Pendidikan berkarakter-cerdas melalui bimbingan kelompok di MTsN Barito Utara

Arnanda, Dede (2019) Pendidikan berkarakter-cerdas melalui bimbingan kelompok di MTsN Barito Utara. Masters thesis, IAIN Palangka Raya.

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Abstract

Penelitian ini berupaya mengangkat tentang pendidikan berkarakter-cerdas dengan rumusan masalah adalah 1) Bagaimana pendidikan berkarakter-cerdas melalui bimbingan kelompok di MTsN Barito Utara? 2) Apa saja faktor penghambat dan pendukung pada pendidikan berkarakter-cerdas melalui bimbingan kelompok di MTsN Barito Utara? dan 3) Bagaimana solusi dari faktor penghambat pada pendidikan berkarakter-cerdas melalui bimbingan kelompok di MTsN Barito Utara. Tujuan Penelitian ini dalam rangka mengekplorasi bagaimana Bimbingan Konseling
diselengarakan di sekolah sebagi wadah pembinaan mental dan karakter siswa melalui bakat dan minat secara terbimbimbing dan terjadwal dalam bentuk implementasi oleh konselor atau Guru Bimbingan Konseling.

Metode yang digunakan dalam penelitian ini adalah metode kualitatif deskriptif dengan subjeknya adalah 2 (dua) orang guru bimbingan konseling, informan yaitu wakil kepala madrasah bagian kesiswaan (wakasis), wakil kepala madrasah bagian sarana dan prasarana (wakasapras) serta peserta didik kelas IX MTsN Barito Utara sebanyak 4 (empat) orang.

Hasil penelitian meliputi 1) pendidikan berkarakter-cerdas melalui bimbingan kelompok dengan 3 (tiga) pola Cerdas dalam kehidupan berbudaya dan seni, cerdas dalam bidang agama , cerdas dalam ilmu dan teknologi, sudah diterapkan di MTsN Barito Utara. 2) faktor penghambat pendidikan berkarakter-cerdas yaitu Faktor penghambat dari guru Bimbingan Konseling terkendala masalah waktu. Sarana prasarana kurang media pembelajaran (media bimbingan seperti LCD dan akses internet yang masih terbatas), Pada bagian IT kurang perangkat komputer buat mencari bahan atau buat siswa menambah ilmu di bagian IT. Faktor Pendukungnya yaitu semua guru menanggapi positif tentang program pendidikan berkarakter-cerdas diterapkan di MTsN Barito Utara. 3) Solusi dari faktor penghambat pendidikan berkarakter-cerdas di MTsN Barito Utara adalah penambahan jam tatap muka mata pelajaran bimbingan konseling dan kelengkapan sarana dan prasarana dapat lebih diperhatikan sehingga program pendidikan karakter cerdas dapat dilaksanakan secara maksimal baik jam tatap muka yang selama ini hanya mendapatkan alokasi waktu 1 (satu) jam maka akan lebih efektif jika jam tatap itu diberikan 2 (dua) jam tatap muka. Begitu juga dengan sarana dan prasarana agar program pendidikan karakter cerdas dapat berjalan sesuai dengan program yang dicanangkan atau dibuat.

ABSTRACT

This study attempts to investigate about smart character education with the research questions: 1) How is smart character education carried out through group guidance at MTsN North Barito? 2) What are the inhibiting and supporting factors in smart character education through group guidance at MTsN North Barito? and 3) What is the solutions of the inhibiting factors in smart character-education through group guidance at MTsN North Barito? The purposes of this study are to explore Counseling Guidance is implemented in schools as a tool for mental development and students’ character through talents and interests scheduled in the form of implementation by counselors or Counseling Guidance Teachers.

The method used in this study applies a descriptive qualitative method with the subjects are 2 (two) counseling guidance teachers. The informants were vice principal of students’ affair, vice principal of infra-structures’ affair and the the tenth grade students of MTsN Barito Utara as many as 4 (four) students.

The results of the study revealed 1) smart character education was carried out through group guidance with 3 (three) smart patterns: smart in cultural life and art, smart in religion, smart in science and technology. All of them were already implemented in North Barito MTsN. 2) the inhibiting factors of smart character education, namely the inhibiting factor of Counseling Guidance teachers were constrained by time problems. In terms of infrastructure facilities, it lacked learning media (guidance media such as LCD and internet access were still limited). in the IT department, there were less computer equipment to look for materials or gain add knowledge for students. The supporting factors were all teachers responding positively to smart character-education programs applied at MTsN North Barito. 3) The solutions for the inhibiting factor of smart character education in MTsN North Barito were done through giving additional time for face-to-face counseling subjects and giving high attention for completing facilities and infrastructure, so that smart character education programs can be maximally implemented. So far, the allocated time for face-to-face hours had only 1 (one) hour. It would be more effective if the face-to-face hour was added to two hours. Likewise, the facilities and infrastructure needed to add, so that smart character education programs could run in accordance with the planned program or made.

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