PERAN GURU DAN ORANG TUA DALAM MENANAMKAN KECERDASAN SPIRITUAL ANAK USIA DINI TK KRISTEN 1 KOTAMOBAGU

Abstract

Spiritual intelligence is a fundamental aspect of early childhood development as it serves as the foundation for character formation, moral values, and social behavior. The successful development of children's spiritual intelligence depends not only on teachers at school but also on active parental involvement within the family environment. This study aims to analyze the roles of teachers and parents, the forms of collaboration between them, and the supporting and inhibiting factors in fostering spiritual intelligence among early childhood learners at TK Kristen 1 Kotamobagu. A qualitative case study approach was employed. Participants consisted of the principal, classroom teacher, and parents selected through purposive sampling. Data were collected through in-depth interviews, observations, and documentation and analyzed using the Miles, Huberman, and Saldaña interactive model involving data reduction, data display, and conclusion drawing. Data credibility was ensured through source and technique triangulation. The findings reveal that teachers function as role models, facilitators, mentors, motivators, and evaluators in developing children's spiritual intelligence through daily prayers, Bible storytelling, spiritual songs, exemplary behavior, and character reinforcement. Parents reinforce spiritual habits through family worship, prayer, role modeling, and intensive communication with children. Teacher-parent collaboration is implemented through regular communication, alignment of spiritual education programs, parental participation in school activities, and periodic evaluation of children's development. Supporting factors include teachers' commitment, a religious school culture, family support, and effective communication, while inhibiting factors involve parents' limited time, differences in understanding spiritual education, and inconsistent implementation of spiritual practices at home. This study proposes a school-family collaboration model emphasizing exemplary behavior, communication, habituation, and continuous evaluation as an effective strategy to strengthen early childhood spiritual intelligence.