The Effectiveness of the Implementation of Outbound for Kids in

Developing Child Character

Wahjoedi Wahjoedi, I Putu Panca Adi, and I Putu Darmayasa

Jurusan Penjaskesrek, Fakultas Olah Raga dan Kesehatan, Universitas Pendidikan Ganesha. Singaraja, Bali, Indonesia

wahjoedi.bali9@gmail.com

Keywords: Outbound for Kids, Character Development.

Abstract: This classroom action research was aimed at finding out the effectiveness of the implementation of Outbound

for Kids in developing child character. The subjects were children of play group at kindergarten at PAUD

ABC Singaraja with the total number of 37 children. The data were collected by using observation technique

with child’s character observation sheet done by 3 observers. The child’s character observation sheet contains

12 aspects, namely, responsibility, discipline, honesty, love and compassion, concern, bravery, autonomy,

hard work, mutual work/cooperation, politeness, justice and self-control which were then analyzed by using

descriptive statistical analysis technique. The results of data analysis showed that the mean score of the

children in Cycle 1 was 81, falling into the range of scores 75≤M<100 with the Appear (A) category and the

mean score of the children in Cycle 2 was 116, falling into the range of scores M ≥ 100 in Consistent (C)

category. The results showed that there was an improvement in children’s character at PAUD ABC Singaraja

from Cycle 1 to Cycle 2 by 35. Based on the results of data analysis and discussion of the results, than it can

be concluded that the implementation of Outbound for Kids can improve the children’s character at PAUD

ABC Singaraja in the academic year 2016/2017 with the class mean score of the children’s character of 116,

falling into the range of scores M ≥ 100 in Consistent (C) category, and 1person (2.70%) in Appear (A)

category.

1 INTRODUCTION

Children of early age (from birth to 8 years) who are

physically healthy are active and do a lot of

movements. When awake, almost all of the child’s

time is used to move by using most of the parts of his

or her body such as for running, climbing, hopping,

throwing or movements that only involve a small part

of the body such as pushing car toys, cutting, patching

paper, dressing a toy’s clothes or drawing. The first

movement is called gross motor skill and the second,

fine motor skill. Both movements of the children

enable them to play all the time, that is why this

period is called play period. At the early ages (from

birth to 3 years), the physical coordination of every

part of the body of the child is not yet perfect.

Rapid progress will be achieved by the child, both

in gross and fine motor skills, so that the child’s motor

development becomes matured at the ages 4-5 years.

At the ages 6-8 years the child can use his or her

physical body well. Eyes and arms coordination and

between each part of the body have run well. The

child has the ability to maintain body balance and

uses his or her muscles effectively.

Motor development has a strong effect on other

aspects of development. The child with a trained

physical condition will have more opportunities in

exploring the environment so that can recognize and

understand the environment better. This shows why

physical development (motor) is related with the

child’s intellectual and mental development.

The child’s socio-emotional development is also

influenced by his or her physical development. A

physically weak child will have low self-confidence,

especially when compared with other children of the

same age. Failure to control motor skill will make the

child have low self esteem. Hence, for the child to be

able to achieve and pass his or her optimal

development, we need to pay attention to the child’s

motor development stages by an appropriate

stimulation according to his or her age development.

In addition, there is a need to evaluate the child’s

physical development to be able to detect the child’s

development process early to see if there is a

deviation or problem that disturbs his or her optimal

development.

Ages 4-8 years (called critical period) are the

period when the formation all aspects of the child’s

take place. According to Campbell (1996) at these

Wahjoedi, W., Adi, I. and Darmayasa, I.

The Effectiveness of the Implementation of Outbound for Kids in Developing Child Character.

In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 1, pages 305-314

ISBN: 978-989-758-317-9

305

ages the child is experiencing rapid growth and

development. It means that the child can easily

acquire knowledge by seeing and listening to his or

her surroundings. Thus, teachers should be able to

insert good character education during the course of

teaching.

Educators and teachers play an important role in

character education, designing, implementing

teaching and at the same time inserting character

loaded education in the course of teaching. Not less

in importance is the parents or family as the model in

the nation’s character building. So far, education in

the family environment has not given significant

contribution to the achievement of competences and

character formation. The parents’ relatively tight

schedule, their limited knowledge about child

education, the effects of socialization in the

environment and electronic media have negative

effects on the child’s development. One alternative

way to overcome the problem his through play.

