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All Journal Journal of Psychological Perspective Innovative: Journal Of Social Science Research
Fitri, Tarisa
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Upaya Penerapan Kedisiplinan dan Tanggung Jawab Pada Anak Usia Prasekolah di Pondok Pesantren Az-Zikro Fitri, Tarisa; Itryah, Itryah
Innovative: Journal Of Social Science Research Vol. 5 No. 2 (2025): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v5i2.18158

Abstract

Character education in preschool children is a very important foundation in shaping their personality and morality for the future. Az-Zikro Islamic Boarding School, as a religious-based educational institution, plays a strategic role in instilling the values ​​of discipline and responsibility from an early age. This study aims to identify efforts made in implementing discipline and responsibility in preschool children at Az-Zikro Islamic Boarding School, as well as factors that support and hinder the implementation of these values. The research method used is a qualitative approach that includes observation techniques, direct practice, and documentation. The results of the study showed that the implementation of discipline was carried out through routine activities, such as congregational Duha prayer before entering the classroom, following the rules at the Islamic boarding school, and direct guidance from the caregiver. Meanwhile, responsibility was instilled through simple tasks, such as maintaining classroom cleanliness, tidying up seats after studying, and completing assigned tasks. Factors that support the implementation of these values ​​include a conducive Islamic boarding school environment, active involvement of ustadz and ustadzah, and support from parents. However, there are several challenges faced, such as differences in children's backgrounds, limitations of caregivers in providing individual attention, and the process of children adapting to new environments. With the right strategy and approach that suits the characteristics of preschool children, the application of discipline and responsibility values ​​can be implemented more effectively, so as to form independent and responsible individuals in the future.
A Phenomenological Inquiry into Discipline Formation among Early Childhood Learners: Islamic Parenting Practices in a Pesantren Setting Fitri, Tarisa; Itryah, Itryah
Journal of Psychological Perspective Vol 7, No 2 (2025)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/jopp.7211982025

Abstract

Despite the growing prominence of Islamic parenting literature, few studies have empirically explored how consistent Islamic parenting is practiced and experienced in pesantren-based early childhood education settings. This study aims to fill this gap by systematically investigating the lived experiences of parents and teachers at PAUD Az-Zikro Islamic Boarding School in shaping young children's discipline through Islamic parenting principles. Using a qualitative phenomenological approach, data were collected from four key informants—including parents, teachers, and caregivers—via in-depth interviews, participant observation, and document analysis, with rigorous validation through member checking and triangulation. The results reveal that the formation of discipline in early childhood is fostered by four interconnected components: adult exemplary behavior, consistent alignment of home–school rules, habituation of worship and daily routines, and ongoing value internalization through gentle reminders. Indicators of discipline observed include independence, responsibility, voluntary obedience, time management, and self-awareness. The unique pesantren environment, characterized by strong value alignment and integrated religious-social routines, reinforces the effectiveness of these strategies, although challenges remain from media and peer influences. This study advances theoretical understanding and provides actionable insights for educators and policymakers seeking to implement holistic character education strategies in both Islamic and broader early childhood contexts.
Co-Authors Itryah, Itryah