STRATEGI PENANAMAN KARAKTER PEDULI SOSIAL PESERTA DIDIK BERKEBUTUHAN KHUSUS DI SMAN 1 SURABAYA

STRATEGY FOR IMPLEMENTING SOCIAL CARING CHARACTERS IN STUDENTS WITH SPECIAL NEEDS AT SMAN 1 SURABAYA

Pendidikan karakter berperan penting dalam membentuk perilaku peserta didik tanpa terkecuali peserta didik berkebutuhan khusus. Penerapan pendidikan inklusi menjadikan lembaga pendidikan harus mempedulikan kebutuhan dari peserta didik khusus. Tujuan penelitian ini (1) Mengidentifikasi strategi yang digunakan SMAN 1 Surabaya dalam penanaman karakter peduli sosial peserta didik berkebutuhan khusus (2) Mendeskripsikan hambatan yang dialami SMAN 1 Surabaya dalam penanaman karakter peduli sosial peserta didik berkebutan khusus. Penelitian ini menggunakan pendekatan kualitatif dengan metode dekriptif. Data dikumpulkan dengan teknik wawancara, observasi dan dokumentas. Hasil penelitian ini menunjukkan bahwa strategi yang SMAN 1 Surabaya dalam penanaman karakter peduli sosial peserta didik berkebutuhan khusus terdapat 4 yaitu budaya 3S (senyum salam sapa), menyambut peserta didik di pagi hari, pemberian kelas dengan suasana nyaman dan adanya pengintegrasian materi hak dan kewjiban.

Students without exception are students with special needs. The implementation of inclusive education means that educational institutions must pay attention to the needs of special students. The objectives of this research are (1) to identify the strategies used by SMAN 1 Surabaya in cultivating the social care character of students with special needs (2) to describe the obstacles experienced by SMAN 1 Surabaya in cultivating the social care character of students with special needs. This research uses a qualitative approach with descriptive methods. Data was collected using interview, observation and documentation techniques.. The results of this research show that there are 4 strategies at SMAN 1 Surabaya in cultivating the social care character of students with special needs, namely the 3S culture (smiling and greeting), welcoming students in the morning, providing classes with a comfortable atmosphere and integrating the subjects of rights and responsibilities.  Inhibiting factors that occur in the field are teacher differences in perceptions of character education.