Nur Sabrina Sorfina, Wiji Hidayati

Curriculum Management for Character Education in a Non-Formal School: A SWOT-Based Case Study at Gajahwong School, Yogyakarta

Introduction

Curriculum management for character education in a non-formal school: a swot-based case study at gajahwong school, yogyakarta. Unpack curriculum management for character education in a non-formal Yogyakarta school. A SWOT analysis reveals participatory methods, challenges, and strategies for enhancing moral development.

Abstract

Purpose – This study investigates the curriculum management process for character education at Gajahwong School, a non-formal educational institution in Yogyakarta, Indonesia. It aims to identify internal and external factors affecting curriculum implementation and to develop strategies for enhancing moral education through SWOT analysis. Design/methods – The research employed a descriptive qualitative method, drawing on observations, structured interviews, and document analysis to examine planning, organizing, implementation, and evaluation processes. Three key informants were selected purposively: a school coordinator, a class educator, and a parent. The Internal and External Strategic Factors Analysis Summaries (IFAS and EFAS) were used to construct a SWOT matrix and formulate strategic responses. Findings – Curriculum management at Gajahwong School is participatory and value-driven, emphasizing socio-emotional learning, local cultural integration, and child-centered pedagogy. Key strengths include flexible curriculum design, structured planning, and volunteer commitment. However, challenges persist, such as lack of alignment with national standards, insufficient infrastructure, and limited continuity of educators. The SWOT matrix revealed a strategic position that favors opportunity-driven growth, suggesting the potential for expansion through digital branding, inclusive education, and community partnerships. Research implications/limitations – The contextual specificity and reliance on qualitative data may limit generalizability. Additionally, the absence of a standardized evaluation framework and dependence on informal volunteer systems present challenges for scalability. Future studies should include longitudinal and comparative research across non-formal settings and investigate hybrid curricular models. Practical implications – The findings provide actionable insights for policymakers, curriculum developers, and educational practitioners seeking to institutionalize character education in marginalized communities. They highlight the importance of integrating moral values, local wisdom, and emotional development into non-formal learning systems. Originality/value – This study contributes to the limited literature on curriculum management in informal educational contexts and introduces a SWOT-based framework for enhancing character education. It demonstrates how culturally rooted, community-led institutions like Gajahwong can offer innovative models of child development beyond conventional schooling paradigms.

Review

This study, "Curriculum Management for Character Education in a Non-Formal School: A SWOT-Based Case Study at Gajahwong School, Yogyakarta," addresses a critical area within educational research, particularly concerning non-formal learning environments. The purpose of investigating curriculum management for character education in such a context, and the subsequent identification of internal and external factors through SWOT analysis, is highly relevant given the increasing recognition of diverse educational pathways. The research employs a descriptive qualitative methodology, leveraging observations, structured interviews with key informants (a school coordinator, a class educator, and a parent), and document analysis. The use of IFAS and EFAS to construct the SWOT matrix and formulate strategic responses is a sound approach for this type of case study, providing a structured framework for analysis. The findings reveal that Gajahwong School operates with a participatory and value-driven curriculum, deeply embedding socio-emotional learning, local cultural integration, and child-centered pedagogy. Identified strengths include the flexibility of curriculum design, structured planning processes, and the significant commitment of volunteers. However, the study also transparently highlights persistent challenges such as a lack of clear alignment with national educational standards, insufficient infrastructure, and issues related to the continuity and retention of educators. The SWOT analysis effectively positions the school for opportunity-driven growth, suggesting promising avenues for expansion through digital branding, inclusive education initiatives, and robust community partnerships, which are practical and forward-looking strategies. While the study offers valuable insights, its research implications and limitations warrant consideration. The contextual specificity of Gajahwong School and the reliance on qualitative data inherently limit the generalizability of findings, as acknowledged by the authors. Furthermore, the absence of a standardized evaluation framework and the reliance on informal volunteer systems present challenges for scalability and robust impact assessment. Despite these limitations, the study's practical implications are significant, offering actionable insights for policymakers, curriculum developers, and practitioners working to institutionalize character education in marginalized communities. Its originality lies in contributing to the scarce literature on curriculum management in non-formal settings and introducing a practical SWOT-based framework, demonstrating how culturally rooted, community-led institutions can serve as innovative models for child development beyond traditional schooling paradigms.

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