JRSSEM 2022, Vol. 01, No. 9, 1453 – 1472

E-ISSN: 2807 - 6311, P-ISSN: 2807 - 6494

DOI : 10.36418/jrssem.v1i9.152 https://jrssem.publikasiindonesia.id/index.php/jrssem/index

EVALUATION MODEL OF CHARACTER EDUCATION

PROGRAMS IN ISLAMIC RELIGIOUS EDUCATION AND

MORAL EDUCATION LEARNING AT SMP NEGERI I

SURAKARTA

Rismiyati Nurindarwati

Mulyoto

Dardiri Hasyim

1,2,3

Program Doktor Pascasarjana UNU Surakarta

e-mail: rirismiharjo@gmail.com

mulyoto_tp_u[email protected]om

adardirihayim@gmail.com

*Correspondence: rirismiharjo@gmail.com

Submitted: 22 March 2022, Revised: 04 April 2022, Accepted: 16 April 2022

Abstract. The study aimed at describing the achievement of evaluation model of character

education program in learning Islamic Religion and Attitude subject, in implementing teaching

learning activity, extracurricular and implementing character education program in SMP Negeri 1

Surakarta. The study used CIPP (Contest, Input, Process, and Product) model as means to conduct

evaluation. The approach used in this study was descriptive. The data were collected during

evaluation process were by interview, observation, document and questionaire. The data were

analyzed by using data reduction, data presentation, and drawing conclusion. The data sources

were headmaster, committee, Islamic Religion teachers, students’ parents, and students of VIII and

IX year. Result of the study showed that character education program in learning Islamic Religion

and Attitude subject have achieved good result implemented by the school holder. On the stage

of context, the mean achievement was 88.33% belonging to effective category. On the stage of

input, it has achieved 91.78% belonging to effective category. On the stage of process, it has

achieved 87.60% belonging to effective category. Finally, the stage of product showed the mean

of 90.04% belonging to effective category. Overall, the implementation of character education

program in learning Islamic Religion and Attitude subject has fulfilled the criterion standards, but

there were several things to improve, such as: 1) headmaster in coordinating the activity together

with the school holder needs to develop school activity to achieve excellent school, 2) teachers of

Islamic Religion and Attitude use the whole competences in performing their duties as educator

full of affection and improving character values in daily activity at school, 3) students in

implementing their the character education values at school must be improved, 4) parents must

give more attention for their children in educating and implementing habit in doing good behavior

in daily life.

Keywords: evaluation model; character education program; learning Islamic religion and attitude;

SMPN 1 Surakarta.

Rismiyati Nurindarwati, Mulyoto, Dardiri Hasyim | 1454

DOI : 10.36418/jrssem.v1i9.152 https://jrssem.publikasiindonesia.id/index.php/jrssem/index

INTRODUCTION

Education is an integral part of the life

of a nation, education is a cultural process

to improve human dignity, with human

education can develop individual potential

so that they can live optimally both as

individuals and members of society.

Education is a necessity for human life

throughout their lives, both as individuals,

social groups, and as a nation and state.

Through good and quality education and

formed individuals with good character

with good individual characters will form a

good society, with good community

character it will form a good character of

the nation and state as well.

With the social phenomena that occur

that can show character degradation

behavior, globalization does not penetrate

all corners of our country, big cities, small

towns, and even to villages and remote

areas. This negative influence can damage

morale and religious defenses. The internet,

mobile phones, television, and other media

are information and communication media

that continue to run rapidly and can

damage the established order that has

been firmly and firmly held. This negative

globalization has undermined the morality

and character of the Indonesian nation

today, the collapse of the morality and

character of this nation has resulted in

various calamities and disasters in this

country. These disasters and disasters

extend to the social, religious, legal, and

political realms. Socio-religious disasters

can be observed in the loss of human

ethics, good and noble social manners,

shocks in the field of law and politics can be

observed in cases of corruption that occur

in institutions in this country from the top

to the bottom level. The practice of bribery

can be seen from the central level to the

village level, the existence of money

politics, the number of brawls between

students, between students or between

youths, between communities, between

schools. Drug abuse, gambling either in the

city or in the village, cheating in exams,

promiscuity, many acts of violence that

disturb the community such as persecution,

bullying, and murder.

The Ministry of National Education has

indicated that the source of disaster and

calamity that destroys the morality of the

Indonesian nation is the neglect of

character education. Character is a very

important aspect to improve humanity in

the future.

Strong character is a prerequisite to

being a winner in the current or future

competition field. Character education is a

very important nation's foundation and

needs to be instilled in children from an

early age (Masnur, 2011)

Character education is an effort to build

a child's mental development both

physically and mentally from his natural

nature towards a better human civilization.

Character education is a continuous and

continuous process so that it can produce

good and quality personal tenacity based

on religious values, Pancasila, and the

nation's cultural values. This has become an

urgent need due to the degradation of

morals, degradation of knowledge, and

degradation of morals that have been very

acute which infects the Indonesian nation

in all circles, especially among students,

students, youth, and the community.

