Early childhood education teachers’ perception of the integration of anti-corruption education into islamic religious education in Bawean Island Indonesia

2020 ◽  
pp. 1703-1714
Author(s):  
Suyadi SUYADİ ◽  
Sumaryati SUMARYATİ ◽  
Dwi HASTUTİ ◽  
Anip Dwi SAPUTRO
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Religious Education ◽  
Childhood Education

scholarly journals Implementasi Kurikulum dan Strategi Pembelajaran Pendidikan Agama Islam pada PAUD

2015 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Zul Fa
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Religious Education ◽  
Curriculum Implementation ◽  
Implementation Process ◽  
Qualitative Approach ◽  
Islamic Education ◽  
Religious Values ◽  
Education Curriculum ◽  
Childhood Education

Kurikulum merupakan bagian integral dari pendidikan. Kurikulum juga merupakan media untuk menumbuhkan nilai-nilai agama pada anak-anak, terutama di bidang pendidikan anak usia dini (usia 0-6 tahun). Fokus utama dari penelitian ini adalah beberapa Pendidikan Anak Usia Dini (PAUD) di Kota Salatiga dan Kabupaten Semarang. Penelitian ini bertujuan untuk memperoleh suatu tujuan, faktual, akurat dan sistematis proses pelaksanaan kurikulum pendidikan Islam dan strategi yang diterapkan pada objek penelitian. Data dikumpulkan dengan beberapa metode yaitu observasi, dokumentasi dan wawancara. Kemudian data yang dikumpulkan dianalisis dengan menggunakan pendekatan deskriptif kualitatif. Hasil penelitian menunjukkan pelaksanaan kurikulum pendidikan agama Islam di PAUD di Salatiga dan kabupaten Semarang sudah mengacu pada standar di Permendiknas Nomor 58 tahun 2009. Beberapa dari mereka belum mengacu patokan dasar pemerintah. Mereka juga melakukan pengembangan yang sesuai dengan karakteristik masing-masing lembaga. Bahan pendidikan agama Islam yang diberikan cocok dengan tahap perkembangan peserta didik. Materi tersebut disampaikan melalui bercerita, bercakap-cakap, tugas, Iqro ', simulasi dan praktek. Curriculum is an integral part of education. The curriculum is also a medium to cultivate of religious values in children,especially in early childhood education (ages 0-6 years). The main focus of this study is some early childhood education in Salatiga and Semarang district. This study is aimed to gain an objective, factual, accurate and systematic of curriculum implementation process of Islamic education and its strategies that applied in the research object. The data is collected by several methods namely, observation, documentation and interviews. Then the gathered data were analyzed using descriptive qualitative approach. The results indicate the implementation of Islamic religious education curriculum in early childhood education in Salatiga and Semarang districts already refers to the standards in Permendiknas No. 58 of 2009. Some of them have not referring to the government's basic benchmark. They also undertake the development which is appropriate with the characteristics of each institution. The materials of Islamic religious education is given suited with stage of learners’ development. It is delivered by storytelling, chatting, assignments, Iqro ', simulation and practice. Kata kunci: implementasi, kurikulum pendidikan Islam, strategi

scholarly journals Inculcation Religiosity in Preschoolers Local content curriculum

2019 ◽  
Vol 13 (2) ◽  
pp. 201-216
Author(s):  
Muhammad Munadi ◽  
Watik Rahayu
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Moral Education ◽  
Religious Education ◽  
Spiritual Development ◽  
Well Being ◽  
Children's Spirituality ◽  
Childhood Education ◽  
Spiritual Well Being ◽  
Santa Maria

