







































  
 
 
 

EDUCATIO : Journal Of Education 
Volume 8 , Number 3, November 2023 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

 

  

 

Early Childhood Character Building through Roadshow Islamic Telling Stories 
 

Lilis Rahmawati, Nurul Fuad 
STAI Miftahul Ula Nganjuk 

elrahmawati22@gmail.com, kemvhu@gmail.com 
 

Accepted: 
August 14th 2023 

Reviewed: 
Sept 18th 2023 

Published: 
Nov 30th 2023 

 
 
Abstract 
The escalating decline in moral values represents a significant challenge confronting society, 
particularly in the context of educating children. Therefore, instilling character in children from an 
early age is of paramount importance, and one effective method to achieve this is through the use of 
books containing relevant stories within the framework of Islamic telling roadshows. The aim of this 
research is to design and test a book containing 10 stories of the companions of the Prophet, 
guaranteed to enter paradise, as an effective tool for character education in children. The study adopts 
the Research and Development (RnD) methodology, encompassing various stages, commencing with 
the identification of potential and issues. Throughout the research, pertinent data is collected, and the 
book's design is validated by subject matter experts (93%) and media experts (96%). Following 
revisions based on expert input, the book is tested by educators as users, resulting in a 100% approval 
rating. The evaluation outcomes reveal that the book makes a positive contribution to character 
development in children, with an 88% success rate. The research findings underscore the book's 
effectiveness in enhancing children's moral and character development, providing a positive 
contribution to educating children with strong morals and good character. 
 
Keywords: character, Islamic telling stories book, Character Building 
 
Introduction 

Many newspaper or television headlines are about child and adolescent delinquency, drug abuse, 
and sexual harassment. Head of the National Narcotics Agency (BNN) Komjen Heru Winarko at the 
anti-narcotics day commemoration event said that the yearly prevalence of drug abuse in the student 
group reached 3.21% or equivalent to 2,297,492 people related to substance abuse among 
adolescents.1 

We also often see in newspaper or television headlines a lot of news about child and adolescent 
delinquency, drug abuse, and sexual harassment. Deputy for Child Growth and Development of the 
Ministry of Women's Empowerment and Child Protection (Ministry of PPPA) Lenny N Rosalin said 
that the increase in drug cases in children and adolescents should be a warning for parents. This was 
conveyed by Lenny in the context of the commemoration of the 2020 International Anti-Narcotics 

 
1https://bnn.go.id/wow-heru-winarko-beberkan-fakta-terbaru-angka-penyalahgunaan-narkoba/ 

mailto:elrahmawati22@gmail.com
mailto:kemvhu@gmail.com


 
 

 
 
 

Volume 8, Number 3,  November 2023| 300 

 z 

  

Day (HANI) which falls on Friday, June 26, 2021, regarding the increase in drug-related cases among 
children and adolescents. 2 

Conflicts between students are also increasingly prevalent, such as in Bekasi, West Java, where 
a student was killed in a motorcycle gang clash.3 In Surabaya, there were also student brawls that had 
even been organized through Instagram social media to carry out the action.4 Not only outside school, 
but also inside school, violence against children committed by peers is increasing. The Indonesian 
Child Protection Commission (KPAI) noted that over nine years, from 2011 to 2019, there were 
37,381 complaints of violence against children. Regarding bullying, both in education and social media, 
the number reached 2,473 reports and the trend continues to increase, reflecting a worrying theme 
related to violence against children, including a surge in bullying cases in education and social media 
platforms.5 

Of course, we cannot necessarily blame children, because basically children are born with fitrah, 
it is their parents who make them Jews, Christians or Magi. Like the hadith of the prophet;  

َسانِهِ ُكلُّ َمْوُلْوٍد يُ ْوَلُد َعَلى اْلِفْطَرِة فَأَبَ َواُه يُ َهوِ َدانِِه أَْو يُ َنصِ رَانِِه أَْو   ُُيَجِ 
Meaning:  Every child is born pure, it is his parents who make him a Jew, Christian or Magi (Hr. 

Muslim). 
 

