PENDIDIKAN KARAKTER SISWA MELALUI PEMBELAJARAN DARING: STUDI KASUS ERA PANDEMI COVID-19 DI SMP LABORATORIUM UNIVERSITAS NEGERI MALANG

Bima Wahyu Pratama; Neni Wahyuningtyas; Nurul Ratnawati

doi:10.33578/pjr.v6i5.8854

Authors

Bima Wahyu Pratama Universitas Negeri Malang, Malang, Indonesia Author
Neni Wahyuningtyas Universitas Negeri Malang, Malang, Indonesia Author
Nurul Ratnawati Universitas Negeri Malang, Malang, Indonesia Author

DOI:

https://doi.org/10.33578/pjr.v6i5.8854

Keywords:

students’ character education, online learning, covid-19 pandemic

Abstract

COVID-19 has spread all over the world and made all human activities limited. Social distance has been applied as a precaution against virus contagion and also applied in the learning activities. Online learning is applied as a learning method during the pandemic, but there are some obstacles occurred like a low ability to supervise and observe students’ progress when teachers conveyed character building for students. The research in this article is to analyze teachers’ strategies to apply character building through online learning methods and analyze teachers’ outcomes measurement to evaluate students’ character improvement. The research used a descriptive qualitative method with a study case design. The result showed that teachers’ strategies to apply character building through online learning methods are (1) using virtual communication media, (2) giving good examples or becoming a good role model for students, (3) doing intensive training and adaptation, and (4) maximizing the synergy between parents and teachers. Teachers’ outcome measurement to evaluate students’ character improvement could be seen from (1) the observation by the learning subject teachers and homeroom teachers and (2) students’ kindness reports from school counsellors and the school rules department. A recommendation for the next researcher is about the improvement of students’ character after implementing online learning at schools.

References

Ahmadi, A. (2004). Sosiologi pendidikan. Jakarta: Rineka Cipta.

Ahmadi, M. Z., Haris, H., & Akbal, M. (2020). Implementasi program penguatan pendidikan karakter di sekolah. Phinisi Integration Review, 3(2), 305–315. https://doi.org/10.26858/v3i2.14971

Albertus, D. K. (2012). Pendidikan karakter utuh dan menyeluruh. Yogyakarta: Kanisius.

Amin, K. (2020). Deskripsi pendidikan karakter dalam pembelajaran matematika berbasis daring Google Classroom (Skripsi). IAIN Salatiga.

Arikunto, S. (2006). Prosedur penelitian: Suatu pendekatan praktik. Jakarta: Rineka Cipta.

Asmuni, A. (2020). Problematika pembelajaran daring di masa pandemi Covid-19 dan solusi pemecahannya. Jurnal Paedagogy, 7(4), 281–288. https://doi.org/10.33394/jp.v7i4.2941

Aushop, A. Z. (2014). Islamic character building: Membangun insan kamil, cendekia berakhlak Qurani. Bandung: Grafindo Media Pratama.

Azwar, S. (2013). Kualitas tes potensi akademik versi 07a. Jurnal Penelitian dan Evaluasi Pendidikan, Universitas Negeri Yogyakarta. https://doi.org/10.21831/pep.v12i2.1429

Berkowitz, M. W., & Bier, M. C. (2005). What works in character education: A research-driven guide for educators. Washington, DC: Character Education Partnership.

Creswell, J. W. (2016). Research design: Pendekatan kualitatif, kuantitatif, dan mixed (Edisi ke-4). Yogyakarta: Pustaka Pelajar.

Fauci, A. S., Lane, H. C., & Redfield, R. R. (2020). Covid-19—Navigating the uncharted. The New England Journal of Medicine, 382, 1268–1269. https://doi.org/10.1056/NEJMe2002387

Ferdiansyah, M. (2013). Peran wali kelas dalam penyelenggaraan bimbingan dan konseling serta dampaknya terhadap penanganan siswa bermasalah. KONSELOR: Jurnal Ilmiah Konseling, 2(1).

Fitri, H., Maulidasari, I., & Rinzani, N. (2021). Implementasi pendidikan karakter pada pembelajaran daring. Dalam Prosiding Seminar Nasional Pendidikan Pascasarjana Universitas PGRI Palembang (15–16 Januari 2021).

Gunarto. (2004). Konsep kurikulum di Indonesia. Bandung: Remaja Rosdakarya.

Hamid, H., & Saebani, B. A. (2013). Pendidikan karakter perspektif Islam. Bandung: Pustaka Setia.

Hornby, A. S., & Parnwell, E. C. (1972). Learner’s dictionary. Kuala Lumpur: Oxford University Press.

