<![CDATA[This research was conducted due to the low independence observed in 4-5-year-old children in Group A1, where they were still heavily reliant on teachers during daily routines. To address this issue, the study implemented habituation of routine activities as a strategy to foster children's independence. A Classroom Action Research (CAR) design with two cycles was utilized. Each cycle encompassed four stages: planning, implementing the action, observing, and reflecting. The participants consisted of 19 children, comprising 13 boys and 6 girls. Data were collected through direct observation, documentation, and field notes, then analyzed using both quantitative and qualitative descriptive methods. The findings indicated a substantial improvement in children's independence. In the pre-cycle stage, only 21% of the children were independent. This figure rose to 58% after Cycle I and reached 89% by the end of Cycle II. The improvement was evident in several indicators, including the children's ability to organize their personal belongings, complete tasks independently, and demonstrate courage in trying new activities without assistance. Furthermore, the number of children who had not yet achieved independence decreased sharply from 15 to 2 children. In conclusion, the consistent implementation of routine activity habituation is proven to effectively enhance the independence of children aged 4-5 years.]]>
Copyrights © 2026
