Utilizing Model of Spiritual Quotient Developmental Guidance for

Indonesian Kindergarten Students

Rifda El Fiah

, Syaiful Anwar

and Ismail Suardi Wekke

Universitas Islam Negeri Raden Intan, Jl. Letnan Kol. H. Endro Suratmin, Sukarame, Bandar Lampung, 35131 Indonesia

Sekolah Tinggi Agama Islam Negeri (STAIN) Sorong, Jl. Klamono-Sorong, KM 17, Klablim, 98417, Indonesia

Keywords: Developmental Guidance, Spiritual Intelligence, Kindergarten Students

Abstract: Kindergarten education as the early educational institution for children is in the golden age where they may

expand their potentials, including their spiritual quotient. Unfortunately, there have not been proper strategies

to develop their spiritual quotient which can be observed from the curriculum aspect, understanding and role

of teachers or the support of school system (the principal, environment and infrastructural facilities). The

development of kindergarten students’ spiritual quotient is just a matter of discourse, and it has not been

seriously appreciated by those who are involved in the kindergarten education. This fact is revealed as the

findings of research about the portrait of guidance of kindergarten students’ spiritual quotient in Bandar

Lampung. Therefore, this paper is mainly focused on the utilization of developmental guidance model to

enhance the spiritual quotient of kindergarten students by applying the right kind of strategy or approach

concentrating the attention to the children themselves and the whole aspects of individual development. The

utilization of this kind of model is emphasized on the efforts to help the children by training, nurturing and

stimulating them with proper approach through basic guidance service, responsive approach, individual

planning, and systemic support.

1 INTRODUCTION

As kindergarten education is the early educational

institution for young children which is also called the

golden age where they may exploit their potentials,

including their spiritual quotient, children must

acquire proper treatment as early as possible.

Montessori says that the period of 3 to 6 years of age

is categorized the sensitive period, that is, the

particular function of organ which acquires stimuli

and guidance will develop optimally without much

difficulty (Hurlock 1999).

Education at kindergarten stage is aimed at

establishing the children’s basis of development of

attitude, knowledge, skills and creativity mostly

needed by children in adapting to their environment

and for the sake of their future growth. It is also

focused on developing all aspects of their

intellectuality including their attitude, knowledge,

skills and thought. There is also emphasis on the

establishment of the elements of personal growth for

their current and future life (Sholehuddin 1997).

According to the 2004 Competence-Based

Curriculum for Kindergarten, the goal of kindergarten

education is to help children develop their potentials

both physically and psychologically covering the

aspects of morality and religious values, social,

emotional, cognitive, language, physical/motoric,

independence, and art factors to prepare them for

entering the elementary education.

The instructional process at kindergarten is very

unique. It is quite different from that in other level of

education (from elementary up to university level). Its

uniqueness is the involvement of all aspects of

development without emphasizing on one of the

aspects only. Therefore, kindergarten teachers have

to develop instructional model which focuses on the

establishment of the students’ personality and

behavior in all dimensions of their intellectuality,

mainly their spiritual intelligence. This is because,

basically, every child is born along with his/her own

potentials, characteristics, and the talent of spiritual

traits to be developed continually and

comprehensively to make his/her current and future

life meaningful and happy, and eventually to make

him/her able to face any occasion in this life

objectively and open-heartedly (Sinetar 2000; Sukidi

2002; Amram 2007).

Fiah, R., Anwar, S. and Wekke, I.

Utilizing Model of Spiritual Quotient Developmental Guidance for Indonesian Kindergarten Students.

DOI: 10.5220/0010046205410549

In Proceedings of the 3rd International Conference of Computer, Environment, Agriculture, Social Science, Health Science, Engineering and Technology (ICEST 2018), pages 541-549

ISBN: 978-989-758-496-1

541

In fact, the spiritual quotient of kindergarten

students has different characteristic. Yosi Amram

asserts that there six characteristics of spiritually

intelligent children. They are (a) awareness, that is

the ability to realize the existence of God and His

creation; to understand self-being and possess the

definite goal of life; to own trans-rational knowledge

(understanding acquired through prayers, religious

practices, and intuition); and to develop the quality of

spiritual awareness through the supporting activities;

(b) gratitude, that is the ability to go through this life

in accordance to the religion regulations and universal

norms; to love and respect this life gratefully,

joyfully, enthusiastically and optimistically based on

faith; (c) transcendence, that is the ability to make

their life experience sacred; to nurture relationship

with their environment by respecting, accepting and

showing empathy one to another; and to love each

other; (d) truth, that is, the ability to receive, like,

and forgive fact even if it is bitter; to be open-minded

and open-hearted towards curiosity, and to appreciate

different values and culture; (e) patience, that is, the

ability to show submission, patience, acceptance,

introspection; to release egoism and develop humility

by learning to accept any occasion; and (f) self-

guidance, that is, the ability to be independent, brave,

creative, and happy; to be wise in acquiring the truth;

to act honestly, responsibly, and accept every value

openly (Amram 2007).

