<![CDATA[Abstrak: Sekarang ini, kemerosotan nilai moral semakin meningkat di kalangan pelajar. Kurikulum muatan lokal dapat menjadi solusi dalam menangani penurunan moral tersebut. Kurikulum tersebut berisi kearifan lokal Gayo, Budaya Gayo, Adat Istiadat, dan Seni Budayanya. Penelitian ini membahas penguatan pendidikan karakter melalui kurikulum muatan lokal. Tujuannya yaitu mengidentifikasinya, serta menentukan faktor penghambat dari pelaksanaannya. Metode penelitian yaitu kualitatif deskriptif. Teknik yang digunakan yaitu wawancara, observasi, dan dokumentasi. Penelitian dilakukan di MIN 8 Aceh Tengah, dan MIS AL-Wasliyah. Hasil penelitian menunjukan secara keseluruhan penguatan pendidikan karakter dalam kurikulum muatan lokal di Aceh Tengah belum berjalan dengan baik. Kegiatannya berupa guru mengajarkan bahasa Gayo dan “Munomang Berume”. Pendidikan karakternya berupa gemar membaca, cinta bahasa daerah, dan komunikatif. Kegiatan ekstrakurikuler membuat kreativitas kerawang Gayo, tari tradisional, masakan tradisional, budaya sumang, origami, dan pie kopi. Kurangnya buku tambahan menjadi faktor pendukung dan penghambat, serta kurangnya materi di dalam buku, tidak adanya guru mulok, adanya pengurangan jam pelajaran selama pandemi COVID-19. Kegiatan ekstrakurikuler ditiadakan selama pandemi dan kurangnya kreativitas guru mengajar secara online.Abstract: Currently, the decline of moral values is increasing among the students. The local content curriculum can be a solution in dealing with this moral decline. The curriculum contains Gayo local wisdom, Gayo culture, customs, and cultural arts. This study discusses the strengthening of character education through local content curriculum. The goal was to identify and determine the inhibiting factors of its implementation. The research method was descriptive qualitative. The techniques used were interview, observation, and documentation. The research was conducted at State Islamic Primary School (MIN) 8 Central Aceh and Private Islamic Primary School (MIS) Al-Wasliyah. The results showed that the strengthening of character education had not run well. The activity was done using Gayo language and “Munomang Berume”. The character education covered loving to read, loving regional languages, and being communicative. The extracurricular activities included Gayo filigree, traditional dance, traditional cuisine, Sumang culture, origami, and coffee pie. The lack of additional books became the supporting and inhibiting factor simultaneously and the lack of materials, the absence of the local content teachers, the reduction in class hours during the COVID-19 pandemic. The postponed extracurricular activities and the lack of teachers’ creativity in teaching online were other contributing factors.]]>
