STRATEGI MENANAMKAN NILAI KEMANDIRIAN ANAK DI TK KUNTUM MEKAR KIDS BANDAR LAMPUNG

Susanti, Anggraini (2025) STRATEGI MENANAMKAN NILAI KEMANDIRIAN ANAK DI TK KUNTUM MEKAR KIDS BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Kemandirian intelektual anak usia 4-5 tahun di TK Kuntum Mekar Kids Bandar Lampung tergolong rendah. Pembelajaran di PAUD (Pendidikan Anak Usia Dini) yang belum maksimal bisa disebabkan oleh berbagai faktor, baik dari sisi kurikulum, metode pengajaran, fasilitas, hingga keterlibatan orang tua. Pendekatan pengajaran yang monoton atau terlalu akademik membuat anak selalu bergantung dengan guru. Adapun rumusan masalah dalam penelitian ini adalah bagaimana strategi menanamkan nilai kemandirian anak di TK Kuntum Mekar Kids Bandar Lampung? Penelitian ini termasuk penelitian lapangan (field research) dan bersifat deskriptif. Responden yang peneliti gunakan dalam penelitian ini adalah 17 orang yaitu 1 orang Kepala TK, 1 orang Guru kelas A, dan 15 orang peserta didik kelas A TK Kuntum Mekar Kids Bandar Lampung. Teknik pengumpulan data dengan wawancara dan dokumentasi. Hasil penelitian menyimpulkan bahwa strategi menanamkan nilai kemandirian anak di TK Kuntum Mekar Kids Bandar Lampung yaitu pertama dengan keteladanan (role modeling) yakni Guru menjadi contoh konkret dalam berpikir kritis, disiplin, dan bertindak mandiri. Anak meniru perilaku guru secara spontan, menunjukkan efektivitas pengaruh keteladanan dalam pembentukan karakter. Strategi kedua dengan teguran yang dilakukan secara lembut, edukatif, dan sesuai karakter anak. Guru menghindari pendekatan otoriter dan lebih menekankan empati dan komunikasi dua arah. Teguran disertai penguatan positif (pujian, perhatian) agar anak merasa dihargai dan tidak tertekan. Ketiga strategi pengkondisian lingkungan yakni dengan lingkungan fisik sekolah dirancang pedagogis untuk memfasilitasi tindakan mandiri. Keempat strategi pemberian reward dan pujian yakni ujian dan reward digunakan untuk memotivasi anak secara emosional dan mendorong perilaku mandiri. Penyesuaian bentuk apresiasi berdasarkan karakter anak menunjukkan adanya pendekatan individual. Sistem apresiasi seperti ―papan prestasi‖ mendorong kebanggaan dan penguatan nilai positif tanpa menciptakan kompetisi negatif. Dan kelima yaitu strategi kegiatan rutin yakni dengan ii kegiatan sehari-hari seperti berdoa, makan sendiri, mencuci tangan, dan merapikan mainan dirancang sebagai sarana pembelajaran mandiri. Guru mendampingi tanpa mengambil alih, memberi ruang anak untuk belajar tanggung jawab dan kemandirian melalui pengalaman langsung. Kata kunci : Strategi, Kemandirian, Anak Usia 4-5 Tahun iii ABSTRACT The intellectual independence of children aged 4-5 years at Kuntum Mekar Kids Kindergarten Bandar Lampung is relatively low. Learning in PAUD (Early Childhood Education) which is not optimal can be caused by various factors, both in terms of curriculum, teaching methods, facilities, and parental involvement. A monotonous or overly academic teaching approach makes children always dependent on teachers. The formulation of the problem in this study is how is the teacher's strategy in instilling the value of intellectual independence in children at Kuntum Mekar Kids Kindergarten Bandar Lampung? This study is a field research and is descriptive in nature. The respondents used by the researcher in this study were 17 people, namely 1 Kindergarten Principal, 1 Class A Teacher, and 15 Class A students at Kuntum Mekar Kids Kindergarten Bandar Lampung. Data collection techniques were interviews and documentation. The results of the study concluded that the teacher's strategy in instilling the value of intellectual independence in children at Kuntum Mekar Kids Kindergarten Bandar Lampung is first by role modeling, namely the teacher being a concrete example in critical thinking, discipline, and acting independently. Children imitate teacher behavior spontaneously, showing the effectiveness of role models in character formation. The second strategy is with reprimands that are carried out gently, educatively, and according to the child's character. Teachers avoid an authoritarian approach and emphasize empathy and two-way communication. Reprimands are accompanied by positive reinforcement (praise, attention) so that children feel appreciated and not pressured. The third strategy of environmental conditioning, namely the physical environment of the school is designed pedagogically to facilitate independent action. The fourth strategy of giving rewards and praise, namely tests and rewards, is used to motivate children emotionally and encourage independent behavior. Adjusting the form of appreciation based on the child's character shows an individual approach. An appreciation system such as an "achievement board" encourages pride and reinforcement of iv positive values without creating negative competition. And the fifth is the routine activity strategy, namely with daily activities such as praying, eating alone, washing hands, and tidying up toys designed as a means of independent learning. Teachers accompany without taking over, giving children space to learn responsibility and independence through direct experience. Keywords: Teacher Strategy, Intellectual Independence, Children Aged 4-5 v Years

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