Character in other languages is said to be morals. The word morals itself comes from the Arabic 
plural of the word khuluqun which according to the language means character, temperament, 
behavior, or character.6 The formulation of moral definition arises as a medium facilitating a 
harmonious relationship between the Creator (khaliq) and the created (makhluq) and among the 
created themselves. The term "khuluqun" originates from a verse in QS. Al-Qalam, verse 4, which 
translates to: "Indeed, you (O Muhammad) have a noble character" (Al-Qalam: 4). This concept is 
also quoted in a hadith of the Prophet Muhammad (SAW): "I was sent to perfect noble manners" 
(HR. Ahmad).7 

This collective responsibility lies with parents to mold their children's character in accordance 
with the guidance of the Qur'an and hadith. Children's character development doesn't occur instantly; 
it must commence in early childhood. This period is critical as it marks the golden age of brain 
development, making it the optimal time for providing stimuli for effective absorption. 

Research conducted by Bloom in Wiyani indicates that intellectual development is particularly 
rapid in early childhood. Approximately 50% of intelligence development occurs at the age of 4, 
followed by 30% at age 8, and the remaining 20% takes place in the middle or end of the second 
decade8. Therefore, it is essential to maximize the early childhood phase to ensure optimal development. 

 
2https://nasional.kompas.com/read/2020/06/26/17590051/kementerian-pppa-naiknya-kasus-narkoba-anak-

jadi-alarm-bagi-orangtua?page=all  
3https://www.republika.co.id/berita/qdgd42284/5-pelajar-ditangkap-usai-tawuran-tewaskan-seorang-di-bekasi 
4https://regional.kompas.com/read/2021/09/03/081800678/dini-hari-25-remaja-di-surabaya-tawuran-

direncanakan-lewat-medsos-sempat 
5 https://www.kpai.go.id/publikasi/sejumlah-kasus-bullying-sudah-warnai-catatan-masalah-anak-di-awal-2020-

begini-kata-komisioner-kpai 
6 Abdul Majid & Dian Adayani, Pendidikan Karakter Perspektif Islam, (Bandung: Rosdakarya, 2013), 9.  
7 Amir hamzah Fahrudin, Musnad Imam Ahmad, (Jakarta:Pustaka Azzam 2007),33  
8 Wiyani, Novan Ardi, Psikologi Perkembangan Anak Usia Dini, (Yogyakarta: Gaya Media, 2014), 28  

https://nasional.kompas.com/read/2020/06/26/17590051/kementerian-pppa-naiknya-kasus-narkoba-anak-jadi-alarm-bagi-orangtua?page=all
https://nasional.kompas.com/read/2020/06/26/17590051/kementerian-pppa-naiknya-kasus-narkoba-anak-jadi-alarm-bagi-orangtua?page=all


 
 

 
 
 

Volume 8, Number 3,  November 2023| 301 

 z 

  

Maria Montessori, as discussed by Sujiono, emphasizes that early childhood is a golden age, 
characterized by sensitivity to environmental stimuli. During this period, children rapidly receive and 
respond to various forms of education from adults and their surroundings, whether intentional or not. 
Physical and psychological functions mature, enabling children to undertake developmental tasks that 
manifest in daily behavior patterns.9 

Teaching character to early childhood (AUD) must align with their developmental stage and 
characteristics. Early childhood has unique attributes, including a strong inclination to imitate, high 
curiosity, and a rich imagination, making it highly amenable to character education through Islamic 
storytelling. 

Storytelling, or "telling stories," is one of the most effective and preferred methods for children. 
This is justified by the fact that stories are generally more memorable than mere advice, and they 
enable children to extract valuable lessons.10 

Storytelling necessitates the use of expressions, facial expressions, and language styles that 
children find appealing. The incorporation of storytelling media such as picture books, animations, 
finger puppets, and educational clowns enhances AUD's interest in the stories and the lessons they 
convey. 

Our observations in several madrasah diniyah and Qur'anic Education Centers in the 
Patianrowo District, Nganjuk Regency, indicate that character education through storytelling is seldom 
practiced. Among the seven madrasah diniyah surveyed, only one has employed storytelling as an 
educational method. None of the five Qur'anic Education Centers (TPQs) we surveyed incorporate 
storytelling into character education. We selected Patianrowo as our research site due to its adherence 
to traditional religious practices ("abangan"). 

The Quran and hadith contain numerous stories of the struggles of the Prophets, righteous 
individuals like Lukman and Ashabul Kahfi, as well as accounts of those who defied God, such as 
Fir'aun. The stories of the Prophet's companions are also filled with Islamic character content that 
can leave a profound impression on the memory of AUD. In contrast, today's early childhood 
exposure is largely centered on popular cartoon stories, viral soap operas, or fairy tales like Cinderella 
that lack Islamic character values. 

