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p-ISSN: 2722-399X;  e-ISSN: 2722-1857 
SiLeT, Vol. 3, No. 1, April 2022: 74-96 

©2022 Studies in Learning  
and Teaching 

 

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Management of Christian Character Education Curriculum Based on 
Dormitory Abdi-Allah Theological College Trawas-Mojokerto 

*T N Woenardi1,2, H Supratno1, Mudjito1 
1Universitas Negeri Surabaya, Surabaya, Indonesia 

2Sekolah Tinggi Teologi Injili Abdi Allah, Mojokerto, Indonesia 

Article Info  ABSTRACT 

Article history: 

Received April 7, 2022 
Revised April 27, 2022 
Accepted April 28, 2022 
Available Online April 30, 2022 

Abdi Theological College Trawas-Mojokerto or abbreviated as 
STTIAA Trawas, is a higher education institution that is engaged in 
preparing its graduates (outputs) to become spiritual leaders in 
several churches. This research aims to understand and deepen the 
symptoms of a group of students at STTIAA Trawas related to their 
character while staying on campus. This is a social phenomenon as 
well as a problem related to the individual human being. Second, 
this research uses a theoretical framework that can shape or 
influence the study being researched. This research uses a 
qualitative design.  Based on the research background, the research 
focus is generally stated: (1) The boarding-based Christian character 
education curriculum at Abdi-Allah Theological College Trawas-
Mojokerto; and (2) The implementation strategy for the hostel-
based Christian character education curriculum at the Abdi-Allah 
Theology College Trawas-Mojokerto. So that, the conclusions of this 
research remarks 1) The management of Christian character 
education curriculum that influences Dormitory Abdi Theological 
High School Trawas-Mojokerto are: Holiness (85.42% good), Love 
(82.17% good), and Commitment (71.83% good). Thus, the students’ 
lifestyle based on dormitory dominated by Holiness, Love, and 
Commitment is significant; 2) The management of Christian 
character education curriculum can affect the students’ lifestyle 
based on dormitory in which character transmission occurs without 
competition among group members as follows (a) Moral knowing, 
(b) Moral feeling, (c) Moral behavior. 

Keywords: 

Management Christian 
Character 
Education 
Curriculum 
 

 
https://doi.org/10.46627/silet  

INTRODUCTION 
The dormitory-based education model has been implemented by STTIAA Trawas for almost 15 
years since the establishment of the religious education institution. This educational institution 
is believed to have advantages because the lecture process does not only take place face-to-face 
in the classroom but the daily life of students is also observed. The interaction between students 
and lecturers can also be known easily. However, the process of forming students with good 
character is not an easy matter. This is related to innate attitudes and behavior before entering 
campus. Innate attitudes and behaviors that have been formed and took place when they were 
at the previous school level. 

Preparing prospective church leaders and Christian teachers is not an easy job, a method or 
method is needed for the formation of human resources to be prepared to meet the demands of 
the church or school. A good education concept is needed, which hones abilities and skills to 
become better than before. Based on the initial research study, it was found that the STTIAA 

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Trawas lecture strategy adhered to boarding education. STTIAA Trawas enforces strict campus 
rules and regulations in shaping the good character of its students. This is in contrast to several 
similar educational institutions that hold lectures without dormitories. Education without 
campus dormitories is believed to be able to produce graduates that are easier to administer, 
low in tuition fees, and easy to supervise. It is easier because there is no responsibility for 24-
hour supervision of all students. The head of STTIAA and lecturers do not need to supervise 
students at certain hours. Organizing lectures without dormitories is also much cheaper 
because the campus leadership does not provide accommodation, food, and infrastructure for 
students. 

The reason STTIAA Trawas Mojokerto maintains dormitory lectures (requiring all 
undergraduate students to live in dormitories) is because it has a goal, namely the motivation to 
prepare its graduates to be equipped not only with knowledge, theory, and skills but with 
Christian character. Therefore, the lecture curriculum has a Christian character. Christian 
character is applied in everyday life, including dormitory life on campus. The campus takes a 
bigger and tougher risk to guide students not only in cognitive but also affective terms 24 hours 
a day and for 4 years. 

STTIAA Trawas applies 4 elements of the main character values, namely Holy, Love, 
Commitment, and Tough. A church leader and Christian religious teacher should have these 4 
elements. The Christian character in carrying out his vocation and work. The identity and 
personality of a Christian leader lie in his character and not in his work. Ironically in the field, 
there are still cases that reflect that there are still many church leaders and religious teachers 
who do not reflect their Christian character and positions. It is believed that one of the reasons 
why a person does not have a Christian character is that during lectures at campus institutions 
they still do not get good character education. 

Education is a continuous process that aims to change the identity of a student to be more 
advanced and develop in science (Faisal & Martin, 2019; Idris et al., 2012; OECD, 2019). With the 
development of the times, the world of education continues to change significantly so that it 
changes the mindset of many people, from a simple mindset to a more modern one. This is very 
influential on the progress of education in Indonesia, which desperately need human resources 
as the main support in supporting the development of the nation. 

Law Number 20 of 2003 concerning the National Education System in article 3 states that 
national education functions to develop capabilities and shape the character and civilization of 
a nation that is dignified in order to educate the life of the nation. National education aims to 
develop the potential of students to become human beings who believe and fear God Almighty, 
have a noble character, are healthy, knowledgeable, capable, creative, independent, and become 
democratic and responsible citizens (Ambarawati, 2020; Disas, 2017; Huda & Rokhman, 2021; 
Komara, 2017; Marsakha et al., 2021). Based on the function and purpose of education, 
education at every level of education, including in theological high schools, must be carried out 
systematically to achieve the goals of national education. This is closely related to the formation 
of character education so that students are able to be highly competitive, have good ethics, are 
moral, polite, and courteous, and easily interact with the community. 

With consideration of the main ideas and in order to realize the bang cultured through 
religious values, honest, tolerant, disciplined, hard-working, creative, independent, democratic, 
curiosity, national spirit, love for the homeland, respect for achievement, communicative, love 
peace, love to read, care for the environment, care about social, and responsible, character 
education is a must that is taught in theological high schools. 

Character comes from Greek which means to mark and focuses on how to apply good 
values in real actions or daily behavior. Therefore, the behavior of people who are dishonest, 
cruel, fraudulent, and greedy is said to be a person of bad character; and people who are well-
behaved, honest, and helpful are said to be people who have good or noble character. 

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In its implementation, character education should not stand alone but be integrated with 
other existing lecture materials by incorporating Christian character values (Arifin, 2017; Pohan 
& Malik, 2018). With character education, students can start by implementing good habits based 
on the values of noble moral attitudes and habituation on campus. Students should be 
emphasized in the educational process at the level of independence, exemplary, and fighting 
power. A complete and comprehensive education does not only shape students into intelligent 
and good individuals but also shapes them to become good actors for changes in their own lives 
(Darling-Hammond et al., 2020). In turn, it will contribute to changes in the social order of 
society to be more just, basic, and humane. 

Agreeing with the statement, character education can be interpreted as education that 
provides values, character, morals, or education that shape a person's character with the aim of 
developing students' abilities to become better and implement them in everyday life (Fajariah & 
Suryo, 2020; Latiana, 2013; Syahrin et al., 2021). Wholeheartedly, because the good or bad of a 
country depends on the character of the nation. 

