IMPLEMENTATION OF CHARACTER EDUCATION IN INTEGRATED ISLAMIC KINDERGARTEN CITY OF PALEMBANG

The low quality of Indonesian education was also shown Data Research and Development (2003) in Panjaitan (2014) that of 146 052 elementary schools in Indonesia was only 8 schools who gained worldwide recognition in the category of The Primary Years Program (PYP). Of the 20,918 junior high schools in Indonesia, there are only 8 schools that received world recognition in the category of The Middle Years Program (MYP), and from 8,036 SMA, only 7 schools received world recognition under The Diploma Program (DP). The purpose of this research is to describe the role of Principals in the Integration Development of Culture and Moral character-based Noble Boarding School in Fresh Qulub MTs Miftahul Gondang Mojokerto, Based on the discussion can be summarized as follows: 1) The model of character education in adolescents aims to develop personality traits. Character education is done by acting speech directive (advice, orders, suggestions, etc.). Character education models in adolescents are integrated into various learning activities, school rules, and extracurricular activities or media posters attached to school walls. 2) The implementation of character education in MTs Miftahul Qulub Fresh Gondang Mojokerto maximum run boarding school because the curriculum is integrated with the school curriculum, in which the achievement of values ​​in schools is a prerequisite for the achievement of values ​​in schools. In addition, students in MTs Miftahul Qulub Fresh Gondang Mojokerto are students in boarding Miftahul Qulub Fresh Gondang Mojokerto, so the location is in one place, then facilitate monitoring and evaluation. 3) Implementation of character education in Madrasah Tsanawiyah Miftahul Qulub Tawar Gondang Mojokerto can be grouped into three domains namely: (l) affective. character education planting resulted in a change of attitude, through habituation on an ongoing basis both in schools and at schools to make students have certain characters such as steadfastness, good morals, self, and others; (2) cognitive linking character education into subjects give students an understanding of the values ​​of character and the importance of character in everyday life, so as to stimulate awareness of the students to practice the values ​​of characters in everyday life; And (3) psychomotor: through the learning experiences that students receive both in the pesantren and at school, they have the most embodied abilities into behavioral forms in everyday life. This practice is a continuation of the affective and cognitive spheres in the form of behavioral trends. Behavior is influenced by his learning experience through habituation that form the character inherent in him

The low quality of Indonesian education was also shown Data Research and Development (2003) in Panjaitan (2014) that of 146 052 elementary schools in Indonesia was only 8 schools who gained worldwide recognition in the category of The Primary Years Program (PYP). Of the 20,918 junior high schools in Indonesia, there are only 8 schools that received world recognition in the category of The Middle Years Program (MYP), and from 8,036 SMA, only 7 schools received world recognition under The Diploma Program (DP). The purpose of this research is to describe the role of Principals in the Integration Development of Culture and Moral character-based Noble Boarding School in Fresh Qulub MTs Miftahul Gondang Mojokerto, Based on the discussion can be summarized as follows: 1) The model of character education in adolescents aims to develop personality traits. Character education is done by acting speech directive (advice, orders, suggestions, etc.). Character education models in adolescents are integrated into various learning activities, school rules, and extracurricular activities or media posters attached to school walls. 2) The implementation of character education in MTs Miftahul Qulub Fresh Gondang Mojokerto maximum run boarding school because the curriculum is integrated with the school curriculum, in which the achievement of values ​​in schools is a prerequisite for the achievement of values ​​in schools. In addition, students in MTs Miftahul Qulub Fresh Gondang Mojokerto are students in boarding Miftahul Qulub Fresh Gondang Mojokerto, so the location is in one place, then facilitate monitoring and evaluation. 3) Implementation of character education in Madrasah Tsanawiyah Miftahul Qulub Tawar Gondang Mojokerto can be grouped into three domains namely: (l) affective. character education planting resulted in a change of attitude, through habituation on an ongoing basis both in schools and at schools to make students have certain characters such as steadfastness, good morals, self, and others; (2) cognitive linking character education into subjects give students an understanding of the values ​​of character and the importance of character in everyday life, so as to stimulate awareness of the students to practice the values ​​of characters in everyday life; And (3) psychomotor: through the learning experiences that students receive both in the pesantren and at school, they have the most embodied abilities into behavioral forms in everyday life. This practice is a continuation of the affective and cognitive spheres in the form of behavioral trends. Behavior is influenced by his learning experience through habituation that form the character inherent in him

