• Abstract

    This study aims to comprehensively describe the outcomes of an analysis of classroom-based character education values within the core competencies of various subjects, the integration of these values into teaching practices, and the overall implementation of classroom-based character education. Conducted as an intrinsic case study, the research followed three stages: data collection, description, and analysis, to elucidate the unique narrative of classroom-based character education implementation. The research took place at SMAIT Nur Hidayah Sukoharjo from October 2022 to June 2023, involving educators from the disciplines of Chemistry, Physics, Biology, and Mathematics. Key data sources included the Principal, Vice Principal for Student Affairs, homeroom teachers, subject teachers, students, and supporting documents. Data were meticulously collected through interviews and observations, with the credibility of the data being ensured through triangulation of methods and sources. Analysis was conducted using Atlas.ti version 8 software. The findings reveal that the character education framework at SMAIT Nur Hidayah Sukoharjo is centered on core values such as cooperation, devotion to God, and integrity. Teachers play a crucial role in consistently monitoring student behavior and developing lesson plans that seamlessly integrate these character values. This integration is reflected in students' social interactions and collaborative spirit within the classroom setting. Furthermore, character evaluation is conducted holistically, considering not only academic performance but also behavior, social interactions, and psychomotor skills. This comprehensive approach ensures that character education is embedded in the everyday experiences of students, fostering a well-rounded development that goes beyond academic achievement.

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Setiyatna, H., Harun, Kumaidi, Supianto, & Mualim, R. (2024). Implementation of class-based character education strengthening: A case study at SMAIT Nur Hidayah Sukoharjo. Multidisciplinary Reviews, 7(9), 2024219. https://doi.org/10.31893/multirev.2024219
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