Analysis of Temperament on Children's Emotional Responses to Reward Punishment Intervention at Pembina Kartasura State Kindergarten - Lilis Pratiwi; Angelica Beauty Zahra Salshabila Rowie; Elisa Nur Rohmah; Alfit Gelsha Octavia; Larisa Rizqina Mutia; Arsyia Fajarini; Rosida Nur Syamsiyati (UIN Raden Mas Said Surakarta, 2026)
Penelitian ini bertujuan menganalisis perkembangan aspek sosial-emosional AUD (Temperamen dan strategi Reward Punishment) pada siswa TK Negeri Pembina Kartasura, mengingat pentingnya fondasi ini bagi kesuksesan anak. Menggunakan metode deskriptif kualitatif (observasi, wawancara, dan dokumentasi), studi ini menemukan bahwa perkembangan sosial-emosional siswa berjalan baik, meski terdapat variasi temperamen. Temperamen siswa, yang diklasifikasikan menjadi tipe (mudah, sulit dan lambat), yang hal ini dapat memengaruhi interaksi dan respons mereka. Implementasi strategi Reward Punishment oleh guru terbukti efektif. Pemberian Reward (pujian, contoh: dengan pemberian stiker) meningkatkan motivasi dan kepatuhan, sedangkan Punishment yang bersifat mendidik (dengan metode time-out, teguran lembut) diterapkan konsisten untuk menetapkan batas perilaku.Kesimpulannya, sinergi antara pemahaman guru terhadap karakteristik temperamen dan penerapan Reward dan Punishment yang tepat berkontribusi signifikan pada optimalisasi perkembangan sosial-emosional anak. Penelitian ini merekomendasikan pelatihan berkelanjutan bagi guru untuk mengidentifikasi dan merespons berbagai tipe temperamen serta menyempurnakan teknik Reward Punishment yang lebih personal dan relevan. Kunci Kunci : Temperamen, Sosial Emosional, Anak Usia Dini. This study aims to analyze the development of the social-emotional aspects of Early Childhood Education (Temperament and Reward Punishment strategies) in students of Pembina Kartasura State Kindergarten, considering the importance of this foundation for children's success. Using qualitative descriptive methods (observation, interviews, and documentation), this study found that students' social-emotional development progressed well, despite variations in temperament. Students' temperaments, classified into types (easy, difficult, and slow), can influence their interactions and responses. The implementation of Reward Punishment strategies by teachers proved effective. Providing rewards (praise, for example, by giving stickers) increased motivation and compliance, while educational punishments (time-out methods, gentle reprimands) were applied consistently to set behavioral limits. In conclusion, the synergy between teachers' understanding of temperament characteristics and the appropriate application of rewards and punishments contributed significantly to optimizing children's social-emotional development. This study recommends ongoing training for teachers to identify and respond to various temperament types and to refine more personalized and relevant Reward Punishment techniques. Keywords: Temprament, Social Emotional, Early Childhood Education.