Children also require role models and idols to emulate. The figures of the Prophet's companions 
serve as the most appropriate role models to introduce to children from an early age. 

The aim of this study is to develop a storybook for character instillation through Islamic 
storytelling in early childhood, titled "10 Friends Guaranteed to Enter Heaven." This storybook is 
expected to effectively inculcate character in young children. 
 
Method 

This research method utilizes the development model developed by Borg & Gall, who propose 
that the Research and Development (R&D) approach in education consists of ten steps. The main 
objective of this development research method is to produce a specific product and assess the 
feasibility of the developed product.11 The product resulting from this research is a storytelling book 

 
9 Yuliani Nurani Sujiono, Konsep Dasar Pendidikan Annak Usia Dini, (Jakarta: Indeks, 2012), 54 
10 Muallifah, “Story Telling Sebagai Metode Parenting Untuk Pengembangan Kecerdasan Anak Usia Dini”. Psikoislamika: 

Jurnal Psikologi Islam (JPI) Vol 10 No 1 2013. 
11 Sugiyono, Metode penelitian dan pengembangan ( Bandung: Alfabetha, 2019) 26 



 
 

 
 
 

Volume 8, Number 3,  November 2023| 302 

 z 

  

titled "10 Friends Guaranteed to Enter Heaven," which is used for the Islamic storytelling roadshow 
to instill character in children. 

From the ten steps developed by Borg and Gall, we can synthesize them into 6 steps as follows: 
1) potential and problems, 2) data collection, 3) design, 4) design validation, 5) design revision, and 6) 

testing. Data collection techniques include interviews, questionnaires, and observations.12 
The research and field testing took place at TPQ Baitul Muttaqin and TPQ Zahrotul Ulum. 

Data analysis in this research involves both qualitative and quantitative techniques. Qualitative data 
are obtained from input provided by validators during the validation stage and input from content and 
media experts. Quantitative data refer to the results of developing the Media Islamic telling story. Data 
obtained through assessment instruments during testing are analyzed using statistics, with the aim of 
understanding the data for subsequent use. The results of data analysis serve as the basis for revising 
the product under development. 

The response questionnaire is filled out by both teachers and students. It consists of semi-open 
questions, including the title, respondent statements, instructions for completion, and question items. 
The questionnaire is quantitative in nature, and the data can be presented as a percentage using a Likert 
scale for measurement. The Likert scale is formulated as follows: 

 

  
VR = Average rating from the validators 
V1 = Average score from the assessment of validator i 

𝑛 = Number of validators 13 
 

Where:  

  
𝑥̅  = Average rating from the validators 
The modified scale for quantitative analysis uses the following scoring table ; 

 
Table 1 

Likert Scale 

No Quantitative Analysis Score 

1 Strongly Agree 4 

2 Agree 3 

 
12 Ibid, 29 
13 Sudjana, Metode Statistika, (Bandung: Tarsito, Bandung, 1995),67 



 
 

 
 
 

Volume 8, Number 3,  November 2023| 303 

 z 

  

3 Disagree 2 

4 Strongly Disagree 1 

 
  

Result and Discussion 
 
Product Design: 

The book includes sections like cover, foreword, table of contents, main content (featuring 
stories of ten companions), bibliography, and biographies. Each companion's story spans 6-7 pages 
and ends with a "guessing word" exercise to reinforce readers' understanding of the character. 
1. Abu Bakar: Depicted as courageous and inspiring bravery in children. 
2. Umar bin Khattab: Portrayed as a leader known for honesty, fairness, responsibility, generosity, 

and humility. 
3. Utsman bin Affan: Emphasized his generous nature. 
4. Ali bin Abi Thalib: Highlighted his bravery in defending the Prophet. 
5. Thalhah bin Ubaidillah: A steadfast believer defending Prophet Muhammad. 
6. Zubair bin Awwam: A successful, generous merchant who donated to Allah's cause. 
7. Abdurrahman bin Auf: Known for business acumen and generosity. 
8. Saad bin Abi Waqosh: Resolute in faith, skilled in archery, and fought in Allah's path. 
9. Sa’id bin Zaid: Initially, angered his brother Umar due to his conversion to Islam. 
10. Abu Ubaidah bin Jarrah: A friendly, generous figure with a noble character. 

. 
 