To help children develop their potentials,

particularly the spiritual side, can be achieved

through guidance (Nurihsan 2003). In this case, the

guidance is focused on giving them encouragement,

establishing the conducive atmosphere to let them

grow optimally. JJ Muro and T. Kottman states that

guidance approach is an appropriate one to be used in

schooling system because it focuses on the phases of

children growth, needs and interests, and help the

learn life skills as well (Muro & Kottman 1995).

The guidance is aimed at developing all aspects of

the children growth including physical-motoric,

intellectual, social, emotional and spiritual ability.

Thus, the guidance provided at nursery education

must cover the whole elements of the students’

development, and it is not focused on a certain kind

of element only. Otherwise, it may hinder the

development of other elements of children growth

(Syaodih & Agustin 2008).

The guidance of children development with

interpersonal communication nuance is expected to

be able to help children enhance their spiritual

quotient potential, and minimize the errors in treating

the development their spiritual life. The error may

include the orientation of teaching which is

emphasized on message and information delivery.

That is the reason, children must be given sufficient

opportunity to explore their potentials to make them

unique individuals as children grow with their own

uniqueness.

Another kind of error in kindergarten is the

activities of children play which are teacher-oriented

that may bore the students. There is also indication

that many of kindergartens tend to direct the students

to apply academic activities such as reading, writing

and calculating. As a matter of fact, the utilization of

developmental guidance model will be accompanied

with activities which let the students think and

express their feelings, do exploration to find the

solutions of certain problems, and improve their

spiritual quotient as well. Hence, developmental

guidance service is becoming more urgent since it can

help children dig out their potentials. Unfortunately,

many teachers are unable to explore their students’

spiritual potentials. Consequently, the development

of children’s spiritual potential is hindered, and their

hidden potency is suspended.

Empirically, some kindergartens in Bandar

Lampung have put forward the idea of the importance

of spiritual quotient for their students. They have

tried to develop their students’ spiritual quotient with

various kinds of activities depending on their

institution’s vision, mission and circumstances. Yet,

the strategic planning to enhance the kindergarten

students’ spiritual quotation is not proportionally

arranged. Besides, the resources to make the program

run successfully have not been managed well by the

school. Therefore, the utilization of a certain model

or strategy of guidance and counseling of

development which is suitable with the kindergarten

students’ characteristics and growth is highly needed.

This paper is focused on the utilization of

developmental guidance model to enhance the

spiritual quotient of kindergarten students by

applying Borg and Gall’s research and development

strategy, who say that it is ”a process used to develop

and validate educational product” (Borg & Gall

2003); the product meant here is the model of

effective developmental guidance to improve the

kindergarten students’ spiritual quotient through

integrated approach of learning (Firdaus et al. 2015).

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2 FINDING

2.1 The Spiritual Quotient Portrait of

Kindergarten Students

The research findings show that the spiritual quotient

of kindergarten students in Bandar Lampung is that

59.79% belongs to the category of appearing, 40.21%

belongs to the category of less appearing, and 0%

belongs to the category not appearing. The data can

be seen in the table below:

Table 1: The Profile of Spiritual Quotient of Kindergarten

Students in Bandar Lampung

Interval Criteria Freq (%)

2.50-3.00 Appearing 168 59.79

1.50-2.49 Less Appearing 113 40.21

0.00-1.49 Not Appearing 0 0.00

Total 281 100

Then, the elaboration of the aspects of the

spiritual quotient of kindergarten students in Bandar

Lampung is displayed in the following table :

Table 2. The profile of the Aspects of the Spiritual Quotient of Kindergarten Students in Bandar Lampung

Interval Criteria Awareness (A) Gratitude (B) Transcendence

(C)

