School culture and the quality of learning: The experience in Special Region of Yogyakarta

Abstract

Structural-based education is a significant challenge for elements of education in Indonesia. However, in the province of the Special Region of Yogyakarta, an alternative cultural approach strategy is applied during challenges from the structural model. This research uses the ethnographic method. The results showed that the quality of learning in research was based on structural learning strategies and value-based development efforts, which were then applied and applied in a learning culture (behavior, knowledge, and artefacts). These efforts are combined into a pattern of developing a learning culture and the pattern of gradual change, which also becomes a study. This research aims to bring up the concept of developing cultural learning strategies through values and practices while implementing structural educational policies. This study has limitations in the form of gaps in structural education problems that have not been confirmed, which are more inclined to the policy and political context, so the study requires a study pattern with a broader scope related to structural education problems that are still difficult to resolve, such as the development of equal access policies, education, and corruption.

Awareness, acceptability, congruency, and attainability of an academic institution’s vision, mission, goals, and objectives

“…This may be attributed to the notion that individuals working in the university's operation and administration are not directly engaged in this level, with the exception of those staff members affiliated with the college who have distinct goals and objectives to achieve. In relation, the staff and support services were mostly focused on administrative tasks, managing libraries, and laboratory management which indirectly help achieve the vision of the university through service management and use of strategically important resources [22].…”

“…Similarly, the non-teaching personnel's view significantly differs with that of the students in terms of the attainability of ISU-CBAPA VMGO as confirmed through a Games Howell pairwise comparison with p=0.021. As shown in Table 4, the discrepancy is more evident in terms of the CBAPA goals and its programs' objectives due to the fact that, unlike the faculty members and students who are exclusively affiliated with CBAPA, a significant proportion of the non-teaching personnel included in this study were drawn from various non-academic offices where they are more focused on their administrative roles and support services [22].…”

“…This is because the individuals who are involved in the university's operation and administration have their own distinct set of goals and objectives that they must achieve. For instance, the staff and support services are focused on administrative roles, managing libraries, servicing laboratories, and assisting faculty and students in developing a learning culture [22] which are generally university-wide in scope and not confined solely to a specific college or program only. Still, studies have shown that staff and administrators have the highest level of awareness when it comes to the goals and program objectives [10], [17], [19].…”

Innovation of communication strategy on the learning process

“…Therefore, the communication process in education requires a strategy to achieve the objective of education. The learning strategy formulated by Spradley in Surahman & Salmon (2023) argued that three types of culture must develop in advanced schools, namely budaya perilaku (behavior culture), budaya pengetahuan (knowledge culture), and budaya pengetahuan (knowledge culture). An individual implementation is a form of positive culture at school in terms of behavior, discipline, religiosity, responsible answer, rational thinking, motivation to study, the habit of solving problems rationally, discussion/collaboration, self-trust, and others.…”