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Strengthening of School-Based Character Education (Case Study of Full-Day School at Cemara Dua Elementary School, Surakarta)

This study aims to describe the implementation of strengthening culture-based character education at the Cemara Dua Surakarta Elementary School through the program's full-day school. This research is qualitative research by describing several phenomena that occur to obtain data more deeply. Data collection in this study used FGD, in-depth interviews, and documentation. Test the validity of the data using source triangulation and technical triangulation. Data analysis techniques using the Miles & Huberman model include data collection, data reduction, data presentation, and conclusion drawing. The results of the study indicate that schools carry out education 5 main character values through school culture and habituation for students such as lunch, morning greetings, and congregational prayers. School culture includes ideas, ideas, norms in the form of vision and mission and programs in schools such as extracurricular activities, school ambassadors and outing classes that prioritize religious values, integrity, independence, nationalism, cooperation.


INTRODUCTION
Character education can be strengthened through the harmonization of though the heart, the feeling, the mind, and sports by involving all elements of the school as part of the national mental revolution movement (GNRM). Strengthening character education is one of the priority programs of President Joko Widodo (Jokowi) and Vice President Jusuf Kalla through the program of Nawa mentions that the government will revolutionize the nation's character. The Ministry of Education and Culture implements the strengthening of the nation's successor character through the Strengthening Character Education (PPK) movement which was rolled out since 2016. Following President Joko Widodo's direction, character education at the basic education level gets a larger portion than education that teaches knowledge. For primary schools, 70 percent, while for junior secondary schools 60 percent.
Strengthening the Character Education Movement as the foundation and the main spirit of education, the message of the Minister of Education and Culture (Mendikbud) Muhadjir Effendy. President Joko Widodo ratifies Presidential Regulation (Perpres) Number 87 of 2017 concerning Strengthening Character Education (PPK). President Jokowi hopes that character education can run optimally in public schools, Islamic boarding schools, and madrassas. The reality in the field that the character of a child experiencing a crisis of mental revolution is the existence of students who cheat during exams and the existence of bullying in schools and the actions of students who do not respect the guardians of their students. According to data from KPAI (2019), the results of the monitoring of cases of child violations in the education sector from January to April 2019 increased.
Full-Day School Education according to Mujayanah (2013: 13) is an alternative education model, in which full-day students are in school to carry out the learning process and the worship process. The learning process in a full day school system is not only formal, but many learning environments are informal and not rigid and fun for students. Full-Day School according to Mushlihah (2009: 17) is one of the learning creations or innovations to make schools superior, innovative and creative with integrated learning systems based on faith and piety ( Faith and piety, as well as science and technology (IPTEK). This is in line with the results of research from Muhamad David, et.al (2017) which states that the full-day school program has a role in the cultivation of character in students that is not only in terms of aspects of cognitive intelligence but also improves aspects of character education, a very significant effect on character planting and Increased knowledge in students Longer interactions provide opportunities for teachers to observe the character of students.
According to KPAI Commissioner in the field of education Retno Listyarti, based on complaints received by KPAI, victims of psychological violence and bullying are still the highest. The child victims of policy and physical violence came in second place, while the lowest cases were victims of beatings and sexual violence. 8 children were victims of the policy, 3 cases of beatings, 3 cases of sexual violence victims, 8 cases of physical violence, 12 cases of violence and bullying children and 4 cases of bullying children. Based on the level of education, Retno continued, the majority of cases occurred at the elementary school level (SD, out of 37 cases of violence at the level of education in January to April 2019, 25 cases occurred in elementary school, while the lowest was in tertiary institutions by 1 case. The majority of cases occurred in Elementary school level equivalent, which is as many as 25 cases or reach 67 percent, as many as 5 cases of junior high school, 6 cases of high school and 1 case of college.
To overcome these problems in Cemara Dua Elementary School apply Full Day School education.

METHOD
The method used in this study is a method using a qualitative approach. The place of this research in Cemara Dua Elementary School which became the KDP piloting school from the Ministry of Education and Culture and after being reviewed in 2017 is the only public referral school in the Banjarsari sub-district that has implemented five school days ( full-day school ). Sources of data from this study are direct interviews with information that can support in this study, namely the principal, teacher. Data collection techniques in this study were using FGD techniques, in-depth interviews, observation, and documentation. The validity of the data in this study is using source and technique triangulation. The data analysis technique in this study is using an interactive model ( Interactive Model of Analysis ) miles and Huberman. Miles and Huberman (2008: 16) state that this model consists of three components, namely data reduction, data presentation, and conclusion drawing, carried out in an interactive form.

