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

Yulianto  Nurcahyono

doi:10.64780/jcs.v1i2.156

Authors

Yulianto Nurcahyono Institut Agama Islam Negeri Ponorogo, Indonesia

DOI:

https://doi.org/10.64780/jcs.v1i2.156

Keywords:

Character education, Emergency remote learning, Family mediation, Institutional strategies, Qualitative case study

Abstract

Purpose: This study aims to examine how institutional strategies and family mediation interact in shaping students’ character education during Emergency Remote Learning. Specifically, it explores the mechanisms through which schools design, implement, and coordinate character education policies, and how families mediate, reinterpret, or reinforce these strategies in home-based learning environments. The study addresses a critical gap in contemporary educational research by moving beyond teacher-centered approaches and highlighting the institutional–family nexus in times of crisis.

Methods: A qualitative case study design was employed to capture in-depth perspectives from school leaders, teachers, parents, and students involved in emergency remote learning. Data were collected through semi-structured interviews, document analysis of institutional policies, and reflective reports from families. Thematic analysis was applied to identify recurring patterns related to institutional governance, communication strategies, parental mediation practices, and character formation processes. Analytical rigor was ensured through triangulation, iterative coding, and peer debriefing.

Findings: The findings reveal that effective character education during emergency remote learning depends on the alignment between institutional strategies and family mediation. Institutions that provided clear guidelines, value-oriented policies, and consistent communication enabled families to act as active mediators rather than passive supervisors. Conversely, fragmented institutional strategies resulted in inconsistent character outcomes, as families relied on personal interpretations and informal norms. Family mediation emerged as a critical mechanism that translated institutional values into daily student behavior.

Significance: This study contributes to contemporary and applied educational research by proposing an integrative model of institutional strategies and family mediation in character education. The findings offer practical implications for policymakers and educational institutions in designing resilient character education frameworks applicable beyond crisis contexts, making the study relevant to international audiences and applied education discourse.

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