Integration Models of Religious and Moral Values in Tematic

Learning in Early Childhood Education Programs

Sa’dun Akbar

, Eny Nur Aisyah

Lecturer of KSDP FIP, Early Childhood and Dikdas PPS UM, Malang, Indonesia

Lecturer of PGPAUD UM, Malang, Indonesia

Keywords: Integration of Religion and Moral Values, Thematic Learning

Abstract: This qualitative research’s purpose is to (1) to identify issues of integration of Religious and Moral Values

(NAM) in Early Childhood Education Programs (2) to describe theoretical principles of value education and

thematic learning (3) construct a conceptual model of religion and moral values integration in thematic

learning in Early Childhood Education Programs. This study uses a qualitative approach and literature study

the model of integration of the research findings is: first model, (a) determine the knowledge competence and

skills taught, (b) determine the method of learning, (c) determine the religion and moral values that is taught

and according to the method used. Second model, religious and moral values are integrated into each

component of learning.

1 INTRODUCTION

Based on the study of the lesson planning document

(RPPH) prepared by the Kindergarten teachers of the

PLPG and PPG participants at State University of

Malang (UM) was found the fact that the integration

of Religious and Moral Values tend to be sporadic

according to the ability of each teacher. There is no

pattern (model) that can be used as a guide and as a

flow of thinking to integrate the value of Religion and

Moral on thematic learning in the early childhood

class.

The observation of thematic teaching practice in

several Early Childhood Education Programs classes

in Malang also found that in practice the religion and

moral values was taught separately in the middle of

thematic learning. Certain values derived from

Spiritual Competence (KI-1) and certain moral values

of Social Competence (KI-2) appear to be taught

separately amidst the process of thematic learning.

Integration is less fused in the learning process. In

fact, it is also found from the RPPH documents

compiled by Early Childhood Education Programs

teachers that any learning experience designed in

thematic learning of teachers tends to derive religious

competence and social competence that are less

relevant to the learning experiences undertaken by

students-for example teachers constantly assess the

liveliness , independence, courage, cooperation,

and others-regardless of the methods and learning

experiences undertaken by students.

When researchers ask questions to Kindergarten

teachers in lecture forums, seminars and workshops

for example with the question "" When will you

arrange the RPPH on a particular theme in order of

decreasing what Core Competencies Do You Teach?

“So in congregation they tend to answer: first,

religious competence (KI -1), second, then social

competence (KI-2), third, then knowledge

competence (KI-3), and last third, skill competence

(KI-4). Thus, they derive the competence of KI-1 s.d

KI-4 in preparing the RPPH; whereas character

values (attitudes) are not taught in isolation but are

integrated in the learning process. This fact illustrates

that teachers have not understood how to integrate the

value of characters in thematic learning.

To help ease the understanding of Kindergarten

teachers and Early Childhood Education (PGPAUD)

students in integrating the values of the characters in

thematic learning, the researcher considers it

necessary to write this article on the pattern of

integrating the values of character (attitude) of

Religion and Moral (NAM) in thematic learning.

Akbar, S. and Aisyah, E.

Integration Models of Religious and Moral Values in Tematic Learning in Early Childhood Education Programs.

DOI: 10.5220/0008407800630069

In Proceedings of the 2nd International Conference on Learning Innovation (ICLI 2018), pages 63-69

ISBN: 978-989-758-391-9

2 METHOD

This research uses a qualitative approach. Qualitative

study conducted to obtain facts about NAM

integration issues in an integrated learning (thematic)

in some early childhood classes in Malang. Data

collected through (1) study the documentation of the

Lesson Plan Thematic (RPPH) teachers of

kindergarten / early childhood follow PPK in UM, (2)

interviews with some early childhood teachers who

are taking classes S2 at the Graduate UM, and

observation of practice learning in some classes’

kindergarten / early childhood in Malang. The

collection of data in various ways is aimed to

"Describe the problems of NAM integration in

thematic learning. Data were analysed qualitatively

with steps: description, reduction, categorization and

interpretation.

After the problems of NAM integration in

learning were successfully described, the researchers

conducted literature researches focused on: value

education and its character and principles, thematic

learning principles, the design of thematic learning,

the analysis of the early childhood curriculum. This

literature study will produce a framework for thinking

how to integrate NAM in thematic learning.

Based on the factual issues NAM integration

practices obtained through qualitative studies and

theories and the results of previous research on the

integration of NAM in thematic learning, then, was

composed of NAM in the Conceptual Model

Integration Thematic Learning in early childhood.