Design Validation 

After creating the initial product, the book "10 Companions of the Prophet's Stories," used for 
the roadshow of Islamic telling stories to instill character, the product was validated by experts, 
including subject matter experts and media experts. Product validation by experts occurred twice: 
initially, and after revisions for product enhancement. The validation criteria included cover 
assessment, content evaluation, and book anatomy. The visuals were required to be relevant to the 
stories, engaging, and easy for students to comprehend. The subject matter expert validation is 
presented in the following table: 
 

Table 2 
Subject Matter Expert Validation Results 

No Aspect Assessed 
Score Percentage 

(%) 1 2 3 4 5 

A. Book Cover       



 
 

 
 
 

Volume 8, Number 3,  November 2023| 304 

 z 

  

No Aspect Assessed 
Score Percentage 

(%) 1 2 3 4 5 

1. The storybook title represents the 

overall content 

    5 100% 

2. The storybook title piques students' 

interest in further reading 

    5 

B. Book Content       

5. Content is easily understandable.     5 94% 

6. The storybook content imparts 

positive character lessons 

    5 

7. The storybook content features 

interrelated images and text. 

   4  

8. The storybook content is age-

appropriate 

    5 

11. Language style and accuracy are 

suitable for children 

    5 

12. The storybook content successfully 

captivates students to emulate the 

characters 

   4  

13. The storybook content features 

interrelated images and text. 

    5 

C. Book Anatomy       

14. Layout of book pages is well-

organized. 

   4  87% 

15. Appropriate font selection    4  

16. Font type in the storybook is easy to 

read. 

    5 



 
 

 
 
 

Volume 8, Number 3,  November 2023| 305 

 z 

  

No Aspect Assessed 
Score Percentage 

(%) 1 2 3 4 5 

 Total Score    16 40  

 Average      93% 

 
 

Explanation:  
Score 1: Very Poor  
Score 2: Poor  
Score 3: Fair Score  
4: Good Score  
5: Excellent 
Based on the data in Table 2, it is evident that in the book cover aspect, both criteria, "The 

storybook title represents the overall content" and "The storybook title piques students' interest 
in further reading," achieved a percentage of 100%. Regarding the book content, covering aspects 
such as "Content is easily understandable," "The storybook content imparts positive character 
lessons," "The storybook content employs simple language for ease of reading and 
comprehension," "The storybook content features interrelated images and text," "The storybook 
content is age-appropriate," "Language style and accuracy are suitable for children," and "The 
storybook content successfully captivates students to emulate the characters," achieved a 
percentage of 94%. In the book anatomy aspect, covering "Layout of book pages is well-
organized," "Appropriate font selection," and "Font type in the storybook is easy to read," received 
a percentage of 87%. The overall average score was 93%.. 

 
 

 
Field Test 

In this field test, evaluations were conducted at TPQ Baitul Muttaqin and TPQ Zahrotul Ulum 
Patianrowo. The trial took place at TPQ Baitul Muttaqin on October 27, 2021. Researchers also 
requested teachers as users to provide assessments of the book titled "Kisah 10 Sahabat yang Dijamin 
Masuk Surga." The evaluation was carried out by Mrs. Siti Lailatul Muzdhalifah, S.Pd.. 14 
 

 

 

 

 
 



 
 

 
 
 

Volume 8, Number 3,  November 2023| 306 

 z 

  

Table 4  :Teacher's Assessment Results 

No Assessed Aspect 

Score 
Percentage 

(%) 
1 2 3 4 5 

A. Book Appearance       

1 Attractive Cover     5 100% 

2 Cover Illustration Reflects the 

Book's Overall Content 

    5 

B. Book Content       

3 Appealing Illustrations     5 100% 

4 Illustrations Match the Story     5 

5 Easy-to-Read Text     5 

6 Images and Book Material 

Correspond to Child 

Development 

    5 

7 Images and Stories Suitable for 

Children 

    5 

C. Child Character Development       

8 Imparts Role Models to Children     5 100% 

9 Provides New Experiences for 

Children 

    5 

10 Inspires Children to Idolize 

Characters 

    5 

 Total Score     50  



 
 

 
 
 

Volume 8, Number 3,  November 2023| 307 

 z 

  

No Assessed Aspect 

Score 
Percentage 

(%) 
1 2 3 4 5 

 Average Score      100% 

 
Explanation: 
Score 1: Very Poor 
Score 2: Poor 
Score 3: Fair 
Score 4: Good 
Score 5: Excellent 

 
From Table 4, the evaluation by Mrs. Siti Lailatul Muzdalifah, a teacher at TPQ Baitul Muttaqin, 

regarding the book's appearance, including the aspects of an attractive cover and cover illustration 
reflecting the book's content, received a percentage of 100%. In terms of the book's content, including 
appealing illustrations, illustrations matching the story, easy-to-read text, images and book material 
corresponding to child development, and images and stories suitable for children, all received a 
percentage of 100%. Furthermore, in terms of child character development, including imparting role 
models to children, providing new experiences for children, and inspiring children to idolize 
characters, all received a percentage of 100%. The researchers also conducted a moral and religious 
development test to shape the character of the children. This assessment was carried out by teachers 
for 15 students. 

