Structural Equation Model for Early Childhood Character Values in Coastal Kindergartens, Indonesia
Structural Equation Model for Early Childhood Character Values in Coastal Kindergartens, Indonesia

Summary/Abstract: Various studies have shown that character values in early childhood in kindergarten develop optimally when instilled early in a positive and consistent environment, influenced by local wisdom, community culture, family roles, and school educational practices. However, no research has specifically explored the development of character value constructs in early childhood in coastal areas. The specific research question of this study is related to the aim of exploring and testing a structural equation model of character values in early childhood in coastal kindergartens. It is hypothesized that character values related to relationships with God, self, others, and the environment contribute to the character development of early childhood in coastal areas. This study used a survey design. The sample size was 191 early childhood children aged 4-6 years from 10 kindergartens in the coastal area of Buton Island, Southeast Sulawesi Province, Indonesia. A four-point Likert-type questionnaire was used as the data collection instrument. The data were then analyzed using SEM. The analysis shows that the character-value construct model has a good fit across various indices and provides strong empirical support for the theoretical model of early childhood character. The findings reveal that all four dimensions are positively and significantly correlated in the structural equation of character values, although the strength of the relationship between each pair of dimensions varies. Practically, the results of this study emphasize the importance of integrating the four dimensions of character values into the curriculum and learning in coastal kindergartens. Educators need to create a learning environment that is positive, consistent, and aligned with local culture. These findings also form the basis for the formulation of contextual and inclusive early childhood character education policies.

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