Character education in schools is the

1455 | Evaluation Model of Character Education Programs in Islamic Religious Education and 
Moral Education Learning at SMP Negeri I Surakarta 
 
inculcation  of  character  values  to  school 
members  which  includes  components  of 
knowledge,  awareness  or  willingness  and 
actions  to  implement  these  values  both 
towards  God,  to  oneself,  fellow  human 
beings, the environment, and nationality. 
The  government  is  very  concerned 
about and has provided a regulatory basis 
for the growth of character values. 
1.  Law  no.  20  of  2003  Article 3,  national 
education  functions  to  develop 
capabilities  and  shape  the  character 
and civilization of a dignified nation in 
the  context  of  educating  the  nation's 
life, aiming at developing the potential 
of  students  to  become human  beings 
who believe and have insight into God 
Almighty,  have  a  noble  character,  are 
healthy,  knowledgeable,  capable, 
creative,  independent  and  become  a 
democratic and responsible citizen.  
2.  National  Medium-Term  Development 
Plan  (RPJMN)  2015-2019 
“Strengthening  character  education  for 
school-age  children  at  all  levels  of 
education  to  strengthen  the  moral 
values,  character,  and  personality  of 
students  by  strengthening  character 
education  that  is  integrated  into 
subjects”. 
3.  Presidential Regulation No. 87 of 2017 
concerning  strengthening  character 
education  (PPK),  which  is  an 
educational  movement  under  the 
responsibility of the education unit to 
strengthen  the  character  of  students 
through harmonization of heart, taste, 
thought  and  sports  activities  with 
involvement and cooperation between 
education  units,  families  and 
communities.  
Character  education  is  character 
education  that  involves  aspects  of 
knowledge  (cognitive),  feelings  (feeling), 
and  action  (action).  Without  these  three 
aspects,  character  education  will  not  be 
effective (Cheung & Lee, 2010); (Birhan et 
al., 2021). Character education in schools all 
components  (stakeholders)  must  be 
involved,  these  components  include 
curriculum,  learning,  and  assessment 
processes, handling or managing subjects, 
school  management,  activity 
implementation,  implementation  of 
extracurricular  activities,  empowerment  of 
infrastructure, financing, and work ethic for 
all school members (Agus, 2012); (Muliyono 
et al., 2019); (Sumirattana et al., 2017). 
 
Controlling the quality of education is 
essentially controlling the quality of human 
resources in the system. Quality control can 
be  obtained  through  evaluation, 
assessment,  testing,  and  measurement  of 
education  that  is  valid,  credible, 
comparable, and carried out professionally 
(Giarti, 2015). Assessment is expected as an 
instrument  of  quality  assurance,  quality 
control, and improvement of the quality of 
the  education  system,  both  at  the  class, 
school, regional, and national levels. 
In  general,  the  implementation  of 
character  education  in  schools  involves 
three  (3)  management  functions,  namely 
planning, implementation, and control. The 
first function is planning which involves the 
formulation  of  basic  competencies, 
determining  the  types  of  characters,  and 
estimating how they are formed (Retnawati 
et  al.,  2018);  (Pala,  2011);  (Syarnubi  et  al., 
2021).  The  second  function,  an 
implementation  which  is  a  process  that 
provides  certainty  in  learning, has  human 

Rismiyati Nurindarwati, Mulyoto, Dardiri Hasyim | 1456

resources and facilities so that it can form

the desired competence and character. The

third function, control or commonly called

assessment. This aims to ensure the

performance that has been achieved so

that it can be in accordance with the plans

and goals that have been set. Every

educational institution is recommended to

be able to carry out continuous character

education assessments at SMP Negeri I

Surakarta. It has also planned and

implemented a character education

program in Islamic religious education and

character education which is followed by all

students from every level, so character or

moral education is the essence From

learning Islamic religious education, it is

hoped that the goals of Islamic religious

education and character at SMP Negeri I

Surakarta can be achieved more quickly

and well.

Character or morality is the main thing

that is formed through the teachings of

Islam (Laeheem, 2018). Allah SWT sent the

prophet Muhammad SAW in order to

improve human character. Intellect is an

advantage given by God to help humans

determine whether they will become

human beings with noble and civilized

character or not.

Allah has revealed the noble character

of the prophet Muhammad SAW which is

explained in the Qur'an Surah Al Qolam

verse 4 which means "And indeed you

(Muhammad) really have a noble character

(Ministry of Religion of the Republic of

Indonesia, 2007).

Character education can be interpreted

as value education, moral education,

character education, character education

which aims to develop the self-potential of

students to realize the goodness in

everyday life, as in Islamic religious

education seeks to provide guidance both

physically and spiritually for students (in

This is junior high school students)

developed all human resources and human

nature towards the formation of the main

personality.

To realize character values can be

owned, understood, and practiced by

students. For junior high schools, it is

necessary to implement character

education in Islamic religious education in

junior high schools, especially by Islamic

religious education teachers and other

teachers who are supported by school

principals, so that the goals of character

education can be achieved properly. To

describe the character education program

in the learning of Islamic Religious

Education and Budipekerti at SMP Negeri I

Surakarta, it is necessary to evaluate. In

order to be fully covered, the CIPP

evaluation model from Stufflebeam is used,

namely Context, Input, Process, and

Product, by evaluating the context, input,

process, and product of character

education in Islamic religious education

and character education. character in SMP

Negeri I Surakarta.

