Pendidikan Karakter Anak Usia Dini : Kontribusi Guru Dan Peran Aktif Orang Tua
DOI:
https://doi.org/10.31004/aulad.v8i3.1409Keywords:
Kontribusi Guru, Peran Orang tua, Pendidikan Karakter Anak Usia DiniAbstract
Pendidikan anak usia dini menjadi pondasi penting pembentukan kepribadian dimasa mendatang. Penelitian ini bertujuan menganalisis kontribusi guru dan peran aktif orang tua dalam pendidikan karakter anak usia dini. Pendekatan kualitatif dengan observasi, wawancara, dan dokumentasi dilakukan selama dua bulan (September–Oktober 2025) terhadap 15 anak usia 5–6 tahun dan 1 guru kelas. Data dianalisis menggunakan model interaktif Miles-Huberman- Saldana melalui kondensasi, penyajian, dan penarikan kesimpulan dengan validasi triangulasi sumber, metode, dan waktu. Hasil menunjukkan guru memakai kode khusus dalam interaksi untuk membentuk lima nilai karakter utama (kejujuran, tanggung jawab, disiplin, rasa hormat, kerja sama), didukung program monitoring bersama dengan evaluasi berkelanjutan guru–orang tua. Implikasi penelitian ini adalah model kolaborasi terstruktur dapat diadaptasi lembaga PAUD lain untuk memperkuat konsistensi pendidikan karakter antara sekolah dan rumah serta meningkatkan efektivitas internalisasi nilai pada anak.
Downloads Statistics
References
Aksan, N., Kısac, B., Aydın, M., & Demirbuken, S. (2009). Symbolic interaction theory. Procedia-Social and Behavioral Sciences, 1(1), 902-904. https://doi.org/10.1016/j.sbspro.2009.01.160
Bandura, A. (1977). Social learning theory. Prentice Hall. https://doi.org/10.1177/105960117700200317
Banks, J. A. (2008). An introduction to multicultural education (4th ed.). Pearson. https://doi.org/10.4324/9781315622913
Berkowitz, M. W., & Bier, M. C. (2005). What works in character education: A research-driven guide for educators.
Character Education Partnership. https://doi.org/10.1037/e527772006-001
Bodrova, E., & Leong, D. J. (2007). Tools of the mind: The Vygotskian approach to early childhood education (2nd ed.). Pearson. https://doi.org/10.1016/B978-012369483-3/50025-8
Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods (5th ed.). Pearson Education.
Boonk, L., Gijselaers, H. J., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10–30 https://doi.org/10.1016/j.edurev.2018.02.001
Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. Basic Books. https://doi.org/10.1037/10434-000
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press. https://doi.org/10.2307/j.ctv26071r6
Bruner, J. (1996). The culture of education. Harvard University Press. https://doi.org/10.4159/9780674251083 Campbell, P. S. (2010). Songs in their heads: Music and its meaning in children's lives (2nd ed.). Oxford University
Press. https://doi.org/10.1093/acprof:oso/9780195387940.001.0001
Chandler, D. (2007). Semiotics: The basics (2nd ed.). Routledge. https://doi.org/10.4324/9780203014936 Christenson, S. L., & Sheridan, S. M. (2001). Schools and families: Creating essential connections for learning.
Guilford Press. https://doi.org/10.1207/S15374424JCCP3004_10
Colby, A., & Damon, W. (1992). Some do care: Contemporary lives of moral commitment. Free Press. https://doi.org/10.1037/10588-000
Common Sense Media. (2013). Zero to eight: Children's media use in America. Common Sense Media. https://doi.org/10.1111/jcom.12063
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Carter, M. J., & Fuller, C. (2016). Symbols, meaning, and action: The past, present, and future of symbolic interactionism. Current Sociology Review, 64(6), 931-961. https://doi.org/10.1177/0011392116638396
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://doi.org/10.54300/122.311
Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE handbook of qualitative research (4th ed.). SAGE Publications.