The importance of character education for students, including prospective church leaders, 
is because it is believed that there are still morals that are not commendable have occurred. This 
moral decline can be seen in the increasing number of violence against children and 
adolescents. The rise of promiscuity, and the abuse of drugs, pornography, and theft among 
students, is happening all around us until now. Therefore, it is the reason why Christian 
character education is very important to be taught and applied in the world of campus 
education (Agboola & Chen, 2012; Dam, 2014). 

Recognizing the current condition of the character of society, character education has 
become a national program since the last decade (Kamaruddin, 2012; Olsen, 2014; Singh, 2019). 
The government took the initiative to prioritize the application of the nation's character in 
education. This is manifested in the national long-term development plan for 2005-2025 which 
states that character education is part of the nation's vision and mission in realizing national 
development called the national character education movement so that the Strengthening of 
Character Education (PPK) campuses is a continuation of the National Education Movement.  

This is in line with the current President of the Republic of Indonesia who argues that 
character building of society by making people who have character, character, and good 
behavior is very important (Anugerahwati, 2017; Kuning, 2018; Olsen, 2014; Saidek et al., 2016). 
Therefore, Presidential Regulation of the Republic of Indonesia Number 87 of 2017 concerning 
Strengthening Character Education (PPK) is issued which is an educational movement under 
the responsibility of the education unit to strengthen the character of students through 
harmonization of heart, taste, thought, and sports involving and cooperation in education units. 
Strengthened in Permendikbud No. 20 of 2018 concerning strengthening character education 
(PPK) in formal education units, all education units are required to implement PPK. 

A person's success is not determined solely by knowledge and technical/hard skills, but 
rather by the ability to manage oneself and others. This research reveals that success is only 
determined by about 20 percent by hard skills and the remaining 80 percent by soft skills. This 
implies that the quality of character education for students is very important. It is important to 
improve. Campus PPK is an important thing that must be done in all educational units to be 
able to achieve the expected results in relation to KDP on campus. So far, research on KDP has 
been carried out but in a discussion that is not the same as the discussion that the researcher is 
studying. As for the urgency of the KDP research, that's why researchers need to conduct 
research related to strengthening character education. 

Character is a person's nature in responding to situations morally which is manifested in 
concrete actions through good behavior, honesty, responsibility, respect for others, and other 
noble character values (Mitchell, 2015; Pasaribu, 2019). Character education is related to moral 
education. However, character education has a higher meaning than moral education. 
Character education is not only related to the problem of right and wrong but how to instill 

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habits about the good things in life. Thus, students have high awareness and understanding, as 
well as concern and commitment to apply virtue in everyday life. 

Education is the development of individual potential so that they can have better abilities 
than their previous abilities, after going through educational processes (Wrahatnolo & Munoto, 
2018). So that the individual needs to be given the ability to develop various things, such as 
concepts, principles, creativity, responsibility, and skills. In other words, the individual needs to 
experience development in cognitive, affective, and psychomotor aspects (Hoque, 2016; 
Micklich, 2011; Saguni, 2019). While character is the psychological, moral, and character traits 
that distinguish a person from others. Thus, character is the unique values in the individual that 
are imprinted in themselves and embodied in behavior. The character can be interpreted as a 
basic value that builds a person's personality. 

Christian character is formed both because of heredity and the environment that 
distinguishes it from others and is manifested in daily attitudes and behavior. Character 
education is interpreted as a serious effort in which positive traits can be developed, 
encouraged, and empowered through example, study and practice. Christian character is a 
character that is developed based on the teachings of Christianity or the person of Christ. So 
Christian character education is the provision of guidance to students to become fully human 
beings with character in the dimensions of heart, thought, body, taste, and intention in 
accordance with Christian faith. In general, it can be understood that Christian character 
education is a form of education that emphasizes the characters of Christ as a Christian 
character that must be possessed and applied in student life (Mekarwati, 2016; Potter, 2007; 
Zendrato et al., 2020). 

Meanwhile, educational institutions implement boarding lectures as residential buildings 
for people. College dormitories are student residences of a high school that have student 
residence facilities. Meanwhile, the boarding school of theology is a religious education 
institution that provides dormitory facilities for its students and has a boarding 
program/curriculum to fulfill educational goals (Soleman et al., 2020).  

Starting from the preliminary description, the researchers: 1) Describe and analyze the 
dormitory-based Christian character education curriculum at Abdi Allah Trawas-Mojokerto 
Evangelical Theology College; 2) Describe and analyze the implementation strategy of the 
hostel-based Christian character education curriculum at the Abdi Allah Evangelical Theology 
College, Mojokerto; 3) Describe and analyze the values of boarding-based Christian character 
education at the Abdi Allah Theological College of Evangelicals, Trawas-Mojokerto; 4) Describe 
and analyze the evaluation of boarding-based Christian character education at the Abdi Allah 
Evangelical Theology College Trawas-Mojokerto; 5) Describe and analyze the supporting and 
inhibiting factors in the implementation of the hostel-based Christian character education 
curriculum at the Abdi Allah Evangelical Theology College, Mojokerto. 

RESEARCH METHOD 
This study uses a qualitative design. The first is a study to understand and deepen the 
symptoms of a group of students at STTIAA Trawas related to their character while staying on 
campus. This is a social phenomenon as well as a problem related to the individual human 
being. Second, this research uses a theoretical framework that can shape or influence the study 
being researched (Adom et al., 2018; Collins & Stockton, 2018; Grant & Osanloo, 2014; Imenda, 
2014). Third, this research intends to holistically understand the research subject, namely the 
students of STIAA Trawas so that the description and analysis are in the form of narrative 
language. 

From the three reasons, the suitable design is qualitative design. This is also in accordance 
with the opinion of Sugiyono (2014) which says that the qualitative research method is a 
research method based on the philosophy of positivism. This means examining the condition of 
natural and natural objects. Another reason the study uses a qualitative research approach is the 

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element of student variability where each individual has a different character. This research is 
directed to find characters that match the context of the existing and developing literature. 
Literature that has been used in a series related to elements of Christian character in the STIAA 
Trawas campus dormitory. This is done so that the implementation based on literature can be 
used as a guide to trace and find the Christian character more optimally in theological colleges. 
The interpretation of idiographic data is carried out in relation to the interpretation of the data 
which aims to present the contextual specifics involved in this training (Beltz et al., 2016; 
Piccirillo & Rodebaugh, 2018; Sartori & Ceschi, 2013). 

Research subjects are the main informants who have been living together on the STTIAA 
Trawas campus with a very good understanding of the Christian character based on 
dormitories. Informants are individuals who understand and understand the right place to be 
researched. The determination of informants is carried out to obtain valid data on the object 
being studied. For this reason, informants who become key informants must be taken from 
people who are considered to be able to provide correct information that is directly related to 
the focus of the research being carried out. For this reason, the selection of informants as 
sources of data or informants in this study is based on the principle of subjects who master the 
problem, have data, and are willing to provide complete and accurate information. Informants 
who act as sources of data and information must meet the criteria. The informants in this study 
included the head of STTIAA Trawas in 2020, vice chairman, teaching lecturers, lecturers, and 
students in the 2020-2021 entry year. 

