The Key To Successful Early Childhood Educators: Performance Study of The Raudhatul Athfal (RA) Teacher in Yogyakarta.

This research is to find out how to improve the performance of RA teachers who excel in Yogyakarta so that it is the key to its success. This research is a qualitative research through a psychological approach that is carried out directly to the object under study, to obtain data relating to aspects of teacher performance so that the performance improvement is an example for other teachers. Data collection methods using interviews, documentation, and observation. The results revealed that to improve the performance of outstanding RA teachers through 6 (six) steps undertaken by outstanding RA teachers, namely: 1) Knowing there are still shortcomings in performance, 2) Knowing weaknesses and shortcomings in the seriousness of teaching, 3) Identifying what becomes causes of deficiency especially those related to performance itself, 4) Develop a performance plan that is presented, 5) Assessing the problem has been resolved or not (problem solving), 6) Starting from the beginning again, if needed and needed again.

Penelitian ini adalah untuk mengetahui bagaimana meningkatkan kinerja guru RA yang berprestasi di Yogyakarta sehingga menjadi kunci keberhasilannya. Penelitian ini adalah penelitian kualitatif melalui pendekatan psikologis yang dilakukan langsung ke objek yang diteliti, untuk memperoleh data yang berkaitan dengan aspek kinerja kinerja guru sehingga peningkatan kinerjanya menjadi contoh bagi guru lain. Metode pengumpulan data menggunakan metode wawancara, dokumentasi, dan observasi. Hasil penelitian mengungkapkan bahwa untuk meningkatkan kinerja guru RA yang berprestasi melalui 6 (enam) langkah yang dilakukan oleh guru RA yang berprestasi, yaitu: 1) Mengetahui masih ada kekurangan dalam kinerja, 2) Mengetahui kelemahan dan kekurangan dalam keseriusan mengajar, 3) Mengidentifikasi apa yang menjadi penyebab defisiensi terutama yang berkaitan dengan kinerja itu sendiri, 4) Mengembangkan rencana kinerja yang disajikan, 5) Menilai masalah telah diselesaikan atau tidak (pemecahan masalah), 6) Mulai dari awal lagi, jika diperlukan dan dibutuhkan lagi. Abstract This research is to find out how to improve the performance of RA teachers who excel in Yogyakarta so that it is the key to its success. This research is a qualitative research through a psychological approach that is carried out directly to the object under study, to obtain data relating to aspects of teacher performance so that the performance improvement is an example for other teachers. Data collection methods using interviews, documentation, and observation. The results revealed that to improve the performance of outstanding RA teachers through 6 (six) steps undertaken by outstanding RA teachers, namely: 1) Knowing there are still shortcomings in performance, 2) Knowing weaknesses and shortcomings in the seriousness of teaching, 3) Identifying what becomes causes of deficiency especially those related to performance itself, 4) Develop a performance plan that is presented, 5) Assessing the problem has been resolved or not (problem solving), 6) Starting from the beginning again, if needed and needed again.

INTRODUCTION
The superior paradigm demands a breakthrough process of thinking, especially if it requires quality out put able to compete with the work in an open civilization (Tilaar, 1999). The performance of comparable teachers is straight with the development of the quality of education, but not a few teachers work under the standards for which competency has been determined. Not because of not being able to but because a work culture that is conducive and commendable is not built, this is due to the low level of work enthusiasm, shaped like a sine chart that will meet the saturation point at a time if there is no curative and preventive effort either from supervisor or himself (Barnawi & Arifin, 2014). Performance is the practice of competence in the form of real work, not individual characteristics, such as abilities and talents. High-performance teachers are teachers who have cooperative productivity above prescribed standards, while low performance levels are unproductive teachers (Priansa, 2014).
The Indonesian people consciously develop education based on noble character. As said by Soekarno, the first President of Indonesia that the Indonesian nation was built by prioritizing Character Building because this is what makes Indonesia advanced, victorious, and big, and dignified. If character building is not done, then this nation will become coolies (Hendri, 2016). The successful implementation of learning that is in line with the expectations of the community and government is largely determined by the mastery of stakeholders, especially teachers. Teachers as educators in schools are special professions. Educator profession is not enough if it is only categorized as a type of work where they are finished paid work, but more than that the teaching profession has dedication, mission, vision, even a worship that has more value than the profession or other positions. Educator (teacher) is a profession that has special action, vision, and mission as the main actor to empower people (Radno, 2011).
Quality education in Indonesia requires qualified teachers, the low quality of education is inseparable from teacher quality problems. This quality can be seen at least from the results of the certification competency test of participants in 2012 which shows how low teacher competency at all levels of education reinforces the statement that nationally teacher competency in Indonesia is still low, but it cannot be denied that qualified teachers will produce students who quality. Although often Fu'ad Arif Noor. The Key To Successful Early Childhood Educators:Performance Study of The Raudhatul Athfal (RA) Teacher in Yogyakarta.

