Implementing School Culture to Foster Character Education in Early Childhood Settings

Elfa Yuliana Nasution

doi:10.37680/qalamuna.v18i2.9822

Authors

Elfa Yuliana Nasution Universitas Muhammadiyah Malang

DOI:

https://doi.org/10.37680/qalamuna.v18i2.9822

Keywords:

Character Education; Early Childhood Education; Habituation; School Culture

Abstract

This study aimed to analyze the implementation of school culture in fostering character education at Kelompok Bermain ‘Aisyiyah in Kisaran, Asahan Regency, North Sumatra. A qualitative case study approach was employed, with data collected through observations, interviews, and documentation involving the principal, teachers, and children. Data were analyzed using data condensation, data display, and conclusion drawing techniques. The findings revealed that school culture was implemented through routine habituation, spontaneous activities, programmed activities, and teacher role modeling integrated into children’s daily learning experiences. These practices contributed to the development of character values, including religiosity, discipline, independence, responsibility, social care, politeness, communication skills, and patriotism, with religious and disciplinary values emerging as the most dominant. The implementation was supported by school leadership, teacher collaboration, parental involvement, a conducive learning environment, and character-based school procedures, while inconsistent implementation and limited reinforcement at home remained challenges. The study concludes that school culture serves as an effective medium for internalizing character values and promoting positive behavior among young children through continuous habituation, social interaction, and role modeling. This study contributes empirical evidence on the role of school culture in strengthening character education practices in early childhood settings

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