scholarly journals MENINGKATKAN KEMAMPUAN SOSIAL EMOSIONAL ANAK USIA 3-4 TAHUN MELALUI KEGIATAN MORNING FUN DI KB KHADIJAH PANDEGILING SURABAYA

MOTORIC ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 44-51
Author(s):  
Jauharotur Rihlah ◽  
Andini Hardiningrum
Keyword(s):  
Child Development ◽  
Motor Skills ◽  
Learning Process ◽  
Learning Strategy ◽  
Transition Process ◽  
Independent Learning ◽  
Fine Motor ◽  
Social Emotional ◽  
Average Value ◽  
Transition Activity

Morning fun is wrong one learning strategy that is applied to children in the morning as a transition activity from home to school with the concept of playing fun and according to the interests of the child.activities are Morning fun very important for children, because during the morning children need a pleasant atmosphere so that they can influence the learning process of children in school and aspects of child development. Morning fun aims to stimulate children to play together with friends, play independently, move freely, train children's fine motor skills. Morning Fun is an application between morning activities with anmodel independent learning. Morning journal is a transition process for children from home to school. The purpose of this study was to determine the improvement of social emotional abilities throughactivities morning fun at KB Khadijah Pandegiling Surabaya. The research design used was Classroom Action Research (CAR). The subjects of this study were children aged 3-4 years at KB Khadijah Pandegiling Surabaya. The results showed the average value of social emotional abilities before the application of morning fun (prasiklus) activities 54.25% and the average value of social emotional abilities after the application of morning fun activities (cycle II) 86.25%, thus obtaining an increase in social emotional abilities through morning fun activities as much as 32%. The conclusion of this study is that there is an increase in social emotional abilities through morning fun activities at KB Khadijah Pandegiling Surabaya

scholarly journals Exploring the construct of school readiness based on child development for kindergarten children

2017 ◽  
Vol 3 (1) ◽  
pp. 42
Author(s):  
Farida Agus Setiawati ◽  
Rita Eka Izzaty ◽  
Agus Triyanto
Keyword(s):  
Elementary Schools ◽  
Child Development ◽  
School Readiness ◽  
Motor Skills ◽  
Kindergarten Children ◽  
Fine Motor ◽  
Social Emotional ◽  
Gross Motor Skills ◽  
Emotional Skills ◽  
Special Region

Indonesian government has regulated that the basic age of readiness of a child to attend elementary schools is 7 years old. In fact, some children are not exactly 7 years old when they first go to school because they develop more rapidly. This study is aimed at investigating some aspects of child development which affect their readiness to attend elementary school. The subjects were 101 grade 1, 2, and 3 teachers of elementary schools in Yogyakarta, a special Region in Indonesia. The data were collected through interviews. The results of the data collection were analyzed using both descriptive quantitative and qualitative techniques. The results of the study show some aspects of child development affecting their readiness to attend elementary schools, including cognitive and language ability, social emotional skills, fine motor skills, gross motor skills, arts, religion and moral values, and some others. Beside these aspects, some problems in grades 1, 2, and 3 are also found. This study is expected to give significant indicators to create the construct of school readiness. 

scholarly journals A comparison of the effects of maternal anxiety and depression on child development

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
S Gete ◽  
R Calderon-Margalit ◽  
I Grotto ◽  
A Ornoy
Keyword(s):  
Depressive Symptoms ◽  
Social Skills ◽  
Child Development ◽  
Maternal Depression ◽  
Motor Skills ◽  
Maternal Education ◽  
Significant Risk ◽  
Maternal Anxiety ◽  
Fine Motor ◽  
Depression And Anxiety

