Implementasi Pendidikan Karakter pada Mata Pelajaran Budi Pekerti TK Mawar Saron Karangpasar Kecamatan Tegowanu Kabupaten Grobogan

Martha Sri Mulyani; Stephanus Karnadi

doi:10.59581/jmk-widyakarya.v3i1.4476

Authors

Martha Sri Mulyani Sekolah Tinggi Teologi Sangkakala
Stephanus Karnadi Sekolah Tinggi Teologi Sangkakala

DOI:

https://doi.org/10.59581/jmk-widyakarya.v3i1.4476

Keywords:

Implementation, Character Education, Students

Abstract

This study aims to describe and analyze the implementation of character education in students of Mawar Saron Karangpasar Kindergarten, Tegowanu District, Grobogan Regency in 2020/2021 based on 18 character values, namely religious, honest, tolerant, disciplined, hard working, creative, independent, democratic, curiosity, national spirit, love of the homeland, respect for achievement, friendly/communicative, love of peace, love of reading, care for the environment, care for society, and responsibility. The type of research used in this study is descriptive qualitative. The subjects of this study were the principal, class teachers, Character Education subject teachers, and parents of students. The data collection techniques used were interviews, observation, and documentation. The data analysis technique used was the Miles and Huberman model data analysis technique. The data validity test used was the credibility test, reliability test, and confirmability test. Based on the research results, information was obtained that the implementation of character education for students of Mawar Saron Karangpasar Kindergarten, Tegowanu District, Grobogan Regency in 2020/2021 in learning activities and outside learning activities was carried out in various ways. The implementation of character education in learning activities is implemented through five models, namely habituation, learning methods, conditioning, role models, and providing motivation, advice, understanding and appreciation. The most prominent character values in the implementation of character education in learning activities are religious, disciplined, independent, and curious. Meanwhile, the implementation of character education outside learning activities is implemented through habituation, provision of school facilities, provision of school programs, role models, and provision of motivation and appreciation. The most prominent character values in the implementation of character education outside learning activities are the values of tolerance and caring for the environment.

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