From the data summarized above, it can be concluded that the book is effective in instilling 
character in children. It has the potential to transform children who may not be familiar with or idolize 
Muslim figures, into individuals who are acquainted with the stories of the Companions of the Prophet 
that are worthy of admiration and emulation. The average percentage of success is 88%. 

In the second field test at TPQ Zahrotul Ulum Patianrowo, which was conducted on October 
29, 2021, the results were consistent. The researchers also requested teachers as users to provide 
assessments of the book "Kisah 10 Sahabat yang Dijamin Masuk Surga." The evaluation was carried 
out by Mrs. Lailatul Fitriya, S.Pd., and the findings were as follows: In terms of the book's appearance, 
including the aspects of an attractive cover and cover illustration reflecting the book's content, it 
received a percentage of 100%. Regarding the book's content, including appealing illustrations, 
illustrations matching the story, easy-to-read text, images and book material corresponding to child 
development, and images and stories suitable for children, all received a percentage of 100%. 
Furthermore, in terms of child character development, including imparting role models to children, 
providing new experiences for children, and inspiring children to idolize characters, all received a 
percentage of 100%. 
 
 
 
 



 
 

 
 
 

Volume 8, Number 3,  November 2023| 308 

 z 

  

Discussion 
Borg and Gall have identified several key steps in the development process that form the 

theoretical basis for this research. The development process commences with an initial stage 
encompassing the identification of potential and problems that require resolution. The subsequent 
stage involves the collection of relevant data to be utilized in the development process. Once the data 
has been collected, the design phase begins, wherein ideas and concepts are transformed into tangible 
products. Subsequently, design validation becomes a crucial step to ensure that the produced product 
aligns with quality standards and development objectives. 

The next stage involves design revision, where improvements and adjustments are made based 
on feedback obtained during the validation phase. Finally, the testing stage is executed to evaluate the 
product or solution developed with end-users or the intended audience. This framework aligns with 
the research by Walter Dick, Lou Carey, and James O. Carey. 15. In the context of this research, it can be 
related to the development stages used in Research and Development (R&D). The R&D research follows steps 
similar to the systematic approach exemplified in their book. The steps in R&D research include problem 
identification (analogous to needs analysis), data collection, design (including book development), design 
validation, design revision, and testing. All of these steps resemble the systematic framework taught in their 
research. Furthermore, their research underscores the importance of formulating clear instructional objectives. 
In the research mentioned above, the primary objective is to design a book to enhance children's character. By 
formulating clear objectives, the research ensures that the book complies with effective instructional standards. 
The book "The Systematic Design of Instruction" by Dick, Carey, and Carey provides a robust theoretical basis 
and relevant instructional design principles that can be applied in the R&D research to create an effective 
character development book for children. 

Similarly, Thomas C. Reeves' research on design16, particularly in the context of educational 
technology, is relevant to the research on "Early Childhood Character Building through Roadshow Islamic 
Telling Stories." Reeves' article explores an approach that involves the use of Islamic telling stories in shaping 
the character of young children. In relation to Reeves' article, several aspects align with the research. First, this 
research considers the application of technology in education by combining storybooks with the context of a 
roadshow as a means to educate children's character, in line with Reeves' views on technology use in learning. 
Second, this research is a concrete example of innovative solution development in education by designing 
storybooks to create more effective learning experiences and character development in early childhood, in line 
with Reeves' focus on innovative solutions. Lastly, this research applies a design research approach, as 
emphasized by Reeves in his article, with structured design steps in book development up to field testing 
through a roadshow. Thus, Reeves' article provides a strong basis for understanding the role of technology in 
educational contexts and innovative solutions for character development in children, as relevant to the research 
on "Early Childhood Character Building through Roadshow Islamic Telling Stories," and offers pertinent 
guidance for character development in an educational context. 

