CHARACTER EDUCATION MANAGEMENT A SITE STUDY AT SMP NEGERI 3 SALATIGA Character Education Management A Site Study At SMP Negeri 3 Salatiga.
CHARACTER EDUCATION MANAGEMENT
A SITE STUDY AT SMP NEGERI 3 SALATIGA
MANUSCRIPT PUBLICATION
Submitted as a Partial Fulfillment of the Requirements
for Getting Master Degree of Education
in Educational Management Department
by
Sujanto
Q.100.100.149
GRADUATE SCHOOL
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2012
CHARACTER EDUCATION MANAGEMENT
A SITE STUDY AT SMP NEGERI 3 SALATIGA
Compiled By:
Sujanto (Q.100.100.149)
Abstract
This study aims to describe about the characteristics of an integrated
management of character education through learning at SMP Negeri 3 Salatiga,
the characteristics of an integrated management of character education through
management at SMP Negeri 3 Salatiga, and the characteristics of an integrated
management of character education through students’ development activity at
SMP Negeri 3 Salatiga.
This study used a qualitative method toward the management of character
education, a site study at SMP Negeri 3 Salatiga. the method of data collection
used observation, interview, and documentation study. The analysis used an
interactive model of analysis of Miles and Huberman including data collection,
data reduction, data display, and conclusion.
The finding is about the character education management, a site study at
SMP Negeri 3 Salatiga. The management of character education was done in
three ways, an integrated character education through learning, management,
and through students’ development activity. 1) The integrated character education
through learning included planning, implementation, and evaluation. Each of
them tried to add the character values. 2) The integrated management through
management includes planning of the programs, implementation of the programs
and controlling of the programs. 3) The integrated character education through
students’ development activity included the activities done outside the learning
hours to help the development of students based on the talent, potential, and need.
Keywords: character education management through learning, management, and
students’ development
Background
The 21th century is characterized by the advance of science and
technology that could change the human life. This era is called the globalization
era (Direktoran Pendidikan Madrasah Kementrian Agama 2010 : 3). Although it is
realized that they are no person who know exactly how the real figure of the
globalization era. But it is unique when the globalization spread around the world,
many people are busy preparing the prevention steps to the possibilities.
One of the possible impacts of the condition is the shift of the human life
values whether as a person, community, nation and state. As the example is the
confusion of understanding on issues of decency, courtesy, discipline, honesty,
fairness, as well as the emergence of an individualistic life, tend to be less
concerned for others, caring and national solidarity felt increasingly neglected.
Negative effects on the global era were not unstoppable in the social life of
our society. There are many pornographic films from VCD, DVD, internet, TV,
and parabola watched by the young generation from their cubicle rooms. The soup
opera also increases the spread of negative values and does not educate. The
skimpy outfits and violence are favored by the younger generation.
From the above description, it seems clear that the social and cultural
globalization is increasingly becoming a threat that could erode values, as well as
local and national cultural norms. Indeed, we must be vigilant in this era, Firdaus
(Directorate of Islamic School Education, the Religious Ministry, 2010: 5). In this
globalization era, communities are required to be able to empower themselves and
be creative, to be able to compete with other nations without losing culture and its
identity as a cultured nation, religion and dignity (The 1945 Constitution of
Republic of Indonesia, article 1, paragraph 3).
So that in many lives, it has been set either in the form of norms,
regulation and law that are more explicit, but the law has not been able to prevent
the crime in society, especially in education. The education system in Indonesia
seemed not been able to be a tool to create an intelligent Indonesian both
spiritually, socially and intellectually. According to the team from the directorate
of Islamic School education (2010: 10), a number of educational observers, our
education has not been able to create superior individuals, honest, responsible,
noble and humane.
Law Number 20 of 2003 on National Education System, Article 3 states
that:
"National Education serves to develop skills and form the character and
civilization of the nation's dignity in the context of the intellectual life of the
nation, aimed at developing the potential of learners in order to become a man
who is faithful and fear of God Almighty, noble, healthy, knowledgeable, skilled,
creative, independent, and become a democratic and responsible citizen (National
Education Law, 2005: 5).
From the formulation of educational objectives then it is used as the
foundation of the implementation of character education. Lately, it looks
increasingly evident that education without character produces educated
individual, but their behavior as the primitive (Directorate of Islamic School
Education Ministry of Religious Affairs, the notion of character education in
Islam, 2010: 29). Many intellectuals and scholars apply and act immoral, illogical,
pursuit of material well-being with corruption, manipulation, etc.. That is why the
education needs to be integrated into the subjects at any level of education.
The formulation of an agreed vision, then elaborated into a mission. The
mission is the formulation of goals to be realized really (Domi Kusuma, 2010:
158).
The purposes to be achieved in this research are to describe the
characteristics of an integrated management of character education through
learning, management, and students’ development activity at SMP Negeri 3
Salatiga.
The result of this research is expected to give a clear description of the
management of Character Education at SMP Negeri 2 Salatiga and to give a
thinking contribution of the importance of the implementation of character
education management at SMP Negeri 2 Salatiga through learning, school
management and student’s development so the better enhancement, improvement
and development of educational management can be reached.
Character education is a term that is increasingly gaining recognition from
Indonesian society at this time, especially with the inequalities of educational
result which can be seen from current behavior of formal education graduates, for
example, corruption, free sex among teenagers, drugs, fight, murders, robberies by
students, and unemployed high school graduates. Everything feels more powerful
when the country is experiencing a crisis and not being recovered.
According to Elkind & Sweet (2004), character education is understood as
follows: "character education is the deliberate effort to help people understand,
care about, and act upon core ethical values. When we think about the kind of
character we want for our children, it is clear that we want them to be able to
judge what is right, care deeply about what is right, and then do what they believe
to be right, even in the face of pressure from without and temptation from within."
Further, it is explained that character education is that teachers do
everything which could influence students’ character. Teachers help shape the
character of students. This includes how the exemplary behavior of teachers, how
teachers speak or submit material, how the teacher tolerance, and various other
related matters.
Based on the above discussion, it can be affirmed that the character
education is the efforts that are designed and carried out systematically to
inculcate values of student behavior associated with the God Almighty, self,
neighbor, neighborhood, and nationalities which are materialized in the mind,
attitudes, feeling, words, and actions based on religious norms, law, manners,
culture, and customs.
The purposes of character education in school setting (Kesuma, 2011: 9)
are as follows:
1) Strengthen and develop the values of life which are considered important and
necessary to be a personality or ownership of a typical learners as the values
which were developed;
2) Correcting the behavior of learners who do not correspond to the values
developed by the school;
3) Building a harmonious connection with families and community in carrying
out the responsibility of character education together.
The research at Harvard University in the United States (Akbar, 2000)
showed that a person's success is not determined solely by the knowledge and
technical skill (hard skill), but more by the ability to manage themselves and
others (soft skills). This research suggests that success is determined only about
20 percent by the hard skill and 80 percent of the soft skill. Even the most
successful people in the world can succeed because the more widely supported by
the soft skill than the hard skill. Soft skill is related to one's character.
