Character Education Through Learning Method Field Trip In Kindergarten Kusuma Mulia Sugihwaras Purwoasri Kediri


 
 
 Character education in early childhood is not new, and character education is also not just a transfer of knowledge, but something that needs to be built early on through various stimula- tions. This study aims to develop the character of early childhood through audio-visual media with traditional Javanese songs. Using educational design-based research to develop audio-visual media from traditional songs, this media was tested in the field with an experimental design with a control group. Respondents involved 71 kindergarten students from one experimental class in one control class. The data revealed that character education in children shows the average value of the experi- mental class is higher than the control group, this means character education in children can be built through traditional songs. Further research can be done to improve the character of early childhood through a variety of media that interests children.
 Keywords: Early Childhood, Character Education, Javanese Traditional Songs Media

Character education in early childhood requires a comprehensive managerial framework that extends beyond classroom practices. However, many institutions face challenges in implementing systematic and integrated management approaches. This study examines and compares the management of character education in two early childhood institutions, focusing on how planning, organizing, implementation, and supervision shape program effectiveness. A qualitative multi-site case study was conducted at PAUD Az Zikro and PAUD Al-Maghfiroh. Data were collected through in-depth interviews, participant observation, and document analysis. The analysis followed Miles and Huberman’s interactive model, complemented by cross-case comparison to identify patterns and differences between institutions. Both institutions are grounded in religious-based character values but differ substantially in managerial practices. PAUD Az Zikro employs a simple organizational structure, administratively oriented supervision, and non-standardized implementation. In contrast, PAUD Al-Maghfiroh adopts data-driven planning, distributed leadership, structured learning strategies, measurable indicators, and instrument-based supervision. These differences influence the coherence, accountability, and sustainability of character education programs. The findings underscore the critical role of integrated management in ensuring effective character education. A systematic alignment of planning, organizing, implementation, and supervision enhances program consistency and institutional resilience. The study contributes theoretically by extending character education discourse from a value-internalization perspective to a management-based model, where managerial components function as interrelated systems mediating character development. Effective character education is thus contingent upon participatory planning, collaborative organizational structures, authentic assessment, and reflective supervision. Future research should explore broader multisite contexts, longitudinal designs, and the use of digital or AI-assisted tools to strengthen supervision and assessment practices.

This study examines the application of noble character education in developing character through storytelling in early childhood in early childhood PAUD An-Nuur. The purpose of research is to obtain data on: 1) the implementation of the application of noble character education in developing character in early childhood in early childhood PAUD An-Nuur; 2) procedures for using storytelling in early childhood in the learning process in early childhood An-Nuur; 3) factors supporting and inhibiting the application of noble character education in developing character in early childhood in early childhood PAUD An Nuur. The results of the application of noble character education with the extent of the benefit of knowledge, attitudes, procedures use storytelling that students get as learners and their implementation in everyday life at school. To answer these problems the approach used in this study is a qualitative approach, the research procedure that produces descriptive data in the form of words written or spoken of people and observed behavior. Data collection techniques used were observation, interviews, documentation and study of literature. Research subjects in this study amounted to five informants, ie one person PAUD An Nuur, one early childhood tutor An Nuur, three students PAUD An Nuur. Based on data processing and discussion, the result of research on the application of noble character education in early childhood in early childhood PAUD An-Nuur, have the same goal, for the good of the child and make the child is given habituation noble with good morals. starts with giving good advice to exemplify good life so that children can imitate exemplary.Keywords: application of noble character education, character, storytelling

Learning activities within the framework of character development that learners can use as a contextual approach to teaching and learning concepts and help students advance of the material that is taught to associate with real-world situations so that learners are able to make connections knowledge with applicability in their lives. so, through contextual learning more learners have comprehensive results not only on the cognitive level (though the thought), but at the level of affection (heart, though, taste, and intention) and psychomotor (sports). This study intends to examine the implementation of the model of Learning Management Character Education in Early Childhood in TA as the city of Semarang and a pilot study in roommates researchers stacking dissertation will be titled character education management patterns in early childhood the TA as the city of Semarang. Formulation of the problem in this research is: how does Character Education Learning Management modeling Early Childhood in the TAas Semarang? In accordance with the formulation of the research problem, the general objectives to be achieved through this research is to find simultaneously describe the Learning Management Character Education in Early Childhood in the TA as the city of Semarang. Referring to the objectives to be achieved, this research program was designed with a Research and Development, means a course of study followed by the development program for the repair or improvement (Arikunto, 1996:9). To produce a prototype of a Learning Management Character Education in Early Childhood pad in a TA as the city of Semarang, systematic measures were taken in the form of a process of action, reflection, evaluation, and innovation by applying qualitative research methods, descriptive, development, experimentation, and evaluation. How to cite Nurussa’adah, N. (2014). Implementation of Learning Management Model of Character Education in Early Childhood in Tarbiyatul-Athfal (TA) Semarang. Indonesian Journal Of Early Childhood Education Studies , 3(2), 118-126. doi:10.15294/ijeces.v3i2.9485