The data analysis presented in this stage is thorough and comprehensive. The results of the 
analysis show that the book titled "10 Companions Guaranteed to Enter Heaven" attains a very high 
level of feasibility and is significantly suitable as a reference in roadshow Islamic telling stories aimed 
at developing character in young children. The subject matter expert validation rate reaches 93%, 
indicating strong acceptance regarding the content and materials contained in the book. Furthermore, 
the media expert validation result achieves 96%, emphasizing that the book also has a high level of 

 
15 Walter Dick, Lou Carey, and James O Carey, “The Systematic Design of Instruction,” 2005. 
16 Thomas C Reeves, “Design Research from a Technology Perspective,” Educational Design Research 1, no. 3 (2006): 

52–66. 



 
 

 
 
 

Volume 8, Number 3,  November 2023| 309 

 z 

  

acceptance in terms of presentation and media aspects. Both validations indicate that the book has 
excellent quality and is relevant to support the research's objectives. 

However, it is essential to note that the user assessment, particularly by teachers, results in a 
very high feasibility rate, reaching 100%. This result reflects an exceptional positive reception of the 
book as a highly effective tool in educating children, demonstrating strong support from educators 
for using the book in the children's character development process. Furthermore, the assessment by 
students who have read the book reveals that the storybook has made a significant contribution to 
their character development, with an improvement rate of 88%. This result portrays the positive 
impact of storybooks in shaping children's character, affirming that the Islamic telling stories through 
books have significant potential in effectively educating the character of young children. 

In this more in-depth discussion, a richer understanding of the entire book development process 
is obtained, including validation by subject matter and media experts, and evaluation by users, 
especially teachers and students. This understanding shows that the book not only meets high-quality 
standards but also has a significant positive impact on children's character development. This 
discussion is supported by various relevant readings, providing deeper insights into the context of 
children's character development. The research findings provide strong evidence that the book "10 
Companions Guaranteed to Enter Heaven" has significant potential in educating the character of 
young children, and this positive contribution is supported by strong validation and assessments from 
users, highlighting its crucial relevance in character education. 

 
Conclusion 

Through the Islamic telling stories roadshow, the book development process was carried out in 
several stages: 1) potential and issues identification, 2) data collection, 3) design creation, 4) design 
validation, 5) design revision, and 6) testing. The title of this narrative book is "10 Companions 
Guaranteed to Enter Heaven." 

The book is deemed suitable based on validation by a team of subject matter experts, with a 
percentage of 93%, and by media experts, with a percentage of 96%. From the user testing conducted, 
the book obtained a feasibility rating of 100% from teachers, while the character development of 
children showed a percentage of 88%. 

 
 
Reference 
 
Ainain, Ali Khalil Abu, Falsafah at-Tarbiyyah fi al-Qur’an al-Karim. Beirut: Dar al-Fikr al-Arabi, 1985. 
Ali, Abdullah Yusuf, Tafsir Yusuf Ali. Jakarta: Mitra Kerjaya Indonesia, 2009. 
Ali, Mohammad & Muhammad Asrori, Metodologi dan Aplikasi Riset Pendidikan. Jakarta: PT Bumi 

Aksara, 2014. 
Al-Maududi, Abu A’la, Al-Khilafah wa al-Mulk, terj. Muhammad al-Baqir. Bandung: Mizan, 1984. 
Alwi, Hasan, dkk, Kamus Besar Bahasa Indonesia. Jakarta: Balai Pustaka, 2002. 
Amini, Mukti, Perkembangan dan Konsep Dasar Pengembangan Anak Usia Dini. 
Arifin, Anwar, Memahami Paradigma Baru Pendidikan Nasional dalam Undang-Undang Sisdiknas, Jakarta: 

Depag RI, 2003. 
Arikunto, Suharsimi, Manajemen Penelitian. Jakarta: Rineka Cipta, 2010. 
Arikunto, Suharsimi, Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: RinekaCipta, 2013. 



 
 

 
 
 

Volume 8, Number 3,  November 2023| 310 

 z 

  

Arikunto, Suharsimi, Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT. Rineka Cipta, 2006. 
Arsyad, Azhar, Media Pembelajaran. Jakarta: Rajawali Pers, 2012. 
Asifuddin, Ahmad Janan, Mengukir Pilar-pilar Pendidikan Islam: Sebuah Tinjauan Filosofis. Yogyakarta: 

UIN Suka Press, 2010. 
Boediono, ed., Standar Kompetensi Pendidikan Anak Usia Dini Taman Kanak-Kanak dan Raudhatul Athfal. 

