KAJIAN FENOMENOLOGIS TENTANG POLA PENDIDIKAN KARAKTER MELALUI SISTEM "FULLDAY SCHOOL" PADA SMA LABSCHOOL UNIVERSITAS SYIAH KUALA

• Main Author: Bahrun, - (Author)
• Format: Book
• Published: 2012-09-21.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/7787/1/d_pu_1009041_table_of_content.pdf; http://repository.upi.edu/7787/2/d_pu_1009041_chapter1.pdf; http://repository.upi.edu/7787/3/d_pu_1009041_chapter2.pdf; http://repository.upi.edu/7787/4/d_pu_1009041_chapter3.pdf; http://repository.upi.edu/7787/5/d_pu_1009041_chapter4.pdf; http://repository.upi.edu/7787/6/d_pu_1009041_chapter5.pdf; http://repository.upi.edu/7787/7/d_pu_1009041_bibliography.pdf
• Keywords: L Education (General); LB2300 Higher Education

One of current issues in Indonesian education is how to fix national character through holistic education. Character education provided at school only taps cognitive aspects, and lacks focus on practical aspects and values internalization in daily life. This concern is the basis for research conducted in SMA Labschool of Syah Kuala University. The study aims at describing how the character education is perceived, conceptualized, developed, and implemented in daily school activities, in order to identify the best practices and obstacles. It adopts a qualitative phenomenological method and the research acts as the main data collecting instrument. Data were interactively gathered through interview, observation, and grounded method, and qualitative analyzed and interpreted. Data generally take the form of narratives. The findings show that character education has been an important part of SMA Labschool Unsyiah vision and mission, programmed and developed naturally in school setting, and become the "spirit" of school culture. Although school leaders and teachers received less information about the national character education policy, substantial dimensions of character education have been developed since the beginning of school operation. This situation can be seen in the school culture as reflected in school daily activities. In addition to its inclusion into individual school subjects, the character education provided at Labschool Unsyiah is enriched with the so-called "outdoor learning" and "active learning". Fullday school or fullday learning system, from 07.45 a.m to 18.00 p.m., has given the students an opportunity to develop their character in the school culture through "active learning"., "moving class system", ICT, study clubs, and extracurricular activities inside and outside the school. Based on those findings, the following theses are proposed: (1) the implementation of Fullday School system at Labschool Unsyiah adopts philosophical, sociological, psychological, and academic foundations of School-Based Management; (2) the system is a strategic response to curricular burden versus school's limited time dilemma, and enables national curricular goals to be achieved properly and enriched with curriculum plus; (3) it can provide a wider opportunity for school authority, students, and their parents to develop varied learning options, which permit them to better attaint academic quality and character and moral values; and (4) the system application is school's innovative response to current demands and matches psycho-social condition of the students and meets their parent's needs. For further development of character education, it is recommended to improve teacher competences in mastering strategic concepts and character teaching methodology, and produce school documents on character education.