scholarly journals PENINGKATAN SIKAP POSITIF IBU-IBU WALI PAUD TERHADAP PEMBELAJARAN DI PAUD RW II TAMBAK WEDI SURABAYA

2020 ◽  
Vol 3 (1) ◽  
pp. 36
Author(s):  
Dewi Mustami’ah ◽  
Andi Maulida Rahmania ◽  
Anisa Nilasari
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Focus Group Discussion ◽  
Positive Attitude ◽  
Early Childhood Development ◽  
Group Discussion ◽  
Childhood Development ◽  
School Year ◽  
Children’S Learning ◽  
Children's Learning

Tujuan dari kegiatan pengabdian kepada masyarakat ini adalah untuk membentuk sikap positif ibu-ibu wali murid PAUD RW II Kelurahan Tambak Wedi Surabaya terhadap pembelajaran di PAUD. Permasalahan selama ini ibuibu menganggap pembelajaran di PAUD kurang ada manfaatnya karena hanya diajari bernyanyi, berjalan-jalan dan bermain saja. Sedangkan orang tua menghendaki ketika anak dimasukkan PAUD akan diajari menulis, berhitung dan membaca. Akibatnya orang tua terkadang tidak akan mengantarkan anaknya ketika sibuk atau punya aktifitas lain dan bahkan akan menghentikan anaknya ditengah tahun pelajaran. Anak tidak sampai tuntas mengikuti pembelajaran di PAUD sampai akhir tahun pelajaran. Dalam upaya meningkatkan sikap positif orang tua (ibu) pada pentingnya belajar di PAUD, maka diperlukan pemahaman terhadap orang tua melalui Focus Group Discussion tentang belajar anak PAUD, Belajar Bersama Anak melalui aktifitas ibu-anak. Untukmeningkatkan sikap positif ibu terhadap PAUD diperlukan pemahaman tentang perkembangan anak Usia Dini, Model belajar anak usia dini, pemilihan stimulant yang cocok untuk anak usia dini. Diharapkan dengan pemahaman yang tepat tentang Pendidikan anak usia dini orang tua akan memiliki sikap positif terhadap PAUD, sehingga orang tua akan berpartisipasi aktif dalam pembelajaran anak. Hasil Ibu-Ibu lebih memahami Pendidikan PAUD mengembangkan aspek fisik, panca indera, emosi, social, pengetahuan, agama pada anak melalui metode bermain. Sehingga ketika bunda PAUD mengajak anak-anak melompat-lompat, berlari atau berjalan-jalan, sebenarnya didalamnya terdapat pengetahuan berbaris, sabar menunggu aba-aba, mengerti teman di kanan kirinya, melatih kepekaan anak dalam mendengar perintah. Ibu-ibu juga memiliki pemahaman terkait bagaimana harus menghadapi anak-anak usia dini dan perilaku khasnya seperti senang berlarian, coret-coret dan ibu-ibu juga memiliki pandangan bagaimana mengelola emosi dengan lebih baik saat menghadapi anak. Ibu-ibu memperoleh gambaran stimulasi anak usia dini yang dapat dilakukan ibu dan anak di rumah dengan menggunakan bahan-bahan yang sederhana namun bertujuan untuk melatih kemampuan sensorik anak, yaitu kegiatan meremas kertas, dan menempel benda-benda kecil di kertas (misalnya biji-bijian (jagung, kedelai, beras, kacang-kacangan).ABSTRACTThe purpose of this community service activity is to establish a positive attitude towards the guardians of PAUD RW II students in Tambak Wedi Surabaya Village towards learning in PAUD. The problem so far has been that mothers consider learning in PAUD to be of no use because they are only taught to sing, walk and play. Whereas parents want PAUD when children are included, they will be taught to write, count and read. As a result parents sometimes will not deliver their children when they are busy or have other activities and will even stop their children in the middle of the school year. Children do not complete learning in PAUD until the end of the school year. In an effort to improve the positive attitude of parents (mothers) on the importance of learning in PAUD, it is necessary to understand parents through Focus Group Discussion on PAUD children’s learning, Learning With Children through mother-child activities. To improve the mother’s positive attitudetowards PAUD, an understanding of Early Childhood development, early childhood learning model, selection of stimulants suitable for early childhood is needed. It is expected that with proper understanding of early childhood education parents will have a positive attitude towards PAUD, so parents will actively participate in children’s learning. Results Mothers better understand PAUD education develops physical aspects, senses, emotions, social, knowledge, religion in children through playing methods. So when the mother of PAUD invites children to jump around, run or walk, in fact there is a lined up knowledge, patiently waiting for the cue, understanding the friend on her left and training the child in listening to commands. Mothers also have an understanding of how to deal with early childhood and their typical behaviors such as running around, scribbling and mothers also have a view on how to manage emotions better when facing children. Mothers get a picture of early childhood stimulation that can be done by mothers and children at home by using simpleingredients but aims to train children’s sensory abilities, namely the activity of squeezing paper, and sticking small objects on paper (for example, grains (corn, soybeans, rice, nuts).

