The Implementation of TPM-Kurtilas
A Study to Reveal the Response of Kindergarten Students and Teachers
Anggita Indah Pratiwi, Aan Listiana and Ocih Setiasih
Universitas Pendidikan Indonesia, Bandung, Indonesia
Keywords: TPM-Kurtilas, kindergarten, children and teacher’s response.
Abstract: The study aims to describe the response of kindergarten Students and teachers to the implementation of
Teaching Pyramid Model Curriculum-2013 or called as TPM-Kurtilas in Amal Keluarga Kindergarten
Bandung. The study used qualitative approach wherein the data were obtained from children’s observation
notes, field notes, reflection sheet and teacher’s interview. Field notes and observer notes were collected from
21 March to 12 June 2016, while reflection sheets were collected after the end of TPM-Kurtilas
implementation. The findings show that both children and teachers responded positively to the TPM-Kurtilas
implementation. The evident is seen from the children’s enthusiastic being able to identify the changing of
school learning facilities, infrastructure and learning strategies. Meanwhile, the teacher’s enthusiasm is shown
by their motivation and enterprising to come to school, as well as positive support of in the program
implementation.
1 INTRODUCTION
Character education is a process of giving guidance
to learners to become fully human beings who are
characterized in the dimensions of heart, mind, and
body, and taste and intention (Samani and Hariyanto,
2011, p45). This is in harmony with the national
education objectives contained in the mandate of the
National Education System 2003 wherein education
is not only intended to form a smart Indonesian
individual, but it also form good personality or
character. Character education is one of the most
important things that need to be owned and implanted
early on. In addition to being a major issue in the
world of education today (MONE, 2012) character
education from an early age will support the existence
of human resources in facing the 21st century
challenges in the future (Frydenberg and Andone,
2011; Trilling and Fadel, 2009).
Character education for young children is an
effort to develop character by giving children
knowledge by introducing and understanding values
and responsibility for every decisions they take and
make based on a value in accordance with self-belief
(Hardini, 2016). Character education that is taught
includes character values that will give impact on
academic ability, social and even subsequent
behavior that will become everyday behavior such as
(Silitonga et al., 2014; Pala, 2011).
One of the effective and appropriate containers for
developing long-term character in children is through
Early Childhood Education (PAUD) (Rosmiati,
2014). This is because during the early childhood
period is the period of basic personality formation and
the sensitive age of the maturation of physical and
psychological functions that are ready to respond to
the stimulation provided by the environment
(Montessori in Sujiono, 2009). PAUD also has one of
the principles of developing life skills (Brunei in
Takaya, 2008; NAEYC, 2009; Woodhead, 2006).
In fact the application of character in early
childhood is still quite minimal. The internalization
of character values that children should have is not
yet thorough and still limited to the introduction
without habituation that can be applied to everyday
life (Ratnasari, 2015, Olim, 2010; Setiawan, 2013;
Nata, 2013).
To overcome these problems, it takes a character
education program that needs to be done in a planned,
systematic and comprehensive way. One of the
learning programs that can be implemented is the
basic character development program of children
Pratiwi, A., Listiana, A. and Setiasih, O.
The Implementation of TPM-Kurtilas - A Study to Reveal the Response of Kindergarten Students and Teachers.
In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 1, pages 75-80
ISBN: 978-989-758-314-8
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
75

through Teaching Pyramid Model based on
Curriculum 2013 (TPM-Kurtilas). The TPM-Kurtilas
adopts the Pyramid Model which is then
synchronized with the 2013 Curriculum. The Pyramid
Model is a character development program created by
Lise Fox (2003) in the United States. The following
TPM-Kurtilas construction is used in this study (see
in the figure 1):
Figure 1: TPM -Kurtilas model.
(Listiana and Rachmawati, 2016)
TPM-Kurtilas has a goal to build the basic
character of a child. In this model, learning
objectives, targets and content are taken from the
National Curriculum 2013, media and classroom
settings are organized on the basis of local situations
and cultures. While the teaching strategy and program
structure were obtained from TPM (Listiana and
Rachmawati, 2016). TPM strategies and structures
have four stages of implementation (1) building
positive relationships between teachers and students;
(2) creating a conducive environment; (3) Applying
appropriate teaching strategies; (4) Making
interventions for children in need (Fox et al, 2003).
