PRIORITAS PENENTUAN NILAI PENDIDIKAN KARAKTER DALAM PEMBELAJARAN SASTRA REMAJA

Abstract

Abstrak: Penelitian bertujuan untuk mendeskripsikan sikap dan pendapat guru SMP/MTs terhada penentuan prioritas nilai pendidikan karakter dalam pembelajaran sastra remaja, genre, dan stratepenyajian bahan ajar. Subjek penelitian adalah guru Bahasa Indonesia di DIY dengan sampel sebanya30 orang, hadir 24 orang, dari keempat kabupaten dan satu Kota Madya. Pengumpulan data dilakukalewat angket, wawancara, dan sumbang saran di FGD. Data dianalisis dengan teknik deskriptkualitatif dan penghitungan persentase. Hasil penelitian adalah sebagai berikut. (1) Penentuan prioritanilai-nilai karakter perlu untuk memudahkan pemantauan, pengawasan, dan penilaian. Nilai karaktyang dipilih guru adalah nilai religius, jujur, cinta tanah air, peduli lingkungan, tanggung jawab, serkreatif, gemar membaca, disiplin, dan mandiri. (2) Pemilihan genre tampak masih terpola padpembagian sastra kanonik-dewasa, namun ia harus mencakup keseluruhan genre sastra remaja. (3)Penyajian bahan ajar ditekankan pada yang mendasarkan diri pada prinsip pembelajaran kontekstuadan multintelenjjens dengan teknik penilaian otentik. Kata Kunci: Pengembangan bahan ajar, pendidikan karakter, sastra remaja DETERMINING THE PRIORITY OF THE CHARACTER EDUCATION VALUES IN ADOLESCENT LITERATURE TEACHING Abstract: This study aims to describe the attitude and opinions of SMP/MTs teachers on thedetermination of the priority of the character education values in adolescent literature teaching, genrand strategies of the material presentation. The subjects were teachers teaching Bahasa Indonesia Yogyakarta Special Province with a sample of 30 teachers (24 teachers were present) coming from thfour regerncies and one municipality. The data were collected using questionnaires, interviews, anddiscussion in a Forum Group Discussion. The data were analyzed using the qualitative descriptivtechnique and using proportion. The findings of the study were as follows: (1) the determination of thpriority of the character education values was necessary for facilitating the monitoring, supervisingand assessing. The character values chosen by teachers were religious values, honesty, the love to thenation, care to the environment, responsibility, creativity, loving reading, discipline, and being seldependent. (2) The choice of genre seemed to follow the categorization of adolescent-canoniliterature, but it must cover all the adolescent literature genre. (3) The presentation of the materiaemphasized on the contextual-based and multiintelligence-based teaching principles using authentassessment. Keywords: material development, character education, adolescent literature

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