Duckworth, A. L., & Seligman, M. E. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939–944. https://doi.org/10.1111/j.1467- 9280.2005.01641.x
Dunn, J. (2006). Moral development in early childhood and social interaction in the family. In M. Killen & J. G. Smetana (Eds.), Handbook of moral development (pp. 331–350). Lawrence Erlbaum Associates. https://doi.org/10.4324/9780203581957
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House. https://doi.org/10.1037/0003- 066X.61.1.77
Egan, K. (1986). Teaching as story telling: An alternative approach to teaching and curriculum in the elementary school. University of Chicago Press. https://doi.org/10.4324/9780203111383
Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Westview Press. https://doi.org/10.1177/0192636511399242
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406. https://doi.org/10.1037/0033-295X.100.3.363
Erikson, E. H. (1968). Identity: Youth and crisis. W. W. Norton & Company. https://doi.org/10.1002/bs.3830140209
Evertson, C. M., & Weinstein, C. S. (2006). Handbook of classroom management: Research, practice, and contemporary issues. Lawrence Erlbaum Associates. https://doi.org/10.4324/9780203874783
Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. American Journal of Preventive Medicine, 14(4), 245–258. https://doi.org/10.1016/S0749- 3797(98)00017-8
Fadlillah, M. (2021). Pendidikan karakter anak usia dini: Konsep dan aplikasinya dalam PAUD. Ar-Ruzz Media. Khaironi, M. (2020). Pendidikan karakter anak usia dini. Jurnal Golden Age, 4(1), 82-89.
https://doi.org/10.29408/goldenage.v4i01.2090
Gillespie, L. G., & Seibel, N. L. (2006). Self-regulation: A cornerstone of early childhood development. Young Children, 61(4), 34–39.
Glascoe, F. P. (2015). Collaborating with parents: Using parents' evaluation of developmental status to detect and address developmental and behavioral problems (2nd ed.). Nolensville. https://doi.org/10.1542/9781581108507
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books. https://doi.org/10.1037/e538232006-001
Gottman, J., & DeClaire, J. (1997). Raising an emotionally intelligent child. Simon & Schuster. https://doi.org/10.1037/e454182004-001
Grusec, J. E., & Davidov, M. (2010). Integrating different perspectives on socialization theory and research: A domain-specific approach. Child Development, 81(3), 687–709. https://doi.org/10.1111/j.1467- 8624.2010.01426.x
Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. National Center for Family and Community Connections with Schools. https://doi.org/10.1002/pits.10023
Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52. https://doi.org/10.1080/00131911.2010.488049
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. https://doi.org/10.3102/0013189X09339057
Kohlberg, L. (1984). The psychology of moral development: The nature and validity of moral stages. Harper & Row. https://doi.org/10.1007/978-1-4020-9160-5_5
Kvale, S., & Brinkmann, S. (2009). InterViews: Learning the craft of qualitative research interviewing (2nd ed.).
SAGE Publications.
Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. Bantam Books. https://doi.org/10.1177/019263659207650620
Lickona, T. (2009). Educating for character: A comprehensive approach. In L. P. Nucci & D. Narvaez (Eds.), Handbook of moral and character education (pp. 140–156). Routledge. https://doi.org/10.4324/9780203931431
Lickona, T., & Davidson, M. (2005). Smart and good high schools: Integrating excellence and ethics for success in school, work, and beyond. Character Education Partnership. https://doi.org/10.1177/019263650508957509
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications. https://doi.org/10.1016/0147- 1767(85)90062-8
Livingstone, S., Mascheroni, G., & Staksrud, E. (2017). European research on children's internet use: Assessing the past and anticipating the future. New Media & Society, 20(3), 1103–1122. https://doi.org/10.1177/1461444816685930
Lestari, P. I., & Jannah, M. (2021). Pola asuh orang tua dalam pembentukan karakter anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(2), 627-633. https://doi.org/10.31004/obsesi.v6i2.1196
Mapp, K. L., & Kuttner, P. J. (2013). Partners in education: A dual capacity-building framework for family-school partnerships. SEDL. https://doi.org/10.1080/15348431.2013.875847
Mardiatmadja, B. S. (2008). Pendidikan karakter berbasis budaya lokal. Jurnal Pendidikan Karakter, 1(1), 23–35. https://doi.org/10.21831/jpk.v1i1.1234
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE Publications.
