Spektrum Analisis Kebijakan Pendidikan最新文献

{"title":"IMPLEMENTASI PROGRAM JAMINAN PENDIDIKAN DAERAH (JPD) DI SMP NEGERI 10 YOGYAKARTA","authors":"Luluk Latifah","doi":"10.21831/sakp.v9i1.17035","DOIUrl":"https://doi.org/10.21831/sakp.v9i1.17035","url":null,"abstract":"Abstrak Penelitian ini bertujuan untuk mendeskripsikan implementasi program jaminan pendidikan daerah (JPD) di SMP Negeri 10 Yogyakarta. Penelitian ini merupakan penelitian kualitatif deskriptif. Subjek dalam penelitian ini yaitu kepala sekolah, guru pengelola JPD dan siswa di SMP Negeri 10 Yogyakarta. Teknik pengumpulan data menggunakan wawancara, observasi, dan dokumentasi. Teknik analisis data menggunakan model Miles, Huberman, dan Saldana yaitu dengan langkah kondensasi data, penyajian data, dan menarik kesimpulan. Uji keabsahan data pada penelitian ini menggunakan triangulasi sumber dan teknik.Hasil penelitian menunjukkan bahwa : (1) Dalam implementasi program jaminan pendidikan daerah di SMP Negeri 10 Yogyakarta terdapat mekanisme diantaranya : mengumpulkan data siswa yang mempunyai identitas Kartu Menuju Sejahtera (KMS), merekap data, dan mengumpulkan data ke dinas pendidikan. (2) Implementasi program jaminan pendidikan daerah di SMP Negeri 10 Yogyakarta terdapat pelaksanaan yang meliputi empat aspek yang diantaranya : komunikasi, sumberdaya, disposisi, dan struktur birokrasi. (3) Pelaksanaan program JPD didukung dengan komunikasi melalui sosialisasi dengan orangtua siswa, sumberdaya manusia yang didukung dengan fasilitas, anggaran, kewenangan, serta disposisi kinerja yang maksimal, struktur birokrasi yang sesuai dengan petunjuk teknis pelaksanaan program JPD dan kerja sama antar sekolah, dinas pendidikan dan orangtua. Kata Kunci : Implementasi dan Jaminan Pendidikan Daerah (JPD) Abstract This study aims to describe the implementation regional education guarantee in SMP Negeri 10 Yogyakarta.This research is a descriptive qualitative. Subjects in this study were students, teacher (school managers in the JPD) and headmaster SMP Negeri 10 Yogyakarta. Data were collected through interviews, observation, and documentation. Data analysis techniques used is qualitative descriptive from Miles, Huberman, and Saldana model (data condensation, data display, and verifying conclusions). Validity measured in this research using triangulation. The result of the research show that : (1) The mechanism for implementation regional education guarantee (JPD) in SMP Negeri 10 Yogyakarta : collecting data from students who have  KMS cards, recapitulating data, and collecting data to the education office. (2) Implementation regional education guarantee (JPD) in SMP Negeri 10 Yogyakarta covering four aspects of communication, resources, disposition, and bureaucratic structure. (3) The implementation of the JPD has been supported with communication through socialization with parents, human resources, facilities, budget, authority, and maximum performance, in accordance with technical guidelines implementation of JPD cooperation between school, education office and parents. Keywords : Implementation and regional education guarantee (JPD)","PeriodicalId":21931,"journal":{"name":"Spektrum Analisis Kebijakan Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90607062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PERAN TRI PUSAT PENDIDIKAN DALAM PROGRAM PENGUATAN PENDIDIKAN KARAKTER (PPK) DI SD UNGGULAN AISYIYAH BANTUL","authors":"Fitriana Pristi Sari Dewi","doi":"10.21831/sakp.v9i1.17032","DOIUrl":"https://doi.org/10.21831/sakp.v9i1.17032","url":null,"abstract":"AbstrakPenelitian ini bertujuan mendeskripsikan peran tri pusat pendidikan dalam program PPK di SD Unggulan Aisyiyah Bantul. Jenis penelitian deskriptif kualitatif. Teknik analisis data yaitu kondensasi data, penyajian data, dan penarikan kesimpulan. Uji keabsahan data menggunakan metode triangulasi. Hasil penelitian: (1) Peran tri pusat pendidikan: penyusun dan pengontrol pelaksanaan program, teladan karakter siswa, evaluasi keterlaksanaan program, pemberi kritik dan saran dalam proses penyusunan program, pembentuk dan pengontrol karakter anak. (2) Program PPK