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首页> 外文期刊>Public Policy and Administration Research >Strengthening Character Education(PPK)Policy Through Five School Days in Gresik Regency (Study on Implementing of Strengthening Character Education(PPK) Middle School Policy)
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Strengthening Character Education(PPK)Policy Through Five School Days in Gresik Regency (Study on Implementing of Strengthening Character Education(PPK) Middle School Policy)

机译：Gresik Regency五个学位加强人物教育（PPK）政策（加强人物教育（PPK）中学政策的研究）

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The purpose of this study was to described and analyzed the implementation of the policy on strengthened character education(PPK)through five school days in Gresik Regency, then the supported and inhibited factors of the internal and external environment of the school in implemented the policy on Strengthened Character Education(PPK)) through five school days in Gresik Regency, and also, the impact of implementing the policy of strengthened character education(PPK)through five school days in Gresik Regency. This research used qualitative methods and types of descriptive research. Data collection techniques used semi-structured interviews, observation, and documentation. Data were analyzed using interactive model data analysis. To obtained the validity of the data, researchers used a source of triangulation and triangulation technique. The results of this study indicated that the implementation of the policy for strengthened character education(PPK)through five school days in Gresik Regency has been well implemented through the stages of the communication process with indicators of transmission, clarity, and consistency. Resources included teachers, staff, budgets, facilities/infrastructure supplied quality and quantity, as well as sufficient information and authority to carry out their duties and responsibilities. Then the attitudes and commitments of the teachers and all elements of the school carried out seriously with a bureaucratic or organizational structure that is equipped with Standard Operating Procedures (SOP) that were easy and clear, and the social, economic and political environment runs effectively. Internal and external supported factors were interrelated in helping the implementation of effective policy implementation. While internal and external inhibited factors found insignificant obstacles, resulted in an increase in the quality of education process services in schools that lead to the fulfillment of National Education Standards(SNP), especially in the learning process found a dominant result and an important role for education was the learning process proportional to the realm of cognitive, psychomotor, affective, and the absence of tracking in schools, the impact of positive changed for schools, families/guardians of students and the community.
机译：本研究的目的是通过Gresik Regency的五个学位描述和分析了关于加强人物教育（PPK）的政策，然后是学校内部和外部环境的支持和抑制因素在执行“政策”通过Gresik Regency的五个学位加强了性质教育（PPK）），以及在Gresik Regency中的五个学位实施加强性格教育（PPK）政策的影响。本研究使用了定性方法和类型的描述性研究。数据收集技术使用半结构化访谈，观察和文档。使用交互式模型数据分析分析数据。为了获得数据的有效性，研究人员使用了三角测量和三角测量技术来源。本研究的结果表明，通过通信过程的阶段，通过传播，清晰度和一致性的阶段实施，通过Gresik Regency的五个学位实施加强人物教育政策（PPK）。资源包括教师，员工，预算，设施/基础设施提供质量和数量，以及足够的信息和权力来履行其职责和责任。然后，教师的态度和承诺以及学校的所有要素都认真对待了一个官僚或组织结构，该结构配备了标准的操作程序（SOP），这很容易明确，社会，经济和政治环境有效运行。内部和外部支持因素在帮助实施有效的政策实施方面是相互关联的。虽然内部和外部禁止因素发现了微不足道的障碍，导致学校教育过程服务质量增加，导致国家教育标准（SNP）的履行，特别是在学习过程中发现了占主导地位和重要作用教育是与认知，精神接受，情感的领域成比例的学习过程，以及在学校的缺失的情况下，积极变化的影响为学校，学生和社区的守护者的影响。

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