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Penelitian kualitatif studi kasus dilakukan di KB-TK Siti Sulaechah 04 pada April–Mei 2026 dengan 1 guru dan orang tua sebagai informan serta 10 anak sebagai subjek observasi. Data dikumpulkan lewat observasi, wawancara, dokumentasi, lalu dianalisis menggunakan model Miles dan Huberman. Hasil menunjukkan kelima peran guru terintegrasi berupa pemberian contoh, pendampingan, pembiasaan, penguatan positif, dan kesempatan; anak berkembang baik, namun beberapa aktivitas masih perlu dukungan dan belum konsisten di rumah.",{"@graph":63,"@context":120},[64,81,103],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,72,75,78],{"item":68,"name":69,"@type":70,"position":71},"https://docshare.wps.com","Home","ListItem",1,{"item":73,"name":9,"@type":70,"position":74},"https://docshare.wps.com/id/document/",2,{"item":76,"name":31,"@type":70,"position":77},"https://docshare.wps.com/id/document/penelitian-laporan/",3,{"item":79,"name":59,"@type":70,"position":80},"https://docshare.wps.com/id/document/teachers-role-in-developing-self-help-skills-for-3-4-year-old-children-to-improve-independence/319503/",4,{"url":79,"name":59,"@type":82,"image":83,"author":88,"headline":59,"publisher":91,"fileFormat":94,"inLanguage":57,"description":61,"dateModified":95,"datePublished":96,"encodingFormat":94,"isAccessibleForFree":97,"interactionStatistic":98},"DigitalDocument",{"url":84,"@type":85,"width":86,"height":87},"https://docshare.wps.com/thumbnails/teachers-role-in-developing-self-help-skills-for-3-4-year-old-children-to-improve-independence/319503.png","ImageObject",300,407,{"name":89,"@type":90},"River Wang","Person",{"url":68,"name":92,"@type":93},"DocShare","Organization","application/pdf","2026-10-02","2026-09-20",true,{"@type":99,"interactionType":100,"userInteractionCount":102},"InteractionCounter",{"@type":101},"ViewAction",7,{"@type":104,"mainEntity":105},"FAQPage",[106,112,116],{"name":107,"@type":108,"acceptedAnswer":109},"Apa tujuan penelitian tentang self-help skills anak usia 3–4 tahun?","Question",{"text":110,"@type":111},"Penelitian bertujuan menganalisis peran guru dalam mengembangkan self-help skills anak usia 3–4 tahun untuk meningkatkan kemandirian, melalui aktivitas seperti makan sendiri, cuci tangan, memakai/melepas alas kaki, dan merapikan mainan.","Answer",{"name":113,"@type":108,"acceptedAnswer":114},"Bagaimana metode penelitian dan siapa saja partisipannya?",{"text":115,"@type":111},"Penelitian menggunakan pendekatan kualitatif studi kasus di KB-TK Siti Sulaechah 04 pada April–Mei 2026. Partisipannya meliputi 1 guru kelompok KB dan orang tua sebagai informan, serta 10 anak sebagai subjek observasi.",{"name":117,"@type":108,"acceptedAnswer":118},"Peran apa saja yang dilakukan guru dalam mengembangkan self-help skills?",{"text":119,"@type":111},"Guru mengembangkan self-help skills melalui pemberian contoh (modeling), pendampingan, pembiasaan, penguatan positif, serta pemberian kesempatan melalui aktivitas kehidupan sehari-hari di lingkungan PAUD.","https://schema.org",{"og:url":79,"og:type":122,"og:title":59,"og:site_name":92,"og:description":61},"article",{"robots":124,"canonical":79},"index,follow",{"doc_id":126,"site_id":56},319503,1790116706,{"code":4,"msg":5,"data":129},{"doc_id":126,"user_id":130,"nickname":89,"user_avatar":131,"doc_module":4,"category_id":30,"category_name":31,"doc_title":59,"doc_description":61,"doc_content":132,"file_id":133,"file_url":134,"file_type":135,"file_size":136,"view_count":102,"is_deleted":4,"is_public":71,"is_downloadable":71,"audit_status":71,"page_count":137,"language":138,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":61,"update_tm":142,"read_time":143},1099514067438,"https://ap-avatar.wpscdn.com/avatar/100002539ee87300030?x-image-process=image/resize,m_fixed,w_180,h_180&k=1780474512215547542","Murhum : Jurnal PendidikanAnak Usia Dini  \ne-ISSN: 2723-6390, hal. 2124-2137 Vol. 7, No. 1, Juli 2026  \nDOI: 10.37985/murhum.v7i1.2231  \nPeran Guru dalam Mengembangkan Self-Help Skills Anak Usia 3-4 Tahun untuk Meningkatkan Kemandirian  \nFaiqotur RahmaNia1, dan Neneng Tasu’ah2  \n1,2Pendidikan Guru PendidikanAnak Usia Dini, Universitas Negeri Semarang  \nABSTRAK. Penelitian ini bertujuan menganalisis peran guru dalam mengembangkan selfhelp skills anak usia 3–4 tahun, meliputi makan sendiri, mencuci tangan, memakai dan melepas alas kaki, serta merapikan mainan. Penelitian ini menggunakan pendekatan kualitatif studi kasus yang dilaksanakan di KB-TK Siti Sulaechah 04 pada April–Mei 2026. Informan penelitian