Efektivitas Media My Confident Book Terhadap Sosial Emosional Anak Usia Dini Di Raudhatul Athfal Al-Muttaqin Karangwuluh Kecamatan Suradadi

2021 ◽  
Vol 3 (1) ◽  
pp. 116-125
Author(s):  
Ita Nur Itsna ◽  
Yessy Pramita Widodo ◽  
Irmayatun Nadila
Keyword(s):  
Early Childhood ◽  
Emotional Development ◽  
P Value ◽  
Matched Pairs ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Design Data ◽  
Group Design ◽  
The Social ◽  
Post Test

ABSTRACT : THE EFFECTIVENESS OF THE MEDIA MY CONFIDENT BOOK AGAINST THE SOCIAL AND EMOTIONAL EARLY CHILDHOOD IN RAUDATUL ATHFAL AL-MUTTAQIN KARANGWULUH DISTRICT SURADADI Introduction : Early childhood is an individual that is different, unique and has its own characteristics according to their age stages. At this time the stimulation of all aspects of its development has an important role in the task of further development. social emotional early childhood is a child's learning process, where children can interact with others according to existing social rules, and so that children can control their feelings. The development of social skills is applied, one of which educators can use a learning model with the play method using the My Confident Book media. Purpose : This research was conducted to determine the effectiveness of My Confident Book media on the social emotional development of early childhood in Raudhatul Athfal Al Muttaqin Karangwuluh, Suradadi District. Method : This study used a pre experimental design method with the type of pre test and post test one group design. Data were observed and analyzed using the Wilcoxon Matched Pairs Test (pretest and posttest tests). Result : The social emotional development of early childhood before being given the My Confident Book media was 17.5 and after being given the My Confident Book media it showed an average of 20.2, It can be concluded that there is an effect of My Confident Book media on children's social emotional development and there is a significant difference in P-value 0.00 <(α = 0.05) regarding children's social emotional development before and after being given the intervention in the form of My Confident Book media.Conclusion : My Confident Book can be developed as media that can increase social emotional ability of the children.   Keywords: Social Emotional, My Confident Book, Early Childhood INTISARI : EFEKTIVITAS MEDIA MY CONFIDENT BOOK TERHADAP SOSIAL EMOSIONAL ANAK USIA DINI DI RAUDHATUL ATHFAL AL-MUTTAQIN KARANGWULUH KECAMATAN SURADADI Latar belakang : Anak usia dini merupakan individu yang berbeda, unik dan memiliki karakteristik tersendiri sesuai dengan tahapan usianya. Pada masa ini stimulasi seluruh aspek perkembangannya memiliki peran penting untuk tugas perkembangan selanjutnya. Sosial emosional anak usia dini merupakan proses belajar anak, dimana anak dapat berinteraksi dengan orang lain sesuai dengan aturan sosial yang ada, dan agar anak mampu mengendalikan perasaannya. Perkembangan keterampilan sosial emosional pada anak usia dini terdapat banyak metode dan teknik yang dapat diterapkan, salah satunya pendidik dapat menggunakan model pembelajaran dengan metode bermain dengan menggunakan media My Confident Book. Tujuan : Penelitian ini dilakukan untuk mengetahui efektivitas media My Confident Book terhadap perkembangan sosial emosional anak usia dini di Raudhatul Athfal Al Muttaqin Karangwuluh Kecamatan Suradadi.Metode : Penelitian ini menggunakan metode pre experimental design dengan jenis pre test and post test one group design. Data diobservasi dan dianalisa menggunakan Wilcoxon Matched Pairs Test (uji pretest dan posttest).Hasil : Perkembangan sosial emosional anak usia dini sebelum diberikan media My Confident Book adalah 17,5 dan setelah diberikan media My Confident Book menunjukan rata-rata 20,2. dapat disimpulkan bahwa ada pengaruh pemberian media My Confident Book terhadap perkembangan sosial emosional anak dan adanya perbedaan yang signifikan P-value 0.00 < (α=0.05) tentang perkembangan sosial emosional anak sebelum dan setelah diberikan intervensi berupa media My Confident Book.Kesimpulan : My Confident Book  dapat dikembangkan sebagai media yang dapat meningkatkan kemampuan sosial emosional anak.Kata Kunci: Sosial Emosional, My Confident Book, Anak Usia Dini

