Implementing Character Values to Learners in Didikan Subuh Program

This study aims to determine whether character values can be instilled in students through the dawn education program. This study uses a combined method of qualitative and quantitative (explanatory mixed method design). Qualitative data sources were taken from twenty informants through in-depth interviews who were selected using purposive sampling. While quantitative data was taken to fifty-four students who were selected using simple random sampling technique. Interview data with informants were analyzed thematically using four steps (data collection, data reduction, data presentation and conclusion drawing). Furthermore, quantitative data were analyzed descriptively using SPSS 21. Overall, the results of the analysis of the two stages of this study showed that there were fifteen-character values in the dawn education program for students. The fifteen-character values are: i) religious, ii) discipline,


INTRODUCTION
In the Law on the National Education System Number 3 of 2003, there are nine goals of National Education including developing the potential of students to become human beings who believe and are devoted to God Almighty, have a noble character, are healthy, knowledgeable, capable, creative, independent, and become a democratic and responsible citizen (Hasanah et al., 2019).

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Islamic character, the discussion in this paper is supported by the results of research and literature review that begins with understanding an idea of character development, then an understanding of the importance of inculcating character values through the Dawn Education Program.
Referring to the research that has been done previously, the Subuh Education Program has been widely studied by researchers such as (Harto, n.d.;Putra et al., n.d.;Sabrina et al., 2022) the researchers above only focused on the problem of character building in students in dawn education. Meanwhile, research that specifically discusses the process of inculcating character values in dawn education activities has not been found. Therefore, the basic difference from the research that the author will do with previous research is to discuss how the teacher's strategy in instilling character values in the dawn education program at the Air Tawar Barat Village Mosque, North Padang District, Padang City.

METHODS
This research uses qualitative methods with a case study approach (Agusti et al., 2018;Greenwood, 1993;Gustafsson, 2017;Murniyetti et al., 2016;Mutathahirin et al., 2022;Purwaningrum, 2021). According to (Elkhaira et al., 2020;Engkizar et al., 2022;Kasmar et al., 2019;Suherman et al., 2021;Syafril et al., 2021) the selection of informants must meet four criteria, namely being active in the field being researched, having competence related to the problems being studied, being willing to take the time to provide information to researchers, and honestly providing information in accordance with the facts that occur in the field.
In this study, the data sources were taken to twelve informants through in (depth interviews). This data aims to find information related to the character values of students in the dawn education program. Intake of the author's informants determined through purposive. All interview data were analyzed thematically using the Miles & Huberman method, namely data collection, data reduction, data presentation and conclusion drawing (Warsini et al., 2020).
After the interview was completed, all informants were taken, then the interview data transcript process was carried out to then take the themes according to the objectives and needs of the research data. According to (Clarke & Braun, 2018;Hasanah et al., 2019;Herzog et al., 2019;Neuendorf, 2019;Sivakumar, 2020;Terry et al., 2017;, thematic analysis is one of the analytical techniques that can be used by researchers in analyzing the results of interviews so that they can be seen clearly and easily understood by readers.

RESULT AND DISCUSSION
Based on the results of interviews with twelve informants, there are fifteen important themes related to character values that can be instilled in students through the dawn education program. The fifteen characters are i) religious, ii) disciplined, iii) self-confident, iv) hard work, v) cooperation, vi) responsibility, vii) honest, viii) courtesy, ix) tolerance, x) independent, xi) curiosity, xii) friendly, xiii) peace-loving, xiv) environmental care, and xv) social care. A more detailed description of character values in the dawn education program can be seen in Figure 1 below:

Fig 1. Character values in the dawn education program
To make it look interesting, the fifteen-character values that the authors found in this study, will display a description of excerpts from interviews with informants. The description that the author presents is in the form of a short statement from the informant, even though the quote is in the form of a slightly different language editorial, but the intent and purpose is more or less the same. The excerpts of the interview with the informant are as follows.
First, (religious) two of the twelve informants stated that there were values of religious character embedded in students in the dawn education program. This theme was stated by the informant as excerpted from the interview below: ...at this dawn education I got used to being obedient to praying and reading the Quran (informant 1), ...here I learned to obey religious teachings (2).
Second, (discipline) three of the twelve informants stated that there was a disciplinary character value embedded in students in the dawn education program. This theme was stated by the informant as excerpts from the interview below: ...I learned discipline towards time on this dawn education agenda (informant 5), ...when every dawn education agenda was held I was always disciplined to wake up at dawn (6),.. For me, the dawn education agenda teaches respect for time so that I am always disciplined to get up early (7).
Third, (confident) four of the twelve informants stated that one of the many character values for students in the dawn education program is self-confidence. This theme was stated by the informant as excerpts from the interview below: ...this dawn education program made me confident to appear in public (informant 10), ...here I learned to be brave to appear in front of the crowd so that a sense of self-confidence (11) Tenth, (independent) two of the twelve informants stated that they were independent, including character values for students in the dawn education program. This theme was stated by the informant as quoted from the interview below: ...I as a teacher tried to instill independent values into students by telling them to come forward on their own without being assisted by other friends (informant 7), ...in my subuh education program always tried to be independent to prepare my best Quran reading to be displayed in front of teachers and friends (8). Eleventh, (curiosity) two of the twelve informants stated that curiosity is a character value that can be instilled in the dawn education program. This theme was stated by the informant as quoted from the interview below: .