yaitu Religius, Nasionalisme, Mandiri, Gotong Royong, Integritas, proses penyusunan program melalui pertemuan rutin tahun ajaran baru dihadiri tenaga pendidik, wali murid, dan masyarakat. (3) Faktor pendukung yaitu dukungan dan pantauan karakter siswa dari berbagai pihak, sarana prasarana mencukupi, orang tua kooperatif, komunikasi antar guru cukup baik. Faktor penghambatnya guru masih menitikberatkan nilai akademik, jam kerja guru terbagi-bagi, gadget mengganggu perkembangan karakter anak, banyak informasi dari luar tidak difilter oleh orang tua, belum maksimalnya sarana prasarana dan kegiatan di masyarakat. Kata Kunci: Peran Tri Pusat Pendidikan, Penerapan Program, PPK Abstract This study aims to describe role of three education center in strengthening character education program at SD Unggulan Aisyiyah Bantul. This research a qualitative descriptive. Data analysis techniques use data condensation steps, data display, and verifying conclusions. The validity measured in this research by using source triangulation. The results of the study: (1) Role of Tri Education Center: the author and controller of the program, the example of the student character, evaluation of program implementation, critics and suggestions in the process of drafting the program, forming and controlling the child's character. (2) The PPK program is religious, nationalism, independent, mutual cooperation, integrity, the process of drafting the program through regular meetings of the new school year attended by educators, parents, and society. (3) Supporting factors are the support and monitoring of the character of students from various parties, adequate infrastructure facilities, parents cooperative, communication between teachers is good enough. A factor in the avoidance of the teachers still prioritize academic values, teachers working hours divided, gadgets interfere with the development of children's character, much information from the outside is not filtered by the elderly, not maximal infrastructure and activities in community. Keywords: Role of Three Education Centers, Implementing of Programs, PPK","PeriodicalId":21931,"journal":{"name":"Spektrum Analisis Kebijakan Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73554756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"KULTUR SEKOLAH DI SEKOLAH DASAR NEGERI PUJOKUSUMAN 1 YOGYAKARTA","authors":"E. Murti","doi":"10.21831/sakp.v9i1.17037","DOIUrl":"https://doi.org/10.21831/sakp.v9i1.17037","url":null,"abstract":"AbstrakPenelitian ini bertujuan untuk mendeskripsikan kultur sekolah di SD Negeri Pujokusuman 1 Yogyakarta. Jenis penelitian ini deskriptif kualitatif. Teknik analisis data yakni pengumpulan data, kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pembudayaan kultur sekolah di SD Negeri Pujokusuman 1 Yogyakarta adalah sebagai berikut. (1) Artifak fisik yang dimiliki SD Negeri Pujokusuman 1 Yogyakarta telah menggambarkan kultur positif dan dapat memberikan suasana sejuk, sehat dan nyaman bagi seluruh warga sekolah. (2) Artifak non fisik yang dimiliki SD Negeri Pujokusuman 1 Yogyakarta berupa interaksi warga sekolah yang baik, dan kegiatan rutin sekolah seperti upacara bendera setiap hari senin, salam pagi yang dilakukan setiap hari sebelum pembe lajaran, serta menyanyikan lagu nasional. (3) Nilai-nilai yang dibudayakan di SD Negeri Pujokusuman 1 Yogyakarta adalah nilai kebersihan, berprestasi, kedisiplinan, religius, kejujuran dan sopan santun. (4) Program-program yang dilakukan dalam membangun kultur sekolah di SD Negeri Pujokusuman 1 Yogyakarta adalah program TPA, sholat Jumat, Jumat bersih, senam pagi setiap hari Jumat, ekstrakurikuler di bidang olahraga dan kesenian serta pembentukan 8 tim inti yaitu tim lomba, Ujian Nasional, adiwiyata, ramah Anak, literasi, pembelajaran, sarana dan prasarana, dan ekstrakurikuler. Kata kunci: Kultur Sekolah, SD Negeri Pujokusuman 1 Yogyakarta AbstractThis research aims at describing school culture in Elementary School of Pujokusuman 1 Yogyakarta.  