Character education in early childhood, especially the value of honesty, is an important aspect in forming a positive personality. This article explores the use of the animated film "Riko The Series" as a learning medium for developing honest characters in early childhood. The method used in this research is qualitative with a descriptive approach. Primary data was obtained from analysis of dialogue in films, while secondary data was obtained from previous research. The analysis results show that this film conveys a moral message, especially the value of honesty, through interactions between characters. This film depicts the daily life of a child who is religious, independent and honest. Specific episodes from season 4 of Riko The Series show a strong emphasis on honesty and responsibility. In conclusion, the animated film "Riko The Series" has great potential as a supporting tool in forming honest characters in early childhood.  

Abstract. Character education in early childhood is an effort to foster students to develop all the potential of students in exploring understanding and instilling attitudes and behaviors into habits so that these values are embedded in the souls of students until adulthood. Therefore, this study aims to determine how to instill character in early childhood through learning the Qur’an. The research method used is qualitative with a phenomenological approach. Data collection techniques use observation, interviews, and documentation. Data analysis techniques are used through the stages of data reduction, data presentation, drawing conclusions, and verification. The study results show that implementing character education based on the Qur’an can effectively shape children’s personalities with good character, emphasizing monotheism, morals, and worship. Educators’ systematic approach and mature learning concept planning have been proven to play a significant role in the success of character education. Teachers who succeed in instilling Islamic values such as honesty, politeness, and manners in the daily lives of their students can create a young generation that is not only intelligent but also has noble morals. Abstrak. Pendidikan karakter pada anak usia dini merupakan usaha pembinaan peserta didik untuk mengembangkan seluruh potensi yang dimiliki peserta didik dalam menggali pemahaman, penanaman sikap, dan perilaku menjadi suatu kebiasaan sehingga nilai-nilai tersebut melekat dalam jiwa peserta didik hingga dewasa. Oleh karena itu, penelitian ini bertujuan untuk mengetahui bagaimana penanaman karakter pada anak usia dini melalui pembelajaran Al-Qur’an. Pendekatan penelitian yang digunakan adalah kualitatif dengan metode fenomenologi. Teknik Pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Teknik analisis data melalui tahapan: reduksi data, penyajian data, dan penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa penerapan pendidikan karakter yang berbasis Al-Qur’an secara efektif dapat membentuk pribadi anak yang berkarakter baik, dengan penekanan pada tauhid, akhlak, dan ibadah. Pendekatan sistematis dan perencanaan konsep pembelajaran yang matang oleh pendidik terbukti berperan signifikan dalam keberhasilan pendidikan karakter. Guru yang berhasil menanamkan nilai-nilai Islami seperti kejujuran, sopan santun, dan adab dalam keseharian anak didik, mampu menciptakan generasi muda yang tidak hanya cerdas, tetapi juga berakhlak mulia.

This study examines the character education model by Eduwisata Ndalem Kerto Ponorogo through outing class activities. It examines the level of success in instilling various characters developed in Indonesia for early childhood. The research approach uses descriptive qualitative field research type. Data collection techniques are carried out by observation related to the early childhood character education model, interviews with managers, teachers and students during outing classes and documentation of outing class activities. Data analysis is done by organizing, interpreting, presenting data narratively, and drawing conclusions. The study results revealed that the early childhood character education model through outing classes at Eduwisata Dalem Kerto includes gardening activities, learning fun, interaction with livestock, and cooking fun. This outing class activity is designed for 2 hours and is guided directly by the instructor from beginning to end. The results of the character education model through outing classes effectively instil various early childhood characters from characters developed in Indonesia. It should be noted that this study is still limited to the early childhood character education model using outing classes in eduwisata. The findings of this study provide originality in the form of a character education model for early childhood through outing classes in the form of gardening, learning fun, cooking fun and livestock edu-tourism that can be used as a fun and meaningful early childhood education model. These findings provide many contributions to the enrichment of character education models, specifically character education for early childhood which is rich in stimulation that develops the character and intelligence of early childhood.

