Zita Rizkia, Sari Rizki, Dwi Adhinda Junaidi Putri

Improving The Discipline Character of Group B Children Through Routine Habituation Activities at Uptd Kindergarten Negeri Idhata

Introduction

Improving the discipline character of group b children through routine habituation activities at uptd kindergarten negeri idhata. Improve discipline in 5-6 year olds! This research at UPTD Kindergarten Negeri Idhata shows how routine habituation activities effectively enhance children's discipline character.

Abstract

Early Childhood Education (PAUD) has a strategic role in shaping the basis for the development of children's attitudes and character, especially at the age of 5-6 years known as the golden age. One of the important characters that needs to be developed from an early age is the character of discipline, because it is the foundation for the growth of responsibility, self-control, and readiness to follow the learning process. The results of initial observations in group B of UPTD Kindergarten Negeri Idhata show that the character of children's discipline has not developed optimally. Some children are still not consistent in obeying class rules, lack order when marching, and are not used to tidying up the playground equipment without being reminded. This research aims to improve the character of children's discipline through the application of daily routine habits and describe the activities of teachers and children during the implementation of actions. This research uses the Classroom Action Research (PTK) method which is carried out in two cycles, each consisting of the stages of planning, implementation of actions, observation, and reflection. The study subjects amounted to 20 children aged 5–6 years. Data collection techniques are carried out through observation and documentation using indicators of discipline character. The data was analyzed descriptively, quantitatively, and qualitatively by calculating the percentage of completeness in each cycle. Success indicators are set if at least 80% of children reach the Developing According to Expectations (BSH) category. The results showed a significant increase in each cycle. The percentage of completeness increased from 35% in Cycle I Meeting I to 50%, then 75% in Cycle II Meeting I, and reached 85% in Cycle II Meeting II. Teacher and child activities also showed consistent improvement. Thus, daily routine habituation that is carried out in a structured and sustainable manner is effective in improving the character of early childhood discipline.

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