Journal Evaluation in Education (JEE)
Journal Evaluation in Education (JEE)

an Open Access Journal

SINTA

1.6519

Impact

GScholar

16

H-Index

Journal Evaluation in Education (JEE)

an Open Access Journal

Cognitive and Emotional Engagement in Character Formation: A Phenomenological Study of School Family Synergy

Vinsensius Bawa Toron ORCID
Sekolah Tinggi Pastoral (STP) Larantuka
Indonesia
vinsensius@stprenya-lrt.sch.id
Hermania Bhoki ORCID
Sekolah Tinggi Pastoral (STP) Larantuka
Indonesia
Florens Maxi Un Bria ORCID
Sekolah Tinggi Pastoral (STIPAS) Kupang
Indonesia
Fidelis Regi Waton
Kölner Hochschule für Katholische Theologie
Germany
Share

  • Purpose of the study: This study examines how character values are developed through cognitive and emotional engagement within school–family collaboration. It focuses on the roles of teachers, parental involvement, and student participation in supporting character formation.

    Methodology: A descriptive phenomenological design was used with nine purposively selected participants, including school leaders, teachers, parents, and students. Data were collected through interviews, observations, and documents, then analyzed thematically using ATLAS.ti 7. Credibility was ensured through triangulation and member checking.

    Main Findings: Teacher shape character through modeling and instructional guidance; parents reinforce values through example and communication; and students show engagement through reflection and cooperative behavior. Strong school family synergy shared routines, communication, and aligned expectations enhances character habituation, though challenges remain in teacher capacity, parental involvement, and cultural constraints. Cognitive and emotional engagement act as mediating processes in character formation and align with contemporary character education theories. The study also highlights a contextual gap in the existing literature, particularly the limited attention to culturally grounded and community-based approaches in character education.

    Novelty/Originality of this study: The study offers a culturally rooted phenomenological model integrating cognitive emotional engagement with school family collaboration. Policies should reinforce educator training, parental participation, and consistent value-based routines across home and school settings.

  • How to cite

    [1]
    “Cognitive and Emotional Engagement in Character Formation: A Phenomenological Study of School Family Synergy”, Jor. Eva. Edu, vol. 7, no. 1, pp. 183–192, Jan. 2026, doi: 10.37251/jee.v7i1.2241.