Truth (D) Patience (E) Self-Gui dance

(F)

f % f % f % f % f % f %

2.50-

3.00

Appearing

173 61.57 186 66.19 171 60.85 156 55.52 162 57.65 185 65.84

1.50-

2.49

Less

Appearing

106 37.72 95 33.81 109 38.79 118 41.99 113 40.21 95 33.81

0.00-

1.49

Not

Appearing

2 0.71 0 0.00 1 0.36 7 2.49 6 2.14 1 0.36

The table above shows that 61.57% of awareness

aspect belongs to the category of appearing, 37.72%

is under the category of less appearing, and 0.71% is

not appearing. For the aspect gratitude, 66.19% falls

under the category of appearing, 33.81% is under the

category of less appearing, and 0.00% is not

appearing. Next, the aspect of transcendence, 60.85%

belongs to the category of appearing, 38.79% belongs

to less appearing, and 0.36% belongs to not

appearing. Then, the aspect of truth, 55.52% is under

the category of appearing, 41.99% is less appearing,

and 2.49% is not appearing. 57.65% of patience

aspect falls under the category of appearing, 40.21%

of it belongs to less appearing, and 2.14% belongs to

not appearing. For the last aspect, self-guidance,

65.84% belongs to appearing, 33.81% belongs to less

appearing, and 0.36% belongs to not appearing.

In Kedaton sub-district, two kindergartens were

researched: Kindergarten Kembang Ibu and

Kindergarten Aisiyah I. The research findings show

that the spiritual quotient at Kindergarten Kembang

Ibuis 47.62% belongs to the category of appearing,

52.38% belongs to less appearing, and 0% is for not

appearing. Meanwhile, at Kindergarten Aisiyah I,

85.71% falls under the category of appearing, 14.29%

falls under the category less appearing, and 0% for

not appearing.

There were three other kindergartens researched

in Kedaton sub-district: Kindergarten Kartika II,

Kindergarten Aisiyah II, and Kindergarten Az-Zahra.

The research findings show that the spiritual quotient

of students at Kindergarten Kartika II is 89.66%

under the category of appearing, and 10.34% belongs

to less appearing, and 0% belongs to not appearing.

While for students at Kindergarten Aisiyah II, 9.09%

belongs to appearing, 90.91% belongs to less

appearing, and 0% for not appearing. Then for

Kindergarten Az-Zahra, 50% for the category of

appearing, and another 50% for less appearing, and

0% for not appearing.

In West Tanjung Karang sub-district, two

kindergartens were researched: Kindergarten Bindo

and Kindergarten Garden Kids. The research

findings show that the spiritual quotient at

Kindergarten Bindo is 65% belongs to the category of

appearing, 35% belongs to less appearing, and 0% is

for not appearing. Meanwhile, at Kindergarten

Garden Kids, 68% falls under the category of

appearing, 32% falls under the category less

appearing, and 0% for not appearing.

In Rajabasa sub-district, two kindergartens too

were researched: Kindergarten Al-Kautsar and

Kindergarten Qurrotaa’yun. The research findings

show that the spiritual quotient at Kindergarten Al-

Kautsar is 39.13% belongs to the category of

Utilizing Model of Spiritual Quotient Developmental Guidance for Indonesian Kindergarten Students

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appearing, 60.87% belongs to less appearing, and 0%

is for not appearing. Meanwhile, at Kindergarten

Garden Kids, 80% falls under the category of

appearing, 20% falls under the category less

appearing, and 0% for not appearing.

In Sukarame sub-district, two kindergartens too

were researched: Kindergarten As-Salam and

Kindergarten Kuntum Mekar 2. The research

findings show that the spiritual quotient at

Kindergarten As-Salam is 58.82% belongs to the

category of appearing, 41.18% belongs to less

appearing, and 0% is for not appearing. Meanwhile,

at Kindergarten Kuntum Mekar II, 50% falls under

the category of appearing, another 50% falls under

the category less appearing, and 0% for not

appearing.

In West Teluk Betung sub-district, two

kindergartens were researched, too: Kindergarten

Asmaul Husna and Kindergarten Little Star. The

research findings show that the spiritual quotient at

Kindergarten Asmaul Husna is 50% belongs to the

category of appearing, another 50% belongs to less

appearing, and 0% is for not appearing. Meanwhile,

at Kindergarten Little Star, 58.82% falls under the

category of appearing, 41.18% falls under the

category less appearing, and 0% for not appearing.

