Implementation of Discipline Character Education in Early Childhood (Mul-ti-Site Study in Tunas Bangsa and Aisyiyah Bustanul Athfal Integrated Early Childhood Education at Golf Landasan Ulin)

Abstract

The research aims to describe and analyze the Planning, Strategy, and Evaluation of the implementation of disciplined character education in Tunas Bangsa Integrated PAUD and Aisyiyah Bustanul Athfal Golf Integrated Course in Ulin. The results showed: Planning involves foundations, principals, teachers, and education personnel, to formulate policies, set regulations, through meetings, involve parents, and be socialized at the beginning of the school year. Referring to the 2013 Curriculum, 9 pillars of character and K4 from IHF, training, are integrated in the implementation of learning. Implementation strategy: socialization of regulations, integrated in every lesson. Through habituation, example, protecting attitude, caring, caring, punishment, rewards (consequences), motivation, and consistency. The constraints to its application are in the family and school environment. Evaluation of school regulations by the Foundation, school principals, teachers and educators by identifying problems, deliberations, gathering information, determining solution criteria (follow-up) according to the school's vision, mission, goals. Evaluation of aspects of learning: observation, checklist, daily notes, anecdotes

Establishment of Childhood's Discipline Characters in a Clean and Healthy Life Behavior in The Pandemic Covid-19

“…The character of children's discipline is also explained in similar results from research that children are taught to wash their hands using soap in running water or use hand sanitizer, dispose of garbage in its place, brush teeth together, give food in addition, regular health checks, environmental protection and sports which include gymnastics, swimming, and healthy walks (Ahmad Tabi'in, 2020). Likewise, the results of other studies explain that healthy behavior must continue to be carried out systematically and continuously to create a quality next generation of the nation because the optimal growth and development of early childhood depends on healthy behavior carried out by schools (Asih & Sunarso, 2020;Julianti et al, 2018;Mahmudah, 2019). In line with that.…”

“…Discipline is related to the ability to obey the rules that apply in a particular group. It is also defined as compliance with various cable regulations and regularities that apply in everyday life (Febrianty & Cendana, 2021;Mahmudah, 2019). The learning process of disciplined character is carried out every day in an integrated manner with scheduled learning (A Tabi'in, 2017;Wegmann & Smith, 2019).…”

Implementation of English Language Acquisition with the Phonics Method (Multi-site Study at Hasanuddin Madjedi and Madinaturramlah Islamic Integrated Early Childhood Center in Banjarmasin City)

“…There are several strategies that can be applied, such as TPR (total physical response, songs, music and movement, and stories (Samad & Tidore, 2015). Apart from that, learning implementation strategies can also be carried out by socializing rules, integrated in every lesson (Mahmudah, Asniwati , & Aslamiah, 2020) Learning English for children is different from learning for adults. Explained by Arthur, Grainger, & Wray with the nature of English language learning; 1) tiring (tiring) so that as learning is physically draining, the class is created to be active and growing; 2) exhilarating (encouraging) that learning English is fun work for students with enthusiasm and activity, projects or certain exercises; 3) amusing (entertaining) as learning English as an entertaining activity with adorable children; 4) chaotic, which refers to unexpected events during learning; 5) hectic (busy) activities such as reading aloud, writing stories, playing, singing, etc.…”

Assessing the Readiness of Early Childhood Teachers to Facilitate Inclusive Classes

“…Quality PAUD is emphasized because early childhood is considered a golden period for a child's development and educational process (Denham et al, 2020;Mahmudah, 2019;Shavshishvili, 2022). Quality PAUD prioritizes gender equality, respects children's rights, respects cultural diversity, and recognizes differences, including those of Children with Special Needs (CSN).…”