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Implementation of Storytelling Method with Folktales in Instilling Character Values in Children: A Study at ABA Warungboto Kindergarten
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Abstract
This study aims to see how the implementation of the storytelling method using folklore in instilling character values in children at TK ABA Warungboto. This study used a descriptive qualitative approach to analyze the data obtained through interviews, observations, and documentation involving 15 children from Class B as research subjects. The research results indicate that storytelling methods significantly enhance children's enthusiasm and learning motivation, with noticeable improvements in their attitudes, honesty, responsibility, and independence. Furthermore, this study found that supporting tools such as puppets and storybooks can reinforce the impact of this method in instilling these values. However, this research has limitations as it only focuses on one school and the use of folklore as the sole medium. Practical implications include increasing storytelling methods in character education, emphasizing diversifying stories, and employing interactive media. This study also recommends routine evaluations to measure the effectiveness of this approach. In conclusion, storytelling methods hold great potential in character education at the kindergarten level, and the findings of this research can serve as inspiration for character education in other schools.
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Introduction
Early childhood education is an educational effort aimed at developing various aspects of child development, including cognitive development, physical-motor development, language development, formation of religious and moral values, and artistic development (S. Ramdhani et al., 2019). All aspects of development are the goals and achievements of the early childhood learning process, and the learning process emphasizes all aspects of child development(Lee, 2016). One of the main aspects of child development is the development of religious and moral values, which cannot be separated from early childhood education(Fitroh, 2015).
Character education becomes a priority in early childhood education, not only within the family but also a central theme in educational institutions, especially in Early Childhood Education (ECE)(Wardani & Widiyastuti, 2015). According to Ozbey, as stated by Haerudin and Cahyati, the introduction of character values is related to the level of self-control individuals exhibit by demonstrating directed attitudes and values universal in society. Therefore, the education process of introducing character values to children from an early age becomes the main focus of ECE learning and significantly influences child development(Haerudin & Cahyati, 2018).
Character education is urgently needed to be introduced to children from the early stages, as this period is considered the most crucial in human development(Zakiyah et al., 2021). Experts refer to this period as the golden age. Character education refers to an individual's nature, habits, or customs as a distinctive characteristic. According to Lickona, the character is seen as a person's natural disposition that balances the moral atmosphere. It means behaving well, being honest, responsible, and compassionate(Kartini et al., 2021). Islam states that character is a child's innate nature, which emerges spontaneously without consideration, logic, or motivation. Good character is always supported by knowledge, good intentions, and actions, so character formation must be instilled early(Imroatun et al., 2021).
The education of character is a soft skill that encourages learners to mature into well-rounded individuals with values manifesting in intellect, soul, body, emotions, and thoughts. This education is founded on moral values influencing learners' behavior patterns and attitudes. More specifically, character education shapes personality by integrating three components: honest feelings, moral knowledge, and moral behavior. Such an educational approach is critical for children's development as it helps them understand, experience, and apply good values(Rangkuti & Rangkuti, 2020). Learning activities can stimulate children's curiosity, motivation, intelligence, and interests when effectively executed. Storytelling methods are one such approach(Azizah et al., 2015).
Storytelling, according to the Oxford Dictionary of English" the Action of telling stories." Webster's New Twentieth Century Dictionary of the English Language defines a story as "the telling of a happening or connected series of happenings, whether true or fictional, an account: narration." Storytelling, or narration, conveys real or fictional events in a narrative or oral form(Haryadi & Ulumuddin, 2018). Storytelling involves delivering stories to listeners in an enjoyable manner, without being preachy and stimulates the imagination(Alkaaf, 2017). Presenting stories through storytelling enhances children's memory of knowledge, life values, and experiences, contributing to learning. Various types of stories, such as short stories, fairy tales, and folktales, are used in educational institutions to develop children's characters. Folktales, in particular, are often utilized for character education.
Storytelling plays a vital role in shaping children's character and personality, allowing moral values such as patience, discipline, caring, cooperation, and honesty to be transmitted through storytelling activities. Children readily accept and imitate these values with enthusiasm. Moreover, the neurons in a child's brain react efficiently and shape their personality in the future(Gusmayanti & Dimyati, 2021). The use of storytelling as a method helps shape children's character and morals, instilling confidence in expressing their imagination, developing speaking abilities, and stimulating their curiosity(Umar, 2020).
Auliana explains in her research that the implementation of character education in early childhood education is still limited to the learning process(Auliana, 2022). Most learning activities in ECE focus primarily on cognitive aspects such as reading, writing, and arithmetic. This results in other parts of child development, especially religious and moral elements that emphasize character education, not being adequately addressed. Syamsul Huda et al.'s research, also states that the character problems of the younger generation frequently observed in society and social media can be minimized by introducing character values in early childhood education and using storytelling. By using inspiring stories featuring characters with good traits, children can learn language skills and character development(Huda et al., 2022).
Teaching character values is an essential objective in ECE learning activities. Children are trained early to instill character values such as attitudes, integrity, independence, and responsibility. Character education and moral values instilled in children from an early age must be relevant to their development and have specific developmental goals taught through the learning process. Various group and classroom methods are used in learning activities to instill character values in children(Ramdhani et al., 2019).
Previous research has shown the importance of instilling character values in children through storytelling methods. For instance,(Kartini et al., 2021)utilized stories of prophets as a storytelling method for moral development, which has proven effective in shaping positive behavior in children(Kartini et al., 2021). Additionally,(Puspitasari & Hidayatulloh, 2020)employed fable stories from the Surah Al-Fil of the Quran to instill children's spiritual and moral values. Both studies confirm the effectiveness
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