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complaining about salaries that are not yet feasible, it turns out that teacher competencies in Indonesia are not always dependent on the wages they receive (Jatmiko, 2017).
After Indonesian independence until the 1960s, the position of teacher was so respected. This condition does not escape the programs implemented by the government in various ways to attract the best youth to become teachers. At that time among the efforts was to provide dormitories and official ties for students or prospective teacher students. It seems that this is a form of incentive that invites young people to choose the path of education to become teachers (Soedijarto, 2002

METHODS
The approach used in analyzing this research is using a qualitative descriptive approach, where research procedures that obtain descriptive data in the form of oral or written words regarding the circumstances, individual traits, and symptoms of a separate group can be observed. As well as a detailed qualitative descriptive analysis approach, which began the first time the data was collected, the analytical approach in this study was a qualitative approach using interactive analysis. The analysis step is carried out sequentially; starting from editing, reducing data, classifying data, and presenting data. Data analysis starts from the first problem, then the second and third as determined by the researcher. Some analysis will be taken by the researcher, because the researcher refers to the analysis of: data reduction, then data presentation, and concludes with conclusions (Miles & Huberman, 2014).
This research aims to find out the development of social capital of madrasah in involving the community in various activities to improve the quality of learning and the development of physical facilities. This type of research is qualitative. The approach used is phenomenology. This approach is used because it gives space to the data as a phenomenon. With this approach, it provides a phenomenon of selftalk and makes the phenomenon as a text that invites the question and then interpreted. The phenomenological approach seeks to break away from all the initial perceptions and assumptions created by the researcher. There are three aspects seen in this approach namely, First unconscious individual. Both the language and the expression that produces various narratives, rules, and conceptualizations on society. third sign and symbol. Signs become objects that have information and communication in certain contexts, whereas symbols have meant what is behind the mark. with the phenomenology of signs and symbols able to relate, shape and influence individuals when interacting and behaving like A. Schutz (1967: 33-35).
The characteristics of the study use a qualitative type, so something in it becomes a direct source of data, because research is a key instrument of research, the research was by Robert C. Bogdan and Sari Knop Biklen as key instruments (Bogdan & Biklen, 2006, pp. 27-30). The descriptive nature of research prioritizes the form of Because there are no ambassadors in the city, there is no representative, so the additional kouta is given to him as an outstanding teacher 4 (hope I).

