Learning System Transformation Through Character and Religious-Based Flagship Programs: A Qualitative Study at Al Ghaffar Islamic Elementary School, Malang
Abstract
Learning system transformation has become a strategic effort to improve educational quality in response to technological advancements, evolving student needs, and growing societal demands. However, prior studies have predominantly focused on digital technology and interactive learning methods, while research on learning system transformation through flagship programs integrating character development, religious values, and social experience remains limited. This study aims to analyze the forms of learning system changes, the driving factors behind those changes, stakeholder responses, adaptation strategies, and their impacts on students and the school community at Al Ghaffar Islamic Elementary School, Malang. A qualitative approach with a descriptive design was employed. Data were collected through observation, semi-structured interviews with the school principal as the primary informant, and documentation. Data analysis followed an interactive model comprising data reduction, data presentation, and conclusion drawing, with validity ensured through source and technique triangulation. The findings reveal that since 2021, the school has implemented learning innovations through the Qiro'ah and Da'i programs, Safari Ramadhan, the ASEAN Class Program (ACP), the Aspirational Class, and barcode-based digital learning media. These programs fostered more active, interactive, and character-oriented learning. Despite initial adaptation challenges among some teachers, the changes received positive responses from students, teachers, and the surrounding community. The study concludes that learning system transformation contributes significantly to enhancing students' learning experiences, social skills, religious competencies, and the school's institutional identity and public image.
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