The Position of Teachers in the Development of Early Childhood Character Education
The teacher's position once looked down upon, is now considered a professional and even stipulated in Law no. 14 of 2005 Chapter II Article 2. Therefore, the position of the teacher now is no longer just teaching but also educating, fostering, motivating, and becoming a model for students. Effo...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Indonesian |
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PRODI PIAUD
2023-06-01
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| Series: | Al-Athfaal |
| Subjects: | |
| Online Access: | http://ejournal.radenintan.ac.id/index.php/al-athfaal/article/view/15884 |
| _version_ | 1797392291007037440 |
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| author | Nida'ul Munafiah Cucu Novianti Ferianto Ferianto |
| author_facet | Nida'ul Munafiah Cucu Novianti Ferianto Ferianto |
| author_sort | Nida'ul Munafiah |
| collection | DOAJ |
| description | The teacher's position once looked down upon, is now considered a professional and even stipulated in Law no. 14 of 2005 Chapter II Article 2. Therefore, the position of the teacher now is no longer just teaching but also educating, fostering, motivating, and becoming a model for students. Efforts to instill commendable behavior in early childhood can be made through character education if a teacher understands his position. This study sought information about the teacher's position in instilling character education in early childhood at Shafa Marwah Karawang Kindergarten. The method used in this research is qualitative with descriptive analysis. Data collection techniques using passive participatory observation, semi-structured interviews, and documentation. The results of the study show that the teacher's position in the development of early childhood character education at Shafa Marwah Karawang Kindergarten is not only as a learning resource, facilitator, manager, demonstrator, mentor, and evaluator but also has a position as a motivator. Teachers are also motivators because the teachers 1) explain or give direction and guidance on the objectives of each activity carried out, 2) arouse student interest will be encouraged them to learn and get used to it well, 3) use various learning models and strategies, 4) creating a pleasant atmosphere, and 5) giving awards or praise to students after doing commendable things. |
| first_indexed | 2024-03-08T23:45:08Z |
| format | Article |
| id | doaj.art-e006f544dd7041f09aeb384a26e7c537 |
| institution | Directory Open Access Journal |
| issn | 2622-5484 2622-5182 |
| language | Indonesian |
| last_indexed | 2024-03-08T23:45:08Z |
| publishDate | 2023-06-01 |
| publisher | PRODI PIAUD |
| record_format | Article |
| series | Al-Athfaal |
| spelling | doaj.art-e006f544dd7041f09aeb384a26e7c5372023-12-14T00:00:25ZindPRODI PIAUDAl-Athfaal2622-54842622-51822023-06-0161546210.24042/ajipaud.v6i1.158845492The Position of Teachers in the Development of Early Childhood Character EducationNida'ul Munafiah0Cucu Novianti1Ferianto Ferianto2Universitas Singaperbangsa KarawangUniversitas Singaperbangsa KarawangUniversitas Singaperbangsa KarawangThe teacher's position once looked down upon, is now considered a professional and even stipulated in Law no. 14 of 2005 Chapter II Article 2. Therefore, the position of the teacher now is no longer just teaching but also educating, fostering, motivating, and becoming a model for students. Efforts to instill commendable behavior in early childhood can be made through character education if a teacher understands his position. This study sought information about the teacher's position in instilling character education in early childhood at Shafa Marwah Karawang Kindergarten. The method used in this research is qualitative with descriptive analysis. Data collection techniques using passive participatory observation, semi-structured interviews, and documentation. The results of the study show that the teacher's position in the development of early childhood character education at Shafa Marwah Karawang Kindergarten is not only as a learning resource, facilitator, manager, demonstrator, mentor, and evaluator but also has a position as a motivator. Teachers are also motivators because the teachers 1) explain or give direction and guidance on the objectives of each activity carried out, 2) arouse student interest will be encouraged them to learn and get used to it well, 3) use various learning models and strategies, 4) creating a pleasant atmosphere, and 5) giving awards or praise to students after doing commendable things.http://ejournal.radenintan.ac.id/index.php/al-athfaal/article/view/15884early childhoodteacher positioncharacter building. |
| spellingShingle | Nida'ul Munafiah Cucu Novianti Ferianto Ferianto The Position of Teachers in the Development of Early Childhood Character Education Al-Athfaal early childhood teacher position character building. |
| title | The Position of Teachers in the Development of Early Childhood Character Education |
| title_full | The Position of Teachers in the Development of Early Childhood Character Education |
| title_fullStr | The Position of Teachers in the Development of Early Childhood Character Education |
| title_full_unstemmed | The Position of Teachers in the Development of Early Childhood Character Education |
| title_short | The Position of Teachers in the Development of Early Childhood Character Education |
| title_sort | position of teachers in the development of early childhood character education |
| topic | early childhood teacher position character building. |
| url | http://ejournal.radenintan.ac.id/index.php/al-athfaal/article/view/15884 |
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