Several studies that have been conducted related
to TPM are related to teaching, application to children
under 3 years old, teacher training, and comparison
with other models. TPM research related to teaching
is done by Fox et.al (2003) who examines TPM in
supporting the formation of social competence and
prevents challenging behavior in early childhood. In
addition Branson and Demchak (2010) examined the
application of TPM at Toodler age level. Hemmeter
et al. (2006) who examined the association of TPM
with other variables namely the preparation of
children to enter elementary school (school
readiness). Other research on teacher training that
implemented TPM (Fox et al, 2009; Hemmeter et al,
2011). Research on the relevance of TPM to other
models such as RtI (response to Intervention) (Fox et
al. 2010). TPM-Kurtilas has been through a series of
pilot studies and has produced research on the
effectiveness of the program in improving the basic
character of children (Pratiwi, 2016) program
implementation in developing manners and discipline
(Maryadi et al., 2016; Puspadewi et al., 2016; Tsani
et al., 2016). However, this research will focus on the
analysis of child and teacher responses during the
implementation of the TPM-Kurtilas program. Apart
from the fact that the research on this response has not
been done, this research is also expected to give an
idea what the program is acceptable both to children
and teachers who implement TPM-Kurtilas.
2 METHODS
This research used qualitative approach. This is
because the purpose of this study is to reveal the
social situation by correctly describing the reality of
the response of children and teachers in the
implementation of the Kurtilas TPM program
(Creswell, 2014) without the aid of statistical
procedures in its analysis (Strauss and Corbin in Mills
et al., 2006, p. 3).The design for this research was
case study. The subjects involved in this study were
four teachers, two principals and 37 students in the
Amal Keluarga Kindergarten and Tunas Harapan
Kindergarten Bandung, Indonesia where the two
kindergartens have implemented TPM-Kurtilas
program. The data were collected through
observation process, teacher and principal interviews
and teachers’ log journal written during the
implementation of TPM Kurtilas program. The
observation process and teacher's observations and
logs were conducted and collected from 21 March
2016 to 12 June 2016 starting from the TPM-Kurtilas
program implementation until the program was
completed, while the interviews were conducted on
18 and 19 May 2017 using unstructured interviews to
all participants involved. The data analysis techniques
used are thematic analysis where the main theme in
accordance with the research question of the child's
response and teacher response has been previously
designed. The identification of themes in this analysis
is carried out by continuously reading the findings
repeatedly so as to form a pattern or category to be
material for analysis (Fereday and Cochrane, 2006).
The Goal
Content, media,
Class setting
“TPM”
strategy
Evaluation
ICES 2017 - 1st International Conference on Educational Sciences
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3 RESULTS AND DISCUSSION
3.1
The Students’ Responses on the
Implementation of TPM-Kurtilas
3.1.1 The Students’ Response to the
Learning Strategy
The children in both kindergarten show positive
responses; happy, enthusiastic and passionate about
the TPM-Kurtilas learning strategy. Responses to
learning strategies are widely expressed by showing
happy, enthusiastic, and passionate behavior. The
responses are generally shown by the children to the
storytelling and sociodrama activity, as well as to the
learning using poster media, as well as the starboard
or board reward and learning about the various
emotions. The data that reveal the children response
to learning TPM-Kurtilas are:
"Today the children seem to have a spirit that says
'cool we get a new story', just when the story
begins to tell, the children want to see the book
eagerly to see the story. But the teacher said “sit
tightly I will show it later” The children counted
stars in the reward board and one of the said “yeee
I have many stars while jumping out for joy.
(Observer D notes on 20 April 2016)
"Children are very enthusiastic in paying attention
to teachers when explaining or showing emotions.
Children are eager in demonstrating various
expressions"(Re's Observation Notes, Wednesday
20 April 2016)
Walgito (2000) asserts that positive responses
arise when the individual tends to accept, like,
approach and expect an object. According to Teacher,
children respond positively to learning because what
is learned is new thing or new information so that
children are interested and show enthusiastic attitude
also are happy to the lessons given through TPM-
Kurtilas. In addition, the methods and media are
interesting and easy to understand for children.
Innovative and diverse learning for these two
kindergartens has an effect on the child's response, as
Nasution (2010) has pointed out that the way to attract
students' attention in teaching is by providing new
stimuli in a variety of ways. The use of various
methods in learning in early childhood aims to the
attention and interest of children can be devoted to the
subject matter delivered (Priyono, 2009). Learning in
TPM-Kurtilas is in accordance with learning-oriented
principles of child development and also in
accordance with the approach of early childhood
learning (MoNE, 2005). Therefore the aspects
contained in the learning in this program is in
accordance with the needs and characteristics of
children's learning so as to get a positive response.