Referring to the empirical fact of the kindergarten

students’ spiritual quotient, it can be obviously seen

that the students of kindergarten in Bandar Lampung

have possessed the ability to show the activities

relating to the aspect of awareness, for example being

grateful as the creation of Allah concerning the

students themselves and their surroundings in the

form of establishing the cleanliness of classroom and

the environment by not littering. It happens, off

course, under the guidance of the teachers at school

through their lesson, training, practice and advice to

their students.

Further, about the gratitude aspect, it is indicated

that the kindergarten students in Bandar Lampung

have owned the potency and imagination to conduct

spiritual activities in the form of showing gratitude to

Allah by, among others, being obedient to the rules

and regulations at school, being disciplined to school

attendance, having spirit and motivation to study,

loving and caring for their teachers and friends, etc.

Then, about the transcendence aspect of spiritual

quotient, it is manifested by the kindergarten students

in the form of fostering friendship regardless of the

ethnic groups and economic condition, helping each

other like helping someone who falls down or passing

someone’s bag or toy; respecting someone’s different

ethnic groups, caring for others sincerely,

appreciating other’s opinion, being careful in doing

something. The realization of the transcendence

aspect can be seen through the brotherhood and

loyalty to acquire the positive effects for all, the

respect to each other and the willingness to sacrifice.

In practice, the implementation of this aspect is

reflected from the students’ standing in a line in using

the game tools or toys. Even though there is crowd,

they queue orderly.

Next, the aspect of truth is manifested by children

by being sincere in accepting failure; having

confidence to perform better after being failed;

forgiving friends wholeheartedly; asking for teachers

or friends about something they do not know; being

curious about the new issues; being able to cooperate

with other people regardless of differences of

opinion; respecting others’ different culture. All these

things indicate that the kindergarten students have

started to develop their affective senses. After that

about the patience aspect, it is indicated by the

students by admitting their faults; not blaming others

for their failure; being relieved to see others

becoming more successful; sharing snacks with

friends; sharing happiness with other people; not

being easily upset.

The next aspect is self-guidance which is reflected

by the students in form of being honest, not crying

when left alone by mother or nanny, being able to

mingle with other friends. The behaviors of not

blaming others for their fault, not lying, not speaking

dirty words, not mocking others are the indicators of

spiritually intelligent children.

The findings of this research reveal that the

potency of spiritual quotient of the kindergarten

students in Bandar Lampung, especially in sub-

districts of Kedaton, Rajabasa, Sukarame, West

Tanjung Karang, Central Tanjung Karang and West

Teluk Betung in general belong to the category of

appearing, yet, some aspects of the spiritual quotient

still in the position of less appearing. It is good,

however, none of them belongs to not appearing. The

attainment of spiritual quotient of kindergarten

students in the category of less appearing means that

those students have less qualified spiritual quotient or

they have not achieved all the targeted indicators of

spiritual quotient. Furthermore, it means that they

require guidance to possess qualified spiritual

quotient.

2.2 The Fact of Teacher’s Role and

Understanding in Spiritual

Quotient Guidance

Spiritual quotient is perceived by the kindergarten

teachers in Bandar Lampung as one of the

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intelligences that must be possessed by the students

besides intellectual and emotional quotient. This

statement is supported by the teachers who further

explain that the enhancement of the students’ potency

of spiritual quotient and religiousness play a very

important role in all activities of learning at

kindergarten, and this, unquestionably, requires the

teachers’ role as educator and counselor.

The main references of the learning program at

kindergarten to enhance the students’ spiritual

quotient are Al-Qur’an as the holy Book for Muslims

as well as the curriculum for kindergarten. The

curriculum is developed on the basis of the first pillar

of Pancasila (Five Principles): “A Belief in One

Supreme God”, and Government Regulation No. 58

about The Attainment Standard of Children’s Moral

and Religiousness.

The spiritual quotient instructional goal at

kindergarten is to enable students to recognize their

religion; to teach them how to perform the ritual

worships; to understand good conducts like honesty,

politeness, respect to teachers and care for friends; to

differentiate good and bad conducts; to know the holy

days; and to respect other religions (Firdaus & Wekke

2017).The scope of learning materials to enhance the

students’ spiritual quotient includes (a) recognizing

various kinds of religions and worshipped places; (b)

knowing and memorizing daily prayers; (c) knowing

and memorizing short chapters of Al-Qur’an; (d)

knowing and memorizing short hadith (prophetic

tradition) relating to cleanliness, respecting parents,

and caring for friends; (e) performing ritual worship

like taking ablution, praying and hajj; (f) recognizing

the way to read and write Al-Qur’an (Iqra’ system),

and introduction to Tauhid (unity of God) and Akhlak

(moral) .

