Tujuan penelitian ini untuk mengenahui peningkatan intensitas akses perangkat digital oleh anak selama WFH, bagaimana polanya, apa saja factor yang mempengaruhinya, dan apa dampaknya terhadap aspek perkembangan anak. Penelitian ini menggunakan metode kualitatif-naratif untuk menceritakan perilaku screen time dalam pengasuhan anak usia dini di masa tanggap darurat Covid-19. Screen time adalah waktu yang dihabiskan anak di depan layar, baik smartphone, televisi, laptop, tab atau media digital lainnya. Analisis data menggunakan teknik Miles Hubermen yang terdiri dari tiga tahap, yaitu reduksi, penyajian dan verifikasi data. Hasil penelitian menunjukkan bahwa ada 6 faktor yang mempengaruhi pola, intensitas dan jangka waktu anak usia dini dalam menggunakan perangkat digital. Peningkatan intensitas terjadi apabila orang tua belum menerapkan disiplin dalam penggunaan perangkat digital oleh anak, minimnya ide permainan dan teman sebaya. Tujuan mengakses perangkat digital untuk hiburan. Perangkat digital dapat meningkatkan aspek kognitif namun berdampak negatif pada aspek sosial emosional.
The COVID-19 pandemics have caused a lot of stressors for parents. Apart from doing daily activities, parents also have to take care of their children and accompany them to study. The number of stressors can lead to toxic behavior in parenting. This study aims to measure the level of toxicity in parenting behavior and coping strategies adopted by parents. This study uses quantitative descriptive methods to measure toxic levels in parenting behavior during the COVID-19 pandemic. A total of 568 parents from Banjarmasin and Yogyakarta participated in this study. The survey results show that several factors can trigger parenting stress during the COVID-19 pandemic, namely worsening economic conditions, delinquent children, excessive anxiety, accumulated daily hassles, growing family demands, and disputes with spouses. However, some of these stressors do not lead to toxic parenting. The results showed that 97.79% of respondents from Banjarmasin and 95.29% from Yogyakarta showed a low toxic level. The remaining 2.21% of respondents in Banjarmasin and 4.71% of respondents in Yogyakarta indicated a moderate toxic level. Coping strategies are crucial for neutralizing stress. There are several strategies applied, namely trying to consider a problem is God's test, and there is a positive side to every problem; trying to address the source of stress and solving it; Withdrawing and finding individual time; looking for social support from the family and others; crying and releasing it by doing favorite things and capitulate and get back the problem. This Research is expected to be a reference for parents in choosing coping strategies to manage the stress they feel in parenting during the pandemic. Keywords: Toxic parenting; stress trigger, coping strategy; COVID-19 References Abidin, R. R. (1990). Parenting Stress Index (PSI) manual. Psychological Assessment Resources, Inc. Anthony, L. G., Anthony, B. J., Glanville, D. N., Naiman, D. Q., Waanders, C., & Shaffer, S. (2005). The Relationships Between Parenting Stress, Parenting Behaviour and Preschoolers’ Social Competence and Behaviour Problems in the Classroom. Infant and Child Development, 14(2), 133–154. https://doi.org/10.1002/icd Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Asdi Mahasatya. Badanes, L. S., Dmitrieva, J., & Watamura, S. E. (2012). Understanding cortisol reactivity across the day at child care: The potential buffering role of secure attachments to caregivers. Early Childhood Research Quarterly, 27(1), 156–165. https://doi.org/10.1016/j.ecresq.2011.05.005 Belsky, J. (2005). Social-contextual determinants of parenting. In Encyclopaedia on early childhood development. Berlin, L. ., Appleyard, K., & Dodge, K. . (2011). Intergenerational continuity in child maltreatment: mediating mechanisms and implications for prevention. Child Development, 82, 162–176. https://doi.org/10.1111/j.14678624.2010.01547.x Bethell, C. D., Newacheck, P., Hawes, E., & Halfon, N. (2014). Adverse childhood experiences: assessing the impact on health and school engagement and the mitigating role of resilience. Health Affairs, 33(12), 2106–2115. https://doi.org/10.1377/hlthaff.2014.0914 Branco, M. S. S., & Linhares, M. B. M. (2018). The toxic stress and its impact on development in the Shonkoff’s Ecobiodevelopmental Theorical approach. Estudos de Psicologia (Campinas), 35(1), 89–98. https://doi.org/10.1590/1982-02752018000100009 Braveman, A. P. (2009). Health disparities beginning in childhood: A life-course perspective. Pediatrics, 124. https://doi.org/10.1542 Caldwell, J. ., Shaver, P. ., Li, C., & Minzenberg, M. . (2011). Childhood maltreatment, adult attachment and depression