<![CDATA[Penelitian ini bertujuan: 1.) Mendeskripsikan perencanaan pendidikan karakter yang dilakukan oleh kepala sekolah, dan guru; 2.) Mengetahui peran kepala sekolah, guru dan karyawan; 3.) Mengidentifikasi nilai-nilai yang diimplementasikan dalam pen-didikan karakter; 4.) Menghasilkan pola implementasi pendidikan karakter; dan 5.) Menemukan faktor-faktor pendukung dan penghambat dalam implementasi pendidi-kan karakter. Data penelitian dikumpulkan melalui wawancara, observasi, dan doku-mentasi, dan dianalisis menggunakan teknik analisis kualitatif. Penelitian ini meng-hasilkan simpulan sebagai berikut. Kepala madrasah telah melakukan perencanaan pendidikan karakter secara terprogram dalam visi dan misi. Guru telah melakukan perencanaan pendidikan karakter dalam membuat rencana pelaksanaan pembelajaran. Kepala madrasah memiliki peran sebagai leader. Para guru memiliki peran mem-persiapkan rencana pelaksanaan pembelajaran, melakukan transfer of knowledge dan transfer of value. Karyawan memiliki peran sebagai penyedia fasilitas sarana dan prasarana. Nilai-nilai pendidikan karakter yang dikembangkan adalah religius, jujur, toleransi, disiplin, kerja keras, kreatif, mandiri, peduli lingkungan, dan tanggung jawab. Implementasi pendidikan karakter dilaksanakan secara terintegrasi pada setiap mata pelajaran dan setiap kegiatan ekstrakurikuler. Faktor pendukung implementasi pendidikan karakter meliputi visi dan misi madrasah, komitmen kepala madrasah, SDM guru, karyawan, dan orang tua siswa serta lingkungan masyarakat yang Islami. Sedangkan faktor penghambat implementasi pendidikan karakter di MIN 2 Sleman meliputi sistem manajerial madrasah, persepsi yang belum sama, beban kerja guru, siswa yang nakal, wali siswa yang kurang peduli dan perkembangan media elektronik. AbstractThis study aims to 1.)To describe character education planning by the headmaster and teachers; 2.) To Determine the roles of the headmaster, teachers and staffs; 3.) To identify value implemented in character education; 4.) To result the pattern of implementation of character education; and 5.) To find supporting and inhibiting factors in the implementation of character educaiton. The research data were collected through interviews, observation, and documentation, and analyzed by using qualitative analysis technique. The research produced the following conclusions. The head of the madrasah had performed character education planning systematically in the vision and mission. The teachers had performed character education planning in making lesson plans. The head of the madrasah was the leader. The teachers prepared lesson plans; performed transfer of knowledge and transfer of value. The staffs were providers of facilities and infrastructures. The values of character education develop-ped were religiousity, honesty, tolerance, discipline, hardworking, creativeness, in-dependence, care of environment, and responsibility. The implementation of character education was integrated in every subject and every extracurricular activity. The sup-porting factors of the implementation of character education were the availability of vision and mission of madrasah, commitment of the head of madrasah, teachers, staffs, and students’ parents, and Islamic community. While the inhibiting factors included the non-standard managerial system of madrasah, non-uniform perception, teachers’ workload, insubordinate students, indifferent students’ parents, and the misuse of electronic technology.]]>
