EVALUATION OF IMPLEMENTATION CHARACTER EDUCATION IN SCHOOL CULTURE

Siti Nuraeni
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Abstract

This evaluation aimed to finding the context of the implementation of the Character Education Program at the Integrated Islamic Junior High School Pondok Duta Cimanggis Depok, readiness of students, educators and educational personnel, facilities and infrastructure, the process of implementing character education programs, and the achievement of program implementation. The method in this evaluation using descriptive qualitative method by looking at empirical data and facts, and the model used the CIPO model (Context, Input, Process, and Output). Data retrieval was carried out scientifically included observation, structured interviews, and documentation. Interviews were conducted with the Principal, Deputy Head of the Curriculum Division, Deputy Head of Facilities and Infrastructure, Deputy Head of Responsible Affairs, Committees, Parents and Students. Then the data obtained was analyzed using the source triangulation method, data display, and conclusion. The conclusion of the evaluation research, While in the process of implementing character education programs there are obstacles including: facilities and infrastructure as well as time that is less supportive in implementingcharacter education. Although in the implementation was founded obstacle, the implementation of the character education program at Pondok Duta Islamic Middle School for the 2017/2018 Academic Year continued to run optimally because these obstacles could be overcome properly. The implication of the implementation of this student character education program was to measure the level of learning achievement of students, especially those related to the behavior of students. It is hoped that schools will be more ready in preparing for this character education program.
学校文化中实施品格教育的评价
这项评估旨在找出Pondok Duta Cimanggis Depok伊斯兰综合初中品格教育计划实施的背景,学生、教育工作者和教育人员的准备情况,设施和基础设施,品格教育计划实施的过程,以及计划实施的成果。本评价方法采用描述性定性方法,通过考察经验数据和事实,模型采用CIPO模型(上下文、输入、过程和输出)。数据检索科学地进行,包括观察、结构化访谈和文献。与校长、课程部副主任、设施及基建部副主任、负责事务部副主任、各委员会、家长及学生进行了访谈。然后采用源三角法对得到的数据进行分析、数据显示和结论。评价研究的结论是,在实施品格教育项目的过程中,存在着设施、基础设施和时间等方面的障碍,对品格教育的实施缺乏支持。尽管在实施过程中遇到了障碍,但Pondok Duta伊斯兰中学2017/2018学年品格教育计划的实施继续以最佳方式进行,因为这些障碍可以被适当地克服。实施本学生品格教育计划的意义在于衡量学生的学习成就水平,特别是与学生行为有关的学习成就水平。希望学校在准备这一品格教育项目时能做得更好。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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