    More Citation Formats

  • 395
    Abstract views
    154
    Downloads

    Metrics — Badges

    1. Z. Zurqoni, H. Retnawati, E. Apino, and R. D. Anazifa, “Impact of character education implementation: A goal-free evaluation,” PEC, vol. 76, no. 6, pp. 881–899, Dec. 2018, doi: 10.33225/pec/18.76.881. DOI: https://doi.org/10.33225/pec/18.76.881
    2. R. E. McGrath, H. Han, M. Brown, and P. Meindl, “What does character education mean to character education experts? A prototype analysis of expert opinions,” Journal of Moral Education, vol. 51, no. 2, pp. 219–237, 2022, doi: 10.1080/03057240.2020.1862073. DOI: https://doi.org/10.1080/03057240.2020.1862073
    3. P. Lally and B. Gardner, “Promoting habit formation,” Health Psychology Review, vol. 7, no. sup1, pp. S137–S158, 2013, doi: 10.1080/17437199.2011.603640.
    4. W. Wahyudi, D. Kusuma, E. Prihatnani, T. Nova Hasti Yunianta, and N. F. Amin, “Development of blended learning activities based on 3cm (cool-critical-creative-meaningful) to support creativity and good character students,” Journal of Nonformal Education, vol. 9, no. 1, pp. 10–22, 2023, doi: 10.15294/jne.v9i1.42095. DOI: https://doi.org/10.15294/jne.v9i1.42095
    5. V. Maylinda and V. Sunarti, “Relationship between parent’s attention to children’s education with children’s motivation to learn at home at Teratai Indah, Kelurahan Padang Sarai, Koto Tangah, Padang City,” spektrumpls, vol. 10, no. 3, p. 366, 2022, doi: 10.24036/spektrumpls.v10i3.114723. DOI: https://doi.org/10.24036/spektrumpls.v10i3.114723
    6. A. Li, “Parenting approaches, parental involvement, and academic achievement in US elementary schools,” British Journal of Sociology of Education, vol. 45, no. 5, pp. 798–819, 2024, doi: 10.1080/01425692.2024.2362819. DOI: https://doi.org/10.1080/01425692.2024.2362819
    7. W. Aprianti, H. Y. Muslihin, and E. Elan, “Applying discipline character: Parents vs. teachers,” J. Early Child. Care. Educ., vol. 4, no. 1, pp. 22–32, 2021, doi: 10.26555/jecce.v4i1.4004. DOI: https://doi.org/10.26555/jecce.v4i1.4004
    8. R. Huang, “Teaching quality evaluation of online courses based on AHP-FCE evaluation technology,” Int. J. Emerg. Technol. Learn., vol. 18, no. 13, pp. 91–103, 2023, doi: 10.3991/ijet.v18i13.40391. DOI: https://doi.org/10.3991/ijet.v18i13.40391
    9. P. Ponidi, “Implementation of character education through a pakem approach model in civic education,” JLCEdu, vol. 1, no. 1, pp. 11–21, 2021, doi: 10.56327/jlcedu.v1i1.14. DOI: https://doi.org/10.56327/jlcedu.v1i1.14
    10. H. P. Raharjo, D. W. Y. Kusuma, R. B. A. Putra, and R. Irsyada, “Physical education with the TPSR model: Building characters and basic manipulative movements in elementary school students,” j. Sport Area, vol. 8, no. 2, pp. 239–250, 2023, doi: 10.25299/sportarea.2023.vol8(2).11072. DOI: https://doi.org/10.25299/sportarea.2023.vol8(2).11072
    11. D. A. Kurniawan, A. Astalini, D. Darmaji, T. Tanti, and S. Maryani, “Innovative learning: Gender perception of e-module linear equations in mathematics and physics,” Indonesian Journal on Learning and Advanced Education (IJOLAE), 92-106, 2022, doi: 10.23917/ijolae.v4i2.16610. DOI: https://doi.org/10.23917/ijolae.v4i2.16610
    12. M. A. L. Suratri et al., “Risk factors for stunting among children under five years in the Province of East Nusa Tenggara (NTT), Indonesia,” IJERPH, vol. 20, no. 2, p. 1640, 2023, doi: 10.3390/ijerph20021640. DOI: https://doi.org/10.3390/ijerph20021640
    13. R. Shome, “Cultural studies, what is it (and is not): once more with feeling,” Critical Studies in Media Communication, vol. 41, no. 5, pp. 490–499, 2024, doi: 10.1080/15295036.2024.2417985. DOI: https://doi.org/10.1080/15295036.2024.2417985
    14. Z. Lin, “The importance of childrens living environment in building childrens character,” LNEP, vol. 59, no. 1, p. None-None, 2024, doi: 10.54254/2753-7048/59/20241732. DOI: https://doi.org/10.54254/2753-7048/59/20241732
    15. M. G. Abed and T. K. Shackelford, “Parent involvement with their children’s schools: Perceptions of saudi parents of elementary school students with learning disabilities,” Learn Disabil Res Pract, vol. 38, no. 2, pp. 144–154, 2023, doi: 10.1111/ldrp.12304. DOI: https://doi.org/10.1111/ldrp.12304