Play for children is a meaningful, active, joyful,

voluntary, symbolic activity which is restricted by

rules and is episodic in nature. Thus through play by

using Outbound method teachers can develop child’s

character education in an integrated way, that is by

integrating and optimizing family environment

informal education activity with formal education at

school, in this case, learning at school and learning

out of school need to be optimized to obtain a high

quality learning outcome, that is dignified human

resources. This is in line with Act No.20 of 2003 on

National Educational System, Article 3 that states that

National Education has the function to develop and

form dignified character and civilization of the nation

in the frame of intellectualizing the life of the nation.

Character education can be integrated in teaching

at every stage of development of children of early age

through Outbound for Kids activity. Through

Outbound for Kids activity, the educators and

teachers at PAUD are required to be able to create

conducive environment in the course of teaching

which is child centered, active, innovative, creative,

effective and joyful so that teaching becomes

meaningful and capable of developing children’s

character. It is through this way that the teaching is

implemented at PAUD ABC Singaraja as the model

of education service based on nature and character in

Singaraja City that has integrated outbound activity

which is better known as Outbound for Kids for

developing children’s character.

In an effort to analyze the effectiveness of

Outbound for Kids (OfK) to develop the character of

children at PAUD ABC Singaraja, then the

researchers made a preliminary observation on

Saturday, 19 March 2016. Based on the result of the

preliminary observation, the following data were

obtained: a) OfK was done in the Health Zone &

Outbound Zone of PAUD ABC Singaraja, b) the

activity started at 07.30 Central Indonesia Time,

joined by 37 children of PAUD ABC Singaraja, and

ended at 09.00 Central Indonesia Time, c) the activity

was directly led by the educator and teachers at

PAUD ABC Singaraja who have special skill

qualification in outdoor activities and OfK, d) the

infrastructure and facilities used for OfK activity

were the properties of PAUD ABC Singaraja under

the supervision of SIGMA Adventure & Recreation

Operator (SIGMARO) , and all of them meet the

standard of child’s safety, and e ) the preliminary

observation was done by using an observation sheet

with the following results:

Individually, the number of children with the

character which fell into Does Not Appear category

(DNA) was 2 (5.41%) , Start To Appear (STA)

category 18 (46.65%) Appear (A) category 17

(45.95%) and none of the children showed character

consistently (C). While classically, the mean score of

the children’s character at PAUD ABC Singaraja was

70.649 (70.65) and fell into the range of scores 54 ≤

M < 75 just in Start to Appear (STA) category.

With the mean scores above, then it can be stated

that classically, the children’s character fell into Start

to Appear (STA) category. It means that the children

to show the expected behavior although it still needs

help from others. This indicates the need to improve

the effectiveness of the implementation of outbound

activity for developing the children’s character at

PAUD ABC Singaraja.

Based on the initial reflection done by the

researchers together with the educators and teachers

at PAUD ABC Singaraja, then the problems faced

at the time of OfK activity were: a) the

management of the outbound had not been done

in an integrated way which covered a whole unit

from ice breaking , game and reflection, b) the

outbound instaructors tended to lack in the

preparation of the infrastructure and facilities as a

whole and complete according to the number of

participants and activity of outbound to be done, c)

the portion of outbound activity at ice breaking and

reflection was limited and even rare, d) there was a

tendency to stress the outbound activity by using

individual games such as short distance flying fox

that does not optimally encourage interactions among

the children, e) limited opportunities for the

participants to repeat various outbound activities

because they were for single groups so that the

queueing was rather long.

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Based on the various problems, then there needed

to be an appropriate solution to make it joyful, and

optimal in using all the infrastructure and facilities of

the outbound and able to develop the children’s

character optimally. One of the innovative models, in

the form of a variety of games, done outdoor (outdoor

activities), and able to attract the children’s interest

and joyful is through the implementation of Outbound

for Kids Activity.

2 LITERATURE REVIEW

2.1 Theoretical Review

2.1.1 Movement Learning

Motor is everything that is related to body

movements. Generally, motor movement is divided

into two types, namely gross motor skill and fine

motor skill.

Gross motor skill is the movement that is done by

involving most parts of the body. Gross motor skill

needs enough energy and is done by large muscles.

The examples of gross motor movements are

walking, running, jumping, etc. while fine motor

movements are movements that only invovle certain

parts of the body only and are done by small muscles.

Thus, fine motor movements do not need much

energy but they need a careful coordination and

precision. The examples of fine motor movements

are the movement in picking up an object by using

the thumb and pointing finger, cutting, driving a car,

writing, sewing, drawing.