Millennial era life is a big challenge, humans need a strong footing to face all the problems. Religion is God's guidance that becomes the handle of life and it is important to instill religious beliefs early on. The purpose of this study was to find the cultivation of religiosity in preschool children in Kindergarten Aisyiyah Branch and Kindergarten Santa Maria in Kartasura Regency. This study uses qualitative methods with data collection tools, namely interviews, direct observation, and document analysis. Data validated using triangulation of methods and sources. The results showed that the religiosity of planting in the TK Aisyiyah Kartasura branch had more burdens than in the Santa Maria Kindergarten. While its nature is more balanced between vertical ritual content and horizontal content in TK Aisyiyah Kartasura branches compared to TK Santa Maria. The cultivation of moral education is carried out through a step-by-step process starting with teaching to say and answer greetings (Islam), saying good morning and evening to non-Muslims and inviting children to always pray in every activity. Vertical ritual planting in TK Aisyiyah Kartasura branch has more burden through the practice of prayer, memorizing prayers and memorizing short letters from the Qur'an all in Arabic compared to TK Santa Maria only emphasizes the memorization of prayer in Indonesian. Keywords: Inculcation religiosity, Pre-schoolers, Local content curriculum References: Adams, K., Bull, R., & Maynes, M. L. (2016). Early childhood spirituality in education: Towards an understanding of the distinctive features of young children’s spirituality. European Early Childhood Education Research Journal, 24(5), 760–774. https://doi.org/10.1080/1350293X.2014.996425 Arce, E.-M. (2000). Curriculum for Young Children: An Introduction. (New York: Delmar Thomson Learning. Banerjee, K., & Bloom, P. (2015). “Everything Happens for a Reason”: Children’s Beliefs About Purpose in Life Events. Child Development, 86(2), 503–518. https://doi.org/10.1111/cdev.12312 Benson, P. L., Scales, P. C., Syvertsen, A. K., & Roehlkepartain, E. C. (2012). Is youth spiritual development a universal developmental process? An international exploration. Journal of Positive Psychology, 7(6), 453–470. https://doi.org/10.1080/17439760.2012.732102 Bridges, L. J., & Moore, K. a. (2002). Religion and Spirituality in Childhood and Adolescence. Child Trends, 1–59. Retrieved from http://www.childtrends.org/wp-content/uploads/2002/01/Child_Trends-2002_01_01_FR_ReligionSpiritAdol.pdf Davies, T. (2019). Religious education and social literacy: the ‘white elephant’ of Australian public education. British Journal of Religious Education, 41(2), 124–133. https://doi.org/10.1080/01416200.2017.1324758 Departemen Pendidikan dan Kebudayaan Depdikbud. (2007). Pedoman Teknis Penyelenggaraan Pos PAUD:(Direktorat PAUD, 2006) Direktorat PAUD Grand Design Program Pendidikan Anak Usia Dini Non- formal tahun 2007-20015. Indonesia. Eva L., E. (2013). Introduction to Early Childhood Education. Belmont: Wadsworth. Fisher, J. (2013). Assessing spiritual well-being: Relating with God explains greatest variance in spiritual well-being among Australian youth. International Journal of Children’s Spirituality, 18(4), 306–317. https://doi.org/10.1080/1364436X.2013.844106 Granqvist, P., & Nkara, F. (2017). Nature meets nurture in religious and spiritual development. British Journal of Developmental Psychology, 35(1), 142–155. https://doi.org/10.1111/bjdp.12170 Heiphetz, L., Lane, J. D., Waytz, A., & Young, L. L. (2016). How Children and Adults Represent God’s Mind. Cognitive Science, 40(1), 121–144. https://doi.org/10.1111/cogs.12232 Henderson, A. K. (2016). The Long Arm of Religion: Childhood Adversity, Religion, and Self-perception Among Black Americans. Journal for the Scientific Study of Religion, 55(2), 324–348. https://doi.org/10.1111/jssr.12262 Holloway, S. D. (1999). The Role of Religious Beliefs in Early Childhood Education: Christian and Buddhist Preschools in Japan. ERCP Early Chilhood Research and Practice, 1(2). Retrieved from http://ecrp.illinois.edu/v1n2/holloway.html Kienstra, N., van Dijk-Groeneboer, M., & Boelens, O. (2018). Religious-Thinking-Through Using Bibliodrama: An Empirical Study of Student Learning in Classroom Teaching. Religious Education, 113(2), 203–215. https://doi.org/10.1080/00344087.2017.1403788 King, U. (2013). The spiritual potential of childhood: Awakening to the fullness of life. International Journal of Children’s Spirituality, 18(1), 4–17. https://doi.org/10.1080/1364436X.2013.776266 Rissanen, I., Kuusisto, E., Hanhimäki, E., & Tirri, K. (2018). The implications of teachers’ implicit theories for moral education: A case study from Finland. Journal of Moral Education, 47(1), 63–77. https://doi.org/10.1080/03057240.2017.1374244 Scott, K. (2014). Inviting young adults to come out religiously, institutionally and traditionally. Religious Education, 109(4), 471–484. https://doi.org/10.1080/00344087.2014.924790 Suyadi, Destiyanti, A. Z., & Sulaikha, N. A. (2019). Perkembangan Nilai Agama-Moral Tidak Tercapai pada Anak Development of Religious-Moral Values Not Reached in Basic Age Children : A Case Study in Class SD Muhammadiyah. 6(1), 1–12.