This method of research uses a qualiti approach, The type of research is a qualitative descriptive. The results showed that the cultural culture of schools in Elementary School of  Pujokusuman 1 Yogyakarta is as follows. (1) Physical artifacts owned by Elementary School of  Pujokusuman 1 Yogyakarta has described a positive culture and can provide an atmosphere Cool, healthy and comfortable for all the school citizens. (2) Non-physical artifacts owned by Elementary School of  Pujokusuman 1 Yogyakarta form the interaction of good school citizens, and routine school activities such as the flag ceremony every Monday, greetings morning done every day before the study, and sing Anthem. (3) The values that are cultivated in Elementary School of  Pujokusuman 1 Yogyakarta is the value of cleanliness, achievement, discipline, religious, honesty and courtesy. (4) programs conducted in building school culture in Elementary School of  Pujokusuman 1 Yogyakarta is TPA Program, Friday prayers, SEMUTLIS,  clean Friday, morning gymnastics every Friday, extracurricular in the field of Sports and artistry and the establishment of 8 core teams, namely race teams, national examinations, adiwiyata, child-friendly, literacy, learning, facilities and infrastructure, and extracurricular. Keywords: School culture, Elementary School of  Pujokusuman 1 Yogyakarta","PeriodicalId":21931,"journal":{"name":"Spektrum Analisis Kebijakan Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74361545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"KEBIJAKAN SEKOLAH DALAM PENDIDIKAN KARAKTER DENGAN KEGIATAN SENI MUSIK ANGKLUNG DI SD ISLAM TERPADU AL – KHAIRAAT","authors":"Erna Fatmawati","doi":"10.21831/sakp.v9i1.17039","DOIUrl":"https://doi.org/10.21831/sakp.v9i1.17039","url":null,"abstract":"AbstrakPenelitian ini bertujuan untuk mendeskripsikan dan mengetahui kebijakan sekolah dalam pendidikan karakter dengan kegiatan seni musik angklung di SD Islam Terpadu Al–Khairaat, yang meliputi 1) kebijakan sekolah dalam pendidikan karakter dengan kegiatan seni musik angklung 2) nilai-nilai karakter yang dihasilkan dalam kegiatan seni musik angklung 3) dampak kebijakan sekolah dalam pendidikan karakter dengan kegiatan seni musik angklung. Penelitian ini merupakan penelitian kualitatif dengan pendekatan studi kasus. Teknik analisis data menggunakan model Miles dan Huberman yaitu dengan langkah reduksi data, penyajian data, verifikasi dan penegasan kesimpulan. Uji keabsahan data pada penelitian ini menggunakan triangulasi teknik dan triangulasi sumber.. Hasil penelitian menunjukkan bahwa. (1) Kebijakan sekolah dalam pendidikan karakter dengan kegiatan seni musik angklung diimplementasikan merujuk empat aspek yaitu: komunikasi, sumberdaya, sikap dan struktur birokrasi, (2) Nilai – nilai karakter yang dihasilkan dalam kegiatan seni musik  angklung ada lima nilai yaitu disiplin, bersahabat, tanggungjawab, peduli sosial, dan cinta tanah air (3) Dampak kebijakan sekolah dalam pendidikan karakter dengan kegiatan seni musik angklung yaitu berdampak pada perubahan perilaku positif pada siswa. Kata kunci: kebijakan sekolah, pendidikan karakter, seni musik, dan angklung AbstractThis research aims to describe and understand the school's policy in character education with angklung music art in the SD Islam Terpadu Al – Khairaat, which includes 1) school policies in character education with art activities angklung music 2) character values are produced in the activity of angklung music art 3) The impact of school policy in character education with angklung music art activities. This research is a qualitative study with a case study approach. Data analysis techniques using the Miles and Huberman models are data reduction steps, data presentation, verification and conclusion confirmation. Test the legality of data on this study using triangulation techniques and triangulation resources. The results showed that. (1) The policy of school in character education with the activities of Angklung music is implemented to refer to four aspects namely: communication, resources, attitudes and bureaucracy structure, (2) value-the value of the character produced in the art of music activities  angklung There are five values that are discipline, friendly, responsibility, social care, and