This research is the kind of research the field with the approach descriptive qualitative with the title the implementation of character education early childhood in RA Sabilul Huda Laban Menganti Gresik. This research aim store view the process of implementation of character education on early childhood in RA Sabilul Huda Laban Menganti Gresik and to know the supporting factors and the inhibitors. The technique of data collection is by observation, in-depth interviews, and documentation. Analysis of data is with three stages, the reduction of data, presentation of data, and with draw all conclusions/verification. These research finding scan be concluded that the implementation of character education early childhood in RA Sabilul Huda Laban Menganti Gresik is through three rounds of including planning, implementation, and evaluation. The planning in the process of the implementation of characters education is begun by inserting the character values in to the school curriculum, annual program, a semester program, Program of Learning Plan Weekly/Rencana Program Pembelajaran Mingguan (RPPM), and Program ofLearning Plan daily Rencana Program Pembelajaran Harian (RPPH). The process of implementation of character education is integrated in to learning activities, exemplary, and habit. While the scoring in the process of applying character education integrated in to the assessment of learning and spontaneous assessment conducted by an educator. In the process of the implementation of character education in RA Sabilul Huda some factors support and inhibit. The factors that support the implementation of the character education are the charge of character education in the school curriculum, the motivations of school for the quality of output, the infrastructure that supports for the implementation of character education is enough. While the factors that inhibit the implementation of the character education are different characteristic students, the different environments of students, the funding of character education still charged fully to the school, the students readily not focus, and the monitoring of the center of curriculum is not enough.

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.

In elementary school, the implementation of education for children is very weak, so it cannot guarantee character education learning. This study aimed to determine the impact of character education on student behavior at Gandasoli State Elementary School. This research uses a qualitative method, which is descriptive research. Data collection techniques were conducted by interview, observation, and documentation. Character education in elementary schools can be implemented through the learning process, school regulations, and extracurricular activities. The implementation applied at Gandasoli State Elementary School has six characteristics, namely: Implementation of tolerance character education, implementation of honest character education, implementation of hard work character education, implementation of creative character education, and implementation of discipline character education. The results of the research conducted on the behaviour of students at Gandasoli State Elementary School in the implementation of character education is follows. This can be seen from the results of observations that the behaviour of students who are taught religious values, honesty, tolerance, and discipline values are higher when students are at school.

Nowadays character is often echoed in the world of education which focused on children's education. The purpose of character education is expected to develop children's personal character and virtuous character better that is manifested in everyday behavior. Folklore is part of the literature included in the teaching materials could be a source of character education. Folklore is stories told and developed in the community from generation to generation in their respective regions in the archipelago. Likewise in West Kalimantan which is populated by ethnic Malay, Dayak, Chinese, Bugis, Madurese and Javanese has the folklore of their respective ethnic groups, one of them is Dayak Kanayatn folklore. Folklore which is read by children could affect the children’s character in everyday life. Folklore contains not only education, but also rich in cultural values and moral values as character education purpose—that is building the children’s character through the lessons. The aim of this paper is to reveal and analyze the children’s character education in Cerita Kancil dan Siput (Tale of Hare and Snail). The writing object is the text of Tale of Hare and Snail contained in the book series entitled Kalbar Folklore of The Tortoise and Companions. The method used is descriptive and technical literature. This paper analyzes the contents of children’s character in Tale of Hare and Snail. The results of this paper is folklore Dayak Kanayatn titled Tale of Hare and Snail contains character education which also exists in the nine pillars of character education in Indonesia. It is expected that more local folklore which could be medium of teaching materials containing noble values of the local community would build children’s personal positive, great and amazing.

