Electronic Theses and Dissertation

Jauza Jilan Tuffahati. (2026). Strategi Guru dalam Penerapan Nilai Disiplin pada Anak Usia Dini di TK Kartika XIV-11 Banda Aceh. [Skripsi, Universitas Syiah Kuala]. Dibawah bimbingan Dra. Yuhasriati, M.Pd. dan Siti Naila Fauzia, S.Pd., M.Pd.
Pendidikan anak usia dini merupakan pondasi utama dalam pembentukan kepribadian dan karakter anak. Peran guru sangat penting dalam menerapkan strategi pembelajaran yang tepat untuk menanamkan berbagai nilai, termasuk nilai disiplin. Nilai disiplin perlu ditanamkan sejak dini karena berperan dalam membentuk kebiasaan positif, tanggung jawab, serta kemampuan anak untuk mematuhi aturan dalam kehidupan sehari-hari. Guru memiliki peran strategis dalam menerapkan nilai disiplin melalui strategi pembelajaran yang sesuai dengan karakteristik dan tahap perkembangan anak. Oleh karena itu, penelitian ini bertujuan untuk mengetahui strategi guru dalam penerapan nilai disiplin pada anak usia dini di TK Kartika XIV-11 Banda Aceh. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Teknik pengumpulan data dilakukan melalui observasi dan wawancara. Observasi dilakukan secara langsung terhadap proses pembelajaran dan kegiatan pembiasaan yang diterapkan guru di kelas, sedangkan wawancara dilakukan kepada kepala sekolah serta dua orang guru kelas, yaitu guru kelas A dan guru kelas B. Subjek penelitian berjumlah tiga orang, sedangkan objek penelitian adalah strategi guru dalam penerapan nilai disiplin pada anak usia dini di TK Kartika XIV-11 Banda Aceh. Data yang diperoleh dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa strategi guru dalam penerapan nilai disiplin pada anak usia dini di TK Kartika XIV-11 Banda Aceh mencakup tiga indikator utama, yaitu disiplin belajar, disiplin sikap, dan disiplin waktu. Disiplin belajar diterapkan melalui pembiasaan anak mengikuti kegiatan pembelajaran dengan tertib, fokus, serta menyelesaikan tugas sesuai arahan guru. Disiplin sikap ditanamkan melalui pembiasaan perilaku sopan, bertanggung jawab, mematuhi aturan sekolah, serta menghargai guru dan teman. Disiplin waktu diterapkan melalui kebiasaan datang tepat waktu, mengikuti jadwal kegiatan, dan memanfaatkan waktu belajar serta waktu istirahat dengan baik. Penerapan ketiga indikator tersebut dilakukan secara konsisten melalui keteladanan guru, pembiasaan sehari-hari, serta dukungan lingkungan sekolah yang kondusif. Berdasarkan hasil penelitian dapat disimpulkan bahwa strategi guru yang diterapkan secara konsisten dan berkelanjutan mampu menanamkan nilai disiplin belajar, disiplin sikap, dan disiplin waktu pada anak usia dini. Secara umum, strategi yang digunakan guru dalam penerapan nilai-nilai disiplin di TK Kartika XIV-11 bersifat komprehensif dan kolaboratif, melibatkan pembiasaan, keteladanan, penguatan positif, serta partisipasi orang tua.

Kata Kunci: Strategi Guru, Nilai Disiplin, Anak Usia Dini

Jauza Jilan Tuffahati. (2025). Teacher Strategy in Implementing Discipline Values in Early Childhood at Kartika XIV-11 Kindergarten Banda Aceh. [Thesis, Syiah Kuala University]. Under the guidance of Dra. Yuhasriati, M.Pd. and Siti Naila Fauzia, S.Pd., M.Pd. Early childhood education is the primary foundation in shaping children’s personality and character. Teachers play a crucial role in implementing appropriate learning strategies to instill various values, including discipline. Discipline values need to be cultivated from an early age as they contribute to the development of positive habits, responsibility, and children’s ability to follow rules in daily life. Teachers have a strategic role in applying discipline values through learning strategies that are aligned with children’s characteristics and developmental stages. Therefore, this study aims to examine teachers’ strategies in implementing discipline values for early childhood at TK Kartika XIV-11 Banda Aceh. This study employed a qualitative approach with a descriptive research design. Data collection techniques included observation and interviews. Observations were conducted directly on the learning process and habituation activities implemented by teachers in the classroom, while interviews were conducted with the school principal and two classroom teachers, namely the Class A teacher and the Class B teacher. The research subjects consisted of three participants, while the research object was teachers’ strategies in implementing discipline values for early childhood at TK Kartika XIV-11 Banda Aceh. The data obtained were analyzed through data reduction, data presentation, and conclusion drawing. The results of the study indicate that teachers’ strategies in implementing discipline values for early childhood at TK Kartika XIV-11 Banda Aceh encompass three main indicators, namely learning discipline, behavioral discipline, and time discipline. Learning discipline is applied through habituating children to participate in learning activities in an orderly manner, remain focused, and complete tasks according to the teacher’s instructions. Behavioral discipline is instilled through the habituation of polite behavior, responsibility, compliance with school rules, and respect for teachers and peers. Time discipline is implemented through the habit of arriving on time, following activity schedules, and utilizing learning and break times effectively. The implementation of these three indicators is carried out consistently through teacher role modeling, daily habituation, and the support of a conducive school environment. Based on the findings, it can be concluded that consistently and continuously applied teacher strategies are able to instill learning discipline, behavioral discipline, and time discipline in early childhood. In general, the strategies used by teachers in implementing discipline values at TK Kartika XIV-11 are comprehensive and collaborative, involving habituation, role modeling, positive reinforcement, and parental participation. Keywords: Teacher Strategy, Discipline Value, Early Childhood