Therefore, the formal education institution as an official forum for youth
development is expected to increase its role in the formation of students’
personality through the enhancement of intensity and quality of education.
An integrated character education in the learning is the introduction of
values, the facilities of gaining awareness of the importance of values, and the
internalization of values into everyday learner behavior through the learning
process, which takes place both inside and outside the classroom in all subjects.
Thus, in addition to making students understand the targeted competencies
(material), learning activities are also designed and done to make students familiar
with, recognize, and internalize the values and behaviors. Integration of character
education in the learning process carried out starting from the planning,
implementation, and evaluation of learning in all subjects.
School management characterized management is the utilization and
empowerment of all resources (human and other resources) through a process and
approach in order to achieve the objectives efficiently and effectively. These
processes include: planning, organizing, implementation and supervision.
Through the management, it is done an integration process of a variety of
resources and tasks to achieve predetermined goals. A characterized school
management is the utilization and empowerment of all school resources, through
the process and approach to achieve goals effectively and efficiently that reflects
the noble norms and values. Briefly, it can be said that the character values are
instilled into the school management in an integrated way.
Schools are expected to implement character education which is integrated
with the school management system. Schools are expected to be able to plan the
educational programs and activities that instill the character values, conduct the
characterized programs and activities and control the school quality.
Student development activities are the educational activities done outside
of face to face teaching hours. Those activities are held in and / or outside the
school environment in order to expand knowledge, improve skills, and internalize
religious values and rules, as well as the social norms either local, national, and
global levels to form a complete human being.
The National Education Minister Regulation No. 39 of 2008 on Students’
development mentions ten groups of character values which are developed to
students through student development activities.
1) Faith and devotion to God Almighty;
2) Noble character;
3) Winning personality, nationality insight, and defend the country;
4) Academic achievement, art, and / or sports suit the talent and interest;
5) Democracy, human right, political education, environment, social sensitivity
and tolerance in the context of a plural society;
6) Creativity, skill and entrepreneurship;
7) Physical quality, health and diversified source of nutrition-based nutrition
8) Literature and culture;
9) Information and communication technology;
10) Communication in English.
The ten value groups is elaborated into a variety of activities, (1) fostering
faith and devotion to God Almighty, (2) The Student Orientation period, (3)
Students Organization, (4) enforcement of manners and Discipline of the Social
and Academic Life, (5) Scouting, (6) Flag ceremony, (7) School Health Unit, (8)
Red Cross Youth; (9) Drug Abuse Prevention Education; (10) Fostering Talent
and Interest.
Research conducted by Teichler entitled Research on Higher Education in
Europe, this study discussed about the character education on the higher education
in Europe.
Research conducted by Aslan (2011) entitled Character Education and
Identity Development. The results of this study discussed about "Handbook Of
Moral And Character Education, Edt. Larry P. Nucci And Darcia Narvaez ". The
result of this study is that the author discusses the basic of philosophical,
historical, and methodological issues of contemporary moral and character
education.
A research conducted by Nsubuga (2008) entitled Analysis Of Leadership
Styles And School Performance Of Secondary Schools In Uganda. This study
analyzed the leadership style of principal and school performance of secondary
schools in Uganda that is related to the formulation of students’ character in
school.
Research conducted by Tatman, Edmonson, Slate (2009), entitled
Character Education: A Critical Analysis, has a result that character education is
understood as the educational reform movement that is concerned with moral and
ethical development of public school students in a pedagogical context of a formal
character education program. Character education is used interchangeably in the
current research with moral and values education.
Research conducted by Narvaez and Lapsley (2005) entitled Teaching
Moral Character: Two Strategies for Teacher Education has a result that A
“minimalist” strategy requires teacher educators to make explicit the hidden moral
education curriculum and to reveal the inextricable linkage between best practice
instruction and moral character outcomes. The “maximalist” approach requires
preservice teachers to master a tool kit of pedagogical strategies that target moral
character directly as a curricular goal. To this end, the Integrative Ethical
Education model outlines five steps for moral character development: supportive
climate, ethical skills, apprenticeship instruction, self-regulation, and adopting a
developmental systems approach.
Method
This study was done in a natural object, developed what it is. It is not
manipulated by the researcher. The presence of the researcher would not affect the
dynamic of the object. Therefore, this type of research used is a qualitative
research. Sugiyono (2005: 56) stated that a qualitative research method is carried
out on the condition of a natural object.
Based on the pattern of research objectives to be revealed concerning the
pattern of activities, this research design is ethnographic studies. The ethnographic
research is done in the field in a long time, in the form of observation and
interview with the participant, in many kinds of opportunities and activities, and
collects documents and artifacts (Sukmadinata, 2007: 62).
In accordance with this research title, Character Education Management,
A Study at SMP Negeri 3 Salatiga, then this research location is at SMP Negeri 3
Salatiga.
Characteristic of qualitative research can not be separated from the
observation and participation, but the role of researcher that determine the overall
scenario (Moleong: 20 078: 163). The researcher acted as an observer,
participated in the daily life of the research subject in any situation to be
understood. The researcher is also as the group member of the subject observed in
order not to be seen as the foreign researcher, but has become a trusted friend
regardless of anything done by the subjects.
Data collected in this study can be grouped into two, primary data and
secondary data. The primary data is collected from the direct observation in the
field and respondent or informant, those who are directly involved in the
activities. The secondary data is the source which does not directly provide data to
the data collector, such as through others or a document, such as photos, notes,
recordings, pictures etc..
In this research, data collection techniques used were observation,
interview, and documentation. This study used a data analysis based on an
interactive model of analysis by Miles and Huberman (2004: 20). Data analysis in
this model consists of four components, data collection, data reduction, data
presentation and drawing conclusion and verification.
To test the validity of data, the researcher used a triangulation technique,
the process of checking the authenticity of data by comparing an information
found with the other sources through the different time and tools in a qualitative
method (Moleong, 2007: 178)
Result
1. An Integrated Management of Character Education Through Learning at
SMP Negeri 3 Salatiga
a. Integration of character education in the learning process carried out
starting from the planning, implementation, and evaluation of learning in
all subjects.
b. In the planning, it has been arranged several important things such as the
preparation of syllabus, lesson plan, and instructional material.
c. Each syllabus contains several components such as competence standard,
basic competence, instructional material, leaning activity, indicator of
achievement, assessment, allocation of time and resources.
d. In the learning implementation stage, it can be done through three stages,
the preliminary stage, the core stage and the closing stage.
e. In the preliminary activities, teachers need to do apperception, deliver
learning goals to be achieved and the explanation of activities in
accordance with the syllabus.
f. In the core activity, there are three learning stages, exploration, elaboration
and confirmation.
g. In the closing stages, teachers need to do several activities with students
such as making a summary or conclusion of the lesson, doing remedial
activity and enrichment program, and giving individual and group
assignment.
