Peer-reviewed article
The Use of Religious-Based Prompt Methods in Preventing Violence Against Children in Group B at Tunas Mekar Kindergarten
Widya Maharani, Nurhayati Nurhayati, Amrullah Amrullah, Andi Agusniatih ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study tested a religious-values-based prompt method to prevent violence against young children at a kindergarten in Indonesia. Eighteen children in Group B were observed over three weeks as teachers used the method to help them develop emotional regulation and non-violent social behavior. The results showed improvements in children's ability to manage emotions and interact peacefully with others, with fewer children in lower developmental categories by week three.
Key points
- In the first week, 55.56% of children were in the 'beginning to develop' category for violence prevention; by week three, 37.03% reached 'developing as expected' and 29.62% reached 'developing very well'
- No children remained in the 'not yet developing' category after the intervention was applied
- Teachers reported that learning became more active, interactive, and enjoyable with improved non-violent social behavior among children
- The method improved children's emotional regulation skills and their understanding of religious values
- The prompt method is presented as an effective learning strategy to prevent violence in school settings
Limitations
The study used a small sample size (18 children) from a single kindergarten with no comparison group, so findings cannot be generalized to other settings or populations. The short timeframe (three weeks) does not show whether improvements persist over time.
Abstract
This study aims to examine the application of religious-value-based prompt methods in preventing violence against young children and to analyze their impact on children’s social skills. The study employed a descriptive qualitative approach with a correlational design, conducted at Tunas Mekar Kindergarten in Palu during the 2025/2026 academic year, with 18 children from Group B as the subjects. Data collection techniques included observation, interviews, and documentation, while data analysis utilized percentage calculations and qualitative interpretation. The results of the study indicate that the application of prompts based on religious values is effective in improving children’s emotional regulation skills, non-violent social behavior, as well as their understanding and application of religious values. In the first week, the majority of children were in the “beginning to develop” category (55.56%) and the “not yet developed” category (24.07%). Following the implementation of the prompts method in the second and third weeks, there was an increase in the “developing as expected” (37.03%) and “developing very well” (29.62%) categories, and no children remained in the “not yet developing” category. Interview results with teachers also indicated that learning became more active, interactive, and enjoyable, and that children were better able to exhibit non-violent social behavior. Thus, prompts based on religious values are effective in improving the social skills of young children and can serve as a learning strategy to prevent violence against children in school settings.