PERSEPSI GURU WALI KELAS MENGENAI TANTANGAN PENERAPAN PENDIDIKAN KARAKTER DI KELAS 1B SDN BERTINGKAT NAIKOTEN

Abstract

Character education in the early grades of elementary school requires consistent support from both schools and families. This study aimed to analyze the homeroom teacher’s perceptions of the challenges in implementing character education in Class 1B at UPTD SD Negeri Bertingkat Naikoten. The study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, five sessions of limited participant observation, and documentation, and were analyzed using the Miles and Huberman model. Data trustworthiness was ensured through source, technique, and time triangulation, as well as member checking. The findings showed that the teacher perceived the challenges of character education as stemming from students’ developmental and behavioral characteristics and inconsistencies in character-building practices between school and home. These challenges were reflected in aggressive behavior, emotional dependency, lack of discipline, limited use of social courtesies, and weaknesses in honesty and responsibility. The teacher addressed these challenges through daily habituation, role modeling, individualized approaches, and communication with parents. The study concludes that effective character education in the early grades requires consistent values and strong collaboration between schools and families.

ABSTRAK

Pendidikan karakter pada kelas awal sekolah dasar memerlukan dukungan yang konsisten dari sekolah dan keluarga. Penelitian ini bertujuan menganalisis persepsi guru wali kelas mengenai tantangan penerapan pendidikan karakter di kelas 1B UPTD SD Negeri Bertingkat Naikoten. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara mendalam, lima sesi observasi partisipatif terbatas, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman. Keabsahan data diperiksa melalui triangulasi sumber, teknik, waktu, dan member check. Hasil penelitian menunjukkan bahwa guru memersepsikan tantangan pendidikan karakter berasal dari karakteristik perkembangan dan perilaku peserta didik serta ketidakkonsistenan pembiasaan antara sekolah dan keluarga. Tantangan tersebut tampak dalam perilaku agresif, ketergantungan emosional, kurang disiplin, rendahnya sopan santun, serta lemahnya kejujuran dan tanggung jawab. Guru mengatasinya melalui pembiasaan harian, keteladanan, pendekatan personal, dan komunikasi dengan orang tua. Penelitian ini menyimpulkan bahwa keberhasilan pendidikan karakter pada kelas awal memerlukan konsistensi nilai dan kolaborasi antara sekolah dan keluarga.