Jakarta: Departemen Pendidikan Nasional, 2003. 
Bredekamp, Developmentally Appropriate Practicein Early Childhood Program, Serving Children from Birth 

Through Age 8. Washington: NAEYC, 1997. 
Darimi, Ismail, “Pendidikan Karakter Anak Usia Dini di PAUD Seuramoe Jaya. Jurnal Pendidikan Anak 

volume 4 nomer 2 September 2018. 
Departemen Agama Republik Indonesia, Al-Qur’an dan Terjemahnya. Surabaya: Mahkota Surabaya, 

1989. 
Dick, Walter, Lou Carey, and James O Carey. “The Systematic Design of Instruction,” 2005. 
Dosen PLSBT UPI, Pendidikan Lingkungan, Sosial Budaya dan Teknologi. Bandung: Value Press, 2005. 
Echols, John M, dan Hasan Syadili, Kamus Inggris Idonesia. Jakarta: Gramedia, 1996. 
Echols, M. John dan Hassan Shadily, Kamus Inggris-Indonesia: An EnglishIndonesia Dictionary. Jakarta: PT. 

Gramedia, 1995. 
Edisi khusus Ayah dan Bunda, dari A Sampai Z Tentang Perkembangan Anak. Jakarta: Yayasan Aspirasi 

Pemuda, 1992. 
Emzir, Metodologi Penelitian Kualitatif Analisis Data. Jakarta: Rajawali Pers, 2011 
Fauuziddin, Mohammad, Pembelajaran PAUD. Bandung: Rosdakarya, 2015. 
Frye, Mike at. all. (ed.), Character Education: Information Handbook and Guide for Support and Implementation 

of the Student Citizent Act of 2001. Nort Carolina: Public School of North Carolina, 2002. 
Gunarso, Singgih D., Psikologi Perkembangan Anak dan Remaja. Jakarta: BPK Gunung Mulia, 2001. 
Gusmayanti, Elsy, Dimyati, “Analisa Kegiatan Mendongeng Dalam Meningkatkan Perkembangan Moral Anak 

Usia Dini.” Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6 (2) 2022. 
Hapsari, Widyaning, Itsna Iftayani “Model Pendidikan Karakter Pada Anak Usia Dini Melalui Program 

Islamic Habituation” jurnal Indigenious vol 6 no 2 tahun 2016 
Hawwa, Sa’id, Al-Islam. Kairo: Maktabah Wahdah, 1977. 
Ismail, Faisal, Paradigma Kebudayaan Islam. Yogyakarta: Titihan Ilahi Press, 1998. 
Koesoemo, Doni, Pendidikan Karakter: Stratedi Mendidik Anak di Zaman Global. Jakarta: Grasindo, 2007. 
Kunandar, Penelitian Tindakan Kelas. Jakarta: Rajawali Pers, 2011. 
Kurniawan, Heru, Handbook Pelatihan Telling Story. Purwokerto: Wadas Kelir, 2021. 
Kurniawan, Heru, Menulis Kreatif Buku Bacaan Anak. Bandung: Rosdakarya, 2021. 
Lestari, Dwi Puji, “Peningkatan Perilaku Anti Korupsi Melalui Story Telling” Al Athfal, Jurnal pendidikan 

Islam Anak Usia DIni, Volume 4 Nomor 1, Juni 2018. 
Lickona, Thomas, Educating for Character: How Our School Can Teach Respect and Responsibility. New York, 

Toronto, London, Sidney, Auckland: Bantam Books, 1991. 
Lickona, Thomas, Persoalan Karakter; Bagaimana Membantu Anak Mengembangkan Penilaian Yang Baik, 

Integritas dan Kebajikan Lainnya terj. Juma Abdu Wamaungo. Jakarta: Bumi Aksara, 2013. 
Lubis, Zulkifli, Psikologi Perkembangan. Bandung: Remaja Rosda Karya, 1986. 
Majid, Abdul & Dian Adayani, Pendidikan Karakter Perspektif Islam. Bandung: Rosdakarya, 2013. 
Marzuki, Pendidikan Karakter Islam. Jakarta: Amzah, 2015. 
Moeslicatoen R, M.Pd, Metode Pengajaran di Taman Kanak-kanak. Jakarta: Rineka Cipta, 1999. 



