Abstract
The program for strengthening character education is only carried out in several pilot schools so that there is not much information available to what extent character education has actually been carried out in other schools, especially in non-piloting schools. This study aimed to measure the feasibility of strengthening character education in non-piloting schools. The population in this quantitative descriptive study was teachers at junior high school in Malang. The sampling technique used was purposive sampling. The subjects involved in this study were six teachers of Junior High Schools 20 of Malang, Junior High Schools 27 of Malang, and Muhammadiyah 1 Junior High School. Data collection used questionnaires and analysed descriptively statistically. The results of the study showed that the three schools have implemented character strengthening programs seen from the ten assessment components i.e. pre-assesment, programme socialization, vision, programme design, class-based implementing, school culture strengthening, social partisipation, core value implementing, and evaluation. These results indicated that character strengthening has become a positive habit but not yet optimal. The results of this study can be used as a basis for identifying appropriate follow-up steps for improving achievement of character strengthening in schools.
Highlights
These results indicated that character strengthening has become a positive habit but not yet optimal
Creating good citizens in China: Comparing grade 7-9 school textbooks, 1997-
Summary
Tahap ini merupakan tahapan yang fundamental dalam menentukan nilai utama yang menjadi fokus perencanaan program penguatan pendidikan karakter di sekolah Gambar 1 menunjukkan bahwa sekolah memiliki minimal enam sumber belajar dan sarana-prasarana baik di dalam maupun di luar lingkungan sekolah (skor 3), bahkan SMP Negeri 20 mampu mengidentifikasi minimal 10 sumber belajar (skor 4). Hasil ini bermakna bahwa sekolah mampu mengidentifikasi berbagai sumber daya yang berperan penting dalam penguatan nilai utama pendidikan karakter. Ketersediaan sumber belajar dan sarana-prasarana merupakan komponen esensial dalam penguatan karakter di sekolah. Selain ketersediaan sumber belajar dan sarana-prasarana, hal yang perlu diidentifikasi pada asesmen awal adalah sumber daya manusia. Dengan keterbatasan tersebut sekolah mampu mengidentifikasi sumber-sumber pembiayaan yang bervariasi dan mengoptimalkan tata kelola sekolah yang bertujuan untuk menguatkan program penguatan karakter. Ketersediaan berbagai sumber pembiayaan internal dan eksternal sekolah pada program penguatan karakter mengindikasikan bahwa sekolah mampu menggerakkan seluruh stakeholder menjadi satu komunitas belajar yang saling peduli dan saling menguatkan (Catalano et al, 2008; Lickona, 1996). Rasa, dan pola pikir merupakan hal yang mendeterminasi keterlibatan berbagai pihak tersebut dalam pengembangan moral dan karakter (Battistich, Solomon, Watson, & Schaps, 1997)
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