<p><strong><em>Abstract</em></strong></p><p><em>The purposes of this study are to describe the implementation and to find out the supporting and inhibiting factors of distance learning for early childhood in the new normal era of Covid-19 at ABA Penconga</em><em> </em><em>n Kindergarten. Method that used in this study is field research with a qualitative approach, as for data collection techniques used triangulation, and data analysis technique used an interactive model. The results showed that the implementation of distance learning for early childhood at ABA Pencongan Kindergarten was implemented through the Whatsapp class group. The learning implementation was carried out remotely every Monday, teachers provided weekly lesson preparation plans and learning videos. As for learning evaluation teachers used the work, checklists, and anecdotal notes. The work results are in the form of collaging task, coloring and drawing, folding and cutting, and building blocks. Several factors that support this learning process are adequate school facilities, the skills of educators in using media or applications, good psychological condition of students, and their parents’ free-time to assist and guide students to learn at home. On the other hand, the inhibiting factors are school financial constraints, difficulties for teachers in managing learning activities, students being forced to make academic adjustments by limiting social interaction, busy activity of students’ parent, and additional costs for buying internet data packages.</em></p><p><em><br /></em></p><p><em>Tujuan penelitian ini untuk mendiskripsikan implementasi dan untuk mengetahui faktor pendukung dan penghambat pembelajaran jarak jauh anak usia dini pada era new normal Covid-19 di TK ABA Pencongan. Metode yang digunakan adalah penelitian lapangan dengan pendekatan kualitatif. Teknik pengumpulan data menggunakan observasi, wawancara dan dokumentasi. Teknik analisis data menggunakan model interaktif. Hasil penelitian menunjukkan bahwa implementasi pembelajaran jarak jauh anak usia dini pada era new normal Covid-19 di TK ABA Pencongan melalui grup Whatsapp kelas. Pelaksanaan pembelajaran dilakukan secara jarak jauh setiap hari senin tenaga pendidik memberikan Rencana Persiapan Pelajaran Mingguan dan video pembelajaran sekaligus mengabsensi kehadiran. Evaluasi pembelajaran menggunakan hasil karya, checklist, dan catatan anekdot. Hasil karya berupa kolase, mewarnai dan menggambar, melipat dan menggunting, dan hasil karya bangunan balok. Faktor yang mendukung dalam proses pembelajaran ini ialah fasilitas sekolah yang memadai, keterampilan tenaga pendidik menggunakan media atau aplikasi dalam pengajaran yang mumpuni, kondisi psikis murid yang baik, dan keluangan waktu orang tua untuk mendampingi sekaligus membimbing pembelajaran anak murid di rumah. Sedangkan faktor penghambatnya yaitu kendala finansial sekolah, kesulitan para guru dalam mengelola kegiatan pembelajaran, murid dipaksa melakukan penyesuaian akademik dengan membatasi interaksi sosial, dan kesibukan beberapa orang tua, dan biaya tambahan untuk membeli paket data internet.</em></p><p><strong>Abstrak </strong></p><p><em>Tujuan penelitian ini untuk mendiskripsikan implementasi dan untuk mengetahui faktor pendukung dan penghambat pembelajaran jarak jauh anak usia dini pada era new normal Covid-19 di TK ABA Pencongan. Metode yang digunakan adalah penelitian lapangan dengan pendekatan kualitatif. Teknik pengumpulan data menggunakan observasi, wawancara dan dokumentasi. Teknik analisis data menggunakan model interaktif. Hasil penelitian menunjukkan bahwa implementasi pembelajaran jarak jauh anak usia dini pada era new normal Covid-19 di TK ABA Pencongan melalui grup Whatsapp kelas. Pelaksanaan pembelajaran dilakukan secara jarak jauh setiap hari senin tenaga pendidik memberikan Rencana Persiapan Pelajaran Mingguan dan video pembelajaran sekaligus mengabsensi kehadiran. Evaluasi pembelajaran menggunakan hasil karya, checklist, dan catatan anekdot. Hasil karya berupa kolase, mewarnai dan menggambar, melipat dan menggunting, dan hasil karya bangunan balok. Faktor yang mendukung dalam proses pembelajaran ini ialah fasilitas sekolah yang memadai, keterampilan tenaga pendidik menggunakan media atau aplikasi dalam pengajaran yang mumpuni, kondisi psikis murid yang baik, dan keluangan waktu orang tua untuk mendampingi sekaligus membimbing pembelajaran anak murid di rumah. Sedangkan faktor penghambatnya yaitu kendala finansial sekolah, kesulitan para guru dalam mengelola kegiatan pembelajaran, murid dipaksa melakukan penyesuaian akademik dengan membatasi interaksi sosial, dan kesibukan beberapa orang tua, dan biaya tambahan untuk membeli paket data internet.</em></p><p><em><br /></em></p>