Abstract Background Most studies on the association between the mental health of mothers and the development of their offspring have focused on maternal depression, but only a few have investigated the association between maternal anxiety and child development. We aimed to compare the associations between maternal depression and anxiety symptoms 6-8 weeks postpartum and infant development at 1 year. Methods We conducted a longitudinal study of 396 mother-child dyads. The mothers were recruited after birth in 3 different hospitals in Israel in 2017 and were followed for one year. Mothers were assessed by completing the General Anxiety Disorder-7 (GAD-7) questionnaire and the Edinburgh Postnatal Depression Scale (EPDS) 6-8 weeks postpartum. Child development was assessed by the Ages & Stages Questionnaires (ASQ-3) at 12 months. Multivariate linear regressions were used to explore the relationship between the EPDS and GAD-7 scores and child development, all as continuous variables, adjusting for maternal education, parity, and gender. Results Depressive symptoms postpartum were only associated with poor personal-social skills (β=-0.5, 95% CI: -0.91, -0.08). Increasing maternal anxiety was associated with poorer development in communication skills (β =-0.48, 95% CI: -0.93, -0.04), personal-social skills (β =-1.02, 95% CI: -1.58, -0.46), solving problems skills (β =-0.7, 95% CI: -1.27, -0.14) and fine motor skills (β =-0.46, 95% CI: -0.9, -0.02). Neither anxiety nor depressive symptoms were associated with gross motor skills. Controlling for quality of attachment, the associations of depression and anxiety with development were no longer significant, suggesting mediation. Conclusions Postpartum anxiety was a stronger predictor of low developmental scores than depression, and associations were probably mediated by impaired attachment. Identifying and supporting mothers experiencing anxiety after birth may mitigate the risk of developmental delays in children. Key messages Maternal anxiety was found to be a significant risk factor for developmental delay at 1 year of age. The association between maternal anxiety and child development was probably mediated by attachment.

scholarly journals GAMBARAN PERILAKU ORANG TUA DALAM STIMULASI PADA ANAK YANG MENGALAMI KETERLAMBATAN PERKEMBANGAN USIA 0-6 TAHUN

2019 ◽  
Vol 6 (2) ◽  
pp. 64
Author(s):  
Dwi Haryanti ◽  
Khatimul Ashom ◽  
Qurrotul Aeni
Keyword(s):  
Child Development ◽  
Motor Skills ◽  
Quantitative Research ◽  
Health Workers ◽  
Survey Method ◽  
Fine Motor ◽  
Purposive Sampling ◽  
Social Ability ◽  
Method Approach ◽  
Stimulation Of

Perkembangan merupakan suatu perubahan yang tejadi pada anak yang dapat dilihat dari aspek motorik, emosi, kognitif dan psikososial interaksi anak terhadap lingkungan. Perkembangan anak paling pesat pada umur 0-6 tahun biasanyadisebut sebagai masa keemasaan atau the goldenages. Pada masa ini faktor stimulasi menjadi sangat penting dalam suatu perkembangan anak  agar  kemampuan anak terganggu meliputi perkembangan motorik halus, motorik kasar, bahasa dan kemampuan sosial. Tuhuan penelitian untuk mengetahui perilaku orang tua dalam menstimulasi anak usia 0-6 tahun di kecamatan Gringsing. Penelitian ini merupakan penelitian kuantitatif deskriftif dengan menggunakan pendekatan metode survey. Tehnik pengembalian sampel menggunakan purposive sampling dan didapatkan sampel sebanyak 65 responden. Alat penggumpulan data menggunakan kuesioner perilaku. Penelitian ini didapatkan hasilsebagian besar orang tua memiliki perilaku baik yaitu sebanyak 56 responden (86,2%), sebagian kecil memiliki perilaku cukup yaitu sebanyak 9 responden (13,8%) dan ≥35% responden belum melakukan motorik halus. Orang tua dapat mencari informasi tentang stimulasi perkembangan anak usia 0-6 tahun dengan jalan sering membaca buku, majalah, membuka internet bertanya kepada tenaga kesehatan, kader Posyandu, teman, atau keluarga untuk meningkatkan stimulasi perkembangan anak usia 0-6 tahun akan meningkat. Kata kunci: Perilaku orangtua , stimulasi  perkembangan anak IDENTIFIEDTHE BEHAVIOR OF PARENTS IN STIMULATING CHILDREN AGED 0-6 YEARS ABSTRACTDevelopment a change that happen in children that can be seen from the motorik, emotional, cognitive and psychosocial aspects of the child's interaction with the environment. The most rapid child development at the age of 0-6 years is usually called  as the golden age or the goldenages. At this time the stimulation factor becomes very important in a child's development so that the ability of children disturbed include the to development of soft motorik, coarse motorik, language and social ability. Objectiveb to identifiedthe behavior of parents in stimulating children aged 0-6 years in Gringsing district. This research descriptive quantitative research by using survey method approach. The technique of returning this sample with that purposive sampling and be found sample of 65 respondents. The instrument to collect data used questionnaire. This research got the result most parents have good behavior that as much 56 respondents 86,2%), some have enough behavior which  9 respondents (13,8%) and ≥35% of respondents have not done fine motor skills. Expected to find information about the stimulation of development of children aged 0-6 years by often reading books, magazines, opening the internet asking health workers, Posyandu cadres, friends, or family so that knowledge of developmental stimulation of children aged 0-6 years will increase. Keywords: Parent behavior, Child development stimulation