..at the beginning of the dawn education I really wanted to feel what it was like to stand up and read the Quran verses to my teacher's friend (informant 8), ...for me the dawn education was a place to see what the audience looked like. best of my friends (curiosity) (9).
Twelfth, (friendly) three of the twelve informants stated that one of the character values for students in the dawn education program is friendly character. This theme was stated by the informant as quoted from the interview below: .

..I feel that I have made many new friends and friends by participating in this dawn education program (informant 1), ...for me, participating in this dawn education program has made me know a lot of friends and new friends (2), ...I feel that I get to know many new friends every time I join this dawn education program (3).
Thirteenth, (peace-loving) two of the twelve informants stated that the character value embedded in students in the dawn education program is peace-loving towards others. This theme was stated by the informant as excerpted from the interview below: ...here I can learn how to respect others in speaking and also how to love each other peacefully towards teachers and friends (informant 2), ...as a teacher I try to instill a peace-loving attitude for all students here (10). Fourteenth, (care for the environment) three of the twelve informants stated that one of the character values towards students in the dawn education program is caring for the environment. This theme was stated by the informant as quoted from the interview below: During the dawn education program I learned to respect other people and care about the condition of the environment around me. .. (informant 7), ...every time there was trash around my seat then I always clean and throw it away so that the surrounding environment becomes clean (8), ...in this dawn education program I always pay attention to friends who come forward... (9). Fifteenth, (social care) two of the twelve informants stated that social care was one of the character values towards students in the dawn education program. This theme was stated by the informant as quoted from the interview below: ...every time I follow the dawn education agenda I always set aside a little of my pocket money to be donated to help people in need (informant 4), ...for me as one of the teachers here I try to pay attention to all the conditions of students during this dawn education program (5).
Based on the results of previous interviews related to character values for students in the dawn education program, in this study it can be seen that the dawn education program is very helpful for teachers in instilling character values in students. The results of this study 75 actually found fifteen-character values that could be embedded in students in the dawn education program (Ahmed et al., 2020;Saleh et al., 2021).
The dawn education program that has been implemented in various mosques and prayer rooms in Air Tawar Barat Village, North Padang District, Padang City also has a positive impact on students and parents. This can be seen from the many character values of students in this dawn education program if the students follow them seriously. Among these character values are religious, disciplined, self-confident, hard work, cooperation, responsibility, honesty, courtesy, tolerance, independence, curiosity, friendship, peaceloving, environmental care and social care (Nche et al., 2019;Novita et al., 2019).
For example, the value of religious character, if analyzed the first character value can be instilled in students through the dawn education program, namely religious or religious values. Because during the dawn education program students are taught how to read the correct call to prayer, how to read and write the Quran with correct recitation, how to read prayers, and read readings in prayer (Anggraini & Isnarmi, n.d.;Pendidikan et al., 2022). The next character value, for example, is related to discipline, according to some informants, one of the character values embedded in students through the dawn education program is the value of discipline. This is because in the dawn education program students are trained to wake up at dawn (Santoso & Jeldi, n.d.). This becomes a positive habit for students to be disciplined about their time.
Then the character values of students in the dawn education program are also embedded with self-confidence. Confidence is needed by students to be able to develop the potential that exists in themselves (Qoyyimah, 2016;Saregar et al., 2019;Saripudin et al., 2021;Tanjung & Amelia, 2017). Because a student who is used to speaking and performing in front of others can increase his confidence and courage. According to  self-confidence is an attitude or belief in one's own abilities, so that when taking action you don't feel anxious too often. Through the dawn education program, students can also grow a sense of hard work. According to (Fenty Sulastini & Moh. Zamili, 2019) hard work is an effort or endeavor to do or do something seriously to achieve a predetermined target. So one way to instill a hard working attitude for students is through this dawn education program (Marini et al., 2019;Tull & Medrano, 2008).

CONCLUSION
Based on the data analysis that has been described previously, it was found that fifteen-character values can be embedded in students through the dawn education program at the mosque in Air Tawar Barat Village, North Padang District, Padang City. The fifteencharacter values are religious values, discipline, self-confidence, hard work, cooperation, responsibility, honesty, courtesy, tolerance, independence, curiosity, friendship, peaceloving, environmental care and social care.