A research team from the Department of Educational Administration, Faculty of Education, Yogyakarta State University, consisting of Setya Raharja, Cepi Safruddin Abd Jabar, Tina Rahmawati, and Sukirjo, has conducted a study entitled “Integrated Model of Excellent Senior High Schools” to explore the meaning, implementation readiness, and perceived value of excellence in high schools within the Special Region of Yogyakarta (DIY), particularly in Kulon Progo Regency.

This research aims to uncover the perspectives of school stakeholders regarding the concept of integrated excellence, to understand how they interpret the characteristics of excellent schools, and to explore schools’ readiness to implement the integrated excellence model. The study involved all 17 senior high schools in Kulon Progo Regency, as well as the Office for Secondary Education (Balai Pendidikan Menengah), with participants representing key educational actors including heads of offices, principals, teachers, education staff, parents, school committees, and students.

The findings reveal three key insights.
First, an integrated excellent school is perceived by school communities as an educational institution that harmoniously combines academic learning, character formation, and mastery of 21st-century skills in a holistic and contextual manner. The model’s flexibility allows for differentiation based on local potential and school characteristics.

Second, the benefits of this model are experienced across all educational stakeholders. Students gain a safe, inspiring learning environment and future-oriented skills; teachers and staff are encouraged to innovate and collaborate; parents feel more involved and witness their children’s growth in independence; principals develop strategic visions and systematically document best practices; while the Office for Secondary Education recognizes differentiated practices as a strong foundation for systemic replication.

Third, the readiness of schools to implement this integrated model is reflected in existing good practices such as the implementation of the Pancasila Student Profile Projects (Projek P5), vocational training programs, active partnerships with parents, and documentation of model schools. Nonetheless, the study also identifies challenges, particularly in integrating information systems and ensuring equitable quality improvement—areas that require continuous coaching and adaptive policy support to sustain long-term development.

This research provides a conceptual and empirical foundation for developing an integrated model of excellent senior high schools that not only fosters academic excellence but also builds character, skills, and school autonomy in a holistic manner.