scholarly journals Co-creation of an Acceptable Indigenous Food Diet for Children Under Five in Early Childhood Development Centres

2021 ◽  
Author(s):  
Gundo Nepfumbada ◽  
Tafadzwa Dzunamarira ◽  
Tivani Phosa Mashamba-Thompson
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Focus Group Discussion ◽  
Early Childhood Development ◽  
Group Discussion ◽  
Leafy Vegetables ◽  
Childhood Development ◽  
Nominal Group ◽  
Children Under Five ◽  
Under Five

Abstract Background: The use of indigenous food (IF) such as green leafy vegetables and fruits in rural communities has been the main source of food despite being replaced by food high in sugar and fats. Early Childhood Development (ECD) centres are uniquely positioned for positive influence to healthy eating of children. The aim of this study was for ECD stakeholders to co-create an IF diet for children under five in ECD centres.Method: A sequential explanatory mixed method design was employed. We conducted focus group discussion with stakeholders employing the community-based participatory research (CBPR) approach and the nominal group technique ranking method to co-create to an acceptable indigenous food diet for children. Data was analyzed using both qualitative and quantitative methods. A thematic approach to qualitative data analysis with a coding framework guided by Consolidated Framework for Implementation Research (intervention characteristics, inner setting, outer setting, characteristics of individuals involved in implementation and the implementation process) was employed to analyse focus group discussion data. Statistical analysis was employed to analyze quantitative data collected through surveys.Results: Study participants included ECD stakeholders (ECD managers, social workers and dieticians) aged 34-52. Participants identified Ditokomane, Oranges, Mabele soft porridge, Dithotse and Dinawa as components of an IF that are suitable and acceptable for children under five years in ECD centres. Conclusion: ECD stakeholders co-created an IF diet to be implemented in ECD centres for children under five. Stakeholders are of the view that IF diet will have more health benefits on children than the current menu that is being used.

scholarly journals Co-Creation of an Acceptable Indigenous Food Diet for Children Under Five in Early Childhood Development Centres

2020 ◽  
Author(s):  
Gundo Nepfumbada ◽  
Tafadzwa Dzinamarira ◽  
Tivani Phosa Mashamba-Thompson
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Focus Group Discussion ◽  
Early Childhood Development ◽  
Group Discussion ◽  
Leafy Vegetables ◽  
Childhood Development ◽  
Nominal Group ◽  
Children Under Five ◽  
Under Five