Motor development means the development in

the aspects of maturity and body movement control.

In child’s development process, gross motor develops

earlier than fine motor. This is proven by the fact

that children have been able to use their leg

muscles to walk before they are able to control their

arms and fingers to draw or cut an object. At 3 years

old according to the stages of development, children

generally have been in the control of most of the gross

motor skills. While fine motor skills just start to

develop, which is preceded by the simplest activities

such as holding a pencil, holding a spoon, and

stirring. Fine motor skills take a longer time to be

acquired than gross motor skills since fine motor

skills need more difficult abilities such as

concentration, control, carefulness, and coordination

of one body muscle and others. At the same time as

the development of a child’s age, his or her fine motor

ability will be increasingly more developed and

progress rapidly.

Child’s motor ability at ages 4- 6 years is

different from that of the adult, in: a) the way of

holding something, b) the way of walking, and c) the

way of kicking. The children hold something at

random, while the adults hold something in a special

way in order the thing held can be used optimally.

When an adult walks, he or she only uses the muscles

needed to do it, while the child walks as if all of his

or her body joins in the movement. In kicking a ball,

the child kicks a ball followed with both of his or her

arms which also move forward profusely.

Daily activities, both the simple and complex

ones are always related to movements. Such activities

like winking eyes, walking, running, pouring water,

arranging puzzle chips are activities that are related to

movements. The word “movement” is sometimes

combined with the word “motor”, thus we have the

phrase “motor movement.” Gallahue (1998) states

that “motor” itself actually refers to the biological and

mechanical factor that influences the actual change

that occurs in the part of the body that can be

observed. Thus, motor is the physical ability that an

individual has to change the body posture into various

positions.

Changes that occur in children when they get

taller,when their nervous system becomes more

complex, and the increasingly growth of bones and

muscles in principle refer to motor development. The

term motor development refers to physical

development. Physical development means that the

children have achieved a number of abilities for

controlling themselves. The attainment of gross and

fine motor abilities in children of early age is the goal

of the children’s physical development. The

attainment of gross motor control consists of: moving

big muscles in the body, especially in arms and legs

consciously and carefully. While the attainment of

fine motor control covers the use and coordination of

small muscles in arms, wrist with agility. Gallahue

explains that motor development is a change in motor

behavior that occurs continuously along the life cycle.

Motor behavior can be interpreted as change in motor

learning and development in manifesting learning

factor and maturity process that is related to motor

performance. A study about motor behavior will

focus on motor learning, motor control and motor

development. Motor development process follows a

general pattern consisting of three main directions,

namely: a) development from large muscle toward

small muscle, b) growth from head toward toes,

called cephalocaudal development, c) growth from

body axle outward called proximoditsal.

Development from large muscle to small muscle

refers to the use of muscle in the body. The

development of large muscle consists of the

development in the neck, body, arms and legs. While

the development of small muscles consists of the

development of muscles of fingers, arms and wrist.

This can be seen in the condition in which a baby is

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able to walk better first before it can pick up small

objects.

Chepalocaudal comes from Latin, which means

from head to tail. In cephaloclaudal development

pattern, the development of body structure and

function starts from head, then continues to body and

finally spreads towards legs. Proximoditsal also

comes from Latin which means from near to far

which shows that the development of movement is

from near toward outside of the body axle and spread

toward its ends. This can be observed in a baby who

is able to turn its body before its arms are ready to

support its body weight. This process occurs since the

muscles in the body axle develop earlier so that a baby

can turn its body upside down before it can sit.

Motor development is a way how the body

increases its ability so that its performance becomes

more complex. Motor development consists of two

classes, namely a) gross motor skill and b) fine motor

skill.

Gross motor skill is the ability to use large

muscles in the body to walk, run and climb. Fine

motor skill consists of gross manipulative skills that

involve one movement of body parat such as in

throwing and fine manipulative skills that involve the

use of arms and fingers with precision, such as in

writing and drawing activities.

There as three types of basic movement that need

to be developed in children, namely stability

movement, locomotor, and manipulative movement.

Stability movement consists of swinging, rolling,

turning the body and walking on a board. Locomotor

movement consists of walking, running, throwing,

hopping, climbing. Manipulative movement consists

of throwing, catching, kicking and inserting.

2.2 Child Character Development

Character education should be given to children since

early ages, through various teaching materials by

developing the early child educational materials.

Thus, when they are adult later, when they have a

position they will be able to do good deeds. All the

decisions made will be based on the noble characters.

