INTERNALISASI SOPAN SANTUN DALAM LINGKUNGAN SEKOLAH SEBAGAI PENGEMBANGAN NILAI AGAMA DAN MORAL ANAK USIA DINI

Amilia Febrian Mufarrohah, NIM.: 23204081005 (2025) INTERNALISASI SOPAN SANTUN DALAM LINGKUNGAN SEKOLAH SEBAGAI PENGEMBANGAN NILAI AGAMA DAN MORAL ANAK USIA DINI. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Politeness is a moral value that needs to be instilled from an early age because it forms the foundation of children’s character and moral development. However, recent phenomena show a decline in polite behavior among young children, such as the use of impolite language, speaking in a harsh tone, and showing a lack of respect in social interactions. These issues are influenced by limited role modeling, insufficient moral habituation, and exposure to digital media that presents inappropriate behavior as something normal. Such conditions can hinder the development of children’s religious and moral values. This study aims to describe: (1) the forms of politeness internalization at TK Amal Insani, (2) the strategies used by teachers to instill these values, (3) the supporting and inhibiting factors, and (4) the impact of these efforts on children’s social-emotional development. This research employs a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation. Data validity was ensured through source triangulation and technique triangulation. Data analysis followed Miles and Huberman’s interactive model, including data reduction, data display, and conclusion drawing. The findings indicate that the internalization of politeness is carried out through teacher role modeling, consistent habituation of polite behavior in daily routines, the provision of positive reinforcement, and the implementation of simple classroom rules. Supporting factors include teacher consistency, collaboration with parents, and a school culture that encourages moral development. Inhibiting factors consist of differences in family parenting patterns and the influence of digital media. The internalization of politeness positively influences children’s social-emotional development, as reflected in their increasing ability to communicate politely, respect teachers and peers, follow rules, show empathy, and regulate their emotions more effectively. The impact of politeness internalization at TK Amal Insani is evident in the improvement of children’s social-emotional behavior. Children become more capable of managing interactions with peers and teachers appropriately, demonstrating cooperative attitudes, and understanding behavioral boundaries aligned with religious and moral norms. Additionally, children begin to show better self-control, express their opinions politely, and respond to social situations with greater empathy. These findings highlight that structured habituation of politeness in the school environment plays an essential role in shaping the foundational character of young children and strengthening their moral development for future stages.

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