Improving The Responsibility Of Children Aged 5-6 Years Through Practical Life Skills

Wisnu Wahyu Utomo, Vera Sholeha, Jeremy Adrian D Guiang

Abstract

Children aged 5–6 are at a crucial stage of social-emotional development, during which responsibility serves as a key foundation for the development of their character and adaptability. This study aims to enhance the sense of responsibility in children aged 5–6 years through practical life skills activities. This research employed a Classroom Action Research (CAR) design. The research subjects were 15 children aged 5-6 years in group B at a public early childhood education center in Surakarta. The study was conducted in two cycles, each consisting of the stages of planning, action, observation, and reflection. Data were collected through observation, documentation, and interviews. Data validity was ensured through source and technique triangulation. Data analysis was carried out using interactive analysis and comparative descriptive techniques. The results of the study indicate that implementing practical life skills activities can improve children's sense of responsibility. This improvement is evident in the increase in classical completeness, which was 26.66% in the pre-action stage, rose to 53.33% in Cycle I, and reached 86.66% in Cycle II. The obstacles encountered in this study included differences in children's abilities and characteristics, which affected the speed at which they completed the activities. Efforts to overcome these obstacles included providing gradual guidance and repeating activities to help children focus better and take responsibility for their assigned tasks.

Keywords

responsibility; practical life skills; children aged 5–6 years

Full Text:

PDF

References

Arikunto, S. (2013). Prosedur Penelitian: Suatu Pendekatan Praktik (Rineka Cipta). https://id.scribd.com/document/756557803/Suharsimi-Arikunto-Prosedur-Penelitian

Blair, C. B., & Ursache, A. (2011). The Promotion of Self-Regulation as a Means of Enhancing School Readiness and Early Achievement. Child Development Perspectives, 6(2), 136–142. https://doi.org/10.1111/j.1750-8606.2011.00209.x

Cahyati, N. (2018). Penggunaan Media Audio Visual terhadap Karakter Tanggung Jawab Anak Usia 5-6 Tahun. Jurnal Golden Age, 2(02), 75–84. https://doi.org/https://doi.org/10.31004/aulad.v7i1.600

Cairns, K. L., & Devlin, A. (2022). Applying Erikson’s Stages of Psychosocial Development to Educational Practice. International Journal of Educational Psychology, 11(4), 755–770. https://doi.org/ttps://doi.org/10.3389/feduc.2023.1228905

Fitriya, A. (2022). Pelaksanaan Penilaian Perkembangan Sosial Emosional Anak Usia Dini di RA Siti Khodijah Karangrowo Wonosalam Demak. Childhood Education: Jurnal Pendidikan Anak Usia Dini, 3(2), 35–55. https://doi.org/10.53515/CJI.2022.3.2.35-55

Gutek, G. L. (2013). The Montessori Method: The Origins of an Educational Innovation. Rowman & Littlefield Publishers.

Hurlock, E. B. (2019). Psikologi Perkembangan: Suatu Pendekatan Sepanjang Rentang Kehidupan. Erlangga.

Hurlock, E. B. (2022). Psikologi Perkembangan (5th ed.). Erlangga. https://hellomotion.sch.id/wpcontent/uploads/2022/10/Elizabeth_Hurlock_Psikologi_Perkembangan.pdf

Ibda, F. (2023). Perkembangan moral dalam pandangan Lawrence Kohlberg. Intelektualita: Journal of Education Sciences and Teacher Training, 12(1).

Kementerian Pendidikan dan Kebudayaan Republik Indonesia. (2014). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 137 Tahun 2014 tentang Standar Nasional Pendidikan Anak Usia Dini.

Kurniati, E. (2025). Teori sosiokultural Vygotsky untuk anak usia dini. Jurnal Studi Pendidikan Anak Usia Dini, 1(1), 19-24.

Kurniasih, V. W., Fifi, K. F., Muhammad, T. H., & Sunanto. (2020). Hubungan Pemahaman Diri Terhadap Rasa Tanggung Jawab: Sebuah Survey Pada Anak Usia Dini di Kota Surabaya. Child Education Journal, 2(2), 98–105.

Kuswardani, M. E. (2025). Analisis Psikologi Perkembangan Sosial Emosional Anak Usia Dini. Jurnal Literasiologi, 14(1).

LEETHONG-IN, P. O. R. N. T. E. A. P., BOONKAEW, M., PHAUDJANTUK, S., & PLOYSOPON, A. (2023). Causal Factors Influencing the Moral and Ethical Development of Early Childhood in the 21st Century. Interdisciplinary Research Review, 18(4).