scholarly journals PENINGKATAN SOSIAL EMOSIONAL ANAK MELALUI PERMAINAN OUTDOOR PADA KELOMPOK A DI Taman Kanak-kanak

2019 ◽  
Vol 2 (4) ◽  
pp. 173
Author(s):  
Chandra Nur Fitria ◽  
Komala Komala
Keyword(s):  
Early Childhood ◽  
Emotional Development ◽  
Initial Conditions ◽  
Outdoor Play ◽  
Learning Activities ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Mutual Help ◽  
The Social ◽  
Group A

Child social emotional development at this time requires the attention of all parties, especially teachers in the school because it is not optimal child social-emotional development because teacher learning activities do not provide stimulation to children. In addition, emotional tension possessed by children can reduce or interfere with the motor and mental activities of children. One way to develop children's social emotional and physical can be done through out door games. This research method is classroom action research with the aim of providing information on how the teacher acts in stimulating children's social emotional development through out door games. Based on the results of the study, the results of the initial conditions of development of the social-emotional abilities of group A children are still low, so it needs to be developed. After the implementation of the action through two cycles with three meetings per cycle shows the results of improvement. The results of the research conducted by researchers showed that learning activities through outdoor play activities applied to children showed an increase in the number of early childhood children who were able to master learning about the form of the game. The results of the research conducted by researchers showed that learning activities through outdoor play activities applied to children showed an increase in the number of early childhood children who were able to master learning about the form of the game. Based on the results of this study, children can grow mutual help, get new playmates, train their children to take turns playing, grow joy while playing, and children become brave to play alone without having to be accompanied. So it can be concluded that there is an increase in children's social emotional through out door games.Perkembangan sosial emosional anak pada saat ini memerlukan perhatian dari semua pihak terutama guru di sekolah sebab belum optimalnya perkembangan sosial-emosional anak karena kegiatan pembelajaran guru kurang memberikan stimulasi pada anak. Selain itu ketegangan emosi yang dimiliki anak bisa mengurangi atau mengganggu kesibukan motorik dan jiwa anak. Salah satu cara pengembangan sosial emosional dan fisik anak dapat dilakukan melalui permainan out door. Metode penelitian ini yaitu penelitian tindakan kelas dengan tujuan memberikan informasi bagaimana tindakan guru dalam menstimulasi perkembangan sosial emosional anak melalui permainan out door. Berdasarkan hasil penelitian menunjukkan hasil kondisi awal perkembangan kemampuan sosial-emosional anak kelompok A masih rendah, sehingga perlu dikembangkan. Setelah pelaksanaan tindakan melalui dua siklus dengan tiga pertemuan per siklus menunjukan hasil peningkatan. Hasil penelitian yang dilakukan peneliti menunjukan bahwa kegiatan pembelajaran melalui kegiatan permainan outdoor yang diterapkan pada anak menunjukkan peningkatan jumlah anak usia dini yang mampu menguasai pembelajaran mengenal bentuk permainan. Berdasarkan hasil penelitian ini anak-anak dapat menumbuhkan rasa saling tolong menolong, mendapatkan teman bermain yang baru, melatih kesabaran anak agar mau bergiliran dalam bermain, menumbuhkan keceriaan saat bermain, serta anak menjadi berani bermain sendiri tanpa harus ditemani. Sehingga dapat disimpulkan bahwa adanya peningkatan sosial emosional anak melalui permainan out door.

