Implementasi Kantin Kejujuran dalam Menanamkan Karakter Jujur Anak Usia Dini
DOI:
https://doi.org/10.53398/arraihanah.v6i2.1211Keywords:
Honesty Canteen, Honesty Character, Character Education, Early Childhood, HabituationAbstract
Honesty is one of the fundamental character values that should be instilled from an early age to develop children into individuals with integrity, responsibility, and ethical behavior. One of the learning strategies that can be implemented to foster honesty is the honesty canteen, which provides children with direct experiences in practicing honest behavior in their daily activities. This study aims to analyze the implementation of the honesty canteen in instilling honest character among early childhood learners, identify supporting and inhibiting factors, and examine its implications for character education. This research employed a qualitative approach using the literature review method by examining various scientific articles, books, and relevant research reports related to honesty canteens, character education, and early childhood education. Data were analyzed using content analysis to identify key concepts, research findings, and patterns related to the implementation of honesty canteens. The findings indicate that the honesty canteen is an effective medium for developing honest character through habituation, responsibility, independence, discipline, and direct learning experiences. The successful implementation of the honesty canteen is influenced by teachers' commitment, parental support, school policies, and the consistency of character reinforcement in both school and home environments. Therefore, the honesty canteen can serve as an innovative and practical character education strategy for cultivating honesty from an early ageReferences
Bandura, A. (1977). Social learning theory. Prentice Hall.
Berkowitz, M. W., & Bier, M. C. (2005). What works in character education: A research-driven guide for educators. Character Education Partnership.
Bohlin, K. E. (2005). Teaching character education through literature. Routledge.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Dewey, J. (1938). Experience and education. Macmillan.
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157–163. https://doi.org/10.1007/s10643-004-0004-6
Kementerian Pendidikan dan Kebudayaan. (2018). Penguatan pendidikan karakter (PPK). Kementerian Pendidikan dan Kebudayaan Republik Indonesia.
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Capaian pembelajaran pada pendidikan anak usia dini dalam Kurikulum Merdeka. Kemendikbudristek.
Kementerian Pendidikan dan Kebudayaan. (2020). Pedoman penanaman pendidikan karakter pada pendidikan anak usia dini. Direktorat PAUD.
Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. Bantam Books.
Lickona, T. (2012). Educating for character: How our schools can teach respect and responsibility. Bantam Books.
Marzuki. (2015). Pendidikan karakter Islam. Amzah.
Megawangi, R. (2004). Pendidikan karakter: Solusi yang tepat untuk membangun bangsa. Indonesia Heritage Foundation.
Miller, S., & Pennycuff, L. (2008). The power of story: Using storytelling to improve literacy learning. Journal of Cross-Disciplinary Perspectives in Education, 1(1), 36–43.
Mulyasa, E. (2017). Strategi pembelajaran PAUD. PT Remaja Rosdakarya.
Muslich, M. (2011). Pendidikan karakter: Menjawab tantangan krisis multidimensional. Bumi Aksara.
Novriyansah, A., Suryana, D., & Yulsyofriend. (2017). Pembiasaan perilaku positif dalam pengembangan karakter anak usia dini. Jurnal Pendidikan Anak Usia Dini, 1(2), 95–104.
Piaget, J. (1970). Science of education and the psychology of the child. Orion Press.
Rahman, A. (2021). Pendidikan karakter anak usia dini melalui pembiasaan di sekolah. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(2), 1205–1215. https://doi.org/10.31004/obsesi.v5i2.839
Rukiyati. (2019). Pendidikan karakter di sekolah: Implementasi budaya sekolah dalam membentuk karakter peserta didik. Jurnal Pendidikan Karakter, 9(2), 173–186. https://doi.org/10.21831/jpk.v9i2.25183
Samani, M., & Hariyanto. (2013). Konsep dan model pendidikan karakter. PT Remaja Rosdakarya.
Suyadi. (2014). Teori pembelajaran anak usia dini. PT Remaja Rosdakarya.
Suryana, D. (2016). Pendidikan anak usia dini: Stimulasi dan aspek perkembangan anak. Kencana.
Suryana, D. (2021). Pendidikan anak usia dini: Teori dan praktik pembelajaran. Kencana.
Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. (2003). Lembaran Negara Republik Indonesia Tahun 2003 Nomor 78.
UNESCO. (2015). Rethinking education: Towards a global common good? UNESCO Publishing.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Yaumi, M. (2014). Pendidikan karakter: Landasan, pilar, dan implementasi. Prenadamedia Group.
Zubaedi. (2011). Desain pendidikan karakter. Kencana.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
.png)