The concept of as used in industry and construction, was first applied to education and the social services in the 1980s. Since then the question of how to define and describe quality in early childhood services has been a matter for debate, both in New Zealand and internationally. Recently I spent time in Norway and Japan, observing very different early childhood contexts from our own. While each country promotes its practices as quality, the cultural contexts that shape our understandings of children, development, goals, and philosophies differ considerably--and so, as a result, do our early childhood settings. In this article (1) I discuss definitions of drawing on examples from Norway and Japan to demonstrate the differences in our understanding of this concept as it applies to early childhood education. Definitions of quality The concept of quality has often been taken to mean something that is real, measurable, knowable, and assessable; in other words, out there to be discovered. For example, the work on quality in early childhood education (ECE) has often looked at the structural features of services, such as organisation, resources, and environments. In the mid 1990s Harry McGurk (1995) defined quality in terms of structures and processes. Structures were those things that are the easiest to measure: physical space, equipment, staff qualifications and conditions of employment, health and safety, staff-child ratios, and so on. Indeed, there appears to be general international agreement over these as determinants of quality. Quality processes, however, are harder to describe, but refer to children's actual experiences in their early childhood settings: for example, their interactions with staff; a curriculum that is appropriately linked to their interests, exploration, and culture; relationships between staff; staff morale; and relationships between staff and parents. There are many different opinions on the impact these factors have on quality (Ceglowski, 2004; Clifford, 1995; Moss & Pence, 1994; Smith, 1996; Textor, 1998). Dahlberg, Moss, and Pence (1999) sum up this position when they state: We recognize that the discourse of quality might be particularly useful for certain highly technical issues, perhaps, for example, food hygiene or building standards to ensure the physical safety of young children in early childhood institutions ... a comprehensive and reliable system of information on subjects as the supply and use of places, the costs of running institutions and the gender, ethnicity, training and other details of the workforce are necessary conditions for a system of well organized and well resourced early childhood institutions. (p. 119) Since the mid 1990s the New Zealand Government has been attempting to support both structural and process quality indicators through initiatives and incentives such as the 1996 Quality Funding Rate, Quality in Action (Ministry of Education, 1998), The Quality Journey (Ministry of Education, 1999), and most recently Pathways to the Future (Ministry of Education, 2002). The Education (ECE) Regulations 1998 and Revised Statement of Desirable Objectives and Practices (DOPs) for Chartered Early Childhood Services (Ministry of Education, 1996) provide a legislative platform for agreed standards for ECE provisions. It is agreed that these structural features do improve what is happening for children (Clifford, 1995, Early Childhood Education Project, 1996). In New Zealand, as well as understanding the usefulness of these structures and systems in promoting we now also officially recognise their interrelationships in Pathways to the Future. Nga Huarahi Arataki. A 10 year Strategic Plan for Early Childhood Education (Ministry of Education, 2002): Children only benefit from participation in quality ECE services. That quality is achieved through a number of interacting factors. …

This study aims to examine the effect and the role of (1) parents' attention on early childhood character education; (2) parents' affection on the early childhood character education; (3) security on the early childhood character education; and (4) parents' attention, parents' affection, and security on the early childhood character education silmultaneously. The method of this research was ex-post facto research. The populations in this study were parents and children in kindergarten of Bima city. Samples from the population were taken from 2 sub-districts namely the Rasa Na'e Barat sub-district and Punda sub-district, which consist of 157 Parents. Instruments used in this research were observations and questionnaires. Meanwhile the data analysis was carried out by using certain techniques which was Inferential Statistics with multiple regression analysis. The result of this study showed that the role of parents' attention on early childhood character education has a significant effect of 0.570 and parents' affection love also has a significant effect on character education of early childhood actually as much as 0.572. While the analysis on the effect of security on character education for early childhood is 0.453. Multiple regression tests show that there was a very large effect from parents' attention, affection and safety in early childhood character education which was 30,618. These results proved that the role of attention, affection, and security given by parents directly affects the character education of early childhood.

