The Implementation of Assessment Character Education Results in Secondary School

Integrated character education in secondary school (SMP) has been planned and conducted since 2010, but the result is not yet optimal and there is a lot of obstacle in conducting the plan. The weak monitoring from the government toward this integrated character education, not all guidance and counseling teacher have time to enter class to give the appropriate character guidance, class teacher that forced to be a character educator in between class time, and the lack of character education process and result assessment/evaluation system are factors that support the unsuccessful implementation of integrated character education in school. The character education problem that occur in SMP need to be assessed in order to found the alternative solution, and also need to develop an effective and operational evaluation model for character education process and result so it become easy to implement in school. Yet, the government haven't developed a standardize assessment, measurement, and evaluation system for character education to evaluate the integration character education process and result in SMP. Common way is used by teacher to assess students' character education in school and it still focused on using the technique of observation, behavior scale, and point system. That method has a lot of disadvantages such as subjective, sporadic, perceptional, inconsistent, less systematic and draw many arguments. How does the character education process and result in SMP assessed and what is the obstacle? This article is intended to discuss those based on the findings of evaluative research at 11 SMPs from some city in Indonesia. The data was collected through closed-opened questioner from 51 principals and teachers during June 2017. The data was analyzed in simple way; descriptive explorative using percentage technique and the result presented in graphical perspective.