3 RESEARCH FINDING

Referring to the purpose of this study, the following

describes the study findings as follows: First, teachers

of kindergarten / early childhood in some classes of

kindergarten / early childhood in Malang still many

who do not understand how to integrate the NAM into

thematic learning. The mastery is apparent from the

thematic RPPH composed by them, which tends to

integrate NAM sporadically without using systematic

and logical patterns. Found in the teacher-prepared

RPPH, that: (1) the formulation of objectives tend to

focus on achieving a low level of cognition; (2) many

learning experiences regardless of theme or sub-

themes to be determined; (3) less use of resources and

learning media in the real life situation; (4)

integration of attitudes less relevant to learning

methods / less relevant to learning experiences; (6)

reflections that are less in line with achievement of

learning objectives, and (6) moral messages that are

less relevant to the value of the character (attitude)

that is being learned through the study of a particular

theme.

Second, theoretically the results of the literature

study indicate that thematic learning is a lesson that

uses the theme as a binding of the various

competencies learned from different areas of basic

capability development of early childhood (AUD).

The thematic designers should apply the principle: (1)

a holistic that integrates a broad range of basic AUD

capabilities development; (2) authentic that is using

the source and learning media or using real life

situation / real (3) active – that is activate students,

they engage in thinking, speaking, listening, moving,

and performing various learning activities

significantly. In order for the learning process to

activate, kindergarten teachers need to take advantage

of activating learning resources and media-such as

resource persons, events, information media, the

environment, and concrete life situations. Teachers

also need to choose enabling learning methods with a

learning experience that involves learners directly;

and (4) meaningful-functional for the student's life,

connect between new learning experiences and the

schemata of students (Akbar, 2010, 2017)

Integration of character values should be done

patently throughout the learning process. In Thematic

Integrated (Kovalik and Olsen, 1994) it is stated that

the character values should be integrated and attached

to the educator who always: keep trust with honesty,

active listening, being the best person, and not

degrading. The integration is linked Thematic lesson

requires: Having substance and application to the real

world, Having sufficient resources, As per age, As

time passes for these themes, On the order of the

theme from month to month, Includes the world of

children. The integration of this model leads to the

necessity of integrating character values with the

comprehensiveness approach through the learning

components and among the learning components is

the educator component (teacher).

The substance of learning is to educate students so

that students can learn by themselves easily. For the

integration of character values should be adjusted

characteristics of students. The educator's view of

students should be precise according to the

characteristics and development of physic-socio-

psychological.

The following are some of the principles and

values that all learners need to keep all the time in the

thematic learning:

ICLI 2018 - 2nd International Conference on Learning Innovation

Figure 1: Source : (Kovalik and Olsen, 1994).

Figure 2: Suitability growth aspects and competencies.

Source: Teaching material PLPG PAUD

2016.

Referring to the principle modelled above, it can

be stated that the character's values, including NAM

can be integrated into teacher performance when

teaching students. (Pigdon and Marlyn, 1992)

proposes integrated approach to teaching and

learning through integrated content subjects (social

education, science, environment education, personal

development, and technology studies) and process

subjects (language, art, drama, mathematics, music

and movement).

Among the integrated learning models offered by

(Pigdon and Marlyn, 1992) can be done from side -

by-side: integrating facts, concepts, generalisations,

and further information; integrated in learning

about (social education, science, environment

education, personal development, and technologies

studies); lessons involved (language, art, drama,

mathematics, movement, and music); and

acquisition of further information through

elaborating, justifying, and reflecting (Pappas, 1995)

offers language integration Through language

integration can be done through listening, speaking,

reading and writing through the curriculum (social

studies, science, math , art, and music) .Integration

through this language can make that as a constraint

that allows integrated in religion and moral values

(NAM).

In the curriculum of early childhood (2013),

learning for early childhood is also done thematically.

Integration is done by considering the suitability

aspects of competence and aspects of child

development. This can be seen in a pattern illustrated

shown in Figure 2.

Shown in the picture above that aspect of attitude

(NAM-included in it can be integrated with various

aspects of child development (Religion and Moral,

Social Emotional, cognitive, language, motor skills,

and the Arts) in an integrated manner. Similarly, on

knowledge and skills. So, religious and moral values

(which in the Curriculum 2013) enter into core

competencies (KI-1 i.e. spiritual values, and KI-2

social values) into various aspects of early childhood

development.

(Lickona, 1991) in their book on character

education presents a comprehensive approach to

character learning. It presents the elements of

character (moral knowing, moral feeling, and moral

action) as an important element that needs to be

integrated in a learning prose. Akbar in his work

(Akbar, 2012, 2013, 2015) that character value

learning can be done in an integrated way through

classroom learning. Character values can be

integrated through objectives: learning, resources /

materials and instructional media, learning methods,

and assessment. Referring to the above exposures, it

can be stated that character values (including NAM)

are most likely to be able to be integrated through

components in an integrated manner.

