p–ISSN: 2723 - 6609 e-ISSN: 2745-5254
Vol. 5, No. 5 Mei 2024 http://jist.publikasiindonesia.id/
Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 5, Mei 2024 2175
The Effect of Montessori Method Implementation and
Classical Learning Method on Strengthening Children's
Character Education (PAUD) Using Flash Cards
Nindhi Puspita Dewi
Sekolah Tinggi Agama Buddha, Indonesia
Email:
*Correspondence
ABSTRACT
Keywords: Montessori,
Classical, Character
education.
Education is essential for the intelligence of the nation. The
education of the nation's children is referred to as one of the
factors that can lead to success or setbacks for the country's
future. Education in Indonesia is still not perfect, and it is not
perfect to say that it has achieved progress in character
education; as evidence, this time, there are still many
students who have lost their sense of nationality, honesty,
courtesy, and sense of responsibility. So, for that, character
education absolutely must be revitalized again. This
quantitative study aims to determine the effect of the
differences in implementing the Montessori and Classical
learning methods on strengthening character education in
early childhood using flash cards. The design used in this
research is in the form of a comparative quantitative
approach. Questionnaires were distributed to 12 teachers
from each school, with six teachers as respondents. The data
obtained from the questionnaire distribution is then analyzed
using a Likert scale, and the results of student learning scores
are analyzed using an independent t-test. The research
results show that the teacher's perception of implementing
the Montessori Method and the Classical Learning Method
towards strengthening character education using flash cards
has a very effective category with an achievement of 82%
for learning the Montessori Method. While the effective
category with an achievement of 73% for the Classical
Learning Method. Based on the Independent t-test, the value
of the difference in character education shows the effect of
the difference, namely 0.20. The effect of this difference is
statistically categorized as not accurate, or there is no
difference in the effect of the implementation of the
Montessori Method and the Classical Learning Method on
strengthening early childhood character education. The
Montessori and Classical Learning Method can benefit early
childhood character education.
Nindhi Puspita Dewi
Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 5, Mei 2024 2176
Introduction
Education is critical in developing everyone's intelligence and everyday life.
According to cnnindonesia.com (Pratama et al., 2023), education is essential for society
to advance a country. Education is a shared responsibility, starting from parents, teachers,
students, and the government, because education is fundamental for the country's
development process to make a country more advanced. Technological sophistication has
experienced rapid developments (Mansir, 2020). The development of technology will
have a good and bad impact on problems related to issues about education, especially on
the character of children who are still vulnerable to evil influences, so that it can impact
the development of a nation (Syamsuar & Reflianto, 2019).
To prevent harmful effects, education needs to improve character starting from
early childhood so that later it will become someone with good character. Thus, the
background of character education is the moral decline caused by today's globalization
era (Hadisi, 2015). Character education is a psychosocial dimension of the individual that
can form gradually over a long period. According to (Yufiarti et al., 2023), this character
formation refers to the individual's innate and individual experience in the environment,
both subjectively and objectively. Character education referred to by the government,
which is the objective of national education, as stipulated in Law of the Republic of
Indonesia Number 20 of 2003 concerning the National Education System (National,
1982) Article 31, which states that "National education aims to educate the life of the
nation and develop Indonesian people who believe and are devoted to God Almighty and
virtuous, have knowledge and skills, physical and spiritual health, a steady and
independent personality, and a sense of community and national responsibility."
Moreover, Article 1 Paragraph 1 states that "Education is a conscious and planned effort
to create a learning atmosphere and learning process so that students actively develop
their potential to have religious, spiritual strength, self-control, personality, intelligence,
noble character, and skills needed by themselves, society, nation, and state” (Monica,
2023).
Education of the nation's children is said to be one of the success or setback factors
for the country's future (Rantina, 2015). Education in Indonesia today still has not
achieved progress in character education, as evidenced by the fact that at this time, there
are still many students who have lost their sense of nationality, honesty, courtesy, and
sense of responsibility. Character education absolutely must be revitalized (Fadhli, 2017).