love of Homeland (3) Impact of school policy in character education with the activities of Angklung music art that affects the change of positive behaviour in students.Keywords: school policy, character education, music art, and angklung","PeriodicalId":21931,"journal":{"name":"Spektrum Analisis Kebijakan Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86881948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"IMPLEMENTASI KEBIJAKAN PENDIDIKAN KARAKTER DI SMK NEGERI 2 DEPOK SLEMAN","authors":"Faridhatun Anisa Pratiwi","doi":"10.21831/sakp.v9i1.17033","DOIUrl":"https://doi.org/10.21831/sakp.v9i1.17033","url":null,"abstract":"Abstrak Penelitian ini bertujuan untuk mendeskripsikan tentang perumusan kebijakan pendidikan karakter di SMK N 2 Depok, pelaksanaan kebijakan pendidikan karakter, serta faktor pendukung dan penghambatnya. Penelitian ini merupakan penelitian deskriptitif kualitatif, dengan metode wawancara, observasi, dan studi dokumen. Hasil penelitian ini yaitu: 1) Perumusan kebijakan pendidikan karakter di SMK N 2 Depok dilakukan dengan tahap diskusi, dituangkan ke dalam program sekolah, dan sosialisasi yang sesuai dengan teori transaktif; 2) Kebijakan pendidikan karakter di SMK N 2 Depok diintegrasikan ke dalam kegiatan pengembangan diri dan ekstrakurikuler; 3) Faktor pendukung implementasi kebijakan pendidikan karakter di SMK N 2 Depok yaitu tersedianya sarana prasarana. Sedangkan faktor penghambatnya adalah keterbatasan waktu pelaksanaan program pendidikan karakter. Kata Kunci: kebijakan pendidikan karakter, implementasi kebijakan pendidikan karakter, faktor pendukung dan penghambat pendidikan karakter Abstracs This study aims to describe the formulation of character education policies at Depok N 2 Vocational School, the implementation of character education policies, as well as supporting factors and barriers. This research is a qualitative descriptive research, with the method of interviews, observation, and document study. The results of this study are: 1) The formulation of character education policies at Depok N 2 Vocational High School is carried out with the discussion phase, poured into school programs, and socialization in accordance with the transactive theory; 2) Policy on character education at Depok N 2 Vocational School is integrated into self-development and extracurricular activities; 3) Supporting factors for the implementation of character education policies at Depok N 2 Vocational School, namely the availability of infrastructure. While the inhibiting factor is the limited time for implementing a character education program. Keywords: character education policies, implementation of character education policies, supporting factors and barriers to character education","PeriodicalId":21931,"journal":{"name":"Spektrum Analisis Kebijakan Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78170830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PENANAMAN NILAI DALAM PENGUATAN PENDIDIKAN KARAKTER DENGAN PROGRAM FULL DAY SCHOOL DI SD MUHAMMADIYAH DEMANGAN","authors":"Elinda Diah Kusuma Astuti","doi":"10.21831/sakp.v9i1.17031","DOIUrl":"https://doi.org/10.21831/sakp.v9i1.17031","url":null,"abstract":"Abstrak     Penelitian ini bertujuan untuk mendeskripsikan penanaman nilai dalam penguatan pendidikan karakter dengan program full day school di SD Muhammadiyah Demangan. Penelitian ini merupakan penelitian kualitatif deskriptif. Subjek dalam penelitian ini yaitu kepala sekolah dan guru di SD Muhammadiyah Demangan. Teknik pengumpulan data menggunakan wawancara, observasi, dan dokumentasi. Teknik analisis data menggunakan model Miles, Huberman, dan Saldana yaitu dengan langkah kondensasi data, penyajian data, dan menarik kesimpulan. Uji keabsahan data pada penelitian ini menggunakan triangulasi. Hasil penelitian menunjukkan bahwa: (1) Pedoman dalam penanaman nilai dengan kurikulum 2013 dan silabus. (2) Penanaman nilai karakter di SD Muhammadiyah Demangan menggunakan tiga cara yakni dengan memberikan pemahaman/ilmu, melalui kebiasaan, dan melalui teladan yang baik yang dilakukan guru dan kepala sekolah. (3) Nilai yang ditanamkan yaitu nilai