3.1.2 Response to Changes in the Classroom
Design
In addition to the child's response to the TPM-
Kurtilas learning strategy, Amal Keluarga
Kindergarten Foundation also showed positive
response to changes in classroom design. The
response is expressed by showing happy behavior.
The data found from the teacher's diary, on the
first day of class, looks happy and shows a happy face
with new environmental changes and atmosphere.
Changes in the environment that makes children
happy and enthusiastic are that there is a shoe rack,
lockers, tables, chairs taped to the photo of children,
the carpet and mirrors in the classroom. The
following observer notes supported the existence of
positive responses on the class environment changes:
Happy expression can be seen as the class changes
starting from locker, shoe rack also carpet. In the
photo on the table, the children show each other's
photo while showing happy faces, smiling and
laughing. (Observer D notes, on Wednesday 23
March 2016).
TPM-Kurtilas create a supportive environment at
the first level consisting of two strategies: building
positive relationships and designing a physically
supportive environment. The physical design of the
environment was done by a simple change this is done
so that it can support the learning process as a whole
that involves the character changes in children.
Atwool (1999) states that through the school's
learning environment, students will have the
opportunity to make meaningful connections within
their school environment, it is necessary to improve
students' learning ability, to facilitate students for
polite behavior, and to potentially assist students in
facing problems taken from home.
3.1.3 Response to Teacher Behavior in
Building Positive Relationships
The data indicated that the child likes changes in
teachers who are trying to build a positive
relationship. Good relationships or positive
relationships between teachers and children are key to
establishing a healthy culture (Djamariah, 2006) and
are key to creating effective learning (Fox et al.,
2003).
The Implementation of TPM-Kurtilas - A Study to Reveal the Response of Kindergarten Students and Teachers
77

In addition, a positive relationship will also help
teachers in dealing with unruly children because
generally children who have a close relationship or a
positive relationship with teachers will be easier to be
directed compared to children who do not have a
positive relationship with the teacher (Listiana et al,
2015). The statement concurred with Hester et.al
(2009) which explains that building a positive
relationship can help behavioral problems with the
AUD. The following field data supports a child's
response to teacher behavior change:
“We welcome the children in front of the door, we
give them warm welcome and it seems that they
feel more like they get more attentions. We
appreciate the kids by giving more praises so that
the children maintain and repeat the good
behavior (G2 Interview, Thursday 18 May 2017)
The kids are given praises and stars for doing
something good, they like getting reward, R (
Childs’ name) said that he wants to be a good kid
again” Observer N Notes, Tuesday 26 April 2016)
Based on the data disclosed one of the efforts to
build a positive relationship of teachers favored by
the child is to welcome the child with a friendly and
a form of praise. Innes (2011) states that giving a
positive response to the child is appropriate with the
discipline of the child. Shaeffer (2006) also explained
that teachers should pay attention to students and give
praise directly to children who behave well. But in the
application of positive relationships the teacher not
only welcomes the child and gives praise but also the
teacher's behavior to apologize for making mistakes,
to engage in routine activities or play with the
children, joke and joke with the child.
3.2 The Teachers’ Responses on the
Implementation of TPM-Kurtilas
3.2.1 The Teachers’ Response to the
Learning Strategy
Teachers in both kindergarten responded positively to
TPM-Kurtilas application. According to the teachers,
TPM-Kurtilas is expected to build the children
attitude and character to be better. From the daily
diary and reflection note, the teacher's response is that
learning is expected to increase the children's
knowledge so that the attitude and character of the
child become independent, disciplined, patient,
caring and able to cooperate. The statement that
support the aforementioned condition is:
“This activity is expected the child become
accustomed to keep the bag in place of this
activity to train children independence of memory
and fine motor "written after the activity of
procedure of store the right bag. (Daily log
Journal G1, Thursday 31 March 2016)
The data implied that the teachers responded
positively to the learning process. The teachers
expected that this program may develop the children
character. Based on the previous assessment, TPM-
Kurtilas has been proven significant in improving the
children character. It is because the TPM-Kurtilas
components are based on character values so that the
program is in line with the implementation of child
character education (Pratiwi et al 2016).