This is stated considering the moral decency in today's globalization era, which is very
worrying (Yuliana, 2010). This problem will have a harmful impact if left unchecked and
continued, one of which will occur next is the moral crisis in adolescents in Indonesia.
Character education is an essential and strategic step in rebuilding the nation's
identity and rallying the formation of a new Indonesian society (Dhiya’ulhaq, 2023). An
example of a case that has occurred in Indonesia is juvenile delinquency on March 24,
2020, which killed a teenager in Tanjung Priok due to a brawl, cnnindonesia.com.
Juvenile delinquency is adolescent behavior that violates social rules in specific
communities and a deviant attitude and behavior of children (kkbi.kemdikbud.go.id). A
The Effect of Montessori Method Implementation and Classical Learning Method on
Strengthening Children's Character Education (PAUD) Using Flash Cards
Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 5, Mei 2024 2177
child's deviant attitudes and behaviors are not formed suddenly; all behaviors and
attitudes are formed from a long process in each child's life. Apart from parenting, there
is also a relationship between how a teacher conducts class management and the child's
life environment (Hidayat, 2021).
Research Objectives
Based on the formulation of the problem above, the objectives of this study are:
1. To determine the teacher's perception of implementing the Montessori and the
Classical Learning Method using Flash Cards.
2. To determine the effect of different implementations of the Montessori Method and
the Classical Learning Method for strengthening education.
Research Benefits
There are two uses of research, namely theoretical and practical. Theoretical
usefulness (academic use) related to science by the field of study. At the same time,
practical use is related to the application of study results that can be useful for the world
of education, especially for education in early childhood, and can be a reference for
practitioners in aspects of general public life and the religious and educational fields.
Research Methods
Location and Time of Research
The research was conducted at Paud Mitta School, Balikpapan City, East
Kalimantan, and Paramita Buddhist Paud in Tanjung Selor Hilir, North Kalimantan. Both
of these schools are Buddhist schools in Kalimantan. Both places were chosen as objects
because, in learning, both apply the Buddhist ethical system by instilling character
education that values the Buddha's teachings. The research will be carried out from the
beginning of April to the end of May.
Research Design
The research approach is quantitative, with a comparative design or comparative
study. The treatment tried consisted of two types, namely a) in East Kalimantan using the
Montessori Method and b) in North Kalimantan using the Classical Learning Method,
each of which used flash card media in teaching material.
Populasi
Due to the few students in the two schools, 14 students from Paud Mitta School and
ten from Paud Buddhist Paramita. Educators or teachers in each school, there are six
teachers, so the number of teachers is all used as respondents, and the number of children
is the object of research on character education in children, so it can be said to be a sample
of the population. Therefore, the method used is a census.
Data Sources
The data used in this study was sourced from primary and secondary data. Primary
data are obtained from observations by researchers directly at the research location. In
this case, the data obtained from teachers in both schools are calculated. Secondary
(supporting) data is obtained from instruments other than primary data derived from
documents, reports, books, theses, and journals related to the research.
Nindhi Puspita Dewi
Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 5, Mei 2024 2178
Data Collection Techniques
Data collection techniques used include observation and documentation. The data
coque will collect data on ongoing activities, such as how teachers teach and students
learn or play. e each loatwo and teaching activities.
Uji t Independent
Two stages carried out are. honest criteria and 1%.
Wrong Standard
Two Average Value Difference
ng-Writing Populasi 1 Mitta School
raata-raatha populasi 2 buddhis paramita
Population variance
The number of observations
Population variance
The number of observations
Results and Discussion
The results of this study are answers to predetermined problem formulations, which
can be used to strengthen a hypothesis or temporary answer. In the discussion, this chapter
describes the data obtained from the research, based on research conducted at Paud Mitta
School and Paud Buddhist Paramita, presented as questionnaire assessments and student
grades (Khomaeny & Hamzah, 2019). Of the two schools that were the object of research
taken, all the grades of students who followed the learning to the end and had completed
the exams given for the field of character education. The total number who participated
in the activity was 14 from Paud Mitta School and ten from Paud Buddhist Paramita,
attached to the 3rd appendix.
