MANAJEMEN MUTU PENDIDIKAN KARAKTER HOLISTIK PADA SEKOLAH MENENGAH KEJURUAN (SMK) DI KOTA BANDAR LAMPUNG

ENY, SETYAWATI (2026) MANAJEMEN MUTU PENDIDIKAN KARAKTER HOLISTIK PADA SEKOLAH MENENGAH KEJURUAN (SMK) DI KOTA BANDAR LAMPUNG. Doctoral thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Pendidikan karakter merupakan bagian integral dari tujuan pendidikan nasional yang harus dikelola secara efektif, adaptif, dan berkelanjutan, khususnya pada jenjang Sekolah Menengah Kejuruan (SMK) yang berorientasi pada kesiapan kerja lulusan. Namun, implementasi pendidikan karakter di SMK masih menghadapi berbagai permasalahan, seperti bersifat parsial, tidak terintegrasi dalam sistem manajemen sekolah, serta belum berdampak nyata pada perubahan perilaku murid. Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan perencanaan, pelaksanaan, evaluasi, dan menemukan strategi perbaikan mutu pendidikan karakter holistik pada Sekolah Menengah Kejuruan (SMK) di Kota Bandar Lampung. Metode penelitian yang digunakan adalah penelitian kualitatif dengan rancangan studi multi-situs pada 3 (tiga) SMK di Kota Bandar Lampung, yaitu SMKN 1, SMKN 2, dan SMKN 4 Bandar Lampung. Data diperoleh melalui wawancara mendalam, observasi partisipatif, dan studi dokumentasi, kemudian dianalisis secara interaktif dengan model analisis lintas situs. Hasil penelitian menunjukkan bahwa manajemen mutu pendidikan karakter holistik telah menerapkan prinsip PDCA (Plan, Do, Check, Act). Pada tahap perencanaan, sekolah merancang program pendidikan karakter yang tertulis dan terintegrasi dengan visi, misi, dan kurikulum sekolah; tahap pelaksanaan melalui pembelajaran intra, ekstra, dan budaya sekolah berbasis keteladanan; evaluasi dilakukan melalui penilaian sikap, refleksi, dan supervisi akademik; dan hasil evaluasi tersebut dijadikan dasar untuk strategi perbaikan berikutnya. Novelty penelitian ini menghasilkan model implementasi manajemen mutu pendidikan karakter holistik RALACTA-ES yang dapat berkontribusi untuk SMK atau jenjang sekolah lainnya dalam manajemen mutu pendidikan karakter holistik. ABSTRACT Character education is an integral component of the national education objectives and must be managed in an effective, adaptive, and sustainable manner, particularly at the vocational high school level (Sekolah Menengah Kejuruan/SMK), which is oriented toward graduates’ work readiness. However, the implementation of character education in SMKs continues to face various challenges, including its partial nature, lack of integration into the school management system, and limited observable impact on students’ behavioral change. This study aims to analyze and describe the planning, implementation, evaluation, and find strategies for improving the quality of holistic character education in vocational high schools (SMKs) in Bandar Lampung City. This research employed a qualitative approach using a multi-site study design conducted at three vocational high schools in Bandar Lampung City, namely SMKN 1, SMKN 2, and SMKN 4 Bandar Lampung. Data were collected through in-depth interviews, participatory observation, and documentation review, and were analyzed interactively using a cross-site analysis model. The findings indicate that the quality management of holistic character education has applied the PDCA (Plan, Do, Check, Act) principles. At the planning stage, schools designed written character education programs integrated with the school’s vision, mission, and curriculum. The implementation stage was carried out through intracurricular and extracurricular learning activities, as well as school culture development based on role modeling. Evaluation was conducted through attitude assessment, reflection, and academic supervision, and the evaluation results were used as the basis for subsequent quality improvement strategies. The novelty of this study lies in the development of the RALACTA-ES holistic character education quality management implementation model, which may contribute to vocational high schools and other educational levels in quality managing holistic character education.

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