Educational Reforms Conducted by Brazilian Courts

2021 ◽  
Author(s):  
Adriana Dragone Silveira
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Religious Education ◽  
Educational Reforms ◽  
Right To Education ◽  
Educational Funding ◽  
National Education ◽  
Childhood Education ◽  
Federal Constitution ◽  
The Right

Since the turn of the 21st century, there has been significant debate about the right to education in Brazil, and educational policies adopted by different courts to promote educational reforms have been questioned. The 1988 Federal Constitution has expanded the content of the right to education, as well as established principles, state and federal duties, and different educational funding forms. The Federal Constitution also extended the attributions of institutions aimed at defending social rights, such as the Public Prosecutor’s Office. Thus, new legal arrangements enabled expanding the involvement of justice system institutions in educational reforms. Educational litigation in Brazil can be analyzed by the structure of the judicial system, the right to education, and the main decisions made by the Federal Supreme Court on such issues as the state’s obligation to provide enough seats in early childhood education (2005); the national professional minimum wage (2011); religious education (2017); elementary school–entrance age (2018); and homeschooling (2018). Despite the advancements in guaranteeing the right to education, educational litigation has not always been beneficial for strengthening and expanding educational rights. On the one hand, it has had a positive bias when lawsuits aim at including citizens in public policies, as in the case about the consolidation of early childhood education as a state duty. On the other hand, it has had a negative bias when there is excessive bureaucratization and disrespect toward the autonomy of the educational field, as in the case about the independence of the National Education Council (CNE) to define educational guidelines for enrollment age and religious education.

scholarly journals Prevention of Radicalism for Alpha Generations in Raudhatul Athfal by Fatayat NU Cilacap Central Java

2019 ◽  
Vol 19 (2) ◽  
pp. 279-298
Author(s):  
Novan Ardy Wiyani
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Character Education ◽  
Religious Education ◽  
Family Environment ◽  
Negative Influence ◽  
Learning Materials ◽  
Childhood Education ◽  
Central Java ◽  
Child Friendly