Place and time of research 
This research will be conducted at STTIAA Trawas Mojokerto. The research has been going on 
for almost 3 months since August 2020 in the context of pre-research research. The presence of 
the researcher is a key instrument. This means it is very important. The presence of researchers 
in the field of qualitative research is an absolute must. Because the researcher acts as the data 
taker of the research instrument as well as the data collector. Furthermore, as the core 
instrument, qualitative research is carried out alone in extracting research data. The steps taken 
are as follows. First, the researcher reacts to all stimuli from informants in the STTIAA Trawas 
campus environment which must be estimated to be meaningful or not for the research. Second, 
researchers as a tool can adapt to all aspects of the situation at STTIAA Trawas so that they can 
collect various kinds of data. Third, each situation is considered to be meaningful in this study. 
There is no instrument that can capture the whole situation except humans. Fourth, a situation 
that involves human interaction, cannot be understood with knowledge alone, but it is 
necessary to feel it often and explore it based on our knowledge. Fifth, only humans as 
instruments can draw conclusions based on data collected at one time and use them 
immediately as feedback to obtain confirmation, change, improvement, or rejection (Sugiyono, 
2011). 

The purpose of the presence of researchers in the field is to directly observe the conditions 
or activities that take place while at STTIAA Trawas. Researchers here play an important role 
apart from being the main instrument. The success or failure of this research depends on the 
presence of the researcher, so it is hoped that the data obtained from the field are valid and easy 
to analyze. 

Research Instruments 
Data collection as a research instrument was carried out directly from informants at STTIAA 
TrawasMojokerto. Furthermore, the research data instrument obtained is divided into two, 
namely primary data sources and secondary data sources. Primary data sources were obtained 
from all oral utterances and informants. To explore the data of this research, STTIAA Trawas 
informants were conducted through in-depth interview techniques. 

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The selection of informants for this research will be carried out using the snowballing 
technique, meaning that one informant appoints another informant who knows and 
understands inclusive education policies to complete his statement from the initial informant 
(Buchanan, 1981). Then another informant pointed to the next informant until the information 
provided was adequate, and so on. 

Furthermore, to complete the primary data source, a secondary research data source is 
needed. Secondary data sources are obtained from various photos, documents, and notes that 
can be used as a complement to primary data sources. Secondary data sources include books, 
articles, scientific journals, letters, or archives owned by STTIAA Trawas Mojokerto related to 
boarding-based Christian character education. Other data sources in the form of documentation 
and photos of inclusive education implementation activities are also posed in this study. Other 
secondary data is in the form of library archives, regulatory and statutory documents, and 
research results that are related to education and training materials. Data collection tools were 
also prepared such as interview guides, informed consent forms, notebooks, stationery, voice 
recorders, documentation tools, and other equipment. 

After all data sources have been collected, both primary and secondary data, the data are 
compared and combined into a cross-case analysis. This is done to develop a conceptual 
framework for the research. The framework was developed in the abstract according to the 
findings in inclusive schools. In practice, searching for secondary data in the form of important 
documents, such as academic guidelines, manuscript guidelines, and modified curriculum 
development guidelines aims to complement primary data sources. 

All informants act as data sources that provide verbal/verbal information. The information 
obtained describes the perspective of the informants regarding the case being studied and 
provides physical evidence of the secondary data they have. The physical evidence is in the 
form of report files or writings. Other data such as photographs related to the focus of the 
problem under study can come from these informants or from other direct observations. 

Data collection technique 
At this stage, the research obtains data holistically and integratively. The technique is through 
(1) in-depth interviews, (2) participant observation, and (3) study of documents. 

Deep interview 
In-depth interviews are conversational activities carried out to obtain opinions, perceptions, 
feelings, knowledge, and sensory experiences (Alvi, 2016; DeJonckheere & Vaughn, 2019; Rak et 
al., 2020) from STTIAA Trawas informants regarding the problems of the focus of the problem 
being studied. This interview is used to interview informants who are directly related to the 
character of students on campus. It aims to obtain detailed information in order to complete the 
data of this study. 

The first step is to prepare an interview guide and a recorder to record the results of the 
interview. Interviews were carried out until finally complete information was obtained from all 
informants and the focus of the problem could be answered. This is adjusted to the interview 
instruments that have been prepared previously. Researchers are required to come and carry 
out activities directly at the Mojokerto Health Office to get information. 

In conducting this in-depth interview using unstructured interviews (unstandardized 
interviews) which were conducted without compiling a strict list of questions. The advantage of 
this unstructured interview is that it can be done in a more personal manner which allows 
obtaining as much and more in-depth information as possible. Unstructured interviews allow to 
record the affective responses that appear during the interview and to sort out personal 
influences that may have influenced the outcome of the interview. Psychologically, this 
interview is freer and more chatty, so it is not tiring and tedious for the informants. Another 

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benefit of conducting unstructured interviews is that the questions are held freely (free 
interviews) on general questions regarding the implementation of inclusive education policies. 

The second interview is focused (focused interview) whose questions do not have a 
structure but are always centered on one point to another (Merton & Kendall, 2014). The 
direction of this problem focuses on the implementation of Christian character education that 
has been made and has been carried out so far at STTIAA Trawas. After completing the 
interview, the informant was then asked to be shown the next informant who was deemed to 
have the required, relevant, and adequate information. 

From the information appointed, other informants pointed to the head of STTIAA Trawas. 
The researcher conducted sufficient interviews and at the end of the interview, asked to appoint 
other informants who could be asked for their statements. And so on until the informants 
obtained are getting more and more like a snowball (snowball technique) and according to the 
purpose (purposive) contained in the research focus. 

In order for the interview to be more systematic and focused, the preparation of the desired 
materials is in accordance with the issues being explored. This can be done by making an 
interview guide instrument first. However, in practice, the guidelines that have been prepared 
can be developed according to the responses from the informants so that the results of the 
interviews are more coherent. Interviews were conducted by prior agreement or they could also 
be conducted spontaneously according to the opportunity provided by the informant. To record 
the results of the interview with the permission of the informant used tools in the form of a 
notebook and a tape recorder. 

In the field, the application does not require the possibility of searching for other 
informants. This means that the researcher asks to be shown the next informant who is 
considered to have the required information and conducts sufficient interviews. And so on until 
information is obtained that can answer the research focus. 

Participant Observation 
Direct observation is a data collection technique with careful direct observation in the field, 
where the activity is being studied. Direct observation is carried out to obtain facts and 
symptoms that occur (new) (Fagerhaugh, 1982; Suminski et al., 2021). Facts and symptoms that 
occur are important things that are recorded to answer the focus of the problem. 

This direct observation was carried out at STTIAA Trawas in order to determine the extent 
to which hostel-based Christian character education is being implemented. This is done to 
strengthen the information obtained through in-depth interviews. In order for the situation and 
condition of this research to be recorded perfectly, it is necessary to record everything he sees in 
field notes. Field notes were written during direct observation and were refined. 

The use of digital cameras as a tool to support the natural completeness of data from events 
encountered during direct observation is important such as recording important events that 
occur related to research data in the form of videos and photos. Taking pictures both in the 
form of videos and photos was done with the permission and knowledge of the informants. The 
direct presence was at the research location during observation activities and trying to pay 
attention to and record every symptom that arose at STTIAA Trawas Mojokerto. There are three 
stages of observation carried out in this study, namely descriptive observation (to find out the 
general picture), focused observation (to find categories), and selective observation (to find 
differences between categories). 

Focused Observation 
To see things related to the focus of the problem, there are four focus problems, namely a focus 
on the communication element, a focus on the resource element, a focus on the 
attitude/disposition element, and a focus on the bureaucratic structure element that occurred at 
STTIAA Trawas. 

