Empowering Early Learners' Social Interaction: A Qualitative Inquiry into Gotong Royong Implementation

Abstract

This study analyzes the role of gotong royong (communal work) in strengthening cooperative character among early childhood students at KB/TK Cordova Islamic School. Using a qualitative case study with an ethnographic orientation, the research involved four children from Class A1 selected through purposive sampling. Data were collected via classroom observations, teacher interviews, and informal conversations, then analyzed using the Miles and Huberman interactive model. Findings reveal that gotong royong is deeply integrated through daily routines and collaborative projects, such as collective cleaning and peer-tutoring. These activities enable children to transition from egocentric play to autonomous collective action. Cooperative behavior has become an ingrained group identity, evidenced by spontaneous empathy and prosocial initiatives. Consistent environmental modeling and a "hidden curriculum" create a social ecosystem where mutual assistance is a lived value. Repeated cultural practices effectively shift the child’s perspective from individualistic agency to communal belonging. The implementation of gotong royong transforms social interactions into collaborative dynamics. This shift reduces egocentric tendencies and fosters empathy and social responsibility, providing a sustainable foundation for character identity.