<![CDATA[Penelitian ini bertujuan menganalisis bentuk implementasi, mekanisme pembentukan nilai, faktor pendukung, serta kebutuhan evaluasi kegiatan pendidikan luar sekolah di SMA Negeri 1 Medan. Istilah pendidikan luar sekolah dalam artikel ini digunakan secara operasional untuk menunjuk kegiatan pendidikan yang diselenggarakan sekolah di luar pembelajaran intrakurikuler reguler, seperti pembiasaan, kegiatan keagamaan, bakti sosial, organisasi siswa, olahraga, kepedulian lingkungan, dan pembelajaran berbasis pengalaman. Penelitian menggunakan pendekatan kualitatif deskriptif dengan metode studi dokumen. Data diperoleh dari dokumentasi resmi sekolah, publikasi program di SMA Negeri 1 Medan, kebijakan penguatan karakter, dan artikel ilmiah terbitan 2021-2026. Analisis dilakukan melalui seleksi dokumen, pengodean tematik, pemetaan hubungan antara aktivitas dan nilai akhlak, serta pemeriksaan konsistensi antarsumber. Hasil kajian menunjukkan bahwa kegiatan yang terdokumentasi mencakup bakti sosial, pembelajaran berbasis kearifan lokal, kegiatan pecinta alam, olahraga, pemanfaatan fasilitas keagamaan, dan pembiasaan karakter. Kegiatan tersebut menyediakan ruang pengalaman untuk menumbuhkan religiusitas, empati, tanggung jawab, disiplin, kerja sama, toleransi, kepedulian sosial, dan kepedulian lingkungan. Meskipun demikian, dokumentasi yang tersedia lebih kuat dalam menjelaskan pelaksanaan program daripada membuktikan perubahan akhlak siswa. Artikel ini menawarkan siklus pembentukan akhlak berbasis kegiatan yang meliputi perencanaan nilai, partisipasi nyata, keteladanan, refleksi, pembiasaan, dan evaluasi perilaku. Sekolah disarankan mengembangkan indikator moral knowing, moral feeling, dan moral action agar dampak program dapat dinilai secara lebih terukur. This study examines the forms of implementation, value-formation mechanisms, supporting factors, and evaluation needs of out-of-class educational activities at SMA Negeri 1 Medan. In this article, out-of-school education is operationally defined as school-organized educational activities conducted beyond regular intraclass instruction, including habituation, religious activities, social service, student organizations, sports, environmental engagement, and experiential learning. The study employed a descriptive qualitative approach using document analysis. Data were drawn from official school documentation, published programs conducted at SMA Negeri 1 Medan, character-strengthening policies, and scientific articles published between 2021 and 2026. The analysis involved document selection, thematic coding, mapping relationships between activities and moral values, and checking consistency across sources. The findings indicate that documented activities include social service, local-wisdom-based learning, environmental clubs, sports, the use of religious facilities, and character habituation. These activities provide experiential spaces for developing religiosity, empathy, responsibility, discipline, cooperation, tolerance, social concern, and environmental awareness. However, the available documentation is stronger in describing program implementation than in demonstrating changes in students’ moral character. This article proposes an activity-based moral development cycle consisting of value planning, authentic participation, exemplary guidance, reflection, habituation, and behavioral evaluation. The school is advised to develop indicators of moral knowing, moral feeling, and moral action so that program effects can be assessed more systematically.]]>