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Selective Observation 
After doing the analysis and observation repeatedly, then narrowing it down again with the 
selective observation by looking for differences between categories, such as the content of 
policies and implementation of Christian character education. In addition, direct observation 
may be carried out as much as possible in the form of actions and symptoms that are closely 
related to inclusive education. This direct observation is in the form of observation in the 
implementation of character education learning carried out by lecturers and guardians of 
special students in the dormitory. 

Documentation (study of documents). 
The documentation method is used to find data on related matters or variables in the form of 
notes, transcripts, books, newspaper inscriptions, meeting minutes, agendas and so on. The 
main objective is to find data regarding the implementation of STTIAA Trawas Christian 
character education Mojokerto. Documentation is used to complement the previous data 
obtained from in-depth interviews and previous observations. The documents can be in the 
form of photos, institutional documents, and transcripts of informant interviews. In accordance 
with the nature of qualitative research itself, the main instrument of research is the researcher 
himself and is assisted by tools such as notebooks, cameras, tape recorders, and other tools to 
achieve the desired data. Applicatively in this study, it tries to collect data through 
documentation, namely in the form of written data sources. 

It is not enough to just collect written data such as strategic plans, curriculum 
development, and academic and non-academic guidelines. It is also necessary to collect 
documents and life books at STTIAA Trawas. The collection of documentation from various 
sources, both offline and online through the hospital's website, supports data regarding the 
implementation of existing education and training. 

In order to obtain the documents mentioned, efforts are made to obtain maximum access 
through special letters to request them. This documentation is carried out in order to strengthen 
and complete detailed data from the results of interviews with informants. To distinguish 
between recordings and documents. Recording is important to use as a statement from the 
informant to prove the existence of an event that occurred. While the document is used as a 
reference that is not prepared specifically for a particular purpose, such as letters, photos, 
manuscripts, and training manuals, but it is also important to do this. 

Data Validity Technique 
The data validity technique of this research uses four kinds of criteria, namely credibility, 
transferability, dependability, and confirmability criteria.  

Credibility 
To ensure a high level of data validity and credibility, it is necessary to use seven techniques, 
namely prolonged engagement, persistent observation, triangulation, peer debriefing, 
referential adequacy check, negative case analyst, and member checks.  The seven points are 
described as follows. 

Prolonged Engagement 
Prolonged engagement is interpreted as spending a lot of time at the STTIAA Trawas research 
site. The goal is to ensure the full level of trust of the informants and avoid distortion of 
attendance at the research site. This is done as a solid foundation to be able to draw conclusions 
based on data in the field. Research in the field is tailored to the needs. To get research data, 
researchers conducted research in December 2021. After that, they will directly conduct 
research at STTIAA Trawas. 

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Persistent Observation 
At this stage, direct observation of phenomena or activities in STTIAA Trawas. The direct 
observation method involves the research object that has been determined and observing all 
activities carried out and carried out by the informant. Observations were made to obtain a 
complete and detailed picture of the implementation of Christian character education in the 
field. 

Triangulation 
This is a research perspective from various points of view. Verification of findings using 
multiple sources of information and data collection techniques. The triangulation technique is a 
technique of checking the validity of data that uses other sources of information, methods, or 
theories that are interconnected with one another. 

There are two added values when using the triangulation technique, namely the data 
findings obtained are strengthened or questioned by comparing the data generated from other 
different techniques, and the findings data obtained can be supplemented by adding something 
new and different from one technique to another. 

Peer Debriefing 
This stage is a discussion with colleagues to discuss the temporary research findings. The 
purpose of peer discussion is to obtain accuracy in research. The peer discussion was carried 
out regarding the implementation of the training. The discussion also leads to the research 
method or technique that the researcher is doing. This discussion hopes that researchers can get 
input or contribute to the theme of HR training. Colleagues do not only involve doctoral 
colleagues in Unesa Education Management who understand inclusive education but mainly 
peer debriefing is carried out with friends from organizations such as FGDs in the Mojokerto 
area. Exchange of opinions and discussions as input and improvement from the temporary 
findings. 

Referential Adequacy Checks 
Checking all research results by checking existing data archives from various sources such as 
newspapers, magazines, articles, reference materials, and documentation. The aim is to ensure 
the suitability of the data found with the provisional conclusions that focus on the 
implementation of the inclusion policy that has been obtained. If the suitability is perfect, it can 
be said that the level of confidence in the conclusions of this study is high or strong. 

Negative Data Analyst 
Negative cases are those that do not match or differ from the research results up to a certain 
point in time. Conducting a negative case analysis means that the researcher looks for data that 
is different or contradicts the data that has been found. If there are no more different data, it 
means that the data found can be trusted. 

Member Checks 
When the final stage of the research is completed (interviews of all informants have been 
completed). The aim is to evaluate the outline of research findings that have been submitted by 
all informants. The outline of the findings is regarding the findings on the planning element of 
the module, the findings on the implementation element, and the findings on the inhibiting and 
supporting elements of Christian character education at STTIAA Trawas Mojokerto. Before 
leaving the research location, it is obligatory to re-check, match information and confirm with 
other informants carefully and with caution. Member checks are an important and useful 
technique for maintaining the credibility of qualitative research. 

 

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Transferability 
Transferability technique is used in order to obtain a common understanding of all information, 
data obtained, and research findings. This technique juxtaposes the data obtained so that it is 
easy to see so that the data shows and describes the problem of the focus of the research 
problem. The purpose of transferability is to lead other readers or other researchers to fully 
understand the substance of the research. Therefore, so that other people can understand the 
results of the training research in a clear, detailed, systematic, and reliable manner, the 
following steps are used. 

Research Settings 
The setting of this research must be clear that it will be carried out at STTIAA Trawas Mojokerto 
until finished. Good relations must be maintained between researchers and the education and 
training organizers. This provides easy or quick access to carry out initial research on the case. 
The data collected through the initial investigation can be used as preliminary information or a 
preliminary study and become part of the research even though the data is not shown in detail 
in the research report. 

In this regard, it is very necessary to know the existence of patterns of commitment built 
from initial data in boarding-based Christian education. Therefore, this phenomenon that 
occurs deserves to be investigated in connection with the success of improving the quality and 
quality of its implementation. 

Meanwhile, for the sake of research, permission in advance to carry out preliminary 
research chief Mojokerto Health Office who acts as a gatekeeper. After getting information from 
informants about commitment and attitude in character education, the research can look at the 
other appropriate variable components. 

Research Informant Profile 
The profile of the informant is considered important in the research because it involves related 
parties such as the profile of the head of the organizer and his committee, the profile of the 
informant STTIAA Trawas, Mojokerto, profiles of lecturers, profiles of lecturers' guardians or 
employees and special students. The reason for knowing the informant's profile is the readiness 
and ability of this informant to understand the implementation of Christian character 
education. 

Research Area Map 
Regional maps are used for the purpose of describing the location of the site clearly and in 
detail, namely the STTIAA Trawas area which is under the auspices of Christian Higher 
Education. The location is very strategic so it is enough because it is close to many housing 
estates. There are several things that are considered by students studying at STTIAA Trawas, 
namely the complete infrastructure, competent lecturers and long-established high schools. This 
is evidenced by a large number of students and many award achievements from the provincial 
to the national level. An award from the Ministry of Research and Technology as the best 
number 2 Christian Religious College in Indonesia was achieved in 2017. 

Dependability 
At the dependability stage, it is guaranteed that the information or data of the research carried 
out is highly dependent on other supporting tools, in the form of written guidelines, sound 
recordings, and image recordings. All data in this study can be interpreted correctly, accurately, 
and scientifically justified. 