2. An
Integrated
Management
of
Character
Education
Through
Management at SMP Negeri 3 Salatiga
a. The characterized school management at SMP Negeri 3 Salatiga is
implemented through several principals, among others, that the principal
gives the duties and responsibilities to each school citizen expressly and
clearly with the consideration, whether the individuals could be given
responsibility.
b. The principal gives the unity of policy direction that can actually be used
as a guide for the school citizens.
c. To create a disciplined school at SMP Negeri 3 Salatiga, the principal asks
to all citizens to respect the time and obey the existing rules consistently.
d. To be an advanced school, the principal of SMP Negeri 3 Salatiga invites
the school citizens to provide input in the form of the positive thinking
idea, and also create a togetherness condition and mutual respect.
e. Character education is expected to be integrated in the school management
through the planning, controlling and implementation of educational
programs.
f. Planning program at SMP Negeri 3 Salatiga endeavored to create the
character values for the citizens of the school.
g. In the implementation of SMP Negeri 3 Salatiga programs, the principal
asks all school citizens to work effectively, efficiently and productively;
h. In SMP Negeri 3 Salatiga, the controlling program or the school
management covers three areas, supervision, monitoring, and evaluation.
3. An Integrated Management of Character Education Through Students’
Development Activity at SMP Negeri 3 Salatiga
a. The existence of students’ orientation period makes a lot of character
education values that can be entered, for example, obey the rule, be
responsible, polite, have awareness of right, etc.
b. The existence of religious activities that are embedded as the patriotism
value, discipline, PMR activity, social and environment care, healthy
living, independent, and others.
c. The existence of the vision of students’ activities at SMP Negeri 3 Salatiga
such as the development of potential, talent, and interest optimally, as well
as the independent and happiness of students that are useful for them, their
families and the community/environment
d. The mission of students’ activities includes: a) providing a number of
activities that can be selected by students in accordance with the need,
potential and talent; b) carrying out activities that give students the
opportunity to express themselves freely through independent or group
activities.
e. SMP Negeri 3 Salatiga determined to deliver students to become
independent person, responsible, full of creativity, have a high social
friendship, and others.
Discussion
1. An Integrated Management of Character Education Through Learning
The character education management is integrated through learning is
carried out by three stages, planning, implementation, and closing. In the
planning stage, teachers prepare the syllabus, lesson plan, and instructional
material in the learning activity for each subject that has been designed by
integrating it into character education. In developing the character education,
it needs to change the three components of syllabus and lesson plan
(modification of learning activity that can develop character values,
modification of the achievement indicators that can develop character values,
and modification of assessment techniques that can measure the characters
values). In addition to those activities, teachers should consider the materials /
textbooks so they can determine which textbooks can develop character
values.
In the implementation stage, the learning activities in order to integrate
the character values to students is carried out through three stages including
the preliminary stage, the core stage and the closing stage. In the preliminary
stage, teachers of SMP Negeri 3 Salatiga usually ask students to follow both
the physical and psychologically learning processes, conduct apperception,
convey the basic competence to be achieved, and also deliver a series of
material in accordance to the lesson plan which has been arranged based on
the syllabus. Efforts to integrate character education in every subject have
been carried out by teachers of SMP Negeri 3 Salatiga. For example, activities
in the beginning of the lesson by asking students to pray, give praise to
students who do not come late, warn students who come late politely, etc.
Efforts to instill character education in the core activity appear to have been
done by teachers of SMP Negeri 3 Salatiga although not explicitly show the
action of exploration, elaboration and confirmation but teachers’ actions as
involving students in the learning activity so it make them have selfconfidence, instilling cooperation, mutual respect (elaboration) and also how
teachers give a wise response to students when they have difficulties.
In the closing stage, teachers’ efforts to develop character values to
students includes the emergence of a desire to cooperate with other friends on
the other hand also the existence of a critical and logical nature by finishing
individual and group assignments, summarizing, remedial, etc.
Research conducted by Ulrich Teichler entitled Research on Higher
Education in Europe, this study discussed about the character education on the
higher education in Europe.
Compared with the previous study, in this study, the character
education learning is given to secondary school students because at that stage,
students should have confidence and independence in doing anything at
everyday life.
Research conducted by Aslan (2011) entitled Character Education and
Identity Development. The results of this study discussed about "Handbook Of
Moral And Character Education, Edt. Larry P. Nucci And Darcia Narvaez ".
The result of this study is that the author discusses the basic of philosophical,
historical, and methodological issues of contemporary moral and character
education.
Compared with the previous research, in this study can be seen that the
moral and character education is very important to be given in the early stage
or in the secondary school level, so will have a principle and guidance of life.
A research conducted by Nsubuga (2008) entitled Analysis Of
Leadership Styles And School Performance Of Secondary Schools In Uganda.
This study analyzed the leadership style of principal and school performance
of secondary schools in Uganda that is related to the formulation of students’
character in school.
Compared with the previous study, the leadership at SMP Negeri 3
Salatiga is very influential in forming the students’ character so that in the
curriculum, the principal and all employees or teachers of SMP Negeri 3
Salatiga give the character education in learning.
2. An
Integrated
Management
of
Character
Education
Through
Management
An
integrated
management
of
character
education
through
management has been done correctly based on: a) the expected principles that
in SMP Negeri 3 Salatiga, the principal has been loyal in giving tasks and
responsibilities that have been considered according to the individual's ability
and do not discriminate between one another. The principal gives the unity of
policy direction that can actually be used as a guide for citizens of the school,
so from the principal’s policy, it can be instilled the character values for
school citizens such as having the responsibility, independent, wise,
democracy, respect for others, etc. b) In creating a school which has
discipline, progress, and achievement, the principal ask all school citizens to
appreciate the time, obey the rule, the creation of co-operation, give advice to
school and the existence of innovations.
In instilling character education through the school management at
SMP Negeri 3 Salatiga, it is carried out through planning, implementing and
controlling the programs in education. This is evident in what is conveyed by
the principal that each educational program planning, implementation, and
controlling, the principal always involves several school components to
conduct deliberation, so that the formulation of the programs plan is the result
of cooperation. Similarly, the implementation of the program, the principal
invites all school citizens to work together effectively, efficiently and
productively, by involving parents and school board, so embedded the
character values of cooperation, mutual respect gained the trust etc.. In
controlling stage, the principal has conducted supervision, monitoring and
evaluation to relevant parties (education staff, administrative staff and
treasurer).
Research conducted by Tatman, Edmonson, Slate (2009), entitled
Character Education: A Critical Analysis, has a result that character education
is understood as the educational reform movement that is concerned with
moral and ethical development of public school students in a pedagogical
context of a formal character education program. Character education is used
interchangeably in the current research with moral and values education.
Compared with the previous research, it is known that in this study, the
character education is very influential to the moral and ethical development
given to children in everyday life.
