Pengintegrasian Nilai Pendidikan Karakter dalam Pembelajaran Bahasa Indonesia (Studi Kasus di SMA Negeri Kota Surakarta)

The aims of this study are: 1) analyzing and describing the form of integration of the value of character education in lesson plan of Bahasa in SMA Negeri Kota Surakarta; 2) analyzing and describing the form of integration of the value of character education in learning process of Bahasa in SMA Negeri Kota Surakarta; 3) figuring out and elaborating factors of obstruction and solution in integrating of the value of character education in learning Bahasa in SMA Negeri Kota Surakarta. This study is a descriptive-qualitative research with multiple case study strategy held in SMA Negeri Kota Surakarta. Research data of this study was obtained from the result of content analysis, observation, and interview. In order to validate the data, it used triangulation of resources. Data of this study was analyzed by using interactive analysis technique. The results are: 1) the value of character education in lesson plan was integrated through five components: purpose, method, assessment, teaching material and measure of learning. It was found out that only one from these five components that was perfectly fulfilled by the teacher, that was learning purpose; 2) learning process of Bahasa in SMA Negeri kota Surakarta has integrated the value of character education through three ways, they are learning material, teacher’s advice and learning method; 3) Obstructions in integrating the value of character education in learning process are: a) teachers, partly, have not conducted learning process as arranged in lesson plan; b) teachers, partly, have not assessed the students’ character in maximum way; and c) a part of students have not had the basic character such as respect, and responsibility. To fix these obstructions, teachers have to: a) conduct the learning process based on the lesson plan therefore all planned character value can be applid well; b) read over the authentic assessing directive, especially affective assessment so that they can assess their students’ character well; c) warn the students involved in by cooperating with students’ counselor, and try to figure out students’ character in each classroom in order to find the appropriate learning method