scholarly journals Efektivitas Mozaik Bahan Alam (Sisik Ikan) terhadap Motorik Halus Anak

2019 ◽  
Vol 6 (2) ◽  
pp. 109-113
Author(s):  
Rici Rulmalia ◽  
Zulminiati Zulminiati
Keyword(s):  
Motor Skills ◽  
Quantitative Method ◽  
T Test ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Fish Scales ◽  
Average Value

This research to knowing the effectiveness of natural mosaic materials (fish scales) on children's fine motor skills In Kindergarten Jabal Rahmah Padang. This type of research is quantitative method with the type of experiments or research quashi experimental by using natural mosaic (fish scales) the results of this study obtained an average value obtained from the experimental class which uses higher natural ingredients (fish scales) (82.50) compared to the control class that uses seashell mosaic (73,12). Based on the calculation the t-test was obtained that tcount is greater than t table shows that there is a significant effect on fine motor.

scholarly journals Peningkatan Motorik Halus Melalui Menjahit Jenis-Jenis Pola Baju pada TK Kelompok A

2021 ◽  
Vol 1 (7) ◽  
pp. 516-524
Author(s):  
Kholifatur Rohmah ◽  
Usep Kustiawan ◽  
Suryadi Suryadi
Keyword(s):  
Action Research ◽  
Child Development ◽  
Motor Skills ◽  
Mastery Learning ◽  
Smooth Muscles ◽  
Class Action ◽  
Hand Movements ◽  
Fine Motor ◽  
Group A ◽  
Hand Coordination