In qualitative research, it is very important to test dependability by conducting an audit of 
the entire research process. Dependability test is used to assess whether the qualitative research 
process is of quality or not. Researchers need independent expert auditors to check to maintain 

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dependability. The auditors in this study were conducted by two promoters, namely Prof. H. 
Haris Suparno as promoter I and Dr. Mudjito AK, M.Si, as co-promoter. 

Confirmability 
At the confirmability stage, confirmation from various sources is considered correct and 
convincing as another element involved in the research theme (Chibvongodze et al., 1998). 
Research is said to be objective if the research results have been agreed upon by many experts. 
The degree of certainty from research on the implementation of education and training is a 
criterion for assessing the quality of results by emphasizing tracking data and information. 
Interpretation supported by material that is sufficiently deep to the audit trail is important. 
Qualitative data, either text or images from interpretation results can always be shown clearly 
and convincingly. 

The data that has been interpreted and used by the researcher produces the prospect of 
objectivity. This can show several important points, namely; generate questions about the 
researcher's own involvement in interpreting the data and generate the prospect of an open 
mind and a willingness to consider alternatives and defend data explanations. In a study, it is 
not allowed to present the results without going through the process that must be done. The 
auditor trail in this study was conducted by the promoter lecturer. 

Data Analysis Technique 
The data analysis technique was carried out by systematically searching and arranging 
interview transcripts, field notes, and other materials that had been collected by the researcher. 
Analytical activities are carried out by analyzing data, organizing, dividing into manageable 
units, synthesizing, looking for patterns, finding what is meant, and what is systematically 
researched and reported. 

The data analysis used in this research is qualitative analysis, which consists of data 
reduction, data presentation, and verification/conclusion. In order to be able to interpret and 
interpret data well, it takes perseverance, thoroughness, patience, and high creativity from 
researchers so that they are able to give meaning to each phenomenon or existing data. The type 
of data analysis technique used in this research is descriptive. This means that it is an analytical 
technique used to analyze data by describing or describing the data that has been collected 
soberly without any intention of making generalizations from a research result. 

Data analysis 
Data analysis in this study was carried out on each object of research focus. In analyzing, the 
researcher interprets the data in the form of words so that the meaning is obtained to be 
reported. Activities in qualitative data analysis are carried out interactively and continuously 
until they are completed so that the data is saturated. The steps are as follows: 
a. Data Condensation 
Data condensation is a process of selecting, simplifying, abstracting, and transforming data that 
approximates all parts of written field notes, interview transcripts, documentation, and other 
empirical material. This technique is done by collecting data at STTIAA Trawas continuously 
through participant observation, in-depth interviews, and documentation so that the data 
collected is large and complete. Then describe in more detail and depth after all the data is 
collected. 

b. Data Presentation 
After the data regarding the implementation of the training is condensed, the next step is the 
presentation of the data. Presentation of data in the form of brief descriptions, charts, 
relationships between categories, flowcharts, and the like. While the data that is often used in 
qualitative research is narrative text. With the presentation of data on how the education and 

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training are held at STTIAA Trawas, it will be easier to understand what happened and plan 
further work based on what has been understood. 

The steps of analysis during data collection in this study are as follows. First, after each 
data collection, all field notes were read, understood, and summarized. The field notes 
summary format used in this study follows the pattern. Second, all field notes and summaries 
that have been made, are read again and provisional summaries are made, namely a summary 
of the results while synthesizing what is known about the case that is used as a background for 
research, and showing what remains to be researched. 

Making a summary aims to obtain an integrated record of the case that became the 
background of the study. Third, after all the necessary data has been collected and the 
researcher leaves the research field, the field notes that have been made during data collection 
are analyzed. more intensively. This step is called analysis after data collection. 

The steps taken in the analysis after data collection are as follows. First, is the development 
of the coding category system. The coding in this study was made based on the case study 
background, data collection techniques, data sources, research focus, time of research activities, 
and page numbers of field notes. The coding used in this study is presented in table 1. 

Table 1. Research coding sequence. 

No Aspect of Coding Code 

1 

Data collection technique 
Interview 
Observation 
Documentation 

 
 
W 
O 
D 

2 

Focus Christian character education curriculum 
Implementation strategy 
Kr character education values 
Character education evaluation 
Inhibiting and Supporting Factors 

 
1 
2 
3 
4 
5 

3. Order Number Interview / Observation / Documentation 1,etc 

4 

Subject 
Head of STTIAA 
representative 
Lecturer 
Guardian Lecturer 
College student 

 
KDK 
WDK 
DP 
WD 
MH 

5 Study STTIAA 

6 
Field Note Page Number 
Note Page Number in Office Room 

IV 
V 

7 Activity Time: Date – Month - Year 04-02-2021 

This coding is used in the context of data analysis activities. The research focus code is used 
to classify research data obtained through interviews, observations, and documentation studies. 
At the end of the field notes or interview transcripts, several important things are listed, such as 
the instrument used, the serial number of the focus of the problem theme, the serial number of 
the focus, the informant, the research site, the background of the research, and when the 
research activity was carried out as shown in the example code in table 2. 

 

 

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Table 2. Example of code sequence and how to read it 

Code How to Read it 

W Shows the types of interview, observation, and 
documentation data collection techniques 

1 Shows the focus code of the research theme 

1, etc. Shows the sequence of interviews, observations, and 
documentation 

K Appoint research informants 

Spendiv Pointing research site 

IV/ V Indicates an indoor or outdoor research setting 

04-03-
2020 

Shows the date, month, and year of the research activity 

Second, is data sorting. After the codes are made complete with operational restrictions, 
each field note is read again, and each data unit contained in it is assigned the appropriate code. 
What is meant by data units here are pieces of field notes in the form of sentences, paragraphs, 
or a sequence of paragraphs. The codes are written on the edge of the field notes sheet and then 
all the field notes are photocopied. The photocopies are cut into pieces based on data units, 
while the original field notes are kept as archives. The pieces of field notes are grouped 
according to their respective codes as listed on the left edge. To make it easier to track the 
original field notes, at the bottom of each data unit a notation is given. 

Conclusion Drawing/Conclusion Verification 
New findings that have never existed before are the main hope of a qualitative study. Findings 
can be in the form of a description or description of an object that was previously still gray, so 
that it becomes clear. After researching it becomes clear to further clarify the analysis of the 
data. 

RESULTS AND DISCUSSION 
Character Education Curriculum Management at STTIAA Trawas Mojokerto 
Character education curriculum management will run effectively, in the previous research by 
Lickona & Lewis (2003) developed several principles (principles of effective character 
education). First, ethical core values mean character education as the foundation for the 
formation of good character. Character education adheres to values that are widely 
disseminated, which are very important, and are based on noble character, called core values, 
for example caring, honesty, fairness, responsibility, respect for oneself and others. Character 
education also promotes positive performance values such as diligence, a strong work ethic, 
and tenacity and persistence. 

Second, character is understood comprehensively including in thinking, feeling, and 
behavior. The implementation of good character includes understanding, caring, and actions 
based on these ethical values. The holistic approach in building student character is thus related 
to the development of cognitive, emotional, and behavioral aspects of moral life. Students will 
grow and understand these core values by studying them and discussing them, observing 
behavioral models, and solving problems related to values. 

Third, Character education requires a serious and proactive approach as well as promoting 
core values in all phases of life at the Abdi Allah Trawas Mojokerto Evangelical Theology 
College. This educational institution is committed to developing a character that is obliged to 
look at itself with a moral perspective to assess how everything in the College can have an 
impact on the character of the students. The curriculum for Christian character education is 
applied in student life, both in dormitories, in class, on campus, and outside the campus. 