    16. L. Ao, X. Cheng, D. An, Y. An, and G. Yuan, “Relationship between perceived family resilience, emotional flexibility, and anxiety symptoms: A parent–adolescent dyadic perspective,” J. Youth Adolescence, vol. 54, no. 2, pp. 510–521, 2025, doi: 10.1007/s10964-024-02083-7. DOI: https://doi.org/10.1007/s10964-024-02083-7
    17. J. Coppola, R. Gangamma, and E. Hartwell, “‘We’re just two people in a relationship’: A qualitative exploration of emotional bond and fairness experiences between transgender women and their cisgender partners,” J Marital Family Therapy, vol. 47, no. 3, pp. 648–663, 2021, doi: 10.1111/jmft.12467. DOI: https://doi.org/10.1111/jmft.12467
    18. R. Ramlan, D. Iskandar, J. Permana, and M. R. Husin, “Character values of elementary school education from the perspective of local wisdom of sundanese culture,” JESR, vol. 13, no. 3, p. 119, 2023, doi: 10.36941/jesr-2023-0062. DOI: https://doi.org/10.36941/jesr-2023-0062
    19. R. R. Diana, M. Chirzin, K. Bashori, F. M. Suud, and N. Z. Khairunnisa, “parental engagement on children character education: The influences of positive parenting and agreeableness mediated by religiosity,” CP, vol. 40, no. 2, pp. 428–444, 2021, doi: 10.21831/cp.v40i2.39477.
    20. F. Ariani, N. Ulfatin, A. Supriyanto, and I. Arifin, “Implementing online integrated character education and parental engagement in local cultural values cultivation,” EUROPEAN J ED RES, vol. 11, no. 3, pp. 1699–1714, 2022, doi: 10.12973/eu-jer.11.3.1699. DOI: https://doi.org/10.12973/eu-jer.11.3.1699
    21. J. W. Creswell and A. Tashakkori, Differing perspectives on mixed methods research, vol. 1, no. 4. Sage publications Sage CA: Los Angeles, CA, 2007, pp. 303–308. DOI: https://doi.org/10.1177/1558689807306132
    22. D. Poedjiastutie, V. Mayaputri, and Y. Arifani, “socio-cultural challenges of english teaching in remote areas of indonesia,” TEFLIN, vol. 32, no. 1, p. 97, 2021, doi: 10.15639/teflinjournal.v32i1/97-116. DOI: https://doi.org/10.15639/teflinjournal.v32i1/97-116
    23. J. W. Creswell and J. D. Creswell, Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications, 2017.
    24. T. Harrison, K. Dineen, and F. Moller, “Tests of life or life of tests?: Similarities and differences in parents’ and teachers’ prioritisation of character, academic attainment, the virtues and moral theories,” Journal of Beliefs & Values, vol. 43, no. 2, pp. 137–158, 2022, doi: 10.1080/13617672.2021.1920233. DOI: https://doi.org/10.1080/13617672.2021.1920233
    25. R. R. Diana, M. Chirzin, K. Bashori, F. M. Suud, and N. Z. Khairunnisa, “Parental engagement on children character education: The influences of positive parenting and agreeableness mediated by religiosity,” CP, vol. 40, no. 2, pp. 428–444, 2021, doi: 10.21831/cp.v40i2.39477. DOI: https://doi.org/10.21831/cp.v40i2.39477
    26. S. B. Selman and J. E. Dilworth‐Bart, “Routines and child development: A systematic review,” J of Family Theo & Revie, vol. 16, no. 2, pp. 272–328, June 2024, doi: 10.1111/jftr.12549. DOI: https://doi.org/10.1111/jftr.12549
    27. R. O. Welsh, “Administering discipline: An examination of the factors shaping school discipline practices,” Education and Urban Society, vol. 56, no. 7, pp. 847–880, Sept. 2024, doi: 10.1177/00131245231208170. DOI: https://doi.org/10.1177/00131245231208170
    28. S. Riza, M. Syarif, F. Mardatillah, A. J. Salam, W. Khafidah, and M. Yusuf, “Improving lecturer competence to encourage innovation and creativity in learning,” jip, vol. 12, no. 1, pp. 249–272, 2024, doi: 10.26811/peuradeun.v12i1.1078. DOI: https://doi.org/10.26811/peuradeun.v12i1.1078
    29. M. Dado, J. R. Spence, and J. Elliot, “The case of contradictions: How prolonged engagement, reflexive journaling, and observations can contradict qualitative methods,” International Journal of Qualitative Methods, vol. 22, pp. 16094069231189372, 2023, doi: 10.1177/16094069231189372. DOI: https://doi.org/10.1177/16094069231189372
    30. C. R. Lochmiller, “Leadership coaching relationships: A qualitative examination of underlying factors,” JEA, vol. 62, no. 3, pp. 277–292, 2024, doi: 10.1108/JEA-01-2023-0018. DOI: https://doi.org/10.1108/JEA-01-2023-0018
    31. H. Morgan, “Using triangulation and crystallization to make qualitative studies trustworthy and rigorous,” TQR, vol. 29, no. 7, pp. 1844-1856, 2024, doi: 10.46743/2160-3715/2024.6071. DOI: https://doi.org/10.46743/2160-3715/2024.6071