Abstract: The results of observations made by researchers in group A kindergarten Plus wahidiyah Sukun. there are 12 children who get the BB and MB criteria, 3 children get BSH criteria, and 2 children get BSB criteria. Sewing activities are only done once so that the results obtained are not optimal. This research is a class action research, aims to determine the application and improvement of fine motor skills through sewing activities. The scope of this research is fine motor children aged 4-5 years, patterns in sewing are limited to the types of clothing patterns made from duplex paper, the indicators used in this study are: 1) eye and hand coordination for complex movements and 2) controlling hand movements using smooth muscles. Analysis of the data used are: Quantitative is used to look at classical and qualitative child development achievements to describe data from observations, interviews, and documentation. The research was conducted in 3 stages: pre-action, cycle I, and cycle II. The results of mastery learning in pre-action is 17.6 percent. These results are still very low so there is a need for further stimulus. Researchers prepare RPPH, assessments, and make media. The implementation of sewing activities consists of initial, core and closing activities. Observations were made during sewing activities. After the activity, a reflection is carried out. The results of mastery learning in the first cycle of the first meeting were 23.5 percent. The second meeting is 70.5 percent. Cycle II of the first meeting was 82.3 percent. The second meeting was 88.2 percent. The results of the second cycle of the second meeting had exceeded the specified criteria greater than or equal to 85 percent. Based on these data sewing activities of the types of clothing patterns can improve fine motor children in group A TK Plus Wahidiyah Sukun. Suggestions in this study the teacher can implement sewing activities to improve fine motor group A, especially when the sub-theme of clothing. Abstrak: Hasil observasi yang dilakukan peneliti pada kelompok A TK Plus wahidiyah Sukun terdapat 12 anak yang mendapatkan kriteria BB dan MB, 3 anak mendapatkan kriteria BSH dan 2 anak mendapatkan kriteria BSB. Kegiatan menjahit hanya dilakukan 1 kali sehingga hasil yang diperoleh belum maksimal. Penelitian ini merupakan penelitian tindakan kelas, bertujuan untuk mengetahui penerapan dan peningkatan motorik halus melalui kegiatan menjahit. Ruang lingkup penelitian ini yaitu motorik halus anak usia 4-5 tahun, pola dalam kegiatan menjahit dibatasi pada jenis-jenis pola baju yang terbuat dari kertas duplex, indikator yang digunakan pada penelitian ini yaitu: 1) koordinasi mata dan tangan untuk melakukan gerakan yang rumit dan 2) mengontrol Gerakan tangan yang menggunakan otot halus. Analisis data yang digunakan yaitu: kuantitatif digunakan untuk melihat capaian perkembangan anak secara klasikal dan kualitatif untuk mendeskripsikan data hasil observasi, wawancara, dan dokumentasi. Penelitian dilakukan dalam 3 tahap: pra tindakan, siklus I, dan siklus II. Hasil ketuntasan belajar pada pra tindakan yaitu 17,6 persen. Hasil tersebut masih sangat rendah sehingga perlu adanya stimulus lebih lanjut. Peneliti menyusun RPPH, penilaian, dan pembuatan media. Pelaksanaan kegiatan menjahit terdapat kegiatan awal, inti dan penutup. Observasi dilakukan saat kegiatan menjahit. Selesai kegiatan maka dilakukan refleksi.  Hasil ketuntasan belajar pada siklus I pertemuan pertama yaitu 23.5 persen. Pertemuan kedua 70.5 persen. Siklus II pertemuan pertama mendapatkan hasil 82.3 persen. Pertemuan kedua 88.2 persen. hasil pada siklus II pertemuan kedua sudah melebihi kriteria yang ditentukan sama dengan lebih dari 85 persen.  Berdasarkan data tersebut kegiatan menjahit jenis-jenis pola baju dapat meningkatkan motorik halus anak kelompok A TK Plus Wahidiyah Sukun. Saran pada penelitian ini guru dapat menerapkan kegiatan menjahit untuk meningkatkan motorik halus kelompok A, terutama pada saat sub tema pakaian.

scholarly journals Peningkatan kemampuan motorik halus melalui bermain playdough di taman kanak-kanak qur’aniah air runding pasaman barat

2019 ◽  
Vol 4 (1) ◽  
pp. 37
Author(s):  
Isnani Sari ◽  
Rakimahwati Rakimahwati
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Motor Skills ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Average Value ◽  
Research Procedure ◽  
Classroom Action Research

<em>This study aims to improve children's fine motor skills through playing playdough in Qur’aniah Air Runding Pasaman Barat. The type of research is Classroom Action Research conducted in a cyclical way that is two cycles of each cycle three meetings. which was held in Qur’aniah Air Runding Child B group with 15 children consisting of 8 men and 7 women. The research procedure is done as much as II cycle. Data collection techniques used observation and documentation techniques. Based on the results of the research, it can be seen that playdough can improve the fine motor skills of children in Qur’aniah Air Runding Pasaman West, with the percentage of the average value of the category developed very well that has reached the Minimum Criterion (KKM).</em>

scholarly journals Improving The Ability To Recognize Age Of Children Early Through Media Wheels Rotate In Group A At Tk Dharma Wanita Sugihwaras Temple

Academia Open ◽  
2021 ◽  
Vol 3 ◽  
Author(s):  
Ferizca Tyas Wijayanti
Keyword(s):  
Early Childhood ◽  
Data Analysis ◽  
Action Research ◽  
Motor Skills ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Average Gain ◽  
Average Value ◽  
Group A ◽  
Classroom Action Research

The Capability to recognize number symbols plays an important role in children's lives because with the ability to recognize number symbols we can calculate something. The activity of recognizing number symbols is an activity to count which is carried out using various media such as, Spining Whells. The purpose of this study is to improve the ability to recognize early childhood number symbols in group A at TK DHARMA WANITA SUGIHWARAS CANDI. This type of research is classroom action research. Based on the data analysis carried out, it was concluded that the children's fine motor skills in the pre-cycle obtained an average value of 54.70% while the first cycle obtained a percentage of 66.66% which meanthat it was not optimal. Then give action in the second cycle, the percentage of the average value of the child becomes 82.05%, so that from the average gain in the first cycle and second cycle there is an increase of 15.39%. The conclusion of this study is that through spinning whells can improve the ability to recognize the symbols of numbers.

