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Abstract
This study was motivated by the low level of self-confidence among early childhood students during learning activities, particularly when completing assigned tasks in Class A of TK Taswaja Sudimoro. Initial observations revealed that several children were hesitant to express their opinions, afraid of making mistakes, lacked the courage to perform in front of the class, and were not yet independent in completing tasks. This condition highlighted the need for a learning approach that aligns with the characteristics of early childhood education, namely learning through play-based activities. Therefore, this study aimed to improve children's self-confidence through a play-based approach in task assignments. This research employed the Classroom Action Research (CAR) method, which was conducted in two cycles. Each cycle consisted of four stages: planning, implementation, observation, and reflection. The research subjects were 13 children from Group A. Data were collected through observation, interviews, and documentation, and were analyzed using both descriptive quantitative and qualitative techniques. The results of the study indicated a significant improvement in children's self-confidence. The level of self-confidence increased from 45% in the pre-action stage to 65% in Cycle I and reached 85% in Cycle II. The children became more confident, independent, and actively engaged in learning activities. Thus, the play-based approach proved to be effective in enhancing the self-confidence of early childhood students at TK Taswaja Sudimoro.
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References
- Fitriani, N., & Yusuf, A. (2020). Self-confidence development in early childhood education. Jurnal Pendidikan Anak Usia Dini, 14(2), 155–166.
- Handayani, R., & Rahman, F. (2023). Task-based learning strategies in early childhood classrooms. Jurnal Pendidikan Anak, 12(1), 45–54.
- Hurlock, E. B. (2019). Child development (6th ed.). McGraw-Hill Education.
- Johnson, M., & Brown, T. (2022). Play-based learning and social-emotional development in early childhood. Early Childhood Education Journal, 50(4), 689–698.
- Kim, S., & Park, J. (2021). Teacher-child interaction and social emotional development in early childhood education. International Journal of Early Childhood, 53(2), 193–208.
- Lee, J., & Kim, H. (2021). The effects of play-based learning on young children’s social competence and learning engagement. Early Childhood Education Journal, 49(6), 1103–1112. https://doi.org/10.1007/s10643-020-01108-7
- Nugroho, A., & Sari, D. (2024). Peer interaction and confidence development in kindergarten children. Jurnal Obsesi, 8(1), 120–132.
- Nurhayati, S., & Pratiwi, D. (2021). The role of teacher support in improving self-confidence in early childhood learning activities. Jurnal Pendidikan Anak Usia Dini, 15(2), 145–156.
- Prasetyo, A., & Wulandari, R. (2024). Play-based learning strategies to improve children’s confidence and participation in kindergarten classrooms. Jurnal Pendidikan Usia Dini, 18(1), 55–67.
- Pratiwi, L., & Setiawan, B. (2020). Play-based learning strategies in early childhood education. Jurnal Pendidikan Anak Usia Dini, 13(2), 201–210.
- Putri, M., & Nurhasanah, S. (2022). Encouraging children’s confidence through participatory classroom activities in early childhood education. Jurnal Pendidikan Usia Dini, 16(2), 203–214.
- Putri, N., Rahman, A., & Hidayat, T. (2023). The implementation of play-based learning to enhance engagement in early childhood classrooms. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(2), 2124–2135.
- Rahmawati, L., & Suryana, D. (2021). Play-based learning approach in developing self-confidence among kindergarten children. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(2), 1345–1356.
- Sari, M., & Mulyadi, H. (2022). Self-confidence and learning motivation among kindergarten students. International Journal of Early Childhood Education Studies, 4(1), 33–41.
- Susanti, L., & Prasetyo, A. (2023). Teacher reinforcement strategies to improve self-confidence in early childhood classrooms. Jurnal Pendidikan Anak, 12(2), 120–130.
- Wahyuni, L., & Setiawan, A. (2020). The effectiveness of play method in developing self-confidence among preschool children. Jurnal Pendidikan Anak, 9(2), 101–109.
- Wulandari, R., Pratama, D., & Lestari, S. (2023). Confidence and engagement in early childhood learning activities. Jurnal Obsesi, 7(4), 3456–3468.
- Yuliani, N., & Handayani, S. (2021). Characteristics of early childhood learning and the implementation of developmentally appropriate practices. Jurnal Pendidikan Dasar dan Anak Usia Dini, 10(2), 99–110.
References
Fitriani, N., & Yusuf, A. (2020). Self-confidence development in early childhood education. Jurnal Pendidikan Anak Usia Dini, 14(2), 155–166.
Handayani, R., & Rahman, F. (2023). Task-based learning strategies in early childhood classrooms. Jurnal Pendidikan Anak, 12(1), 45–54.
Hurlock, E. B. (2019). Child development (6th ed.). McGraw-Hill Education.
Johnson, M., & Brown, T. (2022). Play-based learning and social-emotional development in early childhood. Early Childhood Education Journal, 50(4), 689–698.
Kim, S., & Park, J. (2021). Teacher-child interaction and social emotional development in early childhood education. International Journal of Early Childhood, 53(2), 193–208.
Lee, J., & Kim, H. (2021). The effects of play-based learning on young children’s social competence and learning engagement. Early Childhood Education Journal, 49(6), 1103–1112. https://doi.org/10.1007/s10643-020-01108-7
Nugroho, A., & Sari, D. (2024). Peer interaction and confidence development in kindergarten children. Jurnal Obsesi, 8(1), 120–132.
Nurhayati, S., & Pratiwi, D. (2021). The role of teacher support in improving self-confidence in early childhood learning activities. Jurnal Pendidikan Anak Usia Dini, 15(2), 145–156.
Prasetyo, A., & Wulandari, R. (2024). Play-based learning strategies to improve children’s confidence and participation in kindergarten classrooms. Jurnal Pendidikan Usia Dini, 18(1), 55–67.
Pratiwi, L., & Setiawan, B. (2020). Play-based learning strategies in early childhood education. Jurnal Pendidikan Anak Usia Dini, 13(2), 201–210.
Putri, M., & Nurhasanah, S. (2022). Encouraging children’s confidence through participatory classroom activities in early childhood education. Jurnal Pendidikan Usia Dini, 16(2), 203–214.
Putri, N., Rahman, A., & Hidayat, T. (2023). The implementation of play-based learning to enhance engagement in early childhood classrooms. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(2), 2124–2135.
Rahmawati, L., & Suryana, D. (2021). Play-based learning approach in developing self-confidence among kindergarten children. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(2), 1345–1356.
Sari, M., & Mulyadi, H. (2022). Self-confidence and learning motivation among kindergarten students. International Journal of Early Childhood Education Studies, 4(1), 33–41.
Susanti, L., & Prasetyo, A. (2023). Teacher reinforcement strategies to improve self-confidence in early childhood classrooms. Jurnal Pendidikan Anak, 12(2), 120–130.
Wahyuni, L., & Setiawan, A. (2020). The effectiveness of play method in developing self-confidence among preschool children. Jurnal Pendidikan Anak, 9(2), 101–109.
Wulandari, R., Pratama, D., & Lestari, S. (2023). Confidence and engagement in early childhood learning activities. Jurnal Obsesi, 7(4), 3456–3468.
Yuliani, N., & Handayani, S. (2021). Characteristics of early childhood learning and the implementation of developmentally appropriate practices. Jurnal Pendidikan Dasar dan Anak Usia Dini, 10(2), 99–110.