Abstract Background: The use of indigenous food (IF) such as green leafy vegetables and fruits in rural communities has been the main source of food despite being replaced by food high in sugar and fats. Early Childhood Development (ECD) centres are uniquely positioned for positive influence to healthy eating of children. The aim of this study was for ECD stakeholders to co-create an IF diet for children under five in ECD centres.Method: A sequential explanatory mixed method design was employed. We conducted focus group discussion with stakeholders employing the community-based participatory research (CBPR) approach and the nominal group technique ranking method to co-create to an acceptable indigenous food diet for children. Data was analyzed using both qualitative and quantitative methods. A thematic approach to qualitative data analysis with a coding framework guided by Consolidated Framework for Implementation Research (intervention characteristics, inner setting, outer setting, characteristics of individuals involved in implementation and the implementation process) was employed to analyse focus group discussion data. Statistical analysis was employed to analyze quantitative data collected through surveys.Results: Study participants included ECD stakeholders (ECD managers, social workers and dieticians) aged 34-52. Participants identified Ditokomane, Oranges, Mabele soft porridge, Dithotse and Dinawa as components of an IF that are suitable and acceptable for children under five years in ECD centres. Conclusion: ECD stakeholders co-created an IF diet to be implemented in ECD centres for children under five. Stakeholders are of the view that IF diet will have more health benefits on children than the current menu that is being used.

scholarly journals Co-creation of an Acceptable Indigenous Food Diet for Children Under Five in Early Childhood Development Centres

2020 ◽  
Author(s):  
Gundo Nepfumbada ◽  
Tafadzwa Dzinamarira ◽  
Tivani Phosa Mashamba-Thompson
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Focus Group Discussion ◽  
Early Childhood Development ◽  
Group Discussion ◽  
Leafy Vegetables ◽  
Childhood Development ◽  
Nominal Group ◽  
Children Under Five ◽  
Under Five

Abstract Background: The use of indigenous food (IF) such as green leafy vegetables and fruits in rural communities has been the main source of food despite being replaced by food high in sugar and fats. Early Childhood Development (ECD) centres are uniquely positioned for positive influence to healthy eating of children. The aim of this study was for ECD stakeholders to co-create an IF diet for children under five in ECD centres.Method: A sequential explanatory mixed method design was employed. We conducted focus group discussion with stakeholders employing the community-based participatory research (CBPR) approach and the nominal group technique ranking method to co-create to an acceptable indigenous food diet for children. Data was analyzed using both qualitative and quantitative methods. A thematic approach to qualitative data analysis with a coding framework guided by Consolidated Framework for Implementation Research (intervention characteristics, inner setting, outer setting, characteristics of individuals involved in implementation and the implementation process) was employed to analyse focus group discussion data. Statistical analysis was employed to analyze quantitative data collected through surveys.Results: Study participants included ECD stakeholders (ECD managers, social workers and dieticians) aged 34-52. Participants identified Ditokomane, Oranges, Mabele soft porridge, Dithotse and Dinawa as components of an IF that are suitable and acceptable for children under five years in ECD centres. Conclusion: ECD stakeholders co-created an IF diet to be implemented in ECD centres for children under five. Stakeholders are of the view that IF diet will have more health benefits on children than the current menu that is being used.

scholarly journals Implication of outdoor Environment on Children’s Learning Experiences in Public Preschools in Borabu Sub-County, Kenya

2020 ◽  
Vol 2 (1) ◽  
pp. 4-17
Author(s):  
Godfrey Nyaoga Ayaga ◽  
Edward Khasakhala Okaya
Keyword(s):  
Early Childhood ◽  
Cognitive Skills ◽  
Early Childhood Development ◽  
Learning Experiences ◽  
Outdoor Environment ◽  
Childhood Development ◽  
Children’S Learning ◽  
Competency Based ◽  
The Government ◽  
Children's Learning