scholarly journals Examining the Antecedent Role of Movement Proficiency in Child Development: Study Protocol

2021 ◽  
Vol 12 ◽  
Author(s):  
Catherine M. Capio ◽  
Kerry Lee ◽  
Rachel A. Jones ◽  
Rich S. W. Masters
Keyword(s):  
Early Childhood ◽  
Social Skills ◽  
Child Development ◽  
Training Program ◽  
Active Control ◽  
Motor Skills ◽  
Skills Training ◽  
Fine Motor ◽  
Movement Skills

Background: Decades of research, largely from associational studies, show that the relationships of movement proficiency with the cognitive and social aspects of development are particularly strong in early childhood. Children who move proficiently tend to have better cognitive skills and social behaviors. However, the mechanisms that underpin these relationships remain unclear and research that explores causation is necessary. This study will explore the antecedent role of movement proficiency in the cognitive and social domains of child development, by examining whether a targeted movement skills training program facilitates improvements in cognitive and social skills.Methods: A group-randomized controlled trial will be conducted, implementing a fundamental movement skills training program in Hong Kong kindergartens. Participants will consist of children aged 3–5 years (N = 158) who will be randomly allocated by class to either a training or active control condition. The training program (10 weeks × 2 bouts) will be informed by an error-reduced approach to skills learning, which will involve careful design and manipulation of equipment and training environment to minimize practice errors. The active control condition will consist of typical movement activities implemented in the kindergartens in the context of the local curriculum guide. Outcomes will be measured using standardized tests of gross motor skills proficiency, executive functioning, and social skills. Measurements will occur at baseline, mid-training, post-training, and follow-up. Latent variable longitudinal modeling will be used to analyze changes in the outcomes, with covariates that include sex, body composition, fine motor skills, and physical activity.Expected Results: The findings will subsequently be reported consistent with the Consolidated Standards of Reporting Trials (CONSORT) statement. Contributions to knowledge and understanding of child development are expected, through evidence of causal mechanisms surrounding the relationship of motor with cognitive and social development. The findings will also inform policy and practice related to early childhood development and education.

scholarly journals Strategi Guru dalam Menumbuhkan Kemandirian Belajar Peserta Didik di Sekolah Dasar

2020 ◽  
Vol 2 (1) ◽  
pp. 85-92
Author(s):  
Rifky Rifky
Keyword(s):  
Student Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Learning Objectives ◽  
The Self ◽  
Learning Activities ◽  
Independent Learning ◽  
Self Study ◽  
Teachers And Students

Strategi adalah pendekatan secara keseluruhan yang berkaitan dengan pelaksanaan gagasan,perencanaan,dan eksekusi sebuah aktifitas dalam kurun waktu.Strategi sangat di perlukan guru dalam menumbuhkan kemandirian belajar peserta didik. Strategi pembelajaran merupakan serangkaian kegiatan pembelajaran yang harus dikerjakan guru dan peserta didik agar tujuan pembelajaran dapat dicapai secara efektif dan efisien.Dengan demikian strategi menurupakan alat atau cara yang sangat ekektif dalam menumbuhkan mandiri belajar pada diri seorang peserta didik. Strategi belajar sangat penting bagi guru karena strategi akan mempermudah proses pembelajaran sehingga tujuan pembelajaran dapat di capai.Peserta didik belajar tidak hanya menerima pengetahuan itu begitu saja tetapi peserta didik juga harus mengolah pengetahuan tersebut dengan menggunakan akal pikiran yang mereka miliki.Dengan menggunakan strategi mandiri belajar peserta didik dapat menumbuhkan rasa ingin belajar dengan sendirinya. Strategi Mandiri belajar sendiri merupakan strategi yang bertujuan untuk membangun inisiatif individu, kemandirian, dan peningkatan kemampuan diri peserta didik.Strategi mandiri belajar ini bertujuan agar peserta didik mampu belajar mandiri dengan adanya dorongan dari dalam diri peserta didik untuk belajar dengan kemauan sendiri,pilihanya sendiri dan rasa tanggung jawab yang ada dalam diri peserta didik.Untuk mencapai tujuan dalam menumbuhkan kemandirian belajar peserta didik kita perlu memahami aspek-aspek yang harus diperhatikan. Kata kunci :Strategi guru,Mandiri belajar ABSTRACT Strategy is an overall approach related to the implementation of ideas, planning, and execution of an activity in a period of time. Strategy is really needed by the teacher in growing student learning independence. Learning strategies are a series of learning activities that must be done by teachers and students so that learning objectives can be achieved effectively and efficiently. Thus the strategy is a tool or a very effective way to foster independent learning in a student. Learning strategies are very important for teachers because the strategies will facilitate the learning process so that learning objectives can be achieved. Learners not only accept knowledge just like that but students must also process this knowledge by using the minds they have. By using an independent learning strategy students can foster a sense of learning by themselves. The Self-Study Strategy itself is a strategy that aims to build individual initiative, independence, and improvement of students' self-abilities. This independent learning strategy aims to make students able to learn independently with the encouragement from within the students to learn on their own accord, their own choice and a sense of responsibility that exists within students. To achieve the goal of growing students' learning independence we need to understand the aspects that must be considered. Keywords: Teacher strategy, Independent learning

