Efektivitas pembelajaran kooperatif (cooperative learning) untuk meningkatkan keterampilan sosial pada siswa taman kanak-kanak

Wasito, Dian Rachmawati; Indrijati, Herdina

doi:10.24854/jpu62

Cited by 4 publications

(4 citation statements)

References 2 publications

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“…Education quality management in the era of technological disruption places social skills, digital skills and academic skills as the main aspects of measuring the quality of education. Social skills are learning social behaviour that allows a person to interact with others by giving positive responses and avoiding negative responses (Wasito & Indrijati, 2017). Soft skills are also lacking in controlling emotions, having difficulty understanding the feelings and desires of other people, and needing to be more skilled in solving social problems.…”

Section: Final Product Revision and Discussionmentioning

confidence: 99%

Learning Quality Improvement Management Model for Elementary School Teachers

Nisa,

Khoirurrosyid

2023

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This paper aims to describe; 1) the weaknesses and strengths of learning in SD Muhammadiyah based on the challenges of technological disruption, 2) the need for teachers to improve the quality of learning, 3) the management model for improving the quality of learning that is appropriate to be applied by teachers in schools. This study uses a Research & Development design containing three main elements: 1) development model, 2) development procedure, and 3) product trial design. The development procedure goes through three stages: 1) preliminary study, 2) model development, and 3) model testing. The research results found that; 1) the weaknesses and strengths of learning at Muhammadiyah Elementary School, namely the quality of teachers is still lacking, the evaluation implementation is minimal; the design has not been implemented, the learning process is still lacking, and students lack motivation. In contrast, IT-based learning in schools has yet to be implemented. 2) Improving the quality of schools requires proper management based on the needs and challenges of the school going forward; teachers need learning modules, classifying student subject matter according to potential, and participatory learning.

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Section: Final Product Revision and Discussionmentioning

confidence: 99%

Learning Quality Improvement Management Model for Elementary School Teachers

Nisa,

Khoirurrosyid

2023

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“…According to Elliot & Busse, the intervention procedures of operant, cognitive, cooperative, and social learning are used to address children's social skills. Social skills intervention focuses on promoting positive behavior and using non-aversive methods such as modelling, training, and reinforcement to improve children's behavior (Dian & Herdina, 2017). For teachers, interventions that can be applied include the following social play plan at the beginning of a child's age: playing solitaire, parallel, associative, cooperative, and playing as a spectator.…”

Section: Forms Of Social Skills Developmentmentioning

confidence: 99%

The Influence of Parenting Styles on Early Childhood Social Skills

Sitorus,

Nurhafizah

2023

AIJP

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Developing a children's social skills from an early age will help build a rational thinking process and be able to make good decisions in the future. They will also understand themselves and others. This study aims to describe the family factors that trigger a child to have a lack of social skills. This research was conducted to examine and find out more and discuss the factors of parenting patterns that are closely related to children's social skills. This research describes qualitatively according to the type of case study against the background of 2 group B children aged 5-6 years having problems with their social skills, located in an RA in Tebing-Tinggi city. The type of research used in this study is qualitative descriptive with an approach. Children who lack social skills are likely to be rejected by their peers. Parents and teachers play an important role in directing children to socialize with others. Then, the intervention form includes playing solitaire, playing as an observer, playing parallel, playing associative, playing cooperative, and various forms of traditional games.

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“…Pada saat kegiatan pramuka prasiaga anak juga melakukan norma-norma berlaku dan menyetujui hal-hal baik, karena adanya ketentuan norma yang telah disusun secara sistematis dalam pramuka prasiaga sehingga anak terbiasa untuk melakukan hal-hal baik sesuai dengan pembiasaan baik yang telah disepakati bersama seperti disiplin, tertib, cuci tangan, berbagi dan lain sebagainya. Pratiwi mengungkapkan dalam penelitiannya bahwa adanya respon positif yang timbul pada diri anak, sebab ada keterampilan sosial sebagai wujud dari proses belajar perilaku yang dapat diterima secara sosial dengan cara yang menimbulkan respon positif dan membantu menghindari respon negative (Pratiwi, 2017). Sikap anak yang miliki rasa positif akan mengakui dan menyetujui dengan baik serta menanggapi sesuatu yang dapat membentuk sikap baik dalam diri anak sehingga anak diterima baik oleh teman-temannya.…”

Section: Gambar 2 Pramuka Prasiaga Mengasah Keterampilan Sosial Anak ...unclassified

Pramuka Prasiaga Mengasah Keterampilan Sosial Anak Usia 5-6 Tahun

Aini,

Wahyuni

2023

J. Obs. J. Pendidik. Anak Usia Dini

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Partisipasi PAUD di Indonesia masih tergolong rendah, mengingat usia 5-6 tahun banyak berinteraksi dengan lingkungan sekitar. Pramuka prasiaga merupakan kegiatan yang memberikan kebebasan anak berinteraksi bersama teman-temannya. Tujuan Penelitian ini untuk mengetahui bagaimana pramuka prasiaga mengasah keterampilan sosial anak usia 5-6 tahun serta faktor pendukung dan penghambatnya. Metode penelitian yang digunakan kualitatif deskriptif. Teknik pengumpulan data adalah observasi, wawancara Guru Pembina, Kepala Sekolah serta Guru Kelas dan dokumentasi. Hasil penelitian menunjukkan anak aktif mengikuti rangkaian kegiatan pramuka prasiaga yang dilaksanakan di luar kelas dengan Guru Pembina, orang tua dan sarana prasarana menjadi faktor pendukung dalam terasahnya keterampilan sosial anak usia 5-6 tahun, keterampilan sosial yang tampak meliputi percakapan, saling pengertian, bekerja sama, keterbukaan, berempati, motivasi, rasa positif dan rasa kesetaraan. Faktor penghambatnya yaitu jadwal pramuka prasiaga berbenturan dengan kegiatan lain, kondisi cuaca menghambat anak berkegiatan di luar kelas serta peselisihan antar anak saling berdiam diri hingga tidak saling berinteraksi.

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Efektivitas pembelajaran kooperatif (cooperative learning) untuk meningkatkan keterampilan sosial pada siswa taman kanak-kanak

Cited by 4 publications

References 2 publications

Learning Quality Improvement Management Model for Elementary School Teachers

Learning Quality Improvement Management Model for Elementary School Teachers

The Influence of Parenting Styles on Early Childhood Social Skills

Pramuka Prasiaga Mengasah Keterampilan Sosial Anak Usia 5-6 Tahun

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