The Application of Tarakanita Character Values in Children: A Case Study of Children Aged 4-5 Years
Article Sidebar
Early Childhood Education,
Experiential Learning,
Tarakanita Character Values,
Teacher Strategies
Main Article Content
Helaria Karunia Trie
Mona Ardina
Septi Fitriana
Desvi Wahyuni
Abstract
Background of study: Character is an attitude that should be instilled in children from an early age. Character education for early childhood education plays an important role in shaping children's moral and social foundations from an early age.
Aims and scope of paper: This study aims to determine the strategies teachers use in applying Tarakanita character values to children aged 4 to 5 years at Sint Carolus Kindergarten.
Methods: This study uses a qualitative approach involving the principal and two teachers as research participants. The data collection techniques used in this study are interviews and observation. Furthermore, the data will be analyzed using the Miles and Huberman model.
Result: The results of the study show that Sint Carolus Kindergarten systematically develops Tarakanita character values through three main strategies, namely learning through the integration of Tarakanita Character Education, foreign languages, experience-based learning, and technology; habit formation through practicing good behavior such as queuing and caring for the environment; and reinforcement through consistent role modeling by teachers and parents as the foundation for character building in children.
Conclusion: The implementation of Tarakanita character values at Sint Carolus Kindergarten is carried out through three strategies, namely learning, habit formation, and role modeling. The teachers' strategy in applying Tarakanita character values emphasizes experience-based learning and implements a cycle of reflection and sharing with parents as an effort to provide education that is consistent between home and school.
Downloads
Article Details
Copyright (c) 2025 Helaria Karunia Trie, Mona Ardina, Septi Fitriana, Desvi Wahyuni
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Antara, P. A. (2019). Implementasi Pengembangan Karakter Anak Usia Dini dengan Pendekatan Holistik. JIV-Jurnal Ilmiah Visi, 14(1), 17–26. https://doi.org/10.21009/JIV.1401.2
Bajpai, N., & Pandey, J. (2022). Reggio Emilia Approach: A New Entrant to the Indian Early Education. International Journal of Creative Research Thoughts (IJCRT), 10(6), 966–974. https://doi.org/10.1729/Journal.30620
Bergman Deitcher, D., Aram, D., Khalaily-Shahadi, M., & Dwairy, M. (2021). Promoting Preschoolers’ Mental-Emotional Conceptualization and Social Understanding: A Shared Book-Reading Study. Early Education and Development, 32(4), 501–515. https://doi.org/10.1080/10409289.2020.1772662
Cahyani, N., & Joko Raharjo, T. (2021). Implementasi Pendidikan Karakter melalui Pembiasaan di PAUD Sekolah Alam Ungaran. Lifelong Education Journal, 1(1 SE-Artikel), 53–65. https://doi.org/10.59935/lej.v1i1.15
Devianti, R., Sari, S. L., & Bangsawan, I. (2020). Pendidikan Karakter untuk Anak Usia Dini. Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling, 3(2), 67–78. https://doi.org/10.46963/mash.v3i02.150
Hermino, A., & Arifin, I. (2020). Contextual Character Education for Students in the Senior High School. European Journal of Educational Research, 9(3), 1009–1023. https://doi.org/10.12973/eu-jer.9.3.1009
Holley, C. E., Haycraft, E., & Farrow, C. (2020). Unpacking the relationships between positive feeding practices and children’s eating behaviours: The moderating role of child temperament. Appetite, 147, 104548. https://doi.org/https://doi.org/10.1016/j.appet.2019.104548
