The Effectiveness of Strengthening Character Education In Boarding School

International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue XI, November 2020 | ISSN 2454–6186

The Effectiveness of Strengthening Character Education In Boarding School

 Windi Roni*, Irawan Suntoro, Sowiyah
Department of Educational Management, Universitas Lampung, Indonesia

Abstract
The Effectiveness Of Strengthening Character Education In Boarding School. Purpose: This study is to describe: policies, implementation and control in strengthening character education in SMP IT Permata Bunda, Bandar Lampung City. Method: used in this research is a qualitative method with a phenomenological design plan. The data collection technique was carried out through observation, interviews, and documentation with ten informants. Result: the research shows that policies are implemented through planning and organizing. Implementation process through means of communication, resources, dispositions and organizational structure. Control is carried out through monitoring and evaluation activities obtained from student journal recap data, teacher control sheets and discipline books. Strengthening character education is integrated into three activities, namely learning, extracurricular activities and school culture habituation with indicators of religious character, integrity, cooperation, responsibility and care. Suggestion: schools as educational institutions are expected to be able to determine the characteristics of schools in implementing character education policies in shaping the character of students.

Keywords: effectiveness, strengthening character education, boarding school.

I. INTRODUCTION

Currently, character issues have received more attention from the central government. The world of education which is philosophically seen and expected as a tool or forum to educate and shape human character to be better (humanization) has begun to shift. This is due to the lack of readiness of educational actors to keep up with the times that are so fast. Whereas education should be an alternative to overcome and prevent a crisis of national character (Manalu, 2014).

One of the problems that are now becoming a problem in the world of education, especially in Indonesia, is the problem of character education. The failure of character education in schools when learning is only partially oriented to the cognitive aspects and still too emphasizes the cognitive aspects, which are still limited to finding numbers, not students’ critical analysis skills of events faced in everyday life (Irsan & Rijal, 2020). If this happens continuously, this could be the reason character education is not able to achieve its goals optimally. This does not mean that cognitive learning is not good, but the implementation of learning in the cognitive aspects must be balanced with the development of two other aspects, namely affective and psychomotor.

Character education can be interpreted as an effort made by school personnel, by involving the role of parents and the community in helping students to have a caring, opinionated and responsible nature (DeRoche & Williams, 2001). Williams further explained that the meaning of the term character education was originally used by the National Commission on Character Education (USA) as a term for solving character problems.

Character is defined as a living mirror that distinguishes humans from animals. Humans without character are humans who have been animalized. A person is said to have a good character if he does not only know about good character, but is also manifested in his daily behavior. Character is a positive quality that a person possesses, which makes him attractive

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