Pengembangan Kreativitas dan Produktivitas Siswa-Siswi Sekolah Dasar Islam Al-Azhar 8 Kembangan Jakarta Barat melalui Program Media Creative Class

Abstract Purpose: This activity aimed to add, improve, and sharpen participant's skills, develop the creativity of elementary school children, and increase their productivity during the pandemic Method: Participatory Learning and Action (PLA) approach was utilized by assessing community involvement and interest in Creative Media Class's programs. Results: As a result of this activity, participants have gained new skills such as a better understanding of how they create creative content. Not only that, but they also know about ethics in social media. Making posters/flyers / Instagram post formats and video blogs are distributed through the official social media Media Creative Class, Instagram: @medikraf and their own. Conclusion: To develop student creativity for their skills, Media Creative Class helps them optimize technology for a solution to social distancing regulations.

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The Role of Social Media Use in Peer Bullying Victimization and Onset of Anxiety Among Indonesian Elementary School Children

Frontiers in Psychology ◽

10.3389/fpsyg.2021.635725 ◽

2021 ◽

Vol 12 ◽

Author(s):

Dian Veronika Sakti Kaloeti ◽

Rouli Manalu ◽

Ika Febrian Kristiana ◽

Mariola Bidzan

Keyword(s):

Social Media ◽

Elementary School ◽

Anxiety Disorder ◽

Generalized Anxiety Disorder ◽

School Children ◽

Elementary School Children ◽

Separation Anxiety ◽

Bullying Victimization ◽

Generalized Anxiety ◽

School Avoidance

Objectives: This study explored a multidimensional model of the relationships between social media use, gender, peer bullying victimization experiences, and the onset of anxiety symptoms among children. We hypothesized that greater experience of bullying would be associated with greater onset of anxiety. We also expected that gender and social media use (specifically Instagram and YouTube) would be linked with anxiety among elementary school children. To test this hypothesis, a structural equation modeling approach was used.Methods: A total of 456 elementary children aged 11–13 years from nine schools were recruited for this research. We used two psychological measures: The Screen for Child Anxiety Related Emotional Disorders (SCARED) and the Personal Experience Checklist (PECK) as well as a sociodemographic questionnaire (general demographic information and social media-related information).Results: The social media usage survey found that all participants (100%) used social media. Instagram (52.42%) and YouTube (47.58%) were the platforms most used by the participants. The Structural Equation Model results suggest that bullying victimization and gender predicted the onset of anxiety in elementary school children. The model explained 32.1% of the variance of the outcome with very adequate fit indicators based on most indices, χ2 = 173.56, df = 52, p < 0.001; CFI = 0.92; TLI = 0.94; RMSEA = 0.07 (90% CI: 0.06–0.08). Instagram use was correlated positively with generalized anxiety disorder. Gender was negatively correlated with Instagram use and positively correlated with YouTube use. Girls were found to use Instagram more and boys were found to use YouTube more. It was also found that girls had higher scores onSCARED dimensions, except for school avoidance. Girls were more prone to onset of anxiety than boys, except for school avoidance, which was not related to gender. Boys were found to experience significantly more physical bullying than girls. On the other hand, girls were found to experience more panic disorder, generalized anxiety disorder, separation anxiety disorder, and social anxiety than boys.Conclusion: This study found that bullying victimization significantly influences the onset of anxiety in children. Particular attention should be paid to cyberbullying in this context. This study also found a link between gender and anxiety—girls had a greater tendency to experience the onset of various types of anxiety, including panic disorder, generalized anxiety disorder, separation anxiety disorder, and social anxiety. Gender was also correlated with the form of bullying victimization. The findings of this study suggest that boys were more likely to experience physical bullying than girls. Interestingly, we found that Instagram use was significantly correlated with developing separation anxiety. In particular, children demonstrated school avoidance when experiencing cyberbullying. Limitations and future directions are discussed.