According to the basic principles of learning at

kindergarten, naturally students are exposed with the

activities of fun learning, it is not the place where the

acceleration of the learning activities at elementary

school takes place, nor it becomes the requirement to

continue studying at elementary school as stipulated

by the Government Regulation No. 27 Year 1990

Chapter I Verse1. Further, Cosby and Sawner assert

that for kindergarten students, it is their nature to

recognize themselves, know others and their

environment. Therefore, playing is the best strategy

of learning to develop their potency (Rogers &

Sawyers 1995).

Unfortunately, teachers’ attention towards

students who need special treatment is not

satisfactory. Teachers are not able to provide

educational service as supposed to be given to the

gifted children or the mentally and physically

disabled, including the ability related to spiritual

quotient. The educational pattern in kindergarten

tends to give similar treatment to all students. This

condition may occur at all kindergartens in Bandar

Lampung, even in Indonesia.

The excerpt of Ministry of Education Regulation

No. 52 Year 2009 about the Criteria and Tools of

Accreditation for Kindergarten states that

kindergarten teacher is also expected to be able to

facilitate the improvement of potency and train

children’s creativity to actualize their various

potencies, including their potency of spiritual

quotient. Relating to retarded children, teachers must

recommend them to be handled by the expert. Giving

follow-up activities for those who require special

treatment through program of educational or

guidance service is a must to encourage quality of

children’s development. As a matter of fact, there are

only few requiring special treatment children who get

the sufficient service. There are also problems in the

effort to enhance the students’ spiritual quotient,

among others, teachers’ inability to conduct learning

program which is adapted to the needs, interest,

ability and rhythm of children’s growth. The learning

process is running classically with similar treatment

to all students. As a result, the potency of the gifted

children cannot grow well.

The problem faced by teacher in implementing

the teaching method to enhance the students’ spiritual

quotient is that some teachers still think that teaching

is just a matter of delivering lesson to the students, so

that they tend to be conservative and keep on using

classical strategies. The condition of the kindergarten

in Bandar Lampung described above is caused by two

factors: first, internal problem concerning with the

conservative attitude of teachers, teachers’ low

motivation to improve their competence, teachers’

lack of competence in science and technology; and

second, external problem is related to the existence of

infrastructural facilities. Teachers are not able to be

the role model for students, although they know that

children tend to imitate their surroundings. Some

teachers still apply strategy which uses harsh way and

firmed obedience.

2.3 Support from the School

Environment

All the school personnel of Kindergarten in Bandar

Lampung are very supportive to the idea of enhancing

students’ spiritual quotient. However, the support is

just in the form of idea. Some principals and teachers

do not have any clue yet on how to enhance the

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students’ spiritual quotient, although they know well

the importance of spiritual quotient for children.

About the support from the school personnel,

Sholehuddin (1997) says that a good kindergarten has

a good standard of management, too. It must have

easily understood and well socialized vision and

mission. Vision and mission must not be difficult to

understand or unclear, moreover not to have clear

goal. Support will arise if the institution formulates

and sets the goal of institution which is easily

understood and well socialized (Sholehuddin 1997).

The availability of facilities to support the

achievement of spiritual quotient is also insufficient.

Lack of dialogic communication between school and

the stakeholders to think of and deliberate the

improvement of the educational programs and

activities still exists. It is hard to find conducive,

comfortable and learning atmosphere like the playing

ground, classroom, health service etc

Fakhruddin (2010) asserts that there must be

sufficient allocation of fund to provide the facilities

that must be available to support the educational

programs. Ideally, the institution of kindergarten

spends 70%-100% of the fund for operational cost. In

fact, some kindergartens only spend 21%-40% of the

allocated fund for operational cost, even worse than

that, some only spend 1%-2-%. About the personal

fee, ideally, the school just takes one kind of personal

fee. Nevertheless, some schools take more than four

kinds of operational cost (Fakhruddin 2010).

3 DISCUSSION

The optimal enhancement of the spiritual quotient of

kindergarten students at some schools has been

prioritized, even set as the trademark of the school.

However, it has not been elaborated proportionally.