Research conducted by Narvaez and Lapsley (2005) entitled Teaching
Moral Character: Two Strategies for Teacher Education has a result that A
“minimalist” strategy requires teacher educators to make explicit the hidden
moral education curriculum and to reveal the inextricable linkage between
best practice instruction and moral character outcomes. The “maximalist”
approach requires preservice teachers to master a tool kit of pedagogical
strategies that target moral character directly as a curricular goal. To this end,
the Integrative Ethical Education model outlines five steps for moral character
development: supportive climate, ethical skills, apprenticeship instruction,
self-regulation, and adopting a developmental systems approach.
Compared with the previous study, it is known that this study discusses
the effect of students' character education toward the increasing of students’
faith in today's life.
Based on the previous descriptions, it can be concluded that the
management of an integrated character education through the management at
SMP Negeri 3 Salatiga includes: 1) The characterized school management at
SMP Negeri 3 Salatiga is implemented through several principals, among
others, that the principal gives the duties and responsibilities to each school
citizen expressly and clearly with the consideration, whether the individuals
could be given responsibility; 2) The principal gives the unity of policy
direction that can actually be used as a guide for the school citizens; 3) to
create a disciplined school at SMP Negeri 3 Salatiga, the principal asks to all
citizens to respect the time and obey the existing rules consistently; 4) to be an
advanced school and has achievement, the principal of SMP Negeri 3 Salatiga
invites the school citizens to provide input in the form of the positive thinking
idea, and also create a togetherness condition and mutual respect; 5) character
education is expected to be integrated in the school management through the
planning, controlling and implementation of educational programs; 6)
planning program at SMP Negeri 3 Salatiga endeavored to create the character
values for the citizens of the school; 7) In the implementation of SMP Negeri
3 Salatiga programs, the principal asks all school citizens to work effectively,
efficiently and productively; 8) In SMP Negeri 3 Salatiga, the controlling
program or the school management covers three areas, supervision,
monitoring, and evaluation.
3. An Integrated Management of Character Education Through Students’
Development Activity
Although the student development activities conducted outside school
hours, it is very strategic for the teacher planning a character education to
students at SMP Negeri 3 Salatiga. Such things can happen, because of the
many events at this school relating to the activities preferred by the learners in
order to develop talent.
The example of event / activities in coaching student which can instill
character education at SMP Negeri 3 Salatiga is the activities which always
done in the beginning of the year (in the students’ orientation period). In this
students’ orientation period, there are many character values that can be
entered, patriotism, worship, cooperation, follow the rules, social sensitivity,
etc.. There are other discussions of student activities such as Red Cross Youth
which can be embedded human affection, etc..
Efforts undertaken by the Principal in Improving character Education
at SMP Negeri 3 Salatiga are: a) In the learning activity, it is not only oriented
to knowledge, but also attitude. Every teacher should add a number of learning
goal orientation with the achievement of certain attitude or values; b) in the
management activity, the school has a set of instruments and special teams
that monitor and assess proportionally of school citizens behavior related to
the character values that have been defined. If there are people who do not
obey the rules, they get a moral, administrative and even legal sanctions if it is
needed; c) in the students’ development activity, the school performs various
activities, the Guidance and devotion to God Almighty, The Student
Orientation Period, students’ organization, manners, discipline in social life of
the school, and academic activities.
Research conducted by Aslan (2011), entitled Character Education
and Identity Development, the results of this study discusses the Handbook Of
Moral Education And Character, Edt. Larry P. Nucci And Darcia Narvaez.
The result of this study is that the author discusses the basic of philosophical,
historical, and methodological issues of contemporary moral and character
education.
Compared with the previous research, this study revealed that the
foundation or the vision and mission of character education and moral
education should be able to teach ethics to students in behaving or in activities
wherever located.
Research conducted by Tatman, Edmonson, Slate (2009), entitled
Character Education: A Critical Analysis, has a result that character education
is understood as the educational reform movement that is concerned with
moral and ethical development of public school students in a pedagogical
context of a formal character education program. Character education is used
interchangeably in the current research with moral and values education.
Compared with previous research, in this study revealed that the
character education and moral education is used or taught as a basic education
that should be owned by children as a guide of life.
Based on the previous interviews, it can be concluded that the
integrated management of character education through students’ development
activity at SMP Negeri 3 Salatiga includes: 1) the existence of students’
orientation period makes a lot of character education values that can be
entered, for example, obey the rule, be responsible, polite, have awareness of
right, etc.; 2) the worship activities include being instilled the patriotism value,
discipline, PMR activity, social and environment care, healthy living,
independent, and others; 3) the vision of students’ activities at SMP Negeri 3
Salatiga includes the development of potential, talent, and interest optimally,
as well as the independent and happiness of students that are useful for them,
their families and the community/environment; 4) the mission of students’
activities includes: a) providing a number of activities that can be selected by
students in accordance with the need, potential and talent; b) carrying out
activities that give students the opportunity to express themselves freely
through independent or group activities; 5) SMP Negeri 3 Salatiga determined
to deliver students to become independent person, responsible, full of
creativity, have a high social friendship, and others.
Conclusion
The integrated management of character education through learning
determines the success of character education for students and school residents so
that it can improve the education quality at SMP Negeri 3 Salatiga. The integrated
character education through learning is done by two steps: a) planning of learning
activity including the preparation of syllabus, lesson plan and writing of textbooks
that have been integrated into character education, and 2) the implementation of
activities including the preliminary, the core and the closing activities.
The integrated management of character education into school
management has been done correctly in accordance with the expected principles.
In creating a school which has discipline, progress, and achievement, the principal
asks all school citizens to appreciate the time, obey the rule, the creation of
cooperation, give advice to school and the existence of innovations.
The character education management which is integrated through students’
development activity is done through several activities outside of school hours
such as worship together, the selection of students’ organization committee,
student orientation activities, Red Cross Youth, Boy Scout, etc. Each of these
activities is integrated in character values.
Recommendation
1. Principal is expected to be able to work together with teachers in order to
enhance students' character education.
2. Teachers should be able to develop a repertoire of education, especially in the
formation of student character.
3. Students are expected to develop themselves in forming their own character.
4. The next researchers are expected to be able to develop their research relating
to the more broadly management of character education.
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Harsono. 2011. Penelitian Pendidikan untuk Guru Profesional Universitas
Muhammadiyah. Surakarta.
Harsono. 2011. Etnografi Pendidikan Sebagai Dasar Penelitian Kualitatif.
Surakarta. Universitas Muhammadiyah Surakarta.
Moleong Lexy J. 2006. Metodologi Penelitian Kualicatif. Bandung: Remaja
Rosdakarya.
Sugiyono. 2008. Metode Penelitian Pendidikan Pendekatan Kuantitatif,
Kualitatif, dan RAD. Bandung: Alpabeta.
