An Analysis on the implementation of Multiple Intelligence-Based Character Education Management Model in Junior High Schools in Gorontalo Province

Abstract

The research aims to: a) analyze the design of multiple intelligence-based character education management planning, b) analyze the procedure performed by the school in implementing the multiple intelligence-based character education, c) analyze the implementation of integration of multiple intelligence-based character value in learning, d) analyze the implementation of multiple intelligence-based inbound and outbound activities, e) analyze the availability of supporting resources in the implementation of multiple intelligence-based character education, f) analyze the development of students’ character quality, g) analyze the quality assurance of multiple intelligence-based character education management, and h) analyze the regional government support in the multiple intelligence-based character education management. This research employs an explanatory method where the data are collected by using questionnaire, interview, observation, and documentation. Meanwhile, the data analysis applies explanatory analysis. The findings reveal that the implementation of multiple intelligence-based character education management model in Junior High Schools in Gorontalo Province achieves a good category. The result of analysis in every indicator indicates that: a) the school has designed the multiple intelligence-based character education management planning and included in the School Work Plan, b) the procedure of multiple intelligence-based character education management is performed by referring to the predetermined standard operating procedure, c) the integration of character value in the learning is done by applying active, creative, effective, and fun learning approach to find students’ experience as a base of positive character value habitation, d) the inbound and outbound activities are organized consistently by following a determined schedule and emphasize on intellectual, emotional, and spiritual character strengthening of the students, e) the supporting resources for character education management has been well-provided, f) the students’ character quality has developed optimally particularly the emotional and spiritual characters, g) the quality assurance has been able to ensure that the multiple intelligence-based character education management has run well, and h) the regional government has supported the implementation of character education well, however improvement is required in aspects of raising fund and giving reward for school that manages to develop the multiple intelligence-based character education.