<![CDATA[Penelitian ini bertujuan untuk mengetahui peran warga sekolah dalam penerapan budaya sekolah: studi kasus di SD N I Temon. Jenis penelitiann ini merupakan penelitian kualitatif dengan menggunakan pendekatan penelitian deskriptif kualitatif. Subjek dalam penelitian ini adalah warga sekolah SD N I Temon yang terdiri dari Kepala sekolah, guru/tenaga pendidik, penjaga sekolah dan siswa. Metode pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Keabsahan data menggunakan triangulasi teknik dan sumber. Berdasarkan hasil penlitian dapat disimpulkan bahwa warga sekolah berperan sebagai pendidik, fasilitator, pendorong, dan pelaku penerapan budaya sekolah. Keempat peran ini dijalankan oleh warga sekolah SD N I Temon ketika berada di lingkup sekolah yang bertujuan untuk membentuk karakter anak melalui budaya sekolah. Melalui peran warga sekolah ini, diketahui bahwa peran warga sekolah terhadap penerapan budaya sekolah ini, tergolong kedalam kategori baik, sebagaimana yang dilakukan warga sekolah untuk meningkatkan karakter siswa melalui budaya sekolah. This study aimed to determine the role of school community in the implementation of school culture: a case study at SD N I Temon. This type of research was a qualitative research using a qualitative descriptive research approach. The subjects in this study were community of SD N I Temon which consisted of the principal, teachers/educators, school guards and students. Data collection methods used are observation, interviews, and documentation. The validity of the data were using triangulation techniques and sources. Based on the results of the study, it can be concluded that school community act as educators, facilitators, motivators, and actors in implementing school culture. These four roles were carried out by the community of SD N I Temon when they were in the scope of the school which aims to shape the character of students through school culture. Through the role of the school community, it was known that the role of the school community in the implementation of this school culture was classified into the good category, as what the school community did to improve the character of students through school culture.]]>
Copyrights © 2022
