Strengthening Student Character and SDGs Alignment via School Security Patrols: An Islamic Primary School Perspective
DOI:
https://doi.org/10.23917/profetika.v28i01.15888Keywords:
school security patrol, character education, graduate profile, experiential learning, sdgsAbstract
Objective: This study aims to analyze the implementation of the School Security Patrol (PKS: Patroli Keamanan Sekolah) as a means of strengthening character education, the character values developed through its activities, and the supporting and inhibiting factors at Muhammadiyah Sapen Elementary School in Yogyakarta. Theoretical framework: This study draws on Lickona’s character education theory and Kolb’s Experiential Learning Theory to understand PKS as an experience-based co-curricular activity that facilitates the internalization and practice of character values. Literature review: Previous studies have shown that PKS contributes to the development of discipline, responsibility, social awareness, cooperation, and leadership. However, existing research has primarily focused on the secondary school level. Studies examining PKS in Islamic elementary schools and its contribution to the eight dimensions of the Graduate Profile and the Sustainable Development Goals (SDGs) remain limited. Methods: This study employed a qualitative approach using a case study design. Data were collected through non-participant observation, in-depth interviews, and documentation involving the school principal, PKS coordinator, teachers, and purposively selected fourth- and fifth-grade students. Data were analyzed thematically using NVivo and validated through source and method triangulation. Results: The findings show that PKS functions not only to support school safety and order but also as a contextual and experiential platform for character education. PKS activities strengthen discipline, responsibility, cooperation, leadership, social awareness, independence, communication, and faith-related values, contributing to all eight dimensions of the Graduate Profile. Implementation is supported by school culture, parental and community support, teacher commitment, and police collaboration, while challenges include student numbers, attendance, coordination, and time management. PKS is also relevant to SDG 4 (Quality Education) and SDG 16 (Peace, Justice, and Strong Institutions). Implications: PKS can serve as an experiential co-curricular model for strengthening character and Graduate Profile development while supporting SDG 4 and SDG 16. Novelty: This study highlights PKS in an Islamic elementary school as an integrated model of character education, Graduate Profile development, and SDG-oriented learning.
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