The spread of the coronavirus (Covid-19) causes all activities and learning activities to be carried out from home. The home visit program is one of the programs at TK Ar-Rahman Tasikmadu Karanganyar in the new normal era. The purpose of this study was to describe the home visit program in strengthening the development of religious and moral values in early childhood in Kindergarten Ar-Rahman Tasikmadu Karanganyar. This study used a descriptive qualitative approach with data collection using interviews, observation, and documentation. The research subjects were group A TK Ar-Rahman. Data analysis using a model developed by Miles and Huberman. The results showed that in the new normal era, the development of religious and moral values in the TK A group in TK Ar-Rahman went well through the home visit program. The home visit program procedure consists of: planning, implementing, evaluating, and analyzing the results of the evaluation, follow-up, and reports. The aspect of religion being developed is that children can know their religion, children can imitate worship movements in the right order, children can say prayers before and/or after doing something, children can say greetings and return greetings. While the moral aspects include: children can recognize good, polite, and bad behavior, and children can get used to behaving well.
ABSTRAK Pendidikan karakter sangatlah penting untuk diinternalisasikan dalam diri anak khususnya di zaman milenial ini. Kegiatan ekstrakulikuler drum band yang banyak disukai oleh murid dapat menjadi salah satu kegiatan untuk menginternalisasi karakter disiplin. Tujuan penelitian ini adalah untuk mengetahui bagaimana internalisasi karakter disiplin pada ekstrakulikuler drum band. Penelitian ini menggunakan pendekatan kualitatif. Pengambilan datanya dengan wawancara, dokumentasi, analisis data dan observasi. Analisis datanya menggunakan perspektif behavioristic. Hasil dari penelitian ini menunjukkan bahwa. Proses menginternalisasikannya melalui tiga tahap yaitu transformasi nilai, transaksi nilai, dan transinternalisasi yang tercermin pada proses kegiatan mulai dari pembukaan, inti dan penutupan. Proses internalisasi ini dengan kaitannya pada kajian behaviotistik juga sangat mendukung dalam menanamkan nilai disiplin pada anak. Pembentukan karakter disiplin melalui stimulasi dari lingkungan dan pelatih di dalam proses internalisasi. Menghasilkan respon karakter disiplin kepada anak.Keywords: Internalisasi, Karakter Disiplin, Ekstrakurikuler, Drumband ABSTRACT Character education is the most important to be internalized in children, especially in this millenial era. Drum band extracurricular activities that are mostly liked by students can be an activity to internalize the character of the discipline. The purpose of this study was to determine how to internalize the disciplinary character of the drum band extracurricular. This research used a qualitative approach. Collection data by interview, documentation, data of analysis and observation. The data analysis used a behavioristic perspective. The results of this study indicate that. The process of internalizing it goes through three stages, namely value transformation, value transaction, and transinternalization which is reflected in the activity process starting from opening, core and closing. This internalization process related to behavioristic studies is also very supportive in instilling the value of discipline in children. The formation of disciplinary character through stimulation from the environment and the trainer in the internalization process. Generate a disciplined character response to children.Keywords: Internalization, Discipline Character, Extracurricular, Drumband
The current era of development demands continuous improvement in the knowledge and skills of human resources. The effective management of teacher development in the field of education requires well-structured approaches. This study aims to describe and explain human resource development management in the context of 21st-century education at Qur'an Platinum Kindergarten, covering the planning, implementation, and evaluation stages. A qualitative research method was employed, using a descriptive case study approach. Data collection techniques involved observation, interviews, and documentation, while data analysis utilized technical and source triangulation. The findings indicate that human resource development management in the 21st-century education era begins with planning, employing techniques such as SWOT analysis and open discussions. The implementation phase utilizes the off-the-job training method model. Training and development activities incorporate various models, including lecture-based instruction, student-centered approaches, project-based learning, collaborative learning, simulation learning, discovery learning, and flipped classroom strategies. The evaluation of outcomes takes place every month without conducting tests. We perform technical assessments at the end of the school year, while follow-up actions are carried out through normal processes
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