<![CDATA[Abstract: Instilling the value of environmental cleanliness in early childhood needs to be done through a concrete and fun approach so that the value can be understood and applied in everyday life. This study aims to describe the learning process, children's responses, and the challenges faced in learning activities with the theme of cleanliness through direct practice. This study uses a qualitative descriptive approach with data collection techniques through participatory observation, semi-structured interviews, and documentation. The subjects of the study were children in group B at a kindergarten in Indonesia. The results of the study showed that learning with the theme "Maintaining Cleanliness" through direct practice was proven to be effective in building active participation, understanding of concepts, and character of early childhood children. Children showed high enthusiasm and understood the value of cleanliness and social responsibility. However, challenges were found such as lack of ability to wait for turns, suboptimal social interactions, and the need for intensive assistance. Teachers reflected on the importance of small groups and additional educators during outdoor activities. Therefore, adaptive planning and support from educators are very important for the effectiveness of activities. Abstrak: Penanaman nilai kebersihan lingkungan pada anak usia dini perlu dilakukan melalui pendekatan konkret dan menyenangkan agar nilai tersebut dapat dipahami dan diterapkan dalam kehidupan sehari-hari. Penelitian ini bertujuan untuk mendeskripsikan proses pembelajaran, respons anak, serta tantangan yang dihadapi dalam kegiatan pembelajaran bertema kebersihan melalui praktik langsung. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan teknik pengumpulan data melalui observasi partisipatif, wawancara semi terstruktur, dan dokumentasi. Subjek penelitian adalah anak-anak kelompok B pada salah satu TK di Indonesia. Hasil penelitian menunjukkan Pembelajaran bertema “Menjaga Kebersihan” melalui praktik langsung terbukti efektif membangun partisipasi aktif, pemahaman konsep, dan karakter anak usia dini. Anak menunjukkan antusiasme tinggi dan memahami nilai kebersihan serta tanggung jawab sosial. Meski demikian, ditemukan tantangan seperti kurangnya kemampuan menunggu giliran, interaksi sosial yang belum optimal, dan kebutuhan pendampingan intensif. Guru merefleksikan pentingnya pengelompokan kecil dan tambahan pendidik saat kegiatan luar kelas. Oleh karena itu, perencanaan adaptif dan dukungan tenaga pendidik sangat penting untuk efektivitas kegiatan.]]>