From the above background, the

author is interested in bringing it up in a

study entitled "A Model of Evaluation of

Character Education Programs in Islamic

Religious Education and Budipekerti

Learning (Case Study at SMP Negeri I

Surakarta).

METHODS

This type of research is evaluation

1457 | Evaluation Model of Character Education Programs in Islamic Religious Education and

Moral Education Learning at SMP Negeri I Surakarta

research that focuses on the evaluation

model of character education programs in

Islamic religious education and character

education using the CIPP (context, input,

process, and product) model from

Stufflebeam. Program evaluation includes

the implementation of program materials

with an emphasis on evaluating context,

input, processes, and products.

Context evaluation research includes

educational readiness, learning climate,

and the importance of implementing

character education and its constraints,

vision, mission and objectives of character

education implementation, development

of character education values in schools

through habituation.

Evaluation of inputs, namely support

for schools for character education,

learning planning by PAI teachers which

includes the PAI curriculum, preparation of

syllabus and lesson plans, readiness of

students in the implementation of

character education, supporting factors

and obstacles in implementing character

education in schools. Process evaluation

includes the implementation of PAI

learning and manners in the classroom

(intracurricular) and outside the classroom

(extracurricular), character formation and

habituation in learning and the

implementation of learning evaluations

carried out by PAI teachers.

Product/outcome evaluation includes the

refraction of character education which has

become a student's need, increasing the

value of student report

cards/achievements, teacher performance,

meeting minimum completeness criteria

for attitude, knowledge, and skill

competencies.

CIPP evaluation model research steps

Figure 1. Use of Survey Research Methods for Program Evaluation Research, Stuflebeam

Model (Alwi et al., 2021).

Qualitative data activities are carried

out interactively and take place

continuously until complete so that the

data is saturated. The researcher uses data

analysis which includes three stages,

namely data reduction, data model (data

display), and conclusion

drawing/verification.

RESULTS AND DISCUSSION

Context Evaluation Analysis of Character

Education in PAI and Budipekerti

Learning at SMP Negeri 1 Surakarta

1. Education Programs are Activities

Conducted in the Framework of

Educational Goals, in accordance with

the Strategies and Policies

Implemented at SMP Negeri 1

Rismiyati Nurindarwati, Mulyoto, Dardiri Hasyim | 1458

Surakarta

a. Conducive Learning Climate in

School

A conducive learning climate in

schools is one of the determinants

of an effective teaching and

learning activity, students feel the

learning atmosphere in the

classroom and in the school

environment is safe and

comfortable in carrying out learning

activities, a conducive learning

environment brings students to

learn calmly, happily and

comfortably. enthusiastically, it is

hoped that student learning

achievement can be achieved

optimally. Teachers as learning

managers who are able to create a

learning climate in good classroom

management allow students to

learn in a comfortable, safe, and fun

way so that they can focus their

minds on what is being studied.

Good environmental conditions of

the building, tidiness, cleanliness,

security, and comfort of the

educational environment so that

the school atmosphere is conducive

to learning. The objective reality of

the results of the author's

observations or observations is that

95% of the learning climate in

schools is conducive.

b. Orderly and Scheduled Learning

Orderly learning is an

educational program at SMP Negeri

1 Surakarta, namely activities

carried out in order to achieve goals

according to the expected

educational strategies and policies,

namely schools carry out active,

innovative, creative, effective, and

fun learning. Empowering learning

according to the potential of

students to master the expected

competencies. The vice-principal in

the curriculum sector makes a

learning schedule for all lessons

from class VII to class IX so that the

implementation of learning can

take place well, safely, and regularly,

all teachers/educators can carry out

learning activities by applying what

is stated in the lesson schedule. The

objective reality of the results from

the author's observation is that it is

proven that 100% of the learning is

scheduled in an orderly manner.

c. Learning Islamic Religious

Education and Morals

Islamic religious education and

character education is a conscious

(Taufik, 2020); (Suyono, 2021);

(Anggraini et al., 2022), planned

effort in preparing students to

practice, understand and live so

that they have faith, piety, and

noble character in practicing Islamic

teachings from the main source of

the holy book the Qur'an and

hadith through teaching guidance.

Islamic Education and

Budipekerti learning in schools is a

learning that is responsible for

developing the faith, devotion, and

character of students as mandated

by the national education goals set

out in the explanation of Law no. 20

of 2003 concerning the national

education system, namely religious

education is carried out to form

1459 | Evaluation Model of Character Education Programs in Islamic Religious Education and

Moral Education Learning at SMP Negeri I Surakarta

independent students who have

faith and fear of God Almighty and

have noble character. The

implementation of Islamic religious

education and Budipekerti in SMP

Negeri 1 Surakarta formally

according to the 2013 curriculum is

scheduled for 3 hours per week, in

addition to extracurricular activities

which are led by three (3) PAI

teachers, namely Rohmad Rois,

S.Ag., M.Pd., Buchori, S.Ag and Ulfah

Husniah Wahyuni, S.Ag., M.Pd.

