Penelitian ini berfokus pada strategi penerapan pendidikan karakter dan dampak pendidikan karakter hadap mutu lulusan di SDN 029 Tarakan. jenis penelitian ini menggunakan penelitian kualitatif deskriptif yang dilaksanakan di SDN 029 Tarakan. Teknik pengumpulan data pada penelitian ini menggunakan teknik wawancara, observasi, dan studi dokumen. Hasil penelitian menunjukkan bahwa strategi penerapan pendidikan karakter telah diterapkan yaitu 1) integrasi melalui mata pelajaran dengan menunjukan sikap tanggung jawab pembuatan perangkat pembelajaran seperti pembuat silabus dan rencana pelaksanaan pembelajaran (RPP) yang di dalamnya terdapat Pendidikan karakter, 2) integrasi melalui pembelajaran tematik yaitu pembelajaran berpusat kepada peserta didik yang di dalamnya terdapat pendidikan karakter seperti religius, disiplin, tanggung jawab, toleransi, mandiri, 3) integrasi melalui penciptaan suasana berkarakter dan pembiasaan telah diterapkan sebaik mungkin yang terbukti dengan adanya kegiatan rutin seperti upacara bendera, mengecek kedisiplinan siswa, imtak dan siraman rohani, bekerja sama dalam membersihkan dan menjaga lingkungan sekolah, hal tersebut sesuai dengan budaya sekolah, 4) integrasi melalui kegiatan ekstrakurikuler telah diterapkan sebaik mungkin sesuai dengan situasi dan kondisi yang di dalamnya terdapat pendidikan karakter. Adapun dampak strategi pendidikan karakter yaitu a) prestasi akademik, dimana peserta didik memiliki nilai kognitif yang baik yang dapat dilihat dari hasil penilaian tengah semester dan nilai rapor peserta didik, b) prestasi non akademik, hal ini dapat dibuktikan dari banyaknya piala-piala yang diperoleh peserta didik dalam perlombaan.

Kata Kunci: Strategi, Pendidikan Karakter, Mutu Lulusan

This study focuses on the strategy of implementing character education and the impact of character education on the quality of graduates at SDN 029 Tarakan. This type of research uses descriptive qualitative research conducted at SDN 029 Tarakan. Data collection techniques in this study used interviews, observation, and document studies. The results show that the strategy for implementing character education has been implemented, namely 1) integration through subjects by showing an attitude of responsibility for making learning tools such as syllabus makers and lesson plans (RPP), which includes character education, 2) integration through thematic learning, namely learning centered on students in which there is character education such as religious, discipline, responsibility, tolerance, independence, 3) integration through creating an atmosphere of character and habituation has been implemented as well as possible as evidenced by routine activities such as flag ceremonies, checking student discipline, faith & piety and spiritual cleansing, working together in cleaning and maintaining the school environment, this is by the school culture, 4) integration through extracurricular activities has been implemented as well as possible following the situation and conditions in which there is character education. The impact of the character education strategy is a) academic achievement, where students have good cognitive values; this can be proven from the results of the midterm assessment and student report cards. b) non-academic achievements; this can be proven by the number of trophies obtained by students in competitions. Keywords: Strategy, Character Education, Quality of Graduates