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The Implementation of Character Instructional in Kindergarten

机译：幼儿园的角色教学的实施

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The aims of this study are to describe: (1) organiz strategy, (2) delivery strategy, (3) management strategy, (4) supporting and opposing factors in implementation of character instructional in kindergarten. This study was conducted in Al-Fatah Kindergarten, Kesugihan District, Cilacap Regency. qualitative descriptive method. The subjects of this study consisted of headmaster, teachers, students, and parents. Data were collected through observation, in-depth interviews and documentation. The data was validated by perserverance of observations and triangulation data. Data were analyzed continuously from the beginning. The process of data analysis was data reduction, data presentation, and conclusions. The result of the study indicated that (1) organizing strategy of character instructional was appropriate to the objective learnings based on character education criteria, through example, habits, advice, attention and punishment (2) delivery strategy of instructional in the classroom has tried to achieve the learning objectives through the use of suitable learning methods and media, but the use of instructional media was still less varied and interesting (3) management of character instructional was appropriate to the criteria of character instructional in develop character through teaching and learning process (4) supporting and opposing factors in character instructional were managed well by good collaboration and communication between headmaster, teachers and parents.
机译：本研究的目的是描述：（1）组织战略，（2）运送策略，（3）管理战略，（4）在幼儿园执行人物教学中的支持和反对因素。该研究在克塞瓦甘区，Cilacap Regency进行了Al-FaTah幼儿园进行。定性描述方法。本研究的主题由校长，教师，学生和父母组成。通过观察，深入的访谈和文件收集数据。通过对观察和三角测量数据的持久性验证数据。从一开始就连续分析数据。数据分析过程是数据减少，数据介绍和结论。该研究结果表明（1）组织性格教学战略适合基于角色教育标准的客观学习，通过示例，习惯，咨询，关注和处罚（2）课堂教学的交付策略试图通过使用合适的学习方法和媒体来实现学习目标，但是使用教学媒体的使用仍然不那么多变，有趣（3）角色教学管理是适合通过教学和学习过程制定角色的特征教学标准（ 4）在校长，教师和父母之间的良好合作和沟通方面的支持和反对因素得到了管理。

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