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Habit-Building Activities Improve Discipline in Early Childhood Education in South Totikum
A 2026 study by Karmila P. Lamadang, Virnayanti Met, Fitriani R. DG. Ali, and Sasmawati Labungi from Universitas Muhammadiyah Luwuk Banggai found that consistent habit-building activities significantly improved discipline among children at Melati Early Childhood Education Center (PAUD Melati) in Tobungku Village, South Totikum District, Indonesia. Published in the Indonesian Journal of Society Development (IJSD), the research highlights how simple daily routines—such as lining up properly, tidying toys, and following classroom schedules—can strengthen disciplined character in children aged 5–6.
The findings matter because discipline in early childhood is widely recognized as the foundation for responsibility, orderliness, and positive social behavior later in life. In communities where parents are often occupied with demanding economic activities, schools play an even more important role in shaping children’s character.
Why Early Discipline Matters
Discipline is one of the most important values taught in early childhood education. Children between the ages of five and six are in a sensitive developmental stage where repeated behaviors can become lifelong habits.
At PAUD Melati, teachers observed that several children were still inconsistent in following classroom rules. Some children had difficulty lining up neatly, putting toys back after use, and following the daily learning schedule. These behaviors may seem small, but they are key indicators of self-control and responsibility.
The researchers noted that character development is not shaped by school alone. Family background, parenting style, and the surrounding environment all influence how children learn discipline. In Tobungku Village, where many parents work as fishermen, farmers, and small business owners, limited supervision at home increases the importance of school-based character education.
As a result, PAUD Melati became a strategic place for strengthening disciplined behavior through structured daily practice.
Simple Routines, Stronger Character
The research used Classroom Action Research, a practical method commonly applied by teachers to improve learning outcomes directly in the classroom.
The study was carried out in two cycles, with each cycle involving:
- Planning classroom discipline activities
- Implementing the actions
- Observing children’s behavior
- Reflecting on the results for improvement
The researchers focused on habituation activities, meaning repeated routines designed to make disciplined behavior a natural part of children’s daily lives.
Examples included:
- Arriving on time
- Standing in line before entering class
- Following classroom rules
- Tidying up toys and learning materials
- Participating in activities according to schedule
- Listening to teacher instructions consistently
Data were collected through direct observation and documentation, then analyzed descriptively to measure behavioral improvement.
Clear Improvement Across Two Cycles
The results showed that children’s discipline improved in every cycle after habituation activities were applied consistently and in a structured way.
Children became more orderly during classroom transitions, more willing to clean up after activities, and more responsive to classroom routines. Teachers also reported that children showed stronger responsibility and better compliance with school rules.
The researchers concluded that repetition—not punishment—was the most effective strategy for building discipline at this age.
“Habituation activities carried out consistently and structured are effective in improving the character of early childhood discipline,” the authors wrote in the study.
This supports behaviorist learning theory, which emphasizes repetition in shaping behavior, as well as Albert Bandura’s social learning theory, where children learn by observing and imitating consistent examples from adults around them.
Broader Impact for Schools and Families
The study offers practical lessons for teachers, parents, and policymakers.
For teachers, the findings show that discipline can be strengthened through simple daily routines rather than complicated interventions. Classroom consistency matters more than strict control.
For parents, the research emphasizes that discipline should continue at home. When school routines are supported by family habits, children are more likely to internalize responsible behavior.
For education policymakers, the study supports stronger investment in character education programs at the preschool level, especially in rural and working-class communities where schools often serve as the main environment for social development.
In Indonesia, where early childhood education is increasingly linked to national human development goals, discipline-building programs like this can contribute to stronger educational outcomes in the long term.
Universitas Muhammadiyah Luwuk Banggai researchers argue that discipline should not be seen as obedience alone, but as part of preparing children to become responsible and socially aware individuals.
Academic Perspective from the Authors
According to Karmila P. Lamadang and her team from Universitas Muhammadiyah Luwuk Banggai, disciplined character is best developed through repeated positive experiences rather than one-time instruction.
Their research shows that when children repeatedly practice orderly behavior in a supportive classroom environment, discipline becomes a habit rather than a rule imposed from outside.
This approach shifts early childhood education from correction-based teaching to character formation through experience.
Author Profile
Karmila P. Lamadang, S.Pd., M.Pd. is a researcher and educator at Universitas Muhammadiyah Luwuk Banggai with expertise in early childhood education, classroom action research, and character development in preschool learning environments.
She worked with:
- Virnayanti Metes, education researcher in early childhood learning
- Fitriani R. DG. Ali, specialist in educational development
- Sasmawati Labungi, researcher in character education and teaching practice
All authors are affiliated with Universitas Muhammadiyah Luwuk Banggai, Indonesia.
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