As we know character education that has been learned

since early ages, in the family environment, at school

and the society have crystallized in the children.

There are some views about character education.

Character marks and focuses how to apply good

values in the form of behavior, show that dishonest,

cruel, greedy people and people with other negative

behaviors are said to be people with bad characters.

The essence of the character education is the system

of values for students at school that consists of the

components of knowledge, awareness or willingness,

and actions to practices of the values. Character

education does not only consist of cognitive domain

but the more important is the awareness of a child to

apply the existing values in his or her life as a good

and responsible member of the society.

Character education is the education that develops

cultural values and the nation’s characters in the

children so that they have and apply the values in their

life as family and society members and citizens who

are religious, nationalistic , productive, creative and

innovative (Depdiknas 2010). Based on the opinion

above, through character education a child is

expected to become religious and can judge which is

correct and which is wrong and does what he or she

believes to be true.

According to Musfiroh (2008), character refers to

a series of attitude, behaviour, motivation and skill. In

daily life people who behave according to moral norm

are called people with noble character. People with

noble character have knowledge about their potential,

marked by values such as self confident, diciplined,

creative, positive thinking, autonomous, enthusiastic,

brave, initiative, diligent, persistent, hardworking,

self-control/careful, patient,resolute/orderly,

responsible, cooperative, willing to

sacrifice/solidaristic, humble, simple, ashamed to

make mistakes, forgiveful, friendly, love

beauty/environment, leading a healthy life, sportive

and open minded (www.asrori.com./2011/05/artikel-

pendidikan -konsep-pendidikan. html, accessed on 25

April 2015).

Character education is a conscious effort to help

people to understand, to take care of and act based on

main ethical values.When we think about the type of

character that we want for the children, it is clear that

we want them to be able to judge what is correct, to

be very concerned about what is correct and then do

what they believe to be true, even in facing pressure

or temptation those from inside or outside. According

to Megawangi (2007) character education is aimed at

developing character through the process knowing

the good, loving the good, acting the good which is

the process of education that involves cognitive,

emotion, and physical aspects so that the student can

make the character the habit of the mind, heart, and

hands. Yaumi (2014) states that character is morality,

truth, virtue, strengths and attitude of a person as

shown to other people through actions.

Character education as developed by the Ministry

of Education and Culture is developed based on four

pillars that refer to the processing of values in the

domains of cognition, emotion, body and the

management of heart that becomes the unity of spirit

in driving mind, emotion, desire or what are better

known as mind management, emotional

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management, heart management, and physical body

management. Related to the period of child

development, the joyful learning paradigm and the

world of children as the world of play, then in the

context of the teaching of movements, then sports

domain will be explained in more detail as follows.

Some terms in the teaching of movements include

sports, kinesthetics and kinesthetic learning. Sport is

planned and structured physical activity that involves

body movements. Sport is an activity to train the

body, not only the physical but also the psychological

aspects. Kinethetic is often related to the style or

preference in learning. Kinesthetic learning basically

contains the meaning that the students have to be

active in learning by doing.

Kinesthetic teaching encourages the occurrence of

the involment of physical movements in the effort to

teach the students, such as simulation, demonstration

and role play. Thus, educators have to adopt and

apply physical movement activity and play in

teaching. The philosophy of active teaching is

characterized by: a) I listen and I forget, b) I see and

I remember, and c) I do and I understand (Yaumi,

2012). This philosophy means that by doing or

practicing directly, or in reality, then everything can

be learned, remembered, understood better. In

addition to referring to kinesthetic, the concept of

sports is often mentioned in psychomotor or teaching

that is oriented to motor aspects (psychomotor).

Psychomotor refers to the movements of the body

or the activity of body muscles movement .that is

closely related to mental aspects. It is related to

mental aspects because psychomotor aspects is

actually a union of cognitive and affective aspects.

Thus a whole teaching should integrate the three

aspects continuously according to the child’s level of

development.

In the teaching at the level of early child education

with the theme: “learning while playing and playing

while learning”, then character development that

becomes the focus in this study is sport activity that

streses playing activity in the form of Outbound for

Kids that is manifested in the indicators of character:

disciplined, sportive, persistent, reliable, enduring,

cheerful, hard working and cooperative (Yaumi,

2012).

As we know the appropriate time to start

incalculating character is at the early age

(kindergarten or playgroup). At the early age (from

birth to 8 years) children easily receive stimuli and

this is the golden age in the human life. At this range

of ages, children are easy to receive various stimuli

that will have an effect on their brain functions, since

this age is proven to be very critical in determining

the children’s ability in developing all of their

potentials, including character development.

