scholarly journals EFEKTIVITAS TERAPI EMPATI UNTUK MENURUNKAN PERILAKU BULLYING PADA ANAK USIA SEKOLAH DASAR

JURNAL PETIK ◽  
2018 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Adinar Fatimatuzzahro ◽  
Miftahun Nimah Suseno ◽  
Bpk Irwanto
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Primary School ◽  
P Value ◽  
School Age ◽  
Post Test ◽  
Bullying Behavior ◽  
Primary School Age ◽  
Behavioral Checklist

This study aims to determine theeffectiveness of therapy in reducing bullyingbehavior empathy in primary school age childrenand to tackle issues of bullying behavior since basiceducation (elementary school) with empathytherapy. Subjects in this study were four studentsaged 10-12 years and had a propensity scorebullying of moderate to high. The design was onegroup pre - test- post-test. Collecting data in thisstudy was conducted using a scale of bullyingbehavior tendency with behavioral checklist modelprepared by the researcher. Data analysis methodsused by using techniques Wilcoxon Signed RankTest to test for differences in the data score pre test,post test and post test2 (follow up). Results of theanalysis score pre test-post test showed p value of0.001 and post test2 (follow up) p value of 0.002. Itcan be concluded that the therapy empathy iseffective in reducing the empathy bullying behaviorin children of primary school age

scholarly journals HUBUNGAN POLA ASUH ORANG TUA PADA ANAK USIA SEKOLAH (10-12) DENGAN PERILAKU BULLYING DI SD TENARU DUSUN TENARU DESA DAREK KECAMATAN PRAYA BARAT DAYA KABUPATEN LOMBOK TENGAH

2019 ◽  
Vol 4 (1) ◽  
pp. 56-66
Author(s):  
Muksin Muksin ◽  
Indah Wasliah ◽  
Winda Nurmayani
Keyword(s):  
Elementary School ◽  
Sample Size ◽  
Observational Research ◽  
School Age Children ◽  
P Value ◽  
School Age ◽  
Cross Sectional ◽  
Significance Level ◽  
Bullying Behavior ◽  
Class Iv

Bullying behavior is often seen in the environment of the school, but this behavior is often regarded as a matter of course that less attention from the public. Research Indonesia from 2011 to August 2014 there were 369 complaints related to the issue of which 25% are in the field of education. KPAI mention that 87.6% of children said they had experienced violence in the school environment in many forms in which 29.9% of the violence carried out by teachers, 42.1% carried by classmates, and 28% is done by a friend of another class. This study aims to determine the relationship of parents' parenting school-age children (10-12) with bullying behavior in elementary Tenaru Hamlet Village TenaruDarek Southwestern Praya District of Central Lombok. Goals : This research used analytic observational research with cross sectional design with a sample size in this study were 53 children taken from class IV, V, and VI were in elementary school Tenaru, research carried out on 31 May - 4 June 2016. Methode : The type of research used in this study was analytic observational research with a cross sectional study design. Where the type of research emphasizes the time of measurement / observation of independent and dependent variable data only once at a time. The population in this study were all students in elementary school age (SD) from class IV to VI as many as 56 people, with a sample size of as many as 56 people. Result : Data collection tools in this study were questionnaires and data analysis using statistical test Chi Sguare the significance level of p≤ 0.05. Based on the results obtained penelitiaan p-value = 0.003 ≤ 0.5 means there singnifikan relationship between parenting parents with bullying behavior. Conculsion : It is advisable for parents can know the signs of bullying behavior in children and for other research could develop this research by using other methods.

scholarly journals Contemporary Picture of Anxiety Manifestations in Children of Primary School Age

2016 ◽  
Vol 8 (1) ◽  
pp. 76-85 ◽  
Author(s):  
V.M. Rudomazina
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Optimal Level ◽  
Psychological Help ◽  
Primary School Children ◽  
Theoretical Research ◽  
School Age ◽  
Children Development ◽  
Primary School Age ◽  
Manifest Anxiety

