<![CDATA[Penelitian bertujuan untuk mendeskripsikan implementasi, faktor pendukung dan penghambat penerapan pendidikan karakter dalam pembelajaran matematika SMP di Kota Yogyakarta. Penelitian ini merupakan penelitian evaluasi model discrepancy model dengan pendekatan kuantitatif dan kualitatif. Penelitian melibatkan sampel sebanyak 22 SMP untuk pengumpulan data kuantitatif dan 6 SMP untuk pengumpulan data kualitatif. Hasil evaluasi dapat disimpulkan bahwa implementasi pendidikan karakter dalam pembelajaran matematika SMP di Kota Yogyakarta termasuk dalam kategori cukup. Adapun faktor pendukung adalah (1) visi dan misi sekolah; (2) adanya peraturan dan tata tertib yang telah diatur sekolah, (3) dukungan dan kerjasama yang baik antar warga sekolah; (4) kondisi siswa yang memiliki dasar karakter baik; (5) contoh perilaku positif guru sebagai teladan. Sedangkan faktor penghambat adalah (1) guru belum memiliki pemahaman yang memadai tentang konsep pendidikan karakter dalam pembelajaran matematika; (2) guru mengalami kesulitan dalam mengidentifikasi nilai karakter dari kompetensi dasar pada mata pelajaran matematika; (3) guru belum dapat mengimplementasikan pendidikan karakter yang terintegrasi dalam pembelajaran matematika dengan baik; (4) sarana dan prasarana yang belum lengkap; (5) dokumentasi penilaian sikap siswa masih lemah. Character Education Implementation in Mathematics Teaching and Learning of Junior High School in Yogyakarta AbstractThe aim of this research was to describe the implementation, supporting factors and obstacles the implementation of character education in mathematics teaching and learning of junior high school in Yogyakarta. This research is an evaluation research discrepancy model with the quantitative and qualitative approach. The study involved 22 samples of SMP for quantitative data collection and 6 SMP for qualitative data collection. The results from this study revealed that character education implementation in mathematics teaching and learning of junior high schools in Yogyakarta was good. Supporting factors were: (1) the vision and mission of the school; (2) ground rules that have been designed by the schools; (3) support and cooperation among school members; (4) student’s condition who have a basic good character; and (5) examples of positive behavior of teachers as role models. Obstacles were: (1) teachers do not have enough understanding of character education especially in the implementation in mathematics teaching and learning processes; (2) teachers have difficulties to identify the character values from the basic competence of mathematics; (3) teachers have not been able to implement character education integrated to mathematics teaching and learning processes properly; (4) poor teaching and learning facilities in some schools; and (5) poor documentation of students’ character assessment.]]>
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