PENERAPAN TEORI BEHAVIORISME (IVAN PAVLOV) TERHADAP KANAK-KANAK AWAL DI YAYASAN AL HIRA PERMATA NADIAH - Marito, Yeni; Hawa, Assafana Diah; Sinaga, Citra Agatha; Lubis, Fahira Zahro Salsabilla; Unanta, Fathia Alkautsar Dwi; Gultom, Fetrayana; Cahya, Shava Regitha (Cahaya Ilmu Bangsa Institute, 2024)
Penelitian ini membahas penerapan teori behaviorisme, khususnya teori classical conditioning yang diperkenalkan oleh Ivan Pavlov, dalam pendidikan anak usia dini di Yayasan Al Hira Permata Nadiah. Penelitian ini bertujuan untuk memahami penerapan teori tersebut, bentuk stimulus dan respons yang digunakan, serta efektivitasnya dalam membentuk perilaku positif anak-anak. Teori ini menekankan pentingnya pendidikan anak usia dini sebagai dasar perkembangan anak. Meskipun efektif, tantangan seperti karakteristik unik setiap anak dan lingkungan belajar yang tidak kondusif perlu diperhatikan. Hasil penelitian menunjukkan bahwa anak-anak belajar mengasosiasikan stimulus dengan respons tertentu melalui pengulangan dan penguatan positif. Disarankan agar guru konsisten dalam memberikan stimulus dan menggunakan penguatan positif, sambil memperhatikan perbedaan individual anak. Penelitian ini diharapkan dapat memberikan wawasan bagi guru dan lembaga pendidikan dalam menciptakan lingkungan belajar yang mendukung perkembangan anak secara holistik. This research discusses the application of behaviorism theory, especially the classical conditioning theory introduced by Ivan Pavlov, in early childhood education at the Al Hira Permata Nadiah Foundation. This research aims to understand the application of this theory, the forms of stimulus and response used, and their effectiveness in shaping children's positive behavior. This theory emphasizes the importance of early childhood education as the basis for child development. Although effective, challenges such as the unique characteristics of each child and non-conducive learning environments need to be taken into account. The results showed that children learned to associate stimuli with certain responses through repetition and positive reinforcement. It is recommended that teachers be consistent in providing stimuli and using positive reinforcement, while paying attention to children's individual differences. It is hoped that this research will provide insight for teachers and educational institutions in creating a learning environment that supports children's holistic development.