terdiri atas 1 guru kelompok KB dan orang tua, sedangkan 10 anak menjadi subjek observasi. Data dikumpulkan melalui observasi, wawancara, dandokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa guru mengembangkan self-help skills melalui pemberian contoh, pendampingan, pembiasaan, penguatan positif, dan pemberian kesempatan. Anak menunjukkan perkembangan kemandirian yang baik, meskipun beberapa aktivitas masihmemerlukan pendampingan dan belum konsisten di rumah. Novelty penelitian ini terletak pada temuan mengenai lima peran utama guru yang terintegrasi dalam pengembangan self-help skills anak usia 3–4 tahun, yaitu pemberian contoh (modeling), pendampingan, pembiasaan, penguatan positif, dan pemberian kesempatan melalui aktivitas kehidupansehari-hari di lingkungan PAUD.  \nKata Kunci : KemandirianAnak; Self-Help Skills; Peran Guru; Anak Usia Dini  \nABSTRACT. This study aims to analyze the teacher’s role in developing self-help skills among children aged 3–4 years, including eating independently, washing hands, putting on and taking off footwear, and tidying up toys. This research used a qualitative case study approach conducted at KB-TK Siti Sulaechah 04 in April–May 2026. The informants consisted of one teacher and parents, while 10 children became observation subjects. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman model. The results showed that teachers developed children’s self-help skills through modeling, assistance, habituation, positive reinforcement, and providing opportunities. Children showed good independence development, although some activities still required assistance and were not yet consistent at home. The novelty of this research lies in the findings regarding the five main roles of teachers that are integrated in developing self-help skills in children aged 3-4 years, namely providing examples (modeling), mentoring, habituation, positive reinforcement, and providing opportunities through daily life activities in the PAUD environment.  \nKeyword : Children Independence; Self-Help Skills; Teacher Role; Early Childhood  \n Copyright (c) 2026 Faiqotur Rahma Nia dkk.  \n􀀍 Corresponding author : Faiqotur Rahma Nia  \n[Email Address : faiqoturrahmania@students.unnes.ac.id](Email Address : faiqoturrahmania@students.unnes.ac.id)  \nReceived 8 Mei 2026, Accepted 8 Juni 2026, Published 8 Juni 2026  \nPENDAHULUAN  \nMasa anak usia dini merupakan fase penting dan fundamental karena menjadidasar bagi perkembangan selanjutnya. Anak usia dini berada pada rentang usia 0–6 tahun yang mengalami perkembangan pesat pada aspek fisik, kognitif, sosial-emosional, dan kemandirian [1] . Pada masa golden age, anak mulai membentuk karakter, kemampuan dasar, dan kesiapan menghadapi tahap perkembangan berikutnya [2] . Salah satu aspek penting yang perlu dikembangkan adalah kemandirian, yaitu kemampuananak melakukan aktivitas tanpa bergantung pada orang lain. Menurut Hurlock [3], masakanak-kanak awal merupakan periode penting dalam pencapaian tugas perkembangan, termasuk berkembangnya kemandirian anak. Pada usia prasekolah, anak mulaiterdorong melakukan aktivitas secara mandiri, seperti makan sendiri, berpakaian, dan melakukan p","cbCaiqd0Wh7lwyMO","https://ap.wps.com/l/cbCaiqd0Wh7lwyMO","pdf",1148127,14,"Indonesian","# PENDAHULUAN\n## Konteks dan pentingnya kemandirian anak usia dini\n## Self-help skills dalam PAUD\n# ABSTRAK\n## Tujuan penelitian dan pendekatan\n## Pengumpulan dan analisis data\n## Hasil dan temuan kebaruan","[{\"question\":\"Apa tujuan penelitian tentang self-help skills anak usia 3–4 tahun?\",\"answer\":\"Penelitian bertujuan menganalisis peran guru dalam mengembangkan self-help skills anak usia 3–4 tahun untuk meningkatkan kemandirian, melalui aktivitas seperti makan sendiri, cuci tangan, memakai/melepas alas kaki, dan merapikan mainan.\"},{\"question\":\"Bagaimana metode penelitian dan siapa saja partisipannya?\",\"answer\":\"Penelitian menggunakan pendekatan kualitatif studi kasus di KB-TK Siti Sulaechah 04 pada April–Mei 2026. Partisipannya meliputi 1 guru kelompok KB dan orang tua sebagai informan, serta 10 anak sebagai subjek observasi.\"},{\"question\":\"Peran apa saja yang dilakukan guru dalam mengembangkan self-help skills?\",\"answer\":\"Guru mengembangkan self-help skills melalui pemberian contoh (modeling), pendampingan, pembiasaan, penguatan positif, serta pemberian kesempatan melalui aktivitas kehidupan sehari-hari di lingkungan PAUD.\"}]","Peran Guru dalam Mengembangkan Self-Help Skills Anak Usia 3-4 Tahun untuk Meningkatkan Kemandirian | PDF",1789944612,22]