Penelitian ini bertujuan untuk memahami pemaknaan peserta 

didik terhadap pilar menghormati dalam Program Pendidikan 

Budi Pekerti (PBP) berbantuan kertas amatan di SMK Wijaya Putra 

Surabaya. Penelitian menggunakan pendekatan kualitatif 

deskriptif dengan subjek peserta didik kelas XI, guru, wali kelas, 

dan pengelola PBP. Data diperoleh melalui wawancara mendalam, 

observasi, dan dokumentasi, serta diuji keabsahannya melalui 

triangulasi teknik. Hasil penelitian menunjukkan bahwa pilar 

menghormati dimaknai peserta didik sebagai kepatuhan terhadap 

aturan sekolah, sikap sopan santun dalam interaksi sosial, dan 

kemampuan mengendalikan diri, namun pemaknaan tersebut 

masih berada pada tataran normatif dan administratif serta belum 

sepenuhnya terinternalisasi sebagai kesadaran moral. Perspektif 

pendidikan karakter Thomas Lickona memperlihatkan bahwa 

perkembangan moral knowing, moral feeling, dan moral action

belum berlangsung secara seimbang karena motivasi peserta didik 

masih didominasi faktor eksternal seperti rasa takut terhadap 

konsekuensi dan penilaian sekolah. Kertas amatan berfungsi 

sebagai instrumen reflektif yang berpotensi menumbuhkan 

kesadaran diri peserta didik, meskipun dalam praktiknya sering 

dipersepsikan sebagai alat kontrol perilaku. Faktor pendorong 

penumbuhan sikap menghormati meliputi konsistensi 

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pembiasaan nilai, pendekatan humanis guru dan wali kelas, 

dukungan orang tua, serta sistem pengamatan yang terstruktur, 

sementara faktor penghambat mencakup minimnya kesadaran 

internal, pengaruh kelompok sebaya, budaya praktik yang 

maskulin, serta ketidakkonsistenan penerapan aturan. Penelitian 

ini menegaskan bahwa pemaknaan peserta didik terhadap pilar 

menghormati terbentuk melalui interaksi antara pengalaman 

personal, mekanisme program, dan konteks sosial sekolah.

Kata Kunci : Pemaknaan peserta didik, Pilar menghormati, 

Pendidikan budi pekerti, Kertas amatan, Refleksi perilaku

This study aims to understand students’ meaning-making of the 

respect pillar in the Character Education Program (Pendidikan Budi 

Pekerti/PBP) assisted by observation sheets at SMK Wijaya Putra 

Surabaya. This research employed a descriptive qualitative approach 

involving eleventh-grade students, teachers, homeroom teachers, and 

PBP program administrators as research subjects. Data were collected 

through in-depth interviews, observations, and documentation, and data 

validity was ensured through technique triangulation. The findings 

indicate that students interpret the respect pillar as obedience to school 

rules, politeness in social interactions, and the ability to exercise selfcontrol. However, such interpretations remain at a normative and 

administrative level and have not been fully internalized as moral 

awareness. From the perspective of Thomas Lickona’s character education 

framework, the development of moral knowing, moral feeling, and moral 

action has not progressed in a balanced manner, as students’ motivation 

is still predominantly influenced by external factors such as fear of 

consequences and school evaluation. The observation sheet functions as a 

reflective instrument with the potential to foster students’ self-awareness, 

although in practice it is often perceived as a tool for behavioral control. 

Supporting factors in fostering respect include consistency in value 

habituation, a humanistic approach adopted by teachers and homeroom 

teachers, parental support, and a structured observation system, while

inhibiting factors include limited internal awareness, peer group 

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influence, masculine practice culture, and inconsistency in rule 

enforcement. This study emphasizes that students’ meaning-making of 

the respect pillar is shaped through the interaction of personal 

experiences, program mechanisms, and the school’s social context.

Keywords : Students’ meaning-making, Value of respect, Character 

education, Observation sheets, Behavioral reflection