Abstract: Behavioral deviation in almost all sectors of life has led to the awareness that "character education" is very important, and evidence that our education system has failed to achieve its objectives. In fact, this failure seems to be no way out - a multidimensional crisis. Education should be the solution for a nation to achieve ultimate progress and prosperity. This study aims to determine the character education model of learners in SMK. In addition to knowing the obstacles encountered and efforts made to overcome obstacles and factors supporting the implementation of character education learners. This research is a qualitative descriptive study. Sampling technique using purposive sampling and snowball sampling so that there are key informants and supporting informants. The key informant in this study was the vice principal of the curriculum field. While supporting informants are deputy principal of quality management, vice principal of student affairs, Islamic religion teacher, and head of workshop. Research data obtained through observation, interview, and documentation. The validity of the data is obtained through triangulation of methods and sources. Stages of interactive analysis through data reduction, data presentation, conclusion and verification. The results showed that: (1) character education planning in SMK done through 2 processes. First, in teacher learning activities develop character value in learning tools such as syllabus and learning implementation plan (RPP). Second, activities outside of teacher's learning develop character building programs in self-development activities, school culture, and extracurricular activities; (2) the implementation of character education through learning activities, self-development activities, school culture, and extracurricular activities. The values of characters that are often invested in learning activities are honest values, tolerance, discipline, independence, curiosity, and responsibility. While the values of character that is often implanted in the activities outside of learning is the religious value, honest value, the value of discipline, the value of love the homeland, the value of environmental care; (3) in evaluation, teachers use student coaching notes and code books; (4) the constraints are the limited control of the school, the media, and the neighborhood, the efforts undertaken to overcome barriers are to establish communication and cooperate with parents of learners; (5) while the supporting factors are government, human resources, facilities and infrastructure, conducive environment condition.
Keywords: Character Education, Character Value, Supporting Factor.
Title: CHARACTER EDUCATION MODEL IN SMK
Author: Lita Akhimelita, Prof. Dr. H. Soemarto, MSIE; Dr. Ade Gafar Abdullah, M.Si.
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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