Third, referring to the problem of integrating

NAM and the results of the literature research above,

the following is presented building on models of

integrating NAM in the learning process. In the

official documents on the Curriculum

2013 it is stated that character education is not

taught in isolation but is done in an integrated way.

The following models are presented below:

3.1 Model-1: Nam is integrated through

the Learning Method.

The methods in this context that are included in the

Learning Modes are Strategies, models, methods, and

instructional techniques. Strategies are different ways

to teach students, content, and different learning

objectives. Children whose personal characteristics

are not the same need to be taught in different ways.

The purpose of learning on the different cognitive

dimensions of learning by learning the purpose of

learning on affective and psychomotor dimensions.

Learning on "multiplication" learning materials needs

Integration Models of Religious and Moral Values in Tematic Learning in Early Childhood Education Programs

a different way than learning about "additions and

subtractions" and more.

Learning models are patterned learning steps and

tools to achieve specific learning objectives. A

teacher who teaches the importance of appreciating

the habit of "reading", "cooperation and respect for

others", "courage and self- confidence", and "sharing

habits" more precisely with the Jigsaw model for

example. While the more appropriate model to teach

the skill to make sweet tea is to use the model of

"demonstration and practice". Methods are one

particular way (lectures, questions, answers,

discussions, and sharing stories) to achieve a

particular learning objective.

Religious Values and Moral Values (Characters)

can be integrated into strategies, models, and learning

methods. An early childhood teacher who taught a

particular NAM, they must determine what core

competence and basic competence (KD) will be

learned. Successful models prepared based on the

above theoretical studies shown in Figure 3:

Description: The flow of thinking in designing

learning that character is integrated through the

learning method is done by the following steps: (1)

determine the KI-3 to be learned (e.g. be able to

choose red and yellow, (2) specify KI-4 relevant to

KI- 3 (for example: able to colour banana drawing in

yellow colour, and colouring banana leaf with green

colour.) To teach banana colour and banana leaf is

done by (3) practice colouring drawing in groups, (4)

determine the relevant K-1 by the method of

colouring the drawing, KI-1 is derived about praying

before beginning the activity "before doing the

colouring practice of the children's banana image

first, and (5) determine the KI-2 relevant to the

practice of colouring the drawing in groups - K-

2 (Moral values) of cooperation, respect for

others, so the values of Religion and Moral Value are

integrated with the method.

3.2 Model-2: Nam Integrated Into Each

Learning Component

Learning is basically an effort made by the teacher by

giving easiness to the students so that students can

learn by themselves easily. In order for learning to be

easy, some learning components need to be

considered. In the learning process there are

components: purposes, students, teachers, resources

and learning media / learning materials.

Religious and Moral Values can be integrated

through for example through: learning objectives,

learning methods (strategies, models, methods,

techniques, and tactics) in learning, teacher

performance in

Treating learners, structuring learning situations

and through thematic learning assessments at class.

The pattern of integration shown in Figure 4:

Figure 3: Model NAM integrated with method.

ICLI 2018 - 2nd International Conference on Learning Innovation

Figure 4: NAM integrated in learning components.

3.3 Model-3: Nam Is Taught In Isolation

In detail the model is presented in a separate paper on

another paper on the Constructivist Learning Model

for NAM Learning.

4 DISCUSSION

The first issue to be discussed is why early childhood

teachers NAM difficulty integrating into thematic

learning process. Difficult integration because they

have not understood the flow of thinking how to

integrate NAM into the thematic learning process.

With the logic constructed as constructed the Model-

1 on top of the teacher will be greatly assisted in

integrating NAM into thematic learning process by

integrating methods. When this thinking line has not

yet been modelled, they will work sporadically when

pouring NAM lessons into the Lesson Plans.

Character learning is basically a tendency to teach

the affective world. The integration of affective world

with cognitive and psychomotor in thematic learning

is also a very effective way. If it is associated with the

view (Lickona, 1991), this integration can be done by

integrating elements of characters such as: moral

knowing, moral feeling and moral action into a

learning process. The integration of elements Ngerti,

Ngroso, and Nglakoni into a particular learning

experience is a very effective way of integrating.

Research Results (Akbar, I, Wayan and Pujianto,

2010; Akbar, 2012, 2013, 2016) the integration of the

three elements of character, known as the

TRIPRAKORO models in addition to highly

effective, can achieve the targeted goals also make

learners active. Triprakoro model is a model that

integrates the three elements of character (knowing,

feeling, action) is packaged in a learning experience.

The steps are patterned as follows: (1) VCT about the

value of the character being taught; (2) learning

experiences in situations contrary to the values

taught; (3) reflection; (4) think problem solving; (5)

carry out the results of problem-solving thinking; (6)

reflection; and (7) moral messages. Models that

integrate the three elements of the character are very

effective and enable students.

