Determinasi Faktor Pendorong Dan Penghambat Implementasi Program Pancawaluya Di Sekolah Menengah Atas

Abstract

The implementation of character education programs in schools often encounters gaps between policy and practice, particularly when programs are not supported by systematic and integrated management. This study addresses the research problem: what are the supporting and inhibiting factors in the implementation of the Pancawaluya Program at SMA Negeri 1 Parigi Pangandaran when analyzed through the management functions of Planning, Organizing, Actuating, and Controlling (POAC)? This research employed a qualitative approach with a descriptive case study design. Data were collected through in-depth interviews, participant observation, and documentation involving stakeholders directly engaged in the program's implementation. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, while trustworthiness was established through source and method triangulation, member checking, and audit trails. The findings reveal that in the Planning function, supporting factors include clear program direction, principal leadership, and coordination, while inhibiting factors include differences in understanding and suboptimal translation of objectives into measurable indicators. In the Organizing function, task distribution and coordination support implementation, while non-uniform understanding of responsibilities remains a constraint. In the Actuating function, role modeling, habituation, integration into learning, school culture, and extracurricular activities serve as supporting factors, whereas consistency, student diversity, and time constraints act as inhibitors. In the Controlling function, monitoring and evaluation support implementation, while character assessment and follow-up actions remain challenges. This study concludes that successful implementation depends on the integrated and sustainable execution of all four POAC functions.