Pendidikan Karakter Anak dalam Komunitas Sekolah Marjinal di Yogyakarta

Abstract

Education for marginalized children in Indonesia, especially in Yogyakarta, is still not optimal even though there is a nine-year compulsory education policy. Factors such as limited infrastructure, difficult access, and lack of character education contribute to the low quality of education in marginal areas. This research aims to see how character education exists in Marginal School Communities, as well as supporting and inhibiting factors in implementing character education in Marginal School Communities. This research is qualitative research with a case study approach. The informants in this research were the head of the Marginal School Community, Marginal School Community volunteers, and children in the Marginal School Community who were obtained through a purposive sampling technique. Data collection techniques use observation, interviews and documentation. Data analysis uses the Miles and Huberman model. Test the validity of the data using source triangulation and technical triangulation. The research results show that character education in Marginal School Communities (KSM) has an important role in shaping children's character which includes religious, social, nationalist, independence and creativity aspects. Supporting factors in implementing children's character education in Marginal School Communities (KSM) are commitment and dedication from administrators and volunteers, awareness of the importance of character education from various parties, a supportive surrounding environment, as well as parental involvement and support. Meanwhile, inhibiting factors include teacher turnover and unpreparedness, limitations in the conditions of marginalized children, inadequate facilities and infrastructure, and less than optimal use of cellphones or social media.