Teachers have also been aware of the importance of

enhancing the students’ spiritual quotient, yet, they

lack competence to manage the resources and

strategies to maximally achieve the expected goal. In

other words, the enhancement of students’ spiritual

quotient is just a matter of hot issue, but not yet

seriously implemented by the personnel at some

kindergartens in Bandar Lampung.

The potency of spiritual quotient of kindergarten

students in Bandar Lampung generally falls under the

category of appearing, but at some schools and for

certain aspects of spiritual quotient, it belongs to less

appearing. The data gathered reflect that the students

need help to acquire maximum attainment of spiritual

quotient.

The attainment of spiritual quotient which falls

under the category of less appearing means that the

kindergarten students at the sub-district of Kedaton,

West Tanjung Karang, Sukarame, Central Tanjung

Karang, Rajabasa and West Teluk Betung possess

less qualified spiritual quotient, or it means that some

kindergarten students in Bandar Lampung have not

achieved the whole indicators of the learning

objectives related to the achievement of spiritual

quotient.

Accordingly, to make the enhancement of

spiritual quotient of kindergarten students run

effectively and acquire a maximum result needs to be

organized by a certain kind of model of

developmental guidance which is systematic,

applicative and empirically verified. This model of

developmental guidance must be flexible,

collaborative and active because its implementation is

integrated into the daily learning activities. Besides,

its structure and intervention model are in the form of

guidance service. Its structure comprises of four

components described below.

3.1 Basic Service of Guidance

Basic service of guidance is common service

provided to all children. This service is geared to the

improvement of behavior or competences that are

supposed to be possessed by children. This kind of

service has its own scope and order as well as

curriculum to be used by making good use of relevant

materials and other resources (Depdiknas 2008).

Kartadinata asserts that the service of guidance

must be based on religious values because they have

basic, universal and absolute characteristics. They

are different from social values which tend to be

relative, temporary, and unstable, and may change

depending on the change of era. Religion sets the

basic rules for its followers to control their passion

which, if uncontrollable, may be the source of

problems faced by human beings including kids and

teenagers. Religion also sets the rules of fostering

relationship between humans, how they have to help

each other and remind each other to stay on the right

track (Kartadinata 2010).

The idea of combining spirituality and religion

and guidance service has been quite long in

discussion (Firdaus & Wekke 2017). Nowadays, it

has been issued that spiritualized guidance and

counseling becomes the fifth batch in counselling

(Surya 2006). Counseling experts state that the area

of counseling is mental health, and religion provides

values which lead to acquire mental health. It is

believed that the implementation of religion-based

guidance and counseling will not cause contradiction

since both are working on the same object – mental

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546

health. Thus, it is urgent to enhance children spiritual

quotient as early as possible, and it can be started

from the kindergarten stage of education.

In this context, the researcher collaborated with

the teachers to organize the application of the basic

service of guidance and to make sure that it is well-

accepted by the whole children (Muro & Kottman

1995). Then, the strategy employed was classical

guidance. The process of classical guidance can be

implemented by the teacher by integrating it with the

daily learning activities. The activities of classical

guidance can be in the form of story telling, role

playing, going on a tour, playing, exploring, poetry

reading, singing, performing worship, and visiting

others. The learning materials may include the

aspects of spiritual quotient such as awareness,

gratitude, transcendence, truth, patience, and self-

guidance.

In addition to classical guidance, to enhance the

kindergarten students’ spiritual quotient, teachers

may do the following actions. First, be a good role

model for students. In education, parents function as

teacher at home, even as the first and main educator

for their children. Therefore, parents’ and teachers’

good model are equally important. Teachers’ good

model can be in the form of their faith (akidah), moral

(akhlak) and performing worship.

Second, teachers must be good friends for

students. Natawidjaja identifies some roles of teacher

as guide which involves some indicators of teacher’s

role as true friend for children, among others, to treat

them warmly, friendly, not arrogant, pleasant,

genuine, honest; take children as they are; treat

children openly; sensitive to children’s feelings

(Natawidjaja 1987). Third, invite children to know

mosque and its function. Teachers must be convinced

that mosque is the centre of moral and worship

augmentation as Prophet Muhammad did to his

disciples, and the first building erected when he

migrated to Medina was a mosque. It was functioned

as the basis for such activities as worship, social, and

humanity including to raise the spirit of Islamic

struggle (An-Nahlawi 1996).