ABSTRACTBased on the findings of the Kenya Institute of Curriculum Development (KICD) needs assessment study carried out in 2016, international best practices in education systems and curriculum reforms, and a desire to make learning more meaningful for the Kenyan scholar Government's initiated an overhaul the 8–4–4 education structure to Competency-based learning because it did not promote wholesome learning. Competency-based education and training is an approach to teaching and learning more often used in learning concrete skills than abstract learning. Early Childhood Development and Education has greatly been compromised globally. The EFA’s first goal stipulated that it is the responsibility of every Government to expand and enhance comprehensive Early Childhood Education. In this regard, provision of quality of the environment is very key in enhancing learning. This paper presents results from a study that was conducted in Borabu Sub-county in Kenya to determine the implication of outdoor environment on children’s learning experiences in public preschools. The major findings includes: the general state of outdoor environment component was unsatisfactory; there was a positive relationship between the state outdoor environment and pre-schoolers learning experiences related to preschool children’s ability to performing various loco-motor activities and rhythmic movement activities and general academic achievement. The results further indicated that when all the four states of outdoor (the site, availability, adequacy and effectiveness) investigated combined together explained 35.2% of the variance in the preschool overall learning experiences. The results from observation and interview schedules indicated that a rich outdoor environment had a positive influence on preschool children‘s development of various social, emotional and cognitive skills. The study recommends that teachers and pupils should participate in outdoor play. In addition, the government should put in place policy guidelines to all pre-schools with regard to the availability, adequacy and effectiveness of outdoor environment.Key Words: Competency-Based Curriculum; Outdoor Environment; Availability; Adequacy; Effectiveness; Learning Experiences

Strengthening the Services in Early Childhood Development in the Roma Communities

2018 ◽  
Vol 5 (1) ◽  
pp. 54-60
Author(s):  
Alma Tasevska
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Early Childhood Development ◽  
Recent Decade ◽  
Childhood Development ◽  
Joint Project ◽  
Pedagogical Documentation ◽  
Methods And Techniques ◽  
Kindergarten Educators ◽  
And Training

Abstract The realistic state of the education of the Roma community illustrates the need for serious investments in resources of a human and material kind. Although the recent decade proved to be a decade of educational needs of the Roma, analyses still show the necessity for sustaining the continuity in advancing the developments of everything connected to early childhood development, as a basic sub-system in education. The research that was done had the aim of exploring the needs for strengthening the competencies and the sensibilities of work in environments with social, language and cultural specificities. The research was conducted in several stages, with focus groups as well: a questionnaire for kindergarten educators was conducted; research with a focus group of kindergarten educators was conducted; research with a focus group of parents whose children attend the kindergarten was conducted; research with a focus group of NGO representatives was conducted. The methods and techniques applied are the method of analysis, the inductive, descriptive and the method of generalization, as well as techniques of analysis of pedagogical documentation, observation,and surveying. It can be concluded that: kindergarten educators show a need towards professional development and training related to early childhood development and learning; kindergarten educators show a need towards cooperation with the community; parents showed their dissatisfaction withthe difficult adaptation of children in the kindergarten; NGO representatives stated the need for infrastructural investments, as well as investments in joint project activities between the children, educators,and parents.

scholarly journals The Inside Story: Early Childhood Practitioners' Perceptions of Teaching Science

2021 ◽  
Author(s):  
◽  
Kayte Edwards
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Focus Group Discussion ◽  
Teaching Strategies ◽  
Group Discussion ◽  
Early Childhood Teachers ◽  
Unique Contribution ◽  
Subject Knowledge ◽  
Scientific Learning ◽  
The Way