PAI and Budipekerti subjects in

the 2013 curriculum are fields of

study developed in schools through

the learning process and fostering

the physical and spiritual

development of students so as to

achieve the desired learning goals

based on an integrated character.

The purpose of Islamic religious

education in schools is to form and

increase faith through giving and

cultivating knowledge,

appreciation, observing an

experience of students about the

religion of Islam so that they

become human beings who believe,

fear God Almighty, and have a

noble character in personal, social,

national and international life.

patriotic. The objective reality

according to the author's

observations is that 100% of Islamic

religious educators have carried out

PAI and Budipekerti learning in an

orderly manner at school.

2. Regulation Program

Regulations, which are

commonly called rules and

regulations, are used as a basis for

bringing order and creating a sense

of security and comfort.

Regulations or rules at SMP Negeri

1 Surakarta are based on policy

guidelines from educational

institutions, regulations/rules are

drawn up by the principal as the

authorized party then socialized

and discussed with the teacher

council through joint meetings to

be implemented in schools. The

rules relating to students are read

out by the school principal during

the ceremony, namely student rules

in intracurricular activities before

the learning process takes place,

during the learning process,

prohibitions that must be obeyed

by students, and sanctions for

students who violate school rules.

according to the severity of the

offense.

Rules are used as a

benchmark/guideline for students

to behave in accordance with what

is expected by the school so as to

create a conducive and orderly

school atmosphere. The objective

reality, according to the results of

the documentation study, is that

65% of school rules and regulations

are available, but the Decree of the

Implementing Team does not exist.

3. Needs Analysis

Needs analysis according to the

results of interviews from several

sources such as principals,

homeroom teachers, parents, and

Rismiyati Nurindarwati, Mulyoto, Dardiri Hasyim | 1460

students, all stated that character

education programs are needed for

the development of students'

attitudes and behavior to be

better/positive. Based on the results

of interviews and needs analysis

tables, 95% of character education

programs are proven by schools,

principals, homeroom teachers,

teachers, guardians of students and

students, but there are 5% of the

responses that feel there is no need

for character education programs,

namely from students. This is

because he is not yet aware of the

importance of implementing

character education in schools.

4. School Culture/ Climate

SMP Negeri 1 Surakarta always tries

to create a conducive school

environment by familiarizing/applying

the character values of each activity so

that the learning atmosphere becomes

comfortable and calm so that the

learning process can be better and

optimal. The school implements school

culture-based learning, namely:

a. Strengthening class-based

character education such as

integrating the learning process in

the classroom through curriculum

content in subjects, developing

local content according to regional

needs.

b. Strengthening school culture-based

characters such as emphasizing the

habituation of the main daily values

at school, 5S habituation (smiles,

greetings, greetings, courtesy, and

manners).

c. Strengthening community-based

characters such as implementing

and empowering the environment

as a source of learning with the

existence and support of education

activists and NGOs.

The development of character

values in schools through various

activities and habituation according to

the observation of 75% that the

habituation of 5S schools is going quite

well. The conclusion of the average

achievement at the context evaluation

stage is 88.33%, which is in the high

category (in the effective category).

Analysis of Character Education Input

Evaluation in PAI and Budipekerti

Learning at SMP Negeri 1 Surakarta

1. Principal

The principal's task is to carry out

the implementation of education and

teaching in schools.

a. As a principal, in carrying out his

main duties he also functions as an

administrator, namely planning,

organizing educational and

teaching programs, and supervising

all educational activities in schools.

The principal is responsible for

coordinating all teachers, forming a

learning outcomes team, and

developing school activities

towards achieving a superior

school. The objective reality based

on the results of observations and

interviews is 95% of school

principals socialize with school

residents in routine and incidental

meetings and ceremonies.

b. Principals make plans and

1461 | Evaluation Model of Character Education Programs in Islamic Religious Education and

Moral Education Learning at SMP Negeri I Surakarta

preparations to develop character

values by involving all school

parties, being socialized through

meetings, or interacting with each

HR so that they are committed to

carrying out the principal's mandate

as well as possible. The principal

also evaluates the activities carried

out by the school in developing

character values through meetings

and coordination. Based on the

results of observations and

interviews, 85% of school principals

make plans and preparations for

developing character values by

socializing through meetings with

school residents.

c. Principals assist teachers in

designing activities to support

character education by taking into

account the existing obstacles to

implementing character education

in schools. The school through the

teacher council then socializes it to

students through routine Monday

ceremonies as well as ceremonies

on national days incidentally at

school. Based on the results of

observations and interviews, 87% of

school principals facilitate activities

according to the required needs.

2. Character Education Program

The character education program at

SMP Negeri 1 Surakarta is carried out

through teaching and learning

activities, extracurricular and character

application in the school environment,

other efforts to support character

education programs in schools

(religious values, discipline) by

holding: 1) Dhuha prayer in

congregation carried out during

breaks first.

