Penelitian ini bertujuan untuk mengetahui implementasi pendidikan karakter melalui program adiwiayata di SMA Negeri 1 Mejayan, Madiun. Terdapat tiga fokus penelitian yaitu nilai-nilai karakter, faktor pendukung dan penghambat, dan strategi sekolah dalam pelaksanaan program adiwiyata. Penelitian ini menggunakan metode kualitatif deskriptif. Data didapat dari studi observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan pertama adanya nilai disiplin, kedua puduli lingkungan, ketiga gotong-royong, keempat kreatif, dan kelima rasa cinta tanah air. Faktor pendukung ialah adanya kerjasama yang baik di internal sekolah, tekad yang kuat, kesadaran peserta didik akan kebermanfaaatan setiap program sekolah. Faktor penghambat antara lain yaitu sebagian guru tidak terbiasa dengan adannya pengintegrasian PLH di setiap mata pelajaran, belum adanya respon positif dari dukungan luar pada awalnya, hambatan psikologis karena tidak hanya berlangsung satu atau dua tahun tetapi berkelanjutan, masa transisi kepemimpinan kepala sekolah sehingga tim sekolah harus meyakinkan kepala sekolah yang baru bahwa program adiwiyata memang bermanfaat pada pengembangan pendidikan karakter sekolah. Strategi sekolah yaitu pertama IHT (In House Training), kedua sosialisasi kepada wali murid, ketiga tata tertib di setiap kelas, keempat kerjasama atau gotong royong, kelima adanya kalender sekolah, dukungan dari lembaga atau instansi lain untuk memenuhi kebutuhan sarana dan prasarana.

Kata kunci: implementasi, pendidikan karakter, program adiwiyata.

This study aims to determine the implementation of character education through the adiwiayata program at SMA Negeri 1 Mejayan. There are three research focuses, namely character values, supporting and inhibiting factors, and school strategies in the implementation of the adiwiyata program. This research uses descriptive qualitative method. Data obtained from observational studies, interviews, and documentation. The results of the study showed that there was a disciplinary value, a second environment puduli, a third mutual cooperation, the fourth creative, and fifth homeland love. Supporting factors are good cooperation within the school, strong determination, student awareness of the benefits of each school program. The inhibiting factors include that some teachers are not familiar with the existence of integrating PLH in each subject, there has not been a positive response from outside support at first, psychological barriers because it does not only last for one or two years but is ongoing, the transition period of the principal's leadership so the school team must convince the new headmaster that the adiwiyata program is indeed beneficial in the development of school character education. The school strategy is the existence of IHT (In House Training), socialization to the guardians of students, order in each class, cooperation or mutual cooperation, the existence of a school calendar, support from other institutions or agencies to meet the needs of facilities and infrastructure.

Keywords: implementation, character education, adiwiyata program.