Tujuan penelitian ini untuk menemukan gambaran mendalam tentang kurikulum pendidikan karakter di TK NPS, dalam aspek: pengembangan kurikulum pendidikan karakter, implementasi kurikulum pendidikan karakter, serta penilaian pendidikan karakter. Penelitian yang digunakan adalah penelitian kualitatif studi kasus tunggal, dengan fokus kurikulum pendidikan karakter di TK NPS, dirinci menjadi tiga unit analisis: pertama, pengembangan kurikulum pendidikan karakter; kedua, implementasi kurikulum pendidikan karakter; ketiga, penilaian pendidikan karakter.
Temuan penelitian: pertama, pengembangan kurikulum pendidikan karakter di TK NPS dirintis sejak tahun 2010 berupa sosialisasi gagasan dan pemantauan dari Puskurbuk Kemendiknas, magang di TK Budi Mulia 2 Yogyakarta, kemudian melakukan uji coba pendidikan karakter, dimulai dengan menyusun kurikulum, meliputi: pemetaan nilai-nilai karakter yang akan dibelajarkan, penyelarasan visi, misi, dan tujuan pendidikan TK sesuai dengan tujuan pendidikan karakter. Memasukkan nilai-nilai karakter dalam kurikulum yang dijabarkan dalam program tahunan, program semester, RKM dan RKH yang mulai dilaksanakan tahun 2010/2011. Langkah-langkah pengembangan kurikulum pendidikan karakter ini hendaknya mengacu pada model pengembangan kurikulum teoritis maupun praktis.
Karakter yang dibelajarkan meliputi: religius, jujur, toleransi, disiplin, kerja keras, kreatif, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, serta tanggung jawab, yang dituangkan dalam kurikulum pendidikan karaker terintegrasi dengan aspek pembiasaan dan kemampuan dasar di TK NPS.
Kedua, pembelajaran karakter dilaksanakan terintegrasi dengan kurikulum TK secara keseluruhan melalui: pembiasaan, keteladanan, pemberdayaan dan pembudayaan, penciptaan budaya satuan pendidikan, serta pemberian penguatan, baik di dalam ruang kelas, maupun pembelajaran di luar kelas. Selain diintegrasikan dengan pembelajaran dalam kurikulum pokok, pembelajaran karakter juga diintegrasikan dengan pendidikan kewirausahaan, pendidikan muatan lokal, serta pendidikan kecakapan hidup secara integratif dan holistik. Agar keberhasilan pembelajaran karakter dapat dinilai, maka indikator karakter yang akan dicapai perlu dinyatakan dalam tujuan pembelajaran.
Ketiga, pelaksanaan penilaian pendidikan karakter di TK NPS dilakukan melalui pengamatan terhadap tingkah laku anak didik terintegrasi dengan penilain dalam kurikulum pokok, kewirausahaan, muatan lokal, serta kecakapan hidup. Penilaian pendidikan karakter dinyatakan dalam pernyataan kualitatif: BT (Belum Terlihat), MT (Mulai Terlihat), MB (Mulai Berkembang), MK (Memiliki Karakter). Hasil simulasi penilaian pendidikan karakter menunjukkan bahwa anak didik sebagian besar (67,93%) telah memiliki karakter, sebagian lainnya (23,82%) sudah mulai berkembang, sebagian kecil (6.50%) mulai terlihat, selebihnya (1.14%) belum terlihat. Kiranya perlu dilaksanakan penilaian pendidikan karakter secara khusus, agar keberhasilan maupun kegagalannya dapat diketahui.

ABSTRACT

This study aims to gain a deeper understanding of character education curriculum in Semarang State Pembina Kindergarten, including: development of character education curriculum, implementation of character education curriculum, and assessment of character education. The method used in this study is a single case study of qualitative research, with a focus on character education curriculum in Semarang State Pembina Kindergarten, then it is broken down into three units of analysis: first, the development of character education curriculum, secondly, the implementation of the character education curriculum; Third, assessment of character education.
The findings of the study: first, the development of character education curriculum in Semarang State Pembina Kindergarten was started in 2010 as ideas socialization and monitoring of Puskurbuk Department of Education and Health, internships at Budi Mulia 2 Kindergarten Yogyakarta, then test of character education, it was started with curriculum organization including: mapping the character values that will be taught by combining the vision, mission, and goals of education in accordance to kindergarten educational goals of character education. The results of characters values mapping then being compiled in curriculum and explained further in annual program, semester program, weekly program (RKM) and daily program (RKH) implemented in 2010/2011. Each step in developing character education curriculum should refer to the model of curriculum development along with theoretical practice.
Character education values, here, include: religious, honesty, tolerance, discipline, hard work, creativity, independence, democracy, curiosity, spirit of nationalism, patriotism, achievement respect, friendliness, peace-loving, reading fondness, environmental caring, social caring, as well as responsibility, as outlined in the curriculum integrated with aspects of habituation and basic skills in Semarang State Pembina Kindergarten.
Second, character education is implemented integrated to kindergarten curriculum as a whole through habituation, exemplary, empowerment and acculturation, culture creation of educational units, as well as the provision of reinforcement, both in the classroom and learning outside the classroom. Character education is not only being integrated with learning activities in the subject curriculum, but also integrated with entrepreneurship education, education of local content, as well as life skills education in integrative and holistic ways. In order to have character education success can be assessed, then the indicator of characters aimed needs to be stated in the learning objectives.
Third, the assessment of character education in Semarang State Pembina Kindergarten was conducted through direct observation of students behaviour integrated with the assessment in the basic curriculum, entrepreneurship, local content, as well as life skills. Character education assessment expressed in qualitative statement: BT (Belum Terlihat) not seen, MT (Mulai Terlihat) start to be seen, MB (Mulai Berkembang) start developed, MK (Memiki Karakter) have character. Character education assessment simulation results show that the majority of students (67,93%) have had character, while others (23,82%) has been developed, a small portion (6,50%) began to appear, and the rest (1,14%) have not seen. Presumably another character assessment needs to be conducted so that both the success and failure can be seen.