Sukmadinata, Nana Syaodih. 2007. Metode Penelitian. Bandung: PT. Remaja
Rosdakarya.
Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional
A SITE STUDY AT SMP NEGERI 3 SALATIGA
MANUSCRIPT PUBLICATION
Submitted as a Partial Fulfillment of the Requirements
for Getting Master Degree of Education
in Educational Management Department
by
Sujanto
Q.100.100.149
GRADUATE SCHOOL
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2012
CHARACTER EDUCATION MANAGEMENT
A SITE STUDY AT SMP NEGERI 3 SALATIGA
Compiled By:
Sujanto (Q.100.100.149)
Abstract
This study aims to describe about the characteristics of an integrated
management of character education through learning at SMP Negeri 3 Salatiga,
the characteristics of an integrated management of character education through
management at SMP Negeri 3 Salatiga, and the characteristics of an integrated
management of character education through students’ development activity at
SMP Negeri 3 Salatiga.
This study used a qualitative method toward the management of character
education, a site study at SMP Negeri 3 Salatiga. the method of data collection
used observation, interview, and documentation study. The analysis used an
interactive model of analysis of Miles and Huberman including data collection,
data reduction, data display, and conclusion.
The finding is about the character education management, a site study at
SMP Negeri 3 Salatiga. The management of character education was done in
three ways, an integrated character education through learning, management,
and through students’ development activity. 1) The integrated character education
through learning included planning, implementation, and evaluation. Each of
them tried to add the character values. 2) The integrated management through
management includes planning of the programs, implementation of the programs
and controlling of the programs. 3) The integrated character education through
students’ development activity included the activities done outside the learning
hours to help the development of students based on the talent, potential, and need.
Keywords: character education management through learning, management, and
students’ development
Background
The 21th century is characterized by the advance of science and
technology that could change the human life. This era is called the globalization
era (Direktoran Pendidikan Madrasah Kementrian Agama 2010 : 3). Although it is
realized that they are no person who know exactly how the real figure of the
globalization era. But it is unique when the globalization spread around the world,
many people are busy preparing the prevention steps to the possibilities.
One of the possible impacts of the condition is the shift of the human life
values whether as a person, community, nation and state. As the example is the
confusion of understanding on issues of decency, courtesy, discipline, honesty,
fairness, as well as the emergence of an individualistic life, tend to be less
concerned for others, caring and national solidarity felt increasingly neglected.
Negative effects on the global era were not unstoppable in the social life of
our society. There are many pornographic films from VCD, DVD, internet, TV,
and parabola watched by the young generation from their cubicle rooms. The soup
opera also increases the spread of negative values and does not educate. The
skimpy outfits and violence are favored by the younger generation.
From the above description, it seems clear that the social and cultural
globalization is increasingly becoming a threat that could erode values, as well as
local and national cultural norms. Indeed, we must be vigilant in this era, Firdaus
(Directorate of Islamic School Education, the Religious Ministry, 2010: 5). In this
globalization era, communities are required to be able to empower themselves and
be creative, to be able to compete with other nations without losing culture and its
identity as a cultured nation, religion and dignity (The 1945 Constitution of
Republic of Indonesia, article 1, paragraph 3).
So that in many lives, it has been set either in the form of norms,
regulation and law that are more explicit, but the law has not been able to prevent
the crime in society, especially in education. The education system in Indonesia
seemed not been able to be a tool to create an intelligent Indonesian both
spiritually, socially and intellectually. According to the team from the directorate
of Islamic School education (2010: 10), a number of educational observers, our
education has not been able to create superior individuals, honest, responsible,
noble and humane.
Law Number 20 of 2003 on National Education System, Article 3 states
that:
"National Education serves to develop skills and form the character and
civilization of the nation's dignity in the context of the intellectual life of the
nation, aimed at developing the potential of learners in order to become a man
who is faithful and fear of God Almighty, noble, healthy, knowledgeable, skilled,
creative, independent, and become a democratic and responsible citizen (National
Education Law, 2005: 5).
From the formulation of educational objectives then it is used as the
foundation of the implementation of character education. Lately, it looks
increasingly evident that education without character produces educated
individual, but their behavior as the primitive (Directorate of Islamic School
Education Ministry of Religious Affairs, the notion of character education in
Islam, 2010: 29). Many intellectuals and scholars apply and act immoral, illogical,
pursuit of material well-being with corruption, manipulation, etc.. That is why the
education needs to be integrated into the subjects at any level of education.
The formulation of an agreed vision, then elaborated into a mission. The
mission is the formulation of goals to be realized really (Domi Kusuma, 2010:
158).
The purposes to be achieved in this research are to describe the
characteristics of an integrated management of character education through
learning, management, and students’ development activity at SMP Negeri 3
Salatiga.
The result of this research is expected to give a clear description of the
management of Character Education at SMP Negeri 2 Salatiga and to give a
thinking contribution of the importance of the implementation of character
education management at SMP Negeri 2 Salatiga through learning, school
management and student’s development so the better enhancement, improvement
and development of educational management can be reached.
Character education is a term that is increasingly gaining recognition from
Indonesian society at this time, especially with the inequalities of educational
result which can be seen from current behavior of formal education graduates, for
example, corruption, free sex among teenagers, drugs, fight, murders, robberies by
students, and unemployed high school graduates. Everything feels more powerful
when the country is experiencing a crisis and not being recovered.
According to Elkind & Sweet (2004), character education is understood as
follows: "character education is the deliberate effort to help people understand,
care about, and act upon core ethical values. When we think about the kind of
character we want for our children, it is clear that we want them to be able to
judge what is right, care deeply about what is right, and then do what they believe
to be right, even in the face of pressure from without and temptation from within."
Further, it is explained that character education is that teachers do
everything which could influence students’ character. Teachers help shape the
character of students. This includes how the exemplary behavior of teachers, how
teachers speak or submit material, how the teacher tolerance, and various other
related matters.
Based on the above discussion, it can be affirmed that the character
education is the efforts that are designed and carried out systematically to
inculcate values of student behavior associated with the God Almighty, self,
neighbor, neighborhood, and nationalities which are materialized in the mind,
attitudes, feeling, words, and actions based on religious norms, law, manners,
culture, and customs.
The purposes of character education in school setting (Kesuma, 2011: 9)
are as follows:
1) Strengthen and develop the values of life which are considered important and
necessary to be a personality or ownership of a typical learners as the values
which were developed;
2) Correcting the behavior of learners who do not correspond to the values
developed by the school;
3) Building a harmonious connection with families and community in carrying
out the responsibility of character education together.
The research at Harvard University in the United States (Akbar, 2000)
showed that a person's success is not determined solely by the knowledge and
technical skill (hard skill), but more by the ability to manage themselves and
others (soft skills). This research suggests that success is determined only about
20 percent by the hard skill and 80 percent of the soft skill. Even the most
successful people in the world can succeed because the more widely supported by
the soft skill than the hard skill. Soft skill is related to one's character.