Khaidir, E., & Suud, F. M. (2020). Islamic Education in Forming Students’ Characters at As-Shofa Islamic High School, Pekanbaru Riau. International Journal of Islamic Educational Psychology, 1(1), 50–63. https://doi.org/10.18196/ijiep.1105
Komariah, N., & Nihayah, I. (2023). Improving the Personality Character of Students Through Learning Islamic Religious Education. At-Tadzkir: Islamic Education Journal, 2(1), 65–77. https://doi.org/10.59373/ATTADZKIR.V2I1.15
Lavy, S. (2020). A review of character strengths interventions in twenty-first-century schools: Their importance and how they can be fostered. In Applied Research in Quality of Life (Vol. 15, Nomor 2, hal. 573–596). Springer. https://doi.org/10.1007/s11482-018-9700-6
Miles, M. B., & Huberman, A. M. (2014). Analisis data kualitatif : buku sumber tentang metode-metode baru. UI Press. https://lib.ui.ac.id/detail.jsp?id=20399460
Petrides, K. V, Frederickson, N., & Furnham, A. (2024). The role of trait emotional intelligence in academic performance and deviant behavior at school. Personality and Individual Differences, 36(2), 277–293. https://doi.org/https://doi.org/10.1016/S0191-8869(03)00084-9
Purwadhi, Hidayat, D., & Adi Akbar Virdaus. (2021). Ippar Model: Character Building Program Strategy In Religion Based School. European Publisher. https://doi.org/10.15405/epsbs.2021.06.02.12
Reksamunandar, R. P., & Hadirman, H. (2022). Pembentukan Karakter Siswa melalui Pembiasaan dan Keteladanan Guru. Cendekia, 14(01), 27–38. https://doi.org/10.37850/cendekia.v14i01.251
Rina, N., Suminar, J. R., Damayani, N. A., & Hafiar, H. (2020). Character Education Based On Digital Comic Media. International Journal of Interactive Mobile Technologies (iJIM), 14(03), 107–127. https://doi.org/10.3991/ijim.v14i03.12111
Ritonga, A. W. (2022). Role of Teachers and Parents in Realizing Character Education in the Digital Era. Indonesian Values and Character Education Journal, 5(1), 9–18. https://doi.org/10.23887/ivcej.v5i1.39729
Sakban, A., & Sundawa, D. (2023). Character Education : Direction and Priority for National Character Development in Indonesia. Jurnal Kependidikan, 9(3), 794–807. https://doi.org/10.33394/jk.v9i3.7843
Sanderan, R. (2020). INTUISI: Pendalaman Gagasan Hans-George Gadamer tentang Intuisi sebagai Supralogika. Jurnal Ilmiah Religiosity Entity Humanity (JIREH), 2(2), 114–125. https://doi.org/10.37364/jireh.v2i2.39
Santrock, J. W. (2004). Lifespan Development (P. C. L. Heaven, Ed.; Ninth). McGraw-Hill.
Sudirman, S., Hefniy, H., & Yaqin, A. (2024). Character education in elementary schools: The role of schools management in responding to children’s social and moral issues in the modern era. Proceeding of International Conference on Education, Society, and Humanity, 202–302. https://ejournal.unuja.ac.id/index.php/icesh/article/view/10109
Wahyuni, D., & Novianti, R. (2021). Pandangan Anak Tentang Kebijakan Belajar dari Rumah Selama Pandemi Covid-19. Pesona Pendidikan Anak Usia Dini, 8(2), 115–127. https://doi.org/10.24036/115113
Wahyuni, D., & Rudiyanto. (2021a). A Critical Policy Analysis of Early Childhood Education (ECE) in Indonesia. Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020), 5–9. https://doi.org/10.2991/assehr.k.210322.002
Wahyuni, D., & Rudiyanto. (2021b). Early Childhood Education During the Covid-19 Pandemic in Indonesia. Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020), 172–176. https://doi.org/10.2991/assehr.k.210322.037
Wahyuni, D., Sartika, I., & Atika, N. (2023). Kesiapan Implementasi Pengembangan Anak Usia Dini Holistik Integratif (PAUDHI). Raudhatul Athfal Jurnal Pendidikan Islam Anak Usia Dini, 7(1), 73–89. https://doi.org/10.19109/ra.v7i1.20578
Yaqin, N., Sutarjo, S., & Sholeh, S. (2022). Role model guru sebagai asas pendidikan karakter siswa di era society 5.0. Al-Ulum Jurnal Pemikiran dan Penelitian ke Islaman, 9(1), 69–79. Google Scholar