Character Education Through Frottage Art Activities: A Case Study at Permata Nusantara Kindergarten

Abstract

This study aims to analyze the implementation of character education through art activities using the rubbing (frottage) technique among early childhood learners at Permata Nusantara Kindergarten, Tapos District, Depok City. The study employed a descriptive qualitative approach with a case study design. Data were collected through observations of art learning activities, interviews with the school principal and teachers, and documentation of learning activities and children’s artworks. The data were analyzed through the stages of data condensation, data display, and conclusion drawing, while the credibility of the findings was strengthened through source and technique triangulation. The findings show that character education was reflected in a number of observable behaviors throughout the learning process, beginning with the preparation of tools and materials, teacher demonstrations, tracing and rubbing activities, shared use of materials, completion of artworks, and classroom clean-up activities. Discipline was evident when children listened to instructions and followed the sequence of activities; responsibility and independence were demonstrated when children used, returned, and reorganized art materials; patience and carefulness emerged during the rubbing process; cooperation was observed when children took turns using shared materials; and self-confidence was shown when children presented their artworks to teachers and peers. In addition, frottage activities provided opportunities for children to explore colors, shapes, textures, and ideas through artistic expression. These findings indicate that frottage can be utilized as an enjoyable alternative art-learning activity that integrates creative experiences with the habituation of positive character behaviors in early childhood.