Advances in Social Science, Education and Humanities Research, volume 398

2nd International Conference on Social Science and Character Educations (ICoSSCE 2019)

Dimensions of Early Childhood Character

Education Based on Multiculturism
Harun Abdul Manaf Martha Christianti
Faculty of Education Graduate School Faculty of Education
Universitas Negeri Yogyakarta Universitas Negeri Yogyakarta Universitas Negeri Yogyakarta
Yogyakarta, Indonesia Yogyakarta, Indonesia Yogyakarta, Indonesia
harun@[Link] Abdulmanaf.2017@[Link] marthachristianti@[Link]

Abstract—This study examines the dimensions of early local wisdom. Character education should be based on
childhood character education based on multicultural relating culture, namely the excavation of existing noble values. This
to human relations. Research locations in the Central Java view reveals the importance of cultural values to be
Province, especially the Ex Yogyakarta Residency. The research integrated into the curriculum [4]. In the context of cultural
subjects were 451 children from 26 PAUD institutions. The diversity, there is a known multicultural concept. In
research method used is quantitative. The analysis used is a multicultural culture, everyone can interact and transact
confirmatory factor analysis. The results of the study obtained even though each has a different cultural background [5].
the dimensions of character relations of fellow relations consists
of: aware of the rights and obligations of self and others; Multicultural based character education is the right
comply with legal and customary rules; appreciate the work alternative answer to the problem of Indonesia because of a
and achievements of others; and polite behavior to fellow pluralistic nation such as diverse tribes, regional cultures,
people. All these indicators contribute to children's attitudes or religions, and various other political aspects, as well as the
behaviors in building relationships. Based on the value of the geography of the largest archipelagic country [6].
biggest loading factor, it was obtained indicators of polite Meanwhile, it has become the nature of the Indonesian
behavior to the most dominant people in multicultural-based people to be a multi-ethnic, multi-racial, multi-lingual,
early childhood character education. multi-indigenous, and multi-tradition nation [7].
Keywords: character education, early childhood, Multicultural education is a process of cultivating life
multicultural, human relations sincerely with respect and tolerance for cultural diversity
living amid society, thus giving birth to moral persons [6].
I. INTRODUCTION
Multicultural based character education at the early
Character building is one of the national education childhood level is very important. The educational values
purposes. Article 1 of the 2003 National Education System learned will make children behave well and have intellectual
Law states that among the objectives of national education intelligence. Education for early childhood is an effort to
is to develop the potential of students to have intelligence, stimulate, guide, nurture and provide learning activities that
personality, and noble character. Furthermore, in Article 3 it will produce children's abilities and skills. Education for
is stated that, the aim of national education is to develop the early childhood is an education carried out for newborn
potential of students to become human beings who believe children up to eight years [8]. In connection with this, early
and fear God Almighty, have noble character, are healthy, childhood education is held for children from birth to six
knowledgeable, capable, creative, independent, and become years and is not a requirement to attend basic education [9].
responsible citizens [1], so there is a need for character
education at every level of education. Early childhood education is held before the level of
basic education through formal, non-formal, and/or informal
Character education is a national movement that makes education. In the context of formal education can be in the
schools as agents to cultivate noble character values through form of kindergarten (TK), and Raudhatul Atrial (RA), and
learning and example [2]. In principle, character other forms of equal. While in the non-formal path can be in
development is not included as a separate subject, but is the form of a playgroup (KB) and Child Penitentiary (TPA),
integrated into subjects, self-development, and educational as well as other forms of learning, while informal education
unit culture [3], further stating: (1) educators and paths take the form of family education or education
educational units need to integrate values developed in organized by the environment [10].
character education into the existing curriculum, syllabus,
(2) the principle of learning used in the development of Still in the context of a variety of early childhood
character education seeks that students recognize and accept education, in ASEAN countries, for example in Philippines
character values, as belonging to students and are in the form of a childcare center under the auspices of the
responsible for the decisions taken, and (3) with this Family Development Program (FDP) which fosters children
principle students learn through the process of thinking, aged 0-3 years, and Early childhood Care Development
behaving, and acting. So, these three processes are intended (ECCD), this program done for 2 years starting at 7 years
to develop the ability of students to carry out social old. In Vietnam, it is childcare centers and kindergartens
activities and see themselves as social beings [3]. under the auspices of early childhood care and education
(ECCE) [11], [12].
It is time for the preparation of an educational
curriculum explored based on national culture, especially

Copyright © 2020 The Authors. Published by Atlantis Press SARL.

