This study aimed: (1) to describe the perspectives of history teachers on
the implementation of character education in the history learning at SMA Negeri 4
Purwokerto, (2) To describe the implementation of character education in history
learning at the school, (3) To describe the obstacles in the implementation of
character education in history learning at the school. This research used
qualitative research method by Miles and Huberman model. Interviews and
observation were used to collect the data. The conclusion of this research is
character education in history learning is applied in every subject matter.
Character education is closely related to the subject of history because it contains
the noble values of the nation. Indonesian nation already has had high values so
that in learning history is very attached to the implementation of character
education. The lesson of history is further expanded in relation to various good
things with regard to nationalism that may be under pressure from other subjects.
The 2013 curriculum is used because in the present the students no longer have
the attitude of good character and humans are more concerned with the brains than
the character of the younger generation. The implementation indicators in the RPP
(lesson plan) are then implemented and conducted in the teaching-learning
activities as well as possible. Obstacles in the implementation of character
education in SMA Negeri 4 Purwokerto were individual differences, there were
students who were easy to receive character education applied, and there are
children who were slow to receive character education. Obstacles can be
overcome if there is good cooperation between teachers, schools, and families.
The result of character education in History Learning was that students became
good disciplinarians, active students, smart to express their opinions, had a high
spirit of nationalism, were able to work together, were able to appreciate the
opinions of others. All the character values were successfully implanted to the
students of SMA Negeri 4 Purwokerto through character education in History
Learning. Students with good character were entitled for good judgment
from the teacher. While students without a good character could not receive a
maximum achievement. However, they were still directed by the teacher for
having character education to be successfully implanted to students through a fun
and motivating History Learning. Because the boring learning makes students not
interested in the subject matter therefore character education became difficult to
be applied and instilled to students.