IMPLEMENTASI PROGRAM PENGUATAN PENDIDIKAN KARAKTER (PPK) PADA MATA PELAJARAN IPS SISWA KELAS IX DI SMP NEGERI 1 KABUPATEN BOYOLALI

Abstract

Hasil observasi awal ditemukan permasalahan berupa rendahnya karakter peserta didik khususnya di kelas IX disaat sekolah tersebut menerapkan Program PPK. Metode penelitian dengan kualitatif deskriptif. Lokasi penelitian di SMPN 1 Boyolali. Pengumpulan data (wawancara, observasi dan dokumentasi), serta sumber data sekunder (rekaman wawancara, bahan ajar, dan foto kegiatan). Teknik keabsahan data menggunakan triangulasi sumber dan teknik, serta menggunakan teknik analisis data Interaktif Miles dan Huberman. Hasil penelitian: Implementasi program dengan a) Perencanaan Program. b) Pelaksanaan program melalui pembelajaran maupun kegiatan penunjang c) Evaluasi dilaksanakan secara terarah dan terorganisir baik secara keseluruhan maupun dalam pembelajaran. Faktor pendukung (program sekolah yang mendukung, guru yang berkualitas, dan sarpras yang memadai). Faktor penghambat (minimnya strategi adaptasi serta kurangnya komitmen dan juga konsistensi). Solusi (pembiasaan budaya sekolah, In House Training (IHT), kerjasama   2) Sekolah; 3) Pendidik; 4) Peserta didik; 5) Peneliti selanjutnya.

The results of initial observations found problems in the form of low character of students, especially in class IX when the school implemented the PPK Program. Descriptive qualitative research method. The research location is SMPN 1 Boyolali. Data collection (interviews, observation and documentation), as well as secondary data sources (interview recordings, teaching materials, and photos of activities). Data validity techniques using triangulation of sources and techniques, and using Miles and Huberman Interactive data analysis techniques. Research results: Program implementation with a) Program Planning. b) Program implementation through learning and supporting activities c) Evaluation is carried out in a directed and organized manner both overall and in learning. Supporting factors (supportive school programs, qualified teachers, and adequate infrastructure). Inhibiting factors (lack of adaptation strategies and lack of commitment and consistency). Solutions (habituation of school culture, In House Training (IHT), cooperation with other subjects). Furthermore, suggestions are addressed to: 1) DISDIKPORA 2) Schools; 3) Educators; 4) Learners; 5) Future researchers.