Theoretical research analysis shows that many authors have noted a positive effect of mild anxiety, called the optimal level of anxiety or adaptive anxiety on children development. A study conducted in 2010-2014 was designed to investigate the levels of anxiety in children of primary school age. The study involved 241 elementary school student aged 7 - 11 years. Anxiety was diagnosed by Children's Manifest Anxiety Scale, or CMAS, adapted by A.M. Prikhozhan. The article presents a statistical and qualitative analysis of anxiety manifestations throughout the primary school age. The study revealed the ratio of anxiety levels in primary school children from first to fourth grade, the results are compared with those of previous studies of anxiety. The research allowed to identify the main elementary school periods when children have higher anxiety and often need psychological help.

scholarly journals Model Latihan Passing Sepakbola Usia Sekolah Dasar

2020 ◽  
Vol 11 (02) ◽  
pp. 78-90
Author(s):  
Bambang Triaji Asnoto ◽  
Firmansyah Dlis ◽  
Sri Nuraini
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Standard Deviation ◽  
Research And Development ◽  
Technical Skills ◽  
Assessment Instrument ◽  
School Age ◽  
Practice Model ◽  
Elementary School Age ◽  
Post Test

Tujuan penelitian ini adalah untuk menghasilkan model latihan passing sepakbola usia sekolah dasar. Subyek dalam penelitian dan pengembangan ini adalah siswa Usia Sekolah Dasar. Metode penelitian yang digunakan adalah model penelitian dan pengembangan dari Borg and Gall. Teknik pengumpulan data yang digunakan adalah hasil validasi pakar dan uji efektivitas melalui instrument penilaian dengan analisis data statistik uji-t. Hasil penelitian dan pengembangan model latihan passing sepakbola usia sekolah dasar menunjukkan bahwa (1) model latihan passing sepakbola usia sekolah dasar signifikan meningkatkan keterampilan teknik dasar passing sepakbola siswa, (2) Berdasarkan analisis data diperoleh nilai rata-rata pre test 14.38 dan rata-rata post test 20.03 standart deviasi pre test 2.272 dan post test 1.833 rata-rata pre test dan post test -5.650 dan standart deviasi 1.718 nilai t -20.800 taraf signifikasni 0,05 karena H0 ditolak dapat dikatakan bahwa model latihan passing sepakbola usia sekolah dasar dapat meningkatkan keterampilan teknik dasar passing serta efektif untuk diterapkan dalam proses latihan passing sepakbola pada usia sekolah dasar.   Kata Kunci: Model Latihan; Passing Sepakbola; Sekolah Dasar; Jurnal Olahraga; UNJ     Abstract   The research purpose is to produce a model of elementary school age football passing training. The subject in this research and development are elementary school age students. The research method using the model of Borg and Gall. Data collection techniques using the results of expert validation and trials through the Assessment instrument with t-test statistical data analysis. The results of research and development of elementary school age soccer practice models show that (1) the elementary school age football passing practice model that significantly increases the technical skills of passing soccer students, (2) Based on data analysis, the pre test average scores of 14.38 and the average post test 20.03 standard deviation of pre test 2,272 and post test 1,833 average pre test and post test -5,650 and standard deviation 1,718 value of t -20,800 significant level 0.05 because H0 was rejected, it can be said that the football passing practice model of elementary school age can improve basic passing technical skills and is effective to be applied in the process of passing football training at elementary school age.   Keywords: Exercise Model; Soccer Passing; Primary school; Sports Journal; UNJ

scholarly journals Axial length elongation in primary school-age children: a 3-year cohort study in Shanghai

BMJ Open ◽  
2019 ◽  
Vol 9 (10) ◽  
pp. e029896 ◽  
Author(s):  
Tao Li ◽  
Bo Jiang ◽  
Xiaodong Zhou
Keyword(s):  
Regression Analysis ◽  
Cohort Study ◽  
Linear Regression ◽  
Primary School ◽  
Linear Regression Analysis ◽  
School Age Children ◽  
School Age ◽  
The Mean ◽  
Primary School Age

