Webinar Sosialisasi Kebijakan dan Implementasi Tes Kemampuan Akademik (TKA) Jenjang SD

Name: Webinar Sosialisasi Kebijakan dan Implementasi Tes Kemampuan Akademik (TKA) Jenjang SD
Uploaded: 2026-02-03T04:49:18.000Z
Duration: 4 h 32 min 27 s

Seven Extraordinary Habits of Indonesian Children

Introduction to the Seven Habits

The video introduces the concept of seven extraordinary habits that contribute to strong personal character among Indonesian children.

Emphasizes collective action in practicing these habits, highlighting the importance of being part of a great generation.

Detailed Breakdown of Each Habit

1. Waking Up Early

Encourages waking up early to start the day fresh and energetic, allowing for productive activities.

2. Religious Practices

Stresses the importance of prayer and worship as a means to strengthen one's relationship with God.

3. Regular Exercise

Highlights exercising as essential for maintaining health and energy levels, especially before school.

4. Healthy Eating

Advocates for nutritious meals to ensure children have enough energy for their daily activities.

5. Love for Learning

Promotes a passion for learning, emphasizing that knowledge is crucial for understanding various aspects of life.

6. Community Engagement

Discusses the value of helping others within the community, fostering cooperation and support among peers.

7. Early Bedtime

Recommends going to bed early to ensure readiness and enthusiasm for the next day's challenges.

Conclusion: Building Strong Character

Reinforces that these seven habits are foundational in developing strong personal character traits in children.

Introduction to the Academic Ability Test (TKA)

Opening Remarks by Bapak Salim Somad

Bapak Salim Somad introduces the session, highlighting his previous role as Kepala Balai Pengelolaan Pengujian Pendidikan before becoming head of Pusmendik.

He greets attendees with various salutations and acknowledges the presence of distinguished guests from different educational sectors.

Expresses gratitude to Allah for enabling the gathering for the TKA socialization event.

Purpose and Importance of TKA

The TKA is designed to assess academic achievement in a standardized manner, crucial for reporting student performance.

It aims to provide four main objectives:

Standardized information on student academic achievements.

Ensuring access for non-formal and informal education students to equivalent learning outcomes.

Enhancing educators' capacity in developing assessments.

Offering insights into students' strengths and weaknesses academically.

Strategic Role of Socialization Activities

The socialization activity is vital for ensuring all stakeholders, especially school leaders and teachers, understand:

The goals and policies surrounding TKA.

Assessment scope and characteristics at the elementary level.

How TKA results can be utilized for continuous improvement in classroom learning.

Call for Active Participation

Emphasizes that successful implementation of TKA relies on shared understanding among educational institutions and collaboration among all parties involved.

Encourages participants to engage actively during the socialization process by asking questions or providing constructive feedback.

Registration Statistics

As of January 30, 2026, approximately 2.9 million students have registered for TKA, comprising about equal numbers of male (1.5 million) and female (1.4 million) participants.

Official Opening of TKA Socialization

Conclusion by Bapak Salim Somad

Concludes his remarks wishing success for the socialization event aimed at enhancing basic education quality across Indonesia.

Officially opens the session with a prayerful statement invoking blessings upon attendees.

Transition to Ibu Wati's Presentation

Introduction by Ibu Wati

Ibu Wati begins her segment after acknowledging Bapak Salim's opening remarks with a light-hearted response through a pantun (traditional poem).

Overview of Academic Ability Test Implementation

She notes that many are already familiar with TKA since its launch last June; it has gained significant attention following its implementation at higher education levels in November.

Key Points on Registration Process

Discusses registration details emphasizing its importance in standardizing individual student recognition by government authorities based on objective criteria.

Understanding Academic Achievement Assessment in Indonesia

Challenges for High School Graduates

Recent high school graduates in Indonesia face challenges when transitioning to higher education, both domestically and internationally. Clarification of academic achievements is necessary to determine their standing compared to peers across different schools and regions.

Since 2020, standardized services for assessing academic performance have been unavailable, leaving diplomas and report cards as the primary means of evaluation. These documents reflect assessments from individual educational institutions, complicating comparisons.

Introduction of TKA (Tes Kemampuan Akademik)

The introduction of TKA aims to provide a standardized assessment of academic achievement, offering reports on individual student performance based on government standards through a fully computerized system.

Starting in 2026, TKA scores will be utilized for new student admissions via merit-based pathways in public schools at various levels (SD to SMP or SMA).