2) The dhuhr prayer in congregation is

carried out during the second break

by students in grades 7, 8, and 9 who

are accompanied by teachers

3) Friday prayers at school which is

attended by all students who are

Muslim and accompanied by the

teachers

4) Al-Qur'an tadarus is held every

Tuesday and Thursday guided by the

Islamic Religion teacher from the

principal's office which is carried out

in parallel, this activity is to discipline

students so that they can come to

school on time for tadarus activities.

Al-Qur'an and create a calm and

conducive atmosphere

5) perform Eid al-Adha prayers and

carry out slaughter sacrifice. Funds

were collected from teachers and

students, on average each year 4

cows can be sacrificed, the meat of

which is distributed to school

neighbors, to the poor, pedicab

drivers, and requests from areas in

need.

Based on the results of observations

and interviews, 90% have been proven

by students in implementing character

education programs in schools.

3. Homeroom and Teacher

a. The homeroom teacher is

responsible and has the ability to

design learning programs as well as

a mediator and counselor who is

Rismiyati Nurindarwati, Mulyoto, Dardiri Hasyim | 1462

able to organize and manage the

class. The homeroom teacher acts

as a mediator if there are problems

between teachers, students, and

guardians of students. In addition,

the homeroom teacher is a teacher

who is burdened with tasks

according to the subjects being

taught. Based on the results of

observations, 88% of each

homeroom teacher is responsible

for managing learning programs in

managed classes and knowing the

condition of their students.

b. The homeroom teacher has an

important role in supporting the

implementation of the character

program, being responsible for

handling the classes he manages

with the school's main tasks

assigned to him because the

character education program is very

influenced by the students'

personalities to achieve the

achievements to be achieved both

academically and non-

academically. Based on the results

of observations and interviews, 82%

support the character education

program.

c. The task of the teacher as an

educator is to teach, train, guide,

and direct and assess, besides that

the teacher is also a role model for

students to instill character

education values so that teachers

are easily imitated and imitated by

students. Character education is

applied through teaching and

learning activities in the classroom,

the teacher provides an

understanding of the material to

students by applying and instilling

character values on the sidelines of

learning. Based on the results of

interviews, 80% of teachers act as

role models and instill character

education in learning.

4. Islamic Religious Education Teacher

a. The PAI and Budipekerti learning

implementation plan includes

curriculum, syllabus, and lesson

plans

In the 2013 curriculum, learning

activities are an educational process

to develop the potential of students

into abilities that can be seen in the

aspects of attitudes, knowledge,

and skills. Islamic religious

education and character education

is education based on aqidah which

contains the Oneness of Allah SWT

as the main source of life values for

humans and the universe. Aqidah is

the basis for developing the

character values of the Indonesian

nation.

Learning planning is designed

in the form of a syllabus and lesson

plan (RPP). The syllabus is a

reference for the preparation of the

learning framework for each subject

study material. In addition, the

syllabus is used as a reference in

developing lesson plans. The

syllabus is developed based on

graduate competency standards

and content standards for primary

and secondary education units

according to the learning pattern in

each particular academic year.

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Moral Education Learning at SMP Negeri I Surakarta

The lesson plan (RPP) is

prepared based on the basic

competencies set out in the

curriculum. Every educator has the

obligation to compile a complete

and systematic lesson plan so that

learning can take place

interactively, be fun, and motivate

students to participate actively.

Based on interviews with PAI

teachers and Budipekerti, PAI

teachers prepare RPP referring to

the teacher's handbook and

syllabus that have been determined

in accordance with the Regulation

of the Minister of Education and

Culture No. 103 of 2014 concerning

learning in primary and secondary

education, the elaboration of the

components of the learning

implementation plan. RPP is

translated from the syllabus to

direct student learning activities in

an effort to achieve basic

competencies (KD).

Based on the results of

interviews and documentation,

100% of PAI and Budipekerti

teachers prepare RPP in accordance

with the Regulation of the Minister

of Education and Culture No. 103 of

2014.

b. Character education planning in PAI

and Budipekerti learning

Based on the search for syllabus

documents and character

education lesson plans in PAI and

Budipekerti learning enter character

values by looking at basic

competencies (KD). The character

values developed by the Ministry of

Education and Culture are eighteen

(18) character values originating

from religion, Pancasila, culture, and

national education goals, namely

religion, honesty, disciplined,

tolerance, hard work, creativity,

independence, democratic,

curiosity know, the spirit of

nationalism, love of peace, social

care, care for the environment and

responsibility are included in the

basic competencies of Islamic

religious education subject matter

and character education. PAI

teachers in explaining PAI and

Budipekerti learning materials can

also explain character values that

need to be instilled in students'

personalities. Based on the results

of interviews and documentation,

95% of PAI and Budipekerti teachers

include character values in the

lesson plan (RPP).

5. Learners

Students are an important element

in the world of education as a

determinant of the ongoing teaching

and learning process in the classroom.

Students are the main factor in the

formation of character education

programs in schools. The results of

student interviews about students'

knowledge of character education and

the readiness of students to carry out

character education.

a. Students' knowledge of character

education from class VIII D and IX B

students totaling 64 students

1) Do students understand

character education?

