Abstract
: This study aims to describe: (1) General description of the Rumah Dongeng Kinciria. (2) Storytelling strategies at the Rumah Dongeng Kinciria. (3) Implementation of child assistance programs by the Rumah Dongeng Kinciria. The study uses qualitative methods. Data collection uses interviews and documentation. The informants consisted of three people, they were the community founder, curriculum division and public relations division. Data validity testing uses source triangulation and technique triangulation. Data analysis uses an interactive model consisting of data reduction, data presentation, and conclusions. The results of the study show that (1) Rumah Dongeng Kinciria is a social community engaged in the field of character education in the informal education path. (2) Storytelling strategies implemented by the Rumah Dongeng Kinciria are based on catharsis methods supported by attractive media such as dolls and guitars. (3) The implementation of mentoring for children is carried out with storytelling, artwork, and watching educational films based on catharsis methods.
Highlights
Abstrak: Kajian ini bertujuan untuk mendiskripsikan: (1) Gambaran umum tentang Rumah Dongeng Kinciria. (2) Strategi mendongeng di Rumah Dongeng Kinciria. (3) Pelaksanaan program pendampingan anak oleh Rumah Dongeng Kinciria
The informants consisted of three people, they were the community founder, curriculum division and public relations division
The results of the study show that (1) Rumah Dongeng Kinciria is a social community engaged in the field of character education in the informal education path
Summary
Sedangkan dampak negatif yaitu adanya infiltrasi budaya dan nilainilai asing yang seringkali tidak sesuai dengan norma. Budaya dan nilai-nilai asing tersebut diadopsi oleh masyarakat tak terkecuali anak. Dampaknya adalah anak meniru budaya dan nilai-nilai asing tersebut. Fenomena tersebut tidak mencerminkan karakter warga negara yang baik. Berdasarkan fenomena tersebut maka diperlukan pendidikan karakter untuk menyelamatkan anakanak dari infiltrasi budaya dan nilainilai asing yang tidak mencerminkan karakter warga negara yang baik. Pendidikan karakter yang efektif akan menciptakan anak dengan kepribadian yang baik (Bahri, 2015). Anak dengan kepribadian yang baik pasti akan menjadi warga negara yang baik karena paham akan hak dan kewajibannya. Namun jika pendidikan karakter diabaikan maka akan terjadi perilaku amoral pada anak (Lickona, 2013). Dampaknya adalah terjadi penurunan kualitas karakter yang berpengaruh terhadap kualitas sumber daya manusia misalnya kurangnya integritas, tidak bertanggung jawab, apatis dll. Secara umum pendidikan karakter dapat dilaksanakan secara formal, nonformal, maupun informal
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