Equivalence Testing and Quality Mapping

TKA also serves as an equivalency test for students from non-formal education backgrounds seeking recognition equivalent to formal education outcomes.

Results from TKA can represent educational quality across regions and institutions, facilitating quality mapping and subsequent improvements in learning processes.

Role of Educational Institutions

While TKA provides valuable information about individual student achievements against national curriculum standards, it does not replace existing evaluations conducted by educational institutions regarding graduation criteria.

The comprehensive assessment of students' competencies should still be carried out by teachers using diverse methods beyond just academic results.

Focus Areas: Language and Mathematics

The focus on Indonesian language and mathematics within the TKA framework stems from their foundational role in developing literacy and numeracy skills essential for further learning and daily life engagement.

Registration for the TKA opened on January 19th with positive responses noted among educators who are updating student data accordingly.

Preparation for Implementation

Schools must ensure that student data is updated correctly before registration deadlines; otherwise, they risk missing out on participation opportunities.

A simulation phase is planned to test the functionality of systems without involving students initially but ensuring infrastructure readiness ahead of actual testing dates.

Final Preparations Ahead of Testing

A rehearsal period is scheduled from March 9th to March 17th coinciding with Ramadan. Participation from students during this time is crucial despite potential scheduling conflicts due to holidays.

The goal is to assess network capacity under full load conditions during the actual testing process while ensuring all technical preparations meet participant needs effectively.

Timeline and Implementation of TKA for SD and SMP

Overview of TKA Scheduling

The schedule for the TKA (Ujian Akhir) differs between SMP (Junior High School) and SD (Elementary School), with a unified timeline from March 9 to 17 allowing both levels to participate.

The TKA for SD/MI is scheduled from April 20 to 30, providing a lengthy window for completion, aiming for high success rates similar to previous years where over 97% completed on time.

Contingency Planning

In case of issues during the main schedule, a supplementary period is set from May 11 to 19, addressing potential internet disruptions or power outages.

Results will be announced on May 26, ensuring they align with the new student admission system for the academic year 2026-2027.

Data Synchronization Process

Kemendikdasmen will synchronize data from educational institutions verified in Dapodik as students enrolled in semester two of the academic year 2025-2026.

Schools must confirm whether students listed as grade six will participate in TKA; templates are provided for those opting out, which must be documented.

Documentation Requirements

Schools need to retain signed forms from parents indicating their child's non-participation in TKA as proof against future disputes regarding registration status.

It’s crucial that only those not participating fill out these forms; this documentation serves as evidence if any issues arise later during registration or event days.

Nomination and Confirmation Process

After all procedures are followed, a preliminary nomination list will be generated. This requires verification of student biodata since it appears on TKA certificates.

Once confirmed, school heads will issue accountability letters leading to final nominations and participant cards being issued through the dashboard.

Current Registration Status

As of now, there are approximately 140,541 schools that have imported student data; about 704,528 participants have been recorded with some opting out.

Currently, around 99.6% participation is expected until February 28's deadline while schools assess their readiness for either full online or semi-online testing formats.

Technical Issues Encountered

There were technical difficulties during discussions about policy philosophy related to TKA implementation and community enthusiasm towards it. Efforts were made to reconnect with key speakers who had previously shared insights on these topics.

TKA Registration and Implementation Overview

Importance of TKA Registration

Over 99% of students have registered for the TKA (Ujian Akhir Sekolah) at the elementary school level, indicating strong participation.

The Directorate of Elementary Schools has provided regulations and socialization to educational authorities and schools through various communication channels since December 2025.

Technical Preparations for TKA

Emphasizes the importance of conducting simulations to test network capacity before actual implementation, ensuring all students can log in successfully.

Clarifies that TKA registration involves considerations about infrastructure—whether it will be conducted independently or shared among schools, with a total of 16 sessions planned for elementary schools.

Session Structure and Scheduling

Each computer can serve up to 16 students across different sessions, allowing efficient use of resources; five computers can accommodate 80 students without needing additional facilities.

Describes the two-day schedule where students will take numeracy tests on day one and language tests on day two, with specific timings set according to Indonesian time zones.

Testing Logistics

Each testing day consists of four sessions tailored for different regions in Indonesia, starting at designated times based on local time zones.

The fourth session is not offered in Eastern Indonesia due to timing constraints, aiming for manageable scheduling within existing educational infrastructures.

