Efektivitas Model Pembiasaan PING Terhadap Disiplin dan Tanggung Jawab Anak Usia 5-6 Tahun

Abstract

Character development in early childhood requires consistent habituation integrated into daily learning activities, particularly during transitions between activities. However, habituation of positive social behaviors is often implemented as a general school culture rather than systematically integrated into specific learning situations. This study aimed to examine changes in discipline and responsibility among children aged 5–6 years following the implementation of the PING Habituation Model. A quantitative approach with a one-group pretest–posttest design was employed involving 15 children. Data were collected through behavioral observation, daily implementation monitoring, teacher interviews, and documentation. The PING model was implemented for 34 days through Pre-Class Greeting, Inter-Class Transition Greeting, and End-Day Closing Greeting. The implementation rate reached 97.1%. Mean discipline scores increased from 7.60 to 13.87, while responsibility scores increased from 7.67 to 13.07. The Wilcoxon Signed-Rank test indicated significant differences between pretest and posttest scores for both variables (p = 0.0005). These findings indicate that PING provides a practical habituation framework for supporting discipline and responsibility through repeated and contextualized learning routines.