The objectives of the study were: (1) To describe the planning stage of character education in SMA Kristen Pelita Nusantara Kasih; (2) To describe the implementation of character education in SMA Kristen Pelita Nusantara Kasih Surakarta; (3) To describe the outcomes of the implementation of character education in SMA Kristen Pelita Nusantara Kasih Surakartal; (4) To describe the factors which support and hamper the implementation of character education in SMA Kristen Pelita Nusantara Kasih Surakarta.
Qualitative research with descriptive and case study approach and single case study was employed in this research to investigate the implementation of character education. The method includes: (1) preparation stage, i.e. literature and field research; (2) Implementation stage, which includes the data collection (observation, interview, and document check); (3) Data analysis stage (Data analysis and field research seminar); (4) Presentation Stage (Arranging the research report, conducting final test, and arranging final report).
The research showed that: 1) The character education in SMA Kristen Pelita Nusantara Kasih was planned well and involved all parties of the school, including teachers, staff, students, and students' parents, in which: (a) Teachers and staff fully understood the background, objectives, and methodology of implementation of character education within the school environment; (b) the students understood the background and objectives of the implementation of character education; (c) The students' parents understood and supported the implementation of character education at the school; (2) The character education in SMA Kristen Pelita Nusantara Kasih Surakarta was implemented through: (a) The character values were integrated with co-curricular and extracurricular activities; (b) the technical steps in the learning process were: first, used up to date and various learning materials; second, used experential, cooperative, and inquiry based teaching methods; third, ran intensive English class; fourth, improved ICT (Information and Communication Technology) teaching materials to university level; fifth, field trips were conducted to encourage students to apply the theories they had learned in the classroom to real life situation; sixth, the school implemented five day school week; (c) The school created supportive school environment and set a role model at school; (d) The school did various efforts to create supportive school and home environment; (3) The outcomes of character education could be seen from the evaluation of students’ attitude and their good academic records; (4) Factors that supported the implementation of character education in SMA Kristen Pelita Nusantara Kasih Surakarta were: sufficient tools, qualified teachers, and caring students’ parents; Meanwhile the factors which hampered the character education were: (a) Teachers have different level of mastering the methodology to implement character education; (b) There is no standard rules for the teachers of an ideal role model of implementing character values; (c) unsupportive home environment; (d) misuse of ICT tools

Penelitian ini dilakukan dengan tujuan: (1) Mendeskripsikan perencanaan pendidikan karakter di SMA Kristen Pelita Nusantara Kasih; (2) Mendeskripsikan pelaksanaan pendidikan karakter di SMA Kristen Pelita Nusantara Kasih Surakarta; (3) Mendeskripsikan hasil pelaksanaan pendidikan karakter di SMA Kristen Pelita Nusantara Kasih Surakarta; (4) Mendeskripsikan faktor-faktor apa saja yang mendukung dan menghambat pelaksanaan pendidikan karakter di SMA Kristen Pelita Nusantara Kasih Surakarta.
Metode penelitian kualitatif dengan pendekatan deskriptif dan strategi studi kasus serta desain kasus tunggal digunakan dalam penelitian ini untuk mengetahui implementasi pendidikan karakter. Tahap metode tersebut mencakup: (1) tahap persiapan, yakni studi literatur dan studi lapangan; (2) Tahap Pelaksanaan berupa pengumpulan Data (Observasi, Interview, dan Cek dokumen); (3) Tahap Analisis Data dan Pengolahan Data (Analisa data penelitian dan Seminar hasil penelitian lapangan); (4) Tahap Penyajian Simpulan / Hasil Penelitian (Penyusunan laporan penelitian, Ujian akhir, Penyusunan laporan final).
Hasil yang diperoleh: 1) Perencanaan pendidikan karakter di SMA Kristen Pelita Nusantara Kasih cukup baik dan melibatkan semua aspek, baik guru dan karyawan, seluruh murid, serta orang tua murid, dimana: (a) Guru dan karyawan paham tentang latar belakang, tujuan dan bagaimana mengimplemetasikan pendidikan karakter di sekolah; (b) Siswa paham tentang latar belakang dan tujuan dari pengimplementasian pendidikan karakter; (c) Orang tua murid secara umum bisa memahami dan mendukung pelaksanaan pendidikan karakter di sekolah; 2) Pelaksanaan pendidikan karakter di SMA Kristen Pelita Nusantara Kasih terimplemetasikan melalui: (a) Nilai-nilai karakter terintegrasi dalam Ko-kurikuler dan Ekstrakurikuler; (b) Langkah-langkah teknis strategi dalam pembelajaran adalah pertama, menggunakan materi pembelajaran yang up to date dan bervariasi, kedua, pola pembelajaran dengan pendekatan experential, cooperative dan inquiry based learning, ketiga, pelajaran bahasa Inggris yang intensif, keempat, penyetaraan materi Teknologi Informasi dan Komputer setingkat universitas, kelima, mengadakan Field trip untuk mengaplikasikan teori pembelajaran dalam kelas, keenam, hari belajar adalah 5 hari bersekolah; (c) Penciptaan kondisi sekolah yang mendukung dan teladan sikap mulia di lingkungan sekolah; (d) Pembinaan lingkungan keseharian siswa di rumah dan masyarakat. (3) Hasil pelaksanaan pendidikan karakter dapat dilihat dari hasil evaluasi perilaku siswa, dan prestasi belajar yang baik; (4) Faktor yang mendukung pelaksanaan pendidikan karakter di SMA Kristen Pelita Nusantara Kasih adalah sarana prasarana yang memadai, kualitas guru yang baik dan kepedulian orang tua murid; sedangkan faktor yang menghambat adalah (a) kemampuan guru yang berbeda-beda dalam menggunakan metodologi untuk pendidikan karakter; (b) ketidak seragaman kualitas keteladanan guru dalam melaksanakan nilai-nilai karkater; (c) lingkungan rumah tempat tinggal peserta didik yang tidak mendukung; (d) teknologi informasi yang disalahgunakan oleh siswa