<![CDATA[Penelitian ini bertujuan untuk: (1) menganalisis kebutuhan pendidikan karakter; (2) mengkaji nilai-nilai cerita rakyat sebagai materi ajar; dan (3) membuat prototipe model pendidikan karakter. Penelitian deskriptif kualitatif ini menggunakan pendekatan R D, yang dilaksanakan di 15 SD mulai Mei-Oktober 2014. Subjek penelitian adalah siswa kelas V, guru kelas, dan pengambil kebijakan. Penentuan sampel secara stratified random sampling. Tempat dan peristiwa, informan, cerita rakyat, dan dokumen dijadikan sebagai sumber data. Teknik pengumpulan data melalui observasi, wawancara, dan analisis dokumen. Analisis data menggunakan teknik analisis interaktif. Hasil penelitian: (1) Analisis kebutuhan diidentifikasi atas: visi misi sekolah belum menjadi panduan budaya kerja; permasalahan siswa di kelas dipengaruhi kegiatan pembelajaran guru; pendidikan karakter dipengaruhi faktor pembinaan, keteladanan, model, dan pembiasaan; (2) Materi ajar disusun berdasarkan tingkat keterbacaan dan daya pikir siswa; dan (3) Model didesain melalui tahap pengorganisasian nilai-nilai, pengondisian pembelajaran, internalisasi nilai-nilai, dan pengembangan nilai-nilai. Pembelajaran apresiasi cerita rakyat menggunakan media wayang kancil merupakan model pendidikan karakter yang dapat dikembangkan di SD.  This study aims to: (1) analyze the importance of character education; (2) assess the values of folklores as teaching materials; and (3) create a prototype model of character education. This qualitative descriptive study employed a R D approach, which was implemented in 15 elementary schools from May to October 2014. The subjects were students of class V, class teachers, and policy makers. The samples were stratified random sampling. The data sources included a number of places and events, informants, folklores, and documents. The data were collected through observation, interviews and document analysis. Specifically, the analysis employed interactive analysis techniques. The results of the study pointed to the following: (1) needs analysis identified: the school vision and mission have not yet been adopted as guiding principles for creating institutional culture; teachers’ instruction has contributed to creating issues encountered by students in the classroom; character education has been influenced by a number of factors such as coaching, modeling, and habituation; (2) Teaching materials have been prepared based on students’ level of legibility and thinking ability; and (3) The model has been designed by organizing values, conditioning learning atmosphere, internalizing as well as developing values. Appreciation of folklores through the use of puppets (wayang kancil) can thus be adopted as a model to teach character education in primary schools.]]>
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