Manajemen pendidikan karakter pada SDN 4 Menteng Palangka Raya

Suyatno, Suyatno (2016) Manajemen pendidikan karakter pada SDN 4 Menteng Palangka Raya. Masters thesis, IAIN Palangka Raya.

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Abstract

The child’s character development needs the serious effort with the framework ofthe character education management. The character education management at school does affect the mission achievement of education, to create the student’s reformed character. The problem of the research in general is how the character education management is at SDN 4 Menteng Palangka Raya, which includes: planning, organizing, actuating, and controlling of character education at SDN 4 Menteng Palangka Raya. The purpose is to know the character education management, which includes: planning, organizing, actuating, and controlling of character education at SDN 4 Menteng Palangka Raya.

The method of the research is the qualitative descriptive. The sources of the research data are the principal (as thekey informan), the vice principal, the teacher, the school administrator, and the student (as the informan). The technique of data collecting is through observation, interview, and documentation. The steps of data analysis of the research are (1) collecting data, (2) reducing data, (3) explaining data, and (4) drawing a conclusion.

The results of the research are: First, the planning of character education at SDN 4 Menteng Palangka Raya has involved the related substances, such as the compiling curriculum team, teacher council, and committee. The planning of character education is through: 1) character education curriculum socialization, 2) the compiling curriculum by the educational unit. Second, the organizing of character education consists of principal, vice principal, coordinators, classroom teachers, and teachers. In the organization structure, each of them has task, function, authority and responsibility that depends on the position and does as mandated.Third, the actuating of character education is through: 1) the integration of subjects and the character education values which are integrated into the teaching and learning equipment; syllabus and lesson plan, 2) the integration through the local characteristic lesson, 3) through the self-development, which consists of programmed activity, routine activity, role model activity, spontaneous activity, and supporting activity, 4) school culture, 5) through the condition of the availability character education supporting facility. Fourth, the controlling or the monitoring which is done by direct observation on the character education implementation, monitoring, and evaluating as well as correcting the student’s behavior, from the aberrant behavior to the positive behavior.

ABSTRAK

Pengembangan karakter anak perlu diupayakan secara sungguh-sungguh dengan pola manajemen pendidikan karakter. Manajemen pendidikan karakter di sekolah sangat berdampak pada pencapaian misi dari pendidikan yaitu membentuk siswa yang berkarakter. Secara umum masalah penelitian ini adalah bagaimana manajemen pendidikan karakter di SDN 4 Menteng Palangka Raya meliputi: perencanaan, pengorganisasian, pelaksanaan, dan pengendalian atau pengawasan pendidikan karakter di SDN 4 Menteng Palangka Raya. Adapun tujuan untuk mengetahui manajemen pendidikan karakter, yang meliputi: proses perencanaan, pengorganisasian, pelaksanaan, dan pengendalian atau pengawasan di SDN 4 Menteng Palangka Raya.

Penelitian ini menggunakan metode kualitatif deskriptif. Sumber data penelitian ini adalah kepala sekolah (sebagai key informan), wakil kepala sekolah, guru, tata usaha, dan siswa (sebagai informan). Teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Analisa data penelitian dilakukan melalui langkah-langkah : (1) mengumpulkan data, (2) mereduksi data, (3) pemaparan data, dan (4) penarikan kesimpulan.

Hasil penelitian sebagai berikut : Pertama, perencanaan SDN 4 Menteng Palangka Raya sudah melibatkan unsur-unsur terkait seperti, tim penyusun kurikulum, dewan guru, komite. Perencanaan pendidikan karakter melalui : 1) sosialisasi kurikulum pendidikan karakter, 2) Penyusunan kurikulum yang dilakukan satuan pendidikan. Kedua, pengorganisasian pendidikan karakter terdiri dari kepala sekolah, wakil kepala sekolah, koordinator-koordinator, wali kelas, dan guru. Dalam struktur organisasi memiliki tugas, fungsi, wewenang dan tanggung jawab sesuai dengan posisi masing-masing dan dijalankan dengan penuh amanah. Ketiga, Pelaksanaan pendidikan karakter melalui : 1) pengintegrasian melalui mata pelajaran, nilai-nilai pendidikan karakter dimasukkan kedalam perangkat pembelajaran yaitu silabus dan RPP, 2) pengintegrasian melalui mata pelajaran muatan lokal, 3) melalui pengembangan diri, terdiri dari kegiatan terprogram, kegiatan rutin, kegiatan keteladanan, kegiatan spontan, dan kegiatan penunjang, 4) budaya sekolah, 5) melalui pengkondisian berupa penyediaan sarana pendukung pendidikan karakter. Keempat, pengendalian atau pengawasan dilakukan dalam bentuk pengamatan langsung terhadap pelaksanaan pendidikan karakter, monitoring, dan evaluasi, serta pengkoreksian terhadap perilaku peserta didik, meluruskan perilaku peserta didik yang menyimpang menjadi perilaku yang positif.

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