%A NIM.: 21200012070 Fajria Nuril Husna
%O Prof. Dr. Hj. Maemonah, M.Ag.
%T PENERAPAN METODE MONTESSORI DAN DAMPAKNYA TERHADAP KECERDASAN EMOSIONAL ANAK DI BAMBINI MONTESSORI SCHOOL DAN KBTK ALIFA MUSLIM MONTESSORI
%X 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.
%K Montessori, Kecerdasan Emosional, Anak Usia Dini,
Pendidikan Holistik
%D 2026
%I UIN SUNAN KALIJAGA YOGYAKARTA
%L digilib75461