scholarly journals Perkembangan Emosi dan Sosial Pada Anak Usia Dini

2013 ◽  
Vol 18 (3) ◽  
pp. 423-438
Author(s):  
Novi Mulyani
Keyword(s):  
Early Childhood ◽  
Social Development ◽  
Human Development ◽  
Emotional Development ◽  
Social Emotional Development ◽  
Social And Emotional Development ◽  
Social Emotional ◽  
Social And Emotional ◽  
Complex Process ◽  
The Social

Abstract Human development is a complex process, which can be divided into four major domains, namely the physical, intellectual (including cognitive and language), as well as emotional and social (including moral development). In this paper the author will learn about the social and emotional development in early childhood. Social-emotional development of children is the sensitivity to understand other people’s feelings when interacting in everyday life. Social-emotional development is true can not be separated from each other. When discussing the social development of children it must intersect with the emotional development of children. Keywords: developmental, social, emotional, child.

scholarly journals Does the Intensity of Gadget Use Impact Social and Emotional Development of Children aged 48-72 Months?

2021 ◽  
Vol 7 (2) ◽  
pp. 135-144
Author(s):  
Nabila Ilma Nisa Rukmana ◽  
Nur Ainy Fardana ◽  
Linda Dewanti ◽  
Farah Mujtaba
Keyword(s):  
Emotional Development ◽  
High Intensity ◽  
Sampling Technique ◽  
P Value ◽  
Social Emotional Development ◽  
Social And Emotional Development ◽  
Social Emotional ◽  
Cross Sectional ◽  
Social And Emotional ◽  
The Social

Purpose –This study aims to analyze the correlation between the intensity of gadget use and the social-emotional development of children aged 48-72 months.Design/methods/approach – The Study uses quantitative research with a cross-sectional study. The sample includes 126 children using a simple random sampling technique at Al-Furqon Kindergarten and Bunda Ghifari Kindergarten Surabaya, Indonesia. The independent variable is the intensity of gadget use which is measured using a questionnaire. The dependent variable is the children’s social-emotional development as measured by the Questionnaire of Problems and Emotional Behavior.Findings – There is a significant correlation between the intensity of gadget usage and the social-emotional development of children aged 48-72 months (p-value < 0.05). High-intensity gadget use will increase their social-emotional development in the referral category, which means it requires treatment by the experts.Research implications/limitations - The result of this study supports the theory that high intensity of gadget usage on children will affect their social and emotional development. This study only focuses on children’s social and emotional development without examining another developmental variable that may affect the study results.Practical implications – Parents are expected to play a role in supervising and limiting the use of gadgets on children to avoid the negative impacts.Originality/value –This study contributes to the literature by showing the effect of gadget use on children’s social and emotional development. Paper type Research paper

Technology and Social-Emotional Development in the Early Childhood Environments

2011 ◽  
pp. 112-128 ◽  
Author(s):  
Judy Brown ◽  
Denise L. Winsor ◽  
Sally Blake
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Emotional Development ◽  
Cultural Environment ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Social And Emotional ◽  
Use Of Technology ◽  
Educational Environments ◽  
The Social

The research about the importance of social and emotional roles in learning has increased the focus in many early childhood programs on the social-emotional domains of development. The perceptions of the effects computers and other technology tools have on social/emotional development of young children may influence the acceptance and use of technology in these classrooms. This chapter discusses the research related to technology and social-emotional development, parents’ perceptions of what social interactions are important in relation to child-to-child and child-to adult realm, theoretical influences on educational environments, and approaches to intentional use of tools to support these important domains. Technology has changed the socio-cultural environment globally and we, as educators of young children, need to change how we approach social and emotional support for our children.

scholarly journals Pengaruh Penggunaan Gawai Terhadap Perkembangan Sosial Emosional Anak Usia Dini

