Tujuan dari penelitian ini adalah untuk mengetahui penanaman nilai–nilai agama dan moral pada anak kelompok B di TK Aisyiyah Bustanul Athfal 14 Samarinda serta untuk mengetahui faktor pendukung dan penghambat dalam penanaman nilai – nilai agama dan moral pada anak usia kelompok B di TK Aisyiyah Bustanul Athfal 14 Samarinda. Jenis penelitian ini adalah deskritif kualitatif. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah observasi, wawancara, dan dokumentasi. Sumber data penelitian penelitian ini terdiri dari sumber data primer dan sekunder. Sumber data primer yaitu kepala sekolah, dan wali kelas. Sumber data sekunder yaitu dokumentasi. Data analisis menggunakan metode Miles dan Huberman yang terdiri dari tiga langkah yaitu data kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penanaman nilai-nilai agama dan moral anak kelompok B di TK Aisyiyah Bustanul Athfal 14 Samarinda yaitu bahwasannya ada beberapa kegiatan yang digunakan oleh guru dalam menanamkan nilai-nilai keagaaman dan moral bagi anak. Kegiatan tersebut meliputi penanaman nilai agama melalui penghapalan doa-doa sehari-hari, metode menghapal juz amma, kegiatan menghapal hadits, menerapkan program tahfidz, praktek berwudhu, praktek sholat, mengaji, dan mewarnai huruf hijaiyah. Semua ini dilakukan oleh guru berdasarkan aturan serta kurikulum yang berlagsung baik oleh pemerintah maupun kurikulum sekolah. Adapun faktor pendukung dalam menanamkan nilai-nilai agama dan moral bagi anak kelompok B di TK ‘Aisyiyah Bustanul Atfhal 14 adalah melalui sarana dan prasarana, sikap positif yang diberikan oleh guru kepada anak, guru menggunkan media pembelajaran. Adapun faktor penghambat dalam menanamkan nilai-nilai agama dan moral bagi anak adalah ketidak sabarannya guru dalam mendidik anak sehingga kegiatan pembelajaran yang digunakan terkadang tidak terlaksana dengan baik.

The background of this research is that Early Childhood Education teachers play an important role in interactions both as teachers in learning and as mentors and counselors for children. PAUD (Early Childhood Education) teachers are expected to have counseling communication skills, including empathy, active listening, and the ability to ask questions. This research aimed to find out the ability of Early Childhood Education Teachers in East Kalimantan in counseling communication. The research design was descriptive qualitative. The subjects in this study were Early Childhood Education Teachers from 8 PAUD institutions in 4 (four) City Districts in the East Kalimantan regions. There are Samarinda, Bontang, Kutai Kartanegara, and Kutai Timur. This subject was taken purposively from two teachers selected in each institution that was used as a place of research. The research object was the teacher's ability to conduct counseling communication by attending, empathizing, asking questions, and active listening skills. From this study, the researcher concluded that most Early Childhood Education Teachers can empathize but have not implemented empathic communication and effective listening in asking questions to explore children's emotions and thoughts. Most teachers used advising, seducing, persuading, and diverting children's problems in counseling communication. For further suggestions, school principals should evaluate the teachers’ ability in counseling communication to children and implement teacher counseling communication through tutorials and training among colleagues or peer tutors among teachers.

This research is motivated by the importance of instilling religious and moral values in children to protect them from the threat of moral degradation that occurs along with modernization. To achieve this goal, one of the approaches used is learning to use motion media and songs. This study aims to discover the stages passed and the benefits of using motion media and songs in learning to instill religious and moral values in early childhood. The type of research used in this research is qualitative with a case study approach. The location of this research is in Al-Hikmah Kindergarten and Al-Quds Kindergarten, Samarinda City. Data collection techniques used are interviews, observation, and documentation. The data analysis technique used is a single-site analysis by condensing data, making data displays, and verifying and drawing conclusions. The results showed that at TK Al-Hikmah, the planning stage was carried out by recruiting teachers who were competent and had a strong Islamic background. The implementation stage is carried out by singing songs about getting to know angels, getting to know the 25 Prophets, and getting to know the obligatory nature of Allah. The results obtained in the kindergarten are forming new positive behaviors or habits in children. As for the Al-Quds Kindergarten, the planning stage is carried out by strictly selecting teachers and preparing songs to be sung with children. The implementation stage is carried out by singing songs that recognize body parts and prepositions in Arabic and clap ablution. The perceived benefits are that it can stimulate children's motor movements and help to introduce religious and moral aspects to children.

This study aims to determine how much influence Early Childhood teachers’ self-esteem on character, the influence of school culture on the character of Early Childhood Teachers, and the influence of self-esteem and school culture on the character of Early Childhood Teachers. To obtain the data using a questionnaire. The type of research is a quantitative explanatory approach. Data analysis was performed by multiple regression analysis. The results of data analysis show the Pearson correlation value of self-esteem (X1) with the character of early childhood teachers (Y) of 0.576. It shows that the strength of the relationship between self-esteem (X1) and the character of early childhood teachers (Y) is in the moderate category. Furthermore, the Pearson correlation value of school culture (X2) with the character of early childhood teachers (Y) is 0.793. It shows that the strength of the relationship between school culture (X2) and the character of early childhood teachers (Y) is included in the strong category. The double correlation of X1 and X2 with Y is significant. It means there is an effect of self-esteem and school culture on the character of early childhood teachers. Furthermore, the Pearson correlation value is 0.828. It shows that the strength of the relationship between self-esteem (X1) and school culture (X2) with the character of early childhood teachers (Y) is included in the very strong category. The product-moment correlation between X1 and X2 with Y (Ryx1x2) is 0.828. It means that self-esteem and school culture affect the personality of Early Childhood Teachers, which is the research's novelty.