RESULT AND DISCUSSION
In order to improve the performance of these outstanding RA teachers, at least Anton Ariyadi has stated that there are 6 (six) steps that can be done by outstanding RA teachers, namely: 1) Knowing there are still deficiencies in performance, 2) Knowing weaknesses and strengths in the seriousness of teaching, 3) Identify what is the cause of deficiencies especially those related to performance it self, 4) Develop a performance plan that is presented, 5) Assessing the problem has been resolved or not (problem solving), 6) Starting from the beginning again, if needed Fu'ad Arif Noor. The Key To Successful Early Childhood Educators:Performance Study of The Raudhatul Athfal (RA) Teacher in Yogyakarta.
relationship between teachers and students. Therefore, personality is a determinant of the high and low dignity of a teacher. According to Anton Ariyadi: "Personality is a person's behavior and characteristics such as mindset, behavior, interests, abilities and potential. This is what distinguishes it from others, because everyone has their own personalities that are different from each other.
The implementation is when teaching and interacting with teachers and guardians when in school, such as being sociable, sociable, friendly, and confident (Ariyadi, 2018).
Teacher's personality is reflected in his actions and attitudes guiding and fostering students. A teacher whose personality is getting better, the better his dedication is to carry out his responsibilities along with his duties as a teacher, means reflected in a strong dedication from the teacher in carrying out his functions and duties as an educator. One of the cornerstones of personality formation is success which makes a result of personality, general image, attitude, and skills therefore polished through the process of human interaction (Drost, 1998).
There are three elements of personality, namely: (1) Material or material that is all the power (ability) of carrying along with its features (talents), (2) Structure is its normal properties as well as the characteristics of its form. (3) The nature or quality is the process of encouragement (Suryabrata, 2001).
Whereas according to Freud (Sigmund2011), that actual personality consists of: 1) The id (Das es) is a biological aspect, this makes the original system in personality so that this aspect makes the inner world of the human being subjective that does not have a direct connection to human birth with the objective world. 2) Das ich or the ego is a psychological aspect, this arises because the needs of individuals interact with the real world, and 3) The super ego or Das Ueber Ich is a sociological aspect, this personality is representative of the ideals of society and traditional values as well as those interpreted by parents to their children, including the inclusion of rules, orders and prohibitions.

Teaching Ability
Some aspects of mental exemplary RA teachers achieving in particular will have a strong influence on students' thinking and the learning climate that Fu'ad Arif Noor. The Key To Successful Early Childhood Educators:Performance Study of The Raudhatul Athfal (RA) Teacher in Yogyakarta.
39 the teacher raises. The teacher understands that the attitudes and feelings of students will contribute and have a positive influence on the learning process.
Competent teachers to be able to have an innovative soul, leave a conservative attitude, capable (capable, capable, smart, capable) and creative, not defensive or defensive, but able to make students more offensive or responsive (Sutadipura, 1994).

