PENDIDIKAN KARAKTER: IMPLEMENTASI DAN KENDALANYA DI SEKOLAH MASTER

Abstrak: Sejak didirikan pada tahun 2000, sekolah Master telah banyak merekrut siswa dari kalangan anak jalanan. Anak jalanan diberi akses pendidikan gratis melalui pendidikan karakter di sekolah. Penelitian ini bertujuan untuk menganalisa implementasi dan kendala pendidikan karakter di sekolah Master. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Teknik pengumpulan data meliputi observasi partisipasi, wawancara mendalam dan studi dokumentasi. Disimpulkan bahwa implementasi Pendidikan karakter dapat diintegrasikan melalui mata pelajaran seperti agama dan kewarganegaraan, diintegrasikan melalui kegiatan ekstrakulikuler, menciptakan lingkungan sosial yang baik dan menekankan peran pihak sekolah sebagai suri teladan. Sementara itu kendala implementasi pendidikan karakter yaitu (1) Faktor internal yang berupa sarana dan prasarana kurang memadai, kurangnya buku pelajaran, anak jalanan yang sulit beradaptasi, kurangnya pengawasan terhadap anak jalanan di luar sekolah dan minimnya pengetahuan guru tentang anak jalanan. (2) Faktor eksternal yang berupa bantuan donatur dan bantuan pemerintah yang kurang memadai.Abstract: Since its establishment in 2000, Master's school has recruited many students from among street children. They are given access to free education through character education in schools. This study aims to analyze the implementation and constraints of character education in Master's schools. This research uses a qualitative approach with a case study method. Data collection techniques include participatory observation, in-depth interviews and documentation studies. It was concluded that the implementation of character education could be integrated through subjects such as religion and citizenship, integrated through extracurricular activities, creating a good social environment and emphasizing the role of the school as role models. Meanwhile, that the obstacles to implementing character education are (1) Internal factors in the form of inadequate facilities and infrastructure, lack of textbooks, street children who are difficult to adapt, lack of supervision of street children outside school and lack of teacher knowledge about the street children. (2) External factors in the form of donor assistance and inadequate government assistance