IMPLEMENTASI PENDIDIKAN KARAKTER KEMANDIRIAN DI KELAS IV SEKOLAH DASAR

• Main Author: Shofiyyah Urwatun Wutsqo, - (Author)
• Format: Book
• Published: 2020-10-03.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/55749/1/S_PGSD_1606192_Title.pdf; http://repository.upi.edu/55749/2/S_PGSD_1606192_Chapter%201.pdf; http://repository.upi.edu/55749/3/S_PGSD_1606192_Chapter%202.pdf; http://repository.upi.edu/55749/4/S_PGSD_1606192_Chapter%203.pdf; http://repository.upi.edu/55749/5/S_PGSD_1606192_Chapter%204.pdf; http://repository.upi.edu/55749/6/S_PGSD_1606192_Chapter%205.pdf; http://repository.upi.edu/55749/7/S_PGSD_1606192_Appendix.pdf
• Keywords: L Education (General); LB1603 Secondary Education. High schools

Penelitian ini bertujuan untuk mendeskripsikan Implementasi Pendidikan karakter kemandirian siswa di kelas IV sekolah dasar berdasarkan visi sekolah. Peneliti mengambil salah satu kata dari visi tersebut sebagai acuan untuk penelitian ini, yaitu pada kata berkarakter yang akan lebih mendalami karakter kemandirian siswa. Penelitian ini menggunakan metode penelitian deskriptif kualitatif yang dilakukan di salah satu Sekolah Dasar di Kota Bandung dengan subjek kepala sekolah dan guru kelas IV. Instrumen penelitian berupa studi dokumentasi, wawancara, dan observasi. Hasil penelitian ini berupa (1) Implementasi yang di lakukan pada pendidikan karakter kemandirian siswa kelas IV sudah terealisasikan dengan baik dengan melalui program Bandung masagi dan program labskill.. (2) Program pendidikan karakter kemandirian pada sekolah ini menggunakan program "Bandung Masagi", dan peogram labskill. Warga sekolah sudah membiasakan untuk melakukan program tersebut. (3) Pelaksanaan pendidikan karakter kemandirian di sekolahsudah baik. Kepala sekolah dan guru-guru membimbing siswa SDN 150 Gatot Subroto dengan menanamkan berbagai macam karakter, termasuk karakter kemandirian pada siswa. Dalam proses pembelajaran di kelas IV, siswa sudah dikatakan mandiri karena siswa mampu mengambil dan membuat keputusan dan pilihannya secara mandiri. (4) Hambatan pada program tidak ada, hanya saja ada hamabatan pada lingkungan sekolah di sarana dan prasarana sekolah. (5) Solusi untuk sarana dan prasarana sekolah, sebagai warga sekolah, harus bisa menjaga dan melestarikan fasilitas yang ada dengan sebaik mungkin. Hasil dari implementasi pendidikan karakter kemandirian pada siswa kelas IV secara keseluruhan siswa sudah memiliki karakter kemandirian yang sudah terprogram pada program Bandung Masagi dan program labskill. Dan sudah menjadi pembiasaan di sekolah. (6) Hasil dari implementasi pendidikan karakter kemandirian pada siswa kelas IV secara keseluruhan siswa sudah memiliki karakter kemandirian. This study aims to describe the implementation of character education for the independence of students in grade IV elementary schools based on the school's vision. The researcher took one of the words from the vision as a reference for this study, namely the word with character which would further explore the character of student independence. This study used a qualitative descriptive research method carried out in one of the elementary schools in Bandung with the subject of the principal and teacher of grade IV. The research instruments were documentation study, interview, and observation. The results of this study are (1) The implementation of the character education for fourth grade students has been well realized through the Bandung masagi program and the lab skills program. (2) The independence character education program at this school uses the "Bandung Masagi" program, and labskill programmers. School residents have made it a habit to carry out this program. (3) The implementation of self-reliance character education in schools is already good. The principal and teachers guide SDN 150 Gatot Subroto students by instilling various kinds of characters, including the character of independence in students. In the learning process in grade IV, students are said to be independent because students are able to make and make decisions and choices independently. (4) There are no obstacles to the program, it's just that there are positions in the school environment in school facilities and infrastructure. (5) Solutions for school facilities and infrastructure, as school members, must be able to maintain and preserve existing facilities as best as possible. The results of the implementation of independence character education in fourth grade students as a whole students already have a character of independence that has been programmed in the Bandung Masagi program and the labskill program. And it has become a habit at school. (6) The results of the implementation of self-reliance character education in grade IV students as a whole the students already have the character of independence.