    32. K. Hendren, K. Newcomer, S. K. Pandey, M. Smith, and N. Sumner, “How qualitative research methods can be leveraged to strengthen mixed methods research in public policy and public administration?,” Public Administration Review, vol. 83, no. 3, pp. 468–485, 2023, doi: 10.1111/puar.13528. DOI: https://doi.org/10.1111/puar.13528
    33. T. Li, E. Adah Miller, M. C. Simani, and J. Krajcik, “Adapting scientific modeling practice for promoting elementary students’ productive disciplinary engagement,” International Journal of Science Education, vol. 47, no. 10, pp. 1217–1251, 2025, doi: 10.1080/09500693.2024.2361488. DOI: https://doi.org/10.1080/09500693.2024.2361488
    34. X. Tang, Y. Gong, Y. Xiao, J. Xiong, and L. Bao, “Facial expression recognition for probing students’ emotional engagement in science learning,” J Sci Educ Technol, vol. 34, no. 1, pp. 13–30, 2025, doi: 10.1007/s10956-024-10143-7. DOI: https://doi.org/10.1007/s10956-024-10143-7
    35. S. A. Sakti, S. Endraswara, and A. Rohman, “Revitalizing local wisdom within character education through ethnopedagogy apporach: A case study on a preschool in Yogyakarta,” Heliyon, vol. 10, no. 10, pp. 31370, 2024, doi: 10.1016/j.heliyon.2024.e31370. DOI: https://doi.org/10.1016/j.heliyon.2024.e31370
    36. S. Friese, “Qualitative data analysis with ATLAS. ti,” Qualitative data analysis with ATLAS. ti, pp. 1–344, 2019.
    37. S. Y. B. Huang, C.-H. Huang, and T.-W. Chang, “A new concept of work engagement theory in cognitive engagement, emotional engagement, and physical engagement,” Front. Psychol., vol. 12, pp. 663440, 2022, doi: 10.3389/fpsyg.2021.663440. DOI: https://doi.org/10.3389/fpsyg.2021.663440
    38. P. J. Massy and S. F. Sembiante, “Pedagogical practices, curriculum development, and student experiences within postsecondary music education: A systematic literature review,” Research Studies in Music Education, vol. 45, no. 3, pp. 600–615, 2023, doi: 10.1177/1321103X221128172. DOI: https://doi.org/10.1177/1321103X221128172
    39. W. Wasehudin et al., “the paradigm of character education in islamic elementary school,” JIIF, vol. 24, no. 2, pp. 368, Aug. 2024, doi: 10.22373/jiif.v24i2.22546.
    40. Y. R. Effendi and P. Sahertian, “Principals’ transformational leadership in strengthening character education at senior high school level (SMA) in Indonesia,” SAJE, vol. 42, no. 2, pp. 1–11, 2022, doi: 10.15700/saje.v42n2a2034. DOI: https://doi.org/10.15700/saje.v42n2a2034
    41. K. S. Wang and M. R. Delgado, “The protective effects of perceived control during repeated exposure to aversive stimuli,” Front. Neurosci., vol. 15, p. 625816, Feb. 2021, doi: 10.3389/fnins.2021.625816. DOI: https://doi.org/10.3389/fnins.2021.625816
    42. T. Tanti, W. Utami, D. Deliza, and M. Jahanifar, “Investigation in vocation high school for attitude and motivation students in learning physics subject,” Journal Evaluation in Education (JEE), vol. 6, no. 2, pp. 479-490, 2025, doi: 10.37251/jee.v6i2.1452. DOI: https://doi.org/10.37251/jee.v6i2.1452
    43. D. Daud and Y. Triadi, “Implementasi pendidikan karakter cinta tanah air dalam proses pembelajaran di sekolah dasar [Implementation of patriotic character education in the learning process in elementary schools],” Jor. Eva. Edu, vol. 2, no. 4, pp. 134–139, 2021, doi: 10.37251/jee.v2i4.239. DOI: https://doi.org/10.37251/jee.v2i4.239
    44. J. B. Medina, “Description of environmental care analysis of students in elementary schools,” Jor. Eva. Edu, vol. 4, no. 3, pp. 95–103, 2023, doi: 10.37251/jee.v4i3.335. DOI: https://doi.org/10.37251/jee.v4i3.335
    45. P. Lally and B. Gardner, “Promoting habit formation,” Health psychology review, vol. 7, no. sup1, pp. S137–S158, 2013. DOI: https://doi.org/10.1080/17437199.2011.603640
    46. M. A. Al-Hail, L. Al-Fagih, and M. Koç, “Partnering for sustainability: Parent-Teacher-School (PTS) Interactions in the Qatar education system,” Sustainability, vol. 13, no. 12, pp. 6639, 2021, doi: 10.3390/su13126639. DOI: https://doi.org/10.3390/su13126639
    47. R. Sebastian, A. Krishnamachari, and A. McCartney, “Understanding student teachers’ strengths and areas of need in a simulated consultation evening,” Journal of Education for Teaching, vol. 50, no. 3, pp. 450–463, 2024, doi: 10.1080/02607476.2023.2274930. DOI: https://doi.org/10.1080/02607476.2023.2274930
