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PENERAPAN METODE MONTESSORI DAN DAMPAKNYA TERHADAP KECERDASAN EMOSIONAL ANAK DI BAMBINI MONTESSORI SCHOOL DAN KBTK ALIFA MUSLIM MONTESSORI
The low level of emotional intelligence among early childhood learners in Indonesia, with the prevalence of social-emotional difficulties reaching 35.2% according to the 2024 Early Childhood Profile, highlights the need for holistic and child-centered educational approaches. The Montessori method, which emphasizes independence, structured learning environments, and experiential learning, is considered relevant for fostering children’s emotional development. This study aims to examine the implementation of the Montessori method at Bambini Montessori School and KBTK Alifa Muslim Montessori and to analyze its impact on the emotional intelligence of children aged 3–6 years based on Goleman’s five dimensions: self-awareness, self-regulation, motivation, empathy, and social skills. This research employed a qualitative case study design conducted in two early childhood education institutions in Yogyakarta. Participants were selected purposively and included children, teachers, and parents. Data were collected through observation, in-depth interviews, and documentation, and analyzed using the Miles and Huberman interactive model consisting of data reduction, data display, and conclusion drawing, supported by source and method triangulation. The findings indicate that the Montessori method was implemented consistently through key principles such as the prepared environment, freedom within limits, and the practical life and sensorial areas. These practices positively contributed to children’s emotional intelligence, as reflected in improved emotional awareness and labeling (self-awareness), emotional and behavioral regulation (self-regulation), intrinsic motivation (motivation), empathetic behaviors toward peers (empathy), and adaptive social interactions (social skills). Bambini Montessori School demonstrated more comprehensive learning apparatus, while KBTK Alifa Muslim Montessori applied contextual adaptations integrating Islamic values; both schools exhibited a holistic approach to emotional development.This study concludes that the Montessori method is effective in enhancing early childhood emotional intelligence and offers both theoretical and practical contributions to early childhood education in Indonesia. Implications include the importance of Montessori-based teacher training and strengthening school–family collaboration.
PASCASARJANA, UIN SUNAN KALIJAGA YOGYAKARTA
PENERAPAN METODE MONTESSORI DAN DAMPAKNYA TERHADAP KECERDASAN EMOSIONAL ANAK DI BAMBINI MONTESSORI SCHOOL DAN KBTK ALIFA MUSLIM MONTESSORI (Text)
PENERAPAN METODE MONTESSORI DAN DAMPAKNYA TERHADAP KECERDASAN EMOSIONAL ANAK DI BAMBINI MONTESSORI SCHOOL DAN KBTK ALIFA MUSLIM MONTESSORI (Other)
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