Pengembangan Nilai-Nilai Karakter Anak Usia Dini Melalui Pembiasaan Dan Keteladanan

Abstract

Penelitian ini bertujuan mengetahui bentuk internalisasi nilai-nilai pendidikan karakter anak usia dini melalui pembiasaan dan keteladanan. Pendidikan karakter bagi anak usia dini dimaksudkan untuk menanamkan nilai-nilai kebaikan sebagai dasar untuk pengembangan pribadi selanjutnya. Pendidikan karakter bagi anak usia dini adalah membentuk mental dan karakter bangsa di masa yang akan datang. Rendahnya kesadaran dan kompetensi tenaga pengajar anak usia dini terhadap pendidikan karakter menjadi permasalahan yang harus diselesaikan dalam kaitannya membentuk karakter bangsa di masa depan. Implementasi Pendidikan karakter pada anak usia dini khususnya taman kanak-kanak dimulai dengan penyusunan silabus/ RPPH yang mencakup implementasi pendidikan karakter terhadap anak usia dini. Penelitian ini mengidentifikasi implementasi nilai-nilai pendidikan karakter, dengan menggunakan siklus tahapan R&D dari Borg dan Gall. Model akan diuji secara teoritik maupun secara empirik di lapangan melalui penelitian pendahuluan, pendalaman penanaman nilai-nilai pendidikan karakter dan implementasinya melalui keteladanan dan pembiasaan. Hasil penelitian menunjukkan bahwa proses implementasi pendidikan karakter di lembaga PAUD se-Kecamatan Ngemplak dapat dilihat dari penekanan 4 karakter dalam proses pembelajaran. Empat karakter dalam pendidikan karakter meliputi karakter: religius, jujur, toleransi, dan disiplin. Setiap indikator pendidikan karakter ditunjukkan dengan strategi maupun metode pembelajaran yang mencerminkan nilai nilai setiap karakter. Metode pembelajaran yang dimaksud dapat berupa wujud penugasan maupun praktik pembelajaran serta pembiasaan sehingga nilai-nilai pendidikan karakter dapat terimplementasikan. Kata kunci : Karakter, Pendidikan Anak Usia Dini

Engrafting Character-Building Education through Extra-Curricular Activities for Kindergarten Students in TK Aisiyah Busthanul Athfal (ABA) Banjarmasin

“…Religious character building is obviously mentioned by teachers and parents in TK ABA 44, since they have tahfiz as their extra-curricular. This is in line with [8,18,19]. As a religious region, South Kalimantan society still consider religious values are very important to be engrafted to their children.…”

“…They relating it with the marching band extra-curricular activities. That also mentioned by [8,16]. The students will be so honest if they do not understand about how to play the musical instrument during marching band rehearsal.…”

“…Care for social (helping other) mentioned by the parents in TK ABA 1. The parents things that during coloring activities, their children never hesitate to lend their color pencil to their friends in need [8]. The teachers and parents in TK ABA 1 and TK ABA 2 picked responsible, when they think that their children like to join competition in dancing or sport [13,16].…”

“…Character-building education in early childhood [8], are as follows: (1) Religious, attitudes and behaviors which are obedient in carrying out religious teachings and living in harmony with other religious followers. (2) Honest, a person who can always be trusted in words, actions, and work.…”

“…(2) Honest, a person who can always be trusted in words, actions, and work. 3Tolerance, an attitude of action that respects differences in religion, ethnicity, opinions, attitudes, and actions of others who are different, (4) Discipline, actions that show orderly behavior and comply with regulations, (5) Hard working, behavior that shows genuine effort in overcoming various learning obstacles and tasks, (6) Creative, thinking and doing something to produce new ways or results from something that they have, (7) Independence in completing tasks, (8) Democratic, how to act related to the rights and obligations of himself and others, (9) Curiosity, attitude to know more deeply and extending from something he learned, seen, and heard, (10) The spirit of nationality which places the interests of the nation and state, above the interests of themselves and their groups, (11) Love the country, (12) Appreciate the pretensions, attitudes, and actions pushing himself to produce something useful for the community, and to admit and respect the success of others, (13) Friendly or communicative, actions that show pleasure in talking, associating and working, together with others, (14) Peace loving, attitude, words, and actions that cause other people to feel happy and safe in his presence, (15) Love reading, the habit of providing time to read various readings, (16) Care for the environment, (17) Care for social, always want to provide assistance to other people and people in need and (18) Responsibility, attitudes and behavior of a person to carry out their duties and obligations, which should be done on oneself, society, environment (nature, social, and culture), country, and God Almighty.…”