Pandangan Guru terhadap Konsep dan Praktik Pengembangan Karakter Anak Usia Dini

YASON PRANATA, Wisjnu Martani, Dr., S.U., Psikolog

2016 | Skripsi | S1 PSIKOLOGI

Penelitian ini bertujuan mengeksplorasi pemahaman guru mengenai konsep pengembangan karakter dan mendalami tindakan yang guru terapkan dalam pengembangan karakter siswa di masa perkembangan usia dini. Penelitian melibatkan 4 orang subjek, yang semuanya berprofesi sebagai guru TK. Metode yang digunakan dalam penelitian adalah Interpretative Phenomenological Analysis. Pengumpulan data menggunakan teknik wawancara semi terstruktur dan pengamatan berperanserta. Hasil penelitian menunjukkan guru memahami bahwa mereka merupakan figur yang sangat penting, setelah orang tua, dalam pengembangan karakter anak usia dini. Konsep pengembangan karakter yang dipahami guru serta berbagai panduan yang menjadi pegangan guru menjadi faktor-faktor yang dapat memengaruhi praktik guru dalam pengembangan karakter. Penelitian ini menemukan sepuluh tindakan utama yang dilakukan guru dalam pengembangan karakter siswa usia dini, yaitu memberi perlakuan, memberi kesempatan dan kebebasan pada anak, menciptakan lingkungan kelas yang demokratis, menciptakan komunitas kepedulian, mengajarkan nilai kebajikan, menyediakan aktivitas pembelajaran moral, membangun hubungan dengan keluarga, komunikasi dan diskusi, menggunakan metode refleksi, serta mengukur perkembangan karakter. Tindakan tersebut terkait peran guru sebagai mentor, model, dan pemberi kontrol.

The aims of this study are to explore teachers comprehension of the concept of character development and to probe actions which they apply in developing the characters of students in the early childhood period. This study involves 4 subjects, all of whom work as a kindergarten teacher. The method used in this research is Interpretative Phenomenological Analysis. Data was collected using semi-structured interview technique and participatory observation. The results showed that teachers understand that they are a very important figure, after parents, on the character development of early childhood children. The concept of character development that understood by teachers and guidance of character development for teachers (school and government guidelines), were found to have become the factors that influence teachers action in developing characters. This study found ten main actions conducted by teachers in developing early childhood students characters, which are giving treatment, giving the opportunity and freedom to children, creating a democratic classroom environment, creating a caring community, teaching the values of virtue, providing moral learning activities, building relationship with family, communication and discussion, using reflection method, and assessing the development of character. The actions related to the teachers role as mentor, model, and control providers.

Kata Kunci : character development, teacher, early childhood development