Implementation of Scout Extracurricular on The Character of Student Responsibilities at Public Elementary School 1 Boloh, Toroh District

Abstract

Scouting aims to train the younger generation to maximize their every potential, intellectual, spiritual, social and physical. Scouting also forming the character/personality and noble character of the younger generation. Instilling a sense of love for the homeland and nation in the younger generation. Explore their potential and improve the skills of the younger generation so that they become individuals who are beneficial to society and the country. The purpose of this study was to 1) analyze the implementation model of scout extracurriculars to shape the character of responsibility; 2) analyze the character of students' responsibility after participating in scout extracurriculars, and 3) analyze the school's carrying capacity for the implementation of scout extracurriculars in elementary schools. This study uses a qualitative approach with phenomenological methods. The problem of this research is the implementation of scout extracurriculars on the character of responsibility. The research subjects consisted of principals, teachers/scout coaches, and elementary school students at state elementary school 1 Boloh, Toroh District, Grobogan Regency. Data collection techniques through interviews, observations, and documentation studies. In collecting data using audio-video recordings, field notes, and photos. Data analysis was done by source triangulation and technique triangulation. The result of this research is that the implementation of scout extracurriculars at state elementary school 1 Boloh uses a regular model based on the front group. The character of students' responsibility experienced a significant increase with the SKU/SKK achievement strategy, as well as a variety of activities inside and outside school, namely routine exercises, exploration, marching, codes, and games. The school's supporting capacity for Scout extracurriculars is very complete including the competence of principals and teachers, patterns of competency development and refreshment, availability of facilities and infrastructure, learning resources, financing, and partnerships.