Quality Of Childhood Education Research Articles

Peran Perguruan Pencak Silat MS Jalan Enam Pengasinan dalam Pembentukan Karakter

This research discusses the role of Pencak Silat MS Jalan Enam Pengasinan in the formation of children's character education through the application of values such as discipline, responsibility and courage. The school, founded by H. Mai'in Bin H.Ki`in, uses specific traditions and rituals as part of its members' education process. A qualitative approach was applied in this study, with data collection through in-depth interviews and observations of trainers and members. The results show that Pencak Silat MS Jalan Enam Pengasinan functions not only as a martial art, but also as an effective tool in shaping positive character, especially in social and cultural aspects. Thus, pencak silat makes a significant contribution in educating young people who have a strong personality and are able to play a constructive role in their social environment.

An Appraisal of Nigeria’s Philosophy and Goals of Education on Gender Issues

This paper profiles the Nigeria philosophy and goals of education on gender issues. It relies entirely on secondary data and describes the educational situation in the Nigeria philosophy and goals of education on gender issues bringing out the objectives and strategies that the Nigerian government has embarked upon to provide access and quality education for children. The data shows that the educational prospects are dismal in Nigeria. The paper also observes that the National Policy on education in Nigeria has also overlooked the issue of girl-child education to a large extent. The effect of the policy statement on women is negative as man is the main focus. The paper adopts the feminism theory, using the qualitative design method of analysis to describe/appraise Nigeria philosophy and goals of education as they bother on gender issues. The paper concludes that the National Policy on education should be gender neutral to avoid the negative effect on the girl-child education in Nigeria.

Stories of strength: a systematic review of the use of narratives in character education of children

Character education has a significant role in instilling positive character strengths that help to shape a positive mind, a positive attitude, and positive behavior in children. Next to the commonly used didactic approaches, narrative interventions can be used to ‘package’ key moral messages about character strength in entertaining storylines. Unfortunately, empirical studies on the effectiveness of narrative methods for teaching character education to children is scattered across different disciplines. This review aimed to comprehensively describe the published studies, and identify the main elements used for children’s character education in the narratives. Eight databases of studies published between January 1980 and March 2018 were searched for narrative interventions that focused on character education aimed at children. The searches yielded seven studies with a great variety in outcome measures. Findings consistently suggest that narratives with positive approaches can generate honesty and kindness effectively in children. Employing a positively framed story, giving instructions, and encouraging children to explain the key story events half way and at the end of the story can especially produce preferable results in adopting the character strengths.

Architectural Strategies for Fostering Creativity and Enhancing Education for Children with Autism

Students with intellectual disabilities tend to spend most of their time in the classroom. The current research was conducted to create suitable environment for fostering creativity and improving education for children with autism. The type of research was quantitative, and the research data were analyzed using SPSS and AMOS software. specialized questionnaire was designed using expert opinion. The findings showed that, although psychological and biological factors have the highest correlation (T=867), architectural and environmental factors have a greater effect on biological factors (T=0.663) than do psychological factors (T=576). Furthermore, physical, psychological and biological factors having connecting and complementary roles should be considered when improving the quality of education for children with autism. Psychological factors are the influential components, followed by biological needs. Physical variables identified as facilitating psychological and biological needs included the degree of flexibility in quality (light, color and materials) and environmental structure (layout, shape and function).

Comparison of Intrinsic Elements of Indonesian and German Children's Literature to Enrich Character Education for Indonesian Children

Children's literature has many benefits, including being a medium of entertainment and a medium for character education for children. Children's literature contains various noble values that readers can internalize daily. This research uses two objects of children's literature: the Indonesian children's literature book Dru dan Negeri Lima Kerajaan by Clara Ng and Renata Owen and the German novel Apfelkuchen und Baklava by Kathrin Rohmann. This research aims to compare two intrinsic elements from the two novels as material for character education for students in Indonesia. The intrinsic elements in both novels are characters, setting, theme, and message. The research results show that the intrinsic elements of both novels have symbolic meanings that contain noble values such as patience, courage, kindness, sincerity, acceptance, and openness. Therefore, it can be concluded that the two novels can be used as material for enriching student and Indonesian character education and cultivating global character.

