IMPLEMENTASI MODEL PENDIDIKAN HOLISTIK BERBASIS KARAKTER DI SD TUNAS INSAN MULIA BANDUNG - Noerfannyda, - (2021)
Indonesia saat ini mengalami krisis karakter yang cukup memprihatinkan. Salah satu cara mengatasinya dengan menerapkan pendidikan karakter sedini mungkin untuk menumbuhkan generasi yang berkualitas. Tujuan penelitian ini adalah mendeskripsikan dan menggambarkan implementasi model pendidikan holistik berbasis karakter berdasarkan pada aspek perencanaan, pelaksanaan, sistem penilaian, dan hasil belajar. Penelitian ini menggunakan pendekatan kuantitatif dengan metode penelitian deskriptif. Instrumen pengumpulan data yang digunakan dalam penelitian ini adalah angket dan studi dokumentasi. Partisipan angket terdiri dari guru, siswa, dan orang tua siswa. Teknik pengambilan data yang digunakan adalah Disproportionate Stratified Random Sampling dengan jumlah sampel 6 orang guru, 30 orang siswa, dan 30 orang tua siswa. Analisis data yang digunakan adalah teknik hitung statistik deskriptif presentase. Hasil penelitian ini menunjukkan bahwa implementasi model pendidikan holistik berbasis karakter di SD Tunas Insan Mulia termasuk dalam kategori sangat baik pada setiap aspek. Aspek perencanaan meliputi perencanaan tujuan, pengembangan RPP, kondisi sarana prasarana, dan sumber daya manusia. Aspek pelaksanaan terdiri dari pendekatan pembelajaran, sumber belajar, materi ajar, dan keaktifan siswa. Aspek sistem penilaian meliputi jenis dan teknik penilaian. Aspek hasil belajar meliputi hasil belajar kognitif, afektif dan psikomotor yang terintegrasi dengan 9 pilar karakter. Kata kunci: Implementasi, Model Pendidikan Holistik Berbasis Karakter, Metode Deskriptif THE IMPLEMENTATION OF CHARACTER-BASED HOLISTIC EDUCATION IN SD TUNAS INSAN MULIA BANDUNG By: Noerfannyda 1604496 ABSTRACT Indonesia is currently undergoing a quite severe case of crisis of character. One of the many ways to deal with this issue is by making sure people are getting the character education they need as early as possible. The purpose of this study is to describe the implementation of a character-based holistic education model based on aspects of planning, performance, assessment systems, and learning outcomes. This descriptive study utilizes a quantitative approach. The presented data in this study are collected using various instruments, such as questionnaires and document analysis. Teachers, students, and the students' parents took part in filling the distributed questionnaire. The data is collected from 6 teachers, 30 students, and 30 students' parents through Disproportionate Stratified Random Sampling. The collected data are analysed using percentage descriptive statistics method. This research found that all aspects of character-based holistic education in SD Tunas Insan Mulia is well-implemented. The planning aspect includes the objective/goal plan, lesson plan development, the condition of the needed facilities, and human resources. The implementation aspect includes learning approaches, learning sources, learning materials, and students' activity or participation. The evaluation aspect includes grading techniques and characteristics. Lastly, the learning outcome aspect includes cognitive, affective, and psychometric learning outcomes which are integrated with the 9 pillars of characters. Keywords: Implementation, Character-Based Holistic Education, Descriptive Method