Strengthening Character Education(PPK)Policy Through Five School Days in Gresik Regency (Study on Implementing of Strengthening Character Education(PPK) Middle School Policy)

Taufiq Harris, Arif Darmawan, Endro Tjahjono


The purpose of this study was to described and analyzed the implementation of the policy on strengthened character education(PPK)through five school days in Gresik Regency, then the supported and inhibited factors of the internal and external environment of the school in implemented the policy on Strengthened Character Education(PPK)) through five school days in Gresik Regency, and also, the impact of implementing the policy of strengthened character education(PPK)through five school days in Gresik Regency. This research used qualitative methods and types of descriptive research. Data collection techniques used semi-structured interviews, observation, and documentation. Data were analyzed using interactive model data analysis. To obtained the validity of the data, researchers used a source of triangulation and triangulation technique. The results of this study indicated that the implementation of the policy for strengthened character education(PPK)through five school days in Gresik Regency has been well implemented through the stages of the communication process with indicators of transmission, clarity, and consistency. Resources included teachers, staff, budgets, facilities/infrastructure supplied quality and quantity, as well as sufficient information and authority to carry out their duties and responsibilities. Then the attitudes and commitments of the teachers and all elements of the school carried out seriously with a bureaucratic or organizational structure that is equipped with Standard Operating Procedures (SOP) that were easy and clear, and the social, economic and political environment runs effectively. Internal and external supported factors were interrelated in helping the implementation of effective policy implementation. While internal and external inhibited factors found insignificant obstacles, resulted in an increase in the quality of education process services in schools that lead to the fulfillment of National Education Standards(SNP), especially in the learning process found a dominant result and an important role for education was the learning process proportional to the realm of cognitive, psychomotor, affective, and the absence of tracking in schools, the impact of positive changed for schools, families/guardians of students and the community.

Keywords: implementation of strengtheningcharacter education (PPK)policy, school for five days, junior high school.

DOI: 10.7176/PPAR/10-1-04

Publication date: January 31st 2020

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