PELAKSANAAN PENDIDIKAN KARAKTER MANDIRI DALAM KEGIATAN EKSTRAKURIKULER PANAHAN DI SD N PURO PAKUALAMAN I YOGYAKARTA

Abstract

Abstrak

Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan pendidikan karakter mandiri dalam kegiatan ekstrakurikuler panahan di SD N Puro Pakualaman I 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, reduksi data, penyajian data, dan penarikan kesimpulan. Uji keabsahan data menggunakan triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa (1) Tahapan pendidikan karakter mandiri dilakukan pelatih secara bertahap meliputi knowing, feeling, dan action. Tahap pembiasaan perilaku mandiri ditunjukkan melalui perilaku bersaing, mengambil keputusan, percaya diri, dan tanggung jawab (2) Proses mewujudkan pendidikan karakter mandiri menggunakan strategi inkulkasi nilai, pembinaan dan pembiasaan, keteladanan, pengembangan keterampilan, dan fasilitasi. (3) Faktor pendukung terdiri dari peran sekolah dan komite, ketersediaan sarana prasarana, dukungan dari dalam diri siswa, serta dukungan dari orang di sekitar siswa saat kegiatan latihan. Faktor penghambat berupa kondisi sarana dan kebiasaan perilaku siswa yang kurang sesuai. (4) Adanya pelaksanaan pendidikan karakter mandiri pada kegiatan ekstrakurikuler panahan dapat berdampak positif bagi siswa maupun sekolah.

Kata kunci: pendidikan karakter mandiri, ekstrakurikuler panahan.

Abstract

This study aims to describe the implementation of autonomous character education in the extracurricular archery activity at Puro Pakualaman PES of I Yogyakarta. The study used the qualitative descriptive approach. The data were collected through observations, interviews, and documentation. They were analyzed using Miles and Huberman’ interactive model, consisting of data collection, data reduction, data display, and conclusion drawing. The data trustworthiness was enhanced by source and technique triangulations. The results of the study are as follows. (1) Autonomous character education is implemented by trainers through knowing, feeling, and action. Habituation of autonomous behaviors such as competing, making decisions, confidence, and responsibilities. (2) The process of implementing autonomous character education is done through value inculcation, guidance and habituation, modeling, skills development, and facilitation. (3) The supporting factors include the roles of the school and committee, availability of infrastructure facilities, support from the students, and support from people around the students during the training activities. The inhibiting factors include the conditions of facilities and the students’ inappropriate habits and behaviors. (4) The implementation of autonomous character education in the extracurricular archery activity can have positive impacts on the students and school.

Keywords: autonomous character education, extracurricular archer