religius, nasionalis, mandiri, gotong royong dan integritas. (4) Faktor penghambatnya adalah perbedaan karakter guru, latar belakang siswa dan faktor orangtua, adapun faktor pendukungnya adalah adanya pembiasaan, kurikulum dan visi misi mendukung penanaman nilai. (5) Persepsi guru, murid, dan wali murid dengan menyatakan setuju dengan adanya kebijakan PPK dengan FDS, dikarenakan dapat mengatasi krisis moral, menjadi wadah untuk menanamkan nilai, dan siswa lebih terkontrol tumbuh kembangnya dan juga menjaga anak dari pergaulan kurang baik. Kata Kunci: Penanaman Nilai, PPK, dan FDS AbstractThis study aims to describe the value inculcationin strenghtening character education with a full-day school at SD Muhammadiyah Demangan.This research is a descriptive qualitative. The subjects of this research is principal, teachers, and student at SD Muhammadiyah Demangan. The data obtained from interviews, observation, and documentation. Data analysis techniques use Miles, Huberman, and Saldana model (data condensation steps, data display, and verifying conclusions). The validity measured in this research by using triangulation. The result of the research show that: (1) Guidelines for value added with the 2013 curriculum and syllabus. (2) inculcation character values at SD Muhammadiyah Demangan uses three ways, namely by providing understanding, knowledge, through good examples by teachers and principals. (3) The value invested is religious, nationalist, independent, mutual cooperation and integrity. (4) The inhibiting factors are differences in the character of the teacher, the background of the students and the supporting factors, there are also supporting factors that are habituation, curriculum and vision and mission support the increase in values. (5) The perception of teachers, students, and guardians of students by agreeing with the PPK policy with FDS, is increasingly able to overcome the moral crisis, become a place to instill value, and students are more controlled in their growth and development and also help child","PeriodicalId":21931,"journal":{"name":"Spektrum Analisis Kebijakan Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84842242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PARTISIPASI SISWA DALAM IMPLEMENTASI MITIGASI BENCANA DI SMA NEGERI 2 KLATEN","authors":"Khairul Ramadhan","doi":"10.21831/sakp.v9i1.17038","DOIUrl":"https://doi.org/10.21831/sakp.v9i1.17038","url":null,"abstract":"Abstrak Penelitian ini bertujuan untuk mendeksripsikan partisipasi siswa dalam implementasi mitigasi bencana serta faktor pendukung dan penghambat implementasi mitigasi bencana di SMA N 2 Klaten. Penelitian ini mengacu konsep implementasi kebijakan Van Meter dan Van Horn.Hasil dari penelitian ini: Partisipasi siswa dalam implementasi mitigasi bencana di SMA N 2 Klaten berada pada tangga tokeinisme; pada hierarki engagement. Pada 6 aspek menunjukkan bahwa yang sudah berjalan; : 1) tujuan, menciptakan sekolah yang memiliki wawasan tentang lingkungan hidup dan mitigasi bencana, 2) badan pelaksana, tim yang berasal dari siswa tidak dapat menentukan kebijakan maupun langkah-langkah yang tidak disetujui oleh pihak sekolah, 3) dampak, kesiapan siswa dan warga sekolah lainnya ketika suatu saat bencana terjadi, 4) sikap, siswa antusias dalam melaksanakan kegiatan, 5) sumber daya, sumber daya manusia dan hal-hal yang menunjang seperti kurikulum yang terintegrasi dengan mitigasi bencana dan fasilitas sudah cukup baik dan lengkap, 6) komunikasi, sudah berjalan dengan baik meskipun baru satu arah melalui instruksi yang ada kepada siswa. Faktor pendukung partisipasi siswa dalam implementasi mititgasi bencana di SMA N 2 klaten antara lain: 1) terintegrasinya wawasan mitigasi bencana dengan ekstrakurikuler yang ada, 2) komunikasi yang baik antara siswa, organisasi dan pihak sekolah maupun badan terkait, 3) kemudian sarana dan prasarana yang lengkap. Faktor penghambat antara lain: 1) waktu pelaksanaan kegiatan yang kurang rutin, 2) siswa kurang sungguh-sungguh dalam pelaksanaan sehingga hasilnya tidak sesuai yang diinginkan. Kata Kunci: Partisipasi siswa, implementasi kebijakan, mitigasi bencana, SMA