Transformation of Middle Mathematics Learning With Character Education Online in South Tangerang

This study aims to describe the implementation of character education in mathematics learning in junior high schools in South Tangerang along with its supporting and inhibiting factors. This research is an evaluation research, using quantitative and qualitative approaches. The evaluation model used in this research is the sustainability evaluation model (discrepancy model). The subjects in this study were 18 junior high schools in South Tangerang to follow quantitative data and 6 junior high schools in South Tangerang to collect qualitative data. Data were collected through student questionnaires, teacher questionnaires, interviews, documentation and observation. Data were analyzed using quantitative quantitative analysis and categorization, while qualitative data were analyzed using qualitative descriptive analysis. The results of the evaluation can be removed as follows: First, the implementation of character education in mathematics learning in junior high schools in South Tangerang is in the poor category. Second, the supporting factors include: (1) vision and mission of the school; (2) there is a school agreement related to character building through learning; (3) support from school principals and vice principals; (4) good cooperation between the school environment and school members; (5) the condition of students who have good character basics; and (6) examples of positive teacher behavior as role models. While the inhibiting factors include: (1) teachers do not have an adequate understanding of the concept of character education, especially implementation in mathematics learning, and (2) teachers still experience difficulties in identifying values character of basic competence in mathematics; (3) teachers have not been able to properly implement integrated character education in mathematics learning; (5) incomplete facilities and infrastructure; (6) Teachers have difficulty implementing character education in courageous learning; (7) teachers have difficulty assessing character education in a bold manner; and (8) documentation of student attitudes is still weak