Fourth, pray before and after doing any kind of

activities. Teachers must give examples to their

students to always pray before doing an activity and

then after doing the activity. Let us take for example,

they pray before entering toilet and when going out of

toilet, before and after having meals, etc. Fifth, work

together with parents/family of children.

Parents/family has a very important role in children’s

education, especially at kindergarten. Like teachers,

parents are also educators who hold responsibility as

high as if not higher than teachers at school.

Systematic and well-programmed cooperation

between teachers and parents will produce conducive

synergy for the children’s growth of potency and

spiritual values.

3.2 Responsive Service

Responsive service is a kind of favor given to the

counselee who is facing problems and needs

immediate help. Otherwise, it may trouble the

process of achieving the maximum growth.

It is obvious that the responsive service runs along

the academic year of kindergarten. In Bandar

Lampung, it is carried out in the form of observing

the children and individual counseling, consultation

with parents, peer guidance, individual therapy with

secure and comfortable ways. Then, the strategies of

service include consultation, personal guidance,

parent counseling, environment utilization, and

referral.

3.3 Individual Planning

It is a kind of service of guidance aimed at helping

students to create and implement educational plan,

career, or personal social life. The main purpose of

individual planning service is to help children

monitor and understand their own growth. Then, they

can plan and implement the plans based on their

monitor and understanding. The strategies applied

include orientation, information, individual

counseling, reference, collaboration, and advocacy

(Ditjen DIKTI 2007).

Individual planning is intended to help children

understand their own characters. The process of self-

recognition is carried out directly through group

guidance integrated into the learning process with the

theme of “Who are we?”. Simple self-recognition can

be implemented to children abut their personal

identity such as name, address, age, and physical

appearance; their favorite of food, drink, toy, color,

etc. After identifying children’s favorite, the teacher

can further provide programs to support the children’s

growth. The spiritual values explored are

determination, truth, patience, and self-guidance on

the activity chosen by the children. Through this

practice, children are expected to possess

perseverance, honesty, tough and fairness

Then, getting to know the environment is also

important for children, so that they will know people

around them as well as their surroundings like family,

school, house, and other pubic places. This kind of

introduction can be done through classical guidance

integrated to the daily learning under the theme of

“How Nice to be Close”. It is good to do to make

children feel confident in carrying out their own

activity; respect their family members, friends,

neighbors and teachers.

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3.4 Support from System

It is a component of service and management activity,

work pattern, infrastructure and continual

development of competence of professional

counselor which indirectly provides help to the

counselee or facilitate smoothness to the counselee in

order to maintain, strengthen and improve the whole

service of guidance. This program supports the

teachers to smoothen the implementation of service,

while for other education personnel it is to smoothen

the educational programs at school. Support from

system includes aspects of networking development,

management activity, and research and development

(Ditjen DIKTI 2007).

The strategies that can be applied at kindergarten

may include professional development either through

in-service training or profession organization,

attending scientific programs, or pursuing higher

education. Minimally, the professional development

is carried out once in a semester. Other strategies

include giving consultation and collaborating with

child consultant, other teachers, parents, staff of other

school, and other relevant institution. It needs to be

done to get information and feedback about the

service given to children, do referral, and increase the

quality of guidance program.

The involvement of stakeholders in the program

of enhancing the students’ spiritual quotient is also

necessary. It means that there should be schedule of

meeting for teachers, guide, consultant, and parents to

get together synchronizing their perception and

pattern of guidance as well as to evaluate what has

been achieved so far. In this context, the schedule of

routine meeting is minimally four times in a year.

Next, the meeting between parents and teachers as

well as consultant is organized in the form of

parenting program scheduled once a month.

4 CONCLUSION

Human beings were born to earth bringing along

various kinds of potency such as intellectuality,

emotion, and spirituality as well. Spirituality aspect

is considered the most important one for human –

spiritual quotient is considered high level of

intelligence. Children at early age who are studying

at kindergarten must be equipped with stimuli to

explore their potency including their spiritual

quotient, so that they will have sufficient

competencies to face their current and future lives.

One of the ways to help them is through the utilization

of developmental guidance. With this model,

children are guided to recognize their problems and

then to find the respective solution.

The successful achievement of kindergarten

students’ spiritual quotient lies on every one’s

shoulders, particularly teachers, parents, consultants

and other parties – the stakeholders of education. If

children have been given sufficient guidance from

their early age, the existence of ideal generation may

come up, that is generation who has high spiritual

quotient.

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