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All Journal Jurnal Penelitian Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya
Marselina Nango
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Aerospace Engineering Humanities Computer Science & IT Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Social Sciences Transportation

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Strategi Implementasi Pendidikan Karakter Nasionalisme Siswa: (Studi Multi Situs di SMA Negeri 2 Madiun dan SMA Katolik St. Bonaventura Madiun) Marselina Nango; Erny Reoesminingsih; Karwanto
Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya Vol. 32 No. 1 (2026): Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya
Publisher : Universitas Insan Budi Utomo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/paradigma.v32i1.2951

Abstract

Dinamika globalisasi terus menghadirkan nilai-nilai modern seperti individualisme, materialisme, konsumerisme dan lain-lain. Hal ini dapat menggerus dan menggeser nilai-nilai nasionalisme dalam diri siswa. Berbagai persoalan seperti tindakan intoleransi, kekerasan atas nama agama, perundungan (bulying) dan lain-lain di tengah kalangan siswa disebabkan antara lain oleh lemahnya semangat saling menghargai, menghormati dan mengakui perbedaan, serta rendahnya rasa persaudaraan, persatuan dan kesatuan sebagai masyarakat dan bangsa Indonesia. Penelitian ini dilakukan dengan tujuan mengidentifikasi dan menganalisa konsep tentang pendidikan karakter nasionalisme, program dan implementasi program pendidikan karakter nasionalisme serta dampaknya bagi para siswa di SMA Negeri 2 dan SMA Katolik St. Bonaventura, kota Madiun. Hasil penelitian diharapkan berkontribusi untuk pengembangan strategi implementasi pendidikan karakter nasionalisme siswa pada dua sekolah yang diteliti ini dan sekolah lain. Penelitian ini menggunakan pendekatan kualitatif deskriptif serta desain multi situs.Hasil penelitian mengungkapkan kedua sekolah mengartikan pendidikan karakter nasionalisme sebagai upaya menanamkan semangat cinta kepada tanah air dan membentuk pribadi siswa yang berintegritas dan bertanggungjawab atas kehidupan dan kemajuan berbangsa dan bernegara. Kedua sekolah memiliki program konkrit pendidikan karakter nasionalisme siswa dan telah mengimplementatikannya melalui program dan pelaksanaan program intrakurikuler, kokurikuler dan ekstrakurikuler sekolah. Implementasi ini mengakibatkan terjadinya pengembangan dan penguatan karakter nasionalisme siswa baik pada ranah kognitif, afektif, dan psikomotorik.
Implementasi Kepemimpinan Kepala Sekolah SMPN 61 Surabaya dalam Transformasi Menjadi Sekolah Wisata Edupark dan Inovasi Kepemimpinan Indri Ribbut Aprilla; Marselina Nango; Ima Widiyanah; Karwanto Karwanto
Jurnal Penelitian Vol. 19 No. 3 (2025): Jurnal Penelitian September 2025
Publisher : Politeknik Penerbangan Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46491/jp.v10i3.2139

Abstract

Educational transformation in the modern era requires adaptive, innovative, and visionary school leadership. SMPN 61 Surabaya introduces a new paradigm through its initiative to transform into an Edupark Tourism School, integrating the concept of edutourism into the formal educational environment. This article aims to examine the implementation of school leadership in this transformation process, focusing on the innovative strategies applied, the challenges faced, and their impact on school culture and student learning. This study employs a descriptive qualitative approach using in-depth interviews, participatory observation, and documentation. The research sample consists of 1 principal (Mr. Darto), 7 teachers across subjects, and 5 students actively involved in the Educational Tourism Park School activities. The results of the study indicate that the implementation of school leadership in this transformation is effective, with the main characteristics of transformational leadership, namely providing inspiration (85%), intellectual stimulation (80%), individual attention (75%), and ideal influence (90%). The principal's managerial skills were highly rated by teachers (82%) in terms of programme planning, activity organisation, and management of partnerships with external parties. Meanwhile, the use of leadership power, such as referent power (88%) and expert power (84%), was proven to increase the active participation of teachers and students. In the context of leadership politics, the principal successfully built consensus and united the various interests of the school community with an effectiveness rate of 79%. Overall, the principal's leadership demonstrated a strategic role in transforming the school into a creative, collaborative, and contextual learning space. This transformation not only strengthened the character of the students but also opened up space for more meaningful learning innovations. These findings are expected to serve as practical and theoretical references for other educational institutions seeking to implement a similar model.
Co-Authors Erny Reoesminingsih Ima Widiyanah Indri Ribbut Aprilla KARWANTO Karwanto Karwanto