<p>This thesis investigates early childhood teachers' perspectives of how they support children's scientific learning, and how they felt about the way they supported that learning, within one childcare centre setting. Using a qualitative case study approach the views of the six participants teaching at the research site were gathered during initial individual interviews. Participants were then asked to document situations where they noticed and recognised children engaged in scientific learning. In a second interview participants talked about the documentation they had gathered and what responses they had to what they had seen, if any. The interview data and participant documentation was then coded and collated into a matrix form in order to use the initial findings as the basis for a focus group discussion involving all participants. The transcript of the focus group discussion was then added to the initial findings and subsequently considered in light of Rogoff's (2003) three analytical foci (the personal, interpersonal and cultural-institutional). This enabled a broad spectrum of ideas to emerge and served to highlight several teaching strategies.Three key findings emerged from the data. The first, a unique contribution of this study, highlights specific teaching strategies relating to the interdependent nature of team teaching relationships. The dialogue that developed between participants during the research emerged as a significant teaching support. The way the participants drew on each other's expertise, knowledge, experiences, and physical support was noticeable and often contributed to an individual participant's learning and increased confidence. On an individual level, the second finding concerned how capable and competent the individual participants felt about their support of children's scientific learning was related to their view of what 'science' is, and the role they thought the teacher should play in science education. This emphasises the importance of teachers having subject knowledge and a solid understanding of the nature of science (NOS). Furthermore, in this study the complexity of increasing the effectiveness of the support that early childhood teachers provide for children's scientific learning was revealed as the third finding. The influence of participants' confidence in and attitudes toward supporting children's scientific learning is further complicated when considering them in relation to the role of the teacher's understanding of NOS. Both of these factors have implications for the difference in teachers' available knowledge, skills and resources, and their inclination to use them. This thesis argues that there is no one solution to encouraging teachers to engage in more effective scientific learning support. However, reflective practice can enable teachers to develop their understanding of what science is and a pedagogy that will support the children's scientific learning, as well as increasing their confidence in and willingness to expand their scientific subject knowledge base. In addition, it also contends that collective teaching strategies are a significant factor in early childhood teachers' abilities to notice, recognise and respond to children engaged in scientific learning and as such need further consideration in teacher education, policy making decisions, and future research.</p>

scholarly journals Peer interactions among under three years old children in Malaysian childcare centres: A case study approach

2021 ◽  
Author(s):  
◽  
Farhana Wan Yunus
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Social Competence ◽  
Focus Group Discussion ◽  
Peer Interactions ◽  
Group Discussion ◽  
Infants And Toddlers ◽  
Stimulated Recall ◽  
Stimulated Recall Interviews

<p>Research on infants’ and toddlers’ peer interactions in childcare centres shows many benefits for children’s social competence. With increasing participation of under-three year olds in group-based early childhood services worldwide, there is also growing interest in the role played by childcare adults in supporting children’s social competence. In the Malaysian context, where the number of childcare settings is growing rapidly, early childhood research remains limited and is non-existent within the field of understanding the complexity of infants’ and toddlers’ peer interactions. At the same time there has been a mounting discourse by Malaysian economists promoting the benefits of non-cognitive skills to a country, thus focussing attention on social skills, of which peer interactions are a form. This study opens up this under-researched field in Malaysia through three qualitative case studies – one in each of three childcare centres in the state of Selangor. Each case study involved individual semi-structured interviews with the childcare practitioners, video-recorded observations of the children’s peer interactions, and video-stimulated recall interviews. A focus group discussion was conducted too with all of the practitioners after that. The aim of the study was to examine how practitioners perceived peer interactions among children under three years old in their childcare centres, and the kinds of peer interactions that occurred among the children. Drawing on constructs from a range of social constructivist theoretical perspectives, the findings revealed that at the start of the study, the practitioners saw themselves as promoting peer interactions by facilitating group activities and managing interactions between children by responding to their conflicts. The observations of children’s peer interactions revealed complex negotiations by the children who were actively creating a sense of belonging and togetherness at their childcare centres like embracing the centre’s routines, and responding to the needs of others including through humour and laughter. In the process of these interactions, children exercised their agency and learned the skills of becoming socially competent participants in their centre. Through video-stimulated recall interviews and focus group discussion, the practitioners deepened their thoughts on children’s peer interactions and saw peer interactions to be linked with learning around three main themes: learning through play; learning through gaining familiarity with others; and learning about having friends. My findings provide a picture of how the children’s peer interactions were understood by largely untrained practitioners, and how the complexity of children’s lived experiences remained hidden to the practitioners until they took part in the video-stimulated recall interviews; the latter opened up and deepened the practitioners thoughts about children’s peer interactions. This study differs from earlier studies in that it is based in Malaysia where the provision of group-based early childhood care and education services is still a relatively new social and educational endeavour staffed by largely unqualified practitioners. This has implications for future childcare training initiatives in Malaysia.</p>

scholarly journals Pendampingan Penyusunan Perangkat Pembelajaran Kurikulum 2013 bagi Guru Madrasah Aliyah

