Implementation Of Character Education In The Student Council

This study aims to find out about "the implementation of character education in OSIS 1 Pontinak State High School". The method used is descriptive method with qualitative research. The data source of this research is the Student Council Supervisor, student council members and ordinary students who are not student council members. Data collection techniques used were observation techniques, interview techniques and documentation, while the data collection tools used were observation guides, interviews and documentation tools. There are 11 informants in this research. The results showed that the implementation of character education in OSIS Pontianak 1 Public High School was through student coaching activities that instill the character values of student council members who were realized by the student council through programmed activities. The requested character values are religious character values, responsibility, independence, responsibility, social care and environmental care. Evaluation of character education in OSIS Pontianak 1 High School is done by the OSIS Trustees by observing directly the behavior of students in a continuous manner in every planning and implementation activity and behavior of daily students in the school environment.


INTRODUCTION
The problem of education in Indonesia is very complex, education in Indonesia faces many problems and problems that continue to this day (Perdana, 2018), namely experiencing a moral crisis towards the nation's next generation (Onde et al., 2020). Moral decline and character has been rampant in the world of education (Toni & Mediatati, 2017), one of them is juvenile delinquency (Indratmoko, 2017). This can be seen from a variety of cases committed by students including brawls, truant, violations of the order as if, even to the act of violence, drug murder to be involved in prostitution cases online (Achmad & Rizal, 2017).
We can also see various cases of moral and character entanglement among young people in West Kalimantan, where teenagers hang out late at night until they are given a reprimand by the police team (Tribunews, 2019), 19-year-old teenager determined to hang himself on the toilet allegedly because he had a romance problem (TribunMempawah, 2019), the death of a teenager due to beaten by 4 people who are also teenagers (TribunSingkawang, 2019), High school students give birth in the Puskesmas toilet (Shelavie, 2017).
Seeing a variety of cases that occur then the Indonesian nation is currently in need of character education to overcome the decline of the nation's cultural values (Soedjatmiko, 2015). Character education is an important aspect for the development of human resources, is an effort to help the development of children's souls, the process of forming the character of the nation's children who are expected to be the main foundation in improving the dignity of the Indonesian nation (Julistaty & Madhakomala, 2018). Character education is a basic element of education especially for young people (Algera & Sink, 2002) (Kann, 2010). By placing the education strategy as the main capital to prevent the growth of the nation's destroyer viruses as stated above, this nation will be saved (Hartini, 2017).
Character education is a conscious effort made to shape students into positive personalities and morality according to graduation competency standards (Susiyanto, 2014). Character is the values of human behavior related to God Almighty, self, fellow human beings, environment, and nationality, which reside in thoughts, attitudes, feelings, words, and actions based on religious norms, law, manners, culture and customs (Fitri, 2012), So that it can be applied in everyday life.
Values will be valuable if useful, true, moral, ethical and religious   (Hajar et al., 2019), the role of intra-school student organizations in forming student characters (Toni & Mediatati, 2017), the formation of school attitudes through the application of character education (Susiyanto, 2014), and the nature of Pancasila in shaping national character through intra-school student organizations (Damanik, 2014 The location of the study was conducted at SMA Negeri 1 Pontianak.
In this study, researchers as instruments as well as data collectors. The observer's role is to take part in the phenomenon or habit under study.
Then, researchers make in-depth observations in data collection efforts. In this study, primary data obtained from interviews with informants consisting of being informants were OSIS coaches, student council students (chair, deputy, secretary, EOO coordinator, designer, public relations, discipline, divinity, and non-student council students after the data was collected. Next will be analyzed with the steps in the activity of data analysis, namely data reduction, data display, and conclusion drawing / verification. The process of implementing character education contains three components, namely moral knowing, moral feeling, and moral action (Lickona, 1991). The cultivation of moral knowing aspects is more likely to be instilled through learning in the classroom, while moral feeling and moral action are instilled both inside the classroom and outside the classroom where moral action must be carried out continuously through daily habits (Maunah, 2015).  (2012), character education is an effort to educate children to be able to make wise decisions and practice them in their daily lives, so that they can make a positive contribution to their environment. In this country character is an indispensable thing, because if the character is lost, it will cause the loss of the next generation.

Implementation of Character
Character does not come by itself, but must be built and formed to create a dignified country .
In order to strengthen the implementation of character education, the government has actually identified 18 values originating from the religion, culture and philosophy of the nation, namely: (1) religious, (2) honest, (3) tolerance, (4) discipline,  (Fitri, 2012).

Religious means believing in God Almighty and always obeying his teachings with attitudes and behaviors that reflect beliefs and trust in God
Almighty (Zuriah, 2015), attitudes and behaviors that are obedient in carrying out religious teachings that are adhered to, tolerant of the implementation of other religions and living in harmony despite different religions (Yaumi, 2016).
Religious is one of the character values that is used as an obedient attitude and behavior in the religion or belief adopted, tolerant of people of different religions, living and in harmony with other religions. The character of religious values is highly needed by students in facing the changing times and moral degradation as it is today .
Second, the implementation of the value of responsibility by always being trustful in carrying out the tasks that have been given. Being responsible means doing every task given, being responsible for every deed, carrying out pickets according to the schedule, doing group assignments together (Fitri, 2012). Having a sense of responsibility means the attitude and behavior to carry out their duties and obligations towards themselves, society, the environment, the State and God Almighty (Zuriah, 2015) Third, the implementation of independent character values by not always depending on others in completing the tasks that have been given.
Mandiri. An independent person is a person who is self-efficient, able to think and function independently, does not reject risks and can solve problems and can be useful for those closest to him (Mustari, 2014). Fourth, the implementation of the tolerance value by getting students to get along with anyone without discriminating between religion, ethnicity, race, economy, treating friends fairly. Tolerance is an attitude and action that respects differences in religion, ethnicity, opinions, attitudes, and actions of others who differ from our opinions (Yaumi, 2016). We have a tolerance value if we treat others without discrimination in any aspect (Fitri, 2012).
Fifth, the implementation of social care by conducting devotional programs social, collecting donations for their friends who get a disaster.
Social care is the attitude and act of providing assistance to people in need (Yaumi, 2016). Social care can be carried out by providing assistance to others, carrying out social service activities, conducting visits to remote areas, providing assistance to disadvantaged communities, providing charity boxes and donations (Fitri, 2012 (Fitri, 2012). By protecting the environment, we have shown an attitude of nationalism, where we strive, work hard to protect our homeland (Dewantara & Budimasyah, 2018).

Pontianak 1 High School
Every society in any part of the world really needs the younger generation to be prepared to become good citizens and be able to participate in the lives of their people and countries, this desire is more accurately described as a growing concern especially in democratic societies . Character education aims to produce students who are able to compete, have ethics, days, but also observes or observes in every planning and implementation activity as well as the daily behavior of students in the school environment. This is consistent with the results of previous studies (Maunah, 2015) that evaluation of character education can be carried out by observation by making direct observations including the attitudes of students with teachers, school discipline, education personnel and fellow students, their discipline in waiting for school discipline, following extracurricular activities.

CONCLUSION
Character education is the main step to shape and build the mindset and behavior of students to become positive individuals so that it can be useful for the nation and state.