 
 

 
 
 

Volume 8, Number 3,  November 2023| 311 

 z 

  

Muallifah, “Story Telling Sebagai Metode Parenting Untuk Pengembangan Kecerdasan Anak Usia Dini”. 
Psikoislamika: Jurnal Psikologi Islam (JPI) Vol 10 No 1 2013. 

Munawwir, Ahmad Warson, Al-Munawwir, cet. XIV. Surabaya: Pustaka Progresif, 1997. 
Mustari, Mohammad, Nilai Karakter Refleksi Untuk Pendidikan. Jakarta: Rajawali Press, 2014. 
Nashir, Haedar, Pendidikan Karakter Berbasis Agama dan Budaya. Yogyakarta: Multi Presindo, 2013. 
Nurudin, Muslim, dkk, Moral dan Kognisi Islam: Buku Teks Agama Islam untuk Perguruan Tinggi Umum. 

Bandung: Alfabeta, 2001. 
Riduwan, Dasar-dasar Statistika. Bandung: Alfabeta, 2009. 
Rohmah, Umi, “Pengembangan Karakter pada Anak Usia Dni (AUD)” Al Athfal Jurnal Pendidikan Anak 

Volume 4 no 1, 2018. 
Ryan, Kevil dan Karen E. Bohlin, Building Character in Schools: Practical Ways to Bring Moral Instruction to 

Life. San Fransisco: Jossey Bass, 1999. 
Reeves, Thomas C. “Design Research from a Technology Perspective.” Educational Design Research 

1, no. 3 (2006): 52–66. 
Samani, Muchlas dan Hariyanto, Konsep dan Model Pendidikan Karakter. Bandung: Remaja Rosda Karya, 

2011. 
Shihab, M. Quraish, Tafsir Al-Mishbah; Pesan, Kesan dan Keserasian Al-Qur’an. Jakarta: Lentera Hati, 2002. 
Siskandar, Kurikulum Berbasis Kompetensi Untuk Anak Usia Dini, dalam Buletin Padu jurnal Ilmiah Anak 

Usia Dini, Vol. 2 No. 01. April, 2003. 
Sudjana, Metode Statistika. Bandung: Tarsito, Bandung, 1995. 
Sugiyono, Metode Penelitian Pendidikan Kuantitatif dan Kualitatif dan R & D. Bandung: Alfabeta, 2013. 
Sujiono, Yuliani Nurani, Konsep Dasar Pendidikan Annak Usia Dini. Jakarta: Indeks, 2012. 
Sukmadinata, Nana Syaodih, Metode Penelitian Pendidikan. Bandung: Remaja Rosda Karya, 2010. 
Tahroni, Konfigurasi Pemikiran dalam Ilmu Pendidikan. Gorontalo: IPI Publishing, 2009. 
Tim Pakar Yayasan Jati Diri Bangsa, Pendidikan Karakter di Sekolah; Dari Gagasan Ke Tindakan. Jakarta: 

Elex Media Komputindo, 2011. 
Umar, Bukhari, M.Ag., Hadis Tarbawi: Pendidikan dalam Perspektif Hadis. Jakarta: Amzah, 2014. 
Wiyani, Novan Ardi, Psikologi Perkembangan Anak Usia Dini. Yogyakarta: Gaya Media, 2014. 
Ya’qub, Hamzah, Etika Islam Pembinaan Akhlakul Karimah (Suatu Pengantar). Bandung: CV. 

Diponegoro, 1988. 
Yaljan, Miqdad, ‘Ilm al-Akhlaq al-Islamiyah. Riyadh: Dar Alam al-Kutub li AthThiba’ah wa An-Nasyr 

wa At-Tauzi, 2003. 
Undang Undang No 20 tahun 2003 tentang Pendidikan Anak Usia Dini. 
https://kamuslengkap.com/kamus/inggris-indonesia/arti-kata/road-show 
https://nasional.kompas.com/read/2020/06/26/17590051/kementerian-pppanaiknya-kasus-

narkoba-anak-jadi-alarm-bagi-orangtua?page=all 
https://regional.kompas.com/read/2021/09/03/081800678/dini-hari-25-remaja-disurabaya-

tawuran-direncanakan-lewat-medsos-sempat 
https://www.kpai.go.id/publikasi/sejumlah-kasus-bullying-sudah-warnai-catatanmasalah-anak-di-

awal-2020-begini-kata-komisioner-kpai 
https://www.republika.co.id/berita/qdgd42284/5-pelajar-ditangkap-usai-tawurantewaskan-seorang-

di-bekasi 
BNN.go.id 


