Teaching Note:The Use of Behavior Trees to Enhance Compliance with School Regulations Among Grade 1 Learners : Teaching Note: Penggunaan Media Pohon Perilaku Untuk Meningkatkan Kepatuhan Terhadap Aturan Sekolah Pada Siswa Kelas 1

Suparmi (Program Studi Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Sidoarjo)
Mahardika Darmawan Kusuma Wardana (Program Studi Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Sidoarjo)

Indonesian Journal of Education Methods Development
Vol. 21 No. 3 (2026): August

General Background: Classroom discipline is an important part of character development in early primary education, particularly in helping Grade 1 learners follow instructions, participate appropriately, and manage their behavior. Specific Background: Teachers may face difficulties maintaining consistent classroom behavior, making clear routines, visual guidance, and positive reinforcement relevant to early-grade learning. Knowledge Gap: Practical classroom guidance that combines visual behavior reinforcement with immediate student reflection remains important for supporting consistent rule-following among young learners. Aims: This teaching note presents the use of Behavior Tree media combined with positive reinforcement, observation checklists, and visual exit tickets to support compliance with school and classroom rules. Results: The implementation used a Behavior Tree with stars or leaves as visual rewards, daily behavioral observation, and a three-minute visual exit ticket. The aggregate results showed that 85% of students reached a score of at least 2 for rule understanding, while 65% reached the criterion for the reflection component and 55% demonstrated independent action in attaching behavior leaves. The main difficulties included students interpreting rules differently across learning and break times and attaching rewards because they expected additional leaves. Novelty: The teaching note combines a visible behavior tree, positive reinforcement, and visual reflection within a practical early-grade classroom routine. Implications: The practice provides teachers with a structured classroom strategy that can be adapted through visual prompts, guided verbal instructions, and alternative reflection activities according to students’ literacy levels and classroom conditions. Key Findings Highlights 85% of students achieved the specified criterion for rule understanding. 65% achieved the criterion in the visual reflection component. 55% demonstrated independent behavior when attaching the leaves. Keywords : Behavior Reinforcement, Classroom Discipline, Positive Reinforcement, Visual Reflection, Elementary Education