IMPLEMENTASI PENDIDIKAN KARAKTER DALAM MEMBENTUK KEDISIPLINAN DAN KEJUJURAN SISWA SEKOLAH DASAR
Abstract
ABSTRACT Students’ discipline and honesty are shaped through repeated experiences in school life, although the consistency of these behaviors can be influenced by environments beyond the school setting. This study examines the implementation of character education in five elementary schools within Cluster 12 of Pujut District, Central Lombok Regency, focusing on the development of discipline and honesty, supporting and inhibiting conditions, and the schools’ responses to the challenges encountered. A descriptive qualitative approach was employed, involving principals, teachers, and students as data sources. Information was collected through participant observation, in-depth interviews, and documentation, and was analyzed interactively through data reduction, data display, and conclusion drawing and verification. Character practices were found to be embedded in school activities through habituation, teacher role modeling, school regulations, supervision, behavioral reinforcement, classroom learning, and other school activities. Principal commitment, teacher role modeling, and a positive school culture served as the main supporting factors, while uneven student awareness, limited parental supervision, peer environment, and social media presented challenges. Schools responded through guidance, mentoring, positive reinforcement, educational disciplinary measures, and communication with families. These findings affirm that the sustainability of character education depends on consistent practices within schools and continuous support from families. ABSTRAK Kedisiplinan dan kejujuran peserta didik dibentuk melalui pengalaman yang berulang dalam kehidupan sekolah, tetapi konsistensi perilakunya dapat dipengaruhi oleh lingkungan di luar sekolah. Penelitian ini menelaah pelaksanaan pendidikan karakter pada lima sekolah dasar dalam SD Se-Gugus 12 Kecamatan Pujut, Kabupaten Lombok Tengah, dengan perhatian pada pembentukan kedisiplinan dan kejujuran, kondisi yang mendukung dan menghambat pelaksanaannya, serta respons sekolah terhadap hambatan tersebut. Pendekatan kualitatif deskriptif digunakan dengan melibatkan kepala sekolah, guru, dan siswa sebagai sumber data. Informasi dihimpun melalui observasi partisipatif, wawancara mendalam, dan dokumentasi, lalu ditelaah secara interaktif melalui reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Praktik karakter ditemukan menyatu dengan aktivitas sekolah melalui pembiasaan, keteladanan guru, tata tertib, pengawasan, penguatan perilaku, pembelajaran, dan kegiatan sekolah. Komitmen kepala sekolah, keteladanan guru, dan budaya sekolah menjadi penopang utama, sedangkan kesadaran siswa yang belum merata, keterbatasan pengawasan orang tua, lingkungan pergaulan, dan media sosial menjadi kendala. Sekolah meresponsnya melalui pembinaan, pendampingan, penguatan positif, aturan edukatif, dan komunikasi dengan keluarga. Temuan ini menegaskan bahwa keberlanjutan pendidikan karakter bergantung pada konsistensi praktik sekolah dan kesinambungan dukungan keluarga.