Wisma Rahimma, Neti Sumarni

PEMBENTUKAN KARAKTER ISLAMI ANAK USIA DINI MELALUI LEMBAGA TAMAN PENDIDIKAN AL-QUR’AN (TPQ)

Introduction

Pembentukan karakter islami anak usia dini melalui lembaga taman pendidikan al-qur’an (tpq). Pelajari upaya TPQ dalam membentuk karakter Islami anak usia dini. Metode nasihat, keteladanan, hafalan Al-Qur'an, dongeng, dan game tingkatkan nilai religius, jujur, dan disiplin.

Abstract

Pembentukan karakter Islami pada anak usia dini merupakan proses menanamkan nilai-nilai karakter kepada anak agar memiliki kepribadian yang baik dan dapat menentukan cara berpikir, bersikap dan bertindak dalam mengambil keputusan untuk hidup dan bekerja sama dalam keluarga, masyarakat, bangsa, dan negara. Penelitian ini dilatarbelakangi oleh merosotnya karakter anak seperti kurangnya sopan santun dan menghargai dan kurangnya menghargai sesama teman orang tua dan yang lainnya. TPQ talago Zam-zam sebagai lembaga pendidikan non formal menjadi lembaga yang efektif untuk menanamkan nilai-nilai karakter kepada peserta didik sejak dini. Penelitian ini dilakukan dengan tujuan untuk mengetahui upaya guru dalam menanamkan pendidikan karakter kepada anak. Penelitian ini menggunakan jenis penelitian kualitatif dengan pendekatan deskriptif. Untuk alat pengumpulan data peneliti menggunakan metode observasi, wawancara dan dokumentasi untuk memperoleh data yang kemudian dianalisis untuk memperoleh kesimpulan. Hasil penelitian dapat disimpulkan bahwa pembentukan nilai-nilai karakter Islami pada anak usia dini melalui metode nasihat pembiasaan teguran keteladanan kepada anak. Pembentukan karakter Islami pada anak usia dini melalui penghafalan surat-surat juz amma, didikan subuh, serta pembacaan dongeng islami. Selain itu juga diberikan variasi pembelajaran dengan berbasis game sehingga mampu membentuk nilai karakter anak seperti religius, jujur dan disiplin.

Review

The submitted paper, "PEMBENTUKAN KARAKTER ISLAMI ANAK USIA DINI MELALUI LEMBAGA TAMAN PENDIDIKAN AL-QUR’AN (TPQ)," addresses a highly pertinent and critical area concerning early childhood development and moral education. The study is motivated by a recognized societal decline in children's character, exemplified by a lack of politeness and respect for peers and elders. This research aims to explore the efficacy of Taman Pendidikan Al-Qur’an (TPQ) Talago Zam-zam, a non-formal educational institution, in fostering Islamic character values among young children. The abstract clearly establishes the significance of instilling good personality traits and decision-making skills from an early age, framing character formation as foundational for successful interaction within family, society, and nation. Methodologically, the study employs a qualitative descriptive approach, utilizing observations, interviews, and documentation for data collection. This tripartite data triangulation strategy enhances the credibility of the findings by gathering insights from multiple sources. The research reveals that the TPQ implements a multifaceted approach to cultivate Islamic character. Key strategies include direct advice (nasihat), habituation (pembiasaan), constructive admonition (teguran), and role modeling (keteladanan). Furthermore, specific pedagogical activities such as memorizing Juz Amma surahs, engaging in "didikan subuh" (morning teachings), and listening to Islamic fairy tales are integrated. Notably, the inclusion of game-based learning is highlighted as a modern and engaging technique, effectively contributing to the development of religious, honest, and disciplined character traits among the children. Overall, this study makes a valuable contribution by shedding light on the practical implementation of Islamic character education within a non-formal setting. The comprehensive array of methods identified, ranging from traditional didactic approaches to contemporary game-based learning, offers insightful perspectives for educators and policymakers involved in early childhood development. The abstract successfully outlines a robust framework of character formation, demonstrating how TPQ institutions can serve as effective platforms for nurturing essential virtues. While the abstract provides a strong summary of the research's intent and findings, a full paper would ideally delve deeper into the specific mechanisms of impact, the challenges faced, and the long-term sustainability of the observed character traits. Nevertheless, the paper's focus on tangible strategies and its relevance to contemporary educational discourse make it a compelling and timely piece of research.

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