Form, Function and Meaning of “Satua I Siap Selem” (A Cultural Linguistic Review)

Purpose: The purpose of this research is to describe the form, function (of language) and meaning of Satua (Folklore) I Siap Selem from a Cultural Linguistic perspective. Research methods: This research is descriptive qualitative in nature using primary data collected using the observation method with the help of note-taking techniques. Data were analyzed using the matching method and the agih method and the results were presented using formal and informal techniques. Results and discussion: The form of Satua I Siap Selem is a discourse in the form of fictional prose. The general function of Satua I Siap Selem is as a means of entertainment, while based on the communicative function of language its functions are informational, expressive, directive, aesthetic and phatic. The implied meaning of Satua I Siap Selem states mutual love and togetherness, mutual respect and mutual help, evil or cunning, ingenuity and responsibility, as well as stupidity. Implications: Satua I Siap Selem contains a good life philosophy and moral messages so it is very good to serve as bedtime entertainment and character education for children.

Pendidikan Budi Pekerti Pada Anak di Panti Asuhan Tat Twam Asi

Character education for children in orphanages from a religious education perspective is problematic and challenging. This is because the methods and implementation of character education are different from education in schools. There must be methods and the creation of a conducive atmosphere in implementing character education in orphanages. The main goal is to lead a child to become an adult with noble ethics and morality, which in Indonesian is also known as having noble morals in the midst of this era of globalization. Solving these problems, this research uses an associative qualitative research approach to consume phenomena and find hypotheses from the objects studied. The data sources are foster parents and also children in orphanages with data collection methods in the form of observation, interviews and document study. Next, data analysis was carried out in two stages: data reduction and presentation and conclusions. The results of this research show that there is a relationship between character education in a Hindu religious perspective in orphanages That's right plays a very important role in shaping the character of the children there. It is clear that the children at the orphanage have experienced a positive character transformation thanks to the Hindu religious education provided in a structured and continuous manner. Character education learning methods in orphanages That's right Of course, the Orphanage's program is sustainable in its educational process, using Hindu religious education methods such as Dharma Vacana, Dharma Tula, Dharma Gita, Dharma Shantih, Dharma Yatra, Dharma Sadhana to help develop good character.

Family is the Main Pillar of Children Character Education

The family as one of the three educational centers is tasked with forming positive habits (habit formation) as a strong foundation in informal education. This research is a type of library research (Library Research), namely research that examines and explores various written sources related to the theme discussed by the author, namely the concept of family as the main pillar of character education in children as the author's main reference. Based on the description of research data and discussions that have been expressed, the family has an important role in forming a child's character. Education in the family is the initial and main education for a human being. In order to create a generation that has strong character and strong faith and Islam, it is necessary to instill Islamic personality values ??in children. Character education is an integrative and comprehensive education

Tinjauan Hasil Evaluasi Pendidikan Karakter Anak dalam Pembelajaran PAI

Islamic Religious Education (PAI) has an important role in shaping the character of students, as a moral and ethical foundation in the education system. PAI not only teaches religious knowledge, but also focuses on developing students' attitudes and behavior in accordance with Islamic teachings. Thus, character education through PAI aims to create an intellectually intelligent generation, with high moral integrity, ready to contribute positively in a complex and dynamic society. The aim of this research is to evaluate the effectiveness of children's character education in PAI learning by examining the teaching approaches used by educators, the methods applied, and the results achieved. The research method uses a qualitative approach. Data was collected through literature studies and in-depth interviews with PAI educators from various schools in Indonesia. Research findings show that the integration of character values ​​in PAI significantly improves students' morals and ethics. Students not only understand religious concepts cognitively but are also able to apply these values ​​in everyday life.

소학에 나타난 유아 예절교육에 대한 소고

This study investigated through Sohak what direction etiquette education for children should be in today's era where material culture is abundant. For this purpose, the preface and inner chapters of the children's textbook Sohak were used as the subject of analysis, and the analysis was conducted based on character education such as children's proper daily life, human duties, and self-regulation using Sohak. As a result of the analysis, the manner education for children in Sohak was found to be manner as a receptionist, manner towards family, manner towards people outside the family, and manner in everyday life. First, manner as a receptionist is a life of moderation with the right manner and posture. Second, manner toward family includes manner toward parents, manner between husband and wife, and manner between brothers and sisters. Third, manner toward people outside of the family includes manner toward adults, manner toward teachers, and manner toward friends. Fourth, manner in everyday life includes language manner, food manner, clothing manner, greeting manner, and manner in public places. The results of this analysis show that children's manner education through Sohak contributes to children's moral development and character education, and allows children to experience valuable values. To this end, we propose that there is a need to lessons from the past for character education for children through old literature appropriate to the development level of children.

