This study aims to analyze the trial of character education model that can be applied at the level of junior high school, focusing on the behavior of school community (Principals, Teachers, and Students) involved and responsible for the implementation of character education. The findings of this study reveal that character education in the schools has only focused on the introduction of norms or values, not the internalization and real action in daily life. In other words, character education is not ingrained in behavior yet.
The focus of this character education development model is directed at example, habituation, and learning, with the following results. Observed from the aspect of “example”, there are approximately 125 students (57.5%) answer "strongly agree", 84 students (38.3%) answer "agree", and 9 students (4.2%) answer “undecided”. Observed from the aspect of “habituation”, there are approximately 116 students (53.4%) answer "strongly agree", 84.2 students (37.4%) answer "agree", and 20 students (9.2%) answer “undecided”. Meanwhile, observed from the aspect of “learning”, there are approximately 141 students (65%) answer "strongly agree", 68 students (31%) answer "agree", and 9 students (4%) answer “undecided”. The results of the analysis of these three aspects raise the question of whether character education can be quantified or scored similar to other subjects and whether character education has its own method of evaluation. Due to various problems concerning the evaluation of character education, the implementation of character education at the school level still requires a further study.
The findings of this study indicate the need to encourage five inputs for the implementation of character education in Indonesia, namely (1) Character education needs to be redesigned in a more comprehensive and meaningful form; (2) Schools should not focus on pursuing cognitive and academic targets only, but also soft-skills or non-academic targets as the main elements in character education. (3) Parents, through parenting programs, can raise their awareness of character education; (4) The community provides support through activities that are beneficial to students, allowing character education to be inherent in the hearts of students; (5) The government through
Government Community
School Family
Morals
38 its policies can provide adequate facilities and infrastructure for the development of character education to be ingrained in the behavior of students in accordance with the expectations of the nation.
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2.Naskah buku Model Pengembangan Pendidikan Karakter di SMP