Meningkatkan Perilaku Tanggung Jawab melalui Buku Pilar Karakter pada Anak Usia 5–6 Tahun Improving Responsible Behavior through a Character Pillar Book in Children Aged 5–6 Years

Abstract

Although the development of responsible behavior in early childhood has received considerable attention in character education research, studies that specifically examine the use of the Buku Pilar Karakter as an instructional medium for teaching responsibility to children aged 5–6 years within a classroom action research (Penelitian Tindakan Kelas, PTK) framework remain limited. This study aimed to improve responsible behavior among children aged 5–6 years through reading activities using the Buku Pilar Karakter at KB Cahaya Pelita, Sirkandi Village. The study employed a qualitative-descriptive approach with a classroom action research design involving 25 children selected through purposive sampling. Data were collected using an observation sheet on responsible behavior encompassing three indicators—recalling, demonstrating, and evidencing responsibility—as well as documentation in the form of photographs and videos of the learning activities. The data were analyzed quantitatively using percentage techniques to assess the level of children’s developmental achievement. The results showed a significant increase across all indicators of responsible behavior, with average scores rising from 1.88–2.04 in the initial observations to 3.64–3.68 in Reflection II, and more than 80% of children reaching the “Very Well Developed” category. These findings contribute to the development of early childhood character education theory and broaden understanding of the effectiveness of story-based moral learning media. The study concludes that the use of contextual and engaging instructional media, such as the Buku Pilar Karakter, is essential for fostering responsible behavior in early childhood and recommends that early childhood education (PAUD) teachers integrate it into daily learning as part of efforts to enhance the quality of social-emotional education. The implications of this research encompass theoretical contributions to character education studies and practical implications for early childhood education institutions, while also opening opportunities for further research on strengthening other character values through similar learning media.