Irawan, M. A., Faqih, M., & Rohiyatun, B. (2014). Implementasi manajemen strategik pendidikan karakter di SMPN 2 Mataram. Jurnal Pedagogy, 1(1), 8–16. https://doi.org/10.33394/jp.v1i1.3054

Jamila, Ahdar, & Natsir, E. (2021). Problematika guru dan siswa dalam proses pembelajaran daring pada masa pandemi Covid-19. Al Ma’arief: Jurnal Pendidikan dan Budaya, 3(2), 101–110.

Kemendikbud. (2020). Pedoman penyelenggaraan belajar dari rumah. https://www.kemdikbud.go.id

Kemendikbud, Tim PPK. (2018). Konsep dan pedoman penguatan pendidikan karakter. https://cerdasberkarakter.kemdikbud.go.id

Komite Pencegahan COVID-19 dan Pemulihan Ekonomi Nasional. (2020). Tanya jawab physical distancing. https://covid19.go.id

Kurniawan, S. (2014). Pendidikan karakter: Konsep dan implementasinya secara terpadu. Yogyakarta: Ar-Ruzz Media.

Larasati, A. L., & Haribowo, C. (2020). Penggunaan desinfektan dan antiseptik pada pencegahan penularan Covid-19 di masyarakat. Majalah Farmasetika, 5(3), 137–145. https://doi.org/10.24198/mfarmasetika.v5i3.27066

Lickona, T., Schaps, E., & Lewis, C. (2007). Eleven principles of effective character education. Washington, DC: Character Education Partnership.

Munirah. (2018). The role of teachers in overcoming students’ learning difficulties. Tarbawi: Jurnal Pendidikan Agama Islam, 3(2), 1–20.

Omeri, N. (2015). Pentingnya pendidikan karakter dalam dunia pendidikan. Manajer Pendidikan, 9(3), 464–468.

Pangondian, R. A., Santosa, P., & Nugroho, E. (2019). Faktor yang mempengaruhi kesuksesan pembelajaran daring. Dalam Prosiding SAINTEKS (Vol. 1, No. 1, hlm. 56–60).

Prayitno. (2010). Modul pendidikan profesi pendidik: Pendidik profesional. Padang: UNP Press.

Purandina, I. P. Y., & Winaya, I. M. A. (2020). Pendidikan karakter di lingkungan keluarga selama pembelajaran jarak jauh. CETTA: Jurnal Ilmu Pendidikan, 3(2), 1–20. https://doi.org/10.37329/cetta.v3i2.454

Rigianti, H. A. (2020). Kendala pembelajaran daring guru sekolah dasar di Banjarnegara. ResearchGate. https://doi.org/10.31316/esjurnal.v7i2.768

Rofi’ah, R. (2021). Problematika orang tua mendampingi anak saat pembelajaran daring. CONSEILS: Jurnal Bimbingan dan Konseling Islam, 1(1), 52–57.

Samani, M., & Hariyanto. (2011). Konsep dan model pendidikan karakter. Bandung: Remaja Rosdakarya.

Santika, I. W. E. (2020). Pendidikan karakter dalam pembelajaran daring. Indonesian Value and Character Education Journal, 3(1), 8–19.

Sudarsana, I. K., et al. (2020). Covid-19: Perspektif pendidikan. Yayasan Kita Menulis.

Sugiyono. (2016). Metode penelitian pendidikan. Bandung: Alfabeta.

Suprihatiningrum, J. (2014). Guru profesional. Yogyakarta: Ar-Ruzz Media.

Suriadi, H. J., Firman, & Ahmad, R. (2021). Analisis problematika pembelajaran daring terhadap pendidikan karakter peserta didik. Edukatif: Jurnal Ilmu Pendidikan, 3(1), 165–173. https://doi.org/10.31004/edukatif.v3i1.251

Suyono, & Hariyanto. (2014). Belajar dan pembelajaran. Bandung: Remaja Rosdakarya.

Tripusa, A., Mashudi, M., & Aminuyati, A. (2018). Peran guru membentuk karakter siswa. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 7(8), 1–20.

Warsono, et al. (2010). Model pendidikan karakter di Universitas Negeri Surabaya. Surabaya: UNESA.

Winton, S. (2010). Character education: Implications for critical democracy. International Critical Childhood Policy Studies Journal, 1(1).

Worldometer. (2022). COVID-19 coronavirus pandemic. https://www.worldometer.info/coronavirus/

Yin, R. K. (2008). Studi kasus: Desain dan metode. Jakarta: RajaGrafindo Persada.

Zahrawati, F., & Nurhayati. (2021). The challenge of online learning in Curriculum 2013 during Covid-19 pandemic. Sociological Education Journal UNMUH Kupang, 2(1), 9–14.