Rismiyati Nurindarwati, Mulyoto, Dardiri Hasyim | 1464

Answering yes: 57 students:

96.06%, answering no: 7

students: 10.94%

2) Can character education form a

better person?

Answer yes : 56 students, 87,

50%, no : 8 students : 12,50%

3) Does the teacher give examples

and guide students to

distinguish between good and

bad deeds?

Answered yes : 50 students :

78.13%, no : 14 students :

21.87%.

Average answer yes: 84.91%, no:

15.09%

b. Readiness of students in carrying

out character education

1) Are students ready to carry out

any activities that increase their

abilities and talents?

Answer yes : 60 students :

93.75%, answer no : 4 students :

6.25%

2) Will the students carry out the

rules in school well?

Answer yes : 64 students : 100%,

no : 0 students : 0%

3) Do students always get used to

applying character values such

as religion, honesty, disciplined,

friendly, caring for the

environment, and

responsibility?

Answered yes : 55 students :

85.93%, no : 9 students : 14.07%.

Average answer yes: 93.33%,

answer no: 10.67%.

From the results of

interviews about students'

knowledge of character

education and students are

ready to carry out character

education. Average answer yes:

89.12%, answer no: 12.88%.

c. Obstacles in carrying out character

education

1) Are there still many students

who are lacking in carrying out

character values at school?

Answering yes: 7 students:

10.94%, answering no: 57

students: 89.06%

2) Is the school environment less

conducive/comfortable to carry

out activities?

Answering yes: 6 students:

9.37%, answering no: 58

students: 90.63%

3) Are there still many students

who get sanctions/punishments

given by the teacher?

Answering yes: 4 students:

6.25%, answering no: 93,75%.

Average answer yes: 8.85%,

answer no: 91.15%

Based on the results of

interviews, 88.83% of students

understand character education

and are ready to carry out

character education, and

91.15% of students do not

experience problems in

implementing character

education in schools.

6. Curriculum

The syllabus and lesson plans are

prepared based on a curriculum that

reflects character education. The

curriculum is used as a guide in

regulating educational activities and

1465 | Evaluation Model of Character Education Programs in Islamic Religious Education and

Moral Education Learning at SMP Negeri I Surakarta

teaching Islamic religious education

and character education, associated

with character education values

including:

a. Forming students to become

people of faith and piety to God

Almighty and have noble character.

b. Increase awareness and insight of

students on the status of rights and

obligations in the life of society,

nation, and state.

c. Improve yourself as an independent

and responsible human being and

instill habits of thinking, scientific

behavior that are critical, creative,

and independent.

The lesson plan (RPP) is a learning

procedure to achieve basic

competencies. Based on the results of

interviews and documentation of 95%,

the syllabus and lesson plans for Islamic

religious education and Budipekerti

reflect the values of character

education.

7. Infrastucture

Infrastructure as supporting the

success of the educational process in

schools. Equipment to support the

implementation of education in

teaching at SMP Negeri 1 Surakarta,

infrastructure facilities can be said to be

complete, classrooms, principal's room,

teacher's room, curriculum room,

administration room, library, mosque,

computer laboratory, lab. Science,

social studies, mathematics, UKS room,

student council room, sports room,

equipment room, gallery room,

cleaning service room, meeting hall,

meeting room, BK room, scout room,

PAI library, function room, picket room,

warehouse, ceremonial fields, sports

fields, parking fields, tool rooms, and

skill materials can be said to be very

complete. Based on the results of

observations and documentation,

100% of the infrastructure facilities in

SMP Negeri 1 Surakarta are complete

and good to support the

implementation of the teaching and

learning process.

8. Parental Support

Parental support by holding

periodic meetings to discuss school

programs, children's development,

results that have been achieved, and

existing problems. According to the

results of observations and interviews

conducted by researchers, all parents

support educational programs in

schools, both religious education and

character education, so that good

habits at school will affect the attitudes

and behavior of children at home and

outside the home. Based on interviews,

90% of school principals hold meetings

with parents to provide information

regarding children's development at

school or through circulars about

children's development at school.

9. Financing

In the implementation of character

education programs which are

implemented through intracurricular

and extracurricular activities as well as

the application of character culture in

schools. Schools allocate funds for

educational costs which consist of

operational costs and personal costs for

Rismiyati Nurindarwati, Mulyoto, Dardiri Hasyim | 1466

instructors for extracurricular activities

in detail. Based on the results of

interviews and documentation, 100% of

schools have data containing the use of

BOS and BOP funds to be clear and

detailed.

The conclusion of the average

achievement at the input evaluation

stage is 91.78%, which is in the high

category or in the effective category.

Analysis of the Process Evaluation of

Character Education in PAI and

Budipekerti Learning at SMP Negeri 1

Surakarta

1. Intracurricular Learning Activities

a. Implementation of Character

Education in Islamic Education

and Character Education

The implementation of

character education in Islamic

religious education and character

education is carried out in two ways,

namely by intracurricular and

extracurricular education. Activities

in the intracurricular

implementation of character

education incorporate character

values into all subject matter for

Islamic religious education and

character education. The general

material aspects given to students

are the Qur'an, Hadith, faith,

morality, fiqh, tareah, and Islamic

culture.