2017 ◽  
Vol 1 (1) ◽  
pp. 1-12
Author(s):  
Nizar Rabbi Radliya ◽  
Seni Apriliya ◽  
Tria Ramdhaniyah Zakiyyah
Keyword(s):  
Early Childhood ◽  
Linear Regression ◽  
Emotional Development ◽  
Simple Linear Regression ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Ex Post ◽  
The Social ◽  
Ex Post Facto ◽  
Group B

This research is motivated by the widespread use of the gadgets in the community, including the use of gadgets by early childhood. This study aims to describe how the effect of the use of the gadget on the social emotional development of early childhood in group B in RA Baiturrahman Cipedes District Tasikmalaya City. The research method used is descriptive method with ex post facto research type. The sample in this study amounted to 23 people. Data collection techniques used were questionnaires, structured observation and unstructured interviews. Statistical analysis technique used is simple linear regression with significance level α = 5% (0,05). Based on the calculation of simple linear regression test, obtained value of significance of 0.184 and the value of coefficient of determination (R Square) of 0.082 or 8.2%. This indicates that the use of the gadget has a positive effect of 8.2% on the social emotional development of early childhood in group B in RA Baiturrahman Kecamatan Cipedes Kota Tasikmalaya. However, the effect is not significant. Penelitian ini dilatarbelakangi oleh maraknya penggunaan gawai di masyarakat, termasuk penggunaan gawai oleh anak usia dini. Penelitian ini bertujuan untuk mendeskripsikan bagaimana pengaruh penggunaan gawai terhadap perkembangan sosial emosional anak usia dini pada kelompok B di RA Baiturrahman Kecamatan Cipedes Kota Tasikmalaya. Metode penelitian yang digunakan adalah metode deskriptif dengan jenis penelitian ex post facto. Sampel dalam penelitian ini berjumlah 23 orang. Teknik pengumpulan data yang digunakan adalah angket/kuesioner, observasi terstruktur dan wawancara tidak terstruktur. Teknik analisis statistik yang digunakan adalah regresi linier sederhana dengan taraf signifikansi α=5% (0,05). Berdasarkan hasil perhitungan uji regresi linier sederhana, diperoleh nilai signifikansi sebesar 0,184 dan nilai koefisien determinasi (R Square) sebesar 0,082 atau 8,2%. Hal ini menunjukkan bahwa penggunaan gawai memiliki pengaruh positif sebesar 8,2% terhadap perkembangan sosial emosional anak usia dini pada kelompok B di RA Baiturrahman Kecamatan Cipedes Kota Tasikmalaya. Akan tetapi, pengaruh tersebut tidak signifikan.

scholarly journals Edukasi Penggunaan Gadget Terhadap Perkembangan Sosial, Emosional Pada Anak Usia Dini

2021 ◽  
Author(s):  
Ester Lina Situmorang
Keyword(s):  
Early Childhood ◽  
Emotional Development ◽  
Qualitative Method ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Surrounding Environment ◽  
The Social

The use of gadgets in early childhood has the potential to trigger social emotional development disorders by showing symptoms such as the inability to get along with peers and the surrounding environment, children are unable to recognize their own emotions and those of others, children are also unable to communicate and interact with the surrounding environment. This study uses a qualitative method by analyzing various journals, books, and information about the socio-emotional development of early childhood, identifying indicators, urgency in early childhood social-emotional development so as to achieve the socio-emotional development of children who are able to socialize and and behave to understand oneself and others. The results show 1). The use of gadgets can hinder the social-emotional development of early childhood. 2) The socio-emotional development of children really needs to be taught by parents or PAUD educators to help children develop in designing a better life .3). The urgency of socio-emotional development makes early childhood ready to face the needs of themselves and the surrounding environment.

