Strategi Guru Pendidikan Pancasila dalam Penguatan Karakter Kejujuran Peserta Didik Kelas VII di SMPN 2 Banjarmasin

Penelitian ini bertujuan untuk menganalisis strategi yang digunakan guru Pendidikan Pancasila dalam penguatan karakter kejujuran peserta didik kelas VII di SMPN 2 Banjarmasin. Penelitian ini menggunakan pendekatan kualitatif dengan pengumpulan data melalui observasi, wawancara, dan dokumentasi. Informan penelitian terdiri atas 1 kepala sekolah, 3 guru Pendidikan Pancasila, dan 7 peserta didik kelas VII. Keabsahan data dilakukan melalui triangulasi sumber, triangulasi teknik, dan member check. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa strategi yang paling dominan dalam penguatan karakter kejujuran adalah keteladanan guru, pembiasaan perilaku jujur, pengawasan saat evaluasi, dan asesmen autentik yang didukung oleh budaya sekolah. Nilai kejujuran yang ditanamkan kepada peserta didik meliputi berkata sesuai kenyataan, tidak menyontek, tidak berbohong, dan berani mengakui kesalahan. Strategi tersebut diimplementasikan melalui asesmen proyek, presentasi, portofolio, serta pemberian reward dan punishment edukatif. Pembentukan perilaku jujur dilakukan secara bertahap melalui penilaian sikap, observasi, penilaian diri, penilaian teman sebaya, pemberian nasihat, pengawasan, serta dukungan tata tertib dan budaya sekolah. Kendala yang dihadapi meliputi kebiasaan menyontek, rendahnya rasa percaya diri, tekanan akademik, pengaruh teman sebaya, lingkungan keluarga, dan perkembangan teknologi. Upaya yang dilakukan untuk mengatasi kendala tersebut meliputi pendekatan persuasif, keteladanan, pembiasaan perilaku jujur, komunikasi dengan orang tua, pemberian reward, pengawasan yang ketat, sanksi edukatif, serta penciptaan lingkungan sekolah yang mendukung. Penelitian ini menyimpulkan bahwa penguatan karakter kejujuran memerlukan kerja sama yang berkelanjutan antara guru, sekolah, orang tua, dan peserta didik.

Strategies of Pancasila Education Teachers in Strengthening the Honesty Character of Grade VII Students at SMPN 2 Banjarmasin

Abstract

This study aims to analyze the strategies employed by Pancasila Education teachers in strengthening the honesty character of seventh-grade students at SMPN 2 Banjarmasin. This research employed a qualitative approach, with data collected through observation, interviews, and documentation. The research informants consisted of one principal, three Pancasila Education teachers, and seven seventh-grade students. Data trustworthiness was ensured through source triangulation, technique triangulation, and member checking. Data were analyzed through data reduction, data display, and conclusion drawing. The findings revealed that the most dominant strategies in strengthening students' honesty character were teacher role modeling, habituation of honest behavior, supervision during evaluations, and authentic assessment supported by the school's culture. The honesty values instilled in students include telling the truth, avoiding cheating, refraining from lying, and admitting mistakes. These strategies were implemented through project-based assessment, presentations, portfolios, and the provision of educational rewards and punishments. The formation of honest behavior was carried out gradually through attitude assessment, observation, self-assessment, peer assessment, advice, supervision, and support from school regulations and culture. The obstacles encountered included cheating habits, low self-confidence, academic pressure, peer influence, family environment, and technological developments. Efforts to overcome these obstacles involved persuasive approaches, teacher role modeling, habituation of honest behavior, communication with parents, rewards, strict supervision, educational sanctions, and the creation of a supportive school environment. The study concludes that strengthening students' honesty character requires continuous collaboration among teachers, schools, parents, and students.