2020 ◽  
Vol 4 (1) ◽  
pp. 99
Author(s):  
Khalimatus Sadiyah ◽  
Mahalli Mahalli ◽  
Fathur Rohman ◽  
Azzah Nor Laila
Keyword(s):  
Focus Group ◽  
Focus Group Discussion ◽  
Group Discussion ◽  
Learning Tools ◽  
Ministry Of Education ◽  
Contributing Factors ◽  
Study Program ◽  
Curriculum Assessment ◽  
School Year ◽  
Learning Plans

ABSTRACTThe 2013 curriculum was established by the Ministry of Education and Culture in the middle of the 2013/2014 school year. But until now most of schools have not been implementing it yet. Many new aspects must be adapted by the school, such as administration, learning models, and evaluation systems. So there are still many schools were not totality to implement the 2013 curriculum. One of school that is considered still not total in implementing the 2013 curriculum is Madrasah Aliyah Walisongo Pecangaan Jepara. The contributing factors included the lack of knowledge of MA Walisongo educators in implementing the 2013 curriculum. Looking at the situation, the team of PAI Study Program of the Education Faculty and Teaching Sciences of Unisnu Jepara took the initiative to provide solutions in the form of training and mentoring in the creation of the 2013 curriculum for educators in the madrasah. The target of this training and mentoring is to increase the ability of MA Walisongo educators in preparing learning tools, including learning plans, learning designs, and learning evaluations. The method of implementing this service uses three stages. First, the training was held in two meetings to discuss the theme of the 2013 curriculum concept, syllabus & KI-KD mapping, preparation of the RPP, and practice. Second, mentoring is carried out for four weeks after training. Third, program evaluation with Focus Group Discussion activities with MA Walisongo Pecangaan educators. The results of this service community are the 2013 curriculum learning tools including RPP and 2013 Curriculum Assessment instruments. ABSTRAKKurikulum 2013 ditetapkan oleh kemendikbud pada pertengahan tahun ajaran 2013/2014, akan tetapi hingga saat ini masih banyak sekolah yang belum mengimplementasikannya. Banyak aspek baru yang harus diadaptasi oleh sekolah baik dari aspek administrasi, model pembelajaran, maupun sistem evaluasi.  Sehingga masih banyak sekolah atau madrasah yang menerapkan kurikulum 2013 setengah-setangah. Salah satu sekolah yang dipandang masih belum total dalam menerapkan kurikulum 2013 adalah Madrasah Aliyah Walisongo Pecangaan Jepara. Faktor penyebabnya antara lain minimnya pengetahuan pendidik MA Walisongo dalam mengimplementasikan kurikulum 2013. Melihat situasi tersebut, maka tim pengabdian Program Studi PAI Fakultas Tarbiyah dan Ilmu Keguruan Unisnu Jepara, berinisiatif memberikan solusi berupa pelatihan dan pendampingan pembuatan perangkat kurikulum 2013 untuk pendidik di madrasah tersebut. Target dari pelatihan dan pendampingan ini adalah peningkatan kemampuan pendidik MA Walisongo dalam menyusun perangkat pembelajaran, meliputi rencana pembelajaran, rancangan pembelajaran, dan evaluasi pembelajaran. Metode pelaksanaan pengabdian ini menggunakan tiga tahapan. Pertama, pelatihan dilaksanakan dalam dua kali pertemuan membahas tema konsep kurikulum 2013, Silabus dan pemetaan KI-KD, penyusunan RPP, dan praktik. Kedua, pendampingan dilakukan selama empat minggu setelah pelatihan. Ketiga, evaluasi program dengan kegiatan Focus Group Discussion bersama para pendidik MA Walisongo Pecangaan. Hasil kegiatan pengabdian ini adalah perangkat pembelajaran kurikulum 2013 meliputi RPP dan Instrumen penilaian Kurikulum 2013.

