Building Early Childhood Social Character Through Collaboration-Based Learning at Kb Paud Tunas Muda

Abstract

This study aims to analyze the implementation of collaboration-based learning in building early childhood social character at KB PAUD Tunas Muda, as well as to identify the forms of interaction, developing social values, and supporting and inhibiting factors in its implementation. This research employed a qualitative approach with a field research design. Data were collected through observation, interviews, and documentation, and were subsequently analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings indicate that collaboration-based learning at KB PAUD Tunas Muda is carried out through group activities, cooperative play, simple projects, and the habituation of helping one another. This implementation encourages children to become actively involved, communicate more politely, share roles, and complete tasks collaboratively under the guidance of the teacher. Children’s interactions developed from egocentric behavior toward cooperation, empathy, responsibility, and concern for peers. The most prominent social values were mutual cooperation, tolerance, discipline, and the ability to wait for one’s turn. Supporting factors included the role of teachers, the classroom environment, and parental support, whereas obstacles arose from differences in children’s characteristics and limited facilities. Consequently, learning became more meaningful for children’s social development.