Resources Available for Students

A dedicated platform is available online where educators can access practice questions related to TKA by searching "ayo coba TKA."

This platform allows students to familiarize themselves with question formats and types they will encounter during the actual assessment.

Familiarization with Question Formats

Provides an example question format involving data interpretation from a graph, highlighting common pitfalls such as misinterpreting true/false statements.

Encourages consistent practice using the platform so that students become comfortable with answering styles required during assessments.

Assessment Preparation Insights

For each subject area in SDNI (Sekolah Dasar Negeri Internasional), there are 30 sample questions mirroring those that will appear in the actual TKA exam.

Stresses that while actual test questions may vary, their cognitive levels and difficulty should align closely with what students experience during practice sessions.

This structured overview provides a comprehensive understanding of the key points discussed regarding TKA registration and implementation strategies.

Connection Issues and Updates on TKA

Connection Problems

The connection was interrupted, likely due to weather conditions in Indonesia, particularly Jakarta. Participants are asked to wait for Ibu Wati to rejoin.

Engagement with Audience

Viewers are reminded to interact by clicking the chat column for questions that will be discussed after Ibu Wati's session. They are also encouraged to like, comment, and subscribe to the Directorate of Elementary Education channel.

Social Media Information

The audience is informed about following the Directorate of Elementary Education's social media accounts on platforms like Instagram, TikTok, and Facebook for updates regarding TKA (National Assessment).

Importance of TKA Simulations

Ibu Wati previously emphasized the importance of conducting simulations for TKA to ensure smooth execution during assessments.

Key Insights from Ibu Wati’s Presentation

Foundation Subjects in Assessments

Bahasa Indonesia and Mathematics are highlighted as foundational subjects critical for literacy and numeracy achievements among students.

Technical Difficulties Resolved

After technical issues were addressed, Ibu Wati resumed her presentation focusing on collaboration needed for successful implementation of TKA in April.

Discussion on Integration of TKA and ANBK

Questions from Participants

A significant number of questions have been received regarding the integration of TKA with ANBK (National Assessment). Over 400 inquiries were clustered for discussion.

Clarification on Participant Criteria

It is confirmed that both TKA and ANBK participants will be final-year students (Grade 6). Legal frameworks supporting this integration have been established.

Details on Implementation Timing

Assessment Execution

The assessments will occur simultaneously; when students take Bahasa Indonesia or Mathematics tests, they will also encounter relevant literacy and numeracy questions integrated within those subjects.

Future Assessments Structure

There will not be a separate AN assessment for Grade 5; instead, all evaluations will occur once in April encompassing both national assessment results and TKA outcomes.

Policy Discussion Regarding Participation

Voluntary Nature of TKA

While participation in TKA is not mandatory, schools must facilitate it if students wish to participate. If no students enroll due to its voluntary nature, there won't be repercussions at an individual level but may affect school performance reports later.

Changes in AN Participation and TKA Relevance

Impact of TKA on AN Participation

The participants for the Assessment Nasional (AN) are no longer determined centrally; registration for TKA (Ujian Sekolah) is voluntary. If no students register, there will be no participants for AN.

For elementary schools with more than 30 sixth-grade students, it is expected that 30 students will register for TKA to participate in AN. Schools with fewer than 30 students must have at least 85% participation to be considered adequate.

The educational report may not be published if participation is low, but this does not affect individual student outcomes.

Questions Regarding TKA's Role in Future Education Levels

Many questions arise about the relevance of TKA scores for future education levels, particularly concerning zoning and selection processes.

According to a circular from the Director General of Basic and Secondary Education, TKA can be used as a criterion for admission through merit-based pathways.

Special Considerations in Implementation

In areas affected by natural disasters, such as Aceh or Sumatra, the focus may shift from TKA to recovery efforts. Thus, using TKA scores is optional under these circumstances.

The implementation of TKA has been communicated clearly through official channels and is intended primarily for merit-based admissions.

Oversight and Communication Channels

Determining Supervisors for TKASD

Questions were raised about who determines supervisors for TKASD across institutions. School heads can propose teachers as supervisors; however, they cannot supervise their own school.

The local education office decides which proposed supervisors will oversee different schools based on various considerations including distance.

Addressing Technical Issues During Implementation

Schools experiencing difficulties or needing technical assistance during the implementation of TKA should contact designated help desks at various administrative levels: district, provincial, and central offices.

A ticketing system will manage inquiries submitted by schools regarding issues faced during the assessment process.