as predictors of parental self-efficacy in at-risk mothers. Journal Aggress Maltreat Trauma, 20, 595–616. https://doi.org/10.1080/10926771.2011.595763 Cohan, S. ., Jang, K. ., & Stein, M. . (2006). Confirmatory factor analysis of a Short Form of the Coping Inventory for Stressful Situations. Journal of Clinical Psychology, 62. Corrigan, P., McCorkle, B., Schell, B., & Kidder, K. (2003). Religion and spirituality in the lives of people with serious mental illnes. Community Mental Health Journal, 39(6). Crnic, K. ., Gaze, C., & Hoffman, C. (2005). Cumulative parenting stress across the preschool period: relations to maternal parenting and child behavior at age 5. Infant and Child Development, 14, 117–132. https://doi.org/10.1002/icd.384 Daulay, N. (2018). Parenting Stress of Mothers in Children with Autism Spectrum Disorder: A Review of the Culture in Indonesia. KnE Social Sciences, 3(5), 453. https://doi.org/10.18502/kss.v3i5.2349 Davis, N. O., & Carter, A. S. (2008). Parenting stress in mothers and fathers of toddlers with autism spectrum disorders: Associations with child characteristics Disorders. Journal of Autism Developmental, 38, 1278–1291. Deater-deckard, K. (1998). Parenting Stress and Child Adjustment : Some Old Hypotheses and New Questions. Clinical Psychology Science and Practice, 5(3). Deckard, K. D.-, & Scarr, S. (1996). Parenting stress among the dual-earner mothers and fathers: are there gender differences? Journal of Family Psychology, 10, 45–59. https://doi.org/10.1037/0893-3200.10.1.45 Dunham, S., & Dermer, H. (2011). Poisonous Parenting : Toxic Relationships Between Parents And Their Adult. Routledge Taylor & Francis Group. Ekas, N., & Whitman, T. L. (2010). Autism symptom topography and maternal socioemotional functioning. American Journal on Intellectual and Developmental Disabilities, 115(3), 234–249. Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. (1998). Household Dysfunction to Many of the Leading Causes of Death in Adults The Adverse Childhood Experiences ( ACE ) Study. 14(4), 245–258. Fitzgerald, M. ., Shipman, K. ., Jackson, J. ., McMahon, R. ., & Hanley, H. . (2005). Perceptions of parenting versus parent–child interactions among incest survivors. Child Abuse Negl, 29, 661–681. https://doi.org/10.1016/j.chiabu.2004.10.012 Gottman, J. M., & Silver, N. (1999). The seven principles for making marriage work. Three Rivers Press. Juster, R. P., McEwen, B. S., & Lupien, S. J. (2010). Allostatic load biomarkers of chronic stress and impact on health and cognition. Neuroscience and Biobehavioral Review, 35(1), 2–16. https://doi.org/10.1016 K., J., Margaret, M., & Disiye, A. (2020). Toxic Parenting Adversely Correlates To Students’ Academic Performance In Secondary Schools In Uasin Gishu County, Kenya. International Journal of Scientific and Research Publications (IJSRP),10(7), 249–253. https://doi.org/10.29322/ijsrp.10.07.2020.p10331 Koeske, G. F., & Koeske, R. D. (1990). The Buffering Effect Of Social Support On Parental Stress. American Journal of Orthopsychiatry, 60(3). Kuczynski, L., & Kochanska, G. (1990). Development of children’s non-compliance strategies from toddlerhood to age 5. Developmental Psychology, 26, 8–408. Lazarus, R. S. (1993). Coping theory and research: Past, present, and future. Psychosomatic Medicine, 55, 234–247. Mash, E. J., & Johnston, C. (1990). Determinants of parenting stress: Illustrations from families of hyperactive children and families of physically abused children. Journal of Clinical Child Psychology, 19, 313–328. Mikulincer, M., Shaver, P. R., Bar-on, N., & Ein-dor, T. (2010). The Pushes and Pulls of Close Relationships : Attachment Insecurities and Relational Ambivalence. PS Sozialpsychologie, 98(3), 450–468. Mortensen, J. A., & Barnet, M. A. (2020). The role of child care in supporting the emotion regulatory needs of maltreated infants and toddlers. The University of Arizona. National Academies of Sciences, Engineering, and M. (2016). Parenting Matters: Supporting Parents of Children Ages 0-8. The National Academies Press. https://doi.org/doi:10.17226/21868 National Scientific Council on the Developing Child. (2007). Key concepts: toxic stress. National Scientific Council on the Developing Child. Ostberg, M., & Hagekull, B. (2000). A structural modeling approach to the understanding of parenting stress. Journal of Clinical Child Psychology, 29, 615–625. Pediatrics, A. A. of. (2018). ACEs and toxic stress. American Academy of Pediatrics. Rodenburg, R., Meijer, A. M., Dekovic, M., & Aldenkamp, A. (2007). Parents of children with enduring epilepsy: Predictors of parenting stress and parenting. Epilepsy & Behavior, 11, 197–207. Shonkoff, J. P., Garner, A. S., Siegel, B. S., Dobbins, M. I., Earls, M. F., McGuinn, L., & Wood, D. L. (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), 