IMPLEMENTASI MANAJEMEN PENDIDIKAN KARAKTER DALAM MENGEMBANGKAN MINAT SIKAP DAN PERILAKU POSITIF SISWA DI SEKOLAH DASAR NEGERI TANJUNG JAYA KECAMATAN SUNGKAI BARAT KABUPATEN LAMPUNG UTARA

Abstract

Character education is done to teach children to take statements elegantly and to practice in everyday life, so that, they can make a positive contribution in the round. There is a value of character education given to children such as universality for religion (Islam), customs, good morals, and then written in the curriculum and activities for children in schools. This research took place at Tanjung Jaya State Elementary School, West Sungkai District, North Lampung Regency and discussed the implementation of character education subjects. The research problem is the implementation of character education at Tanjung Jaya State Elementary School, West Sungkai District, North Lampung Regency. This research focuses on: (1) How the implementation of character education, behavior, and positive outcomes for students at Tanjung Jaya State Elementary School, West Sungkai District, North Lampung Regency, (2) What about the problem of implementing character education at Tanjung Jaya State Elementary School, West Sungkai District, North Lampung Regency, (3) what are the supporting factors and constitution of the implementation of character education. This research uses qualitative approach techniques with descriptive methods. Therefore, this study is a qualitative descriptive research. Research data were collected through observation, interviews, and documentation, and for bright-looking data, catagorization was made with a coding system. The validity of the data is carried out through the triangulation method. Data were analyzed during and after the study. The results showed that the implementation of character education at Tanjung Jaya State Elementary School, West Sungkai District, North Lampung Regency has the main competencies mastered by each teacher, namely; Rpp regulates competence, curriculum implementation and evaluation. Thus, the implementation of character education for each learning through: making graduate competency standards (SKL) compiled standards (SK) compiled learning indicators, learning evaluation strategies apply all these improvements with supporting factors and limiting factors. It means that it has research implications that every teacher must have professionalism, good workers, fresh functioning, and credible performance. That is, having the implementation of character education is education with aspects of building moral, (ethical-aesthetic), cognitive, emotional and psychomotor actions.