ObjectiveTo investigate the axial length (AL) elongation in primary school-age children during 3-year follow-up period and evaluate the associations of AL elongation with spherical equivalent (SE), AL at baseline, body height and weight.DesignA 3-year observational cohort study from 2014 to 2017.SettingJinshan Hospital of Fudan University in Shanghai.MethodsA total of 452 children successfully completed their measurements in the 3-year follow-up period. The mean age of those children was 6.9±0.7 years, ranging from 6 to 8 years, and 217 (42.7%) were boys. AL was measured with an ocular biometry system. Refractive error was measured using an auto-refractor without cycloplegia.ResultsThe mean changes of ALs were 0.27±0.28 mm, 0.52±0.40 mm and 0.89±0.51 mm over 1, 2 and 3 years, respectively. The mean changes of SEs were −0.27±0.80 D, −0.56±1.00 D and −0.95±1.41 D over 1, 2 and 3 years, respectively. Multivariate linear regression analysis revealed that mean change of AL was associated with mean change of SE at all points (all p<0.001). In addition, linear regression analysis revealed that AL elongation in the 3year follow-up period was associated with AL at baseline (R2=0.009, p=0.045).ConclusionsAL elongation is relatively high in the primary school-age children in Jinshan District, Shanghai. Effect strategies are needed to control AL elongation.

scholarly journals Bullying Behavior and Social Interaction Ability of School-age Children in Tambangan Public Elementary School 02 Mijen Semarang

2019 ◽  
Vol 2 (10) ◽  
pp. 231
Author(s):  
Tri Sakti Widyaningsih ◽  
Rizki Amalia ◽  
Tamrin Tamrin
Keyword(s):  
Elementary School ◽  
Social Interaction ◽  
School Age Children ◽  
Rank Test ◽  
P Value ◽  
School Age ◽  
Cross Sectional ◽  
Public Elementary School ◽  
Medium Level ◽  
Bullying Behavior

Background: Bullying is an aggressive and negative behavior of a person or a group which abuse imbalance power and it is done repeatedly. It aims to hurt the victim by mentally or physically. This action can affect social interaction of children’s life. The number of bullying action showed that 50% occurred in elementary school. Aim: This research aims to analyze the correlation between bullying behavior and social interaction ability in Tambangan Public Elementary School 02 Mijen Semarang. Methods: This study was conducted using cross-sectional approach. Sample size was 122 students, selected using proportional random sampling. The data were collected using questionnaire, then analyzed using Spearman rank test. Results: The results showed that bullying case in elementary school showed in the medium level with the percentage of 54.1% (66 students), medium social interaction with the percentage of 63.1% (77 students). The p-value was 0,000; with the rho of -0.407. Conclusion: There was a correlation between bullying behavior and the social interaction ability of school-age children in Tambangan Public Elementary School 02 Mijen Semarang. Suggestion: Giving stimulus to the school-age children by using assertive communication is expected to prevent bullying action around them. Keywords: bullying; social interaction; school-age children

ACTUAL ASPECTS IN THE FORMATION OF SOFT SKILLS IN CHILDREN FROM PRIMARY SCHOOL AGE USING INFORMATION AND INTERNET TECHNOLOGIES

2018 ◽  
Vol 28 (3) ◽  
pp. 933-938
Author(s):  
Krasimira Dimitrova ◽  
Dimona Georgieva
Keyword(s):  
Information Technology ◽  
Elementary School ◽  
Social Skills ◽  
Primary School ◽  
Soft Skills ◽  
School Age ◽  
Ministry Of Education ◽  
Knowledge And Skills ◽  
Internet Technologies ◽  
Primary School Age