Teachers' Perceptions of Assessment Questionnaires Implementation of Montessori
Method and Classical Learning Method Using Flash Cards
Respondents' perceptions of implementing the Montessori Method and classical
learning methods on strengthening character education in early childhood using flash
cards were analyzed with Likert scales. These two tables listed in Table 4.1 and Table 4.2
prove that implementing the Montessori Method using flash cards produces a very
effective category with a percentage achievement of 82% of expected (100%). These
results are very effective (SE) because they are supported by partial analysis. The
implementation of the Classical Learning Method that uses flashcards has an effective
category (E) with a percentage of achievement of 73% of the expected 100%. These
results are supported by partial analysis. Of the 15 questions for the Montessori method,
The Effect of Montessori Method Implementation and Classical Learning Method on
Strengthening Children's Character Education (PAUD) Using Flash Cards
Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 5, Mei 2024 2179
14 are very effective, one is effective, and for the Classical Learning Method, nine are
very effective, and six are effective. In this comparison, both methods have very effective
categories for applying in each school.
Table 1
Montessori Method Assessment Questionnaire Score Results
Likert Score
Analysis
Score Total
Effectiveness
Rate
% in Capaia
Information
In Total
296
HERSELF
82%
Highly
Effective
Partially Montessori Method
1.
20
HERSELF
83%
Highly
Effective
2.
21
HERSELF
87%
Highly
Effective
3.
18
HERSELF
75%
Highly
Effective
4.
20
HERSELF
83%
Highly
Effective
5.
16
And
67
Effective
6.
19
HERSELF
79%
Highly
Effective
7.
19
HERSELF
79%
Highly
Effective
8.
19
HERSELF
87%
Highly
Effective
9.
21
HERSELF
83%
Highly
Effective
10.
19
HERSELF
79%
Highly
Effective
11.
22
HERSELF
92%
Highly
Effective
12.
20
HERSELF
83%
Highly
Effective
13.
20
HERSELF
83%
Highly
Effective
14.
22
HERSELF
92%
Highly
Effective
15.
19
HERSELF
79%
Highly
Effective
Table 2
Results of the Classical Learning Method Assessment Questionnaire Score
Likert Score
Analysis
Score Total
Effectiveness
Rate
% in Capaia
Information
In Total
263
And
73%
Effective
Partial Classical Learning Method
1.
17
And
71%
Effective
2.
19
HERSELF
79%
Highly
Effective
Nindhi Puspita Dewi
Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 5, Mei 2024 2180
3.
19
HERSELF
79%
Highly
Effective
4.
18
HERSELF
75%
Highly
Effective
5.
17
And
71%
Effective
6.
15
And
62%
Effective
7.
18
HERSELF
75%
Highly
Effective
8.
13
And
54%
Effective
9.
18
HERSELF
75%
Highly
Effective
10.
17
And
71%
Effective
11.
18
HERSELF
75%
Highly
Effective
12.
18
HERSELF
75%
Highly
Effective
13.
14
And
58%
Effective
14.
19
HERSELF
79%
Highly
Effective
15.
18
HERSELF
75%
Highly
Effective
The Effect of Different Implementation of Montessori Method and Classical
Learning Method on Strengthening Character Education
The effect of implementing the Montessori Method and classical learning methods
on strengthening early childhood character education is analyzed by t_Independent
(appendix), whose results are presented in Table 3.
Table 3
Difference in Results Average Value
Nilai
installment-
installment
Montessori
metode
Average
score of
Classical
Learning
Method
Difference
t-count
t
0,05
t
0,01
Information
3,50
3,30
0,20
0,18
2,07
2,82
TN
Table 3 shows a difference in the average score of both learning for the Montessori
and classical learning methods, which is 0.20. It can be known that the t-count is located
in an unreal area with a score of 0.18. The value of character education shows that the
Montessori and classical learning methods can equally increase the strength of character
education.
