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Abstract. The elementary school curriculum currently contains not only academic content, but also contains character formation. This character formation is set in "Presidential Decree number 87 of 2017" about strengthening the character by the President. This study aims to identify how the teacher composes the steps of communication strategies in the formation of self-character, as well as the obstacles experienced by the teacher, and the reasons teachers use the communication strategy. The method used in this study is a qualitative case study method. Data analysis techniques used are interactive data analysis techniques from Miles & Huberman. Data collection techniques are carried out by observation, interviews, documentation, and triangulation. The results of the study show that the communication strategy used by the teacher in the formation of self-character is by creating a curriculum program of self-character formation. This curriculum program contains moral and spiritual values, nationality and diversity, positive interaction between students and teachers and parents, positive interaction between students, caring for themselves and the school environment, and developing students' self-potential as a whole. The media used in the learning process is in the form of a call and reminder poster. The communication barriers experienced by teachers are in the process of delivering messages, physical barriers, semantic barriers, and social barriers. The reason teachers use this communication strategy is because of moral degradation, global competition challenges; and to anticipate wider environmental changes, face more narrow changes -such as facing mass media competition, and labor- and finally creating more objective students.Keywords: Teacher, Communication Strategy, Self Character Building, student. Abstrak. Kurikulum sekolah dasar saat ini tidak hanya muatan akademik tetapi ada pembentukan karakter Pembentukan karakter juga ditetapkan dengan “Perpres nomor 87 Tahun 2017” tentang penguatan karakter oleh Presiden. Peneliti ingin mengetahui bagaimana guru menyusun langkah-langkah strategi komunikasi dalam pembentukan karakter diri, bagaimana hambatan yang dialami guru dan alasan guru menggunakan strategi komunikasi tersebut. Metode yang dipakai metode kualitatif studi kasus. Teknik analisis data yang digunakan teknik analisis data interaktif Miles & Huberman. Teknik pengumpulan data dilakukan dengan observasi, wawancara, dokumentasi, dan triangulasi. Hasil penelitian menunjukan strategi komunikasi guru dalam pembentukan karakter diri, dengan membuat program kurikulum pembentukan karakter diri, berisi nilai moral & spiritual, kebangsaan & kebhinekaan, interaksi positif antara peserta didik dengan guru dan orang tua, interaksi positif antar peserta didik, merawat diri dan lingkungan sekolah, dan mengembangkan potensi diri peserta didik secara utuh. Medianya berupa poster seruan ajakan & mengingatkan. Hambatan komunikasi yang dialami guru berupa hambatan dalam proses penyampaian pesan, hambatan secara fisik, hambatan semantik, dan hambatan sosial. Alasan guru menggunakan strategi komunikasi karena adanya degradasi moral, dan menghadapi tantangan persaingan dipentas global, mengantisipasi perubahan lingkungan lebih luas, menghadapi perubahan lebih sempit seperti menghadapi persaingan media massa, dan tenaga kerja, terakhir menciptakan para siswa menjadi lebih objektiKata kunci: Guru, Strategi Komunikasi, Dan, Pembentukan Karakter Diri, siswa. |
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