This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools.

Character education is one of the important aspects in the learning process in schools, which aims to form positive attitudes and behaviors in students. This article aimed to explore the implementation of character education in Indonesian schools and the challenges faced in its implementation. This study used a qualitative approach with interview methods and observations of teachers, students, and other related parties in several elementary schools. The results showed that character education in schools has been well received by most students, but in practice there are a number of obstacles, such as limited lesson time given to academic materials and lack of consistency in the application of character values. In addition, student resistance to character-based learning is also one of the obstacles that must be overcome. Furthermore, the use of technology in character learning is seen as an effective tool to attract students’ attention and enrich learning methods. The role of teachers is very vital in the success of character education, therefore in-depth teacher training related to the implementation of character in the curriculum that is more relevant to the development of the times is needed. Finally, collaboration between schools, parents, and the community is an important factor in supporting the success of sustainable character education. Therefore, there needs to be increased synergy between related parties to produce the next generation of the nation with strong character and adaptive in facing the challenges of the times.

During the current Covid-19 pandemic, in meeting economic needs or carrying out daily activities, people are forced to be able to adapt by implementing healthy living habits so as not to be affected by the Covid-19 pandemic. This research is qualitative research that aims to obtain information about the role of parents in the implementation of character education. The object of research is students who are at SDN 16 West Banglas with purposive sampling technique in determining respondents. Data collection techniques based in-depth interview techniques was applied in this study. The data analysis technique used a qualitative descriptive approach. Based on the results of Key's research, the role of parents in children's character education is not optimal. In general, the process of implementing character education during courageous learning is considered good enough but not optimally applied, especially to all respondents. This is based on the explanation of observations and research results which show that not all parents are actively involved in the implementation of character education as long as children learn from home. There are even some parents who do not understand the application of character education itself as long as children learn from home.

This study aims to determine the effectiveness of character education management in an effort to improve the academic achievement of students in SMK N 2 Yogyakarta, character education management includes planning, organizing, implementing, monitoring and evaluation, support and resistance as well as the efforts made to overcome obstacles. This study used a qualitative research method with a naturalistic approach to data collection. The data collection techniques: interview, observation, study documents. The data source consists of resource person, place and activity as well as related documents to the implementation of education character. Data analysis technique was performed with data reduction, data presentation, and conclusion. Checking the validity of the data is done by extending the observation time, triangulations and auditing. The results showed that the management of character education in SMK N 2 Yogyakarta is quite effective for improving students’ achievement, both academic and non-academic achievement. The average percentage of the graduate student is always higher than 98%, often getting champion level of municipality, provincial and so national. In addition to improving achievement also effectively shape the character of the students as a discipline in complying with school rules, awareness of high worship, no fighting students. All of the mentioned habitual behaviors are an indication of the success of character education. Implementation of the character management received support from the school community and be a flagship program, but is also found in the implementation obstacles that some of the school member s still do not understand the importance of education character so that there are still people who are still violated and less concerned with the implementation of character education. The efforts made by the school to overcome the barriers by doing intensive and sustainable socialization in the school community as well as discipline in enforcing school rules.

Globalization has a positive impact on people's lives, but it also raises some issues, including declining the nation's democratic character. Learning about ethnic and cultural diversity in social studies is shown to be helpful in the development of moral character in children. Based on the above description, this study aims to determine the extent to which students can apply democratic character in their daily lives as a result of the implementation of democratic character education. Interviews, questionnaires, and observation were used to collect data in this study. Descriptive qualitative research using a percentage formula was used. Class V SDN Poja II Sumenep, which included 47 students from various ethnic backgrounds, was used for the study. 3.8 percent more students than last year filled out democratic questionnaires, according to the data. This study concludes that the implementation of democratic character education through social studies learning material on ethnic and cultural diversity in elementary schools is categorized as very good according to the character learning syntax. Students' level of understanding in implementing democratic character in everyday life is categorized as very good. This is because students have carried out all activities by predetermined indicators.

