Abstract
The purpose of this study was to described and analyzed the implementation of the policy on strengthened character education(PPK)through five school days in Gresik Regency, then the supported and inhibited factors of the internal and external environment of the school in implemented the policy on Strengthened Character Education(PPK)) through five school days in Gresik Regency, and also, the impact of implementing the policy of strengthened character education(PPK)through five school days in Gresik Regency. This research used qualitative methods and types of descriptive research. Data collection techniques used semi-structured interviews, observation, and documentation. Data were analyzed using interactive model data analysis. To obtained the validity of the data, researchers used a source of triangulation and triangulation technique. The results of this study indicated that the implementation of the policy for strengthened character education(PPK)through five school days in Gresik Regency has been well implemented through the stages of the communication process with indicators of transmission, clarity, and consistency. Resources included teachers, staff, budgets, facilities/infrastructure supplied quality and quantity, as well as sufficient information and authority to carry out their duties and responsibilities. Then the attitudes and commitments of the teachers and all elements of the school carried out seriously with a bureaucratic or organizational structure that is equipped with Standard Operating Procedures (SOP) that were easy and clear, and the social, economic and political environment runs effectively. Internal and external supported factors were interrelated in helping the implementation of effective policy implementation. While internal and external inhibited factors found insignificant obstacles, resulted in an increase in the quality of education process services in schools that lead to the fulfillment of National Education Standards(SNP), especially in the learning process found a dominant result and an important role for education was the learning process proportional to the realm of cognitive, psychomotor, affective, and the absence of tracking in schools, the impact of positive changed for schools, families/guardians of students and the community. Keywords : implementation of strengtheningcharacter education (PPK)policy, school for five days, junior high school. DOI : 10.7176/PPAR/10-1-04 Publication date: January 31 st 2020
Highlights
Law Number 20 of 2003 concerning the National Education System, in general terms article 1 paragraph (1), (2) and Article 3, mandates that the substance of character education must be developed to achieve national education
The government conducts restoration of character education through the policy of the Minister of Education and Culture Regulation No 23 of 2017 concerning School Days, the substance of which is to change the policy of the number of days of study at school from six days to five days, teaching and learning activities in schools need eight hours a day which starts from Monday to Friday, the additional hours can be used for character development activities instead of adding subjects
The Office of Education conducts socialization according to the needs of the level of socialization of the implementation of strengthening character education (PPK) in the form of bintek, workshops, seminars and training with inviting all elements of the school concerned
Summary
Law Number 20 of 2003 concerning the National Education System, in general terms article 1 paragraph (1), (2) and Article 3, mandates that the substance of character education must be developed to achieve national education. Regional Regulation Number 87 of 2017, article 9 paragraph (1), states ′′ The Implementation of Strengthening Character Education(PPK)in Education Units lines www.iiste.org approved by Article 6 is carried out for 6 (six) or 5 (five) school days in 1 (one) week ". Article 9 Paragraph (2) about ′′ The provisions of the school day approved in paragraph (1) are given to each Education Unit together with the School / Madrasah Committee and support the Regional Government or ministry offices that assist government affairs in each field ′′. Article 9 paragraph (3) is stated, ′′ In the agreed 5 (five) school days approved in paragraph (1), the Education Unit and School / Madrasah Committee consider a. Article 9 paragraph (3) is stated, ′′ In the agreed 5 (five) school days approved in paragraph (1), the Education Unit and School / Madrasah Committee consider a. the adequacy of educators and education personnel; b. allocated infrastructure and facilities; c. local wisdom; and D. the opinions of community leaders and / or religious leaders outside the School / Madrasah Committee ′′
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