Penerapan Pendidikan Karakter dalam Pembelajaran Sejarah di SMA Negeri 1 Srengat Kabupaten Blitar

ABSTRACT Fensy Putri Peristiawati. AN IMPLENTATION OF CHARACTER EDUCATION THOROUGH LEARNING HISTORY AT SMA NEGERI 1 SRENGAT . Thesis, Teacher Training and Education Faculty of Sebelas Maret University Surakarta. August 2016. This research aims to 1) explain the lesson plan integrating character values at SMAN 1 Srengat Blitar; 2) analyze the implementation of learning history at SMAN 1 Srengat Blitar; 3) analyze the problems encountered in implementing the character education in learning history at SMAN 1 Srengan Blitar; 4) analyze the efforts of teachers to overcome the problems encountered in implementing the character education in learning history at SMAN 1 Srengat Blitar. This research is qualitative descriptive research. The strategy in this research is a case study in which the research activities are directed in one case or only one research location. Data were collected through interviews, observation and document analysis. Technique of sampling used in this research is purposive sampling choosing a history teacher and students as the informants. The validity test of the data in this study uses the model of triangulation sources and triangulation methods. Data analysis technique in this study uses an interactive model. The result of research shows that 1) the implementation of character education thorough historical learning was started with composing learning devices, such as year’s program plan, semester’s program plan, Syllabus, and lesson plan. Before started a lesson, students has prepared by teacher for praying dependent on their religion, as effort of implementing religious value. When lesson was held on first class students must reading Pancasila as effort of implementing nationalism value. But, if lesson was held on fifth class students must singing national anthem, as proved of implemeting nationalism value; 2) the implementation of character education has done not only thorough class activity but also in students daily activity, either at school, home, and the communities. The implementing of character education which held at school was proved by reading Pancasila before started a lesson, singing national anthem, and students not allowed to riding motorcycle when they were at school surrounding. Meanwhile, the implementing character education at students daily activity was proved by home visiting who done by guide and counselor’s teacher and homeroom teacher; 3) the obstacles of implementing character education in historical learning are a) the time allocated; b) students’ interest; and c) the level of material difficulties; 4) the efforts made by the history teacher in overcoming the problems, namely (1) Directing the learning process became student center; (2) Linking the learning of history with a daily occurrence; (3) Using innovative learning model; (4) Visualizing the material through video and images and; (5) Providing the analytical questions. Keywords: History learning, Character education, SMAN 1 Srenga