Professional Development
The teacher's profession in its development is increasingly becoming its own interest along with the transformation of science and science that demands the readiness of teachers not to stutter and miss. According to Pidarta, the profession is an occupation or ordinary occupation as well as various other jobs, but the work is introduced to the public for general purposes, not for certain groups, individuals, or groups. In doing the work, it certainly meets the norms, people who do professional work are experts, people who already have the power of thought, skills and high knowledge. In addition, his work is demanded to be accountable for the work and all his actions related to the profession (Pidarta, 2000). Orienting to social assistance or serving the community, not just to get financial benefits or salaries. (6) Not offering or advertising (advertising) his expertise to obtain clients. (7) As a member of the profession. (8) The professional organization establishes the requirements for the acquisition of members, provides sanctions, monitors the behavior of members, strives for the welfare of members, and fosters the membership profession (Pidarta, 2000).
Teacher professional development is an important factor for seriousness in order to maintain the weight of demands and changes to the teaching profession.
The development of teacher professionalism demands management capabilities as well as strategies for their application or mastery of science. Maister expressed his opinion that professionalism is not just about having technology, science, and management. But professionalism also has the required behavior, and has high skills (Maister, 1997 professionalism standards as a form of willingness to get teachers who can foster students in harmony with community support, besides being forced by teachers to achieve the professional teacher title a teacher is urged to have 5 (five) conditions are: (1) Teacher has a commitment to the learning process and to students, (2) The teacher understands in depth the subjects or materials to be conveyed and how to teach them to students, (3) Teachers are obliged to monitor the results or learning products of students with various assessment techniques, The professionalism requirements for the teacher above are fulfilled, so replacing the role of a teacher who is initially passive turns into a dynamic and creative teacher, so that the determination of the requirements of professionalism for the teacher will change the role of the teacher who was originally a verbalistic (clever speech) orator (investigative) become a dynamic force in realizing an atmosphere of learning environment (Semiawan, 1991).
Fu'ad Arif Noor. The Key To Successful Early Childhood Educators:Performance Study of The Raudhatul Athfal (RA) Teacher in Yogyakarta.
Community relations with schools is a system of community communication with schools to promote community understanding of education activities and needs, as well as to move interest, participation for the community in school improvement and development. This community and school relationship is a cooperative effort to develop and maintain communication in an efficient two-way explanation and mutual understanding between schools, school personnel and with the community, where the purpose of community relations with schools can be seen from two dimensions: community needs and school interests (Mulyasa, 2004).
In carrying out community relations with schools it is necessary to follow several principles as guidelines and objectives for teachers and principals, in order to achieve the desired goals. The principles of the relationship include: (1) The principle of authority means that the school's relationship with the of accuracy means that what is given by the school to the community is appropriate and appropriate, both in terms of time, content and media that are utilized and the objectives to be achieved (Soetjipto & Kosasi, 2009).
In order for the public relations to be continuous and well-established, Mrs.
Rufiyati Ambar Ningrum gave input that: it is necessary to improve the profession of RA teachers in relation to the community. "RA teachers excel in addition to being able to carry out their respective tasks in RA, they are also expected to be able and able to perform the tasks of their relationship with society. They can understand all the activities of their community, understand their culture and customs, know their aspirations, be able to put themselves in society, be able to communicate with them and give birth to their dreams. To achieve this requires the ability and behavior of the RA teacher in accordance with the local social structure, because when the teacher's behavior and Fu'ad Arif Noor. The Key To Successful Early Childhood Educators:Performance Study of The Raudhatul Athfal (RA) Teacher in Yogyakarta.
competence do not match the social structure in society, there will be a clash of understanding and misunderstanding and even fail to understand the program implemented by school or RA and impact the lack of support or community assistance to schools, even though the community and schools have the same interests and a strategic role in educating and producing quality students (Interview with Rufiyati Ambar Ningrum, third subject as an accomplished RA teacher 3, on April 20, 2018).
Creation of a challenging atmosphere according to Anton Ariyadi that: "The atmosphere is filled with good ties between parents of student guardians and the surrounding community. This is intended to foster active and participatory roles, as well as a sense of shared responsibility for education. Only a small amount of time is used by teachers at school and most of it is in the community. In order for this outside education to be well established and what RA teachers do in school or RA, synergy between teachers, parents and the community is needed. The obligation of the teacher to hold contact relations with the community makes the part and task of the teacher in educating students and improving their profession as a teacher. The school is jointly owned by the residents of the school itself, the government and also the community" (Interview with Mr. Anton Ariyadi, fourth subject as an accomplished RA teacher 4, on June 28, 2018).

Working Climate
According to Sri Ngadiyati that: "Negative climate manifests itself in the form of contradictory, competitive, opposition, jealousy, selfishness. ignorant, and individualistic, this negative climate is able to reduce the level of work productivity of teachers. On the contrary, a positive climate shows a close relationship with each other in many cases where mutual assistance and complementarity occur between them, in synergy to complement each other, all problems or probelms that arise are resolved together through deliberation.
Positive climate shows that all activities run harmoniously with conditions of peace, calm providing a sense of peace, comfort to personnel or employees and especially for teachers (Interview with Mrs. Sri Ngadiyati; first subject as an accomplished RA teacher 1, on June 28, 2018).  (Owens, 1991).

