PENDIDIKAN KARAKTER PEDULI LINGKUNGAN DI SEKOLAH DASAR PENYELENGGARA INKLUSI

Abstract

Abstrak

Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan pendidikan karakter peduli lingkungan di sekolah dasar penyelenggara inklusi. Penelitian ini menggunakan metode kualitatif deskriptif. Subjek penelitian ini adalah kepala sekolah, guru pendamping khusus (GPK), guru kelas dan siswa. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi. Teknik analisis data menggunakan model Miles & Huberman yang dimulai dari pengumpulan data, reduksi data, penyajian data, dan pengambilan kesimpulan. Uji keabshakan data menggunakan triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa dalam melaksanakan pendidikan karakter peduli lingkungan di SD Trirenggo dilakukan melalui 9 kebijakan yang diterapkan yaitu (1) kegiatan pembiasaan, (2) keteladanan, (3) pengondisian lingkungan sekolah, (4) tindakan spontan, (5) pengintegrasian dalam pembelajaran, (6) kegiatan ekstrakurikuler, (7) kerjasama dengan berbagai pihak, (8) pengembangan akademik, dan (9) pengembangan perilaku pembelajaran.

Kata kunci: pendidikan karakter, peduli lingkungan, sekolah dasar

Abstract

This study aims to describe the implementation environmental awareness into character building education at inclusive elementary school. To obtain the data, this study applies descriptive qualitative approach. The subjects in this study were the principal, special assistant teachers, teacher’s classroom, and students. The techniques of data collection were interviews, observation, and documentation. Data analysis techniques were adapated from the Miles & Huberman model. It consists of data collection, data reduction, data presentation, and conclusion drawing. Data validaty test used triangulation of sources and methods. The results showed that the implementation of environmental awareness in the character building education at SD Trirenggo was done through nine policies, namely (1) habitual development, (2) exemplary behaviour, (3) conditioning process, (4) spontaneous action, (5) integration in learning process, (6) procurement of extracurricular activities, (7) cooperation with various parties, (8) academic development activities and (9) development of learning behavior.

Keywords: character building, environmental awareness, elementary school