According to Beck (2006) at age 4 children have

reached 50% of their intelligence development, at 8

years they have reached 80%, regardless of the form

and kind of education received. The intelligence is

only changed 20%. Thus, character education should

start from family as what is stated by Woolfolk (1983)

family is a better place to motivate children to have a

high achievement. If succes in initiative and

competition is developed and given reinforcement at

home, by letting children to solve their own problems,

then the children will be able to develop their needs

better.

In addition, many parents fail in educating their

children’ character, weather they are busy or because

they put more attention to the students cognitive

aspects. Character education at school is very

important although the basis of character education is

in the family. If a child receives good character from

the family, the child will have a better education

letter. Many parents focus more attention to the

intelligence than character education. Based on this

fact it turns out that character education is more

important, both at home and in educational institution

(Goleman in

http://pondokibu.com/parenting/pendidikian-

psikologi-anak/dampak-pendidikan-karakter-

terhadap akademi-anak/diaccess 25 April 2012).

It is here that the family plays the role in educating

children character, since in the family children are

taught good things so that when they grow up the

education is still effective. However, for some

families, the systematic character education process

above is very difficult, especially for some parents

who are busy or have routine activities. Thus, it is

better that character education needs also to be given

when children enter the school environment,

especially from the play group and kindergarten. It is

here that teachers have an important role, in Javanese

philosophy it called “digugu lan ditiru (trusted and

emulated)” as at stake. Similar to what is expressed

by Read and Patterson (1980) teachers will become

children favorite when they love children, pay

attention to them, are patient and help children in

learning. Thus teaches should be able to lead the class

well and do not cause a stress. Similarly, Moon and

Mayes (1994) state that a class that is led by a good

teacher will make the class more enthusiastic,

concerned, positive and will achieve a high standard

score. In the class there is only a little stress, and there

will be much coorporation and tolerance.

Since a teacher is a sparehead at school who

directly faces the students, he or she is regarded as an

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idol for the children, whatever the teacher says the

children will follow well. The results of studies in this

past decade, Bredekamp & also some educators of

constructivistic school, Caine & Caine Jansen state

that a learning environment that is not threatening is

very important and children should feel comfortable

to recieve, explore and stimulate new ideas.

While learning when children in a comfortable,

low stress condition, an appropriate learning

environment, children will be able to learn and be

active and enjoy learning. .Joyful teaching according

to the result of the study done by Indrawati and

Setiawan (2009) shows a high concentration that can

improve the student’s learning achievement. A study

on brain and teaching shows the fact that is suprising,

that is when something is learned seriously, in which

a high attention is paid to the subject , then the

person’s chemical nervous system internal structure

will change. The person will create new things such

as new nervous networks, new electrical links, new

associations and new connections. Thus in the

teaching that will be done through play activity, in

this case outbound one will find pleasure, comfort and

cheerfulnes for the children, and in this case the

teacher’s role is very important. As what is stated by

Hidayatullah (2010) there are three indicators of

comfortable condition for learning, namely a) joyful

and making the students happy, b) conducive

environment, both physically and nonphysically, and

c) good service and performance. From the indicators

above the teacher has to be able to create a

comfortable condition so that the children can learn

the lesson given.

Teacher’s suggestion is very influential for

children’s character education. Thus, parents and

teachers at school should follow the same steps in

how to educate character of the children since an early

age through some activities done at school. OfK

activity program that is done regularly at PAUD ABC

Singaraja is a real breakthrough in developing

children‘s character. Regularly twice a month

children join outing and OfK program both in the

school environment and outside of the school

environment and accompanied by educators and

teachers who have special skills in outbound. Thus,

outbound activity can be held optimally according to

the children’s development and children’s character

development can occur in a comfortable, joyful

environment.

2.2.1 Outbound For Kids

Play for children is very joyful, without causing any

burden and they are happy, laughing and moving

together. Play occurs because of an excess of energy.

It means that children are seen running and do not

want to be silent because of the axcess of energy that

has to be channeled through play. Furthermore it is

stated by Borsetelmann in Bronson (1995) that

“children’s desire and need to play has been

recognized throughout history, but it is not only

children who explore and experiment, imagine and

play with symbols and enjoy manipulating the social

and physical environment”.

From the explanation above we can conclude that

children always want to play and this fact has been

recognized throughout history. Through play the

children do not only explore and experiment and

imagine and play using symbols and manipulate the

physical environment. Based on this children need

more portions for playing and most of their time is

spent for playing.