Implementasi Kurikulum Merdeka dan Pendidikan Karakter: Strategi Meningkatkan Kualitas Siswa di Era Modern

As a result of the lack of character education for children, it causes a moral crisis, such as social problems in society, drinking, bullying and others. Character education in the Independent curriculum is very important because it has several main objectives. First, the character of Education aims to develop the basic character of students in accordance with the values of Pancasila, such as religious, nationalist, integrity, independence, and mutual assistance. Second, the character of education is expected to form students who have religious spiritual strength, self-control, personality, intelligence, noble character, and other skills needed to face complex future challenges. The method in this study using literature studies. Through the new policy of Education Quality reform in Indonesia curriculum “Merdeka belajar " and character education is expected to be a significant movement in the learning process to improve the quality of Education and improve the quality of students in the modern era

Character Development in Children of Baitul Hidayah Foundation (East Jakarta)

Character development education for children remains largely overlooked, with the majority only receiving instruction within elementary school classrooms, lacking practical activities to enhance their awareness. In our community empowerment project at the Baitul Hidayah Foundation, we endeavored to address this gap by providing materials, educational sessions, games, and project activities centered around children's character development, employing the 4-color character approach. Our efforts were guided by research focusing on children's character education and its impact on their comprehension of the significance of possessing good character to nurture positive relationships with peers, siblings, and others. Furthermore, following the outcomes of the Focus Group Discussion (FGD) involving the Baitul Hidayah Cijantung Foundation and Group 6 members, it became evident that the Baitul Hidayah Foundation had previously neglected character development education for its students, to the extent of never incorporating it into their curriculum. Therefore, our Community Empowerment Group 4 set out to rectify this deficiency by educating students at the Baitul Hidayah Foundation about the importance of character and providing guidance on its practical application.

The Effect of Montessori Method Implementation and Classical Learning Method on Strengthening Children's Character Education (PAUD) Using Flash Cards

Education is very important for the intelligence of the nation. The education of the nation's children is referred to as one of the factors that can lead to success or setbacks for the country's future. Education in Indonesia is still not perfect, and it is not perfect to say that it has achieved progress in character education; as evidence, this time, there are still many students who have lost their sense of nationality, honesty, courtesy, and sense of responsibility. So, for that, character education absolutely must be revitalized again. This quantitative study aims to determine the effect of the differences in implementing the Montessori and Classical learning methods on strengthening character education in early childhood using flash cards. The design used in this research is in the form of a comparative quantitative approach. Questionnaires were distributed to 12 teachers from each school, with 6 teachers as respondents. The data obtained from the questionnaire distribution is then analyzed using a Likert scale, and the results of student learning scores are analyzed using an independent t-test. The research results show that the teacher's perception of implementing the Montessori Method and the Classical Learning Method towards strengthening character education using flash cards has a very effective category with an achievement of 82% for learning the Montessori Method. While the effective category with an achievement of 73% for the Classical Learning Method. Based on the Independent t-test, the value of the difference in character education shows the effect of the difference, namely 0.20. The effect of this difference is statistically categorized as not real, or there is no difference in the effect of the implementation of the Montessori Method and the Classical Learning Method on strengthening early childhood character education. The Montessori and Classical Learning Method can be good for early childhood character education.

The Impact of Students' Learning Interests and Parenting Patterns on Economic Learning Outcomes

The lack of parental attention to children's character education makes parents' parenting patterns less than optimal, so children's interest in learning decreases, which causes student learning outcomes not to meet the KKM at school. Therefore, this research aims to partially and simultaneously examine the influence of learning interests and parenting patterns on the economic learning outcomes of class XI students. This type of research is causal research. The population in this research was 107 students, and the sample used was 84 students. Data collection methods using questionnaires and documents were analyzed using multiple linear regression. Hypothesis testing using the t-test and F-test was processed using the SPSS 20.0 for the Windows program. This research shows that interest in learning and parenting patterns partially and simultaneously influence students' social studies learning outcomes, which are expressed at a significance level of 0.000 <0.05. Based on this, it is concluded that formal education must also be balanced with informal education provided by parents through good parenting. This will increase students' interest in learning so that student learning outcomes will improve. This research provides theoretical implications that the solution to increasing student interest in learning and learning outcomes can be done by applying informal education to balance formal education.