    48. E. L. Jing, N. C. Lupton, and M. A. Ansari, “A cultural value congruence approach to organizational embeddedness,” Journal of Personnel Psychology, vol. 20, no. 4, pp. 164–175, 2021, doi: 10.1027/1866-5888/a000280. DOI: https://doi.org/10.1027/1866-5888/a000280
    49. Y. Choi, P. Ingram, and S. W. Han, “Cultural breadth and embeddedness: The individual adoption of organizational culture as a determinant of creativity,” Administrative Science Quarterly, vol. 68, no. 2, pp. 429–464, 2023, doi: 10.1177/00018392221146792. DOI: https://doi.org/10.1177/00018392221146792
    50. T. R. Schneider, H. C. Nusbaum, Y. Kim, M. R. Borders, and T. J. Ryan, “Emotional intelligence predicts wise reasoning,” The Journal of Positive Psychology, vol. 18, no. 1, pp. 106–120, 2023, doi: 10.1080/17439760.2021.1991448. DOI: https://doi.org/10.1080/17439760.2021.1991448
    51. O. Borghi, L. Mayrhofer, M. Voracek, and U. S. Tran, “Differential associations of the two higher-order factors of mindfulness with trait empathy and the mediating role of emotional awareness,” Sci Rep, vol. 13, no. 1, pp. 3201, 2023, doi: 10.1038/s41598-023-30323-6. DOI: https://doi.org/10.1038/s41598-023-30323-6
    52. M. Bajovic and K. Rizzo, “Meta-moral cognition: bridging the gap among adolescents’ moral thinking, moral emotions and moral actions,” International Journal of Adolescence and Youth, vol. 26, no. 1, pp. 1–11, 2021, doi: 10.1080/02673843.2020.1867206. DOI: https://doi.org/10.1080/02673843.2020.1867206
    53. R. Smith, M. Persich, R. D. Lane, and W. D. S. Killgore, “Higher emotional awareness is associated with greater domain-general reflective tendencies,” Sci Rep, vol. 12, no. 1, pp. 3123, 2022, doi: 10.1038/s41598-022-07141-3. DOI: https://doi.org/10.1038/s41598-022-07141-3
    54. J. Long, K. Ying, Y. Luo, and X. Chen, “Emotional intelligence development predicts novice teachers’ professional identity, teaching enthusiasm, and teacher-student relationships: the mediation of positive teacher emotions,” European Journal of Teacher Education, pp. 1–20, 2024, doi: 10.1080/02619768.2024.2414910. DOI: https://doi.org/10.1080/02619768.2024.2414910
    55. J. Wilke and N. Goagoses, “Morality in middle childhood: the role of callous-unemotional traits and emotion regulation skills,” BMC Psychol, vol. 11, no. 1, p. 283, 2023, doi: 10.1186/s40359-023-01328-7. DOI: https://doi.org/10.1186/s40359-023-01328-7
    56. J. A. Martinez-Carrascal, J. Munoz-Gama, and T. Sancho-Vinuesa, “Evaluation of recommended learning paths using process mining and log skeletons: Conceptualization and insight into an online mathematics course,” IEEE Trans. Learn. Technol., vol. 17, pp. 1–17, 2023, doi: 10.1109/TLT.2023.3298035. DOI: https://doi.org/10.1109/TLT.2023.3298035
    57. P. Nowicka et al., “How do interpersonal relationships affect children’s weight management? A qualitative analysis of parents’ long-term perceptions after obesity treatment,” Childhood Obesity, vol. 18, no. 4, pp. 274–280, 2022, doi: 10.1089/chi.2021.0156. DOI: https://doi.org/10.1089/chi.2021.0156
    58. W. Wasehudin et al., “the paradigm of character education in islamic elementary school,” JIIF, vol. 24, no. 2, pp. 368, 2024, doi: 10.22373/jiif.v24i2.22546. DOI: https://doi.org/10.22373/jiif.v24i2.22546
    59. G. R. Madni, M. A. Anwar, and N. Ahmad, “Socio-economic determinants of environmental performance in developing countries,” J Knowl Econ, vol. 13, no. 2, pp. 1157–1168, 2022, doi: 10.1007/s13132-021-00775-0. DOI: https://doi.org/10.1007/s13132-021-00775-0
    60. S. Mukwarami, C. Nkwaira, and H. M. V. D. Poll, “Environmental management accounting implementation challenges and supply chain management in emerging economies’ manufacturing sector,” Sustainability, vol. 15, no. 2, pp. 1061, 2023, doi: 10.3390/su15021061. DOI: https://doi.org/10.3390/su15021061
    61. A. Rauf, N. Ali, M. N. Sadiq, S. Abid, S. A. Kayani, and A. Hussain, “Foreign direct investment, technological innovations, energy use, economic growth, and environmental sustainability nexus: New perspectives in BRICS economies,” Sustainability, vol. 15, no. 18, pp. 14013, 2023, doi: 10.3390/su151814013. DOI: https://doi.org/10.3390/su151814013