This study describes the development model the values of character education in the educational unit stub year 2010 organized by the Curriculum Centre. Studies descriptive studies shaped by critical discourse analysis, where the main data processed by the program activities, implementation activities, and reports results of activities throughout the pilot implementation of character education unit of the nation. Information collected through various sources such as documentation, focus group discussion, and direct involvement of researchers in pilot activities. Data analysis techniques are used, namely description, and interpretation. The study results indicate that the pilot general education units successfully apply character values that can be observed by naked eye directly (tangible) such as religious, caring environment (clean, neat, safe, comfortable, beautiful, shady and cool), discipline, empathy, employment same time, polite, friendly, smiling, greeting, and sapa. The success is derived from the phases of activity that is organized, coordinated, and conditioned, through the socialization model development and training policies, the implementation of internships in the education unit terpetik experience (best practice), the preparation level of the education curriculum, and supervision.
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ABSTRAK
Studi ini menggambarkan model pengembangan nilai-nilai pendidikan karakter pada satuan pendidikan rintisan tahun 2010 yang diselenggarakan oleh Pusat Kurikulum. Studi berbentuk kajian deskriptif dengan analisis wacana kritis, di mana data utama diolah berdasarkan program kegiatan, pelaksanaan kegiatan, dan laporan hasil kegiatan di seluruh satuan pendidikan rintisan implementasi karakter bangsa. Informasi dikumpulkan melalui berbagai sumber seperti dokumentasi, fokus grup diskusi, dan keterlibatan langsung peneliti dalam kegiatan rintisan. Teknik analisis data yang dipergunakan, yaitu deskripsi, dan interpretasi. Hasil kajian menunjukkan bahwa satuan pendidikan rintisan umumnya berhasil menerapkan nilai-nilai karakter yang dapat diamati secara kasat mata langsung (tangible) seperti religius, peduli lingkungan (bersih, rapi, aman, nyaman, indah, teduh dan sejuk), disiplin, empati, kerja sama, sopan santun, ramah, senyum, salam, dan sapa. Keberhasilan tersebut diperoleh dari adanya tahapan kegiatan yang terorganisir, terkoordinasi, dan terkondisi, melalui sosialisasi kebijakan pengembangan model dan pelatihan, pelaksanaan magang di satuan pendidikan pengalaman terpetik (best practice), penyusunan kurikulum tingkat satuan pendidikan, dan supervisi.
