<![CDATA[Abstrak: Disiplin positif merupakan pendekatan pengasuhan dan pendidikan yang menekankan pembentukan kesadaran diri, tanggung jawab, dan perilaku positif tanpa penggunaan kekerasan. Keberhasilan penerapannya pada anak usia dini memerlukan sinergi antara lingkungan keluarga dan sekolah. Penelitian ini bertujuan menganalisis bentuk kolaborasi guru dan orang tua dalam meningkatkan disiplin positif anak, mengidentifikasi faktor pendukung dan penghambat kolaborasi, serta menjelaskan dampaknya terhadap perkembangan perilaku anak. Penelitian menggunakan pendekatan kualitatif dengan desain deskriptif yang dilaksanakan di PAUD Petra. Informan penelitian terdiri atas satu kepala sekolah, dua guru kelas, dan sepuluh orang tua peserta didik yang dipilih secara purposive. Data dikumpulkan melalui wawancara mendalam, observasi, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña. Hasil penelitian menunjukkan bahwa kolaborasi dilaksanakan melalui pertemuan tatap muka, komunikasi WhatsApp, program parenting, dan buku penghubung. Kolaborasi didukung oleh komitmen sekolah dan keterlibatan orang tua, serta menghasilkan peningkatan kepatuhan, tanggung jawab, kemandirian, dan kesadaran diri anak. Temuan ini menegaskan pentingnya kemitraan sekolah dan keluarga dalam membangun disiplin positif pada anak usia dini.Abstract: Positive discipline is a parenting and educational approach that emphasizes self-awareness, responsibility, and positive behavior without the use of violence. Its successful implementation in early childhood requires strong collaboration between families and schools. This study aimed to analyze the forms of teacher-parent collaboration in promoting positive discipline among children, identify supporting and inhibiting factors, and examine its impact on children’s behavioral development. A qualitative descriptive approach was employed at PAUD Petra. The participants consisted of one principal, two classroom teachers, and ten parents selected through purposive sampling. Data were collected through in-depth interviews, observations, and documentation and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings revealed that collaboration was implemented through face-to-face meetings, WhatsApp communication, parenting programs, and communication books. The collaboration was supported by school commitment and active parental involvement and contributed to improvements in children’s compliance, responsibility, independence, and self-regulation. These findings highlight the importance of sustainable school-family partnership in fostering positive discipline during early childhood.]]>
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