N 2 Klaten AbstractThe research is made to describe the participation of students to implement disaster mitigation also support factor and the inflows factor of disaster mitigation in SMA N 2 Klaten. This research is refer to implementation policy concept Van Meter and Van Horn. The result of this research: the student participation to implement the disaster mitigation in SMA N 2 Klate on the stairs of tokenism, on hierarchy engagement. On the 6 aspects show that already going on: 1) the purpose, to create the school that have insight about life environment and disaster mitigation, 2) the executor, team are from students that can’t decide the policy and every steps that school are disagree, 3) impact, awareness of students and school residents when the disaster’s happen, 4) affection, enthusiasm students in implementing the programs  5) resources, human resources and things that can support the curriculum that integrated with disaster mitigation and the facilities are good enough, 6) communication, is doing well even though only one way to instruct to the students. Support factor for the students to participate in implementing disaster mitigation in SMA N 2 Klaten are: 1) integration of insight in disaster mitigation with the exist extracurricular. 2) communication a","PeriodicalId":21931,"journal":{"name":"Spektrum Analisis Kebijakan Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73514889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PERAN MODAL SOSIAL DALAM MEMBENTUK KARAKTER SISWA DI SDIT SALMAN AL FARISI 2 YOGYAKARTA","authors":"P. Lestari","doi":"10.21831/sakp.v9i1.17036","DOIUrl":"https://doi.org/10.21831/sakp.v9i1.17036","url":null,"abstract":"AbstrakModal sosial belum dimanfaatkan untuk pendidikan karakter. Modal sosial masih menjadi suatu hal yang perlu dikaji di sekolah. Penelitian ini bertujuan untuk : 1). Mendeskripsikan pendidikan karakter yang dikembangkan di SDIT Salman Al Farisi 2 Sleman Yogyakarta, 2). Memetakan modal sosial yang dimiliki SDIT Salman Al Farisi 2 Sleman Yogyakarta 3). Mendeskripsikan peran modal sosial dalam membentuk karakter siswa di SDIT Salman Al Farisi 2 Sleman Yogyakarta. Penelitian ini menggunakan pendekatan penelitian kualitatif dengan metode penelitian studi kasus. Subjek penelitian ini meliputi kepala sekolah, guru dan peserta didik. Teknik pengumpulan data yang digunakan adalah wawancara, observasi dan studi dokumentasi. Data-data yang diperoleh kemudian di analisis dengan model interaktif dari Miles dan Huberman dengan langkah-langkah, pengumpulan data, mereduksi data, menyajikan data dan menarik kesimpulan. Keabsahan data diuji dengan menggunakan triangulasi sumber dan teknik. Hasil penelitian adalah sebagai berikut: 1). Pendidikan karakter di SDIT Salman Al Farisi 2 Sleman Yogyakarta terintegrasi melalui pembiasaan, program sekolah, keteladanan dan mata pelajaran. Pengembangan dimensi olah hati diintegrasikan  melalui pembiasaan, program kegiatan dan keteladanan. Pengembangan dimensi olah pikir diintegrasikan melalui mata pelajaran dan program kegiatan. Pengembangan dimensi olah rasa, diintegrasikan melalui program kegiatan, pembiasaan, keteladanan dan mata pelajaran, sedangkan pengembangan dimensi olahraga diintegrasikan melalui keteladanan dan pembiasaan. 2). Modal sosial di SDIT Salman Al Farisi 2 Sleman Yogyakarta terdiri dari kepercayaan, nilai dan norma, jaringan, kerjasama dan partisipasi. 3). Kelima bentuk modal sosial tersebut, masing-masing dimanfaatkan dalam pembentukan karakter kecerdasan, keimanan, ketakwaan, hormat, percaya, taat aturan, bertanggungjawab, sopan, santun, senyum, sapa, salam, kebersamaan, persaudaraan, saling membantu, saling menolong, peduli, empati, dan juga perhatian.Kata kunci : modal sosial,pendidikan karakterAbstract             Social capital has not been implemented for character education. Social capital is still a matter that needs to be studied in schools. This research aims: 1) describe the character education developed at SDIT Salman Al Farisi 2 Sleman Yogyakarta, 2) mapping the social capital of the school and 3) describing the role of social capital in forming the