IMPLEMENTASI PENDIDIKAN KARAKTER DI SEKOLAH INKLUSI

Abstract

Abstract

Through this research, the researcher aimed to analyze and integrate the character education strategy in Sumbersari Primary School 1 Kota Malang and Muhammadiyah Primary School 04 Kota Batu, to become a mixed character education strategy that includes morals knowledge,  moral love and moral action. The results of this study indicate that the moral knowledge strategy includes: psychological testing when students want to go to school, planning character education through RPP, transmission of character values through the method of course, character information, extracurricular activities and assessment carried out with the student's character assessment sheets or through tortuous activities. Although the moral strategy of love is achieved through a teacher or character, extracurricular activities, visits to inspiring places such as a hero's grave, character films, 'peer therapy, religious activities and punishment activities that arouse students. While moralizing strategies such as helping each other, collecting trash together and pointing fingers, going to class with your right foot and praying, praying when you start the lesson, speaking and being polite, and pray together.

Abstrak

Penelitian ini menganalisis dan menggabungkan strategi pendidikan karakter yang ada di sekolah inklusif  yaitu SDN Sumbersari 1 Kota Malang dan SD Muhammadiyah 04 Kota Batu, menjadi strategi  penanaman karakter gabungan yang meliputi pengetahuan moral, cinta moral  dan tindakan moral. Kajian menunjukkan bahwa strategi penanaman pengetahuan moral  meliputi: tes psikologi ketika siswa akan masuk sekolah, perencanaan pendidikan karakter melalui RPP, penanaman nilai karakter proses atau metode pembelajaran, informasi tentang karakter, kegiatan ekstrakurikuler dan penilaian yang dilakukan dengan lembar evaluasi karakter siswa, maupun melalui kegiatan kelompok. Sedangkan cinta moral dilakukan melalui wibawa dan tindakan guru atau inspirasi tokoh teladan, kegiatan ekstrakurikuler, kunjungan ke tempat-tempat yang merangsang seperti Makam Pahlawan, menonton film karakter, kegiatan terapi sebaya, kegiatan keagamaan dan hukuman yang menyadarkan siswa. Adapun pembiasan tindakan moral dilakukan seperti gotong royong, mengumpulkan sampah secara bersama-sama dan berkala, masuk kelas dengan kaki kanan dan memanjatkan doa, memulai kelas pembelajaran dengan berdoa, berbicara dan berperilaku santun, sholat dhuha dan zuhur berjamaah.

Abstract

Through this research, the researcher aimed to analyze and integrate the character education strategy in Sumbersari Primary School 1 Kota Malang and Muhammadiyah Primary School 04 Kota Batu, to become a mixed character education strategy that includes morals knowledge,  moral love and moral action. The results of this study indicate that the moral knowledge strategy includes: psychological testing when students want to go to school, planning character education through RPP, transmission of character values through the method of course, character information, extracurricular activities and assessment carried out with the student's character assessment sheets or through tortuous activities. Although the moral strategy of love is achieved through a teacher or character, extracurricular activities, visits to inspiring places such as a hero's grave, character films, 'peer therapy, religious activities and punishment activities that arouse students. While moralizing strategies such as helping each other, collecting trash together and pointing fingers, going to class with your right foot and praying, praying when you start the lesson, speaking and being polite, and pray together.

Keywords:character education; inclusion school

Abstrak

Penelitian ini menganalisis dan menggabungkan strategi pendidikan karakter yang ada di sekolah inklusif  yaitu SDN Sumbersari 1 Kota Malang dan SD Muhammadiyah 04 Kota Batu, menjadi strategi  penanaman karakter gabungan yang meliputi pengetahuan moral, cinta moral  dan tindakan moral. Kajian menunjukkan bahwa strategi penanaman pengetahuan moral  meliputi: tes psikologi ketika siswa akan masuk sekolah, perencanaan pendidikan karakter melalui RPP, penanaman nilai karakter proses atau metode pembelajaran, informasi tentang karakter, kegiatan ekstrakurikuler dan penilaian yang dilakukan dengan lembar evaluasi karakter siswa, maupun melalui kegiatan kelompok. Sedangkan cinta moral dilakukan melalui wibawa dan tindakan guru atau inspirasi tokoh teladan, kegiatan ekstrakurikuler, kunjungan ke tempat-tempat yang merangsang seperti Makam Pahlawan, menonton film karakter, kegiatan terapi sebaya, kegiatan keagamaan dan hukuman yang menyadarkan siswa. Adapun pembiasan tindakan moral dilakukan seperti gotong royong, mengumpulkan sampah secara bersama-sama dan berkala, masuk kelas dengan kaki kanan dan memanjatkan doa, memulai kelas pembelajaran dengan berdoa, berbicara dan berperilaku santun, sholat dhuha dan zuhur berjamaah.

Kata Kunci:pendidikan karakter; sekolah dasar inklusi