Character education is a process that never stops. The government may change, but character education must continue. Character education has challenges and problems that must be solved during online learning during Covid-19, namely the misuse of time and smartphones by children, the difficulty of parents dividing their time in accompanying their children, as well as the difficulty of parents meeting online learning facilities are examples of problems caused by the learning process. online. The purpose of this study was to see the influence of the role of parents on the development of early childhood character during the COVID-19 period. The results of the study show that the role of parents in early childhood character education during the Covid-19 pandemic is very influential. It is important for parents to be involved in the learning process at home, providing information, guidance so that children remain in the development of children's character education during this Covid-19 pandemic. Parental war becomes very important in the development of children's character to be ready to face the world in the future.Keywords: the role of parents, character education, early childhood, the Covid-19 pandemic

This study aims to determine the implementation of disciplinary character education in early childhood at RA Al Amin Jakarta, and to identify its influence on children's character development. Disciplinary character education in early childhood is one of the important aspects in forming positive behavior that can support children's development both in the family and school environment. The research method used is qualitative descriptive research with a case study approach. Data were collected through observation, interviews with teachers, principals, and parents, as well as document analysis related to the implementation of character education in schools. The results of the study indicate that the implementation of disciplinary character education at RA Al Amin Jakarta has been running well through various activities that support disciplinary values, such as the formation of punctual habits, arranging daily routines, and strengthening discipline in various activities. Teachers also play an active role in instilling discipline through role models and consistent approaches. Children show positive behavioral changes, such as increased discipline in following existing schedules and rules. The implication of this study is the importance of the role of schools and parents in supporting disciplinary character education to form children who have structured and independent behavior. The application of the results of this study can be used as a guideline for other early childhood education institutions in implementing disciplined character education effectively and in a planned manner, as well as a reference for improving collaboration between schools and parents in educating children.

Character education is now indeed a major issue of education, apart from being part of the process of forming the nation's children's morals, character education is also expected to be the main foundation in the success of Indonesia Gold 2025. Character education can be given early in early childhood through the media of fairy tales. The importance of fairy tales for early childhood is not only an activity to put children to sleep but can also improve the development of the child's right brain, psychology, emotional intelligence, noble character, and increase imagination in early childhood. Telling fairy tales to children is an important part of parenting. Besides being useful for psychological development, it also makes children feel loved and cared for by their parents. So that it does not cause moral degradation amid the rapid development of technology today. Through fairy tales as a medium for character education in early childhood, children will be able to learn about the world, life, themselves, and others. Keywords: Character education, psychology, emotional intelligence, Jayapura

Rapid global changes in economics, politics, workforce demands and epistemic levels have accelerated the demand for early childhood education and care (OECD 2006, 2012). In response over the past decade, many governments have established educational reforms aimed at raising standards and improving the quality of early childhood education and care. As an example, in April 2015 the Japanese government announced a new system called ‘Comprehensive Support System for Children and Child-rearing’ in order to promote a quantitative expansion of and qualitative improvement in early childhood institutions (Ministry of Education, Culture, Sports, Science and Technology [MECSST] 2015). The new system focuses on increasing the number of early childhood education institutions for families in order to reduce institution waiting lists. It is also intended to improve teacher-child ratios, aimed at enhancing the overall quality of child-rearing support services for families. However, the demand for and growth in early education has raised concern from stakeholders such as politicians, bureaucrats, researchers, educators and parents regarding the quality of services provided by these institutions (Wong et al. 2010).

Early childhood education (ECE) requires a solid value foundation to ensure that children’s character formation, self-regulation, and social–emotional development evolve holistically and sustainably. However, studies in early childhood education and Qur’anic values are often treated as separate domains and have not yet been conceptually integrated within a developmentally appropriate pedagogical framework. This research aims to analyze the values of children’s education in QS. Luqmān (31): 13–18 based on Tafsīr al-Qurṭubī and formulating a conceptual model of early childhood character development that is in line with the principles of developmentally appropriate practice and play-based learning. This study uses a qualitative approach, with a literature research design and a thematic-conceptual interpretation analysis. The subject of the research is in the form of a QS text. Luqmān (31): 13–18 in Tafsīr al-Qurṭubī, supported by early childhood literature and contemporary character education. Data is analyzed through deep Reading, thematic coding, and conceptual interpretation. The results of the study show that Qur’anic values form an integrated structure of children’s character, including spiritual orientation, moral affection, self-regulation, social responsibility, and communication ethics. These findings have implications for the development of early childhood character education based on habituation, example, and meaningful play experience. This study concludes that Qur’anic values are relevant as the conceptual basis for holistic and contextual early childhood character education.

Instilling character education in early childhood is one of the responsibilities of parents. Character education must be implemented from an early age to shape children into independent human beings, individuals with noble character. The purpose of this study is to describe the character formation of early childhood through education at home or by the family. This research method uses a qualitative approach. Data collection techniques use literature studies using various articles, books, and other sources as data sources. The research results show that the success of character formation in children depends on parenting and support from the environment to form positive character in early childhood. A parenting style that give precedence to frankness and supportive support from parents develops children's positive characters.