Strategi Integratif Guru dalam Membangun Kedisiplinan Belajar Anak Usia Dini

Abstract

Learning discipline in early childhood extends beyond compliance with rules and represents a process of developing self-regulation that requires consistent and continuous stimulation. This study aims to analyze teachers’ strategies for stimulating learning discipline in early childhood, identify the barriers encountered, and examine teachers’ efforts to address these barriers at Mawar Jaya Kindergarten, Batang Hari Regency, Jambi, Indonesia. The study employed a descriptive qualitative approach involving the principal and two teachers of children aged 5–6 years as informants. Data were collected through observation, interviews, and documentation and analyzed through coding, categorization, data display, and conclusion drawing. Data credibility was strengthened through source and technique triangulation. The findings reveal that learning discipline is developed through five interconnected strategies: establishing clear rules, providing positive reinforcement, applying consequences consistently, demonstrating teacher role modeling, and involving parents. The main barriers are inconsistencies between school and family habituation practices and differences in children’s individual characteristics, whereas limited facilities do not constitute a major obstacle when stimulation is implemented consistently. The study contributes an integrative stimulation mechanism that connects clear rules, teacher role modeling, positive reinforcement, consistency of habituation, and family involvement. Rather than functioning as isolated strategies, these components mutually reinforce the development of disciplined behavior. The findings demonstrate that learning discipline develops through sustained connections between teachers’ educational practices and the continuity of habituation within the family environment.