Implementation of Character Education Based on the 9 Pillars of Character of the Indonesian Heritage Foundation

Abstract

This research is based on TK Cahaya Rumah, which has been implementing character education based on 
the 9 pillars of IHF for 8 years and has been a coordinating school in the Limbangan District for 2 years. The purpose 
of this research is to explain the implementation of character education based on the 9 pillars of IHF character in 
children at TK Cahaya Rumah. This research uses a descriptive qualitative research type with an ethnographic method, 
employing data analysis techniques such as data reduction, data presentation, and conclusion drawing. The subjects 
of this research are school principals, teachers, and parents. The subjects of this research are school principals, 
teachers, and parents. The research results from the first problem formulation are (1) Planning, for learning planning, 
it is already provided by IHF. Starting from teaching modules, teaching media, supporting media, and much more. (2) 
Implementation, the implementation is already in accordance with what is in the IHF teaching module. There are 3 
streams, namely a) special stream, b) integrated stream, c) co-parenting stream. (3) Evaluation, like planning, the 
evaluation is also already provided by IHF. The results of the questionnaire evaluation filled out by parents show that 
there is an influence from the implementation of character education based on the 9 pillars of character on children's 
character at TK Cahaya Rumah. The research results for the second problem formulation, namely supporting factors 
and inhibiting factors of the implementation of character education based on the 9 pillars of character IHF. There are 
two supporting factors, first, the competence possessed by educators and second, the cooperation between parents 
and teachers. The inhibiting factor of the implementation of character education based on the 9 pillars of character 
IHF at TK Cahaya Rumah is the child's home environment