PEMBERIAN REWARD DALAM PEMBELAJARAN UNTUK MENINGKATKAN KEAKTIFAN BELAJAR ANAK USIA DINI DI TK PKK MAGUWOHARJO

A’zhami Alim Usman, NIM.: 22204032010 (2024) PEMBERIAN REWARD DALAM PEMBELAJARAN UNTUK MENINGKATKAN KEAKTIFAN BELAJAR ANAK USIA DINI DI TK PKK MAGUWOHARJO. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The application of a reward system that is not optimal in the learning process has an impact on children’s learning activity in the classroom. Ideally, the reward system should be well designed to encourage children’s motivation and activeness. The low learning activity can hinder aspects of children’s development, including cognitive, social-emotional, religious values, morals, physical, motoric, and children’s language. Therefore, early childhood education institutions should design an effective reward system to encourage children’s motivation and activeness. This study aims to research the provision of rewards in learning to increase early childhood learning activity. This study used qualitative research with a descriptive approach. The research was carried out through field research at PKK Maguwoharjo Kindergarten for two months. Data collection techniques include interviews, documentation, and participatory observation of 12 children and four teachers as key informants, as well as one principal as a supporting informant. The data analysis technique uses the Miles and Huberman model, which consists of four stages: data collection, data condensation, data presentation, and conclusion. The data validity test applies triangulation techniques, which include triangulation of sources, methods, and time. The results of this study show that: First, teachers have a positive perception of rewards as an effective tool to motivate children, which also supports the development of positive attitudes, confidence, creativity, social engagement, and responsibility. Second, teachers’ efforts in providing rewards are carried out through various types, namely giving praise, awards, gifts, and signs of respect consistently, directionally, and in accordance with children’s positive behavior so as to create a pleasant learning atmosphere. Third, the success of reward provision is supported by two factors, namely internal and external. Internal factors include motivation and the psychological condition of the child. External factors are social support, school policies, teacher consistency, teaching methods, access to learning resources, support from the school learning environment, and parents. Providing rewards that integrate two factors can create active learning habits and increase children’s motivation in the learning process. Keywords: Reward, Learning, Active Learning, Early Childhood.

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