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.).
SAGE Publications.
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141. https://doi.org/10.1080/00405849209543534
Narvaez, D. (2010). Moral complexity: The fatal attraction of truthiness and the importance of mature moral functioning. Perspectives on Psychological Science, 5(2), 163–181. https://doi.org/10.1177/1745691610362351
Nelsen, J., Lott, L., & Glenn, H. S. (2013). Positive discipline in the classroom: Developing mutual respect, cooperation, and responsibility in your classroom (4th ed.). Harmony Books. https://doi.org/10.1037/e609702012-001
Noddings, N. (2002). Educating moral people: A caring alternative to character education. Teachers College Press. https://doi.org/10.1177/016146810310500907
Park, N., & Peterson, C. (2009). Character strengths: Research and practice. Journal of College and Character, 10(4), 1–10. https://doi.org/10.2202/1940-1639.1042
Pratiwi, W. (2020). Konsep bermain pada anak usia dini. MANAGERIA: Jurnal Manajemen Pendidikan Islam, 5(1), 106-117. https://doi.org/10.14421/manageria.2020.51-07
Raver, C. C., & Knitzer, J. (2002). Ready to enter: What research tells policymakers about strategies to promote social and emotional school readiness among three-and four-year-old children. National Center for Children in Poverty. https://doi.org/10.7916/D8K35WWM
Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In N. Eisenberg (Ed.), Handbook of child psychology: Social, emotional, and personality development (6th ed., Vol. 3, pp. 571–645). Wiley. https://doi.org/10.1002/9780470147658.chpsy0310
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003- 066X.55.1.68
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDGSanders, M. R. (2008). Triple P-Positive Parenting Program as a public health approach to strengthening parenting.
Journal of Family Psychology, 22(4), 506–517. https://doi.org/10.1037/0893-3200.22.3.506
Santrock, J. W. (2011). Child development (13th ed.). McGraw-Hill. https://doi.org/10.1016/B978-0-12-809324- 5.23578-8
Skinner, B. F. (1953). Science and human behavior. Macmillan. https://doi.org/10.1037/10029-000
Sulastri, S., Syahrul, S., & Irdamurni, I. (2022). Strategi guru dalam menanamkan nilai-nilai karakter pada anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(5), 4329-4341. https://doi.org/10.31004/obsesi.v6i5.2677
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Webster-Stratton, C., & Reid, M. J. (2004). Strengthening social and emotional competence in young children—The foundation for early school readiness and success. Infants and Young Children, 17(2), 96–113. https://doi.org/10.1097/00001163-200404000-00002
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Association for Supervision and Curriculum Development. https://doi.org/10.14507/er.v0.1032
Wortham, S. C., & Hardin, B. J. (2016). Assessment in early childhood education (7th ed.). Pearson. https://doi.org/10.4324/9781315641690
Wulandari, R. Y. (2016). Implementasi supervisi manajerial pengawas sekolah dalam meningkatkan kompetensi pengelola perpustakaan. Manajer Pendidikan, 10(2).
Wulandari, H., & Purwanto, E. (2022). Pencapaian perkembangan anak usia dini di taman kanak-kanak selama pembelajaran daring. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(1), 452-462. https://doi.org/10.31004/obsesi.v6i1.1335
Yusutria, Y. (2018). Analisis mutu lembaga pendidikan berdasarkan fungsi manajemen di Pondok Pesantren Thawalib Padang Sumatera Barat. Ta'dib: Jurnal Pendidikan Islam, 7(2), 61–68. https://doi.org/10.29313/tjpi.v7i2.3833
Downloads
Published
Check Article Index
How to Cite
Issue
Section
License
Copyright (c) 2025 Qori Mulqi Fatimah, Asep Kurnia Jayadinata, Gia Nikawanti, Entin Kartini
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
