Implementasi Program Penguatan Pendidikan Karakter Siswa di Sekolah Menengah Pertama (SMP) Negeri 4 Kota Binjai Sumatera Utara

Abstract

Youth is the future asset of a nation. Juvenile delinquency or known in English as juvenile delinquency is a social pathological symptom in adolescents caused by a form of social neglect. Characters are inner standards that are implemented in various forms of self-quality that cause adolescents to commit crimes or are often referred to as juvenile delinquency. The purpose of this study was to describe the Implementation of Student Character Education Strengthening Programs in Junior High Schools (SMP) Negeri 4 Binjai City, North Sumatra. The research method used in this research is descriptive research with a qualitative approach. The sampling technique to gather information that will form the basis of this research uses a purposive sampling technique. directing data collection according to needs through selecting and determining informants who truly master information and are trusted to be data sources. The results of the research show the results of research conducted by researchers at SMP Negeri 4 Binjai. Schools that carry out various activities through teachers in schools because teachers have an important role and function in forming a child's personality, in order to prepare and develop human resources and for the progress of the nation and state, Implementation of PPK through P5 activities. As for class-based activities, they are 1) reading the scriptures, 2) literacy activities, 3) Pre-KBM activities (reading Pancasila, singing the Great Indonesia Song and praying), 4) greeting the teacher at the beginning and at the end of learning, and 5 ) class cleanliness. Whereas those based on school culture are implemented with several main habits such as 1) shaking hands when meeting teachers, 2) carrying out ceremonies, 3) 5S culture, 4) gardening and caring for plants with the same goal so that children are not only good at lessons but also must having good ethics and morals The inhibiting factor is the loose commitment of the teacher in carrying out his role which can also loosen the seriousness of students in carrying out habituation activities, lack of awareness of students towards implementation, because indeed not all students can be orderly when there is no supervision, lack of concern for student guardians too make students have no motivation in carrying out habituation activities at school.