Individual differences, social attention, and the history of the social motivation hypotheses of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy
Keyword(s):  
Individual Differences ◽  
Early Development ◽  
Emotional Development ◽  
Social Motivation ◽  
Social Attention ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Precise Understanding ◽  
The Social ◽  
History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

Analisis Perkembangan Sosial-Emosional Tercapai dan Tidak Tercapai Siswa Usia Dasar

2019 ◽  
Vol 2 (2) ◽  
pp. 19-31
Author(s):  
Muhammad Shaleh Assingkily ◽  
Mikyal Hardiyati
Keyword(s):  
Emotional Development ◽  
Qualitative Approach ◽  
Social Emotional Development ◽  
Social Emotional ◽  
The Social ◽  
Development Of Students

This article aims to examine social-emotional development of the student's age. As for the formulation of a problem in this study i.e. (1) how the social-emotional development is achieved and not achieved grade IV MI Nurul Ummah in learning, (2) how the social-emotional development is achieved and not achieved grade IV MI Nurul Ummah outside of learning, and (3) how the efforts of teachers in developing social-emotional grade IV MI Nurul Ummah. This research used the qualitative approach with observations on the social-emotional development of grade IV MI Nurul Ummah. As for the results of this study suggest that (1) social-emotional development of students in learning that are achieved, i.e. students show an attitude of caring, participation, communication, interactive, teamwork, ability and showing confidence, While that is not achieved, i.e. quiet, it's hard to adapt, a closed, private, and difficult to communicate with people deems foreign.; (2) the social-emotional development of students outside the learning achieved, i.e. students show the attitude of empathy, caring, helpful friends, don't show the attitude of keakuan, and being able to control your emotions when interacting or play, while not achieved,i.e. play only with friends nearby, less concerned with what is happening around him, speaking only when needed, and enjoy learning more than play.; (3) efforts undertaken teacher in developing social-emotional students; sets the position of the seated students, giving the same attention to all students, and to give guidance to students in order to encourage the achievement of social- emotional development of children.Keywords: Analysis, Social-Emotional Development is Achieved and not Achieved

PENINGKATAN KEMAMPUAN PEMAHAMAN DAN KREATIVITAS MATEMATIS SISWA DENGAN MENGGUNAKAN MODEL PENCAPAIAN KONSEP

2013 ◽  
Vol 19 (1) ◽  
pp. 52
Author(s):  
Adi Suarman Situmorang
Keyword(s):  
Random Sampling ◽  
Control Group ◽  
P Value ◽  
Design Data ◽  
Control Group Design ◽  
Group Design ◽  
Post Test ◽  
Test Control

Abstract Tujuan penelitian bertujuan untuk mengetahui peningkatan kemampuan kreativitas matematika siswa yang diajar dengan model pencapaian konsep lebih tinggi dari siswa yang diajar dengan pembelajaran konvensional. Mengetahui interaksi antara model pembelajaran pencapaian konsep dengan tingkat kemampuan matematika siswa terhadap peningkatan kemampuan kreativitas matematika siswa. Penelitian ini dilaksanakan di SMA Negeri 5 Medan dengan jumlah sampel sebanyak 80 siswa dari 364 siswa SMA kelas X melalui teknik random sampling, Penelitian ini merupakan suatu studi eksperimen dengan desain penelitian pre-test-post-test control group design. Data diperoleh melalui nilai semester untuk kemampuan awal matematis (KAM), tes kemampuan pemahaman matematis, tes kemampuan kreativitas matematis. Data dianalisis dengan uji ANAVA dua jalur. Hasil analisis data menunjukkan bahwa rata-rata tes kemampuan kreativitas eksperimen dan kontrol adalah 13,3 dan 7,58 dengan p-value (2-tailed) adalah 0, dengan 0 < α = 0,05 maka terdapat perbedaan kemampuan kreativitas matematik siswa yang diajarkan dengan Model Pencapaian Konsep (MPK) dan Pendekatan Pembelajaran Konvensional, nilai signifikan sebesar 0,732, karena 0,732 > 0,05 maka tidak ada interaksi antara pendekatan pembelajaran dengan kemampuan awal siswa terhadap perbedaan kemampuan kreativitas matematik siswa. .

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