Thematic learning (Akbar, 2015) besides being

very effective and improving learning outcomes can

also increase students 'activity, make students

creative, students feel happy, improve their ability to

criticize in a polite manner, and improve the quality

of learning, and able to develop all students'

intelligence. Thematic learning is very effective

because thematic learning is built according to the

characteristics of the child. Thematic learning can

develop a range of early childhood basic skills in an

integrated and synergistic way.

When children learn thematically while playing

for example they do not realize that they are learning

although in fact they are learning many things.

Various basic abilities of children will develop

simultaneously and synergistically. Language,

cognitive, physical motor skills, art, religion and

morals, and others develop simultaneously. In active

thematic learning the children feel happy, free to

move, happy so that the learning process becomes

effective. With freedom and in a fun atmosphere the

creativity of the child will develop.

Integration of Religion and Moral values in

thematic learning is necessary because the

implementation of thematic learning is very effective

in achieving learning objectives. As reported by

Puteri - 2014, Hafi - 2014, Dwiharini-2014,

Wulandari-2014 in a Thesis S2 research in the

Graduate Grants research scheme (Akbar, 2015). In

Suryanti-2006 research on Thematic Learning

concluded that students who are taught using thematic

learning tools are higher than student learning

outcomes that are taught without using thematic

learning tool (Akbar, 2015). Classroom action

research conducted (Akbar, 2007) at SDN

Tanjungrejo IV Malang also shows that the

implementation of thematic learning can improve

student learning outcomes.

Learning outcomes achieved through thematic

learning mean, including the religious and moral

values because learning is done in an integrated

manner. Through thematic learning children can learn

while playing according to the world of children, they

learn in a happy atmosphere so that the spirit of

learning, the spirit of collaborating with his friends,

his interest to deepen the problems being studied

become higher. The high spirit of learning has

implications on thematic learning to be a very

Integration Models of Religious and Moral Values in Tematic Learning in Early Childhood Education Programs

effective way of teaching students to achieve targeted

learning objectives.

Thematic learning is actually developed with the

background of the importance of developing multiple

intelligences of early childhood. The thesis research

of Iffah Qurrotul Aini-2014 on the development of

Brain Based Learning Thematic Learning Model - in

Graduate Research Scheme Graduate (Akbar, 2015)

that the model is able to develop the intelligences:

linguistic, musical, spatial, naturalist, kinaesthetic,

interpersonal, intrapersonal, and logical intelligence.

(Semiawan, 2008) states that thematic learning not

only shows cognitive but also involves students in

learning so that students appear to be active. Activity

and student involvement is what makes thematic

learning able to stimulate all intelligence (including

NAM) developed.

Implementation of thematic learning can make

students active and creative. The results of the S2

thesis research by Harini-2014, Hafi-2014 and

Wulandari-1014 in the Post-Grants Research Scheme

found that the implementation of thematic learning

can enhance visual, verbal, listening, writing,

drawing, motoring, mental and emotional activity

(Akbar, 2015). Hafi-2014 found that it appears from

the liveliness of drawing diagrams, discussing,

presenting in discussions, and seeking information.

Mental activeness appears in student involvement in

problem solving, completion of tasks, and self-

evaluation (Akbar, 2015). (Wulandari, 2016) also the

application of thematic creative simulations using

imaginary puppets can improve the ability to criticize

and praise in polite language (Akbar, 2015). Active

involvement of learners is very basic. (Sardiman,

2010) states that learning is doing to change

behaviour. There is no learning if there is no activity.

Creative Learning can make students creative in a

fun atmosphere. Creative thinking is synonymous

with thinking divergent open-minded form of an

issue. Thinking and analysing a problem, doing

synthesis, and evaluation. This thinking ability makes

students able to be flexible. The process of

internalizing religious and moral values is done

through thematic learning that allows students to

think divergently in their learning process enables

them to be flexible when engaging in social

relationships with others. For that, NAM is very good

if integrated through thematic learning.

5 CONCLUSION

The integration of NAM in the thematic learning

process can be done through two models: first, NAM

is integrated through the chosen method and used in

the thematic learning process. Second, NAM is

integrated through all the thematic learning

components-student components, teachers, learning

resources and media, learning methods, learning

situations, and assessments. Integration The value of

religion and morals in thematic learning is very

effective in the attainment of learning objectives that

are sophisticated, activate and engage students in

optimal learning, and make students creative.

Involvement, liveliness, and creativity are the ones

that enable learners broad and supple -flexible in

doing relationships with other human beings.

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Integration Models of Religious and Moral Values in Tematic Learning in Early Childhood Education Programs