Abstract/Notes: Penelitian ini bertujuan untuk mengetahui manajemen pendidikan karakter yang meliputi 1) perencanaan, 2) pengorganisasian, 3) pengarahan dan pelaksanaan, 4) evaluasi dan pengendalian, 5) faktor pendukung serta 6) faktor penghambat di SD Montessori. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Teknik pengumpulan data dengan wawancara mendalam, observasi partisipatif, studi dokumentasi. Data dianalisis secara deskriptif kualitatif melalui tahapan pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: 1) perencanaan manajemen pendidikan karakter pada kurikulum, pendidik, pembiayaan peserta didik, sarana dan prasarana, pembiayaan pendidikan; 2) pengorganisasian manajemen pendidikan karakter pada pelatihan guru baru, pengarahkan para guru, kesempatan bagi guru atau staf untuk berpartisipasi dalam memberikan sumbangan pikiran, mengikutsertakan yayasan, guru, staf dan komite sekolah dalam membuat perencanaan manajemen, memberikan nasehat dan arahan yang benar; 3) pelaksanaan manajemen pendidikan karakter sesuai dengan perencanaan dengan apparatus dan pendampingan dari guru; 4) evaluasi manajemen pendidikan karakter dengan melihat kemandirian dan keberanian, pembuatan project, berperilaku santun; 5) faktor pendukung meliputi kegiatan di luar sekolah bermasyarakat, kegiatan ektrakurikuler, peraturan untuk tidak memakai atribut keagamaan selama di sekolah, sarana dan prasarana sekolah, pendidik yang ramah dan perhatian, kegiatan sosial dan kerjasama dengan sekolah lain; 6) faktor penghambat pendidikan karakter pada Jogjakarta Montessori School yaitu kurangnya kerjasama orang tua siswa dalam menanamkan nilai kedisiplinan, tanggungjawab, menghargai prestasi, dan rasa ingin tahu. [This study aims to determine the management of character education which includes 1) planning, 2) organizing, 3) directing and implementing, 4) evaluation and control, 5) supporting factors and 6) inhibiting factors in SD Montessori. This research use desciptive qualitative approach. Data collection techniques are in-depth interviews, participatory observation, and documentation studies. Data were analyzed descriptively qualitatively through the stages of data collection, data reduction, data presentation, and drawing conclusions. The results showed that: 1) character education management planning in the curriculum, educators, student funding, facilities and infrastructure, education financing; 2) organizing character education management on new teacher training, directing teachers, opportunities for teachers or staff to participate in contributing ideas, involving foundations, teachers, staff and school committees in making management plans, providing correct advice and direction; 3) implementation of character education management in accordance with planning with apparatus and mentoring from teachers; 4) evaluation of character education management by looking at independence and courage, making projects, behaving politely; 5) supporting factors include activities outside of school in the community, extracurricular activities, regulations not to use religious attributes while at school, school facilities and infrastructure, friendly and caring educators, social activities and collaboration with other schools; 6) the inhibiting factor for character education at Jogjakarta Montessori School is the lack of cooperation between parents in instilling the values ​​of discipline, responsibility, respect for achievement, and curiosity.]

Language: Indonesian

DOI: 10.30738/mmp.v2i2.5072

ISSN: 2622-3694

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Abstract/Notes: This study examined the nature of circle time within early childhood Montessori classrooms in the United States of America. We explored literature pertaining to the history and development of circle time as well as circle time research in preschool and kindergarten settings. Unable to find writings or research specific to Montessori circle time practices, we crafted a 30-question survey for early childhood Montessori teachers to determine basic information about their circle time approaches. The survey asked participants about demographic information, circle time logistics, circle time activities, reactions to circle time, planning and preparation, and the morning work cycle. Using social media and direct emails, we gathered over 300 responses from 50 states and the District of Columbia; a total of 276 participants completed the full survey. Results focused on five different areas: time - the frequency, duration, and scheduling of circle time; attendance - who joined circle time and for how long; teacher preparation - participants’ training and planning approaches; circle time programming - the most common and popular activities; the morning work cycle – its relation to circle time. Results revealed that 92% of survey participants have circle time every day or most days; most participants hold circle time as the last event of the morning for generally 20 minutes or less; the most common circle time events were show and tell, calendar work, vocabulary lessons, Grace and Courtesy lessons, read aloud discussions, dancing and movement, snack time, general conversation, read aloud (stories), and birthday celebrations. Most participants had a work cycle that lasts less than three hours. This study promotes reflection on the importance and meaning of circle time in Montessori classrooms in relation to its apparent absence in Dr. Montessori’s writings.

Language: English

Published: River Falls, Wisconsin, 2021

Language: English

ISSN: 1354-1498

Language: English

ISSN: 0010-700X

Abstract/Notes: Ziel des vorliegenden Buches ist es, an den Gegenwartsproblemen der Pädagogik die Aktualität des Montessori-Modells zu belegen: Schulprobleme von heute können durch Vorschulpädagogik so vorentschieden werden, dass Lernschwierigkeiten in der Schule weitesgehend vermieden werden können.

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 2007

Edition: 14th revised ed.

ISBN: 3-451-27347-0 978-3-451-27347-6

Abstract/Notes: Ziel des vorliegenden Buches ist es, an den Gegenwartsproblemen der Pädagogik die Aktualität des Montessori-Modells zu belegen: Schulprobleme von heute können durch Vorschulpädagogik so vorentschieden werden, dass Lernschwierigkeiten in der Schule weitesgehend vermieden werden können.

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 2004

Edition: 13th ed.

ISBN: 3-451-27347-0 978-3-451-27347-6

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 1977

Edition: 1st ed.

ISBN: 3-451-17867-2 978-3-451-17867-2