars of Character-Based Holistic Education to enhance young children’s moral and social competence. Conducted at a PAUD institution in West Surabaya, this qualitative case study involved 6 teachers and 10 parents purposively selected. Data were collected through in-depth interviews and participatory observations and analyzed using an interactive model. The findings show that character education is implemented through five key practices: integration of values in lesson plans, habituation activities (e.g., greeting, sharing), role modeling, school–parent communication, and cooperative play. Empirically, children demonstrated improvements in prosocial behavior, including increased sharing, better emotional control, and more respectful interactions. However, several challenges emerged, including limited teacher understanding of holistic approaches, inadequate facilities, inconsistent parental involvement, and the influence of digital media. These findings indicate that the effectiveness of the Nine Pillars approach depends on consistent implementation across school and home contexts. This study highlights that school–parent collaboration functions as a key mechanism in translating character education into observable moral and social competencies in early childhood.
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