Basic Concepts PLSBS Definition PLSBSBK

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B. Problem Formulation

This research is centered on the implementation PLSBSBK, ie the overall management of the school socio-cultural environment in the process of education in accordance with the objectives and functions as well as educational purposes. The purpose of this PLSBSBK, to improve the achievement of the demands of the national education goals. The problems of this research is how the implementation of RA PLSBSBK in Al-Amanah Buah Batu Bandung. Reader Review 1. Definition of Socio-Cultural Environmental Management School PLSBS Nana Fattah 2004: 9 argues that the school is a place that is not just a gathering place for students and teachers, but are in the order of the system is complicated and intertwined, therefore, the school is seen as an organization that is in need of management. Thus the school was in charge of managing human resources is expected to produce high quality graduates, according to the school culture and the needs of society . School culture is the atmosphere of the school where the school community to interact, which consists of patterns of interaction between culture, technology and social organization. Tilaar 2002: 6 argues that ... .the organization must be dynamic, flexible, so it can absorb the rapid changes, among others, due to the development of science and technology, changes in society leads to an increasingly democratic society and respect for human rights . Thus, the teachers interact with the school community. School culture and system interactions of individuals who are in school will give birth to a social climate that will affect teachers in interacting with other teachers. Schools also provide a considerable influence on the communities within and outside of social institutions. Social and cultural environment of the school is the atmosphere of the ways individuals think, act, and be creative in touch and interact with the environment that can result in norms, values , beliefs, and behaviors are learned and possessed by every individual. In accordance with this statement, Saphier and King 1983 suggests that: ... ..school Culture with norms and expectations that support change and improvement: collegiality, experimentation, high expectations, trust and confidence, tangiblesupport, reaching out to the knowledge base, appreciation and recognition, celebration and humor caring, involvement indecision making, protection of what s important, hones open communication, traditions. Based on the above opinion, the PLSBS characteristics are: 1 kesejawatan, 2 experimentation, 3 expectations, 4 trust, 5 support, 6 the development of basic capabilities, 7 awards and recognition, 8 caring, celebration, and humor, 9 involvement in decision making, 10 protection, 11 traditions 12 honesty and open communication. Handbook of Culture and Character Education 2010 from the Ministry of Education states that the description of the basic character values are: religious, honest, tolerance, discipline, hard work, creative, independent, democratic, curiosity, a sense of pride, love of the homeland, appreciate the achievements, friends communicative, fond of reading, environmental care, and social care. Some conclusions about the characteristics of the above opinion is kesejawatan PLSBS, creative, responsibility, honesty, curiosity, hard work, respect for achievement, social care, democratic, and friendlycommunicative.

2. Basic Concepts PLSBS

PLSBS include: planning, organizing, and monitoring implemented to achieve the goals set by utilizing human resources and other resources. Planning serves to define what 34 should be accomplished, when, where, and how it should be accomplished, who is responsible, and how the costs should be provided. Planning functions in PLSBS as budgeting, goals, rules, guidelines for the implementation, execution order, costs and receipts, predictions barriers and how to overcome them. Organizing more priority to tasks or jobs, as proposed by Sagala 2007: 23 that: The organization focuses on the structure and process of allocation of tasks common goals that can be achieved, while staffing concerns of people in the workforce. Organizing functions in the management of socio-cultural environment of the school to facilitate the achievement of the objectives of the school, by distributing and structuring all tasks into component units within the school. Mobilization functions in managing the socio-cultural environment, principals can develop skills, improve and assure the performance of teachers through assessment in the classroom, and become effective leaders. The function of supervision in carrying PLSBS, the principal can make an assessment and remedial teachers. Supervision in school can be done with clinical supervision to all teachers in accordance with their respective duties and follow through.

3. Character

Character is the shape of an individuals understanding of the value of life arising from culture, religion and nationality. Gunarto 2004: 22 argues that The characters are the values of human behavior related to the Almighty God, ourselves, our fellow humans, the environment, and nationality embodied in thoughts, attitudes, feelings, words, and actions based on the norms of religious, cultural and national values are actualized in everyday life become a habit that sticks. The above opinion, explaining that the character is the value system that is difficult to be eliminated, so that it becomes something that is believed to be true and not implemented by force on any individual who would later become a habit in everyday life. While cultivation perkerti is typical of what should be done by individuals, among others, work hard, be disciplined, faithful, tender-hearted, responsible, considerate, thoughtful and so on. Furthermore, the value is the variety of things that serve as a guide in the act and interact with their environment by individuals in order to achieve what he wanted. Last virtue is justice that is based on individual self-control and conviction that comes from a deep conscience. The above description makes clear that the character has a very strong element of that character, values and virtues that are applied in daily life so as to form a habituation form of attitudes, personality, behavior, character and morals. Gunarto 2004: 118 suggests that the function of education to develop educational values, morals and manners, among other things: 1 personal development and personality formation; 2 cultural transmission; 3 social integration; 4 innovation and 5 pre-selection and pre-allocation of labor . Development of values, morals and manners in the school will be effective if all the teachers involved primarily in analyzing problems, needs, constraints and sources of moral values.

D. Socio-Cultural Environmental Management School-Based Character PLSBSBK

1. Definition PLSBSBK

Culberston 1982: 37 argues that: Some characteristics of the management process of charakter education in an educational unit, the which are: 1 integrate the values of the characters in the whole school management ectivities; 2 integrating the values of the characters in the overall performance of school activity; 3 Integrating the value-character value to the overall performance of personnel 35 activies; 4 integrate the value of the characters on the overall educational activies of servies; and 5 integrating the values of the characters in the whole learning activies. Characteristics of the education management process above, combining the values of characters to managing the school environment, school performance, education and learning. Value must be incorporated in PLSBS character, because that character education is a system of planting character value to the teacher. Implementation of character education in schools should involve all the teachers because it is a character study of peoples behavior in the school, including teachers, which at the time of carrying out education, teachers must be characterized.

2. Implementation Strategy PLSBSBK