Discipline
Understanding of discipline as The Liang Gie gives the meaning of discipline is an orderly situation in which many people who are gathered in an organization are obedient and subject to various regulations that have been decided with a sense of pleasure and responsibility (Gie, 1972). While Good in his education dictionary defines discipline by: a) The results or process of control or direction of desires, interests or encouragement to achieve goals and to achieve more perfect behavior. b) Look for selected activities actively, tenaciously, and directed to yourself, even though facing trials and obstacles. c) Control of actions or behavior is direct and absolute with a reward or punishment. d) Emphasis on motivation in a painful and unpleasant way (Carter, 1959).
From the aforementioned notions, it can be summarized that discipline is compliance, accuracy and adherence to a rule that is carried out consciously without coercion or motivation from other parties, meaning also a condition that is in order, orderly, and should, and without a violations both indirectly and directly. The purpose of discipline according to Suharsimi Arikunto is that the school program can run effectively in a peaceful, calm atmosphere, and for teachers and employees in the school to feel comfortable and satisfied because their needs are met. Meanwhile, the Ministry of Education and Culture stated that there are 2 (two) objectives of the discipline: (1) the general objective is to have the curriculum run well which supports the development of the quality of education (2) specific objectives, this consists of: (a) so that the principal is able Discipline behavior in relation to teacher performance is closely related because only with strong discipline can activities be carried out in accordance with existing regulations. Therefore, in an effort to withstand the occurrence of non-discipline, it needs to be addressed by developing teacher welfare, exemplary leadership, giving threats, controlling and preventing themselves, implementing corrective actions, maintaining order, and fostering a positive strategy towards discipline. All efforts to enforce discipline include: (1) instilling positive actions, (2) self-control and prevention, (3) maintaining order (Nainggolan, 1990).

Prosperity
One factor influencing teacher performance is welfare, this factor will make the quality of performance increase. Because someone who is increasingly prosperous, the higher is the possibility to improve his performance. Sufficient variety of various needs of a person, will bring satisfaction in carrying out any task (E. Mulyasa, 2004 Teacher professionalism is not only seen from the teacher's ability to develop and provide good learning to students, but is also seen by the government by receiving appropriate and appropriate salaries. If the welfare and needs of the teachers are appropriate to be conveyed by the government, then absent or absent teachers do not, because they are looking for additional salaries outside (Denny Suwarja, 2003).

CONCLUSION
RA teacher is an example of success for early childhood Islamic education with character, good character, has a work ethic and is considered as a person who is very instrumental in achieving the educational goals of RA which is a reflection of the quality of education in the future. The implementation of the duties and obligations of RA teachers is inseparable from the influence within themselves and outside that have an impact on the change in the success of outstanding RA teachers in Yogyakarta, from the description of the explanation of the performance of outstanding RA teachers in Yogyakarta above can the authors conclude that: The performance that is the difference between one person and another in a work situation is due to differences in individual characteristics. In addition, the same person can produce different performance in different situations. This all explains that the performance of the outstanding RA teacher is largely influenced by 2 (two) things, namely: his personal individual factors and the factors in the situation surrounding him.
Factors that can affect the achievement of the performance of outstanding RA teachers, namely the ability factor (ability) and motivation (motivation). The ability of teachers in psychology consists of the ability of reality (knowledge + skill) and potential abilities (IQ). This encouragement or motivation is manifested from the attitude of a person (teacher) in encountering work or teaching. Motivation becomes a condition that awakens a person who is focused on achieving educational goals.
Factors that support the performance of outstanding RA teachers can be grouped into two elements, namely: internal factors (internal) and external (external) factors themselves. Internal factors from within the outstanding RA teacher include: Fu'ad Arif Noor. The Key To Successful Early Childhood Educators:Performance Study of The Raudhatul Athfal (RA) Teacher in Yogyakarta.
intelligence, skills and skills, talents, interests and abilities, motives, health, personality, goals and ideals in work. While external or external factors, in the form of: family environment, work environment, communication with the principal, facilities and infrastructure, teacher activities in the classroom.
The activities of RA teachers with achievements include: active participation in the field of administration, in this field the teacher has many opportunities to participate in all school activities which include: 1) improving the philosophy of education. 2) adjust and improve the curriculum. 3) planning supervision activities.
4) planning various employment policies. All the work is done with the togetherness of one teacher with another teacher, namely by deliberation techniques. To develop performance, the teacher looks at the state of the principal (leader). In the learning process both good and bad teachers depend on several factors, one of which is the supervisor in carrying out supervision or supervision of abilities (teacher performance). The key to the success of RA teachers with achievement is: having personality and dedication, teaching skills, professional development, communication and relationships, relationships with the community, work climate, and discipline, as well as welfare. Special thanks also to members of the research team who have contributed to this research project.