PEMBENTUKAN KEMANDIRIAN ANAK USIA 4-5 TAHUN DI TPA DAN TK IT AS-SALAM KOTA MALANG
This study was motivated by the importance of developing independence among children aged 4–5 years through habituation and environmental support. It aimed to describe the formation of child independence in the daycare and kindergarten environments of TK IT As-Salam Malang City and the factors influencing it. This research used a single-subject qualitative case study approach. The subject was one child, identified as BHR, who participated in both daycare and kindergarten activities in the same institution. Data were collected through observation, interviews with the kindergarten teacher, daycare caregiver, and parents, as well as documentation. The data were analyzed through data reduction, data display, and conclusion drawing using source and technique triangulation. The findings show that independence was formed through habituation, instruction, positive reinforcement, scaffolding, social experience, and opportunities to try. In kindergarten, independence appeared through discipline, obedience, task completion, and learning responsibility. In daycare, independence appeared through courage to try, care for personal belongings, peer interaction, and independent daily activities. The main obstacles were unstable emotion and inconsistent parenting practices between home and the institution. ABSTRAK Penelitian ini dilatarbelakangi oleh pentingnya pembentukan kemandirian anak usia 4–5 tahun melalui pembiasaan dan dukungan lingkungan. Tujuan penelitian ini adalah mendeskripsikan pembentukan kemandirian anak di lingkungan Tempat Penitipan Anak (TPA) dan Taman Kanak-Kanak (TK) IT As-Salam Kota Malang serta faktor yang memengaruhinya. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus tunggal (single-case study). Subjek penelitian adalah seorang anak berinisial BHR yang mengikuti kegiatan di TPA dan TK dalam satu lembaga yang sama. Data dikumpulkan melalui observasi, wawancara guru TK, pengasuh TPA, orang tua, serta studi dokumentasi. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan dengan teknik triangulasi sumber dan metode. Hasil penelitian menunjukkan bahwa kemandirian anak terbentuk melalui pembiasaan, instruksi terarah, penguatan positif (positive reinforcement), pendampingan (scaffolding), pengalaman sosial, dan pemberian kesempatan mencoba. Di TK, kemandirian lebih tampak melalui disiplin, kepatuhan aturan, penyelesaian tugas, dan tanggung jawab belajar. Di TPA, kemandirian tampak melalui keberanian mencoba, menjaga barang pribadi, interaksi sosial teman sebaya, dan aktivitas harian mandiri. Hambatan utamanya adalah regulasi emosi anak yang belum stabil serta ketidakselarasan pola pengasuhan antara rumah dan lembaga.