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Advances in Social Science, Education and Humanities Research, volume 398

Early childhood education does not only fulfill human themselves and their groups; nationalist; respect diversity
rights to get an education as early as possible through [3].
formal, non-formal and informal channels but also as a
foundation for the growth and development of all children's Issues that are not less important in early childhood
potential. The goals of early childhood education are: (1) education based on multicultural character are social aspects
children are able to worship, know and believe in God's (relationships or interaction with others). A child will
creation and love their fellow humans,(2) children are able interact with other children if they have social abilities that
to think logically, be critical, give reasons, solve problems are inside themselves. During the age of kindergarten,
and find causal relationships, and (3) children are able to children can interact with other children in the playgroup,
recognize the natural environment, social environment, the with other people around them, such as exploring the
role of society and respect social and cultural diversity and environment and making peer group ties [14].
are able to develop self-concept, positive attitudes towards Children have also been able to interact with their
learning, self-control and a sense of belonging to More [8]. family members and with their teachers, with their friends
In the context of character values that must be instilled and relatives well [15]. The social interaction is a range of
in early childhood, details the character values that must be new experiences for children in the social world situation
built for early childhood including: honest; express the they face [16]. Where around them some play, that's where
contents of the heart; not hurt each other; mutual help; they will join in playing together. There are negotiations and
return goods in their place; alternately speaking; give friends there are interactions between them quickly [17], and they're
the opinion; queued; mutual respect; speak well and also how they learn friends, learn to solve problems [15],
politely; listen to other people speak; modeling behavior, so that's where the interaction between children is.
that efforts to develop the character education dimension as At the age of kindergarten, there were social changes.
a strategy for implementing multicultural based character This is a characteristic that can be characterized in general
education are very important to do in PAUD. The normal children, and they have been able to learn to
development of the principle of multicultural based socialize themselves in cultural support. At this stage of
character value education is integrative, compact, and development, they have also been able to interpret events as
consistent. Integrative means integrating multicultural social structures and processes, standards and value
character education into all programs and activities. Kompak formation processes. Early childhood social development in
means that all components of education have the same this case kindergarten children through play, means
attitudes and views in implementing multicultural based character education. In the context of this character, to be
character education. Consistent means that all components someone polite, honest, responsible, fair, and obedient to
of education have consistent attitudes and views in laws and rules [18].
implementing multicultural based character education in
PAUD [13]. II. RESEARCH METHODS
Planting these character values is a very difficult thing. This study uses a quantitative approach. The design of
Therefore, at the PAUD level, several main character values this study examines the dimensions of early childhood
are selected which are summarized from the points of SKL character education based on multicultural education at the
PAUD (Ministry of Education Regulation Number 23 of PAUD School. The research location is in the Central Java
2010) and SK / KD (Ministry f Education Regulation Province, especially the Ex Yogyakarta Residency. The
Number 22 of 2010). Ministry of National Education 2010, research subjects are shown in Table 1 below.
Character Education in PAUD, Directorate General of TABLE 1. NUMBER OF RESEARCH SUBJECTS
Primary and Secondary Education Management, Directorate
City / Regency PAUD School Sample
of Middle School Development; The following are aspects
Bantul 6 PAUD 118
of the main characters referred to and briefly described: (1) Kolun Progo 1 PAUD 18
character values in relation to divinity, thoughts, words, and Gunung Kidul 7 PAUD 117
actions of a person who are pursued are always based on Sleman 5 PAUD 86
divine values and/or religious teachings, (2) character values Kota Yogyakarta 7 PAUD 112
in relation to oneself: honest, tolerance, discipline, hard Total 26 PAUD 451
work, creative, independent, democratic, curiosity, national
spirit, love for the country, respect for achievement, The dimensions of character education related to humans
friendship, peace of mind, love to read, caring for the consist of: (1) being aware of the rights and responsibilities
environment , social care, responsibility, (3) character of others, (2) comply with legal and customary rules,(3)
values in their relationship with others: be aware of the appreciation of the work and achievements of others, and (4)
rights and obligations of themselves and others, comply polite behavior to fellow people.
with legal and customary rules, respect the work and he instruments for collecting data uses a questionnaire
achievements of others, polite behavior of fellow people, (4) sheet filled in by the teacher. The instrument was used to
character values related to the environment: attitudes and collect data on the dimensions of early childhood character
actions that always strive to prevent damage to the education based on multicultural relating to human relations.
surrounding natural environment, always want to provide The instrument contains 13 items that measure 4 indicators,
assistance to other people and communities who need, (5) namely HK: aware of the rights and obligations of self and
national values: ways of thinking, insights that place the others; AH: obey legal and customary rules; MH: respecting
interests of the nation and state above the interests of the work and achievements of others; and PS: polite behavior
to fellow people.

