A new study from Bosowa University in Makassar, Indonesia, found that Family Day programs can significantly strengthen character education while reducing conflict between teachers and parents in elementary schools. The research revealed that collaborative activities involving students, parents, and teachers create a more positive educational environment by improving communication, building trust, and helping children internalize moral values such as respect, empathy, responsibility, and cooperation.
The study, conducted by Andi Agusniati, A. Rizal, Widya Mardatillah, Nurwidyayanti, and Burhan from Bosowa University, was published in the International Journal of Applied Educational Research (IJAER) in 2026. The researchers examined the effectiveness of Family Day programs at UPT SPF SD Inpres Unggulan BTN Pemda Makassar, an elementary school in South Sulawesi that actively integrates family participation into character education initiatives.
The findings are important as schools worldwide face growing concerns about student behavior, declining social empathy, and increasing tensions between teachers and parents. In Indonesia, character education — often described through the concept of budi pekerti — remains a central component of national education policy. The concept emphasizes moral behavior, social responsibility, empathy, respect, and ethical awareness as essential elements of child development.
According to the Bosowa University researchers, traditional classroom instruction alone is no longer sufficient to effectively instill moral values in children. Students require consistent reinforcement of values both at school and at home. This makes collaboration between families and schools increasingly important in modern education systems.
The study highlighted that conflicts between teachers and parents often emerge because of poor communication, unclear expectations, and lack of mutual understanding. Previous international studies cited by the researchers showed that teacher-parent tensions can negatively affect students’ emotional well-being and overall school climate.
To address these challenges, the Family Day program was designed as an informal and participatory school activity where parents, teachers, and students interact through collaborative games, joint learning sessions, discussions, and character-building activities. The program aims to move beyond formal parent meetings by creating more natural and emotionally supportive interactions among all participants.
The Bosowa University research team used a qualitative case study approach to evaluate the program. Researchers collected data through semi-structured interviews, participant observation, and document analysis involving principals, classroom teachers, parents, and students who actively participated in the Family Day activities.
The findings revealed four major outcomes from the Family Day program.
First, the program successfully created an experiential learning environment that helped students practice moral values directly rather than simply memorizing them in class. During Family Day activities, researchers observed students showing stronger respect for others, better cooperation, increased empathy, and greater responsibility during group interactions.
Teachers interviewed during the study reported noticeable behavioral improvements among students who regularly participated in Family Day activities. According to the researchers, experiential learning allowed students to connect abstract moral concepts with real-life experiences, making character education more meaningful and sustainable.
Second, the study found that Family Day transformed relationships between teachers and parents. Before the program, communication between both groups was often limited, formal, and reactive. Most interactions only occurred when academic or disciplinary problems emerged.
After participating in Family Day activities, teachers and parents reported more open, friendly, and constructive communication. Parents said they felt more comfortable discussing their children’s development with teachers, while teachers felt more appreciated and supported by families. Observations also showed an increase in informal conversations and collaborative problem-solving between parents and educators.
Trust emerged as one of the most important factors behind these improvements. Shared activities helped reduce psychological barriers between teachers and parents and encouraged more transparent communication. Researchers concluded that trust-building is essential for creating sustainable family-school partnerships.
Third, the Family Day program played a preventive role in reducing teacher-parent conflict. Researchers found that misunderstandings became less frequent because communication channels were more open and expectations were clarified through direct interaction.
In situations where disagreements still occurred, both teachers and parents demonstrated greater willingness to engage in collaborative discussions rather than confrontational arguments. According to the researchers, the program encouraged a “partnership mindset” where both parties viewed educational challenges as shared responsibilities rather than separate obligations.
Fourth, the study found that Family Day encouraged parents to become active co-educators rather than passive observers. Parents gained deeper understanding of school values and educational approaches, allowing them to reinforce similar values at home. This alignment between school and family environments strengthened consistency in children’s moral development.
The researchers also emphasized the importance of cultural context in the success of the program. In Indonesia, budi pekerti values are closely connected to local cultural traditions and the principles of Pancasila. Family Day activities helped integrate these cultural values into practical educational experiences, making the program more relevant and meaningful for students and parents alike.
According to Andi Agusniati and colleagues from Bosowa University, Family Day should not be viewed merely as a ceremonial school event. Instead, the program represents a long-term educational strategy that combines moral education, family engagement, and conflict prevention into a single collaborative framework.
The study also highlighted the critical role of school leadership in ensuring the success of collaborative educational programs. Researchers found that strong support from school principals was essential for organizing activities, encouraging participation, and maintaining long-term sustainability of the program.
Beyond its implications for Indonesia, the study contributes to broader international discussions about holistic education and family-school partnerships. As schools worldwide search for effective ways to strengthen student character development while reducing social conflict, participatory programs like Family Day may offer practical and adaptable solutions.
The researchers concluded that schools should institutionalize Family Day programs as regular educational activities rather than occasional events. They also recommended professional development for teachers in family engagement and communication strategies, as well as stronger government support for collaborative character education initiatives.
Author Profile
Andi Agusniati is a researcher and academic from Bosowa University, Makassar, specializing in character education, family-school partnerships, and elementary education. The study was co-authored by A. Rizal, Widya Mardatillah, Nurwidyayanti, and Burhan, all affiliated with Bosowa University and actively engaged in educational research focusing on moral education, experiential learning, and collaborative educational models.
Source
Andi Agusniati, A. Rizal, Widya Mardatillah, Nurwidyayanti, and Burhan. “Enhancing Character Education through Family Engagement: A Qualitative Study of Family Day Programs in Indonesian Elementary Schools.” International Journal of Applied Educational Research (IJAER), Vol. 4 No. 2, 2026, pp. 81–98. DOI: https://doi.org/10.59890/ijaer.v4i2.226
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