Meningkatkan Disiplin Anak melalui Kegiatan Pretend Play Mini Market di Taman Kanak-Kanak Zahara Kota Bengkulu Improving Children's Discipline through Mini Market Pretend Play Activities at Zahara Kindergarten in Bengkulu City
Article Sidebar
Page Numbers:
1009-1020
Digital Object Identifier:
10.58578/aldyas.v5i3.11272
Viewed: 0 times
Downloaded: 0 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:Siti Patimah Nur1, Nur Hazizah2
Copyright :Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
Discipline is an important aspect of early childhood social-emotional development. However, some children still experience difficulties in following rules, waiting for their turn, and completing tasks properly, including Group B children at TK Zahara, Bengkulu City. This condition indicates the need for learning activities that are engaging and appropriate to the developmental characteristics of young children. This study aimed to improve children’s discipline through a mini-market pretend play activity in Group B at TK Zahara, Bengkulu City. The study employed Classroom Action Research conducted in two cycles, with each cycle comprising the stages of planning, implementation, observation, and reflection. The research subjects consisted of 15 Group B children. Data were collected through observation and documentation. The results showed an improvement in children’s discipline at each stage of the intervention. In the pre-cycle stage, the average achievement of children’s discipline was 33%. Following the implementation of Cycle I, this achievement increased to 47%, categorized as developing, and then increased further to 80% in Cycle II, categorized as developing very well. Improvements in discipline were evident in the children’s ability to queue, follow the rules of the game, and complete tasks. This study concludes that the mini-market pretend play activity was effective in improving the discipline of Group B children at TK Zahara, Bengkulu City. These findings provide practical implications for teachers regarding the use of role-play as an engaging learning activity to stimulate discipline development in early childhood.
Downloads
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Aina, A. Y., & Bipath, K. (2022). Reimagining systems that support early childhood development centres in offering quality education. The Journal for Transdisciplinary Research in Southern Africa, 18(1), a1107. https://doi.org/10.4102/td.v18i1.1107
Arifin, Z., & Susanti, D. (2025). Sosialisasi Edukatif dalam Menumbuhkan Kepekaan Sosial dan Sikap Toleran Anak. Salwatuna: Jurnal Pengabdian Masyarakat, 5(1), 80–92. https://doi.org/10.59106/salwatuna.v5i1.358
Arikunto, S. (2019). Prosedur Penelitian: Suatu Pendekatan Praktik. Rineka Cipta.
del Agua, E., Escrichs, A., Sanz Perl, Y., Kringelbach, M. L., Diamond, A., Denervaud, S., & Deco, G. (2026). Schooling trajectories and the development of brain dynamics: A comparative study of Montessori and traditional education. Advanced Science, e24343. https://doi.org/10.1002/advs.202524343
Dewi, N. (2022). Strategi Pembelajaran PAUD Berbasis Bermain. Alfabeta.
Fitriani, L. (2022). Pendekatan Bermain dalam Pendidikan Anak Usia Dini. Prenadamedia Group.
Fullan, M., Quinn, J., & McEachen, J. (2017). Deep learning: Engage the world change the world. Corwin Press.
Hidayat, A. (2023). Pembelajaran Efektif pada Anak Usia Dini. Remaja Rosdakarya.
Kinkead-Clark, Z. (2019). Exploring children’s play in early years learning environments: What are the factors that shape children’s play in the classroom? Journal of Early Childhood Research, 17(3), 177–189. https://doi.org/10.1177/1476718X19849251
Lestari, S. A. (2024). Implementasi Metode Bermain Peran untuk Pengembangan Komunikasi Anak Kelompok A (4–5 Tahun) di TK ABA Binagriya Pekalongan [Undergraduate thesis, UIN K.H. Abdurrahman Wahid Pekalongan]. https://etheses.uingusdur.ac.id/11562/
Lewis, K. L., Verenikina, I., Howard, S. J., & Kervin, L. K. (2026). Children’s digital experiences: A scoping review of social interactions in family settings. Journal of Early Childhood Literacy. Advance online publication. https://doi.org/10.1177/14687984261427140
Naru, B. A., Paba, M. S., Moi, F. C., Duya, M. I., & Oka, G. P. A. (2025). Analisis Implementasi Gerakan 5S sebagai Strategi Pembentukan Karakter Anak Usia Dini. Jurnal Citra Magang dan Persekolahan, 3(4), 345–353. https://doi.org/10.38048/jcmp.v3i4.6249
Nurhasanah, N., Sari, S. L., & Kurniawan, N. A. (2021). Perkembangan Sosial dan Emosional Anak Usia Dini. Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling, 4(2), 91–102. https://doi.org/10.46963/mash.v4i02.346
Putra, S., Romadhon, R., Dewi, N. P. I. P. K., Sitinjak, A. A., Asep, A., Azwar, I., Almubarokah, N. H., Alfina, A., Pratama, M. P., Adhima, F., & Syifa, A. (2024). Psikologi Belajar Peserta Didik. PT Mifandi Mandiri Digital.
Rahmawati, D. (2022). Lingkungan Belajar dan Perkembangan Anak. Alfabeta.
Stephan, F., Gunzenhauser, C., & Saalbach, H. (2022). Function of language skills in preschooler’s problem-solving performance: The role of self-directed speech. Journal of Applied Developmental Psychology, 81, 101431. https://doi.org/10.1016/j.appdev.2022.101431
Suryana, D. (2021). Pendidikan Anak Usia Dini: Teori dan Praktik Pembelajaran. Kencana.
Syafnita, T., Muhamad, A., Mukhlisin, M., Wenselinus Nong, K., Hermania, B., Afrida Sriyani, H., Ninis, I., Julia Eva, P., Indra, Y., & Amaliyah Amany, D. (2023). Psikologi Perkembangan Anak Usia Dini. Literasi Nusantara Abadi.
Wulandari, R. (2021). Masalah Pembelajaran pada Anak Usia Dini. Deepublish.
Yuliana, U. (2023). Mengembangkan Kemampuan Berbicara Anak Usia 4–5 Tahun melalui Media Boneka Tangan dengan Metode Bercerita di PAUD Pelangi Gedong Tataan [Undergraduate thesis, UIN Raden Intan Lampung]. http://repository.radenintan.ac.id/30138/