Therefore, the formal education institution as an official forum for youth
development is expected to increase its role in the formation of students’
personality through the enhancement of intensity and quality of education.
An integrated character education in the learning is the introduction of
values, the facilities of gaining awareness of the importance of values, and the
internalization of values into everyday learner behavior through the learning
process, which takes place both inside and outside the classroom in all subjects.
Thus, in addition to making students understand the targeted competencies
(material), learning activities are also designed and done to make students familiar
with, recognize, and internalize the values and behaviors. Integration of character
education in the learning process carried out starting from the planning,
implementation, and evaluation of learning in all subjects.
School management characterized management is the utilization and
empowerment of all resources (human and other resources) through a process and
approach in order to achieve the objectives efficiently and effectively. These
processes include: planning, organizing, implementation and supervision.
Through the management, it is done an integration process of a variety of
resources and tasks to achieve predetermined goals. A characterized school
management is the utilization and empowerment of all school resources, through
the process and approach to achieve goals effectively and efficiently that reflects
the noble norms and values. Briefly, it can be said that the character values are
instilled into the school management in an integrated way.
Schools are expected to implement character education which is integrated
with the school management system. Schools are expected to be able to plan the
educational programs and activities that instill the character values, conduct the
characterized programs and activities and control the school quality.
Student development activities are the educational activities done outside
of face to face teaching hours. Those activities are held in and / or outside the
school environment in order to expand knowledge, improve skills, and internalize
religious values and rules, as well as the social norms either local, national, and
global levels to form a complete human being.
The National Education Minister Regulation No. 39 of 2008 on Students’
development mentions ten groups of character values which are developed to
students through student development activities.
1) Faith and devotion to God Almighty;
2) Noble character;
3) Winning personality, nationality insight, and defend the country;
4) Academic achievement, art, and / or sports suit the talent and interest;
5) Democracy, human right, political education, environment, social sensitivity
and tolerance in the context of a plural society;
6) Creativity, skill and entrepreneurship;
7) Physical quality, health and diversified source of nutrition-based nutrition
8) Literature and culture;
9) Information and communication technology;
10) Communication in English.
The ten value groups is elaborated into a variety of activities, (1) fostering
faith and devotion to God Almighty, (2) The Student Orientation period, (3)
Students Organization, (4) enforcement of manners and Discipline of the Social
and Academic Life, (5) Scouting, (6) Flag ceremony, (7) School Health Unit, (8)
Red Cross Youth; (9) Drug Abuse Prevention Education; (10) Fostering Talent
and Interest.
Research conducted by Teichler entitled Research on Higher Education in
Europe, this study discussed about the character education on the higher education
in Europe.
Research conducted by Aslan (2011) entitled Character Education and
Identity Development. The results of this study discussed about "Handbook Of
Moral And Character Education, Edt. Larry P. Nucci And Darcia Narvaez ". The
result of this study is that the author discusses the basic of philosophical,
historical, and methodological issues of contemporary moral and character
education.
A research conducted by Nsubuga (2008) entitled Analysis Of Leadership
Styles And School Performance Of Secondary Schools In Uganda. This study
analyzed the leadership style of principal and school performance of secondary
schools in Uganda that is related to the formulation of students’ character in
school.
Research conducted by Tatman, Edmonson, Slate (2009), entitled
Character Education: A Critical Analysis, has a result that character education is
understood as the educational reform movement that is concerned with moral and
ethical development of public school students in a pedagogical context of a formal
character education program. Character education is used interchangeably in the
current research with moral and values education.
Research conducted by Narvaez and Lapsley (2005) entitled Teaching
Moral Character: Two Strategies for Teacher Education has a result that A
“minimalist” strategy requires teacher educators to make explicit the hidden moral
education curriculum and to reveal the inextricable linkage between best practice
instruction and moral character outcomes. The “maximalist” approach requires
preservice teachers to master a tool kit of pedagogical strategies that target moral
character directly as a curricular goal. To this end, the Integrative Ethical
Education model outlines five steps for moral character development: supportive
climate, ethical skills, apprenticeship instruction, self-regulation, and adopting a
developmental systems approach.
Method
This study was done in a natural object, developed what it is. It is not
manipulated by the researcher. The presence of the researcher would not affect the
dynamic of the object. Therefore, this type of research used is a qualitative
research. Sugiyono (2005: 56) stated that a qualitative research method is carried
out on the condition of a natural object.
Based on the pattern of research objectives to be revealed concerning the
pattern of activities, this research design is ethnographic studies. The ethnographic
research is done in the field in a long time, in the form of observation and
interview with the participant, in many kinds of opportunities and activities, and
collects documents and artifacts (Sukmadinata, 2007: 62).
In accordance with this research title, Character Education Management,
A Study at SMP Negeri 3 Salatiga, then this research location is at SMP Negeri 3
Salatiga.
Characteristic of qualitative research can not be separated from the
observation and participation, but the role of researcher that determine the overall
scenario (Moleong: 20 078: 163). The researcher acted as an observer,
participated in the daily life of the research subject in any situation to be
understood. The researcher is also as the group member of the subject observed in
order not to be seen as the foreign researcher, but has become a trusted friend
regardless of anything done by the subjects.
Data collected in this study can be grouped into two, primary data and
secondary data. The primary data is collected from the direct observation in the
field and respondent or informant, those who are directly involved in the
activities. The secondary data is the source which does not directly provide data to
the data collector, such as through others or a document, such as photos, notes,
recordings, pictures etc..
In this research, data collection techniques used were observation,
interview, and documentation. This study used a data analysis based on an
interactive model of analysis by Miles and Huberman (2004: 20). Data analysis in
this model consists of four components, data collection, data reduction, data
presentation and drawing conclusion and verification.
To test the validity of data, the researcher used a triangulation technique,
the process of checking the authenticity of data by comparing an information
found with the other sources through the different time and tools in a qualitative
method (Moleong, 2007: 178)
Result
1. An Integrated Management of Character Education Through Learning at
SMP Negeri 3 Salatiga
a. Integration of character education in the learning process carried out
starting from the planning, implementation, and evaluation of learning in
all subjects.
b. In the planning, it has been arranged several important things such as the
preparation of syllabus, lesson plan, and instructional material.
c. Each syllabus contains several components such as competence standard,
basic competence, instructional material, leaning activity, indicator of
achievement, assessment, allocation of time and resources.
d. In the learning implementation stage, it can be done through three stages,
the preliminary stage, the core stage and the closing stage.
e. In the preliminary activities, teachers need to do apperception, deliver
learning goals to be achieved and the explanation of activities in
accordance with the syllabus.
f. In the core activity, there are three learning stages, exploration, elaboration
and confirmation.
g. In the closing stages, teachers need to do several activities with students
such as making a summary or conclusion of the lesson, doing remedial
activity and enrichment program, and giving individual and group
assignment.
