Implementasi Pembelajaran Antre sebagai Upaya Penguatan Regulasi Emosi Anak Usia Dini
Abstract
This study aims to describe the implementation of queue-based learning as an effort to strengthen
emotional regulation in early childhood. The study employed a qualitative approach with a descriptive
design. The subjects were children aged 4–6 years in an early childhood education setting, with teachers
serving as supporting informants. Data were collected through observation, interviews, and
documentation. Data analysis used an interactive model consisting of data reduction, data display, and
conclusion drawing, with data validity ensured through source and technique triangulation. The results
showed that initially, children demonstrated limited emotional regulation skills, characterized by
impatience, emotional outbursts, and difficulty waiting for their turn. After consistent implementation of
queuing activities, there was a noticeable improvement in children’s emotional regulation, including
increased ability to wait calmly, follow rules, and reduce impulsive behavior. Queuing activities also
facilitated the internalization of social values such as discipline, patience, and respect for others. These
findings indicate that queue-based learning can serve as an effective strategy to develop emotional
regulation in early childhood through direct social experiences. This study implies that simple daily
activities can be optimized as meaningful tools for social-emotional learning in early childhood education.
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