Sulthoni, - (2010) PENDIDIKAN BUDI PEKERTI DALAM KELUARGA, SEKOLAH DAN MASYARAKAT : Studi Kasus Pengembangan Model Pendidikan Budi Pekerti Terintegrasi pada Sekolah Dasar di Kota Malang. eprint_fieldopt_thesis_type_phd thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini dilatarbelakangi oleh banyaknya kasus yang ada seperti perkelahian masal, perilaku amoral, dan tata kehidupan lainnya yang belum mencerminkan nilai-nilai budaya dan norma-norma yang berlaku. Maraknya perilaku menyimpang itu umumnya menunjuk pada kesadaran akhlak dan moral yang merosot, untuk itu pendidikan dalam keluarga, sekolah dan masyarakat dituntut ikut bertanggungjawab terhadap kemunduran moral tersebut. Pendidikan budi pekerti merupakan tugas keluarga, sekolah dan masyarakat. Pendidikan budi pekerti dalam keluarga, sekolah dan masyarakat serta pengembangan model pendidikan budi pekerti di sekolah dasar didasarkan pada teori dan konsep, meliputi (1) teori pendidikan; (2) konsep pendidikan budi pekerti; (3) konsep pendidikan keluarga; (4) konsep pendidikan masyarakat; (5) konsep nilai; (6) teori kepribadian; (7) konsep moral; dan (8) teori belajar. Teori dan konsep tersebut memberikan arah dalam upaya pendidikan budi pekerti dalam keluarga, sekolah dan masyarakat, serta merancang, melaksanakan dan mengevaluasi pendidikan budi pekerti terintegrasi di sekolah dasar. Penelitian ini bertujuan mendeskripsikan peranan orang tua, sekolah dan masyarakat dalam menanamkan nilai-nilai budi pekerti serta mengembangkan model pendidikan budi pekerti di sekolah dasar. Penelitian ini menggunakan metode deskriptif kualitatif dan penelitian tindakan kelas, adapun pengumpulan datanya dilakukan dengan wawancara, observasi, studi dokumentasi dan tes. Hasil penelitian ini menunjukkan (1) peranan orang tua dalam menanamkan nilai budi pekerti melalui pendidikan agama baik di rumah maupun di masyarakat dengan cara perilaku pembiasaan, keteladanan dan memberi kemudahan serta penghargaan atas prestasi anak dalam mengelola dirinya; (2) Peranan sekolah dalam menanamkan nilai budi pekerti mulai penyediaan fasilitas belajar, mushola, kebersihan dan peraturan yang mengikat kepada Kepala sekolah, para guru, tenaga administrasi, satpam dan pesuruh memberi teladan perilaku yang baik sehingga digugu dan ditiru. Kegiatan ekstra kurikuler/keagamaan dan hari-hari besar nasional maupun keagamaan merupakan sarana pendidikan budi pekerti yang efektif; (3) Peranan masyarakat dalam membina budi pekerti bagi anak dan remaja di lingkungannya adalah memberi kesempatan kepada anak dan remaja dalam mengisi kegiatan pada hari-hari besar nasional dan keagamaan, seperti pada kegiatan 17 Agustusan, mauludan, halal bi halal dan pengajian rutin yang dilaksanakan oleh tokoh masyarakat termasuk TPA/TPQ; (4) Kesinambungan pendidikan budi pekerti dari keluarga, sekolah dan masyarakat adalah sangat baik berjalan harmonis dan dinamis; (5) Peningkatan pembelajaran budi pekerti terintegrasi menunjukkan kenaikan perubahan dalam nilai prestasi belajar dan nilai-nilai budi pekerti. Kesimpulan dalam penelitian ini, ternyata pendidikan budi pekerti mulai dari lingkungan keluarga, sekolah dan masyarakat berlangsung secara harmonis, dinamis dan kekeluargaan sehingga berhasil dengan baik. Sebagai akhir penelitian, penulis merekomendasikan kepada orang tua, sekolah dan masyarakat agar melakukan pendekatan kepada anak dengan komunikasi, pengawasan, keteladanan yang berbasis kasih sayang, untuk peneliti selanjutnya, penelitian ini dapat dikembangkan lagi lebih luas dan mendalam. The number of cases such as mass affray, amoral behaviour, and the other life manners which had not reflected the culture values and the prevailing norms were what forming the background of this research. Commonly,the splendor of those deviate behavioursreferred to the degeneration ofawareness of character and moral, for that case the education in family, school, and society wasalso demanded for responsible aboutthatdemoralization. The morals education was the duty of family, school, and society. The morals education in family, school, and society, also the development of the morals education model in elementary school was based on theory and concept, including (1) The theory of education; (2) The concept of morals education; (3) The concept of family education; (4) The concept of society education; (5) The concept of value; (6) The theory of personality; (7) The concept of moral; (8) The theory of study. Those theories and conceptsgavedirection in the effort of morals education in family, school, and society, also to planned, done, and evaluated the morals education that was integrated in elementary school. This research was purposed to describe the role of parents, school, and society in implant the morals values and alsoin developingthe morals education model in elementary school. Afterwardsit’s using the qualitative descriptive method and the class action research, and then the collection of data was done with interview, observation,the study of documentation and test. The result of this research hadindicated that (1) The role of parents in implant the morals value through the good religion education in house and societywith the habitual behaviour, good example, and giving the easy way, also the appreciation for the children achievement in carry outthemselves; (2) The role of schoolin implant the morals value get started from prepare the facility of study, the religious infrastructure (mushola), cleanliness, and the bound regulation. The headmaster, teachers, administration staff, security, and helper gave the good example of behavior so it can be listened, obeyed, and imitated. Extracurricular activity/ religious and the big day of national and religious is the medium of the effective morals education; (3)The role of society in develop the morals of children and teenager in their environment was giving the opportunity to them in filled the activity on the big day of national and religious, such as on August 17, mauludan, halal bi halal and the routine of Al-Quran recitation that was performed by the society figure including TPA/TPQ; (4)The continuity of morals education in family, school, and society was more harmony and dynamicgoing good; (5) The raising of the morals learning was integrated refer the change increasing of the study achievement value and the morals values. The conclusion this research is the morals education get started from family, school, and society environment was going on harmony, dynamic and in family atmosphere so it was getting on in the good way. As the closing of the research,writer recommends parents, school, and society to do phenomenological with communication, observation and good example that basis on love and for the next researcher can be developing this research more wide and deep.
| Item Type: | Thesis (eprint_fieldopt_thesis_type_phd) |
|---|---|
| Additional Information: | No Panggil D.PU SUL p-2010 |
| Uncontrolled Keywords: | Pendidikan keluarga |
| Subjects: | L Education > LC Special aspects of education |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Umum/Nilai S-3 |
| Depositing User: | Staf Koordinator 3 |
| Date Deposited: | 19 Jun 2014 01:25 |
| Last Modified: | 19 Jun 2014 01:25 |
| URI: | http://repository.upi.edu/id/eprint/7902 |
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