Children’s Social Skills  Through Traditional Sport Games in Primary Schools

Irmansyah, Johan; Lumintuarso, Ria; Sugiyanto, FX; Sukoco, Pamuji

doi:10.21831/cp.v39i1.28210

Cited by 53 publications

(61 citation statements)

References 42 publications

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“…These games are not only able to help children manage negative emotions, but also build their social skills. This statement is in accordance with the findings of Irmansyah, Lumintuarso, Sugiyanto, & Sukoco (2020) which state that modification of traditional games can help children form their social skills. Of course, these children's social skills cannot be created instantly because they require time and a continuous learning process.…”

Section: Parents' Responses In Dealing With Children's Negative Emotionssupporting

confidence: 92%

Coping Strategies Among Kindergarteners in the Gender Perspective

Muthmainah

Purwanta

Suwarjo

et al. 2021

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Negative emotions remains common among some kindergarteners in general since it may impact their anxiety and stress. This study aimed to describe various elicitors for negative emotions among young children, their coping strategies, and the parents’ response to them in the gender perspective. The data were collected through questionnaires containing statements about coping strategies of their children developed using the Lazarus and Folkman theories and findings by Chalmers, Frydenberg, and Deans. The study involved 102 parents of children aged 4-6 years in Yogyakarta, Indonesia. The findings show that elicitors for negative emotions among boys are dominated by physical bullying by peers, while in girls, they are dominated by unfulfilled wishes. Meanwhile, coping uses among boys are dominated by assertive behavior, while in girls, they share their concerns with others. Regarding the response in dealing with children’s negative emotions, the parents give them a gadget, such as smartphone, for both boys and girls. The study implies that more educational parenting model is needed to educate parents in handling negative emotions through coping skills and indiscriminating behavior.

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Section: Parents' Responses In Dealing With Children's Negative Emotionssupporting

confidence: 92%

Coping Strategies Among Kindergarteners in the Gender Perspective

Muthmainah

Purwanta

Suwarjo

et al. 2021

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“…The results of other studies indicate that social skills can be optimally developed when carried out in a sustainable manner. This is because social skills are not formed and developed from an instance process (Irmansyah et al, 2020). Habit that is carried out regularly is considered appropriate as a strategy in developing social skills in children in a sustainable manner.…”

Section: Discussionmentioning

confidence: 99%

Implementation of a Character Education Strategy in the Perspective of Permendikbud Number 23 of 2015 at Raudhatul Athfal

Wiyani

2020

TJKMP

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This study is aimed at obtaining a description of the various habituation activities carried out to form the character of students that are relevant to Permendikbud Number 23 of 2015 concerning Cultivation of Character. The research approach used is qualitative with the type of phenomenological research. Data were collected by interview, observation and documentation then analyzed using data analysis techniques Miles and Huberman's model. The results showed that there are seven strategies in implementing character education based on Permendikbud Number 23 of 2015. First, cultivating moral and spiritual values through habituation. Second, developing national values and diversity through habituation. Third, develop positive interactions between students and teachers and parents through habituation. Fourth, developing positive interactions between students through habituation. Fifth, taking care of yourself and the school environment through habituation. Sixth, develop the full potential of students through habituation. Seventh, the involvement of parents and the community in schools through habituation. The seven strategy activities have been implemented optimally because each of the objectives in them can be achieved.

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“…There is still no coherence between theory and practice, curriculum formulation has not been fully implemented properly, the demands of policymakers who are still oriented towards sports achievement, and the teacher's lack of understanding of the concepts, models, and assessments of physical education learning. These findings further reinforce the vulnerability of the loss of the existence of physical education, as well as justify the benefits of physical education learning in elementary schools [21]. Therefore, these results should be considered for experts to offer solutions through scientific research, and policymakers to plan and reformulate the programs or curriculum arrangements of physical education that are considered established, to be more focused on the urgent needs in the field [22].…”

Section: Introductionmentioning

confidence: 68%

Physical Literacy in the Culture of Physical Education in Elementary Schools: Indonesian Perspectives

Irmansyah¹,

Susanto²,

Lumintuarso³

et al. 2021

saj

Self Cite

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Several countries around the world have promoted, advocated, and developed the concept of physical literacy. The concept of physical literacy is being believed to offer alternative solutions in the future as an effort to overcome global problems related to the lack of interest in individuals in performing physical activity. This research aims to develop a model of physical literacy in the culture of physical education in elementary schools, reviewed from the perspective of West Nusa Tenggara and the Special Region of Yogyakarta, Indonesia. The research method uses a mixed method with sequential exploratory strategies. The research procedure consists of three phases; Phase 1. Design of Physical Literacy; Phase 2. Expert Consensus (n=8); and Phase 3. Practitioners Assessment (n=12). The results of the study in Phase 1, which was analyzed qualitatively, produced three main themes, namely; (a) theoretical foundation, (b) construction of physical literacy, and (c) operationalization of physical literacy. In Phase 2 and 3, which were analyzed quantitatively, experts and practitioners reached a statement of agreement regarding the physical literacy model which was developed, with a percentage value of 86.01% (Phase 2) and 91.84% (Phase 3). These results show that the physical literacy model developed is in accordance with the culture of physical education in elementary schools, and can be implemented in the physical education learning process.

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Children’s Social Skills Through Traditional Sport Games in Primary Schools

Cited by 53 publications

References 42 publications

Coping Strategies Among Kindergarteners in the Gender Perspective

Coping Strategies Among Kindergarteners in the Gender Perspective

Implementation of a Character Education Strategy in the Perspective of Permendikbud Number 23 of 2015 at Raudhatul Athfal

Physical Literacy in the Culture of Physical Education in Elementary Schools: Indonesian Perspectives

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