The study aimed at describing the achievement of evaluation model of character education program in learning Islamic Religion and Attitude subject, in implementing teaching learning activity, extracurricular and implementing character education program in SMP Negeri 1 Surakarta. The study used CIPP (Contest, Input, Process, and Product) model as means to conduct evaluation. The approach used in this study was descriptive. The data were collected during evaluation process were by interview, observation, document and questionaire. The data were analyzed by using data reduction, data presentation, and drawing conclusion. The data sources were headmaster, committee, Islamic Religion teachers, students’ parents, and students of VIII and IX year. Result of the study showed that character education program in learning Islamic Religion and Attitude subject have achieved good result implemented by the school holder. On the stage of context, the mean achievement was 88.33% belonging to effective category. On the stage of input, it has achieved 91.78% belonging to effective category. On the stage of process, it has achieved 87.60% belonging to effective category. Finally, the stage of product showed the mean of 90.04% belonging to effective category. Overall, the implementation of character education program in learning Islamic Religion and Attitude subject has fulfilled the criterion standards, but there were several things to improve, such as: 1) headmaster in coordinating the activity together with the school holder needs to develop school activity to achieve excellent school, 2) teachers of Islamic Religion and Attitude use the whole competences in performing their duties as educator full of affection and improving character values in daily activity at school, 3) students in implementing their the character education values at school must be improved, 4) parents must give more attention for their children in educating and implementing habit in doing good behavior in daily life.

Salah satu tugas Pengawas adalah melaksanakan supervisi di sekolah yang menjadi tanggung jawabnya. Supervisi sama sekali bukan penilaian unjuk kerja guru. Apalagi bila tujuan utama penilaiannya semata-mata hanya dalam arti sempit, yaitu mengkalkulasi kualitas keberadaan guru dalam memenuhi kepentingan akreditasi guru belaka. Hal ini sangat berbeda dengan konsep supervisi, secara konseptual, supervisi adalah serangkaian kegiatan membantu guru mengembangkan kemampuannya mengelola proses pembelajaran demi pencapaian tujuan pembelajaran. Supervisi merupakan upaya membantu guru-guru mengembangkan kemampuannya mencapai tujuan pembelajaran. Dengan demikian, berarti, esensi supervisi itu sama sekali bukan menilai kinerja guru dalam mengelola proses pembelajaran, melainkan membantu guru mengembangkan kemampuan profesionalismenya.Meskipun demikian, supervisi tidak bisa terlepas dari penilaian unjuk kerja guru dalam mengelola pembelajaran. Apabila di atas dikatakan, bahwa supervisi merupakan serangkaian kegiatan membantu guru mengembangkan kemampuannya mengelola proses pembelajaran, maka menilai unjuk kerja guru dalam mengelola proses pembelajaran merupakan salah satu kegiatan yang tidak bisa dihindarkan prosesnya.Penilaian kinerja guru dalam mengelola proses pembelajaran sebagai suatu proses pemberian estimasi mutu kerja guru dalam mengelola proses pembelajaran, merupakan bagian integral dari serangkaian kegiatan supervisi kunjungan kelas. Agar supervisi dapat membantu guru mengembangkan kemampuannya, maka untuk pelaksanaannya terlebih dahulu perlu diadakan penilaian kemampuan guru, sehingga bisa ditetapkan aspek yang perlu dikembangkan dan cara mengembangkannya. Kata Kunci: Pengawas, Supervisi dan Kinerja Guru

The study aimed at describing the achievement of evaluation model of character education program in learning Islamic Religion and Attitude subject, in implementing teaching learning activity, extracurricular and implementing character education program in SMP Negeri 1 Surakarta. The study used CIPP (Contest, Input, Process, and Product) model as means to conduct evaluation. The approach used in this study was descriptive. The data were collected during evaluation process were by interview, observation, document and questionaire. The data were analyzed by using data reduction, data presentation, and drawing conclusion. The data sources were headmaster, committee, Islamic Religion teachers, students’ parents, and students of VIII and IX year. Result of the study showed that character education program in learning Islamic Religion and Attitude subject have achieved good result implemented by the school holder. On the stage of context, the mean achievement was 88.33% belonging to effective category. On the stage of input, it has achieved 91.78% belonging to effective category. On the stage of process, it has achieved 87.60% belonging to effective category. Finally, the stage of product showed the mean of 90.04% belonging to effective category.

The study aimed at describing the achievement of evaluation model of character education program in learning Islamic Religion and Attitude subject, in implementing teaching learning activity, extracurricular and implementing character education program in SMP Negeri 1 Surakarta. The study used CIPP (Contest, Input, Process, and Product) model as means to conduct evaluation. The approach used in this study was descriptive. The data were collected during evaluation process were by interview, observation, document and questionaire. The data were analyzed by using data reduction, data presentation, and drawing conclusion. The data sources were headmaster, committee, Islamic Religion teachers, students’ parents, and students of VIII and IX year. Result of the study showed that character education program in learning Islamic Religion and Attitude subject have achieved good result implemented by the school holder. On the stage of context, the mean achievement was 88.33% belonging to effective category. On the stage of input, it has achieved 91.78% belonging to effective category. On the stage of process, it has achieved 87.60% belonging to effective category. Finally, the stage of product showed the mean of 90.04% belonging to effective category. Overall, the implementation of character education program in learning Islamic Religion and Attitude subject has fulfilled the criterion standards, but there were several things to improve, such as: 1) headmaster in coordinating the activity together with the school holder needs to develop school activity to achieve excellent school, 2) teachers of Islamic Religion and Attitude use the whole competences in performing their duties as educator full of affection and improving character values in daily activity at school, 3) students in implementing their the character education values at school must be improved, 4) parents must give more attention for their children in educating and implementing habit in doing good behavior in daily life.

Character education is a system to instil character values to students including the components of awareness, understanding, consideration, and profound commitment in implementing those character values. The character education applies at Surakarta public secondary school (SMPN Surakarta) to encourage character values to students on the components of knowledge, awareness, and interest for God the Almighty, individual, other people, and society. Character education at schools closely relates to management or school evaluation that how character education is planned and applied properly at schools. In planning character education, it can immerse character values into learning. The implementation itself tries to integrate character education contents that have been formulated into all learning subjects. The integration is in all aspects of school daily basis life such as teacher role models in behaving and teaching. The success of character education is evaluated by the achievement of indicators of output competency standard such as performing religious teaching properly, following social norms, capable to think logically, critically, creatively and innovatively,  mastering knowledge for further education, and understanding personal and people rights and obligations during the life of local and national society.