Puppetry-Based Literacy as a Means of Early Childhood Character Education

This service aims to introduce wayang culture and develop children's character education with the content of core competencies in spiritual attitudes, core competencies in social attitudes, core competencies in knowledge, and core competencies in skills by utilizing educational learning media. The subjects in this research were PAUD Mutiara Bunda and PAUD Kenanga, Pisang Candi, Sukun, Malang City. The results of this service show that the learning method through wayang literacy and local wisdom for early childhood has succeeded in becoming a means for teachers to introduce character-based local culture to early childhood

The Current Situation Of The Self-Assessment Of The Early Childhood Education Quality In Locality Based On Sustainable Development Goal No. 4 In Vietnam

The Current Situation Of The Self-Assessment Of The Early Childhood Education Quality In Locality Based On Sustainable Development Goal No. 4 In Vietnam

Implementasi Pembentukan Karakter Siswa Usia Dini Di Paud Brigjend Katamso Medan Sunggal

This research aims to determine the implementation/application of character building in Brigjend Katamso Medan PAUD students while at school. The results of the research show that the process of implementing or implementing children's character education begins as early as possible with habits such as (1) inviting students to pray diligently, (2) 3S, namely smile, greet, salute, (3) form independent character, (4) Obedience in the rules, (5) Healthy living behavior implemented by teachers at school so that students also practice it in their daily lives both at school, home and in the community.

Embedding Effective Communication in Early Childhood Learning in Schools: Experience from Early Childhood Teachers

ABSTRACT This study aims to strengthen the empirical evidence by analyzing the communication process between early childhood education (ECE) teachers and children during the learning process. It also aims to explore how the process occurs and how children respond. This qualitative descriptive exploratory research utilizes the content analysis method. Purposive sampling was used to select five teachers, including the head teacher, and forty-seven children who participated in this study. Data was collected through semi-structured interviews and non-participant observations to explore communication practices in the teaching and learning process, from the teachers perspective. The results emphasizes the importance of bidirectional communication, tailored to individual children for optimal engagement. It also highlights the role of language use and non-verbal cues in effective pedagogy, while acknowledging the challenges of material relevance and language barriers. The study underscores the significance of multimodal pedagogy, and adaptive communication strategies to address disparities in children’s engagement levels and language challenges. It advocates for the continuous refinement of pedagogical techniques to enhance effective communication between teachers and children, a crucial element for the overall improvement of early childhood education quality. Overall, the research provides valuable insights for both academic discourse and practical applications in early childhood education.

ANALISIS TANTANGAN PEMANFAATAN ALAT DIGITAL DALAM PENDIDIKAN PADA ANAK YANG CENDERUNG MENGHABISKAN WAKTU UNTUK GAME ONLINE DI MI AT-TARBIYAH SUMBERASIH

This research aims to analyze the challenges of using digital tools in education for children who tend to spend time playing online games at MI AT-Tarbiyah Banjarsari, Banjarsari District. Sumberasih. In the digital era, the use of digital tools in learning is becoming increasingly important. However, children's tendency to spend time playing online games can be a barrier to the effective use of digital tools in educational settings. This research method uses a qualitative approach with data collection techniques through observation, interviews and documentation studies. The research subjects were teachers, parents and students of MI AT-Tarbiyah Banjarsari District. Sumberasih has a tendency to spend time playing online games. The research results show that there are several challenges in using digital tools in children's education at MI AT-Tarbiyah Banjarsari. Factors such as parents' lack of understanding of the benefits of digital tools in education, limited access to technology, and the strong appeal of online games are the main obstacles. This research recommends the need to increase parents' understanding of the benefits of digital tools in education, the active involvement of teachers in developing interesting educational content, and the development of school policies that support the positive use of digital tools. In this way, it is hoped that we can overcome challenges and increase the effectiveness of the use of digital devices in improving the quality of education for children who tend to spend time playing online games.

A Systematic Analysis of Inclusion Teachers' Work Engagement: An In-Depth Study of Inclusion Teachers' Dedication, Passion, and Teachers’ Appreciation of Inclusion

Work engagement of inclusion teachers is a crucial factor affecting the quality of education for children with special needs in regular school settings. The role of the inclusion teacher is not only limited to the delivery of learning materials, but also includes dedication, passion, and appreciation for the special needs of these children. The method used is a Systematic Literature Review (SLR) which allows for a detailed examination of structured data search steps in the context of aspects of work engagement in inclusive teachers. Searches were conducted through databases such as Google Scholar, Semantic Scholar, Mendeley, and ResearchGate. The literature reviewed is limited to the years 2012-2022. Literature search keywords include Teachers' Work Engagement, Inclusive Teachers, and Inclusive Teachers' Vigor, Dedication, and Absorption. The results show that the dedication of inclusive teachers plays a key role in creating a learning environment that supports the development of children with special needs. Passion and appreciation of responsibility also contribute to determining the quality of education provided. Inclusive teachers with high levels of work engagement are considered important change agents in improving the quality of education for children with special needs.