Manajemen Pendidikan Karakter dalam mewujudkan mutu lulusan: Studi Multikasus di MA Dakwah Islamiyah Putri Kediri Lombok Barat dan SMA Negeri 2 Mataram

ABSTRAK

Pendidikan bermutu dihasilkan oleh proses yang bermutu. Melalui pembentukan/pengembangan nilai-nilai karakter yang diinternalisasikan menjadi pribadi yang unggul akan menghasilkan mutu lulusan yang unggul. Untuk menghasilkan mutu lulusan yang berkarakter unggul dibutuhkan manajemen, baik perencanaan, pelaksanaan dan pengawasan yang efektif. Penelitian ini bertujuan untuk menganalisis dan menemukan: (1) konsep mutu pendidikan melalui nilai-nilai karakter yang dikembangkan di MA Dakwah Islamiyah Putri Kediri Lombok Barat dan SMA Negeri 2 Mataram, untuk menemukan (2) model perencanaan, pelaksanaan dan pengawasan pendidikan karakter dalam mewujudkan mutu lulusan di MA Dakwah Islamiyah Putri Kediri Lombok Barat dan SMA Negeri 2 Mataram, (3) implikasi model manajemen pendidikan karakter dalam mewujudkan mutu lulusan di MA Dakwah Islamiyah Putri Kediri Lombok Barat dan SMA Negeri 2 Mataram.

Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus dan rancangan multikasus. Teknik pengumpulan data dilakukan dengan (1) wawancara mendalam, (2) observasi partisipan, dan (3) dokumentasi. Data dianalisis dengan interactive model yang terdiri dari data collection, data reduction, data display dan conclusion. Pengecekan keabsahan data dilakukan dengan uji kredibilitas, transferabilitas, dependabilitas, dan konfirmabilitas.

Hasil penelitian ini menunjukkan bahwa: (1) konsep mutu pendidikan yang berkarakter adalah: (a) mutu pendidikan berkarakter akademik excellent dan religius awareness, (b) nilai-nilai akademik excellent, nilai: kejujuran, kedisiplinan, tanggung jawab, komunikatif, kontrol diri, dan nilai-nilai religius awareness, nilai: religius, keikhlasan, keteladanan, mencintai kebaikan, (c) menggunakan prinsip keterpaduan moral knowing, moral feeling dan moral action melalui pendekatan keteladanan dan pendekatan sistem; (2) model perencanaan pendidikan karakter dilandasi model yang sistemik-integratif. Model pelaksanaannya menggunakan habitualisasi (pembiasaan), personifikasi, model keteladanan perilaku seseorang (role model), pengintegrasian kegiatan dan program ekstrakurikuler, intra dan ko-kurikuler dan pembentukan lingkungan (bi‟ah) yang kondusif. Model pengawasan menggunakan manajemen kontrol internal melalui tata tertib dan buku attitude, dan eksternal melalui home visit; (3) Implikasinya bagi kebijakan sekolah/madrasah berupa kurikulum berbasis karakter, perangkat peraturan proses pembiasaan dan target yang dicapai; sistem manajemen pendidikan karakter yang sistemik-integratif; mutu lulusan yang berkarakter akademik excellent dan religius awareness: memiliki kesadaran mewujudkan nilai-nilai karakter mutu: beriman dan taqwa, mencintai ilmu pengetahuan, beramal shaleh, percaya diri, berbudi pekerti yang luhur, dan berkontribusi bagi masyarakat, sesuai harapan, kepuasan, kebanggaan dan kepercayaan masyarakat.

Temuan penelitian ini adalah: model manajemen pendidikan karakter sistemik- integratif, berbasis personifikasi, role model dan habitualisasi.

ABSTRACT

Quality education produced by quality process. Through the establishment of the development of character values internalized into a superior personal will produce a superior quality. To produce quality graduates who are superior needs character management, planning, implementation and effective monitoring. This study aims to analyze and discover: (1) the concept of quality of education through character values developed in MA Dakwah Islamiyah Putri Kediri West Lombok and SMA Negeri 2

Mataram, to find (2) model of planning, implementation and supervision of character education in realizing the quality of graduates in MA Dakwah Islamiyah Putri Kediri West Lombok and SMA Negeri 2 Mataram, (3) the implications of the management model character education in realizing the quality of graduates in MA Dakwah Islamiyah Putri Kediri West Lombok and SMA Negeri 2 Mataram.

This study was using a qualitative approach with the type of case studies and design of multi-case. Data collection technique was conducted by (1) in-depth interview, (2) participatory observation, and (3) documentation. Analysis of data was using interactive model consisting of data collection, data reduciton, data display and conclusion. Validity check of data was conducted by using credibility test, transferability, dependability, and confirmability.

The results of this research show that: (1) the concept of charaterized education quality is: (a) characterized education quality which is academic excellent and religious awareness (b) academic excellent grades, is grades: honesty, discipline, responsibility, communicative, self-control, and religious awareness values, is grades: religious, sincerity, exemplary, loving kindness, (c) using intergrated principle such as moral knowing, moral feeling and moral action through exemplary approach and systems approach; (2) character education planning models based on systematic-integrative model. The model of implementation was using habituation, personification, an exemplary model of a person's behavior (role model), integrating activities and extracurricular programs, intra and co-curricular and environmental formation (bi'ah) that is conducive. The model of control was using internal control management through discipline and attitude of books, and externally through home visit; (3) the implications for school policy/madrasah in the form of character-based curriculum, the regulatory process of habituation and target to be achieved; education management system with systemic-integrative character; the quality of graduates that are characterized as academic excellent and religious awareness: have an awareness embody the values of quality character: faith and taqwa loving science charitable pious, confident, virtuous noble character, and contribute to society, as expected, satisfaction, pride and community trust.

The findings of this study were: education management model of systemic- integrative character, personification based, role models and habitulation.