CHARACTER BUILDING FOR

KINDEGARTEN
For
PROJECT REPORT ENGLISH
LANGUAGE

AUTHOR BY:

1. FERDIANTO NASAN
2. SITI NABILA
3. DINDA KHOIRUL NISA
October 10, 2022

i
 PREFACE
Alhamdulillah, the author prays for the presence of Allah SWT who has given
His mercy and affection so that the author of this report is carried out. blessing
and greetings are always conveyed by the author to the Rasulullah of Allah SAW
the bearer of the grace of all nature. The completion of this report is inseparable
from the help and support of various parties. For that the author thanked very
much to:
1. Teacher Fristi as a teacher who has provided knowledge and knowledge,
so that the process of designing this report can run as it should.
2. Article media that acts as a reference provider in the process of designing
this report.
3. For Friends who have helped by providing advice on the design of this
report so that the report can be easily resolved.
The author realizes that the results of writing this report are resolved with the
help of others. Therefore, the Author is very grateful to those who have helped
and the Author hopes that this report can be useful..

October 10, 2022

FERDIANTO NASAN SITI NABILA DINDA KHOIRUL NISA

ii
 TABLE OF CONTENT
COVER ........................................................................................................... i
PREFACE....................................................................................................... ii

TABLE OF CONTENT................................................................................. iii

INTRODUCTION.......................................................................................... 1

Background .......................................................................................... 1

Procedure.............................................................................................. 2

Purpose................................................................................................. 2

DISCUSSION.................................................................................................. 3

Supporting Factors Establishment Children's Character at Kindegarten

School................................................................................................... 3

Inhibiting Factor Establishment Children’s Character

At Kindegarten School.......................................................................... 3

Procedure Discussion............................................................................ 4

Clossing............................................................................................................ 8

Conclusion Issue................................................................................... 8

Recommendation.................................................................................. 8

REFERENCE.................................................................................................. 8

APPENDICE................................................................................................... 9

iii
 1

INTRODUCTION

Background
Talking about character is very important and fundamental. Character is the
mustika of life that distinguishes humans from animal. Humans without character
are humans who have "animals". People of strong character and both individually
and socially are those who have good character, morals, and character. Given the
urgency of character, educational institutions have responsibility to embed it in
the learning process.
Character development or formation is believed to be necessary and
important to be carried out by the school to become a foothold in the
implementation of character education for children in schools. The purpose of
character education is basically is to encourage the birth of good children (insan
kamil). Grow and the development of good character will encourage children to
grow up capacity and commitment to do things the best and do everything right
and have a purpose in life.
Character development in early childhood in kindegarten is the link between
character components that contain behavioral values, which can be carried out or
act in stages and are interconnected between knowledge of behavioral values with
strong attitudes or emotions to implement it, both towards God, himself, others,
the environment, nation and state and the international community.
Formation of children's character in kindergarten can be integrated in
learning at school. Theory learning related to norms or values in each design
learning needs to be developed, made explicit, linked to the context daily life of
children. Thus, learning character values not only at the cognitive level, but
touching on internalization, and real practice in the daily lives of children in the
surrounding environment.

Procedure
 2

In this study, observations were made comprehensive to the symptoms and

phenomena that occur in the field, and the data disclosed is not in the form of
numbers but in the form of words and documents.
The research subjects in this study were children aged 5-6 years, teachers,
and school principals who were in kindergarten schools
Purpose
 To find out the Implementation of Character Building for Children Age at
kindergarten school.
 To find out how teachers in shaping children's character.
 To determine the factors supporting and inhibiting the formation of Childr at
kindergarten school.

DISCUSSION
 3

Supporting Factors Establishment Children's Character at

Kindegarten School
Maturity Factor, Maturity is decisive in study. This provides a pattern of
thinking and behaving for children who are learning, in maturity in receiving
learning. So that when the teacher gives material the child can easily catch and
remember and implement the learning given by the teacher.
Environmental factor, Environmental factors greatly affect the formation
of character child. Which is where when the child is in a good environment then a
good character will be formed in the child, and vice versa if children are affected
by a bad environment, it's not good either character formed in the child.
Inhibiting Factors Establishment Children's Character at Kindegarten
School
Dietary factors, and nutritional intake. The ones where the kids who don't

seem to be enthusiastic in participating in learning activities, as well as other

activities at schools run by teachers, most of them reason they don't have breakfast

morning before going to school. So the child looks weak and has no energy. Most

of the reasons from parents why children look lazy and weak because most

children don't have breakfast at home before leaving for school.