Based on the results of

observations, documentation, and

interviews, 95% of the character

values entered into PAI and

Budipekerti subjects were carried

out to explain/apply character

values while explaining the PAI and

Budipekerti material.

b. Evaluation of PAI Learning and

Behavior

Assessment is a form of PAI

teacher activity to measure the

achievement of the learning

objectives that have been set. The

assessment is carried out

comprehensively starting from the

input, process, or outcome covering

the domains of attitudes,

knowledge, and skills. Evaluation of

learning outcomes is carried out

during the learning process and at

the end of the lesson, a unit using

methods and tools: oral/action tests

and written tests. The final

evaluation results are obtained

from a combination of process

evaluation and evaluation of

learning outcomes. The value of PAI

and Budipekerti learning outcomes

obtained an average of 91.14%,

while the KKM value was set at 81,

meaning that the PAI value could

exceed the specified KKM material.

The PAI teacher gives a score of

90 which means assessing the

character attitudes of students with

the predicate A. When following the

character education assessment

issued by the Ministry of National

Education, the implementation of

character education in PAI has four

(4) categories, namely BT (not yet

visible), MT (beginning to be seen),

MB (starts to develop), MK

(cultured) means that students

1467 | Evaluation Model of Character Education Programs in Islamic Religious Education and

Moral Education Learning at SMP Negeri I Surakarta

continuously demonstrate the

behavior stated in the indicators

consistently. Of the four categories,

the implementation of character

education in PAI and Budipekerti

learning includes MK, meaning that

students of SMP Negeri 1 Surakarta

continuously demonstrate the

behavior stated in the indicators

consistently. Based on the results of

interviews, observations, and

documentation of 93%, the

evaluation of PAI and Budipekerti's

learning has exceeded the KKM

score.

2. Extracurricular Activities

Familiarize students with

positive attitudes and behaviors in

everyday life through

extracurricular activities.

Extracurricular activities are not just

to develop student's talents and

interests but can also improve

students' cognitive, affective and

psychomotor abilities.

Extracurricular activities according

to the curriculum are grouped into

2 parts, namely compulsory scout

extracurricular and there are five (5)

choices, namely paskibraka, PMR,

dance/music arts, the art of reading

the Qur'an, and Pencak silat/karate.

Scout extracurricular activities

based on observations and

interviews have values of a religious

character, discipline, curiosity,

friendly/communicative,

environmental care, responsibility,

and independence. Based on the

results of observations and

interviews, 87% of students get

used to having positive attitudes

and behaviors in everyday life

through extracurricular activities.

3. Supervision

The main task of schools is to

carry out supervision of character

education by monitoring and

evaluating the implementation of

character education in schools.

Conduct incidental evaluations of

the character development of

students: a) evaluation meetings are

conducted by the principal together

with teachers and education staff,

b) take immediate action against

students with problems such as

bullying/injuring friends, doodling

on walls, smoking, it will

immediately be

addressed/addressed by giving

warnings/advice as well as giving

educational sanctions, c) preparing

picket teachers for routine

supervision at school, d) providing

reports to parents about the

condition of students at school on a

regular basis. Based on the results

of observations and interviews,

there were 83% of principals,

teachers, and picket teachers

worked together in monitoring and

directing the implementation of

character education.

4. Movement for Strengthening

Character Education (GPPK)

As a driving force for school

residents to implement character

education. Schools seek to

strengthen the character of

students through programmed

character education movements in

Rismiyati Nurindarwati, Mulyoto, Dardiri Hasyim | 1468

order to increase the quality of

character education. This activity

involves school principals, teachers,

education staff, parents, and the

community. Based on the results of

observations and interviews, 80% of

almost all schools (principals,

teachers, education staff) and

parents have instilled character

values in students.

The conclusion of the average

achievement at the process

evaluation stage is 87.60%, which is

in the high category or in the

effective category.

Product Evaluation Analysis of Character

Education in PAI and Budipekerti

Learning at SMP Negeri 1 Surakarta

1. Character Values

The values of character education

through integration into teaching and

learning activities (KBM) in accordance

with the learning implementation plan

(RPP) made by PAI teachers and other

subject teachers in accordance with the

national curriculum guidelines, it is

hoped that students can get used to

carrying out character education in

everyday life, both at school and

outside of school.

The character values developed by

the Ministry of Education and Culture

are eighteen (18) character values, from

eighteen (18) characters there are eight

(8) character values which are the basis

for character development at SMP

Negeri 1 Surakarta, namely the values

of a religious character, discipline,

honesty. , tolerance,

friendly/communicative, curiosity, care

for the environment, and responsibility.

From the results of student

interviews as many as 64 students of

class VIII D and IX B obtained the

number of percentages:

a. Religious

Students pray before and after

learning, students shake hands with

the teacher when they arrive at

school, students greet friendly

when entering the room, perform

the dhuhr prayer in congregation.

