Membangun Karakter Integritas Peserta Didik Melalui Mata Pelajaran IPS Studi Kasus SMP Negeri 50 Surabaya

Building Student Integrity Character Through Social Studies Subject Case Study of SMP Negeri 50 Surabaya

Pada era globalisasi ini pendidikan mempunyai peranan penting dalam pembentukan karakter generasi muda  membentengi diri dari dampak negatif globalisasi, salah satunya pendidikan karakter. Penelitian ini memiliki tujuan untuk menggali informasi mengenai : 1) strategi guru dalam membangun karakter integritas peserta didik melalui pembelajaran IPS di SMP Negeri 50 Surabaya melalui perencanaan pembelajaran, 2)  strategi guru dalam membangun karakter integritas peserta didik melalui pembelajaran IPS di SMP Negeri 50 Surabaya melalui pelaksanaan pembelajaran, 3) strategi guru dalam membangun karakter integritas peserta didik melalui pembelajaran IPS di SMP Negeri 50 Surabaya melalui evaluasi pembelajaran. Dalam penulisan penelitian ini, penulis menggunakan teori perkembangan moral Thomas Lickona yang terdiri dari konsep moral (moral knowledge), sikap moral (moral feeling), perilaku moral (moral action).  Pendekatan dalam Penelitian ini menggunakan pendekatan kualitatif dengan desain penelitian studi kasus untuk memperoleh informasi dari sumber data yang signifikan. informan penelitian ini adalah Guru IPS di SMP Negeri 50 Surabaya, sebanyak 2 orang. Hasil penelitian menunjukkan bahwa membangun karakter peserta didik melalui mata pelajaran IPS dilakukan dengan 1. melalui perencanaan pembelajaran, 2. melalui pelaksanaan pembelajaran, dan 3. melalui evaluasi pembelajaran. Melalui perencanaan pembelajaran dilakukan dengan menuliskan nilai karakter integritas kedalam RPP, yakni pada tujuan (capaian) pembelajaran serta muatan karakter yang terkandung dalam kegiatan pembelajaran; melalui pelaksanaan pembelajaran karakter integritas dibangun dengan metode diskusi presentasi dan role playing, dengan media pembelajaran power point dan media pendukung dalam bermain peran (role playing), dengan sumber belajar berupa buku siswa dan sumber belajar elektronik, dengan asesmen sumatif dan formatif; serta melalui evaluasi ranah kognitif,afektif, dan psikomotorik.

In this era of globalization, education has an important role in building the character of the younger generation fortifying themselves from the negative impacts of globalization, one of which is character education. This study aims to gather information about: 1) teacher's strategy in building students' integrity character through social studies learning at SMP Negeri 50 Surabaya through lesson planning, 2) teacher's strategy in building students' integrity character through social studies learning at SMP Negeri 50 Surabaya through implementation of learning, 3) teacher's strategy in building students' integrity character through social studies learning at SMP Negeri 50 Surabaya through learning evaluation. In writing this research, the writer uses Thomas Lickona's theory of moral development which consists of moral concepts (moral knowledge), moral attitudes (moral feeling), moral behavior (moral action). Approach in this study uses a qualitative approach with a case study research design to obtain information from significant data sources. The informants for this study were social studies teachers at SMP Negeri 50 Surabaya, as many as 2 people. The results of the study show that building the character of students through social studies subjects is done by 1. through lesson planning, 2. through learning implementation, and 3. through learning evaluation. Through learning planning it is done by writing the character values ​​of integrity into lesson plans, namely on learning objectives (achievements) and character content contained in learning activities; through the implementation of integrity character learning is built using the presentation discussion method and role playing, with power point learning media and supporting media in role playing, with learning resources in the form of student books and electronic learning resources, with summative and formative assessments; as well as through evaluation of cognitive, affective, and psychomotor domains.