Principals' Values and Beliefs in Integration Curriculum the Local Character Education at Kindergarten

Abstract

Values and beliefs form the foundation of every policy and decision aimed at achieving optimal school goals. This study aims to describe the values and beliefs held by school principals regarding the integration of local character education within the kindergarten curriculum. A descriptive qualitative approach was employed, with data collected through observation, in-depth interviews, and documentation. The research subjects included principals, teachers, students, and parents. The validity of the findings was ensured through criteria including credibility (via triangulation of data sources and techniques), transferability, dependability, and confirmability. Data were analyzed using Miles and Huberman’s (2014) interactive model, which comprises data collection, data condensation, data presentation, and drawing conclusions. The study’s results revealed that principals’ values and beliefs in the integrated local character education curriculum encompass Religious Values (such as sincerity in work and faith), Local Character Values (including bauntung, batuah, Waja sampai kaputing—i.e., commitment, consistency, and responsibility; Haram manyarah—i.e., perseverance and independence; and Gawi sabumi—i.e., mutual cooperation), Exemplary Values (values of asah, asih, and asuh), and Values of Kolegalitas (sense of belonging and sense of kinship). The implications of this research provide recommendations for school principals as tools for self-evaluation and personal development, particularly in implementing an integrated local character education curriculum.