Teaching Religious Character Education in Pre-School in the Era of Pandemic

Published: 05-09-2021 This study describes the learning process of religiousbased character education at TK ABA Berbah, Sleman, during the Covid-19 pandemic. This study incorporates a qualitative research method with a descriptive case study approach. Findings suggest that the school implemented blended learning activities in which lessons are conducted online and offline. Habituation became a key activity during the offline session. The involvement of parents contributed to the success of learning during the pandemic, set an example, and monitor their kids at home. Blended learning provided an increase in the communication's intensity and the relationship between parents, children, and teachers so that teaching and learning religious-based character education can be conducted appropriately amid the Covid-19 pandemic.


Introduction
It is undeniable that education cannot be separated from human life, as it is an integral development process. One function of education is to develop and shape the character of the nation's civilization. In the Indonesian context, it is in line with the article 3 Act No. 20 regarding the National Education System of Indonesia that education can develop the potential of students to become human beings who believe and fear God, have a noble character, knowledgeable, competent, creative, independent, skilled and responsible.
Education provides room for individuals to internalize cultural values that can form civilized manners and behaviors. In addition to that, education functions not only to transfer knowledge but also to cultivate and foster cultural and social values. In the case of character, education must be taught, educated, and instilled from an early age as it allows children to build, develop, and finally get accustomed to good behaviors.

According
to Kamus Besar Bahasa Indonesia, the characters possess psychological, moral, or ethical traits that can distinguish a person from another. In other words, a character is a person's personality, behaviors, and nature.
According to Kurniawan 1 , a character is the values reflected in human behaviors in interacting with God, oneself, others, and the larger environment. These are manifested in one's thoughts, attitudes, feelings, words, and actions which are based on norms, religion, law, culture, and customs. Meanwhile, the term "religious", according to Murniyati 2 , includes the system of faith and consistent worship of God. This is in line with Hidayatullah 3 , who states that a person is │ 21 Nadwa: Jurnal Pendidikan Islam religious if he feels the need to be with his God and obeys his religion's teachings. Similarly, Azzet 4 also asserts that religiousbased character education is a person's thoughts, words, and actions based on religious values that are originated from his religious teachings. Based on the definitions above, it can be concluded that religious-based character education develops one's cultural values and national personality, which is in line with religious teachings in social life that result in having creativity and productivity.
Religious-based character education is part of the process of forming morals in children. It is understood that failure to instill it in early childhood will negatively impact the personality in the long term. Teaching and educating religious-based morals in early childhood can strategically form the characters and shape the mindset, which will benefit them positively. The sources of values found in character education in Indonesia are inspired by religion, the national ideology called Pancasila, cultures, as well as the goals of national education, namely: (1) religion, (2) honesty, (3) tolerance, (4) discipline, (5) hard work, (6) creativity, (7) independence, (8) democracy, (9) curiosity, (10) enthusiasm, (11) nationalism, (12) respect, (13) friendliness, (14) ) peace, intelligence,

Results and Discussions
This religious-based character education can be measured when religious values are reflected in students' behaviors and personalities: to have faith and devotion to God and treat fellow humans and the environment well. The study found that amid the pandemic, there the religiousbased character education can be taught to early childhood using the following strategies: In addition, independent learning to increase knowledge is also encouraged. It is carried out by giving the assignments provided on students' worksheets known as LKS. The study results show that, by using and implementing the blended learning model, there is an increase in the quality of learning in various aspects. First, it covers the affective element.

Habit and Example Shows in
A sense of responsibility, independence, and personal awareness is instilled through this daily routine activity and worship, which can be observed directly by the parents and teachers as reported on the online platform. Second, the cognitive aspect is part of the learning quality achieved where students can explore knowledge on the internet and train themselves to complete the assignments given by the teacher regularly.
Finally, the psychomotor aspect refers to students' sensitivity and desire in completing a project and showing their interest in learning by doing, such as helping parents with chores at home. As a result, students can learn more without limitation of space and time and strengthen the emotional relationship between students and their parents, which coincides with formal education.
There are several challenges faced in implementing the blended learning model. It includes technical issues such as practical learning that requires tech tools and media equipment. This, in most cases, is found unfamiliar by the parents to supervise and assist with.

Conclusion
Religious-based character education is important in forming students' good personalities and characters, preventing the moral issues they may face through educational institutions. Early Childhood Education and Development (PAUD) institution, one of which is TK ABA part of, provides solutions to issues faced in teaching character education amid pandemic. The solution to form a personality with a noble character is by integrating the values of religious character through establishing routines and spontaneous activities. This can be done using blended learning and showing good examples by teachers and parents.
Implementing religious-based character education through blended learning can provide emotional bonding between children and parents, encourage children to be active in learning, build independence and a sense of children's responsibility towards the assignment given by the teacher. Through blended learning, efforts to educate religious characters are more effectively applied when the collaboration between teachers and parents is synchronized.