Abstract: This research is qualitative research aimed at describing the prevention of radicalism in alpha generation in Raudhatul Athfal (RA) by activists of Fatayat NU, Cilacap district. Radicalism is one of the threats to the millennial generation, including the generation of alpha, namely those who are studying at the level of early childhood education such as Raudhatul Athfal (RA). From the results of the study, it was revealed that radicalism had plagued teachers at Raudhatul Athfal (RA) and had an influence on the radical understanding of alpha generation in early childhood education. This was responded to by the Fatayat NU activist in Cilacap district who became a teacher at Raudhatul Athfal (RA) by making efforts to prevent radical understanding through seven ways. First, assist teachers who are influenced by radical understanding through non-formal discussion activities in a family atmosphere. Second, fortify themselves from the negative influence of radicalism by continuing to increase knowledge and religious insights from the perspective of ahlussunnah wal jamaah. Third, optimizing the implementation of religious education for the alpha generation. Fourth, optimizing the implementation of character education for the alpha generation. Fifth, introduce nationalism to the alpha generation. Sixth, creating a Raudhatul Athfal (RA) environment and a child-friendly family environment. Seventh, selective on learning materials and learning media to make sure that the learning materials and media do not have the potential to bring radical understanding.الملخص: هذا البحث يهدف إلى وصف طريقات وقاية الأجيال  من التشدد في الدين في مرحلة روضة الأطفال التي قامت بها الفتيات من منضمة نهضة العلماء في جيلاجاب (Cilacap).  مدخل هذا البحث هو البحث النوعي. و من البيانات التي حللها الباحث اكتشف أن التشدد في الدين قد تطور في أثناء المدرسين و المدرسات في مرحلة روضة الأطفال و لذلك قامت  الفتيات من نهضة العلماء بسبعة طرق لضد هذا الفهم  هي أولا الدعوة الحسنة إلى المدرسين الذين يتأثرون بهذا الفهم, ثانيا التعليم و تزويد اللكفاءة الدينية على مذهب أهل السنة و الجماعة, ثالثا تعليم الدين الإسلامي في مرحلة الطفولة, رابعا تأديب الأخلاق إلى الأجيال في مرحلة الطفولة, خامسا إحياء القومية إلى الأجيال في مرحلة الطفولة, سادسا بياء البيئة التربوية صديقة للطفل, و سابعا تقييم المنهج الدراسي و تنظيفه من الفهم التشددي.Abstrak: Penelitian ini merupakan penelitian kualitatif yang ditujukan untuk mendeskripsikan pencegahan radikalisme pada generasi alpha di Raudhatul Athfal (RA) oleh aktivis Fatayat NU kabupaten Cilacap. Radikalisme menjadi salah satu ancaman bagi generasi millenial, termasuk generasi alpha, yaitu mereka yang sedang belajar di jenjang pendidikan anak usia dini seperti pada Raudhatul Athfal (RA). Dari hasil penelitian terungkap bahwa radikalisme sudah mewabah pada guru di Raudhatul Athfal (RA) dan berpengaruh pada penanaman paham radikal bagi generasi alpha di jenjang pendidikan anak usia dini. Hal itu direspon oleh aktivis Fatayat NU kabupaten Cilacap yang menjadi guru di Raudhatul Athfal (RA) dengan melakukan upaya pencegahan terhadap paham radikal melalui tujuh cara. Pertama, melakukan pendampingan kepada para guru yang terpengaruh paham radikal melalui kegiatan diskusi secara nonformal dalam suasana yang penuh kekeluargaan. Kedua, membentengi diri dari pengaruh negatif radikalisme dengan terus meningkatkan pengetahuan dan wawasan keagamaan dalam perspektif ahlussunnah wal jamaah. Ketiga, mengoptimalkan pelaksanaan pendidikan agama bagi generasi alpha. Keempat, mengoptimalkan pelaksanaan pendidikan karakter bagi generasi alpha. Kelima, mengenalkan paham nasionalisme pada generasi alpha. Keenam, menciptakan lingkungan Raudhatul Athfal (RA) dan lingkungan keluarga yang ramah anak. Ketujuh, selektif terhadap materi-materi pembelajaran dan media pembelajaran untuk memastikan bahwa materi-materi pembelajaran dan media pembelajaran tidak berpotensi memunculkan paham radikal.

scholarly journals Implementation of Religious Education in Character Values in Early Childhood Education Institutions

2021 ◽  
Vol 19 (3) ◽  
pp. 303-316
Author(s):  
Moh Isom ◽  
Evi Sopandi ◽  
Achmad Siswanto
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Religious Education ◽  
Survey Method ◽  
Education Policies ◽  
Education Standards ◽  
Material Content ◽  
Childhood Education ◽  
Education Leaders ◽  
Cognitive Knowledge

Abstract Conceptual discourse and practice of religious education is considered effective as a means of internalizing character values as early as possible for the provision of children's lives in the future. This study describes the implementation of religious education in instilling character values in early childhood by using a survey method in 624 early childhood education in 33 provinces in Indonesia. The results of this study indicate that the majority of early childhood education leaders implement religious education policies in the institutions they lead with a calculated value of (93.37%). Then the implementation of religious education strengthens cognitive knowledge through material content about God by (99.84%), Prophets by (100%), holy books by (100%), houses of worship by (100%), and material content about morals by (100%) 100%). While the affective aspect of religious education includes material content about value planting (100%), planting the value of helping to help (99.84%). While the material that leads to the psychomotor aspect includes material about mutual respect (99.52%), and material about politeness (99.84%). The narrative of the survey results shows that religious education at the early childhood education level has been carried out in accordance with early childhood education standards, namely placing religious education as a means of internalizing character values through material content that strengthens the cognitive, affective and psychomotor abilities of early childhood.   Abstrak Diskursus konseptual dan praktik pendidikan agama dinilai efektif sebagai sarana internalisasi nilai karakter sedini mungkin untuk bekal hidup anak ke depan. Penelitian ini menjelaskan implementasi pendidikan agama dalam menanamkan nilai karakter pada anak usia dini dengan menggunakan metode survei di 624 lembaga pendidikan anak usia dini yang ada di 33 Provinsi di Indonesia. Hasil studi ini menunjukkan bahwa mayoritas pimpinan pendidikan anak usia dini menerapkan kebijakan pendidikan keagamaan di lembaga yang dipimpinnya dengan nilai perhitungan sebesar (93,37%). Kemudian implementasi pendidikan agama cenderung memperkuat aspek kognitif melalui konten materi tentang Tuhan sebesar (99,84%), Nabi sebesar (100%), kitab suci sebesar (100%), rumah ibadah sebesar (100%), dan konten materi tentang akhlak sebesar (100%). Sedangkan pendidikan agama yang menekankan aspek afektif meliputi konten materi tentang penanaman nilai kejujuran sebesar (100%), penanaman nilai tolong menolong sebesar (99.84%). Sementara untuk materi yang mengarah ke aspek psikomotor meliputi materi tentang saling menghormati sebesar (99,52%), dan materi tentang kesopanan sebesar (99,84%). Narasi hasil survey tersebut menunjukkan bahwa pendidikan agama pada jenjang pendidikan anak usia dini sudah dilaksanakan sesuai dengan standar isi pendidikannya, yaitu menempatkan pendidikan agama sebagai sarana internalisasi nilai karakter melalui konten materi yang memperkuat kognitif, afektif dan psikomotorik anak usia dini.

