IMPLEMENTASI PENGUATAN PENDIDIKAN KARAKTER MELALUI BUDAYA SEKOLAH DI SD 3 JARAKAN

Abstract

Abstrak

Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subjek penelitian ini yaitu SD 3 Jarakan dengan narasumber antara lain kepala sekolah, guru kelas, dan siswa. Pengumpulan data dilaksanakan melalui observasi, wawancara, dan dokumentasi. Teknik analisis data menggunakan model Miles & Huberman yaitu pengumpulan data, kondensasi data, penyajian data, dan penarikan kesimpulan. Uji keabsahan data menggunakan triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa pendidikan karakter ditanamkan melalui budaya sekolah yang terintegrasi dalam berbagai kegiatan yaitu: 1) kegiatan rutin yang dilakukan secara terus-menerus dan konsisten melalui kegiatan sehari-hari, mingguan, maupun tahunan yang dilakukan oleh warga sekolah; 2) kegiatan spontan yang dilakukan oleh guru maupun siswa pada saat itu juga; 3) keteladanan; dan 4) pengondisian lingkungan dengan menciptakan kondisi yang mendukung terlaksananya pendidikan karakter di sekolah baik secara fisik maupun nonfisik. Karakter  yang muncul pada implementasi penguatan pendidikan karakter melalui budaya sekolah yang terintegrasi dalam berbagai kegiatan yaitu: 1) kegiatan rutin terdapat 14 karakter; 2) kegiatan spontan: terdapat 6 karakter; 3) keteladanan terdapat 4 karakter; dan 4) pengkondisian lingkungan terdapat 9 karakter.

Kata kunci: pendidikan karakter, budaya sekolah

Abstract

This research uses a qualitative descriptive approach. The subject of the research is Jarakan 3 Elementary School with the headmaster, classroom teachers, and students as the resource persons. Data collection is done through observation, interview, and documentation. The data analysis techniques use the Miles & Huberman models that include data collection, data condensation, data display, and drawing conclusions. The data validity test used source triangulation and technique triangulation. The result showed that character education was inculcated through school culture that was integrated in various activities, namely: 1) routine activities were carried out continuously and consistently through daily, weekly, and annual activities that were conducted by school members; 2) spontaneous activities performed by the teachers and the students at that moment; 3) exemplary and fellow students; and 4) environmental conditioning by creating conditions that supported the implementation of character education at school both physically and non-physically. The character that appeared in strengthening character education through school culture in Jarakan 3 Elementary School, namely:1)routine activities were 14 characters; 2) spontaneous activities were 6 characters; 3) exemplary were 4 characters; 4) environmental conditioning were 9 characters.

Keywords: character education, school culture