SKRIPSI Jurusan Akutansi - Fakultas Ekonomi UM, 2017

Ukuran Huruf:  Kecil  Sedang  Besar

Character-based Instructional Management. (Multi-case study at the Citra Berkat Junior High School, 1st State Junior High School of Pandaan, Panti Parama Catholic Junior High School of Pasuruan).

P Gin Indriani

Abstrak


ABSTRAK

 

Indriani, P. Gin. 2017. Character-based Instructional Management. (Multi-case

study at the Citra Berkat Junior High School, 1st State Junior High School

of Pandaan, Panti Parama Catholic Junior High School of Pasuruan). Disertation, Education Management Study Program, Graduate Program, State University of Malang. Advisors: (I) Prof. Dr. Hj. Nurul Ulfatin, M.Pd., (II) Dr. H. Imron Arifin, M.Pd., (III) Dr. H. Kusmintradjo, M.Pd.

 

Keywords: instructional management, character education, junior high school The function of national education is to develop capabilities and forming dignitaries and dignified nation civilization in order to educate the nation's life. National education has the purpose in order to develop the potential of students to become human beings who believe and cautious to the God almighty, have a good character, healthy, knowledgeable, capable, creative, independent, and become citizens of a democratic and responsible. Refer to the function and purpose of the national education, it is understood that education at every level should be organized systematically in order to achieve that goal. Establishing a student's caunter is expected to enable him to be competitive, ethical, polite, and interact with the community. The main focus of this research is relate with instructional management of character-based in Pandaan Junior High School. The focus consist of five subfocuses: (1) to describe the character-based instruction planning, (2) to describe organize of instruction of character-based, (3) to describe the movement of instruction of character-based, (4) to describe evaluation and supervision character-based instruction, and (5) to describe improve the success of character-based instructional management. This research was conducted using by the qualitative approach with muticase design of comparative constant technique in three junior high schools in Pasuruan, namely: Citra Berkat Junior High School, 1st State Junior High School, Panti Parama Junior High School. Data collection was done by three methods: indepth interview, participant observation, and documentation study. Researcher as a key instrument. Data analysis is done through two stages: individual case analysis, and cross-case analysis. To ensure the validity of data is done by increasing the degree of credibility, transferability, dependability, and confirmability. The research found five findings. First, character-based learning was planned to refer to the vision and mission of each school. The values developed as indicators of educational attainment of character depend on institutional identity. The value of the character developed by the institution based on the vision of the institution's mission and referring to the Ministry of Education and Culture's policy. The instructional plan consists of the introduction, the core activities, and the cover of each activity aimed at fostering the character's values in the learner.

Second, the organization instruction of character-based activities includes the assignment of tasks, personnel and time to work management tasks, teaching tasks, and extracurricular tasks. The main considerations in the division of teacher duties are certificate and competencies, skills, dedication and loyalty, skills, un-

iv derstanding, and authority, and exemplary. Third, character-based instruction steps are substantially consistent with the lesson prepared by the teacher in accordance with the applicable curriculum and institutional vision and mission. There are differences in the selection of values invested through learning and instructional strategies. Differences are caused by the value of priority-oriented characters such as entrepreneurs, adiwiyata, and commendable behavior. Embedded as written in the lesson plan. Differences in institutional character values have an impact on different defense strategies. Character-based instruction patterns are conducted through subjects covering preliminary steps, core activities, and closing, Fourth, evaluation activities are conducted to measure the achievement of learners in competence and character. Character assessment is done during the learning process and learning outcomes. Assessment techniques used to determine the character development include observation, performance appraisal checklist, assessment antarteman, and self-assessment. Fifth, the efforts made by the institute to increase the success of character-based instruction is to hold parenting educative, parent seminar, make environment conservation policy. The cooperation of the target schools, institutions or agencies both government and private, with the business world willing with government, procurement of environmentally friendly facilities and infrastructure, and giving understanding to parents of learners about the vision, mission and objectives of the institution. Based on those findings of the research, it is suggested that: (1) the Ministry of Education and Culture and the Education Office of District Pasuruan should support the development policy of the character value of the education units as long as the expansion of the standard values established by the Ministry of Education and Culture; (2) education should train teachers to develop character-based learning, especially in assessing; (3) teachers exchanging information and experiences through the deliberation of subject teacher to develop character-based learning; (4) education management experts in order to develop the findings of this research on other sites or cases or be reviewed, so that theories of character education management can be found in a more appropriate school; and (5) others researchers preferably conduct to research on other focuses, such as character education through student activities, school management, or an extracurricular activities.