scholarly journals THE DEVELOPMENT OF FINE MOTOR AND VISUAL MOTOR SKILLS OF CHILDREN 4-5 YEARS OLD TO GET READY WRITE

2020 ◽  
Vol 1 (1) ◽  
pp. 15-33
Author(s):  
Neneng Alawiyah ◽  
Naila Attamim
Keyword(s):  
Motor Skills ◽  
Early Childhood Development ◽  
Learning Strategy ◽  
Process Development ◽  
Learning Activities ◽  
Childhood Development ◽  
Fine Motor ◽  
Learning Method ◽  
Applied Development ◽  
Visual Motor

The objective of this research is to describe: (1) the process development  of fine motor and visual motor skills of children 4-5 years old, (2) the learning media applied   development of  fine motor and visual motor skills, (3) the learning method applied development of  fine motor and visual motor skills of children 4-5 years old, (4) the learning evaluative applied development of fine motor and visual motor skills of children 4-5 years old to get ready write. The research is implemented at TK A “Plus” Insan Sejati, Cibinong West Java. This study is naturalistic qualitative deskriptive. The process of the research follows the Spradley’s advance stages which consists of collecting data by applying observation, interview, and documentation. Data analysis consists of domain analysis, taxonomi analysis, component analysis, and theme analysis. The result of the study show that: (1) the learning activities on the development fine motor and visual motor skills to get ready write are carried out by defference activities applied in each learning process, (2) learning strategy applied by the theacher are: defferent method, media and evaluation.Keywords: Early childhood, Development motor skills, Visual motor skills. ABSTRAKTujuan penelitian ini adalah untuk (1) memahami proses perkembangan keterampilan motorik halus dan visual motorik usia 4-5 tahun, (2) menemukan media yang digunakan dalam pengembangan keterampilan motoirk halus dan visual motorik dalam menyiapkan menulis, (3) mengetahui aplikasi metode yang digunakan dalam upaya pengembangan keterampilan motorik halus dan visual motorik usia 4-5 tahun, dan (4) penggunaan evaluasi dalam mengembangkan keterampilan motorik halus dan visual motorik usia 4-5 atahun dalam menyiiapkan menulis. Penelitian ini di laksanakan di TK A ”Plus” Insan Sejati Cibinong dengan menggunakan metode deskriptif kualitatif naturalistik. Proses penelitian ini mengikuti alur maju bertahap dari Spradley, proses pengumpulan data meliputi: analisis domain, analisis taksonomi, analisis komponen, dan analisis tema. Hasil penelitian menunjukkan bahwa: (1) pembelajaran dalam pengembangan keterampilan motorik halus dan visual motorik dalam menyiapkan menulis dilakukan melalui kegiatan-kegiatan yang beragam yang dilakukan pada setiap proses pembelajaran, (2) strategi pembelajaran yang digunakan meliputi: metode yang bervariasi, media yang disesuaikan dengan jenis kegiatan, dan evaluasi yang dilakukan pada setiap akhir kegiatan

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