PENANAMAN TANGGUNG JAWAB PADA SISWA KELAS V DI SD NEGERI SEMBUNGAN

Febria Wahyu Astuti,

Abstract


Abstrak

Penelitian ini bertujuan untuk mendeskripsikan proses penanaman tanggung jawab pada siswa kelas V di SD Negeri Sembungan Lendah, Kulon Progo. Penelitian ini merupakan penelitian deskriptif kualitatif. Penelitian ini mengambil subjek guru kelas, guru PJOK, guru PAI, kepala sekolah serta siswa kelas V sebagai narasumber. Teknik pengumpulan data dalam penelitian ini adalah observasi, wawancara, dan dokumentasi. Penelitian ini menggunakan teknik analisis data menurut Miles & Huberman yaitu reduksi data, penyajian data, dan pengambilan kesimpulan. Untuk memperoleh keabsahan data, penelitian ini menggunakan triangulasi teknik dan sumber. Hasil penelitian menunjukkan bahwa: (1) guru dan kepala sekolah telah memahami tanggung jawab siswa, (2) guru telah menanamkan tanggung jawab pada siswa kelas V dengan cara berperan sebagai pengasuh, teladan, dan mentor, (3) guru telah menciptakan lingkungan kelas yang demokratis, (4) guru telah menanamkan nilai tangung jawab melalui kurikulum, (5) guru telah menanamkan tanggung jawab melalui pembelajaran kooperatif, dan (6) sekolah telah membangun budaya yang positif. 

Kata kunci: pendidikan karakter, nilai tanggung jawab, sekolah dasar


Abstract

The research aims to describe the process of the inculction of responsibility for 5th grade students at SD Negeri Sembungan Lendah. This research was qualitative descriptive reserch. The subject of this research were classroom teacher, sport teacher, Islam religion teacher, headmaster, and the 5thgrade students. The data was collected by using observation, interview, and documentation. . It was analyzed using Miles & Huberman method which were data redution, data display, and conclusion. The data was validated by technique and source triangulation. The result of the research showed that (1) teachers and headmaster had known about students responsibility, (2) teachers had been being caregivers and mentors, (3) teachers createa democratic classroom environment, (4) teachers taught responsibility through curriculum, (5) teachers taught responsibility through cooperative learning, and (6) school had built a positive culture. 

Keywords: character education, responsibility, elemantary school


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