Information and Internet technologies are some of the fastest growing ones. For a short period of time, they entered man’s life and became an integral part of it. Children, as part of society, fall into the group of users. The fact is, before children have learned to read, they already have the skills to use a tablet and a smartphone. Numerous studies have shown that early use of information technology leads to the so-called "computer dependence", which is the lack of important social skills - problems with communication with peers and adults, lack of the need to communicate, inability to express emotions, ideas, lack of planning skills and algorithmic reflection, etc.The article examines the possibilities of using information and internet technologies for the formation of soft skills in children from primary school age. It presents the current aspects of the problem in the present educational documentation in Bulgaria.Students use information and internet technologies outside of school, and the habits formed there are leading in associative behavior. It is precisely this reason to look at aspects whereby the school, as an educational and social institution, enables small pupils to acquire knowledge of the use of modern technology for learning purposes, and a number of soft skills are formed. The pedagogical aspects of the process require the observance of certain principles that ensure the formation and development of the desired skills - system, accessibility, consciousness, student activity, sustainability of knowledge, skills and customs, etc.The skills that are formed in the personality can be summarized and divided into three main groups - personal qualities; interpersonal skills; additional skills / knowledge. Soft skills refer to the first two groups and the additional knowledge and skills are related to specific academic and technological knowledge.Pedagogical literature defines five key competences that characterize skills: social skills; communication; thinking; self-control skills; positive individual concept. According to the authors of the article on the personality that will develop and prove that competitiveness is of particular importance, one of the most important skills is the transfer of knowledge.In the current primary school documentation, the learning subject "Information Technology" (IT) is studied as a PIU or an EPA. The training in the PIU is organized on the basis of curricula (developed by the Ministry of Education and Science) and educational books approved by the Ministry of Education and Science. The education in the forms of SIP is realized through programs developed by the teacher and approved by the school principal.In the current regulatory framework (Ordinance 5 / 30.11.2015) information technology in elementary school can be studied as a facultative class (FC) as the teacher independently develops a curriculum on the basis of the existing previous documentation. In most of the schools in the country, information technology is not selected as an optional time. In order to comply with the requirements of the ordinance and the adopted curricula for each subject in elementary school, it is necessary to conclude that primary school teachers should use information technology in all disciplines and thus form relevant knowledge and skills. This, in turn, provides an opportunity, besides purely technical skills, to form a number of skills. The availability of methodological guidelines in this direction will facilitate the process and ensure the implementation of ideas in pedagogical practice.

scholarly journals PENGEMBANGAN MODEL LAYANAN INFORMASI DENGAN TEKNIK SYMBOLIC MODEL DALAM MEMBANTU MENGEMBANGKAN KEMANDIRIAN BELAJAR ANAK USIA SEKOLAH DASAR DI KECAMATAN KOTA KUDUS TAHUN PELAJARAN 2014/2015

2015 ◽  
Vol 5 (2) ◽  
pp. 31
Author(s):  
Indah Lestari ◽  
Richma Hidayati ◽  
Edris Zamroni
Keyword(s):  
Primary School ◽  
Alternative Hypothesis ◽  
Information Service ◽  
Information Services ◽  
Independent Learning ◽  
School Age Children ◽  
School Age ◽  
Symbolic Model ◽  
Post Test ◽  
Primary School Age

Abstract: This study was motivated by the phenomenon of independent learning elementary school children who tend to be low. This can be observed from the tendency of primary school age children dependent on parents, friends and tutors in the homework, cheating when it replicates and mimics the work of friends. The purpose of this study was to develop a model of information services with symbolic techniques to develop independent learning model of primary school age children. The results showed that the value of t obtained figures on chances of error 0.000 9.682 less than the chance of error (p) = 0.05 or in other forms 0.000 <0.05, which means significant. Furthermore, a different test showed that the average post-test bigger with 59.26 value compared with the value of the pre-test of 49.96. Thus, the alternative hypothesis that reads information service model by using symbolic models can significantly improve student learning independence supported or accepted.Keywords: Independence learning, information services, symbolic models

