Published date: Jun 21 2023

Journal Title: KnE Social Sciences

Issue title: The 4th International Conference on Governance, Public Administration, and Social Science (ICoGPASS)

Pages: 129–146

DOI: 10.18502/kss.v8i11.13543

Andreas Yoga Aditamaandreasyogaaditama@gmail.comCenter of Character Strengthening, MoECRT

Hendarman .Center of Character Strengthening, MoECRT

Character index of elementary school (SD) level in the 2022 Education Report Card shows there is no regency/city that has reached the highest level, which is cultured where students are proactively and consistently applying the character values of Students of Pancasila. At junior high school (SMP) level, only 7.2% regencies/cities have reached the habituated culture level. Most of the regencies/cities are still at the second level, which is “developing” and a few at the level “needs to be developed.” This research is conducted to develop a collaborative governance regime model that support the regions in achieving the character index of cultured level at the basic education level. The model chosen refers to the collaborative governance model developed by Emerson et al., which focuses on the dynamics of collaboration consisting of principled engagement, shared motivation, and joint action capacity. The data collection techniques used were literature review of central/regional government policies and national education report cards. Based on data collected, several strong drivers were already present to initiate collaborative governance in strengthening character education. Key stakeholders must identify weak points in collaboration dynamics based on the established Collaborative Governance Regime model and tailor their policies according to Education Report Card and demographic/geographical characteristics. This collaboration should provide optimal support experience for school to implement character education.

Keywords: character education, Pancasila, collaborative governance

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