THE ROLE OF TEACHERS IN THE DEVELOPMENT OF STUDENT CHARACTERS THROUGH HISTORY LEARNING IN CLASS X VOCATIONAL SCHOOL, HUSADA PRIMA SAMARINDA

Abstract

ABSTRACT The The purpose of this study is to determine the role of teachers in building student character through history learning in class X SMK SMK Husada Prima Samarinda and to find out the obstacles that you face. Using this type of qualitative research with a descriptive approach, which focuses on developing student character education. Data collection techniques through stages of observation, interviews, and documentation. Sources of research data are primary data sources of seven respondents consisting of school principals, teachers, and five students. Secondary data sources are data that is already in school both in the form of hard copies and in the form of soft files. Data analysis, through data collection, data reduction, then conclude. Data validity checking techniques using source triangulation. The source of triangulation to 18 students as informants who were not interviewed to measure the validity of the data. Based on the results of the study, the teacher's role in building student character through history learning in class X SMK Samarinda's Husada Prima Samarinda was not fully implemented, this was due to various limitations including infrastructure, infrastructure, and bureaucracy. Besides that, the teacher is weak in preparing character development in the learning process. But systematically in the implementation of learning the teacher remains committed to applying cognitive, affective, and psychomotor aspects. Embodiments of actions in the form of giving material are psychomotor aspects, giving motivation and giving evaluations are affective aspects. But the development of psychomotor aspects is not delivered to the maximum should be habituated through the learning process at any time. While the attitude assessment is only reviewed in terms of the reality that occurs in students. The teaching teacher is not appropriate with the scientific field and the teacher lacks experience in dealing with diverse student characters. Barriers faced by teachers and students are the change in the curriculum from the 2016 Education Unit Level Curriculum to the 2013 Curriculum, often overlapping the agenda in creating annual and semester programs in schools with the teacher's daily program in class, and the lack of facilities and infrastructure.