scholarly journals Implementasi Kurikulum dan Strategi Pembelajaran Pendidikan Agama Islam pada PAUD

2015 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Zul Fa
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Religious Education ◽  
Curriculum Implementation ◽  
Implementation Process ◽  
Qualitative Approach ◽  
Islamic Education ◽  
Religious Values ◽  
Education Curriculum ◽  
Childhood Education

Kurikulum merupakan bagian integral dari pendidikan. Kurikulum juga merupakan media untuk menumbuhkan nilai-nilai agama pada anak-anak, terutama di bidang pendidikan anak usia dini (usia 0-6 tahun). Fokus utama dari penelitian ini adalah beberapa Pendidikan Anak Usia Dini (PAUD) di Kota Salatiga dan Kabupaten Semarang. Penelitian ini bertujuan untuk memperoleh suatu tujuan, faktual, akurat dan sistematis proses pelaksanaan kurikulum pendidikan Islam dan strategi yang diterapkan pada objek penelitian. Data dikumpulkan dengan beberapa metode yaitu observasi, dokumentasi dan wawancara. Kemudian data yang dikumpulkan dianalisis dengan menggunakan pendekatan deskriptif kualitatif. Hasil penelitian menunjukkan pelaksanaan kurikulum pendidikan agama Islam di PAUD di Salatiga dan kabupaten Semarang sudah mengacu pada standar di Permendiknas Nomor 58 tahun 2009. Beberapa dari mereka belum mengacu patokan dasar pemerintah. Mereka juga melakukan pengembangan yang sesuai dengan karakteristik masing-masing lembaga. Bahan pendidikan agama Islam yang diberikan cocok dengan tahap perkembangan peserta didik. Materi tersebut disampaikan melalui bercerita, bercakap-cakap, tugas, Iqro ', simulasi dan praktek. Curriculum is an integral part of education. The curriculum is also a medium to cultivate of religious values in children,especially in early childhood education (ages 0-6 years). The main focus of this study is some early childhood education in Salatiga and Semarang district. This study is aimed to gain an objective, factual, accurate and systematic of curriculum implementation process of Islamic education and its strategies that applied in the research object. The data is collected by several methods namely, observation, documentation and interviews. Then the gathered data were analyzed using descriptive qualitative approach. The results indicate the implementation of Islamic religious education curriculum in early childhood education in Salatiga and Semarang districts already refers to the standards in Permendiknas No. 58 of 2009. Some of them have not referring to the government's basic benchmark. They also undertake the development which is appropriate with the characteristics of each institution. The materials of Islamic religious education is given suited with stage of learners’ development. It is delivered by storytelling, chatting, assignments, Iqro ', simulation and practice. Kata kunci: implementasi, kurikulum pendidikan Islam, strategi

scholarly journals ALAT PERMAINAN EDUKASI DALAM MENINGKATKAN MINAT BELAJAR PAI PADA ANAK USIA DINI

2020 ◽  
Vol 2 (1) ◽  
pp. 109-122
Author(s):  
Hefniy Hefniy ◽  
Siti Safiah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Data Collection ◽  
Religious Education ◽  
Educational Game ◽  
Childhood Education