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Advances in Social Science, Education and Humanities Research, volume 398

Quantitative data obtained were analyzed by TABLE 2. RESULTS OF CFA SECOND-ORDER ANALYSIS
confirmatory factor analysis (CFA) with a second-order Cut of
approach. Using the LISREL 8.50 program, to facilitate the No Goodness of Fit Value Decision
Value
analysis process. The criteria used to state the model of fit 1 NFI ≥ 0.90 0.94 good
board (model compatibility) there are three types of 2 CFI ≥ 0.90 0.96 good
3 IFI ≥ 0.90 0.96 good
goodness of fit, namely absolute fit indices, incremental fit 4 RFI ≥ 0.90 0.91 good
indices, and parsimonious [19], [20]. 5 AGFI ≥ 0.90 0.90 good
The estimated reliability of the character assessment
instrument for children of this age is done using composite Based on Table 2, it appears that according to the
reliability and construct reliability. The composite reliability requirements of goodness of fit on the type of incremental
estimation of character assessment instruments was analyzed fit it has been fulfilled because the value obtained is
using the Alpha formula from Cronbach as follows [21]. following the required interval so that the obtained model is
appropriate. Because the model that is in line with the
 k    i 
2
character of multicultural early childhood education related
   1  2 
 k  1  
(1)
t  to human relations in the residency of Yogyakarta consists
of: being aware of the rights and responsibilities of others
Information: and themselves; comply with legal and customary rules;
α =instrument reliability coefficient Award for works and achievements of others; and polite
k =number of items statement behavior to fellow people.
 t2 = total score variance The dimensions of the relationship between children and
fellow humans have thirteen items of statements. Based on
 i2 = number of instrument variances the output of standardized factor loading, items HK2, HK3,
AH1, AH2, AH3, MH1, MH2, PS1, PS2, PS3, PS4, and
Estimation of composite reliability will use the SPSS 20 PS5> 0.5, while HK1 = 0.37 < 0.5. This can be shown from
for windows program assistance. The criteria used as a the second-order CFA diagram based on the standard
reference to express a reliable character assessment solution in Fig. 1 and the second-order CFA diagram based
instrument, referring to the opinion of Cortina [22], that if on the t-value in Fig. 2.
the alpha coefficient is 0.7 or greater, then the character
assessment instrument is declared reliable. Construct Based on loading factors and t-values, it appears that
reliability is estimated using the following formula [23]. there is only one item, namely HK1, which is an item of an
invalid HK indicator. This can be seen from the t-value
2 smaller than the 1.96 t-table value so that 12 items
 k 
  i 
contribute to each indicator of the child's relationship with
each other.
  i 1 
2
(2) Besides, based on Fig. 1 and Fig. 2, the value of factor
 k   k 
 
loading from the indicators HK, AH, MH, PS> 0.5 and t-
 i     ii  value > 1.96, means that each indicator contributes to the
 i 1   i 1  dimensions of children's character education related to
fellow relations.
Information:
Based on analyst reliability obtained by the value of
λ= load factor
internal consistency with Cronbach's alpha coefficient of
θ = unique variant of each item more than 0.85 and the value of construct reliability (ω)
ω = coefficient of construct reliability more than 0.60.
The criteria used as a reference to express good construct
reliability, referring to the opinion [19], that if the construct
reliability coefficient must be equal to 0.6 or greater, it is
said to meet good criteria.
III. RESEARCH RESULTS
Data obtained from the study were analyzed by second-
order confirmatory factor analysis. The analysis process is
carried out twice, namely the initial analyst and reanalysis.
The reanalysis process was carried out because in the initial
analysis it was found that there were items that did not meet
the criteria for loading factors (greater or equal to 0.5). The
results of the initial analysis and reanalysis are explained as
follows.
A. Initial analysis results
Based on the data obtained from the analysis carried out
and obtained results as presented in Table 2. Fig. 1. CFA Second Order diagram based on Standardized Solution

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Fig.3. CFA Second Order diagram based on Standardized Solution

Fig. 2. CFA Second-Order diagram based on T-value

B. Results of Reanalysis
Reanalysis was carried out on data from 12 statements.
Based on the data obtained, the analysis is carried out and
results are obtained as presented in Table 3.
TABEL 3. RESULT OF ANALISIS CFA SECOND ORDER
No Goodness of Fit Cut of Value Value Decision
1 NFI ≥ 0.90 0.95 good
2 CFI ≥ 0.90 0.96 good
3 IFI ≥ 0.90 0.96 good
4 RFI ≥ 0.90 0.91 good
5 AGFI ≥ 0.90 0.90 good