The Effect of Montessori Method Implementation and Classical Learning Method on
Strengthening Children's Character Education (PAUD) Using Flash Cards
Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 5, Mei 2024 2181
After research and analysis of the data that has been collected, a discussion is
carried out as follows:
Teachers' Perceptions of Assessment Questionnaires for the Implementation of
Montessori Methods and Classical Learning Methods on Strengthening Children's
Character Education Using Flash Cards
Based on the research that has been done, the effect of the implementation of the
Montessori method and classical learning on strengthening character education in early
childhood using flashcards shows that six respondents from Paud Mitta School and six
respondents from Paud Buddhist Paramita resulted in a total score of 296 for the
Montessori Method using flashcards and 263 for the Classical Learning Method. The
score is located in the highly effective (SE) area, with 82% achievement of the expected
100% for the Montessori method, and practical (E), with 73% achievement of the
expected 100% for the Classical learning method. These two total scores are supported
by partial score results, with results of 73% for the Montessori Method and 72% for the
Classical learning method from both expected 100%.
The reason for the influence of the Montessori and classical learning methods on
strengthening character education using flash cards is that it is more exciting and makes
students pay more attention. Students are also trained to be more attentive using
flashcards, which does not make learning boring. This aligns with the opinion (Hamidah,
2020) that The application of pictorial media (flash cards) in early childhood can increase
the value of religious character. This allows students to have grasping power, recognize
roughly delicately, name objects, and recognize numbers and animals because learning
uses flash cards. Thus, there is an increase in the ability to strengthen character education
in early childhood.
The Effect of Different Implementation of Montessori Method and Classical
Learning Method on Strengthening Character Education
Based on research on the effect of different implementations of Montessori methods
and classical learning methods on strengthening character education, there are differences
in average scores. The table shows a difference in the average score for the Montessori
and classical learning methods, which is 0.20. It can be known that the t-count is located
in an unreal area with a score of 0.18. The value of character education shows that the
Montessori and classical learning methods can equally increase the strength of character
education.
The reason for the absence of influence on strengthening character education using
the Montessori and classical learning methods is that learning both pay attention to
children's interests. The Montessori method is. The classical learning method of a teacher
looks significantly dominating in learning and determines all learning activities that will
be carried out. The amount of material to be taught, the order of the subject matter, the
speed at which the teacher teaches, and others are in the hands of the teacher. Some
classical learning methods usually demand high discipline from students, and teachers
have full authority in the classroom to carry out learning activities.
Nindhi Puspita Dewi
Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 5, Mei 2024 2182
Conclusion
Based on the results of the study can be concluded as follows:
1. Based on the Likert scale analysis, the responses of 6 respondents of Mitta School
School resulted in a total score of 296, including in the very effective category with a
percentage of achievement of 82% of expected (100%). Meanwhile, in the Likert scale
analysis, the responses of 6 respondents of Paramita Buddhist school gave a total score
of 263, including the effective category with a percentage of achievement of 73% of
expected (100%). The partial calculation results of the 15 questions asked by each
school were included in the practical category with a percentage of achievement of
73% for the Montessori Method and 72% for the Classical Learning Method than
expected, respectively (100%).
2. The independent t-test showed a difference in character education: an average score of
3.50 for the Montessori Method and 3.30 for the Classical Learning Method, or a
difference of 0.20. This difference is statistically categorized as not real, or there is no
difference between implementing the Montessori Method and the Classical Learning
Method toward strengthening early childhood character education.
The Effect of Montessori Method Implementation and Classical Learning Method on
Strengthening Children's Character Education (PAUD) Using Flash Cards
Jurnal Indonesia Sosial Teknologi, Vol. 5, No. 5, Mei 2024 2183
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