In addition, for teacher in Amal Keluarga
Kindergarten, the implementation of character
building program is firstly done so that this program
provides new knowledge and experience. The teacher
learn from the manual books how to implement
character education. The following data confirmed
the condition:
“The concept is good for that as long as four years
teaching, it is the first time for me, it has been
well-designed and the implementation is easy”.
So we can prepare for the next day. The steps for
the following day has been designed. It
significantly contributes to teachers’ behavior (the
teachers’ behavior is in line with what is written
in the guidelines.
3.2.2 The Responses to the Implementation
of TPM-Kurtilas
Teachers in both kindergarten responded
positively to TPM-Kurtilas application. The teachers’
positive responses on the implementation of the
program in Amal Keluarga Kindergarten are shown
by the fact that this program significantly affected the
children, this program is considered appropriate in
developing children knowledge and assisting the
teachers and this program did not interfere the school
core activities. The TPM-Kurtilas program has been
designed to meet the children, teachers’ and school
needs. This was confirmed by the data describing that
the time selection for learning activities is appropriate
so that the children can focus on and pay attention to
what they learn. The following statement support the
fact:
“ the time allocation is so that the children keep
enthusiastic during the learning process and this
was also done in the morning that the children are
still fresh and focused “ ( G3 Reflection Note,
Wednesday 29 June 2016).
ICES 2017 - 1st International Conference on Educational Sciences
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Different from Amal Keluarga Kindergarten, The
teachers in Tunas Harapan highlighted more on the
learning activities, objectives, methods and the media
in use. One of the activities supported by the teachers
is story telling; both from the book and the content. In
addition, the learning through poster is considered
effective for it meets the children needs both from the
poster and the content.
Moreover, in the final step of the program, the
teachers from both kindergartens agreed that there is
a good achievement in the program in developing
children behavior. The children are able to help the
teachers to apply the rule and provide solution. The
following data confirmed the condition:
“The effect is that the children behavior is better-
managed and they have more knowledge”. In
addition, the children are more focused and better
as the result of the implementation of the program.
This program help the children to be better-
managed, more independent and it has also
positive effect and it does not interfere the core
activities. (G3 Reflection Note, Wednesday 29
June 2016)
From that positive responses, it can be seen that
the teacher feel more helped by the implementation
of the program, it is because that teachers are more
familiar with the cognitive developing program than
the character building program (Listiana, 2016). The
condition is relevant to the previous research claiming
that teachers more focused on academic competence
building when they are teaching as reading, writing,
and counting (Giyatni, 2013)
It can be concluded that teachers in Amal
Keluarga Kindergarten and Tunas Harapan
Kindergarten responded positively on the
implementation of TPM-Kurtilas. Therefore, the
teachers said that TPM-Kurtilas is expected to be the
references for the following years. The following
reflection describes the condition:
“Alhamdulillah this character building program
has changed the children character to be better
trained, improving discipline, and better behavior.
This program can be a reference for us” (G1
Reflection note, Wednesday 29 June 2016)
4 CONCLUSIONS
Children in both kindergarten showed a response in
the implementation of TPM-Kurtilas program. The
first response to the learning strategy is due to
innovative learning using diverse methods and media
and interesting teaching methods that match the needs
and characteristics of children's learning. The second
response to the environmental design changes is the
physical design structuring of the environment. The
third response to changes in teacher behavior such as
giving praise, welcoming children at the door in a
friendly manner, participating in children's play
activities but generally teachers are accustomed to
build positive relationships with children from before
the implementation of the program
Teachers in both kindergarten responded
positively to TPM-Kurtilas application. This is
because the assessment at the end of the
implementation of the program conducted by the
teacher shows the success of a change in attitude to
the child for the better, in addition the program is able
to provide solutions for some problems in children
and the program is able to assist teachers in
developing the child's character.
Based on the result of research, the researcher
suggested that school make TPM-Kurtilas as
alternative program which can improve children's
character and this program can be accepted by
children and teachers.
ACKNOWLEDGEMENTS
Acknowledgments are submitted to the Directorate of
Research and Community Service of the Directorate
General for Strengthening Research and
Development of the Ministry of Research,
Technology and Higher Education who have funded
the research in accordance with Decree of Director
General of Research and Development No. 30 / EKTP
/ 2017 dated April 3, 2017 on " PTNBH Higher
Education in Fiscal Year 2017.
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