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Supervision of the implementation of Christian character education is carried out by all 
lecturers, staff, employees, and fellow students themselves. The implementation of Christian 
character education is also regulated in/through a student handbook which contains the rules 
and regulations of daily life on campus. So it is hoped that the formation of character through 
daily habits that are closely monitored can shape students to have characters that are in 
accordance with the character of Christ. Supervision is carried out not only in class but also in 
dormitories and on-campus and off-campus. 

The comprehensive approach taken has utilized all aspects as an opportunity for character 
development. In this regard, this includes what is often called a hidden curriculum, such as a 
flag ceremony, lecturers as models, student relations with lecturers, lecturer relationships with 
other Theological College staff, and relationships between students. The Theological College is 
a caring community. Commitment to character development in educational institutions seeks to 
become a microcosmic society that cares and is fair. This is made possible by building a 
community that helps all its members to form a caring bond between them. This caring 
relationship can arouse both the intention to learn and the intention to become a person of good 
behavior. In this connection, staff members and parents of students can establish a relationship 
of mutual respect, mutually beneficial to both parties. They feel more called and excited to 
develop their capacity in promoting character values to students. 

Provide opportunities for students to take moral action. STTIAA Trawas Mojokerto's 
Christian character education curriculum is structured based on the need to nurture students so 
that they can have Christian character which is a demand for every student. And more 
importantly, not only because it is related to their profession later, but also closely related to the 
demands of being a true follower of Christ, who should have a Christ-like character. This 
Christian character education curriculum is applied to all students who live in dormitories (the 
requirements set for all STTIAA Trawas undergraduate students are that they must live in a 
dormitory for a 4-year study period). In the ethical realm as well as in the intellectual realm, 
students are constructive learners, they learn well by doing something (learn by doing).  

To develop good character, they need many and varied opportunities to apply values such 
as compassion, responsibility, honesty, and fairness, in daily interactions and discussions. By 
confronting real challenges (e.g. dividing tasks in cooperative learning, how to reach consensus 
in class meetings, how to reduce fights on the playing field, how to run service-learning 
projects) and reflecting on them in their experience, students can develop a practical 
understanding about the need to cooperate with others and make personal contributions. 

Effective character education must be complemented by a meaningful and challenging 
academic curriculum that values all learners and helps them to achieve success. If students are 
successful in high school and feel that they now have a certain competence and autonomy 
regarding the acquisition of certain knowledge or skills, they are more likely to feel the need to 
have certain values that characterize their existence and feel more of a need for personal 
authority. Because every student comes to the STTIAA Trawas campus with skills, with 
different interests and needs, an academic program designed to help students succeed should 
be a program in such a way that both the academic material and the learning pedagogy are 
sufficient to build engagement among all students. This means that higher education 
institutions must provide a curriculum that is inherently interesting and meaningful to 
students. Examples of meaningful curricula are curricula that feature active teaching and 
learning methods such as cooperative learning, problem-solving approaches, and experiential 
projects. 

Christian character education must really try to develop students' personal motivation. 
Growing up with self-motivation is a character development process with the principle that 
character learning should not be carried out through excessive emphasis on extrinsic incentives. 
Character learning is carried out to develop students' understanding of the rules, raise 

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awareness that their behavior will have an impact on others, and build students' character 
strengths such as self-control, ability to take perspective, and resolution skills. 

All residents of STTIAA Trawas must become a learning community and a moral 
community, all of which are mutually responsible for the ongoing character education, and 
strive to develop the same core values that guide character education for students. All high 
school staff starting from lecturers, administrative staff, counselors, high school psychologists, 
coaches, vice principals of high schools, cafeteria workers on the playground, and so on, must 
be involved in learning, also participate in discussions, and take their respective roles in the 
effort character building. 

First and foremost, staff members must demonstrate their responsibilities and become 
models for core values and take the opportunity to influence students with whom they interact. 
Second, the same values and norms that control student behavior must also be applied in 
regulating the lives of more mature High School citizens in the College community. Third, a 
college that provides free opportunities for its staff to reflect on moral issues can help convince 
all parties that the implementation of character education in the College is carried out with full 
integrity. 

The implementation of character education requires the necessary moral leadership for 
high school residents and students. Colleges that have been committed to developing effective 
character education should have people who act as leaders (eg head of the high school, all 
lecturers of the high school) who have excellent abilities (excellent or strong) in leadership. 
Colleges must recruit parents and community members as full partners in character-building 
efforts. Colleges that are able to establish relationships with parents to want to be involved in 
character education are proven to have a great ability to increase their chances of succeeding 
with their students in building character. Such high schools are usually willing to go to great 
lengths at every stage of character education to communicate with students' families, for 
example through letters, emails, and so on. 

Implementation of the Dormitory-Based Christian Character Education Curriculum 
Implementation at STTIAA implies that every lecturer makes a plan for the program that will 
be run. The planning in question is to realize success and achieve the expected goals in 
accordance with the curriculum applicable in high schools. Character education involves 
various kinds of value compositions, including religious values, moral values, general values, 
and civic values. 

Higher education institutions have the authority to determine priorities for character 
education values, but in the end, it is the individual himself who cultivates these values in 
accordance with his personal experience as an individual who believes and has the goodwill to 
live together in a pluralistic society. The tiered supervision of life in the dorm room (doing 
routine meditation every morning, praying and reading the Bible, keeping the bed clean, 
maintaining and cleaning the bathroom, washing clothes, etc.) is carried out in stages as 
follows: a) By senior students; b) By mother or the father of the dormitory; c) By the vice-
chairman of 3 student affairs; d) By the meeting of the faculty council. 

Permendikbud Number 20 of 2018 also confirms that there are 5 (five) values contained in 
the character education strengthening program which are described as follows: Religious, 
Religious character values reflect faith in God Almighty which is manifested in the behavior of 
carrying out religious teachings and beliefs, respecting differences religion, uphold a tolerant 
attitude towards the implementation of religious worship and other beliefs, live in harmony 
and peace with followers of other religions (Thoyyibah et al., 2019). 

The value of this religious character includes three dimensions of relations at once, namely 
the relationship of the individual with God, the individual with others, and the individual with 
the universe (environment). The value of this religious character is shown in the behavior of 
loving and maintaining the integrity of creation. Religious sub-values include love of peace, 

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tolerance, respect for differences in religion and belief, firm stance, self-confidence, cooperation 
between adherents of religions and beliefs, anti-bullying and violence, friendship, sincerity, not 
imposing will, loving the environment, protecting the small and marginalized. 

Implementation or application means everything that is carried out and applied, in 
accordance with the curriculum that has been designed or designed to then run fully in 
accordance with the regulations that have been set. For this reason, curriculum implementation 
is also required to fully implement what has been planned in the curriculum, the problem that 
will occur is if what is implemented deviates from what has been designed, there will be futility 
between design and implementation. 

Implementation can also be considered an action or implementation of a plan that has been 
prepared carefully and in detail. Implementation is usually done after the planning is 
considered fixed. Simply put, implementation can be interpreted as implementation or 
application. From the definitions, it shows that the word implementation boils down to the 
mechanism of a system. The expression mechanism implies that implementation is not just an 
activity, but an activity that is planned and carried out seriously based on certain norms to 
achieve the objectives of the activity. Therefore, implementation does not stand alone but is 
influenced by the next object, namely the curriculum. 

