IMPLEMENTASI PENDIDIKAN KARAKTER PEDULI LINGKUNGAN DI SD ALAM HARAPAN KITA, KLATEN

Abstract

Abstrak
Penelitian ini bertujuan untuk mendeskripsikan implementasi pendidikan karakter peduli lingkungan di SD Alam Harapan Kita. Pertanyaan penelitian menyangkut strategi implementasi, faktor pendukung dan faktor penghambat. Penelitian ini merupakan penelitian deskriptif kualitatif. Subjek penelitian yaitu kepala sekolah, guru, karyawan, siswa, dan orangtua. Teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Analisis data menggunakan komponen reduksi, penyajian data, dan penarikan kesimpulan. Uji keabsahan data menggunakan triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa implementasi pendidikan karakter peduli lingkungan dilakukan melalui pengembangan kurikulum yang mencakup pengembangan diri (kegiatan rutin, spontan, keteladanan, dan pengkondisian), pengintegrasian dalam mata pelajaran, budaya sekolah; dan melalui pengembangan proses pembelajaran di kelas, sekolah, dan luar sekolah. Faktor pendukungnya yaitu komitmen, sarana prasarana pendukung, program sekolah, komunikasi, dan kondisi sekolah. Faktor penghambat terdiri dari kualitas SDM, pemanfaatan sarana prasarana belum maksimal, belum konsisten terhadap program, konsekuensi belum tegas dan konsisten, masih terpaku jadwal, dan siswa harus diingatkan.
Kata kunci: implementasi, pendidikan karakter, peduli lingkungan.

Abstract
This research aim at describing the implementation of environtmental awareness of character education in SD Alam Harapan Kita. This research was a qualitative descriptive. The research subject were the principal, teachers, staff, students, and parents. Data collection techniques used observation, interviews, and documentation. Analysis of data used data reduction, data display, and conclusion. Test the validity of data used a triangulation of sources and techniques. The result showed that the implementation of environtmental awareness of character education were conducted through curriculum development that includes self development (routine activities, spontaneous activities, exemplary, and conditioning), the integration of subject matters, school culture; and through the development of their lesson in class, school, and out of school. Supporting factors were commitment, the infrastructure, school programs, communication, and the school conditions. Inhibiting factor consists of the quality of human resources, utilization of infrastructure was not maximizied, yet consistent with the program, yet firm and consistent the consequences, still glued the schedule, and students often be reminded.
Key word: implementation, character education, environtmental awareness.