This structured summary captures key discussions around changes in assessment participation criteria and oversight mechanisms while providing timestamps linked directly to relevant sections of the transcript.

What Are the Key Differences Between AN and TKA?

Overview of Assessment Implementation

The implementation for AN (Assessment Nasional) can be adapted for TKA (Ujian Akhir Sekolah), with no significant changes required.

In TKA, schools may have more than 30 students participating, unlike AN which limited participation to 30 students.

Educators are experienced in handling technical challenges during assessments, ensuring a smooth execution.

Final Thoughts from Ibu Wati

Ibu Wati apologizes for technical difficulties experienced during the webinar, emphasizing that such issues can occur even at central offices.

She highlights two types of tests: academic performance assessments for students and self-assessments for stakeholders regarding honesty and integrity.

Challenges During TKA Execution

Instances of unexpected behavior were noted during TKA, including students live-streaming on TikTok, either to showcase their role or to record exam questions.

It is crucial not to let testing become one-dimensional; while student performance is assessed, stakeholders must also reflect on their integrity.

Importance of Honesty in Assessments

Participation in TKA is voluntary; thus, it’s essential that all students engage willingly and responsibly.

The slogan "Honest and Happy" should resonate with participants as they prepare for the assessment process.

Registration Process and Data Validity

Registration Details

The registration period for TKA runs until February 28, 2026. Participants must ensure their data is valid before registering.

Data Requirements

Valid data is necessary for registration; if a student's data is categorized as 'residual' or invalid due to duplication or lack of NSN (Nomor Statistik Nasional), they cannot register.

Each student must have a unique NSN linked to one educational institution only; any duplication will render the data invalid.

Big Data Management in Education

Overview of Residual Data Handling

The residual data will not be sent to Pusmendik, preventing students with invalid data from registering for TKA.

Big data management configuration includes various educational data sources such as PDKT, Dapodik, and EMIS; Dapodik is primarily used for data entry by the Ministry of Education.

Data Integration Process

After entering data into Dapodik, it is sent to Pusdatin for integration with other sources like EMIS and Dukcapil.

Duplicate entries may occur if a student's information is entered at multiple schools; this will only be identified during the integration process.

Validating Educational Data

Only validated data becomes the primary educational dataset that can be utilized for development programs, including TKA registration.

Invalid entries must undergo verification and validation by educational operators before they can participate in TKE.

Importance of Accurate Documentation

Data discrepancies between documents (like family cards or birth certificates) and central Dukcapil records lead to residual population issues that need resolution.

Students without an NISN must ensure their documentation aligns with Dukcapil records to apply for NISN issuance.

Registration Timeline and Requirements

The final registration deadline is February 28; however, all necessary corrections must be completed by February 27 to ensure timely processing.

Corrections made after February 27 risk missing the submission window due to the four-hour update cycle from Pusdatin to Pusmendik.

Types of Residual Student Data

There are four types of residual student data:

Empty NSN: Students either lack an NSN or have one not recorded in the system.

Duplicate Entries: Instances where a student is registered at multiple institutions or where one NSN is associated with multiple students.

Data Management Issues in Student Records

Duplicate NSN and NIK Entries

Some students have duplicate National Student Numbers (NSN) due to incorrect data entry, leading to the creation of new NSNs.

Instances arise where one National Identification Number (NIK) is recorded across multiple educational institutions because of repeated data entry without proper data retrieval.

Duplication issues can occur with both identical and different student records, often stemming from errors in entering the NIK.

Data Matching Challenges

Unlike teacher data, which is matched directly with central population registry (Dukcapil), student data does not undergo immediate matching during entry but is verified later through a validation process (verval PD).

The absence of real-time matching means discrepancies may only be identified post-entry, revealing mismatches between entered data and Dukcapil records.

Addressing Residual Population Data

Accurate recording of students' residential information is crucial for correcting residual population data; changes must reflect the correct village or sub-district.

Educational institutions can request new NSNs for students lacking them or claim existing NSNs that do not match official documents.

Updating Identity Data

Students whose identity information does not align with Dukcapil records must update their details as a prerequisite for obtaining an NSN.

Resolving issues related to duplicate NSNs and ensuring accurate identity records are essential steps in managing student documentation effectively.

Utilizing Verval PD for Data Correction

Schools can access the Verval PD application to view lists of students categorized under residual issues, including those without valid NSNs or mismatched population data.