Time-Based Prospective Memory in Schoolchildren

2011 ◽  
Vol 219 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Babett Voigt ◽  
Ingo Aberle ◽  
Judith Schönfeld ◽  
Matthias Kliegel
Keyword(s):  
Primary School ◽  
Prospective Memory ◽  
Age Differences ◽  
Memory Retrieval ◽  
Primary Schools ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Strategic Monitoring ◽  
Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

The complex sensorimotor reactions of children of primary school age withheterotropy depending on the vision character

2020 ◽  
pp. 76-77
Author(s):  
O.V. Larionova ◽  
◽  
L.V. Dravitsa ◽  
Keyword(s):  
Primary School ◽  
School Age ◽  
Primary School Age

Цель. Анализ влияния характера зрения (ХЗ)на показатели сложной сенсомоторной реакции на движущийся объект (РДО)у детей младшего школьного возраста с содружественным сходящимся косоглазием (ССК). Материал и методы. Было обследовано 33 ребенка (66 глаз), в возрасте 6–11 лет, с ССК на фонеHm4,6±2,5Д. Сформированы 3 группы, в зависимости от ХЗ, на фоне полной коррекции. 1 группа – 12 детей (24 глаза) с монокулярным ХЗ, угол косоглазия 5,9±4,0°, 2 группа –12 детей (24 глаза)с одновременным ХЗ, угол косоглазия 3,9±3,6°,3 группа – дети с бинокулярным ХЗ – 9 пациентов(18 глаз), угол косоглазия 0,9±0,8°. Всем пациентам проводилось стандартное страбологическое обследование. РДО была исследована с помощью аппаратно-программного комплекса «НС-Психотест»(ООО «Нейрософт). Результаты. Среднее время РДО в 1 группе –29,1±9,5мс, во 2 группе – 16,6±8,4мс, в 3 группе –-12,4±4,1мс (р <0,05). Положительное значение среднегруппового показателя РДО детей 1 и 2 группы является следствием преобладания у большинства обследуемых процессов торможения в ЦНС. Отрицательное значение среднегруппового показателя детей 3 группы является свидетельством преобладающей реакции НС в виде дисбаланса течения нервных процессов в сторону возбуждения в ответ на предложенную нагрузку. Выводы. Отсутствие у детей 1 и 2 группы бинокулярного зрения приводит не только к нарушению аккомодационно-конвергентных взаимосвязей в зрительном анализаторе, но и является причиной изменения зрительной экстраполяции, что приводит к снижению подвижности нервных процессов и преобладанию тормозных процессов в ЦНС(положительное значение средне группового показателя времени РДО детей 1 группы – 29,1±9,5 мс,2 группы – 16,6±8,4 мс).

DEVELOPMENT OF CREATIVE ABILITIES OF THE CHILDREN OF THE PRIMARY SCHOOL AGE IN ADDITIONAL EDUCATION ENVIRONMENT BY MEANS OF DECORATIVE AND APPLIED ARTS LESSONS

2020 ◽  
Author(s):  
Инга Олеговна Гарипова ◽  
Александра Игоревна Ремкус
Keyword(s):  
Primary School ◽  
School Age ◽  
Creative Potential ◽  
Education Environment ◽  
Creative Abilities ◽  
Primary School Age ◽  
Additional Education ◽  
Pedagogical Environment ◽  
Applied Arts

Освещены вопросы формирования творческих способностей детей младшего школьного возраста на занятиях по декоративно-прикладному творчеству в учреждениях дополнительного образования. Рассмотрены педагогические условия, способствующие развитию творческого потенциала детей средствами декоративно-прикладного искусства. In the article, the aspects of forming the creative abilities of the children of primary school age during the decorative and applied arts lessons in the additional education institutions are covered. Pedagogical environment, dedicated to the development of the creative potential of the children by means of the decorative and applied arts lessons is examined.

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