The Effect Of Giving Character Sticker Rewards On The Learning Independence Of 4–5-Year-Old Children At Mutiara Rinjani Paud
DOI:
https://doi.org/10.58258/prpry329Keywords:
Character Sticker Reward, Learning Independence, Early Childhood, Behavioristic Theory.Abstract
This research is motivated by the low learning independence and high dependence of children on teachers at PAUD Mutiara Rinjani. The study aims to examine the effect of giving rewards in the form of character stickers on the learning independence of children aged 4-5 years. The research method uses a quantitative approach with a causal survey design (ex post facto). The research subjects were all group A children totaling 15 children, selected through total sampling. Data collection techniques used observation sheets and questionnaires covering three aspects of independence: initiative, self-confidence, and responsibility. Data analysis used descriptive and inferential statistics with simple linear regression tests using SPSS 26. The results showed that: (1) there is a significant influence between giving rewards on children's learning independence with a Sig. value of 0.000 < 0.05 and t count 9.926 > t table 2.160; (2) the level of children's learning independence is in the high category with an average score of 28.20 and a percentage of 86.6% of children achieving the Very Good Developing (BSB) and Developing as Expected (BSH) categories; (3) the research instrument was declared valid and reliable with a Cronbach's Alpha value of 0.822; and (4) the responsibility aspect has the highest average (9.80), followed by initiative (9.73), while self-confidence is the lowest (8.67). The conclusion of the study is that giving character sticker rewards has a positive and significant effect on improving the learning independence of children aged 4-5 years at PAUD Mutiara Rinjani. The research recommends that teachers maintain this reward system and focus more stimulation on children's self-confidence.References
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