Electronic Theses and Dissertation

Perilaku prososial penting dikembangkan sejak usia dini karena menjadi dasar bagi anak dalam menjalin interaksi sosial yang positif dengan lingkungan sekitarnya. oleh karena itu, diperlukan penerapan metode pembelajaran yang tepat untuk meningkatkan perilaku prososial anak, khususnya dalam menunggu giliran dan membantu orang lain, melalui metode bermain peran. permasalahan dalam penelitian ini adalah masih rendahnya perilaku prososial anak usia dini dalam indikator menunggu giliran dan membantu orang lain di paud raudatul quddus. berdasarkan kondisi tersebut, penelitian ini bertujuan untuk meningkatkan perilaku prososial anak usia dini melalui penerapan metode bermain peran di paud raudatul quddus. jenis penelitian yang dilakukan adalah penelitian tindakan kelas (ptk) dengan pendekatan kualitatif. penelitian ini dilaksanakan sebanyak 2 siklus setiap siklus terdiri dari 2 pertemuan. subjek penelitian adalah 8 orang anak usia 4–5 tahun di paud raudatul quddus. teknik pengumpulan data dilakukan melalui observasi. keberhasilan penelitian ditandai dengan tercapainya perilaku prososial anak dengan nilai rata-rata minimal 75% atau bsh (berkembang sesuai harapan) pada setiap aspek yang diamati dan dinilai. berdasarkan hasil analisis data yang telah dilakukan, maka dapat disimpulkan bahwa meningkatkan perilaku prososial anak usia dini melalui metode bermain peran di paud raudatul quddus dapat dilakukan dengan cara: 1) guru menjelaskan metode bermain peran, 2) memperkenalkan alat dan bahan yang digunakan, 3) membagikan peran kepada setiap anak disertai penjelasan tugasnya, 4) memberikan penjelasan tentang menunggu giliran dan membantu orang lain yang dikaitkan dengan kegiatan bermain peran, 5) memberikan pendampingan selama kegiatan bermain peran berlangsung, 6) melakukan tanya jawab terkait perasaan anak dan menceritakan kegiatan bermain peran yang telah dilakukan. setelah dilakukan tindakan bermain peran selama dua siklus, perilaku prososial anak dengan indikator menunggu giliran dan membantu orang lain telah mencapai target keberhasilan 75%.

Prosocial behavior is important to develop from an early age because it serves as the foundation for children to establish positive social interactions with their surroundings. Therefore, it is necessary to apply appropriate learning methods to enhance children’s prosocial behavior specifically in waiting for their turn and helping others through role-playing. The problem addressed in this study is the still-low level of prosocial behavior among early childhood students in the indicators of waiting for one’s turn and helping others at Raudatul Quddus Early Childhood Education Center. Based on this situation, this study aims to improve the prosocial behavior of early childhood students through the application of role-playing methods at Raudatul Quddus Early Childhood Education Center. The type of research conducted is Classroom Action Research (CAR) using a qualitative approach. This study was conducted over 2 cycles, with each cycle consisting of 2 sessions. The research subjects were 8 children aged 4–5 years at Raudatul Quddus Early Childhood Education Center. Data collection was conducted through observation. The success of the study is indicated by the achievement of prosocial behavior in children, with a minimum average score of 75% or a rating of “Developing as Expected” (BSH) in each observed and assessed aspect. Based on the results of the data analysis conducted, it can be concluded that enhancing prosocial behavior in early childhood through role-playing at Raudatul Quddus Early Childhood Education Center can be achieved by: 1) the teacher explaining the role-playing method, 2) introducing the tools and materials used, 3) assigning roles to each child along with an explanation of their tasks, 4) explaining the concepts of taking turns and helping others as they relate to the role-playing activity, 5) providing guidance throughout the role-playing activity, 6) conducting a Q&A session regarding the children’s feelings and discussing the role-playing activity that has taken place. After implementing the role-playing intervention over two cycles, the children’s prosocial behavior as measured by the indicators of taking turns and helping others has achieved a 75% success rate.