<![CDATA[This study aimed to improve the self-confidence and caring attitudes of hyperactive children through block play activities at TK Persada Permai, Alalak District, Barito Kuala Regency. The study employed Classroom Action Research (CAR) conducted in two cycles, with each cycle consisting of three meetings. The research subjects were five children identified as displaying hyperactive behavior, consisting of four boys and one girl. Data were collected through observations of teacher activities, children’s activities, and the development of children’s self-confidence and caring attitudes. The data were analyzed descriptively using four developmental categories: Not Yet Developed (BB), Beginning to Develop (MB), Developing as Expected (BSH), and Developing Very Well (BSB). The findings showed gradual improvement after block play activities were implemented repeatedly with teacher guidance. At the initial stage, most children were still in the Not Yet Developed category. By the end of Cycle I, some children had begun to reach the Developing as Expected category. Further improvement occurred in Cycle II, and at the final meeting all children reached at least the Developing as Expected category, with three children categorized as Developing as Expected and two children categorized as Developing Very Well. Block play provided opportunities for children to interact, share, cooperate, follow instructions, develop concentration, and strengthen their self-confidence. Therefore, block play can be used as an alternative learning activity to support the development of self-confidence and caring attitudes among hyperactive children.]]>
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