Environment factor also affects the formation of children's character. Wich

one If the child is in an environment that tends to have a more unfavorable effect

on the formation of the child's character, then the child will also participate in the

bad environment. So that later the teacher is difficult to teach to the child good

things. Because young children tend to imitate the actions and actions he sees in

the environment where the child lives.

Procedure Discussion
The data obtained using the Millers model data analysis and Huberman,
namely data analysis is carried out interactively and takes place continuously
 4

continuously until finished. Activities in data analysis through process data

collection, data reduction, and data presentation, which were carried out during
and after data collection.

The state of facilities and Infrastructure in this Kindergarten School

NO NAME TOTAL CONDITION

1 Study Room 6 Good

2 Principal's Room 1 Good

3 Administrative Room 1 Good

4 Student Toilet 4 Good

5 Teacher Toilet 1 Good

6 Westafel 3 Good

7 Blackboard 6 Good

8 Mading 2 Good

9 Air Conditioning 8 Good

10 Classroom 1 Good

11 Play Facilities 1 Good

12 Swing 4 Good

13 Slide 2 Good

14 Traint Toy 1 Good

15 Beam 1 Good

16 Poster-Poster 6 Good

17 Playroom 1 Good

18 DVD 6 Good

19 Television 6 Good
 5

20 Loudspeaker 2 Good

School Curriculum in this Kindergarten School

TIME
NO NAME
ALLOCATION

I Diri Sendiri (Aku Hamba Allah, Aku anak 6

Indonesia, Panca Indra)

Kebutuhan, (makanan, minuman, Pakaian, 1

Kesehatan dan Kebersihan

Tanaman (jenis tanaman dan manfaat tanaman) 1

Lingkunganku (Keluarga, Rumah, Sekolah dan 4

Lingkungan Sekitar)

Binatang (Halal dan Haram) 1

Rekreasi (Wisata Alam, Lokasi Hiburan dan 3

Alat Transportasi)

II Air, Udara dan Api 6

Alat Komunikasi (Media elektronik dan Media 2

Cetak)

Pekerjaan (Profesi dan Jenis Pekerjaan) 8

Alam Semesta (Benda-benda Langit, gejala alam dan Bencana 1

Alam)

Negaraku (Indonesia Negaraku dan Kehidupan 1

di Negara ku) 4

Amaliah Ramadhan (Ibadah, 2

kegiatan di bulan ramadhan)

 6

Jumlah 34

Results of Observations Related to the Influence of Facilities and Learning

on Kindergarten Children

NO OBSERVATION ASPECT DESCRIPTION

1 The child comes to school in time GOOD

2 The child says hello before entering the classroom VERRY GOOD

3 The child answers each teacher's question honestly VERRY GOOD

4 The child does the homework assigned by the teacher GOOD

5 Children can do every task given by the teacher properly and GOOD
correctly

6 Children can be independent with toilet training, and eat alone VERRY GOOD

7 The child actively asks questions while the learning is in VERRY GOOD
progress
8 Children seem enthusiastic in learning to read whether it is VERRY GOOD
reading IQRA or reading reading books

9 Children not littering in the school area VERRY GOOD

10 The child helps his friend who is currently VERRY GOOD

experiencing difficulties or problems

11 The child is willing to receive a reward when making a mistake VERRY GOOD
 CLOSSING

Clossing Issue
Implementation The formation of the character of kindergarten children has
gone well, because the teachers before starting the lesson first make a daily lesson
plan (RPPH) and assess children to see how far the child's character has been
formed from day to day.

Recommendation
The teacher should have a suitable strategy in delivering the material
learning, so that it is easily understood by children, including: Strategy group
learning and central learning strategies where children learn and play according to
their interests, talents and desires.

The formation of children's character is designed through learning methods

made as attractive as possible and Giving praise to children, even gifts to children
who achievers.
 9

REFERENCE

Sipahutar, Maulida Rizki “2017” IMPLEMENTASI PEMBENTUKAN

KARAKTER ANAK USIA 5-6 TAHUN DI RA ZAHIRA KID’S LAND MEDAN TA.
(Skripsi)

APPENDICE

Photo of Children's Playground

Photo of Children's Class Room