Lillard, A. S., Heise, M. J., Richey, E. M., Tong, X., Hart, A., & Bray, P. M. (2017). Montessori preschool elevates and equalizes child outcomes: A longitudinal study. Frontiers in Psychology, 8, Article 1783.https://doi.org/10.3389/fpsyg.2017.01783

Mokalu, V. R., & Boangmanalu, C. V. J. (2021). Teori Psikososial Erik Erikson: Implikasinya bagi Pendidikan Agama Kristen di Sekolah. Vox Edukasi, 12(2). https://doi.org/10.31932/ve.v12i2.1314

Mulianingsih, D. P. (2024). Peningkatan Sikap Tanggung Jawab Anak Usia 5--6 Tahun (Kelompok B) dengan Pembiasaan Kegiatan Berkelompok di TK Darul Ulum. Jurnal Tahsinia, 5(1), 12–22. https://doi.org/10.57171/jt.v5i1.494

Ningsih, E. P., & Rasyid, H. (2022). Pengaruh Metode Pemberian Tugas terhadap Sikap Tanggung Jawab Anak Usia 5-6 Tahun. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(4), 5123–5132.

Novia, B. O., & Listiana, A. (2023). Peran pendidik anak usia dini berdasarkan kajian teori belajar sosial kognitif Albert Bandura. CERIA (Cerdas Energik Responsif Inovatif Adaptif), 6(3), 333-341.muddin.v9i1.283

Prihantoro, A., & Hidayat, F. (2019). Melakukan Penelitian Tindakan Kelas. Ulumuddin : Jurnal Ilmu-Ilmu Keislaman, 9(1), 49–60. https://doi.org/10.47200/ulu

Santrock, J. W. (2011). Child Development (14th ed.). McGraw-Hill. https://www.mheducation.com/unitas/highered/sample-chapters/9781260073935.pdf

Salsabila, J., & Nurmaniah. (2021). Studi Tentang Sikap Tanggung Jawab Anak Usia 5-6 Tahun Di TK Fajar Cemerlang Sei Mencirimrohyana45,+111-118. Jurnal Golden Age, 5(2), 111–118.

SAERAH, K. H. (2024). MANAJEMEN PENDIDIKAN LIFE SKILL PONDOK PESANTREN DI KOTA METRO (Doctoral dissertation, UIN RADEN INTAN LAMPUNG).

Sugiyono. (2019). Metode Penelitian Kuantitatif, Kualitatif, dan R&D (2nd ed.). CV Alfabeta.

Suryani, O. I., & Gunawan, I. M. (2018). Hubungan Pemahaman Diri dengan Sikap Percaya Diri pada Siswa Kelas VIII SMPN 7 Woja. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran, Dan Pembelajaran, 4(2), 188–191. https://doi.org/10.33394/jk.v4i2.1128

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

Widayati, W., & Yuwaningsih, D. A. (2018). Peningkatan Sikap dan Hasil Belajar Teori Ring Menggunakan Model Pembelajaran Artikulasi pada Mahasiswa Program Studi Pendidikan Matematika FKIP Universitas Ahmad Dahlan Yogyakarta Tahun Akademik 2016/2017. Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya, 363-373.

Widoyoko, E. P. (2014). Evaluasi Program Pembelajaran. Media Akademi. https://id.scribd.com/doc/199875034/Evaluasi-Program-Pembelajaran.

Wulandari, M., Shaleha, N. R., Hatimah, H., Riwayatin, P. A., Addhahra, Z., Ardawiyah, M., & Widianto, M. B. (2025). I Implementasi Metode Montessori dalam Stimulasi Sensori Motorik Halus Anak Usia Dini di Posyandu Desa Baroqah: Implementation Of The Montessori Method For Fine Sensorimotor Stimulation In Early Childhood At Integrated Health Posts. Kayuh Baimbai: Jurnal Pengabdian Masyarakat, 2(3), 75-82.

Yanti, D. (2022). Peningkatan Kemampuan Motorik Halus Melalui Kegiatan Practical Life Montessori Pada Anak Usia 4-5 Tahun Di kober An Nisa. JURNAL AKSIOMA AL-ASAS: Jurnal Pendidikan Islam Anak Usia Dini, 3(2), 2022.

Zǎnna, R., Satriana, M., & Rozie, F. (2024). Pengaruh Model Pembelajaran Kontekstual terhadap Kemampuan Membaca Anak Usia 5--6 Tahun. Jurnal Warna. https://doi.org/10.24903/jw.v9i2.1683

DOI: https://doi.org/10.20961/kc.v14i2.116599

Refbacks

  • There are currently no refbacks.