2. An
Integrated
Management
of
Character
Education
Through
Management at SMP Negeri 3 Salatiga
a. The characterized school management at SMP Negeri 3 Salatiga is
implemented through several principals, among others, that the principal
gives the duties and responsibilities to each school citizen expressly and
clearly with the consideration, whether the individuals could be given
responsibility.
b. The principal gives the unity of policy direction that can actually be used
as a guide for the school citizens.
c. To create a disciplined school at SMP Negeri 3 Salatiga, the principal asks
to all citizens to respect the time and obey the existing rules consistently.
d. To be an advanced school, the principal of SMP Negeri 3 Salatiga invites
the school citizens to provide input in the form of the positive thinking
idea, and also create a togetherness condition and mutual respect.
e. Character education is expected to be integrated in the school management
through the planning, controlling and implementation of educational
programs.
f. Planning program at SMP Negeri 3 Salatiga endeavored to create the
character values for the citizens of the school.
g. In the implementation of SMP Negeri 3 Salatiga programs, the principal
asks all school citizens to work effectively, efficiently and productively;
h. In SMP Negeri 3 Salatiga, the controlling program or the school
management covers three areas, supervision, monitoring, and evaluation.
3. An Integrated Management of Character Education Through Students’
Development Activity at SMP Negeri 3 Salatiga
a. The existence of students’ orientation period makes a lot of character
education values that can be entered, for example, obey the rule, be
responsible, polite, have awareness of right, etc.
b. The existence of religious activities that are embedded as the patriotism
value, discipline, PMR activity, social and environment care, healthy
living, independent, and others.
c. The existence of the vision of students’ activities at SMP Negeri 3 Salatiga
such as the development of potential, talent, and interest optimally, as well
as the independent and happiness of students that are useful for them, their
families and the community/environment
d. The mission of students’ activities includes: a) providing a number of
activities that can be selected by students in accordance with the need,
potential and talent; b) carrying out activities that give students the
opportunity to express themselves freely through independent or group
activities.
e. SMP Negeri 3 Salatiga determined to deliver students to become
independent person, responsible, full of creativity, have a high social
friendship, and others.
Discussion
1. An Integrated Management of Character Education Through Learning
The character education management is integrated through learning is
carried out by three stages, planning, implementation, and closing. In the
planning stage, teachers prepare the syllabus, lesson plan, and instructional
material in the learning activity for each subject that has been designed by
integrating it into character education. In developing the character education,
it needs to change the three components of syllabus and lesson plan
(modification of learning activity that can develop character values,
modification of the achievement indicators that can develop character values,
and modification of assessment techniques that can measure the characters
values). In addition to those activities, teachers should consider the materials /
textbooks so they can determine which textbooks can develop character
values.
In the implementation stage, the learning activities in order to integrate
the character values to students is carried out through three stages including
the preliminary stage, the core stage and the closing stage. In the preliminary
stage, teachers of SMP Negeri 3 Salatiga usually ask students to follow both
the physical and psychologically learning processes, conduct apperception,
convey the basic competence to be achieved, and also deliver a series of
material in accordance to the lesson plan which has been arranged based on
the syllabus. Efforts to integrate character education in every subject have
been carried out by teachers of SMP Negeri 3 Salatiga. For example, activities
in the beginning of the lesson by asking students to pray, give praise to
students who do not come late, warn students who come late politely, etc.
Efforts to instill character education in the core activity appear to have been
done by teachers of SMP Negeri 3 Salatiga although not explicitly show the
action of exploration, elaboration and confirmation but teachers’ actions as
involving students in the learning activity so it make them have selfconfidence, instilling cooperation, mutual respect (elaboration) and also how
teachers give a wise response to students when they have difficulties.
In the closing stage, teachers’ efforts to develop character values to
students includes the emergence of a desire to cooperate with other friends on
the other hand also the existence of a critical and logical nature by finishing
individual and group assignments, summarizing, remedial, etc.
Research conducted by Ulrich Teichler entitled Research on Higher
Education in Europe, this study discussed about the character education on the
higher education in Europe.
Compared with the previous study, in this study, the character
education learning is given to secondary school students because at that stage,
students should have confidence and independence in doing anything at
everyday life.
Research conducted by Aslan (2011) entitled Character Education and
Identity Development. The results of this study discussed about "Handbook Of
Moral And Character Education, Edt. Larry P. Nucci And Darcia Narvaez ".
The result of this study is that the author discusses the basic of philosophical,
historical, and methodological issues of contemporary moral and character
education.
Compared with the previous research, in this study can be seen that the
moral and character education is very important to be given in the early stage
or in the secondary school level, so will have a principle and guidance of life.
A research conducted by Nsubuga (2008) entitled Analysis Of
Leadership Styles And School Performance Of Secondary Schools In Uganda.
This study analyzed the leadership style of principal and school performance
of secondary schools in Uganda that is related to the formulation of students’
character in school.
Compared with the previous study, the leadership at SMP Negeri 3
Salatiga is very influential in forming the students’ character so that in the
curriculum, the principal and all employees or teachers of SMP Negeri 3
Salatiga give the character education in learning.
2. An
Integrated
Management
of
Character
Education
Through
Management
An
integrated
management
of
character
education
through
management has been done correctly based on: a) the expected principles that
in SMP Negeri 3 Salatiga, the principal has been loyal in giving tasks and
responsibilities that have been considered according to the individual's ability
and do not discriminate between one another. The principal gives the unity of
policy direction that can actually be used as a guide for citizens of the school,
so from the principal’s policy, it can be instilled the character values for
school citizens such as having the responsibility, independent, wise,
democracy, respect for others, etc. b) In creating a school which has
discipline, progress, and achievement, the principal ask all school citizens to
appreciate the time, obey the rule, the creation of co-operation, give advice to
school and the existence of innovations.
In instilling character education through the school management at
SMP Negeri 3 Salatiga, it is carried out through planning, implementing and
controlling the programs in education. This is evident in what is conveyed by
the principal that each educational program planning, implementation, and
controlling, the principal always involves several school components to
conduct deliberation, so that the formulation of the programs plan is the result
of cooperation. Similarly, the implementation of the program, the principal
invites all school citizens to work together effectively, efficiently and
productively, by involving parents and school board, so embedded the
character values of cooperation, mutual respect gained the trust etc.. In
controlling stage, the principal has conducted supervision, monitoring and
evaluation to relevant parties (education staff, administrative staff and
treasurer).
Research conducted by Tatman, Edmonson, Slate (2009), entitled
Character Education: A Critical Analysis, has a result that character education
is understood as the educational reform movement that is concerned with
moral and ethical development of public school students in a pedagogical
context of a formal character education program. Character education is used
interchangeably in the current research with moral and values education.
Compared with the previous research, it is known that in this study, the
character education is very influential to the moral and ethical development
given to children in everyday life.