Dormitory-Based Christian Character Education Values 
In general, character education, character education is education that aims to shape personality 
through character education. The result of character education is a real behavior such as 
honesty, sense of responsibility, hard work, and so on. Character has two essential and closely 
related parts, namely performance character and moral character. 

Meanwhile, character education is a deliberate effort to help students understand and care 
about ethical values. In the implementation of education at the College of Theology, lecturers 
have an important role in helping students to form character through behavior, example and so 
on. Moreover, character education is a deterrent to various behaviors that are not expected. 

According to Zubaedi (2011) character is human nature that is permanent and 
distinguishes one human from another. This character includes attitudes (attitudes), behavior 
(behavior), motivation (motivation), and skills (skills). In addition, character also provides the 
best, including intellectual capacity, critical attitude, honesty, and responsibility, so that a 
person can contribute to his environment. 

From the definition, basically, character contains two dimensions, namely the intellectual 
dimension and the behavioral dimension. While character education is character education plus 
which aims to develop the character and character of students by living up to the values and 
applied through honesty, trustworthiness, discipline and cooperation by emphasizing affective, 
cognitive and psychomotor values. 

Students with character have a level of awareness and self-knowledge trying to do their 
best for God Almighty and others so that they can maximize their potential with full 
responsibility. The human character can be formed through habits both speech and action. 
Good character is not formed automatically, good character is developed continuously in the 
learning process, examples, learning, and practice. Character is formed because habits and 
habits are formed through repeated actions every day. 

In this study the values instilled by the College of Theology cannot be separated from the 
directives of the 1978 Standard of Training, Certification and Watchkeeping (STCW) for 
seafarers which were amended in Manila in 2010 namely leadership (leadership), teamwork 
(teamwork), managerial ability (managerial ship), care about work safety (safety awareness), 
and care about security (security awareness). Based on this characters, it is necessary to have a 
curriculum that is able to form an education system at the Trawas Theological High School, 
especially those that use dormitory facilities as a means of supporting character formation. With 
this dormitory, it is hoped that it will be able to form new habits for students that can shape 

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their desired character. However, good character relates to rules of good behavior and the 
development of good behavior habits, which are then practiced over and over again. 

Evaluation of Dormitory-Based Christian Character Education 
Evaluation of Christian character education is carried out objectively, meaning that it is based 
on facts and data that are found and disclosed honestly. For this reason, continuous training is 
needed from all parties involved so that they are skilled in using evaluation methods that are in 
accordance with the situation and conditions of the school. In addition, evaluation activities are 
carried out through the implementation of reflection with the aim of knowing the weaknesses 
and strengths of the implementation of student character education in schools and then 
conducting an analysis together in the design and implementing teams to find solutions that 
will be applied to further character education. The application and utilization of the results of 
the analysis on character education carried out is in accordance with expectations, in the 
improvement and improvement of the quality and effectiveness of performance will be carried 
out for the implementation of character education activities in the future. 

After understanding the various ways in developing character education, then how to 
assess or evaluate the character education developed, of course, requires a specific explanation. 
Assessment in learning related to character education can use authentic assessment. The 
implementation of effective character education includes efforts to assess the implementation of 
character education programs. The three types of outcomes that should be the focal point of the 
assessment are as follows. 

1) The character of the high school must be judged on the extent to which the high school has become 
a caring community. 
The role of high school staff as character educators is assessed with the question: to what 
extent do high school staff such as teacher councils, administrators, and personal 
supporters develop mutual understanding of what can be done to develop character 
building. 

2) The character of the students is assessed by the main question about the extent to which students 
realize their understanding, commitment, and actions based on these ethical values. 

3) Supporting and Inhibiting Factors in the Implementation of Dormitory-Based Christian 
Character Education Curriculum 

Seeing the obstacles that occur in the implementation of the program and identifying the 
problems that exist in STTIAA Trawas then looking for a comprehensive solution so that the 
character education program can be achieved; There are supporting and inhibiting factors in the 
implementation of character education which are described as follows. 

Supporting Factors 
From the beginning of students entering STTIAA Trawas in semester 1, students have known 
that this educational institution is based on Christianity. The quality or character of students 
who are permanent and continuous, eternal, which is used as a good personal characteristic. 
This character is a characteristic possessed by each individual that distinguishes individuals 
from other individuals. This characteristic is obtained from the evaluation of the individual's 
personality. Because character is related to evaluation or assessment, in describing individual 
characters, the terms good and or bad are often used. 

The substantive meaning of the term character consists of three interrelated student 
behaviors, namely (a) moral knowing, (b) moral feeling, and (c) moral behavior. It was further 
emphasized that good character consists of the psychological process of knowing the good, 
desiring the good, and doing the good – habit of mind, habit of heart, and habit of action. 
Supervision of lecturers and high school residents in the campus area is a supporting factor. 
Practical work is shared in all campus areas, libraries, health clinics, offices, kitchens, 

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courtyards, etc. Carried out together with lecturers who teach, lecturers who are responsible for 
practical work areas, all lecturers, staff, and employees. 

Obstacle Factor 
The Trawas Theological College Dormitory is a place to stay for students. Dormitory is usually 
a building with rooms that can be occupied by several occupants in each room. Its residents 
stay in dormitories for a longer period of time than in hotels or inns. The reason for choosing to 
live in a dormitory can be in the form of the residence's origin which is too far away, or because 
the cost is relatively cheaper than other forms of lodging, such as boarding houses or 
apartments. In addition to accommodating students, dormitories are also often occupied by 
participants of a sports party or seminar participants. 

Christian character must be manifest in the life of a Christian leader. Real is meant in 
relation to other people. besides that, it is real in the household and the environment. Real in 
relation to God and service. Character education given throughout life is not only given one or 
two years but is a lifelong process. The character values developed are based on the four 
national pillars, namely honesty, intelligence, toughness, and caring. The Abdi Allah 
Evangelical Theology College also has these values, namely Love, Holy, Commitment, and 
Tough. Character education to be successful also needs to be assessed with the right assessment 
tool. 

However, in implementation on campus, there are many constraining factors as the 
management function has not been optimally implemented. The most important of all series of 
management processes is that the implementation function emphasizes more on activities that 
are directly related to the human resources involved, or people within the organization have 
not touched on student practices in behaving and acting on-campus and off-campus. 

Empirical Study 
Implementation is the most important management function of all series of management 
processes. The function of implementing dormitory-based character education places more 
emphasis on activities that are directly related to the human resources involved, or the people 
in the organization. Implementation is an attempt to move group members in such a way that 
they are willing and trying to achieve the goals of the company and the goals of the company's 
members because the members also want to achieve these goals. 

Implementation is an effort to mobilize or direct the workforce (manpower) and utilize 
existing facilities intended to carry out work together. Among the implementation activities are 
conducting direction, guidance, and communication. The implementation here is to direct the 
workforce according to the work. In preparing for character education on campus, education 
needs to be made aware to all campus residents to take part in the implementation. Including 
campus residents are the head of the high school, lecturers, administrative staff, students and 
residents in the campus environment. There is an influence from the application of character 
education on student academic behavior. Character education is important to be implemented 
and developed on campus. Lecturers have an important position in building good student 
character. The lecturer as the main character who meets almost every day becomes an idol and 
is highly respected. The behavior of lecturer needs to show virtuous and wise behavior so that it 
becomes an impression to be imitated and provides an example of good character. 

