%0 Thesis
%9 Skripsi
%A Ananda Febiyanti, NIIM.: 20104030022
%B FAKULTAS ILMU TARBIYAH DAN KEGURUAN
%D 2025
%F digilib:70632
%I UIN SUNAN KALIJAGA YOGYAKARTA
%K Pembentukan Karakter, Pendekatan Hots, Taman Penitipan  Anak
%P 219
%T IMPLEMENTASI PENDEKATAN HOTS DALAM PEMBENTUKAN KARAKTER ANAK DI TPA AL KINDY ISLAMIC SCHOOL
%U https://digilib.uin-suka.ac.id/id/eprint/70632/
%X This study examines the Implementation of Children's Character Formation  with the HOTS Approach at TPA Al Kindy Islamic School. Children's  character formation is a fundamental aspect in education, the HOTS approach  for early childhood is a new breakthrough in the world of education today. The  purpose of this study is to determine how the implementation of the HOTS  approach is for the formation of early childhood character. This study is a  descriptive study using a qualitative approach. Data collection through  interviews, observations, and documentation. The results of the study indicate  that the implementation of the HOTS approach for the formation of children's  character educators need to pay attention to the steps in the approach, namely:  stimulating curiosity, involving children in problem solving, using media that  trigger critical and interactive thinking, providing creative challenges and  giving children the freedom to explore. In the last step of each learning, there  needs to be a discussion and reflection of the learning outcomes, this is to  discuss the learning that children get and find out what children capture in  learning. Thus, the HOTS approach can be integrated into everyday life  through simple activities by learning through play, learning from children's  real lives that are prepared according to aspects of child development. These  activities not only improve cognitive abilities but also foster and shape various  positive characters in children such as critical, disciplined, responsible and  independent. This finding underlines the supporting and inhibiting factors in  the implementation of character formation in children with the HOTS  approach. Supporting and inhibiting factors are divided into two, namely  external and internal. Internal supporting factors include human resources,  facilities and services, internal supporting factors include curriculum and  parents. Internal inhibiting factors for implementation include child readiness  and teacher readiness, external inhibiting factors include the background of  the child and adults around the child. In this study, it was found that to create  children who think critically and creatively with the HOTS approach,  educators must be more critical and creative in solving problems.
%Z Fahrunnisa, M.Psi.