Answer yes: 89.06%, sometimes:

10.94%.

b. Discipline

Students come to school and

enter class on time, students obey

school rules, students do all

assignments seriously on time. Yes,

answer 85.93%, sometimes: 14.07%.

c. Honest

Students work on tests/exams

honestly, if they make mistakes,

they are ready to admit it, students

report data or information as they

are. Always: Yes: 86.98%,

sometimes : 12.5%, no : 0.56%.

d. Tolernce

Students respect the opinions

of others, students accept

agreements even though they have

different opinions, as students

forgive other people's mistakes.

Answered yes : 81.25%, sometimes :

17.71%, no : 1.04%.

e. Friendly/Communicative

Maintaining good relations

between friends, students helping

those who are having difficulties,

students listening and respecting

the opinions of others. Answered

1469 | Evaluation Model of Character Education Programs in Islamic Religious Education and

Moral Education Learning at SMP Negeri I Surakarta

yes : 77.61%, sometimes : 20.83%,

no : 1.56%.

f. Curiosity

Students ask teachers or friends

about learning materials that they

don't understand, students use

school facilities such as libraries to

increase knowledge, students study

subjects that will be taught

tomorrow. Answered yes : 68.75%,

sometimes : 27.08%, no : 4.17%.

g. Environmental care

Students carry out class pickets

according to schedule, students

throw garbage in its place, students

participate, and keep the school

environment clean. Answered yes:

79.69%, sometimes : 19.27%, no :

1.04%.

h. Responsible

Students perform individual

tasks well, students accept the risk

of the actions taken, students return

borrowed items. Answer yes:

86.46%, sometimes: 13.54%.

Based on the table of student

interviews, the average character value

who answered yes carried out the

character value as much as 81.97%; and

sometimes execute character values as

much as 16.99%.

2. Internalization

Internalization is the process of

instilling a belief, attitude, value that

becomes a person's social behavior so

that he does it because he feels it is a

necessity. The formation of the habit of

carrying out character education in

schools has become a necessity or

routine for students such as always

respecting elders, always being honest

at all times, trying not to lie to anyone,

being moved to give help to other

friends in need, trying to practice

thinking independently. so that the

exam or test does not stagnate, change

a bad attitude for the better, increase

worship because it will be improved

later there will be an afterlife and

others. Based on the results of

interviews and observations, 87% of

students are accustomed to carrying

out character education in schools.

CONCLUSIONS

Based on the analysis of the evaluation

results of each stage that has been

obtained, it can be concluded that the

character education program in learning

Islamic religious education and character

education at SMP Negeri 1 Surakarta can

be categorized as effective. This can be

seen from the following four aspects:

1. Context evaluation is in the effective

(high) category, most of which have

been fulfilled well, from education

programs, a conducive learning climate,

orderly learning, regular PAI and

character education learning, clear and

detailed regulation of character

education programs that adhered to by

students, the program is in accordance

with the needs of the community, which

is needed by increasing students'

learning and participation in

extracurricular activities as well as the

enthusiasm of students in carrying out

character education programs. A

conducive school culture/climate by

getting used to applying character

Rismiyati Nurindarwati, Mulyoto, Dardiri Hasyim | 1470

values in every activity so as to make

the learning atmosphere better and

more enjoyable, but 5S habituation is

not optimal because basically, students

need to be guided and directed to get

used to implementing 5S in everyday

life.

2. Evaluation of inputs (input) is in the

effective (high) category, most of the

input components have been fulfilled

properly, the principal has coordinated

all activities with school residents to

develop school activities towards

achieving superior schools. The

character education program is

implemented through teaching and

learning activities and extracurricular

activities. Planning for character

education in Islamic religious learning

and the character values of PAI teachers

incorporate character values into PAI

subject matter by looking at basic

competencies to be explained and

applied to students. Parental support

holds periodic meetings with school

principals to discuss school programs,

foster children's development, and

existing problems. The majority of

students understand character

education and are ready to implement

it by getting used to applying character

values, only a few students do not get

used to applying character values

because of their lack of understanding.

3. Process evaluation is in the effective

category (high) and all components

have been implemented well. The

implementation of character education

in PAI and Budipekerti learning has

been carried out well, the evaluation of

PAI and Budipekerti learning outcomes

has achieved good achievements and

has exceeded the KKM score, students

get character education scores with A

predicate including the MK category

(cultured). However, the formation and

habituation of character in school

activities must be improved, such as

religious values, discipline, honesty,

tolerance, curiosity, environmental care,

and responsibility. The

supervision/supervision component

needs to be further improved in the

implementation of monitoring,

evaluation, and control of student

activities at school.

4. Product evaluation is in the effective

(high) category, most of the product

components have gotten good results,

in terms of character value cultivation,

internalization, or habituation of

carrying out character education values

in observing character education in

schools is good, as well as from the

results The increase in the value of PAI

and Budipekerti learning outcomes

which are able to describe the

acquisition of learning outcomes in the

form of developments in improving

aspects of attitudes, knowledge, and

skills in odd and even semesters has

exceeded the predetermined KKM

value. Likewise, the results of the

achievements, both academic and non-

academic, show good results.

1471 | Evaluation Model of Character Education Programs in Islamic Religious Education and 
Moral Education Learning at SMP Negeri I Surakarta 
 
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