Educational Game Tool is a media that was developed to assist teachers in enhancing early childhood interest in Islamic Religious Education lessons. This media is a play tool that contains educational elements, so it is suitable with the characteristics of early childhood who tend to like to play rather than learning. The method used in data collection is a library study method. The data obtained is then deductively deducted and then combined to fit the concept of early childhood education. The results of the study showed that the Educational Game Tool media was able to increase children's interest in learning. The types of media Educational Game Equipment used in learning Islamic Religious Education in early childhood, namely; Hijaiyyah Puzzel, Replication of Worship House, Toys Stand for Prayer and Ablution, Hand Puppets, Hijaiyyah Bowling and Tower of Figures

scholarly journals Pola Pengelolaan Pendidikan Anak Usia Dini di PAUD Ceria Gondangsari Jawa Tengah

2017 ◽  
Vol 1 (2) ◽  
pp. 247-273
Author(s):  
Nur Rohmah ◽  
Dyah Fifin Fatimah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Religious Education ◽  
Community Support ◽  
Management Pattern ◽  
Education Management ◽  
Childhood Education ◽  
Central Java ◽  
Teachers And Parents ◽  
Academic Qualifications

This research began from the writer’s interest on the distinctive characteristic of early childhood education at PAUD Ceria. It is interesting because regardless the academic qualifications of its’ teachers, students demonstrate good academic performance, as well as parents and community’s support for the existence of this PAUD. This research aims at analyzing the patterns in early childhood education management especially that of planning,organizing, actuating, and controlling, and to examine community’s shifting paradigm about childhood education. This is a qualitative research that was undertaken in PAUD Ceria, Gondangsari, Sumawono, Central Java. The data gathered through observation, interview and documentation. This research shows that: 1). PAUD Ceria uses POAC management pattern in every activities, such as planning at the beginning, building communication and cooperation with stakeholders in organizing phase, while integrating religious education materials within actuating process. Whereas, controlling process is conducted everyday. 2). Supporting factors in the management of early childhood education are: students motivation, cooperation between teachers, community support, open comunication between teachers and parents, and cooperation with government. Finally 3). The result of management pattern at PAUD Ceria such as studet achievements in many championships, the increment of students enrollment each year, and change communnity’s paradigm on the importance of early childhood education.

scholarly journals ANALISIS KEBUTUHAN PENDIDIKAN AGAMA KRISTEN DALAM MENUMBUHKAN MORAL KRISTIANI ANAK USIA DINI

2020 ◽  
Vol 4 (1) ◽  
pp. 72-83
Author(s):  
Hisardo Sitorus
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Christian Education ◽  
Religious Education ◽  
Education Programs ◽  
Earned Value ◽  
Childhood Education ◽  
Early Christian ◽  
Christian Morality

This study aims to analyze the needs of Christian religious education in fostering early Christian morals. This research was concuded at the early childhood education programs Intitut of Sipoholon sub- District North Tapanuli regency in 2018. The object of research is the teachers of Sipoholon. Earned value  overall analycis of the needs for Christian religious education in fostering the children of early childhood education programs in Sipoholon sub- district, North Tapanuli regency in 2018 is 3,07 and this value is in the good category. The result of the data calculation are on a scale 2,60-3,59. That means that teacher have tried to poster chidrens morality through Christian religious education. But in some teaching the teaher has not maximally known the importance Christian education in fostering Christian morality in early childhood.BAHASA INDONESIA ABSTRACT: Penelitian ini bertujuan  untuk menganalisis kebutuhan Pendidikan Agama Kristen dalam Menumbuhkan Moral Kristiani Anak Usia Dini. Penelitian ini dilaksanakan di Lembaga PAUD Se-Kecamatan Sipoholon Kabupaten Tapanuli Utara Tahun 2018, yang menjadi objek penelitian ini adalah guru-guru PAUD se-Kecamatan Sipoholon Kabupaten Tapanuli Utara. Diperoleh nilai  keseluruhan Analisis Kebutuhan Pendidikan Agama Kristen dalam Menumbuhkan Moral Kristiani Anak PAUD Se- Kecamatan Sipoholon Kabupaten Tapanuli Utara Tahun 2018 adalah 3,07 dan nilai ini berada pada kategori baik, hasil perhitungan data berada pada skala 2,60-3,59 berarti hipotesa diterima. Hal tersebut memperlihatkan bahwa guru sudah berupaya menumbuhkan moralitas anak melalui pendidikan Agama Kristen. Namun pada sebahagian pengajaran guru belum  maksimal mengetahui pentingnya Pendidikan Agama Kristen dalam menumbuhkan moralitas kristiani anak usia dini.Keywords: Christian religious education, Christian moral of kids. 

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