Implementation of Full Day School in Cemara Dua Surakarta Elementary School
The Learning schedule can be seen as follows:

Strengthening School Culture Based Character Education
Strengthening culture-based character education through a full day school program that is the ability of schools to develop culture in schools, each school has a different cultural character. The tradition of the school that grows and develops in accordance with the spirit and values of the adopted school . According to the Ministry of Education and Culture (2017) the purpose of training in PPK-based school culture is for participants to: 1. Explain definition culture school 2. Express argument about importance culture school in support effectiveness imple mentation curriculum . 3. Formulate aim develop culture school in context implementation curriculum 4. Apply strategy development culture school in development curriculum in that school he led . 5. Identify competence head the school he needed in development culture school.
Based on the Focus Discussion Group (FGD) and interviews with teachers , principals and teachers at Cemara Dua Surakarta Elementary School that culturebased character education there are several school programs including those in curriculum development, vision and mission and school goals, extracurricular activities, outing classes and school ambassadors . Such activities are carried out every routine terja Dwal by learners in primary schools Fir Two, that these activities learners can shape the character of religious, nationalist, independent, mutual cooperation and integrity.
The school culture at Cemara Dua Elementary School No . 13 is in vision, the existing mission and objectives and programs in the school as quoted in the interview with the following headmaster: Researcher : "What is the background of Strengthening Character Education in Public Elementary Schools Fir Two "? Head master : " The background of strengthening the character education includes the priority programs of President Joko Widodo (Jokowi) and Vice President Jusuf Kalla through the Nawa Mulia program, which states that the government will revolutionize the nation's character. : "How to implement a full day school policy in forming student character values" Head Master : " full day implementation at Cemara Dua Surakarta Elementary School held 07:00 -14:25, with full day school can shape the character of students who are religious, nationalist, independent, mutual cooperation, integrity. From the interview above, it can be described the school culture in Cemara Dua Surakarta Elementary School as follows:

Vision, Mission and Objectives
Vision: Excellence in achievement, faith and piety, intelligent, skilled and character and environmentally friendly.

Mission:
1. Organizing basic education based on Information and Communication Technology (ICT) so as to produce graduates who have academic excellence at the international level, with high integrity and national and Indonesian-minded insight 2. Empower the potential of intellectual intelligence, emotional intelligence, social intelligence, and religious intelligence of students 3. Educate students who uphold intellectual moral ethics and have competitiveness at the international level 4. Develop students' knowledge and skills through innovation activities 5. Forming students with religious, nationalist, independent, mutual cooperation and integrity through academic and non-academic activities. 6. Instill a concern for the environment to students through the application of insights wiyata mandala and adiwiyata. 7. Providing educational services to the community with full responsibility.

School Programs at Cemara Dua Surakarta Elementary School Outing Class
Outing class is a learning process that is done outside the classroom or outside of school. Outing class aims to increase the enthusiasm for learning and broaden students' knowledge that they do not get in teaching and learning activities in schools. Outing class of Cemara Dua 13 SDN is an annual activity held in Semester II (Even) by all students starting from class I to class VI. The outing class of Cemara Dua 13 SDN is divided into several forms of activities including Outing Class in the form of Implementation of Learning, Life skills, and strengthening local culture. As for documentation of outing class activities are as follows:

AMBASSADOR OF THE ENVIRONMENT
As a school that cares about the environment and goes to the National Adiwiyata School, the Cemara Dua 13 Elementary School feels the need to have an ambassador for the school environment. Cemara Dua Environment Ambassador is a representative of each class appointed to assist the school in order to make the school environment a beautiful and comfortable environment for learning. In addition, the Environment Ambassador is also expected to be able to campaign for cleanliness and environmental health for friends and the surrounding environment.

AMBASSADOR LITERATION
Literacy actions at the SD Negeri Cemara Dua 13 Surakarta are not only limited to reading books in the existing library. Through the Angkringan "Cabuk Kupatmu" program (Read My Book of Knowledge) it is hoped that students will be more fond of books and other literacy activities. Like writing, storytelling, sending work, or entrepreneurship. To run the program, the school appointed 24 Literacy Ambassadors from class IV and class V at Cemara Dua Elementary School.
The Literacy Ambassadors carry out the task of being active and persuasive in literacy actions by maintaining the Angkringan Baca that is opened during breaks at school.

(Literacy Ambassadors)
Advances in Social Science, Education and Humanities Research,volume 397