Research conducted by Narvaez and Lapsley (2005) entitled Teaching
Moral Character: Two Strategies for Teacher Education has a result that A
“minimalist” strategy requires teacher educators to make explicit the hidden
moral education curriculum and to reveal the inextricable linkage between
best practice instruction and moral character outcomes. The “maximalist”
approach requires preservice teachers to master a tool kit of pedagogical
strategies that target moral character directly as a curricular goal. To this end,
the Integrative Ethical Education model outlines five steps for moral character
development: supportive climate, ethical skills, apprenticeship instruction,
self-regulation, and adopting a developmental systems approach.
Compared with the previous study, it is known that this study discusses
the effect of students' character education toward the increasing of students’
faith in today's life.
Based on the previous descriptions, it can be concluded that the
management of an integrated character education through the management at
SMP Negeri 3 Salatiga includes: 1) The characterized school management at
SMP Negeri 3 Salatiga is implemented through several principals, among
others, that the principal gives the duties and responsibilities to each school
citizen expressly and clearly with the consideration, whether the individuals
could be given responsibility; 2) The principal gives the unity of policy
direction that can actually be used as a guide for the school citizens; 3) to
create a disciplined school at SMP Negeri 3 Salatiga, the principal asks to all
citizens to respect the time and obey the existing rules consistently; 4) to be an
advanced school and has achievement, the principal of SMP Negeri 3 Salatiga
invites the school citizens to provide input in the form of the positive thinking
idea, and also create a togetherness condition and mutual respect; 5) character
education is expected to be integrated in the school management through the
planning, controlling and implementation of educational programs; 6)
planning program at SMP Negeri 3 Salatiga endeavored to create the character
values for the citizens of the school; 7) In the implementation of SMP Negeri
3 Salatiga programs, the principal asks all school citizens to work effectively,
efficiently and productively; 8) In SMP Negeri 3 Salatiga, the controlling
program or the school management covers three areas, supervision,
monitoring, and evaluation.
3. An Integrated Management of Character Education Through Students’
Development Activity
Although the student development activities conducted outside school
hours, it is very strategic for the teacher planning a character education to
students at SMP Negeri 3 Salatiga. Such things can happen, because of the
many events at this school relating to the activities preferred by the learners in
order to develop talent.
The example of event / activities in coaching student which can instill
character education at SMP Negeri 3 Salatiga is the activities which always
done in the beginning of the year (in the students’ orientation period). In this
students’ orientation period, there are many character values that can be
entered, patriotism, worship, cooperation, follow the rules, social sensitivity,
etc.. There are other discussions of student activities such as Red Cross Youth
which can be embedded human affection, etc..
Efforts undertaken by the Principal in Improving character Education
at SMP Negeri 3 Salatiga are: a) In the learning activity, it is not only oriented
to knowledge, but also attitude. Every teacher should add a number of learning
goal orientation with the achievement of certain attitude or values; b) in the
management activity, the school has a set of instruments and special teams
that monitor and assess proportionally of school citizens behavior related to
the character values that have been defined. If there are people who do not
obey the rules, they get a moral, administrative and even legal sanctions if it is
needed; c) in the students’ development activity, the school performs various
activities, the Guidance and devotion to God Almighty, The Student
Orientation Period, students’ organization, manners, discipline in social life of
the school, and academic activities.
Research conducted by Aslan (2011), entitled Character Education
and Identity Development, the results of this study discusses the Handbook Of
Moral Education And Character, Edt. Larry P. Nucci And Darcia Narvaez.
The result of this study is that the author discusses the basic of philosophical,
historical, and methodological issues of contemporary moral and character
education.
Compared with the previous research, this study revealed that the
foundation or the vision and mission of character education and moral
education should be able to teach ethics to students in behaving or in activities
wherever located.
Research conducted by Tatman, Edmonson, Slate (2009), entitled
Character Education: A Critical Analysis, has a result that character education
is understood as the educational reform movement that is concerned with
moral and ethical development of public school students in a pedagogical
context of a formal character education program. Character education is used
interchangeably in the current research with moral and values education.
Compared with previous research, in this study revealed that the
character education and moral education is used or taught as a basic education
that should be owned by children as a guide of life.
Based on the previous interviews, it can be concluded that the
integrated management of character education through students’ development
activity at SMP Negeri 3 Salatiga includes: 1) the existence of students’
orientation period makes a lot of character education values that can be
entered, for example, obey the rule, be responsible, polite, have awareness of
right, etc.; 2) the worship activities include being instilled the patriotism value,
discipline, PMR activity, social and environment care, healthy living,
independent, and others; 3) the vision of students’ activities at SMP Negeri 3
Salatiga includes the development of potential, talent, and interest optimally,
as well as the independent and happiness of students that are useful for them,
their families and the community/environment; 4) the mission of students’
activities includes: a) providing a number of activities that can be selected by
students in accordance with the need, potential and talent; b) carrying out
activities that give students the opportunity to express themselves freely
through independent or group activities; 5) SMP Negeri 3 Salatiga determined
to deliver students to become independent person, responsible, full of
creativity, have a high social friendship, and others.
Conclusion
The integrated management of character education through learning
determines the success of character education for students and school residents so
that it can improve the education quality at SMP Negeri 3 Salatiga. The integrated
character education through learning is done by two steps: a) planning of learning
activity including the preparation of syllabus, lesson plan and writing of textbooks
that have been integrated into character education, and 2) the implementation of
activities including the preliminary, the core and the closing activities.
The integrated management of character education into school
management has been done correctly in accordance with the expected principles.
In creating a school which has discipline, progress, and achievement, the principal
asks all school citizens to appreciate the time, obey the rule, the creation of
cooperation, give advice to school and the existence of innovations.
The character education management which is integrated through students’
development activity is done through several activities outside of school hours
such as worship together, the selection of students’ organization committee,
student orientation activities, Red Cross Youth, Boy Scout, etc. Each of these
activities is integrated in character values.
Recommendation
1. Principal is expected to be able to work together with teachers in order to
enhance students' character education.
2. Teachers should be able to develop a repertoire of education, especially in the
formation of student character.
3. Students are expected to develop themselves in forming their own character.
4. The next researchers are expected to be able to develop their research relating
to the more broadly management of character education.
Bibliography
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Global. Jakarta: PT. Grasindo.
Harsono. 2011. Penelitian Pendidikan untuk Guru Profesional Universitas
Muhammadiyah. Surakarta.
Harsono. 2011. Etnografi Pendidikan Sebagai Dasar Penelitian Kualitatif.
Surakarta. Universitas Muhammadiyah Surakarta.
Moleong Lexy J. 2006. Metodologi Penelitian Kualicatif. Bandung: Remaja
Rosdakarya.
Sugiyono. 2008. Metode Penelitian Pendidikan Pendekatan Kuantitatif,
Kualitatif, dan RAD. Bandung: Alpabeta.
Sukmadinata, Nana Syaodih. 2007. Metode Penelitian. Bandung: PT. Remaja
Rosdakarya.
Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional