Holistic and Spiritual Approaches in Early Childhood Character Education: A Case Study

Rahimah

doi:10.59890/ijir.v4i4.173

Authors

Rahimah Sekolah Tinggi Ilmu Tarbiyah (STIT) Serang, Banten

DOI:

https://doi.org/10.59890/ijir.v4i4.173

Keywords:

Character Education, Early Childhood, Tawhid Values

Abstract

This study explores the implementation of tawhid-based holistic learning in shaping early childhood character at TK Aisyiyah Bustanul Athfal 75. The research employed a qualitative case study design involving the principal, teachers, and four children as participants. Data were collected through semi-structured interviews and participatory observations of daily learning activities. The findings indicate that the integration of the national curriculum and the Aisyiyah Islamic curriculum was implemented consistently through religious habituation, teacher role modeling, thematic instruction, and play-based learning activities. These practices contributed to children’s cognitive, language, socio-emotional, and motor development while fostering character values such as honesty, discipline, responsibility, empathy, and politeness. The study also found that children’s developmental outcomes were influenced by emotional readiness, family support, and individual developmental differences. In addition, challenges related to inclusive education, parental academic expectations, and teacher welfare affected the effectiveness of the learning process. Overall, the findings highlight the importance of collaboration among schools, families, and policymakers in supporting holistic early childhood education grounded in spiritual and Islamic values

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