Yudi Firmansyah, Sihabudin, Ahmad Amzat

PERAN MASA PENGENALAN LINGKUNGAN SEKOLAH (MPLS) SMPN 1 TELUKJAMBE BARAT SEBAGAI SARANA PEMBENTUKAN KARAKTER BERANI DAN KREATIF : PENDIDIKAN PANCASILA DAN KEWARGANEGARAAN

Introduction

Peran masa pengenalan lingkungan sekolah (mpls) smpn 1 telukjambe barat sebagai sarana pembentukan karakter berani dan kreatif : pendidikan pancasila dan kewarganegaraan. Ketahui bagaimana MPLS di SMPN 1 Telukjambe Barat membentuk karakter berani dan kreatif siswa baru melalui integrasi Pendidikan Pancasila dan Kewarganegaraan yang efektif.

Abstract

Penelitian ini bertujuan untuk mengeksplorasi peran Masa Pengenalan Lingkungan Sekolah (MPLS) sebagai sarana untuk membentuk karakter berani dan kreatif melalui integrasi materi Pendidikan Pancasila dan Kewarganegaraan. Penelitian ini menggunakan Metode Deskriptif, untuk memberikan gambaran mendalam mengenai implementasi dan dampak MPLS bagi Siswa Baru. Data dikumpulkan melalui observasi langsung terhadap pelaksanaan MPLS, wawancara dengan pihak sekolah, serta studi dokumentasi terkait kegiatan dan materi MPLS. Hasil penelitian menunjukkan bahwa MPLS di SMPN 1 Telukjambe Barat tidak hanya berfungsi sebagai pengenalan lingkungan sekolah, tetapi juga sebagai wadah untuk mengembangkan karakter siswa. Program MPLS dirancang dengan kegiatan yang menekankan pada nilai-nilai Pancasila, seperti gotong royong, keadilan, dan tanggung jawab, yang secara langsung memotivasi siswa untuk berani berinovasi dan berkreasi. Penekanan pada kegiatan interaktif dan partisipatif selama MPLS berhasil mendorong siswa untuk mengembangkan keberanian dalam berpendapat serta kreativitas dalam menyelesaikan tugas-tugas yang diberikan. Penelitian ini menyimpulkan bahwa MPLS yang dirancang dengan baik dapat menjadi alat yang efektif dalam pembentukan karakter siswa, mendukung mereka untuk menjadi individu yang berani dan kreatif dalam menghadapi tantangan di masa depan. 

Review

This study critically examines the role of Masa Pengenalan Lingkungan Sekolah (MPLS) at SMPN 1 Telukjambe Barat in fostering brave and creative character traits among new students, with a specific focus on integrating Pancasila and Civics Education principles. Utilizing a descriptive qualitative approach, the research effectively employed observation, interviews, and document analysis to delineate the implementation and impact of MPLS. The findings reveal that MPLS functions beyond a simple orientation, actively serving as a platform for character development by embedding Pancasila values such as cooperation, justice, and responsibility, thereby motivating students towards innovation and creativity. The research concludes that a thoughtfully constructed MPLS program can be a powerful tool for holistic character formation. The paper's strengths lie in its clear objective and the relevance of its subject matter, addressing a crucial aspect of holistic education—character building—within the initial school integration phase. By explicitly linking MPLS activities to the cultivation of 'berani' (brave) and 'kreatif' (creative) characters through Pancasila values, the study provides valuable practical insights for educators. The use of multiple qualitative data collection methods—observation, interviews, and document analysis—enhances the credibility and depth of the findings, offering a nuanced understanding of how such programs can be effectively designed and implemented to yield positive student outcomes. This research makes a pertinent contribution to the discourse on character education, demonstrating how formal school programs can be strategically leveraged beyond their conventional scope. While the abstract presents a compelling case, a more comprehensive discussion within the full paper could strengthen its impact and scholarly contribution. Given its descriptive nature and single-school focus, the generalizability of the findings might be limited. Future research could consider expanding the scope to include comparative studies across different schools or districts, or employing a longitudinal design to assess the long-term sustainability of the character traits developed. Additionally, while the abstract highlights positive outcomes, a discussion of potential challenges faced during MPLS implementation or varying student responses would offer a more balanced and robust analysis. Incorporating direct student voice data (e.g., through focus groups or self-assessment) could further enrich the understanding of their experiences in character development through MPLS.

Full Text

Comments

You need to be logged in to post a comment.