The Development of Teacher Handbook on Preschool-Aged Children’s Aggressive Behavior and IT-Based Solutions

Abstract

The current study aimed at developing a teacher handbook on preschool-aged children's aggressive behavior and its solution. The study was conducted in Kindergarten in Turi Subdistrict, Sleman, Yogyakarta. The subjects of the study were Kindergarten teachers, students, and parents. The data collection method consisted of interview, observation, and questionnaire. The present study was categorized as Research and Development (R&D). The study was conducted in six phases. Phase I involved survey and preliminary study, phase II involved prototyping of teacher handbook, phase III was initial evaluation, phase IV was product tryout, phase V was product revision, phase VI was the final product. The data were analyzed using quantitative analysis. Then it was converted into qualitative data by percentage formula in order to point out the product quality. The data were then analyzed using qualitative and quantitative descriptive method. The result of the study showed that the use of teacher handbook significantly affects the decrease in preschool-aged children's aggressive behavior. The result of paired sample t-test on the questionnaire score before and after the use of the teacher handbook was sig. (2-tailed) 0.000 < 0.05

Implementing Bilingual Story-Telling Picture Book to Reinforce Character Education for Pre-Schoolers in English Extracurricular Activity

“…Therefore, the researchers were keen on composing the book as a stimulation that helps to shape the young pupil's attitude, behaviour and emotional development as well. Accordingly, strengthening pupil's emotional aspects might help in reducing their aggressive behaviour in the future, because hampered emotional development and social behaviour may led them to resort to violence as a form of anti-social behaviour (Widyastuti & Handayani, 2020).…”

“…Since nowadays children at very young age are already exposed to the use of gadgets, and lack of parents' supervisions, eventually led to children misbehaviours. In other words, this stage is exceptionally critical and determining periods that define someone's attitude, values, and behaviours in the future; in which it requires proper stimulation (Widyastuti & Handayani, 2020). Character education itself has purposes to shape a person's future by providing them an ongoing and relentless process to emulate and to initiate the young pupils understanding regarding positive habits, good morality, and pious personality or aqeedah, so they would get accustom with the notion of good and bad deed without having to be told.…”