For instance, if a student's record shows an empty NSN field but matches Dukcapil's other identifiers, it indicates eligibility for an NSN issuance upon correction.

Steps for Correcting Student Records

Operators must first rectify discrepancies in key personal details such as name and birthdate before applying for an NSN through Verval PD’s identity correction feature.

Historical processes allowed some students to receive an NSN despite mismatched records; however, current regulations require alignment with Dukcapil standards since 2020/2021.

Data Matching Challenges in Dukcapil

Identifying Data Mismatches

The data mismatch occurs when personal information such as birth date, mother's name, and gender do not align with Dukcapil records, resulting in a 0% match.

If the NIK (Nomor Induk Kependudukan) is not found in Dukcapil, other variables cannot be matched either.

Handling Identity Residue

Operators at educational units can address identity residue issues using the VALPD application to edit identities.

The Verval PD application provides an "edit identity" feature for correcting discrepancies with central Dukcapil data.

Steps for Data Correction

After selecting a student’s data for correction, operators fill out a change form that includes old and new data fields.

All required fields must be completed before clicking the validation button to check data consistency.

Validation Requirements

A validation index above 75% is necessary to submit identity corrections; if below this threshold, updates cannot proceed.

Corrections can only be made if the submitted data matches central Dukcapil records without needing additional approval.

Addressing Duplicate Data Issues

Types of Duplicate Records

Duplicate records may include cases where both entries are active or one is active while the other is inactive.

Instances exist where one NISN (Nomor Induk Siswa Nasional) is shared between different students, often seen with twins.

Resolving Duplicates

Resolution depends on the specific condition of duplicate records; schools must determine which record to retain based on student participation in learning processes.

Features for Managing Duplicates

The Verval PD application offers features to remove duplicate student entries from databases effectively.

Process for Removing Duplicates

To initiate removal, operators input relevant details like NPSN and NSN from previous schools along with student identification information.

Submission Process for Data Validation

Uploading and Validating Data

Users must click the red button to submit their uploaded documents, which will then be sent to Pusdatin for validation.

If data shows duplication with one active and another inactive record, a merger can be performed after confirming all relevant variables (NIK, name, birth details).

Merger conditions require that both records have the same educational level; higher levels in inactive records prevent merging.

Handling Duplicate NSNs

In cases where one NSN is used by multiple students, a new NSN must be requested for one of the students through coordination with local education authorities.

Communication regarding NSN issues occurs via WhatsApp groups between Pusdatin and local education staff.

NSN Issuance Mechanisms

Different Processes Based on Educational Levels

For fully matched data (100% aligned with Dukcapil), an NSN can be issued automatically for early education levels (PAUD to grade 6).

For advanced levels (grade 7 and above), schools must submit requests along with previous diplomas as documentation.

Editing Existing NSNs

Changes to existing NSNs are possible but only for grades 7 and above; this process cannot occur at elementary school levels.

Data Residue Management

Monitoring Residual Data Issues

Local education authorities are responsible for monitoring residual data issues, including discrepancies between active and inactive records.

A feature exists within the local authority system to propose mergers of similar student records based on identified duplicates.

Escalation Procedures

Any unresolved issues regarding duplicate NSNs or other data discrepancies should be escalated through established communication channels like WhatsApp groups.

Identifying Residual Data

Accessing Verval PD Application

The Verval PD application provides features to review both total student data and specific residual data instances within schools.

Case Study Example

An example from Jakarta illustrates a case where two students share identical names but different NIK numbers, indicating potential duplication in records.

Data Duplication Issues in Student Registrations

Identifying Duplicate Student Records

The discussion begins with the identification of duplicate student records, highlighting a case where a student is registered in both 6th and 1st grade, which raises concerns about their eligibility for TKA (Tingkat Keterampilan Akademik).

It is emphasized that the school operator must remove one of the duplicate entries from Dapodik to resolve this issue, as having two active records for the same student is not permissible.

An example involving a student named Siti shows her being registered at two different schools (SD Islam Alkautsar and SDIT Insan Mulia), both with active statuses. This duplication prevents her from registering for TKA.

The speaker notes that such duplications can arise from attempts to exploit data for benefits like BOSP (Bantuan Operasional Sekolah Penuh), but they will be detected through Dapodik's monitoring system.

The importance of maintaining unique records is reiterated; if duplicates remain, students cannot register for TKA or have their data sent to Puspendik until resolved.

