Pendampingan Pendidikan Karakter untuk Membentuk Disiplin, Tanggung Jawab Social, dan Sikap Saling Menghargai Siswa Sekolah Dasar pada SDN 48 Ampenan, Mataram.

Abstract

Abstrak

Pendampingan pendidikan karakter merupakan upaya strategi dalam membentuk kepribadian siswa sekolah dasar agar memiliki disiplin, tanggung jawab sosial, dan sikap saling menghargai. Kegiatan pengabdian masyarakat ini dilaksanakan berdasarkan hasil Pengenalan Lapangan Persekolahan (PLP 1) di SDN 48 Ampenan dengan tujuan mendeskripsikan proses dan hasil pendampingan pendidikan karakter pada sekolah dasar. Metode yang digunakan adalah penelitian kualitatif dengan pendekatan studi kasus. Teknik pengumpulan data meliputi observasi, wawancara, dan dokumentasi yang dilakukan selama kegiatan PLP 1, kemudian dianalisis melalui reduksi data, penyajian data, dan penarik kesimpulan. Hasil kegiatan menunjukkan bahwa pendampingan pendidikan karakter di SDN 48 Ampenan dilaksanakan melalui pembiasaan, keteladanan guru, integrasi nilai karakter dalam pembelajaran, serta kegiatan kolaboratif dan ekstrakurikuler. Pembiasaan disiplin diterapkan melalui kepatuhan terhadap tata tertib sekolah, pengelolaan waktu, dan tanggung jawab siswa dalam kegiatan kelas. Tanggung jawab sosial berkembang melalui kerja kelompok, piket kelas, dan partisipasi dalam kegiatan sekolah. Sementara itu, sikap saling menghargai tercermin dari budaya sekolah yang menekankan sopan santun, toleransi, dan penerapan senyum, sapa, dan salam (3S). Kegiatan pendampingan ini memberikan dampak positif terhadap perilaku siswa, meskipun masih ditemui kendala seperti perbedaan latar belakang keluarga dan keterbatasan waktu pembelajaran. Dengan demikian, kegiatan PLP I memiliki peran penting sebagai bentuk pengabdian masyarakat dalam mendukung penguatan pendidikan karakter di sekolah dasar. Sinergi antara guru, sekolah, dan orang tua perlu terus dikembangkan agar pendidikan karakter dapat berjalan secara berkelanjutan.

Kata kunci: pendidikan karakter; disiplin; tanggung jawab sosial; sikap saling menghargai; sekolah dasar.

Abstract

Character education mentoring is a strategic effort to shape the personality of elementary school students so that they develop discipline, social responsibility, and mutual respect. This community service activity was carried out based on the results of the School Field Introduction Program (PLP I) at SDN 48 Ampenan, with the aim of describing the process and outcomes of character education mentoring in an elementary school setting. The method used was qualitative research with a case study approach. Data were collected through observations, interviews, and documentation conducted during the PLP I activities, and then analyzed using data reduction, data presentation, and conclusion drawing techniques. The results show that character education mentoring at SDN 48 Ampenan was implemented through habituation, teacher role modeling, integration of character values into learning activities, as well as collaborative and extracurricular programs. Discipline habituation was applied through adherence to school rules, time management, and students’ responsibility in classroom activities. Social responsibility developed through group work, classroom duty schedules, and participation in school activities. Meanwhile, mutual respect was reflected in the school culture that emphasizes politeness, tolerance, and the implementation of smiling, greeting, and saluting (3S). This mentoring activity had a positive impact on students’ behavior, although several obstacles were encountered, such as differences in family backgrounds and limited instructional time. Therefore, the PLP I activity plays an important role as a form of community service in supporting the strengthening of character education in elementary schools. Synergy among teachers, schools, and parents needs to be continuously developed to ensure the sustainability of character education.

Keywords: character education; discipline; social responsibility; mutual respect; elementary school.