IMPLEMENTASI PENDIDIKAN KARAKTER DI SD MUHAMMADIYAH AMBARBINANGUN KASIHAN BANTUL YOGYAKARTA - Raudlatulhikmah, Raudlatulhikmah; Wibowo, Ari (Jurnal PGSD Indonesia, 2016)
ABSTRAKPenelitian ini bertujuan untuk mendeskripsikan nilai-nilai pendidikan karakter, pelaksanaan pendidikan karakter dan hambatan yang mempengaruhi pendidikan karakter di SD Muhammadiyah Ambarbinangun Kasihan Bantul Yogyakarta.Penelitian ini merupakan penelitian kualitatif dengan menyajikan data secara deskriptif. Subjek penelitiannya adalah kepala sekolah, guru, pembina HW, pelatih Tapak Suci dan siswa. Data dikumpulkan melalui teknik observasi,wawancara dan dokumentasi. Analisis data dilakukan melalui proses reduksi, penyajian data dan menarik kesimpulan.Keabsahan data diperoleh melalui proses triangulasi teknik dan triangulasi sumber.Hasil penelitian menunjukan bahwa; (1) SD Muhammadiyah Ambarbinangun sudah mengembangkan 18 nilai karakter yaitu nilai religius, kejujuran, kedisiplinan, peduli lingkungan, peduli sosial, cinta tanah air, tanggung jawab, kerjakeras, percaya diri, bersahabat/kominikasi, gemar membaca, rasa ingin tahu, menghargai prestasi, toleransi, kreatif, mandiri, ketangguhan dan nilai S7 yaitu senyum, salam, sopan, santun, semangat, siap melayani. Dari 18 nilai karakter tersebut terdapat 7 butir nilai pokok yang dikembangkan pada pengembangan budaya sekolah yaitu nilai religius, kedisiplinan, kejujuran, peduli lingkungan, peduli sosial, nilai cinta tanah air, dan nilai karakter S7. (2) Pelaksanaan pendidikan karakter di SD Muhammadiyah Ambarbinangun terealisasikan dalam rancangan pembelajaran, kegiatan pembelajaran, kegiatan ektrakurikuler dan pengembangan budaya sekolah. (3) Hambatan implementasi pendidikan karakter di SD Muhammadiyah Ambarbinangun berasal dari faktor siswa dan guru atau pihak sekolah. Faktor siswa meliputi belum adanya kesadaran untuk selalu menjalankan sholat dhuha, sholat dhuhur berjamaah, mencontohkan semua keteladan yang di berikan oleh guru seperti kebiasaan siswa yang masih membuang sampah sembarangan padahal guru sudah mencontohkan untuk membuang sampah pada tempatnya. Kemudian faktor guru meliputi belum ada upaya dalam mengevaluasi perubahan karakter siswa, guru kurang tepat dalam memilih metode pembelajaran, kurangnya guru ektrakurikuler menjadikan pengawasan terhadap kedisiplin juga masih kurang.Kata Kunci: Implementasi, Pendidikan karakter, Sekolah dasarABSTRACTThis research aimed to describe the values of character education, implementation of character education, and constraints affecting character education in SD Muhammadiyah Ambarbinangun Kasihan Bantul Yoyyakarta.This research is qualitative descriptive data presentation. Subject of research is the principal, teachers, HW coaches , trainers Tapak Suci and students. Data were collected through observation, interview and documentation. Thedata analysis was done through a process reduction, presentation of data and draw conclusions. The validity of the dataobtained through a process of triangulation techniques and triangulation of sources .The results showed that; (1) SD Muhammadiyah Ambarbinangun already developed a 18-character value that religious values, honesty, discipline, care for the environment, social care, patriotism, responsibility, hard work, self- confident, friendly/kominikasi, fond of reading, curiosity , recognize excellence, tolerance, creative, independent, toughness and value S7 character is smiles, greetings , polite , manners, spirit , ready to serve. Of the 18 values of these characters are 7 items developed the principal amount on the development of a school culture that is the religious values, discipline, care for the environment, social care, honesty, the value of patriotism, and the character value S7. (2) The implementation of character education in SD Muhammadiyah Ambarbinangun realized in learning design, learning activities, extracurricular activities and cultural development of the school. (3) Barriers to implementation of character education in SD Muhammadiyah Ambarbinangun derived from factors students and teachers or school authorities. Factors include lack of awareness of students to always run the Dhuha prayer, dhuhur congregation, exemplary exemplifies all that is given by the teacher as a student habit is still littering when teachers have pointed to dispose of waste in place. Then the teacher factor includes no attempt to evaluate changes in the character of the student, the teacher is less precise in choosing teaching methods, the lack of supervision of the teacher ektrakurikuler make discipline also lacking.Keywords: Implementation, Education characters, primary school