¹Norma,²Ahmad Suriansyah,³Rustam Effendi

^1,2,3Master of Education Administration Program, Lambung Mangkurat University, Banjarmasin 70123, Indonesia

DOI : https://doi.org/10.47191/ijsshr/v6-i5-43

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ABSTRACT

This study aims to see the management of character education curriculum at SMA PGRI 6 Banjarmasin. The phenomena that occur are juvenile delinquency, student brawls, drug abuse, promiscuity and others. This study uses a qualitative description approach related to (1) planning, (2) organizing, (3) implementing, and (4) assessing the character education curriculum. Data sources: principal, school committee chairman, vice principal, homeroom teacher, teachers, and students. Data collection techniques: interviews, observation, and documentation. Interactive data analysis, namely data reduction, data presentation and conclusions. Data validity tests are carried out by triangulation of sources and methods. Research findings: 1. Planning (a) analysis of the needs of opportunities and challenges faced by schools, (b) formulating and answering philosophical questions: thorough and meaningful learning, objectively and eliminating subjective traits, (c) determining: character education design in grades X, XI, and XII, (d) making master plans: short-term, medium-term, and long-term plan programs. 2. Organizing: (a) rational: responsible for the principal, supervisor, school committee, coordinator of vice principals, executive teachers and homeroom teachers, (b) organizing to integrate character education into the content of each subject matter, (c) organization of materials: character learning in grades X, XI, and XII, (d) organization of teaching and learning activities: daily and scheduled, (e) resources, tools, and infrastructure: exist according to the field, (f) determination of measurement of learning outcomes: effective and personality grades A and B. 3. Implementation: (a) preparation of lesson implementation plans, (b) elaboration of material by teachers, (c) determination of strategies and methods: lectures, questions and answers, assignments, activities / actions, examples of examples, (d) provision of resources, tools, and facilities: library books, laboratories, ceremonial fields, honesty canteens, classrooms, (e) determination of ways and tools for assessing learning processes and outcomes: teacher assessment, (f) learning environment settings: inside and outside the school. 4. Assessment: (a) implementation by teachers according to minimum standard criteria, (b) problems: specifically not having instructions.

KEYWORDS:

Curriculum Management, Character Education

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VOlUME 06 ISSUE 05 MAY 2023