PELAKSANAAN PENDIDIKAN KARAKTER KERJASAMA DALAM PEMBELAJARAN PJOK PADA SISWA KELAS TINGGI DI SD NEGERI KRATON YOGYAKARTA

Abstract

Abstrak

Penelitian ini bertujuan mendeskripsikan pelaksanaan pendidikan karakter kerjasama dalam pembelajaran PJOK pada siswa kelas tinggi di SD Negeri Kraton Yogyakarta. Metode yang digunakan adalah kualitatif deskriptif. Teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Teknik analisis data menggunakan model interaktif Miles & Huberman meliputi pengumpulan data, kondensasi data, penyajian data, dan penarikan kesimpulan. Uji keabsahan menggunakan perpanjangan pengamatan, triangulasi sumber dan teknik serta member check. Hasil penelitian menunjukkan bahwa (1) Pemahaman yang dimiliki guru terkait pendidikan karakter masih belum mendalam. (2) Perencanaan pendidikan karakter kerjasama dalam pembelajaran PJOK sudah lengkap. (3) Pelaksanaan pendidikan karakter kerjasama dalam pembelajaran PJOK sudah sesuai, siswa dapat bekerjasama karena adanya kegiatan berupa permainan yang dilakukan setiap pembelajaran. (4) Evaluasi pendidikan karakter kerjasama dalam pembelajaran PJOK menggunakan penilaian autentik. (5) Faktor pendukung adalah: siswa, guru, kepala sekolah, dan pemerintah, sedangkan faktor penghambatnya adalah: orang tua, teman bermain, dan lingkungan masyarakat.

Kata Kunci: Pendidikan Karakter Kerjasama, Pembelajaran PJOK

Abstract

This study aims to describe the implementation of cooperation as a form of character education through PE learning in high class students of Kraton Public Elementary School of Yogyakarta. This research used descriptive qualitative method. The data collection techniques used in this study were observations, interviews, and documentations. The data analysis techniques were adopted from Miles & Huberman’s interactive models which consist of data collections, data condensations, data displays, and conclusions. The validity test was run through extended observation, source and technique triangulations and member check. The results indicate that (1) The teachers’ understanding on character education was still inadequate. (2) The planning in the implementation had been completed. (3) The implementation had been implemented in accordance with the existing lesson plan. Students could carry out the cooperation well due to the presence of games conducted in each lesson. (4) The authentic assessment had been used in the implementation. (5) The supporting components in the implementation of cooperation in character education within PE were: students, teachers, the principals, and the government, meanwhile the hindrances came from: parents, playmates, and communities.

Keywords : Cooperation, character education, PE Learning