Elfa Nopiana Rahmah, Galuh Nashrullah KMR, M. Fahmi Arifin

Implementasi Program Daily Report dalam Pendidikan Karakter Peserta Didik

Introduction

Implementasi program daily report dalam pendidikan karakter peserta didik. Analisis implementasi program Daily Report dalam pendidikan karakter siswa SD Ukhuwah Banjarmasin. Simak dampak program ini dalam membentuk kebiasaan positif & mengurangi perilaku negatif siswa.

Abstract

This research aims to describe and analyze the implementation of the daily report program in the character education of students at the Ukhuwah Integrated Islamic Elementary School, Banjarmasin, to describe and analyze the implications of the daily report program in the character education of students at the Ukhuwah Integrated Islamic Elementary School, Banjarmasin. This research uses a qualitative approach with a case study type of research. The subjects in this research were the principal, head of curriculum, homeroom teacher, class assistant and students, while the object studied was the daily report program. The data collection techniques used in this research were observation, interviews and documentation. The data analysis technique used is data reduction, presentation of verification data. Researchers used sub-triangulation and technical triangulation to obtain data validity. Based on the research results, it can be concluded that the implementation of the daily report program in the character education of students at the Ukhuwah Banjarmasin Integrated Islamic Elementary School is very supportive of character education, the daily report is carried out through habituation carried out by students, the daily report is carried out at school and at home supported by books. liaison. Meanwhile, the implication of the daily report is that it can increase positive behavior and reduce negative behavior of students. With the daily report, students will certainly make more positive habits.

Review

This study presents a timely and relevant exploration into the implementation and implications of a daily report program for character education within an Islamic elementary school setting. The research objectives are clearly articulated, aiming to both describe and analyze the program's execution and its impact on student character. The chosen qualitative case study approach is highly appropriate for gaining a deep, contextual understanding of such a program. Strengths of the methodology include the comprehensive selection of subjects, encompassing various stakeholders from leadership to students, and the robust data collection techniques involving observation, interviews, and documentation, which collectively support strong data triangulation for validity. The findings indicate a highly positive correlation, concluding that the daily report program significantly supports character education through habituation, facilitated both at school and home via liaison books. Crucially, the program is shown to increase positive behavior and reduce negative behavior among students, fostering positive habits. While the abstract effectively conveys these key outcomes, it could benefit from a slightly more explicit description of *how* the daily report mechanism specifically nurtures various character traits beyond general habituation. For instance, does it encourage self-reflection, honesty, responsibility, or initiative in particular ways? Clarification on the specific character dimensions targeted and achieved would enhance the depth of the implications. Additionally, while "sub-triangulation" and "technical triangulation" are mentioned for data validity, a brief elaboration on what "sub-triangulation" specifically refers to in this context would be beneficial for clarity. Overall, this research offers valuable insights into a practical approach to character education within an integrated Islamic school environment. The study's findings are particularly significant for educators and policymakers seeking effective strategies to embed character development into the daily lives of students. The positive outcomes regarding behavioral improvement suggest the daily report program could serve as a replicable model, though the full paper should carefully discuss the unique contextual factors that might influence its transferability. This work contributes meaningfully to the literature on character education implementation and is likely to stimulate further discussion and practical application in educational settings.

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