The environmental atmosphere is largely determined by the atmosphere created by 
students. Campus regulations are an important aspect that must exist in an effort to develop a 
conducive atmosphere. The existing regulations include regulations that contain rights and 
obligations, sanctions, and rewards for all school members. These rules and regulations must be 
obeyed and carried out with full responsibility by all and all campus residents. 

However, any character that is formulated must still be based on universal values. 
Therefore, education that develops character is a form of education that can help develop 

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attitudes, ethics, morals, and responsibility, and give love to students by showing and teaching 
good character. It is a proactive effort of ethical values such as self-respect, responsibility, 
integrity, and self-discipline. It provides a long-term solution that leads to moral, ethical, and 
academic issues that are a concern and at the same time a growing concern in society. 

The implementation of character education at STTIAA Trawas begins with an agreement 
between all parties (Chairman of STTIAA, deputy head, lecturers, and student guardians) about 
the character that will be prioritized for development. The selection of these values departs 
from the interests and conditions of each educational unit, which is carried out through context 
analysis so that in its implementation it is possible to have different types of character values 
developed between one high school and or one area to another. 

Character education is integrated into the course, some things need to be considered. The 
implementation of character values to be developed can be started with values that are 
essential, simple, and easy to implement, such as: clean, neat, comfortable, disciplined, polite 
and courteous. In addition, the implementation of character education in high schools must 
create a culture of character which includes: religious, nationalist, independent, integrity, and 
mutual cooperation. The following is a description of the characters in Christian characters at 
STTIAA Trawas. 

Table 3. Elaboration of 3K1T character values in objectivity and key performance indicators. 

Core Values Objectivity KPI 

Holy 

The development of a culture of awareness to 
maintain the holiness of life, maintain the 
intensity of a personal relationship with God, 
and be willing and surrendered in obedience 
to God 

Learners understand the values of the 
holiness of life and are able to maintain 
the holiness of life holistically through a 
godly attitude. 
Learners want to go through the process 
of self-sanctification by maintaining the 
intensity of their personal relationship 
with God 
Learners show an attitude of obedience to 
authority in the process of surrendering 
themselves to the formation of God 

Love 

The awakening of a loving heart upon the 
realization that Jesus Christ has given His 
love to humans and is able to apply it to 
others 

Learners understand the meaning of 
God's love for humans who are 
internalized in their lives with the 
revealed fruit of the Spirit. 
Learners have compassion for others 
through an attitude of life that pays 
attention to others, is willing to sacrifice 
and is 'lenient' in helping others. 

Commitment 
Building motivation in the self-leadership 
process that is moral, authentic, polite, and 
integrity 

Learners have the ability to manage self-
motivation in doing their tasks and 
responsibilities. 
Learners live an 'as is' attitude/not made 
up and have a character that is compatible 
with Christ's values; Have a clear attitude 
based on the truth (integrity). 
Learners have a firm attitude in defending 
the truth values of Christ. 

Table 3 shows that STTIAA Trawas has bars or standard guidelines that every student 
must-have. The following limitations on boarding-based character education (including the 

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Theological College dormitory) as, the schoolhouse: That is the only place where children are 
thought during the day fulfills its primary function only this much. stay for the children where 
they are taught). 

Meanwhile, the "Dictionary Of Education" provides the following limits on boarding school: 
"boarding school is an educational institution the primary or secondary level in which pupils 
are residence while enrolled in as an instruction program, as opposed to a school to which 
pupils commute from their homes, includes school which offers regular and or special 
educational curriculum.” 

Thus the Theological College dormitory can be interpreted as a place where students reside 
for a relatively long period of time (during the study period) together with lecturers as 
caregivers who provide assistance to students in the process of personal development through 
the process of appreciation and development of cultural values. Personal development here is 
adjusted to the field or profession being pursued at the Theological College in question. 

The essence of hostel life is not just the formation of habits and sensory impressions, but 
also a process of forming life values. In fact, dormitories for school students or high school 
students are not something new in the context of Indonesian education. Because educational 
institutions in Indonesia have long presented the concept of boarding school education, which 
was named "pondok pesantren" for Muslims and seminaries for Christians or Catholics. This 
Islamic boarding school or seminary is the forerunner of boarding schools in Indonesia. In this 
institution, religious sciences are taught intensively at a certain level so that the products can 
become "kyai or ustadz" or " Pastors" who will later move on as leaders in the spiritual field in 
society. 

Of the many boarding universities in Indonesia, there are 3 (three) styles, namely religious, 
nationalist-religious, and some nationalist. Religion is divided into many styles, some are 
fundamentalist, moderate to somewhat liberal. This is more a representation of the diversity in 
Indonesia, which generally takes these three forms. Military-style because they want to transfer 
the pattern of disciplinary education in the military into education at boarding colleges. While 
the nationalist-religious style takes a position on semi-military education combined with 
religion in its development in high schools. 

The purpose of parenting is none other than the effectiveness and efficiency of achieving 
the goals of education and training at STTIAA. Parenting is a tool to develop the characters that 
exist in the high school curriculum so that it can be achieved. There are 100 kinds of ways to 
develop character education which are contained in the curriculum in high schools developed 
by the University of Illinois, some of which are in accordance with parenting patterns such as 
the introduction of character values in the form of discussions; policies related to character 
education. 

Parenting patterns developed from planning, management, and program implementation 
to program evaluation, when referring to 100 kinds of methods still need to be further 
developed for parenting patterns in STTIAA Trawas. 

CONCLUSION 
Conclusion of this research is as follows: 1) The management of Christian character education 
curriculum that influences Dormitory Abdi Theological High School Trawas-Mojokerto are: 
Holiness (85.42% good), Love (82.17% good), and Commitment (71.83% good). Thus, the 
students’ lifestyle based on dormitory dominated by Holiness, Love, and Commitment is 
significant; 2) The management of Christian character education curriculum can affect the 
students’ lifestyle based on dormitory in which character transmission occurs without 
competition among group members as follows (a) Moral knowing, (b) Moral feeling, (c) Moral 
behavior. 
 

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Author (s): 

* Thinna Naftali Woenardi (Corresponding Author) 
Universitas Negeri Surabaya, 
Jl. Lidah Wetan, Kec. Lakarsantri, Surabaya 60213, Indonesia 
Email: thinna.17070976010@mhs.unesa.ac.id 

  

Haris Supratno 
Universitas Negeri Surabaya, 
Jl. Lidah Wetan, Kec. Lakarsantri, Surabaya 60213, Indonesia 
Email: harissupratno@unesa.ac.id 

 

Mudjito 
Universitas Negeri Surabaya, 
Jl. Lidah Wetan, Kec. Lakarsantri, Surabaya 60213, Indonesia 
Email: mudjitomudjito@unesa.ac.id 

 

https://doi.org/10.46627/silet.v3i1.106
https://scie-journal.com/index.php/SiLeT
https://doi.org/10.7176/jep/10-4-06
https://doi.org/10.1007/s11135-012-9718-z
https://doi.org/10.21831/jss.v15i1.25226
https://doi.org/10.36406/ijbam.v3i2.603
https://doi.org/10.3390/ijerph18179329
https://doi.org/10.1088/1757-899X/296/1/012036
https://doi.org/10.1088/1757-899X/296/1/012036
https://doi.org/10.22161/ijels.53
mailto:thinna.17070976010@mhs.unesa.ac.id
mailto:harissupratno@unesa.ac.id
mailto:mudjitomudjito@unesa.ac.id

