Penguatan Karakter Melalui Pendidikan Islam Di Tk Mawaddah Kota Banjarmasin
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Penelitian ini menggunakan metode kualitatif, bertujuan untuk mengungkapkan motede pembelajaran dan strategi penguatan karakter anak didik melalui pendidikan Islam. Dari penelitian ini diungkapkan, bahwa sejak berdiri taman kanak-kanak ini konsisten menginternalisasikan nilai-nilai pendidikan Islam kepada anak didik sebagai pondasi penguatan karakter. Dengan metode pembelajaran Beyond Centers and Circle Time. Metode ini sangat relevan kebutuhan anak didik, yaitu dunia bermain, sehingga memperlancar proses pembelajaran. Sedangkan strategi penguatan karakter dilakukan melalui proses panjang dan berkesinambungan dalam menginternalisasikan nilai-nilai pendidikan Islam melalui pengenalan, pembiasaan dan keteladanan yang didukung kemampuan orangtua mendidik anak yang diperoleh melalui kegiatan parenting class. This study aims to reveal: 1) an overview of Mawaddah kindergarten, 2) the learning method of Mawaddah kindergarten and 3) the developing strategies to strengthen the character of the students through Islamic education. This study uses qualitative methods; the data was collected through interviews, observation and documentation. The results show that since Mawaddah kindergarten was established, it has been consistent in teaching the values of Islamic education in the belief that these values will become a solid foundation to strengthen students’ character. The “Beyond Centers and Circle Time†method, which is known as sentra method, appears to be very relevant to the needs of children—fun. The strategy of strengthening character does not stop there. It continues in the family with supports for parents’ ability to educate children through parenting classes. Strengthening character cannot be accomplished in an instant; it can only be accomplished through a long and continuous process using the values of Islamic education through introduction, habituation and positive examples.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.004 | 0.004 |
| Open science | 0.004 | 0.001 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.052 | 0.026 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it