Institutional Strategies and Family Mediation in Fostering Students’ Character Education during Emergency Remote Learning in Indonesia

Nurul  Hifni Azizah; Endang Mulyatiningsih

doi:10.64780/jcs.v1i2.155

Authors

Nurul Hifni Azizah Universitas Negeri Yogyakarta, Indonesia
Endang Mulyatiningsih Universitas Negeri Yogyakarta, Indonesia

DOI:

https://doi.org/10.64780/jcs.v1i2.155

Keywords:

Character education, Emergency remote learning, Family mediation, Institutional strategies, School–family collaboration

Abstract

Purpose: This study aims to examine how institutional strategies and family mediation interact in fostering students’ character education during emergency remote learning in Indonesia. Departing from the disruption caused by large-scale school closures, the study positions character education not merely as a pedagogical concern but as a socio-institutional process shaped by coordination between schools, families, and broader educational governance structures. The research seeks to identify key institutional mechanisms and patterns of family involvement that contribute to the continuity and transformation of character education under crisis conditions.

Methods: The study employed a qualitative research design with a descriptive-analytical approach. Data were collected through in-depth interviews with school administrators, teachers, parents, and students, complemented by document analysis of institutional policies and learning guidelines implemented during emergency remote learning. The data were analyzed thematically to capture recurring patterns of institutional responses, family mediation practices, and their implications for students’ character formation. Analytical rigor was ensured through data triangulation and iterative coding.

Findings: The findings reveal that effective character education during emergency remote learning depends on adaptive institutional strategies that extend beyond formal curriculum delivery. Schools that established flexible communication channels, value-based guidance, and structured collaboration with families were more successful in sustaining character development. Family mediation emerged as a critical bridge, translating institutional expectations into daily practices within the home environment. However, disparities in parental capacity and institutional support created uneven outcomes across student groups.

Significance: This study contributes to contemporary Asian studies by highlighting character education as an institutional and familial negotiation shaped by crisis contexts. It offers empirical insights for policymakers and educators on strengthening school–family partnerships to enhance educational resilience in times of disruption.

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