scholarly journals EXAMINATION OF TEACHERS’ OPINIONS ABOUT HOMESCHOOLING SERVICE

2020 ◽  
Vol 3 (1) ◽  
pp. 01-11
Author(s):  
Ahmet Yıkmış ◽  
Özlem Toprak ◽  
Seniha Kurtoğlu
Keyword(s):  
Focus Group ◽  
Focus Group Discussion ◽  
Prior Information ◽  
Descriptive Analysis ◽  
Group Discussion ◽  
Educational Process ◽  
City Centre ◽  
School Year ◽  
Analysis Technique ◽  
The Social

The goal of this research is to determine teachers’ opinions about the homeschooling service. Teachers participated in the research are the ones provided the homeschooling services in Sakarya City Centre within 2018-2019 school year. Qualitative research method has been used for the research and data has been collected via focus group discussion. Descriptive analysis technique has been used for analysing the obtained data. When the findings of the research are examined, participants who have been providing homeschooling services in a range of one to three years, stated that they had no prior information about homeschooling services, and they enhanced their knowledge level within the process of the education. Every single one of the participants specified that they all practiced observation and evaluation to determine educational performance and the needings of the students during the early weeks of homeschooling service, and afterwards they created individualized education plan (IEP) and figured the educational process according to this plan for their students. The lack of awareness about homeschooling, the families’ behaviours and experiencing insufficiency about the supplies are expressed as encountered problems within the homeschooling process. It is emphasized that the homeschooling service increases academic skills of the students while students’ distance from their peers and the social environment is a disadvantage. Keywords: homeschooling, focus group discussion, persistent diseaseete

scholarly journals FAKTOR SOSIAL PSIKOLOGIS PERILAKU MENGGUNAKAN HELM PADA PENGENDARA SEPEDA MOTOR: STUDI DI WILAYAH DEPOK

2018 ◽  
Vol 1 (2) ◽  
pp. 63
Author(s):  
Guritnaningsih Guritnaningsih ◽  
Dewi Maulina ◽  
Ermanda Siregar
Keyword(s):  
Brain Injury ◽  
Focus Group ◽  
Psychosocial Factors ◽  
Focus Group Discussion ◽  
Mixed Method ◽  
Positive Attitude ◽  
Group Discussion ◽  
Helmet Use ◽  
Level Of Education ◽  
Method Approach

An impact to the head when it is not protected by a helmet generally results in brain injury and may result in death. The current study aimed to identify the psychosocial factors that play a role in helmet wearing behavior among motorcyclists. A mixed-method approach was used on a sample of active motorcycle riders in Depok area who are in early and middle adulthood. Data were collected using a questionnaire and a Focused Group Discussion. The results showed a difference between adults under 25 years and adults over 25 years in their attitude towards helmet use. Level of education and attitude were also both found to be significant predictors of helmet use. Findings of the study imply the need for a more structured effort to build a positive attitude towards helmet use, especially among younger motorcycle riders. Benturan pada kepala yang tidak dilindungi oleh helm umumnya menyebabkan kerusakan pada otak dan berujung pada kematian. Penelitian ini bertujuan untuk mengidentifikasi faktor sosial psikologis yang berperan pada perilaku menggunakan helm pada pengendara sepeda motor. Pendekatan yang digunakan adalah mixed-method, dengan sampel pengendara sepeda motor aktif di wilayah Depok, yang berusia dewasa muda dan dewasa menengah. Pengumpulan data dilakukan dengan menggunakan kuesioner dan diskusi kelompok terfokus (Focus Group Discussion) . Hasil penelitian ini menunjukkan bahwa terdapat perbedaan sikap terhadap penggunaan helm antara pengendara sepeda motor berusia di bawah 25 tahun dan yang berusia di atas 25 tahun . Ditemukan juga bahwa tingkat pendidikan dan sikap merupakan prediktor yang signifikan terhadap penggunaan helm. Implikasi penelitian ini adalah dilakukannya upaya yang lebih terstruktur untuk pembentukan sikap positif pada para pengendara sepeda moto r terutama pengendara usia muda.

Sign in / Sign up

Export Citation Format

Share Document