Manajemen kurikulum berbasis Pendidikan Karakter dalam meningkatkan mutu Pendidikan: Studi Multikasus di SMAN 8 Malang dan MAN 1 Malang

ABSTRAK

Manajemen kurikulum merupakan sistem pengelolaan kurikulum yang komprehensif, kooperatif, sistemik dan sistematik dalam mencapai tujuan pendidikan. Mutu pendidikan merupakan standar yang diharapkan oleh stakeholders. Pendidikan bermutu akan tercapai manakala dikembangkan kurikulum pendidikan karakter yang dapat melahirkan mutu lulusan pada setiap satuan pendidikan (SMA/MA). Penelitian ini bertujuan untuk menemukan (1) konsep manajemen kurikulum berbasis pendidikan karakter, (2) model manajemen kurikulum berbasis pendidikan karakter, (3) implikasi manajemen kurikulum berbasis pendidikan karakter dalam meningkatkan mutu lulusan di MAN 1 Malang dan SMAN 8 Malang.

Penelitian ini menggunakan pendekatan kualitatif, jenis studi kasus dengan rancangan multikasus. Teknik pengumpulan data menggunakan wawancara mendalam, observasi partisipan, dan studi dokumentasi. Teknik analisis data dilakukan melalui analisis data kasus tunggal dan analisis data lintas kasus. Pengecekan keabsahan data dilakukan melalui credibility, transformability, dependability dan confirmability.

Hasil temuan penelitian ini adalah sebagai berikut: Pertama, konsep manajemen kurikulum yang dikembangkan adalah manajemen kurikulum integratif berbasis sekolah/madrasah (ISBC). Nilai karakter yang dikembangkan adalah religius, prestasi dan adiwiyata. Pendekatan yang dikembangkan school based caracter building. Target mutu lulusan meningkat diterima Perguruan Tinggi favorit, memiliki keterampilan kerja, tidak menganggur, memberi manfaat di lingkungannya, taat beragama dan responsive, Kedua, model manajemen kurikulum yang dikembangkan menerapkan model manajemen kurikulum integrasi, (a) Perencanaan di MAN 1 Malang mengintegrasikan nilai-nilai karakter kurikulum Kemenag, Kemendikbud dan karakteristik madrasah (religius, akademik, life skill), sedangkan di SMAN 8 mengintegrasikan nilai-nilai karakter kurikulum Kemendikbud (religius, akademik, adiwiyata dan literasi), (b) pelaksanaan membentuk unit penjamin mutu kurikulum dan nilai-nilai karakter sekolah, menginternalisasikan nilai-nilai karakter dalam proses pembelajaran secara langsung (direct instruction) dan pembelajaran tidak langsung (indirect instruction), ko-kurikuler dan ekstra kurikuler, melalui tata tertib dengan reward dan punisment. Evaluasi dikembangkan model CPIPP (Context- Product- Input-Process-Product), Ketiga, Pengembangan jaringan dan kerjasama, berimplikasi pada peningkatan mutu terus menerus (continous improvement), meningkatnya kepercayaan masyarakat, meningkatnya input dan output berprestasi.

Temuan formal adalah model manajemen kurikulum berbasis budaya mutu berkarakter (Model of Curriculum Management Based Quality Culture Charactered).

ABSTRACT

Curriculum management is a comprehensive, cooperative, systemic and systematic curriculum management system in achieving educational objectives. Quality education is a standard hoped by stakeholder and it can be achieved by developing character education curriculum to produce quality graduates in every educational unit (Senior High School/ Islamic Senior High School). This research aims to find: (1) The concept of curriculum management based on character education, (2) Model of curriculum management based on character education, (3) Implication of curriculum management based on character education in increasing quality of graduates at MAN 1, Malang and SMAN 8, Malang.

This research uses qualitative approach and case study type with multi-case design. The data collection technique is depth interview, participant observation, and documentation. The data analysis technique is single-case data analysis and cross-case data analysis. The data validity uses credibility, transformability, dependability, and conformability.

The results show: (1) The concept of curriculum management which is developed is integrative curriculum management based on school (ISBC). The values of the character developed are religious, achievement, and adiwiyata. The developed approach is school based character building. The target is the graduates are accepted to favorable universities, have skills, employed, advantageous for surroundings, religious, and responsive. (2) Model of curriculum management developed applies integrated curriculum management models: (a) Plan in MAN 1 Malang integrates curriculum character values from Religious Ministry, Ministry of Education and Culture and school’s characteristics (religious, academic, and life skill), while SMAN 8 integrates curriculum character values of Ministry of Education and Culture (religious, academic, adiwiyata and literacy), (b) The implementation in building curriculum quality assurance unit and school’s character values, internalizes character values in the direct instruction and indirect instruction, co-curricular and extracurricular, and rules of reward and punishment. The evaluation of developed CPIPP (Context – Product – Input – Process - Product) model, (3) The implication develops link and cooperation, continuous improvement, the increase of people’s trusts, and the increase of performance inputs and outputs.

The formal finding is Model of Curriculum Management Based Quality Culture Character.