PENERAPAN NILAI-NILAI KEDISIPLINAN DI TK IHYA AS-SUNNAH KOTA TASIKMALAYA

Abstract

Discipline in early childhood is an important component of character development because it is related to children's ability to recognize rules, regulate behavior, take responsibility, and develop positive habits. This study aims to describe the process of implementing discipline values among children at TK Ihya As-Sunnah, Tasikmalaya City. The study employed a qualitative approach with a case study design. The participants consisted of two classroom teachers, one assistant teacher, and one curriculum coordinator. Data were collected through in-depth semi-structured interviews and analyzed through initial coding, focused coding, and axial coding. Source triangulation was used to strengthen data credibility. The findings indicate that discipline values were implemented systematically and integrated into learning activities and children's daily routines. The implementation involved consistent habituation, teacher modeling, clear and meaningful rules, positive reinforcement, dialogic communication, and integration of discipline with Islamic values. Five major themes emerged: developing early awareness, modeling as learning, understanding rules rather than memorizing them, discipline in everyday habits, and growing at different paces. Discipline was therefore not treated merely as formal obedience, but as a gradual process of internalizing values according to children's developmental characteristics. The findings suggest that a supportive school culture, consistency among teachers, and cooperation with families strengthen the development of children's responsibility, independence, self-regulation, and positive behavior.

Discipline in early childhood is an important component of character development because it is related to children's ability to recognize rules, regulate behavior, take responsibility, and develop positive habits. This study aims to describe the process of implementing discipline values among children at TK Ihya As-Sunnah, Tasikmalaya City. The study employed a qualitative approach with a case study design. The participants consisted of two classroom teachers, one assistant teacher, and one curriculum coordinator. Data were collected through in-depth semi-structured interviews and analyzed through initial coding, focused coding, and axial coding. Source triangulation was used to strengthen data credibility. The findings indicate that discipline values were implemented systematically and integrated into learning activities and children's daily routines. The implementation involved consistent habituation, teacher modeling, clear and meaningful rules, positive reinforcement, dialogic communication, and integration of discipline with Islamic values. Five major themes emerged: developing early awareness, modeling as learning, understanding rules rather than memorizing them, discipline in everyday habits, and growing at different paces. Discipline was therefore not treated merely as formal obedience, but as a gradual process of internalizing values according to children's developmental characteristics. The findings suggest that a supportive school culture, consistency among teachers, and cooperation with families strengthen the development of children's responsibility, independence, self-regulation, and positive behavior.