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Character Education in Shaping a Disciplined and Noble Generation: A Study of Children Aged 4-6 Years at RA Perwanida Brawijaya
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Abstract
This study aims to uncover the implementation of character education for children aged 4-6 years at RA Perwanida Brawijaya, Pamekasan. The method used is a qualitative approach with descriptive data collection, using the principal and teachers of RA Perwanida Brawijaya as primary data sources, and literature from books and the internet as secondary data. The research findings indicate that character education at RA Perwanida Brawijaya, Pamekasan, is implemented through routine activities, incidental activities, and the "Blessed Friday Charity" program that assist in the development of empathy, care for others, and understanding the significance of giving in Islam. The limitations of this study lie in the implementation of character education at RA Perwanida Brawijaya, Pamekasan. The execution of character education can help children face life's challenges and enhance their future quality of life through the formation of positive attitudes. This character education implementation through routine activities, incidental activities, and school programs allows children to develop good character traits consistent with the values and beliefs instilled in the educational process, becoming an integral part of their personality.
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Introduction
Early education is deliberate assistance provided to children to foster their physical and spiritual growth and development, guiding them toward adulthood. It should begin early since this period is crucial to a child's development. In early childhood, children's potential rapidly grows and unfolds. Moreover, this period represents the first phase of character formation, instilling positive values to mold children into individuals of good character(Harahap, 2021). Within Early Childhood Education, character education can provide positive experiences and shape children into virtuous individuals, equipping them with lifelong benefits(Lathifah & Azizah, 2020). In this context, early childhood character education can nurture positive attitudes, moral values, and social skills that aid in shaping disciplined, empathetic, responsible individuals who can collaborate effectively with others.
The foundation for character and morality is established during childhood(Aziz, 2017).(Aisyah, 2020)implementing character education as early as possible is beneficial as children can develop all aspects of future development during this time. Character education enables children to adopt good habits in their social interactions, thereby avoiding bad influences(Hardini & Suminar, 2018). This perspective aligns with the views of(Tillman & Hsu, 2018), who propose that character education aims to foster positive, strong, and integrated character traits within individuals. These traits equip them to lead good lives beneficial to themselves, others, and the environment. Individuals with positive and strong character traits are better prepared to overcome challenges and conflicts.
According to(Akbar et al., 2018), character education is inherent in education as it fundamentally focuses on developing good character traits, such as proper conduct towards God, others, the environment, the nation, and oneself.(Primasari et al., 2019), highlight the importance of character education in the millennial era. Recognizing the young generation as a valuable asset that will shape and determine the nation's progress, the government believes these individuals must be nurtured and developed following national education goals. Character, reflecting mental qualities, moral strength, and manners derive from values ingrained in the educational process. These elements together form an integral part of a child's personality.(Rohmah, 2018).
Character formation is inseparable from the role of Education(Suwandayani et al., 2016). Schools bear the responsibility of personal character formation. Children are taught to apply life values daily at school, and schools can conduct routine or spontaneous activities to form children's character(Nantara, 2022). However, the reality is that character formation expected within national education has not succeeded optimally, despite implementing character values. Some students still disobey school rules, which impacts the character they possess. The behaviors children display at school will be practiced in everyday life and may lead to violations of school rules such as using harsh words towards peers and teachers, bullying, or lying to teachers. These actions can influence their peers and encourage other students to follow the same behavior(Silkyanti, 2019).
Character value instillation can be implemented and made a school culture. Building an influential school culture necessitates the involvement and commitment of all parties involved. Many values must be fostered at school, such as caring, honesty, discipline, creativity, responsibility, health, cleanliness, and compassion for others. Therefore, school character formation is a shared responsibility(Annisa et al., 2020). ). One key factor in school character formation is the educator or teacher. Teachers play a vital role in helping develop character values in schools. They are responsible for understanding children's characteristics and assisting children whose character values are not yet mature by providing knowledge beneficial to themselves and society(Priska, 2020). Teachers hold an essential role in forming children's character and personal qualities. As a teacher, guiding children is easy, especially in shaping a disciplined and noble character from an early age.
Discipline is a fundamental requirement for children's character development and formation. Its purpose is to guide children in learning about positive behaviors to prepare for adulthood(Sabartiningsih et al., 2018). Menurut(Machfiroh et al., 2019), instilling discipline from an early age is crucial, as it equips individuals with valuable lifelong traits. When children learn discipline from a young age, they become adept at complying with rules that govern groups or community environments, such as schools or broader societal settings.
In addition to fostering discipline, everyone aspires for children to grow into good individuals. According to(Hudah, 2019), for Muslims, children's education should prepare them for prosperity in this world and instill righteousness for their eternal happiness in the hereafter. This perspective aligns with viewpoint that one of the fundamental attitudes a child should possess to become a virtuous individual is exhibiting good morals and behavior as God's creation, family member, and society member. As the future generation, children need quality education to help their potential flourish. Therefore, Early Childhood Education Institutions must provide appropriate guidance, including discipline and noble character traits.
At RA Perwanida Brawijaya, character formation aimed at nurturing disciplined and noble generations is implemented through customary practices. Based on initial observations, character formation is achieved through simple activities, such as cultivating the habit of greetings, orderly behavior when entering classrooms, waiting turns to recite the Quran, queuing before and after meals, and so forth. Through these customary practices, children learn discipline, appropriate behaviors, proper speech, and how to discern good and bad words in conversation. This approach aligns with(Purwanti, 2020)study, which emphasizes the execution of customary practices and character formation, focusing on
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