DINAMIKA SELF CONCEPT DALAM PENDIDIKAN KARAKTER MELALUI MEDIA KESENIAN REOG PONOROGO PADA SISWA SMP NEGERI 1 BUNGKAL KABUPATEN PONOROGO

Istifadatul Ghoziyah, NIM.: 21200011058 (2023) DINAMIKA SELF CONCEPT DALAM PENDIDIKAN KARAKTER MELALUI MEDIA KESENIAN REOG PONOROGO PADA SISWA SMP NEGERI 1 BUNGKAL KABUPATEN PONOROGO. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The first Junior High School of Bungkal Ponorogo has set school goals, one of which is to produce students with character, but there are still students who have negative characters which become an obstacle for these students to interact socially with their peers. This is because there are students who have a negative self-concept from the way they see themselves, where these students always feel pessimistic about their shortcomings, are afraid of failing in competition, and lack an open attitude in social relations. In essence, in forming a positive self-concept or good student character, schools have implemented it through the Reog Ponorogo art extracurricular, students' character problems should have been resolved. Of course, this case is a particular problem in terms of the strategy taken by the school to overcome the character of students at Bungkal 1Junior high School through Reog Ponorogo art. This research is qualitative research with a case study approach. The subjects of this study were 3 students who took part in the Reog Ponorogo extracurricular, who had low, medium, and high self-concepts, and 2 Reog Ponorogo extracurricular coaches at Bungkal 1 Public Middle School. Primary data for this study were collected through observation, and in-depth interviews with informants, while secondary data was obtained from questionnaires used to determine student informants and documentation from schools. Data analysis used Thomas Lickona's character education theory and Inge Hutagalung's self-concept theory. This study found results that showed: First, there were various kinds of characters in the components of Reog Ponorogo art, in figures, instruments, and colors in Reog Ponorogo costumes. Second, the Reog Ponorogo art extracurricular coach makes strategies to deal with student characters. The strategy in cultivating character education through Reog Ponorogo which was taught by Reog Ponorogo art extracurricular trainers at Bungkal 1 Public Middle School, namely through 3 steps: knowing, acting, and habit. Third, there is a change in the self-concept of Bungkal 1 Junior High School students who take part in the Reog Ponorogo art extracurricular which leads to positive self-concept changes, from physical self, personal self, social self, and moral-ethical self.

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