Based on some opinions above play is an activity

done by children with pleasure, excess of energy will

be channeled by involving all senses of perception so

that the children can explore and experiment , which

will stimulate their body development better. In the

context of play, now a play activity known as

outbound is developing rapidly. Outbound has

developed widely, penetrating all boundaries and

ages including an outbound that is adopted and

becomes children’s favorite which is known better as

Outbound for Kids.

Viewed from the word formation, outbound comes

from out of boundary which means away from the

scope, boundaries, habits or routine (Susanta, 2010).

It means that outbound is a self-development method

in the form of the combination of a series of activities

in the cognitive, affective and psychomotor domains

with the experiential learning approach.

Outbound is a method to develop the participants

themselves, essentially the same as the currilulum

used to make the students smarter, more competitive

and have noble characters. Today, this phenomenon

of nature school is one of the breakthroughs of nature-

based formal education whose superiority is

increasingly recognized.

With a good management it turns out that the

nature school with various outdoor activities has an

equal quality with or even better quality than the

conventional schools in general. No wonder nature

schools have been built in almost all big cities in

Indonesia with a significant market share in the

society. On a closer observation, one of the

outstanding characteristics of the nature schools is the

rendering of service of education through the

outbound method for developing children’s character.

However, one needs to remember that the outbound

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method can be effective if it is managed by facilitators

(educators or teachers) who have good appearance,

charismatic, creative, innovative, good at various play

activities, adept, well versed in psychology,

management, good at communication skill, and

conforming to child development.

One needs long and intensive education, training

and experience to become a reliable outbound

facilitator. The lowest level of readiness is how much

one experiences in capacity building and interaction

in various outbound activities in the field. The basic

solution to meeting the challenge is the possession of

the basic expertise, cooperation and communication

ability that are appropriate for all participants.

The basic solution is in keeping with the scenario

and use of outbound activities for all the participants.

In this study Outbound for Kids was used as a method

for developing children’s character. The reason for

the use of this method is that a) Outbound for Kids

method is a simulation of life and the development of

complex character into simpler one, b) it uses learning

through experience approach, and c) it is done in the

form of play which is full of chearfulness. The model

of the outbound method in this study was developed

by using the pattern ice breaking, game, and

reflection.

Ice breaking is the opening of activity in the form

of various activities or simple games to break the

frozen relation among the students to create

closeness, both among the participants and the

paticipants and facilitator. Ice breaking is done after

a briefing. After ice breaking the activity is continued

with game and closure.

Game is done in the form of play in small groups

and in a variety of games to sharpen the potential of

movement and child character development. The

variety of games consists of a) bamboo bridge, b)

double bridge, c) unstable bridge, d) unstable single

bridge, e) double hole, f) net climbing, and g) flying

fox. At the end of each game, there must be a

reflection activity with the aim of exploring and

finding together the uses of the game that has just

been played. The essence of each game designed is to

focus on the development of the children’s character.

To end al,l the outbound activities a closing activity

is done in the form of gathering, recovery, final

briefing and praying together. All of the series of

games are designed by considering the aspect of

children’s development, safety, availability of

infrastructure and facilities, faciliitor’s ability, active,

innovative, creative and joyful learning.

3 METHODS

This study used classroom action research design

with stages in every cycle which consists of

observation, preliminary reflection, planning,

implementation, observation and reflection with two

meetings.

The first meeting in Cycle 1 was held on Saturday,

14 May, 2016 and the second in Cyle 1 on Saturday,

21 May, 2016. The first meeting in Cycle 2 was on

Saturday, 28 May, 2016 and second on Saturday, 4

June, 2016. The study was conducted at Area

Outbound for Kinds PAUD ABC Singaraja, from

07.30 to 09.00 Central Indonesia Time.

The data were primary data collected through

nontest technique by using observation method which

was done by using child character observation sheet

which contains 12 aspects, namely responsibility,

discipline, honesty, love and compassion, concern,

bravery, autonomy, hard work, mutual help /

cooperation, politeness, justice, and self-control. The

data collected were then analyzed using descriptive

statistical analysis of mean (M, ideal mean (Mi), ideal

standard deviation (SDi)

4 RESULTS

4.1 Results of Data Analysis for Cycle 1

The criterion for children’s character classification

was done based on Table 1 as follows.

Table 1: Results of Data Analysis for Cycle 1 with the

Focus on Individuals.

Range

(Person)