Noorainah Noorainah, Darmiyati Darmiyati, Sakerani Sakerani

Implementation of Disciplinary Character Education at the Integrated Islamic Kindergarten Imam Syafi’i and Integrated Islamic Kindergarten Bintang Qur'ani, Banjarmasin City

Introduction

Implementation of disciplinary character education at the integrated islamic kindergarten imam syafi’i and integrated islamic kindergarten bintang qur'ani, banjarmasin city. Examine the implementation of disciplinary character education in Islamic kindergartens in Banjarmasin. Focuses on management, teacher roles, parental support challenges, and evaluation.

Abstract

This study aims to describe and analyze the management of character education learning discipline in Kindergarten. The results of the study show: 1). The implementation of Character Education is adjusted based on each curriculum; 2). The role of the Teacher is to prepare a teaching implementation plan, conduct learning and then carry out learning evaluations, 3). Obstacles in the Implementation of Character Education Discipline, namely: a). Motivation and support from parents, b). The need for direct practice by teachers when at school and repetition from parents, c). Involvement of everyone at home; 4). Evaluation in the implementation of education in three time periods: daily evaluation, monthly evaluation and semester evaluation.

Review

This study addresses a highly relevant and important topic: the implementation of disciplinary character education in early childhood settings, specifically within Integrated Islamic Kindergartens. The abstract clearly articulates the study's aim to describe and analyze the management of this education. The findings, as presented, offer a structured overview of key aspects, including curriculum adjustment, the multifaceted role of teachers, a candid identification of obstacles, and the systematic evaluation processes employed. The detailed enumeration of obstacles, particularly the emphasis on parental motivation, direct practice, and home involvement, highlights practical challenges that resonate with educators in similar contexts. However, the abstract presents some significant limitations that would need to be thoroughly addressed in the full manuscript. Crucially, there is a complete absence of information regarding the research methodology employed. It is unclear whether this was a qualitative, quantitative, or mixed-methods study, nor does it specify the data collection instruments (e.g., interviews, observations, surveys) or the sample size and selection criteria. This methodological gap makes it difficult to assess the rigor and validity of the findings. Furthermore, while the study aims to "analyze" the management, the presented results are largely descriptive. A deeper analytical discussion of *why* certain approaches are taken, the *impact* of specific teacher roles, or the *root causes* and potential solutions for the identified obstacles would significantly enhance the paper's contribution. Despite these omissions in the abstract, the research topic holds considerable promise. The full paper would greatly benefit from a comprehensive methodology section that clearly outlines the research design, participants, data collection, and analysis procedures. Additionally, elaborating on the specific "disciplinary characters" being taught and providing a more in-depth analysis of the interplay between the curriculum, teacher practices, and the identified obstacles would strengthen the paper's insights. A robust discussion section that contextualizes these findings within broader literature on early childhood character education and offers practical recommendations for overcoming challenges would also be invaluable. Assuming these critical methodological and analytical gaps are adequately addressed, this study has the potential to offer valuable insights for educators and policymakers involved in early childhood character development.

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