%0 Thesis
%9 Masters
%A Ni’matul Khayati, NIM.: 23204031019
%B FAKULTAS ILMU TARBIYAH DAN KEGURUAN
%D 2025
%F digilib:72762
%I UIN SUNAN KALIJAGA YOGYAKARTA
%K Kemandirian Anak, Full Day School, Half Day School, Pendidikan  Anak Usia Dini
%P 251
%T PROGRAM DAN PERKEMBANGAN KEMANDIRIAN ANAK FULL DAY SCHOOL DAN HALF DAY SCHOOL: STUDI KASUS DI TK AL-HUSNA, PAKUALAMAN, YOGYAKARTA
%U https://digilib.uin-suka.ac.id/id/eprint/72762/
%X This research is motivated by the low level of independence in early childhood,  especially those who are cared for by grandparents due to the busyness of parents.  To overcome this problem, this case study research analyzes the program and  development of children's independence in the Full Day School and Half Day  School programs at Al-Husna Kindergarten, Pakualaman, Yogyakarta. The  school has a vision to form self-reliance through a variety of specially designed  programs. This qualitative research uses a case study design. The subjects of the  study were 18 students in the Al-Huda class, which were then taken by 5 Full Day  School children and 5 Half Day School children with the same age range, namely  5-6 years. Data was collected through observation, interviews, and  documentation.  The results of the study showed that schools have programs that support  independence, such as eating and dressing habits, congregational prayers, life  skill activities and facility support that are tailored to children's development. The  achievement of independence seen in Full Day School children is more  comprehensive, including independence from personal needs such as eating,  drinking, bathing, brushing teeth, and wearing their own clothes. Meanwhile, the  achievement of independence in Half Day School children can be seen in more  specific aspects, namely independence in eating activities, completing tasks,  choosing games, and resolving conflicts with friends. This difference in  achievement is due to the longer duration of time in school in the Full Day School  program, which allows for more intensive social interaction, teacher support, and  more consistent habituation of independent behavior.
%Z Dr. Rohinah, S.Pd.I., M.A.