Saparina, Ratna. 2024. Relationship between Character Education Management (Multi Site Study at SMP Negeri 2 and SMP Negeri 1 Banjarmasin. Thesis for Master of Educational Administration Program, Postgraduate Program, Lambung Mangkurat University Banjarmasin. Advisor I; Prof. Dr. Hj. Aslamiah, M.Pd., Ph.D., Advisor II; Prof. Drs. H. Rustam Effendi, M.Pd., Ph.D.

Keywords: Management, Education, Character

This study is the result of a description of the character education development strategy at the selected site, which among others has an influence on the indicators used, including the management strategy used, the process of empowering human resources (teachers), the existence of partnership participation that is established, and the existence of an evaluation process for implementing character education programs. This study uses a descriptive qualitative method which shows the results of the social situation as a whole and in depth based on the analysis carried out by means of in-depth interviews with the sources used. This study shows that between the two sites (1) the strategy used in the character education process is the preparation before the implementation of KBM and the habituation of character education is carried out, (2) the existence of periodic activities carried out to support the expertise and professionalism of HR (teachers), (3) Active participation of cooperation involved between school residents (committees, parents/guardians, related agencies, and local residents), and (4) The existence of periodic evaluation activities as material for improvement and development for the future related to the habituation of character education. Among the cross-site findings, there are differences between the two sites, namely (1) At site I, participation in cooperation has not been running compactly, unlike at site II, there is awareness among related parties to advance the quality of character education, (2) other differences are in determining the parties involved in the process of habituating character education, site I empowers appropriate and competent parties to be involved in character education, unlike at site II, there is implementation first followed by evaluation, so that the results of the evaluation lead to decisions on the sustainability of human resources (teachers) who implement the habituation of character education, (3) the success of character education that is habituated by parties (teachers) in site I still has a gap in self-awareness to develop themselves by following training, and at site II there is a sense of interest in each teacher to follow self-development.