Internalising Nine Character Pillars Through Clapping Games in Early Childhood Education
DOI:
https://doi-reg.org/10.76557/jpip.v19i2.187602Abstract
Character education in early childhood requires activities that connect moral language with participation and everyday conduct. This study examines how clapping games supported the introduction and initial internalisation of nine character pillars at TK Barunawati, Bengkulu. A qualitative descriptive design was used during the second semester of the 2025/2026 academic year. Data were gathered through classroom observation, semi-structured interviews, and documentation, with teachers and children selected for their involvement in the activities. Analysis involved data reduction, narrative display, and conclusion drawing. The findings show that researcher-designed chants combined short value statements, movement, rhythm, modelling, and repetition across opening, main, and closing activities. Children recalled phrases, coordinated with peers, and sometimes initiated or led the games. Younger children experienced greater difficulty synchronising words and movements and required slower demonstrations. The study contributes a process account of transforming clapping from an incidental classroom energiser into intentional character learning. Given the approximately one-month implementation and absence of longitudinal assessment, the findings indicate engagement and emerging understanding rather than established, enduring character change.
Keywords: Character; Clapping; Internalisation; Kindergarten; Habituation
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