This study aims to describe the results of the critical analysis regarding some strategies that can be adopted in building character education values in Islamic education, especially in the time of distance learning. These strategies are deemed to be crucial parameters in the learning process so that the learning process will not merely on cognitive achievement. Grounded in library research, study findings promote four strategies to be employed in building character education values in Islamic education in the age of distance learning. First, teacher-parent communication was optimized via online media, e.g. social media, digital mutaba’ah books (communication book: a teacher-parent daily communication book) based on Google form applications, or offline media, e.g. printed Mutaba’ah books. Second, the character education value-based learning module was designed to highlight several materials related to character education in the form of motivational videos, inspirational stories, and so forth. Third, various innovative learning methods, including problem-solving, positive habituation, and reflection methods were undertaken to emphasize the affective and psychomotor indicators. Forth, a comprehensive learning evaluation was developed to leverage not only cognitive skills but also the affective and psychomotor domains.
The values of Islamic education are a characteristic, inherent nature which consists of the rules and perspectives adhered to by the Islamic religion. In the “yatiman” tradition of the month of Suro there are Islamic educational values, namely in aqidah, sharia, and morals. Some people in implementing Suroan have mixed with cultural acts, and are against Islam. However, as time goes on, people prioritize something according to Islamic teachings. This study aims to describe the values of Islamic education in the “yatiman” tradition in the month of Suro in Panjang Baru Village, RW IX, Pekalongan City. This study uses a qualitative approach to the type of field research. The data source used is based on the results of observations, interviews conducted with the Long Baru Village Head, the Head of RW IX, Panjang Baru Village, Head of RT, Islamic Religious Leaders, Elders of Panjang Baru Village RW IX, and Orphans, and documentation. Data analysis in this study used a qualitative descriptive through data reduction, data presentation, and conclusion drawing. The results showed that the implementation of the “yatiman” “tradition in the month of Suro in Kelurahan Panjang Baru RW IX Pekalongan began with Tahlil, prayer together, and the Suroan night feast then continued with tausiyah activities and donations for orphans the next day. The values of Islamic education are contained in the values of aqidah, sharia values, and moral values.
This research discusses “A Holistic Model for Character Education in Schools.†Character education is considered an important solution to a variety of ongoing moral vulnerability phenomena. It is expected that through education the cognitive, affective, psychomotor, and spiritual aspects in learners can be harmonized. To this end, a holistic model for character education can be applied to learners. This study was carried out using a qualitative approach through library research. The data were collected by documentation technique and later analyzed by descriptive analysis. The research results indicated that character education is a process of positive values internalization in learners for them to possess good character, which comprises cognitive, feeling, and action aspects. Therefore, it is deemed necessary to introduce and internalize life values that are useful for learners to become whole human beings, that is, as individual-social, physical-spiritual, or autonomous-God’s human beings. The holistic character education model can be implemented in schools in an integrated manner across all school subjects. Otherwise put, it can be implemented through the learning process at school on a day-to-day basis.
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