PEMBELAJARAN KEBENCANAAN BERBASIS NILAI MUHAMMADIYAH MELALUI TEKNIK INSIDE OUTSIDE CIRCLE BAGI ANAK USIA DINI DI RA NURROHMAN DONOROJO

Abstrak

This study aims to describe the implementation of disaster education based on Muhammadiyah values through the Inside Outside Circle technique for early childhood at RA Nurrohman Donorojo. The study employed collaborative Classroom Action Research (CAR) using the Kemmis and McTaggart model, which consisted of planning, action, observation, and reflection stages. The research was conducted in two cycles involving 26 children of Group B2, consisting of 14 boys and 12 girls. Data collection techniques included observation, documentation, and field notes. The research instruments used observation sheets with indicators of participation, communication skills, cooperation, and children’s understanding of disaster preparedness. Data were analyzed using descriptive quantitative and qualitative techniques. The results showed that the implementation of the Inside Outside Circle technique created an interactive, enjoyable, and participatory learning atmosphere. Children became more active in communicating, more confident in expressing opinions, and better able to understand simple disaster preparedness concepts. The percentage of children achieving the criteria of Developing as Expected (BSH) and Very Well Developed (BSB) increased significantly from 13.4% in the pre-cycle to 37.5% in Cycle I, and reached 83.6% in Cycle II, exceeding the predetermined success indicator of 75%. The technique also contributed to the development of social-emotional skills such as cooperation, discipline, empathy, and caring attitudes, which reflect Muhammadiyah values. In conclusion, disaster education based on Muhammadiyah values through the Inside Outside Circle technique is effective in improving children’s participation, communication skills, and understanding of disaster preparedness in early childhood learning. This method can be used as an alternative interactive and child-friendly learning strategy in early childhood education institutions.