Sosialisasi Good Attitude Sosialisasi Good Attitude Sejak Dini: Program Pembentukan Karakter Anak melalui Keteladanan, Pembiasaan, dan Penguatan Positif
Abstract
Program sosialisasi sikap positif (good attitude) sejak dini merupakan investasi strategis dalam membentuk karakter dan perilaku anak yang akan berdampak jangka panjang terhadap perkembangan sosial dan emosional mereka. Penelitian ini mengkaji implementasi program sosialisasi good attitude yang dilaksanakan di SD Negeri 105335 Kebun Sayur, Desa Tanjung Morawa-B, Sumatera Utara, dengan melibatkan mahasiswa sebagai fasilitator. Melalui pendekatan kualitatif dengan observasi partisipatif, wawancara mendalam, dan analisis dokumentasi, penelitian ini menganalisis efektivitas berbagai metode sosialisasi meliputi keteladanan (modeling), pembiasaan (habituation), penguatan positif (positive reinforcement), dan diskusi interaktif. Hasil penelitian menunjukkan bahwa strategi terintegrasi yang melibatkan keluarga, sekolah, dan mahasiswa terbukti sangat efektif dalam menanamkan nilai-nilai esensial seperti empati, kejujuran, tanggung jawab, dan kemandirian. Pendidik menunjukkan peningkatan signifikan dalam mengintegrasikan pendidikan karakter ke dalam pembelajaran, sementara orang tua mulai menerapkan strategi pengasuhan positif di rumah. Observasi mengindikasikan perubahan perilaku positif yang nyata pada anak-anak, termasuk peningkatan empati, kemampuan berbagi, dan rasa tanggung jawab. Temuan ini konsisten dengan Teori Belajar Sosial Bandura yang menekankan pentingnya keteladanan dan penguatan, serta Teori Ekologis Bronfenbrenner yang menggarisbawahi perlunya pendekatan multisentris. Program ini menegaskan bahwa sosialisasi good attitude sejak dini memerlukan konsistensi, keteladanan, dan sinergi dari seluruh ekosistem anak untuk menghasilkan generasi yang berkarakter luhur.
References
Anderson, L., & Chen, S. (2022). Family involvement and early childhood development: A comprehensive review. Early Childhood Research Quarterly, 58, 123-138.
Anderson, M., et al. (2025). Video modeling applications in early childhood education: A systematic analysis. World Journal of Advanced Research and Reviews, 27(02), 1319-1329.
Balabanian, C., Rubilar, J. V., & Lemos, V. (2024). The role of parental involvement in the development of prosocial behavior in young children: An evolutionary model among Colombian families. Child Psychiatry & Human Development. https://doi.org/10.1007/s10578-024-01762-7
Bandura, A. (1977). Social learning theory. Prentice Hall.
Björklund, C. (2020). Early STEM integration and child development. Early Childhood Education Journal, 48(3), 245-258.
Fersari, T. P., & Muhammad, A. (2025). Integration of health education and character building in children through ecoliteracy learning: A multiple case study in early childhood education. Journal of Early Childhood Education Perspectives, 1(2), 78-90.
Gabion, N. P., Decatoria, A. B., Ladia III, M. C., Huliganga, H. J. N. (2025). Exploring positive reinforcement as a strategy to reduce challenging behaviors in early childhood classrooms. Psychology and Education, 41(3), 402-409. https://doi.org/10.70838/pemj.410308
Hardy, J. K., & McLeod, R. H. (2020). Using positive reinforcement with young children. Beyond Behavior, 29(2), 95-107. https://doi.org/10.1177/1074295620915724
Hendrowibowo, L., & Kristanto, W. (2024). Parental involvement in character education of young children. International Journal of Early Childhood Learning, 31(1), 1-23. https://doi.org/10.18848/2327-7939/CGP/v31i01/1-23
Hughes, C., et al. (2020). Developmental challenges in early childhood education settings. Journal of Educational Psychology, 112(4), 678-692.
Lunkenheimer, E., Hamby, C. M., Lobo, F. M., Cole, P. M., & Olson, S. L. (2020). The role of dynamic, dyadic parent–child processes in parental socialization of emotion. Developmental Psychology, 56(3), 566-577. https://doi.org/10.1037/dev0000808
Matheson, A. C., et al. (2023). Positive parenting and early childhood cognition: A systematic review and meta-analysis of randomized controlled trials. Clinical Child and Family Psychology Review, 26(1), 1-27. https://doi.org/10.1007/s10567-022-00423-2
Nedovic, S. (2024). Early STEM education and cognitive development in preschoolers. Early Childhood Research Quarterly, 66, 234-247.
Om, S. (2022). Early childhood education in Cambodia: Current challenges and development trends. In Education in the Asia-Pacific Region (Vol. 64, pp. 13-27). Springer. https://doi.org/10.1007/978-981-16-8213-1_2
Over, H. (2020). The social function of imitation in development. Annual Review of Developmental Psychology, 2, 93-109.
Rahmawati, T. H., & Sumanto, R. P. A. (2025). Implementation of character education based on the 9 pillars of character of the Indonesian Heritage Foundation. Early Childhood Education Papers, 14(2), 127-136.
Rumjaun, A., & Narod, F. (2020). Social learning theory—Albert Bandura. In B. Akpan & T. Kennedy (Eds.), Science education in theory and practice (pp. 85-99). Springer. https://doi.org/10.1007/978-3-030-43620-9_7
Salha, S., et al. (2025). Teacher training challenges in early childhood education. Journal of Early Childhood Teacher Education, 46(1), 45-62.
Vatamaniuk, I., et al. (2024). Digital approaches in early childhood education: Supporting character development. Educational Technology Research and Development, 72(2), 234-251.
Wulandari, E., & Susanto, R. (2024). Tantangan orang tua dalam mendidik karakter anak di era digital: Studi fenomenologi. Jurnal Pendidikan Kontemporer, 8(1), 23-35.
Copyright (c) 2025 Sasiska Aulia, Dwi Rahayu, Umi Nirwana, Salsabila Nahdia, Widya Nadisa Putri, Winda Febriyanthi Rahayu, Muhammad Alif Kilana, Anri Saputra
This work is licensed under a Creative Commons Attribution 4.0 International License.
