Implementasi Pendidikan Karakter Melalui Budaya Sekolah di SD Al-Irham Global Islamic School Kota Bandung

Abstract

Mutu suatu pendidikan memiliki peran penting dalam membentuk sumber daya manusia yang berkualitas dan memiliki nilai akhlakul karimah. Sehingga harus didukung dengan penerapan pendidikan karakter untuk meminimalisir terjadinya krisis moral. Salah satu lingkup pendukungnya adalah budaya sekolah, namun dapat menjadi hambatan pembentukan karakter jika penerapannya tidak tepat. Tujuan penelitian adalah untuk mengetahui implementasi pendidikan karakter dalam budaya sekolah di SD Al-Irham Global Islamic School, nilai-nilai karakter dalam budaya sekolah yang diterapkan, dan faktor penghambat dan pendukungnya. Penelitian ini menggunakan pendekatan penelitian kualitatif dengan metode deskriptif. Data yang dikumpulkan melalui teknik wawancara, observasi dan dokumentasi untuk kemudian di analisis. Teknik analisis data yang digunakan terdiri dari, reduksi data, penyajian data, dan penarikan kesimpulan. Penelitian ini menggunakan teori pendidikan karakter menurut Thomas Lickona (2013) adanya mengetahui kebaikan (Knowing the good), mencntai kebaikan (Loving the good), dan melakukan kebaikan (Doing the good). Berdasarkan hasil penelitian ditemukan bahwa, implementasi pendidikan karakter melalui budaya sekolah di SD Al-Irham dilaksanakan melalui kegiatan pembiasaan yang ada disekolah. Nilai-nilai karakter yang diterapkan adiantaranya nilai Religius, disiplin, mandiri, bersahabat/komunikatif dan semangat kebangsaan. Terdapat faktor penghambat disebabkan dinamika dalam proses implementasi pendidikan karakter melalui budaya sekolah. Implementasi pendidikan karakter melalui budaya sekolah mengidentifikasi sesuai dengan teori yang digunakan pendidikan karakter sesunggunya bukan mendidik mana yang benar mana yang  salah, tetapi mencangkup proses pembiasaan perilaku yang baik, sehingga siswa mampu memahami, merasakan, pada akhirnya melakukan perilakuan baik.

The quality of an education has an important role in forming quality human resources and having the value of akhlakul karimah. So it must be supported by the application of character education to minimize the occurrence of a moral crisis. One of the supporting areas is school culture, but it can become an obstacle to character building if it is not applied correctly. The research objective was to determine the implementation of character education in school culture at Al-Irham Global Islamic School Elementary School, the character values in the applied school culture, and the inhibiting and supporting factors. This study uses a qualitative research approach with descriptive methods. Data collected through interview techniques, observation and documentation for later analysis. The data analysis technique used consists of data reduction, data presentation, and drawing conclusions.

This study uses the theory of character education according to Thomas Lickona (2013) that there are three parts: knowing the good (knowing the good), loving the good (loving the good), and doing the good (doing the good). Based on the results of the study, it was found that the implementation of character education through school culture at Al-Irham Elementary School was carried out through habituation activities in schools. Character values that are applied include religious values, discipline, independence, friendship/communicative skills, and national spirit. There are inhibiting factors due to the dynamics of the process of implementing character education through school culture. According to the theory used, character education is implemented through school culture. Character education actually does not teach what is right and what is wrong, but includes the process of habituating good behavior so that students are able to understand, feel, and eventually do good behavior.