Perkembangan Sosial Emosional Anak Usia Pra Sekolah

Indanah, Indanah; Yulisetyaningrum, Yulisetyaningrum

doi:10.26751/jikk.v10i1.645

Cited by 26 publications

(23 citation statements)

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“…Selain itu anak juga sudah mampu berkembang pada lingkup tanggungjawab diri dan orang lain. Masalah kesehatan mental dapat muncul seiring bertambahnya usia anak, sehingga mengakibatkan anak mengalami gangguan kesehatan mental yang mempengaruhi peran anak dalam lingkungan, seperti sekolah dan rumah (Indanah & Yulisetyaningrum, 2019).…”

Section: Pendahuluanunclassified

Perkembangan Sosial Emosional Anak Pra Sekolah Dengan Instrumen Kuesioner Masalah Mental Emosional

Salsabela

Khumaeroh

Widjayatri

2022

ABATA

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The period of social emotional development of pre-school children needs to be monitored as early as possible with the emotional mental problem questionnaire (KMME) instrument tool useful for early detection in emotional deviations that can be carried out on children aged 36-72 months, namely the pre-school period. The purpose of this study to provide knowledge about the social-emotional development aged 36-72 months of pre-school children. This research activity was carried out at KB Ar-Raudho Serang using descriptive qualitative methods with interview techniques using the KMME instrument. Doing this KMME is useful for parents to know the social emotional development of children by knowing if the child has or does not have emotional problems. The results of the survey, was found from the number of informants 15 children in KB Ar-Raudho Serang there were 6 children who had good emotional abilities, 2 children had an answer of 1 "Yes" and for 8 other children according to the KMME instrument if more than 2 " YES”, it is possible that the child has mental problems, and the educator can only do KMME and direct parents to check their children to mental health facilities or child development, without diagnosing mental problems the child has.

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Section: Pendahuluanunclassified

Perkembangan Sosial Emosional Anak Pra Sekolah Dengan Instrumen Kuesioner Masalah Mental Emosional

Salsabela

Khumaeroh

Widjayatri

2022

ABATA

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“…Indikator perkembangan sosial emosional menurut Dabis menyangkut kemampuan berinteraksi dengan lingkungan dan kemampuan mengendalikan emosi (Dabis, 2019). Indikator lainnya adalah kemampuan menyesuaikan diri dengan aturan yang berlaku dalam lingkungan masyarakat (Indanah & Yulisetyaningrum, 2019).…”

Section: Gambar 2 Menggambar Ibu a Yang Sedang Presentasiunclassified

Model Pengasuhan Anak Usia 3-4 Tahun Berbasis Practical Life di Homeschooling Tunggal

Winata

Susanto

Suryadi

et al. 2021

J. Obs. J. Pendidik. Anak Usia Dini

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Anak usia dini berada dalam fase bermain, bergerak secara aktif. Munculnya penggunaan teknologi membuat anak cenderung banyak menggunakan media tersebut dan membuat anak kurang bergerak. Oleh karenanya dibutuhkan model pengasuhan di era digital yang berbasis practical life agar aktivitas anak dapat seimbang. Tujuan penelitian ini untuk menemukan model pengasuhan berbasis practical life sebagai upaya preventif menghindari pengaruh negatif penggunaan teknologi. Model dikembangkan berdasarkan teori Montessori yang dipadukan dengan Research and Development model Dick and Carey. Desain pembelajaran disusun untuk anak usia 3-4 tahun yang diasuh di rumah (homeschooling tunggal). Penelitian ini berlangsung selama satu tahun dengan teknik pengumpulan data; observasi, wawancara, dan dokumentasi. Data dianalisis secara kualitatif dan kuantitatif sederhana dengan mengikuti langkah model Dick and Carey; mengidentifikasi pembelajaran, melaksanakan, dan mengevaluasi pembelajaran. Hasil penelitian menampilkan langkah model pengasuhan dimulai dari need assessment, demonstrasi, latihan independen, relasi konteks lain, dan evaluasi sebagai langkah preventif dalam menanggulangi pengaruh negatif penggunaan teknologi.

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“…Penelitian lain juga menunjukkan bahwa sekitar 8-9% anak prasekolah mengalami masalah psikososial, seperti terkait perkembangan sosial emosionalnya. Adanya kecenderungan menunjukkan kecemasan maupun perilaku agresif (Indanah & Yulisetyaningrum, 2019).…”

Section: Secaraunclassified

Kegiatan pembelajaran sebagai upaya dalam menstimulus perkembangan sosial-emosional anak usia dini

Aghnaita

Salsabila²,

Hanik³

et al. 2020

Atfaluna

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This study aims to determine the emotional social development of early childhood in Integrated Early Childhood Education Tarbiyatul Athfal UIN Antasari Banjarmasin as well as the form of learning activities undertaken as an effort to stimulate the emotional social development. The research method used is qualitative research on 6 children and learning activities that can stimulate children's emotional emotional development as primary data. Based on research conducted, the results obtained that the child's emotional social development tends to be unstable. Children often prefer to play alone. Nevertheless, children also begin to show interest in hanging out in the surrounding environment and doing play activities together. In addition, there are several factors influence, such as: social emotional experiences of children, gender differences, differences in family and cultural backgrounds, and parenting. While the form of learning activities that are pursued in the form of stimulation of children's emotional social development include: routine activities of reading Asmaul Husna and short surahs, filling in journals, playing indoor, and conducting learning activities. The activity was carried out through exemplary methods, sharing learning, and collaborative games.

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Perkembangan Sosial Emosional Anak Usia Pra Sekolah

Cited by 26 publications

References 0 publications

Perkembangan Sosial Emosional Anak Pra Sekolah Dengan Instrumen Kuesioner Masalah Mental Emosional

Perkembangan Sosial Emosional Anak Pra Sekolah Dengan Instrumen Kuesioner Masalah Mental Emosional

Model Pengasuhan Anak Usia 3-4 Tahun Berbasis Practical Life di Homeschooling Tunggal

Kegiatan pembelajaran sebagai upaya dalam menstimulus perkembangan sosial-emosional anak usia dini

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