students’ characters at SDIT Salman Al Farisi 2 Sleman Yogyakarta. This research is a qualitative research approach using a case study method. The subjects of this study were the principal, teachers and students. The techniques for collecting data were interviews, observation and documentation study. The data then analyzed with interactive model from Miles and Huberman; collecting data, reducing data, presenting data, and drawing conclusions. The validity of the data is tested using sources and technique triangulation. The results of the study","PeriodicalId":21931,"journal":{"name":"Spektrum Analisis Kebijakan Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80851587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"IMPLEMENTASI KEBIJAKAN PENDIDIKAN KARAKTER MELALUI TEMBANG DOLANAN DI TK TAMAN INDRIA IBU PAWIYATAN TAMANSISWA","authors":"Haditia Nurohman","doi":"10.21831/sakp.v9i1.17040","DOIUrl":"https://doi.org/10.21831/sakp.v9i1.17040","url":null,"abstract":"Abstrak Penelitian ini bertujuan untuk mendeskripsikan implementasi kebijakan pendidikan karakter melalui tembang dolanan di TK Taman Indria Ibu Pawiyatan Yogyakarta. Penelitian ini mengacu pada konsep implementasi dari Edward III yang menekankan pada empat aspek pokok implementasi, yaitu komunikasi, sumber daya, disposisi, dan struktur birokrasi. Penelitian ini menggunakan pendekatan kualitatif. Penelitian dilakukan di TK Taman Indria Ibu Pawiyatan Tamansiswa. Subjek dari penelitian ini adalah kepala sekolah, guru kelas, serta staf TU. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan studi dokumentasi. Teknik analisis data menggunakan model interaktif dari Miles dan Huberman yakni, pengumpulan data, kondensasi data, penyajian data, dan penarikan kesimpulan. Keabsahan data menggunakan triangulasi sumber dan teknik untuk memastikan kebenaran data. Hasil penelitian adalah sebagai berikut: Implementasi kebijakan di TK Taman Indria Ibu Pawiyatan Tamansiswa didukung oleh: a) Komunikasi yang dilakukan melalui sosialisasi pada saat rapat bersama guru dan mengadakan workshop bernama parenting dengan orang tua, (b) Sumber daya didukung ketersediaan SDM, sarana prasarana, serta dukungan dana yang berasal dari Yayasan, (c) Komitmen sekolah terlihat dari karakteristik sekolah dan kecakapan pelaksana, (d) Struktur birokrasi melekat dalam tugas dan fungsi guru. Kata kunci:  Implementasi Kebijakan, Pendidikan Karakter, TK Taman Indria Ibu Pawiyatan Abstract This study aims to describe the implementation of character education policy through dolanan song at Taman Indria Kindergarden Ibu Pawiyatan Tamansiswa Yogyakarta. This research refers to implementation theory of Edward IIIwhich emphasizes four main aspects of implmentation, there are communication, resources, disposition, and bureucratic structure. This study uses a qualitative descriptive approach. The study was conducted at Taman Indria Kindergarten Ibu Pawiyatan Tamansiswa. The subjects of this study were the principal, class teachers, and TU staf. Data collection techniques used were observation, interviews, and documentation studies. Data analysis techniques using interactive model of Miles and Huberman namely, data collection, data condensation, data presentation, drawing conclusions. The validity of the researchers' data uses source triangulation methods and techniques to ensure the correctness of the data. The results of the study are as follows: Implementation of the policy in Taman Indria Kindergarten Ibu Pawiyatan Tamansiswa supported by: (a) Communication is carried out by socializing at meetings with teachers and holding workshops called parenting to parents,(b) Resources are supported by the availability of human resources, infrastructure, and financial support from the Foundation, (c) School commitment can be seen from one of the characteristics of the school and the ability of the executive, (d) Bureaucratic structure is inherent in the duties and functions of the teac","PeriodicalId":21931,"journal":{"name":"Spektrum Analisis Kebijakan Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84664147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}