Analysis of Collaboration Selection in the Implementation of Finnish Positive Learning in the Ciputra School Network

Education is a crucial aspect of life because it relates to the socialization of values and the development of individual abilities. Global values are also constantly evolving, and each country competes to build and improve its education system. It's no surprise, then, that services in the field of education are now a commodity in the global market. Finland is currently renowned as one of the countries with the best education systems in the world. This is because the curriculum promoted by the Finnish government focuses on character development, well-being, equality, and the social and creative development of students. In Indonesia, several schools have partnered with Finnish educational agencies, particularly the Finnish National Agency for Education, to incorporate aspects of Positive Learning into their school curriculum. This is because Positive Learning is generally superior and effective when applied to lower grades. However, the Ciputra school network is collaborating to develop Positive Learning for implementation in upper grades. Therefore, for this reason, this study employs social capital theory to analyze the relationship between Finnish educational agents and Ciputra schools in Indonesia, as well as the collaborative practices and implementation of Positive Learning in schools, drawing on Pierre Bourdieu's cultural capital theory. This study uses a qualitative approach to data processing. This study aims to determine the school's objectives for implementing Finnish Positive Learning. The question is, "Why did Ciputra schools choose to use Positive Learning in Education Finland as character education for the Upper Grade level?"