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Impact of Social Media on Basic School Children’s Language Achievement

Seloka: Jurnal Pendidikan Bahasa dan Sastra Indonesia ◽

10.15294/seloka.v9i2.28028 ◽

2020 ◽

Vol 9 (2) ◽

pp. 140-146

Author(s):

Hidayat Nur Septiadi ◽

Khairul Utomo ◽

Fakhri Fakhrur Rozy ◽

Arfian Arrosid Nurd ◽

Alfa Rosyid Abdullah

Keyword(s):

Social Media ◽

Elementary School ◽

School Children ◽

Elementary School Children ◽

Western Culture ◽

Language Achievement ◽

Language Transformation ◽

Survey Results ◽

The Media ◽

The Impact

The development of technology is increasingly rapid, teenagers are very active in using it from various sides of good and even technological workers. Part of the technology that is quite a lot of users is social media, a variety of the most widely used media such as YouTube, Instagram, Facebook, and chat applications. Plus the number of users of each social media is increasing every day. Like technology, language will also develop rapidly, language transformation will continue to move, but there are some things that need to be considered that language must also get guidance to stay good and not shift the originality of the language itself. The survey results of researchers, on some social media such as youtube and instagram, the average video maker on social media is people who follow western culture, city people, slang and even use contemporary alay language. Next too, most elementary school children use their gadgets to play games, youtube, and play Instagram. So it is deemed necessary to examine how the impact of the media on the acquisition of new language of elementary school children is studied in psycholinguistic studies.

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Penyuluhan Pencegahan Penularan Covid-19 melalui Edukasi Social Distancing pada Anak Sekolah Dasar di Dusun Nyelak

Lentera Negeri ◽

10.29210/9950 ◽

2020 ◽

Vol 1 (1) ◽

pp. 19-23

Author(s):

M Deni Siregar ◽

Dukha Yunitasari ◽

I Dewa Putu Partha

Keyword(s):

Elementary School ◽

Social Interaction ◽

School Children ◽

Social Distance ◽

Elementary School Children ◽

Virus Transmission ◽

Social Distancing ◽

Corona Virus ◽

Children And Parents ◽

The Government

During this pandemic, the government appealed to social distancing as an effort to prevent the transmission of Covid-19. However, children actually do not understand what is happening and this understanding of social distancing is not fully understood by children because during childhood it is a play phase so that children activities and gather with their friends this will pose a risk of virus transmission. greater than. Therefore, during the Covid-19 pandemic, proper education is needed regarding the prevention of transmission of the virus to children. Providing children with an understanding of Covid-19 is very necessary so that children can prevent the transmission of the virus. Providing education to children about the corona virus or Covid-19 requires creativity and the delivery of information that is easily understood by children. Based on this, counseling activities on the prevention of covid-19 transmission were carried out through social distancing education for elementary school children in Nyelak Hamlet. This PKM aims to provide education and understanding to children and parents so that they can reduce gathering activities outside the home and avoid crowds while playing to prevent transmission of the virus. The content of this counseling is an understanding of the importance of effective social distance in preventing corona transmission, the reason for prohibiting social interaction with friends during the Covid-19 pandemic. With the implementation of this activity, it can provide understanding to children and parents so that they can avoid the transmission of Covid-19.

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Teacher Identification of Elementary School Children with Hearing Loss

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0901.24 ◽

1978 ◽

Vol 9 (1) ◽

pp. 24-28 ◽

Cited By ~ 1

Author(s):

Richard H. Nodar

Keyword(s):

Elementary School ◽

Hearing Loss ◽

School Children ◽

Elementary School Children ◽

Total Sample ◽

Hearing Impaired ◽

Teacher Interviews ◽

Teacher Screening ◽

Children With Hearing Loss ◽

Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

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Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

Journal of Speech and Hearing Research ◽

10.1044/jshr.1604.584 ◽

1973 ◽

Vol 16 (4) ◽

pp. 584-585 ◽

Cited By ~ 7

Author(s):

Franklin H. Silverman ◽

Dean E. Williams

Keyword(s):

Elementary School ◽

School Children ◽

Oral Reading ◽

Elementary School Children ◽

Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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