PENINGKATAN PERILAKU DISIPLIN ANAK MELALUI STRATEGI PENGELOLAAN KELAS DI PG-TK/RA SURYA ASRI SIDOKEPUNG

Abstrak

Penelitian ini dilatarbelakangi oleh munculnya perilaku beberapa anak di TK–RA Surya Asri yang sering mengganggu teman saat proses pembelajaran berlangsung, seperti berbicara tanpa izin, mengambil alat belajar teman, berjalan-jalan di kelas, serta sulit mengikuti instruksi guru. Kondisi tersebut menyebabkan suasana belajar menjadi kurang kondusif dan tujuan pembelajaran tidak tercapai secara optimal. Penelitian ini bertujuan untuk mendeskripsikan upaya guru dalam menangani perilaku mengganggu pada anak, serta mengetahui peningkatan perilaku disiplin dan kemampuan sosial anak setelah diterapkan tindakan perbaikan. Metode yang digunakan adalah Penelitian Tindakan Kelas dengan dua siklus yang meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah 15 anak kelompok B dan satu orang guru kelas. Teknik pengumpulan data dilakukan melalui observasi, dan dokumentasi, sedangkan analisis data menggunakan teknik deskriptif kualitatif dan kuantitatif sederhana. Tindakan yang diberikan guru meliputi penerapan aturan kelas secara konsisten, pendekatan individual, pemberian reinforcement positif, penggunaan metode bermain kooperatif, serta penataan lingkungan belajar yang lebih menarik. Hasil penelitian menunjukkan adanya penurunan signifikan terhadap perilaku mengganggu dan peningkatan kemampuan anak dalam mengendalikan diri, menghargai teman, serta mematuhi aturan kelas. Pada siklus I tingkat ketercapaian perilaku positif anak mencapai 63%, kemudian meningkat pada siklus II menjadi 86%. Dengan demikian dapat disimpulkan bahwa upaya guru melalui strategi pembelajaran yang komunikatif, pemberian teladan, dan penguatan positif efektif dalam menangani anak yang sering mengganggu teman saat belajar. Penelitian ini diharapkan dapat menjadi referensi bagi guru PAUD dalam menciptakan iklim kelas yang lebih kondusif dan ramah anak.

This research was motivated by the emergence of disruptive behavior among several children at Surya Asri Kindergarten, a kindergarten in Indonesia, who frequently disrupted their peers during the learning process, such as speaking without permission, taking learning materials, wandering around the classroom, and having difficulty following teacher instructions. These conditions resulted in a less conducive learning environment and learning objectives not being achieved optimally. This study aims to describe teachers' efforts in addressing disruptive behavior in children and to determine improvements in children's discipline and social skills after implementing corrective actions. The method used was Classroom Action Research with two cycles, including planning, implementation, observation, and reflection. The subjects were 15 children from Group B and one class teacher. Data collection techniques were conducted through observation and documentation, while data analysis employed simple qualitative and quantitative descriptive techniques. The actions taken by teachers included consistent application of classroom rules, individual approaches, positive reinforcement, use of cooperative play methods, and creating a more engaging learning environment. The results showed a significant decrease in disruptive behavior and an increase in children's ability to control themselves, respect their peers, and comply with classroom rules. In cycle I, the achievement rate for positive behavior in children reached 63%, then increased to 86% in cycle II. Therefore, it can be concluded that teachers' efforts through communicative learning strategies, role modeling, and positive reinforcement are effective in dealing with children who frequently disrupt their peers during learning. This research is expected to serve as a reference for early childhood education (PAUD) teachers in creating a more conducive and child-friendly classroom climate.