Validation Process for Student Data

A validation process is necessary to determine which school's record should be retained. If Siti's primary school is determined to be SDIT Insan Mulia, then her record at SD Islam Alkautsar must be removed.

The need for accurate data entry into Dapodik before sending it to Pusmendik is stressed; only validated and singular records are eligible for TKA registration.

Examples of Data Entry Errors

Another example illustrates a similar situation with students in SMP and MTS where one student's record was entered twice due to lack of proper data transfer between institutions, leading to dual active statuses.

It’s noted that if an MTS student transfers without proper data retrieval by the new SMP institution, it results in duplicated entries that need correction.

Tools Available for Data Management

Schools can access residual data per student on a provided platform, allowing them to identify discrepancies and make necessary corrections efficiently.

The speaker encourages schools within specific regions to utilize these tools effectively for improving their student data accuracy during verification processes.

Q&A Session Insights

Addressing Withdrawal from TKA Registration

During the Q&A session, a question arises regarding updating participant status if a registered student withdraws from TKA.

It’s clarified that updates can be made through Verval every four hours; however, changes must also reflect on the web application used for TKA registrations.

Resolving Parent Name Corrections

Another inquiry addresses issues with parent name corrections not appearing in the TKA application despite updates in Dapodik. Solutions involve ensuring all systems are synchronized post-correction.

Overall, these discussions highlight critical aspects of managing educational data integrity while addressing common challenges faced by schools during registration processes.

Webinar on Data Management Challenges in Education

Addressing Connection Issues and Data Updates

The speaker mentions that changes in the TKN application require a waiting period of four hours, indicating potential connection issues if updates are not reflected.

It is emphasized that schools must ensure their data has been updated in the Verval PD system before proceeding with further actions.

Troubleshooting Import Failures

A question arises regarding a school’s failure to import data into the TKA website despite having no residual data for class 6 and synchronization with Dapodik.

The speaker advises confirming the validity of NSN (Nomor Statistik Nasional) to ensure there are no residual data issues preventing student registration.

Handling NIK Discrepancies

A participant raises concerns about discrepancies between employee identification numbers (NIK) and new family card numbers (KK), noting that the NIK field is locked in Verval PD.

The speaker explains that once data is matched with Dukcapil, any changes to NIK will result in locking, preventing further edits unless addressed through proper channels.

Contacting Support for Issues

Schools encountering problems are advised to contact their local education office or designated operators for assistance, especially when issues cannot be resolved at the district level.

The importance of utilizing WhatsApp groups for communication between schools and educational authorities is highlighted as a means to facilitate problem resolution.

Key Takeaways from the Webinar

Integration of TKA assessments with national assessments was confirmed, emphasizing simultaneous execution for participants.

Participants were reminded of critical deadlines, specifically noting February 27 as the cutoff date for data submission.

Emphasis was placed on ensuring valid student data, particularly concerning residual participant information.

This structured summary captures key discussions from the webinar while providing timestamps for easy reference.

Morning Routine and School Activities

Morning Greetings and Attendance

The scene opens with a warm morning greeting among family members, highlighting the importance of familial bonds.

Juna is present for attendance, while Dimas is absent due to illness. This sets the context for the day's activities.

The teacher emphasizes the need for healthy eating to maintain energy levels for school activities.

Learning Together

Esta expresses gratitude as she receives food from Duna, showcasing sharing among friends.

Dimas's absence is explained by a family issue (grandfather's injury), indicating how personal circumstances can affect school attendance.

The importance of studying together is highlighted, reinforcing collaborative learning and support among peers.

Community Engagement

A discussion about community involvement occurs as students work together to tidy up their surroundings, emphasizing teamwork and social responsibility.

The idea that helping one another enhances community life is presented, promoting values of cooperation and friendship.

Healthy Habits for Children

Seven Extraordinary Habits

A catchy song introduces seven key habits that promote a healthy lifestyle among children in Indonesia.

1. Wake Up Early: Encourages starting the day positively.

2. Worship Regularly: Highlights spiritual practices as part of daily life.

3. Exercise: Stresses physical activity for health benefits.

4. Eat Nutritious Food: Emphasizes balanced diets for strength.

Building Strong Character

The remaining habits focus on character development:

5. Love Learning: Promotes continuous education and curiosity.

6. Help Others: Encourages altruism within communities.

7. Sleep Early: Advocates proper rest for overall well-being.

This section concludes with a call to action, urging children to adopt these habits collectively to foster strong personal character and contribute positively to society.