The purpose of this study was to determine the implementation of religious character education for students at SD Muhammadiyah 9 Ngaban, and how to overcome obstacles in implementing Islamic habits in SD Muhammadiyah 9 Ngaban. The research method used is descriptive qualitative research. The research subjects were the principal, third grade teachers and third grade students. By using data collection techniques of observation, interviews and documentation. The results of this study indicate that Islamic habituation is carried out consistently and on a scheduled basis. The implementation of religious character education at SD Muhammadiyah 9 Ngaban is integrated into self-development programs, learning activities and character values ​​developed by the school. The obstacles encountered did not dampen the enthusiasm of teachers to continue implementing activities related to Islamic habituation. Keywords – Implementation of Character Education, Religion, Islamic Habituation

This study aims to describe the implementation of character education through habituation which includes planning, implementing, evaluating the results of character education, supporting factors and inhibiting the implementation of character education through habituation in Bintang Kecil Kindergarten Bogor. This research method uses a qualitative approach with a qualitative descriptive method. Data collection techniques were conducted by interview, observation, and documentation. The results of this study indicate that the process of character education through habituation is carried out by students according to the stages, namely planning, implementation, evaluation and results as well as supporting factors and inhibiting factors. The planning of children's character education is carried out through daily habits in accordance with 9 of the 18 values ​​of the nation's character, namely religious, honest, tolerance, discipline, creative, curious, friendly/communicative, fond of reading and caring for the environment. The implementation includes the process of implementing character education in everyday life through the habituation given by teachers to children. humans, morals of worship by carrying out activities that support
 Keywords: character education, early childhood.

In education, an exemplary and character teacher at school has a real impact on the child's personality in the future. Character building is a collective commitment of the Indonesian people to face today's global demands. The implementation of character education is a way to build a more moral education. The purpose of writing this article was to describe and analyze the exemplary teachers in implementing character education. This article had analyzed and reviewed the works of literature that were related to the topic. The model used was a library research approach. The results examined that the implementation of character education in schools is the responsibility of all school members. However, teachers play a more important role in achieving the program, the success of character education in schools depends on the extent to which the teachers can be a model for their students. Creating a character student will need a character teacher as well.

Madrasa as educational institutions with religious characteristics (Islam) aim to produce student outputs with character (akhlakul karimah). Educators or teachers are the spearhead in the formation of the character of students, and the head of madrasah has a very important role in developing character education, especially in mobilizing and coordinating all existing potential and educational resources. Character education is an effort to help the mental development of students both physically and mentally from their natural nature towards a better direction. This research aim to: 1) analyze the role of the principal in developing character education, 2) describe the implementation of character education, and 3) describe the values of character education developed. The type of research used is a qualitative research with a descriptive design. This research was conducted at MTs Negeri 2 Lombok Timur. Data analysis is carried out interactively and takes place continuously until it is complete so that the data is saturated. Activities in data analysis using the Miles and Huberman model are data reduction (data reduction), data presentation (data display), and conclusion drawing (verification). The results of this study indicate that: 1) the role of the madrasah principal in developing character education at MTs Negeri 2 Lombok Timur, namely: (a) the madrasa principal as a character education program developer (Manager), (b) the madrasa head as a character education program leader, (c) the head of the madrasa as a character education coach (Educator), (d) the head of the madrasa as a role model in the application of character education (Modelling), and (e) the head of the madrasa as a liaison to parents and the community (Connector). 2) the implementation of character education at MTs Negeri 2 Lombok Timur is carried out through: (a) integration in madrasa management, (b) integration in learning activities, (c) integration through extracurricular development, (d) integration in daily activities in madrasas. 3) Of the 18 character values according to the Ministry of National Education, there are six character values developed at MTs Negeri Lombok Timur, namely: (1) religious, (2) honest, (3) disciplined, (4) environmental care, (5) social care and, (6) responsibility.