Based on Table 3, it appears that the overall

requirements for the goodness of fit on the type of
incremental fit have been fulfilled because the values
obtained are in the required intervals, so it is said that the
model obtained is fit. Because the model fit, the dimensions
of early childhood education based on multicultural Fig. 4. CFA Second-Order diagram based on T-value
character related to human relations in the residency of Based on loading factors and t-values, it appears that
Yogyakarta consists of: aware of the rights and obligations only all items are valid. This can be seen from the t-value
of self and others; comply with legal and customary rules; greater than the 1.96 t-table value, so that it can be said that
appreciate the work and achievements of others; and polite the 12 statement items contribute to each indicator of the
behavior to fellow people. child's relationship with others. Besides, based on Fig. 3 and
The dimensions of the relationship between children and Fig. 4, the value of loading factors from the indicators HK,
fellow human beings have twelve statements. Based on the AH, MH, PS> 0.5 and the t-value > 1.96, means that each
output of standardized factor loading, items HK2, HK3, indicator contributes to the dimensions of children's
AH1, AH2, AH3, MH1, MH2, PS1, PS2, PS3, PS4, and character education related to fellow relations. Based on
PS5> 0.5 are obtained. This can be shown from the second- analyst reliability obtained by the value of internal
order CFA diagram based on the standard solution in Fig. 3 consistency with Cronbach's alpha coefficient of more than
and the second-order CFA diagram based on the t-value in 0.88 and the value of construct reliability (ω) more than
Fig. 4. 0.60.

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IV. DISCUSSIONS The results of this study also show that early childhood
in the Ex Yogyakarta Residency has developed good
Education in early childhood is a very important initial attitudes or behaviors that are aware of the rights and
process (the golden age) that must be a concern and obligations of themselves and others; comply with legal and
responsibility in the family environment, especially both customary rules, and appreciate the work and achievements
parents. Early childhood education is held before the level of others, so that character education. Based on the value of
of basic education through formal, non-formal, and/or the smallest loading factor, the indicators comply with legal
informal education [10]. One of the goals is for children to and customary rules that need to be improved in the process
be able to worship, know and believe in God's creation and of character education for early childhood in PAUD
love their fellow humans [8]. For this goal to be achieved, it institutions. The development of good behavior will
needs to be implemented in the character education of potentially continue to develop in a positive direction.
multicultural early childhood.
Through multicultural character education, the
Based on the results of this study, it was found that early kindergarten educators in the ExYogyakarta Residency must
childhood character education is related to human relations be able to encourage and condition children's social and
in Central Jawa, especially in the Ex Yogyakarta Residency, emotional attitudes. A child will interact with other children
it can be said to be successful. The dimensions of fellow if they have social abilities that are inside themselves.
human relations include: (1) being aware of the rights and During the age of kindergarten, children can interact with
obligations of self and others; (2) comply with legal and other children in the playgroup, with others around them
customary rules; (3) respect for the work and achievements [14]. Besides, early childhood educators must be able to
of others; and (4) polite behavior towards fellow people. integrate cultural values into the curriculum.
This shows that character education in the especially the Ex
Yogyakarta Residency, including in Bantul, Kulon Progo, V. CONCLUSIONS
Gunung Kidul, Sleman and the City of Yogyakarta, is
following government programs to strengthen character Based on the results of data analysis, and the discussion
education as stated in the Republic of Indonesia Presidential can be concluded as follows,
Regulation No. 87 of 2017. 1. The dimensions of character education for early
childhood based on multicultural aspects relating to
Strengthening character education is a very difficult fellow relations in the Ex Yogyakarta Residency consist
thing. Therefore, at the PAUD level, several main character of: being aware of the rights and obligations of self and
values are selected which are summarized from the points of others; comply with legal and customary rules;
SKL PAUD (Ministry of Education Regulation Number 23 appreciate the work and achievements of others; and
of 2010) and SK / KD (Ministry of Education Regulation polite behavior to fellow people.
Number 22 of 2010). Ministry of National Education 2010, 2. Besides, polite behavior towards fellow people is a
Character Education in PAUD, Directorate General of dominant factor (indicator) developing in early
Primary and Secondary Education Management, Directorate childhood at the Ex Yogyakarta Residency.
of Middle School Development. 3. On the contrary, obeying the rules of law and custom is a
Based on the results of the study (the results of the less dominant factor (indicator) that develops in early
reanalysis) it was found that the dominant indicator based childhood at the Ex Yogyakarta Residency
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