232–246. https://doi.org/10.1542 Shonkoff, J.P. (2012). Leveraging the biology of adversity to address the roots of disparities in health and development. Proceedings of the National Academy of Sciences of the United States of America, 109(SUPPL.2), 17302–17307. https://doi.org/10.1073/pnas.1121259109 Shonkoff, Jack P., & Bales, S. N. (2011). Science Does Not Speak for Itself: Translating Child Development Research for the Public and Its Policymakers. Child Development, 82(1), 17–32. https://doi.org/10.1111/j.1467-8624.2010.01538.x Shonkoff, Jack P., & Levitt, P. (2010). Neuroscience and the Future of Early Childhood Policy: Moving from Why to What and How. Neuron, 67(5), 689–691. https://doi.org/10.1016/j.neuron.2010.08.032 Shonkoff, Jack P. (2010). Building a New Biodevelopmental Framework to Guide the Future of Early Childhood Policy. 81(1), 357–367. Shonkoff, Jack P, & Fisher, P. A. (2013). Rethinking evidence-based practice and two-generation programs to create the future of early childhood policy. 25, 1635–1653. https://doi.org/10.1017/S0954579413000813 Shonkoff, Jack P, Richter, L., Gaag, J. Van Der, Bhutta, Z. A., Shonkoff, A. J. P., & Richter, L. (2012). An Integrated Scienti fi c Framework for Child Survival and Early Childhood Development. Pediatrics. https://doi.org/10.1542/peds.2011-0366 Siegel, B. S., Dobbins, M. I., Earls, M. F., Garner, A. S., Pascoe, J., Wood, D. L., High, P. C., Donoghue, E., Fussell, J. J., Gleason, M. M., Jaudes, P. K., Jones, V. F., Rubin, D. M., Schulte, E. E., Macias, M. M., Bridgemohan, C., Goldson, E., McGuinn, L. J., Weitzman, C., & Wegner, L. M. (2012). Early childhood adversity, toxic stress, and the role of the pediatrician: Translating developmental science into lifelong health. Pediatrics, 129(1). https://doi.org/10.1542/peds.2011-2662 Slopen, N., Mclaughlin, K. A., & Shonkoff, J. P. (2014). Interventions to Improve Cortisol Regulation in Children : A Systematic Review abstract. https://doi.org/10.1542/peds.2013-1632
AbstrakPenelitian ini bertujuan untuk meningkatkan kemampuan sains anak melalui pengembangan produk berupa Lembar Kerja Anak (LKA) dengan menggunakan pendekatan konstruktivistik. Pengembangan ini menggunakan model Recursive, Reflective, Design and Development (R2D2) dengan tiga tahapan yaitu define focus, design and development focus, dan desimination focus. Instrumen pengumpulan data menggunakan teknik wawancara, observasi, dan pemberian angket. Data dianalisis secara deskriptif dan statistik dengan menghitung rata-rata dan persentase.Hasil uji coba produk menunjukkan bahwa: (1) produk yang dikembangkan sudah sesuai dan layak untuk digunakan. (2) Hasil observasi kemampuan sains pada aspek keterampilan mengamati diperoleh rata-rata nilai 95,75. Pada keterampilan mengklasifikasi diperoleh rata-rata nilai 100. Pada sikap tanggungjawab diperoleh rata-rata nilai 92,91. Pada hasil wawancara pada pemahaman konsep diperoleh rata-rata nilai 100. Data tersebut menunjukkan bahwa kemampuan sains anak-anak yang diberi perlakuan dengan produk yang dikembangkan dapat meningkat. Mereka mencapai skor yang melebihi standar, yaitu 2 bintang dengan nilai 66. Dengan kata lain, LKA dengan menggunakan pendekatan konstruktivistik yang dikembangkan bermanfaat dalam meningkatkan kemampuan sains anak.Kata Kunci: Lembar Kerja Anak, Pendekatan Konstruktivistik, Kemampuan Sains. AbstractThis research aims to develop worksheet for children (LKA) by using Constructivist approach to enhance the younger children's science ability.The product was developed using Recursive, Reflective, Design and Development (R2D2) model with three stages are define focus, design and development focus, desimination focus. It used interview, observation, and questionnaires as instruments for data collection. The data, then, were analyzed descriptively and statistically by computing the mean and the percentage. The result of try out revealed that: (1) based on the expert of subject's validation, the developed product was appropriate.. (2) the result of observation in the field-testing stage showed that the younger children got mean 95,75 for their ability to observe, 100 for the ability to classify, 92,91 for their responsibility, and 100 for their understanding on the concepts of science.Those data revealed that the younger children who treated using the developed product were able to boost their science ability since they could achieve scores exceeding the standard, which are 2 stars. In other words, the Worksheet for Children (LKA) by using Constructivist approach is helpful to improve the younger children's science ability
One of the impacts of the Covid-19 pandemic is learning that must be carried out at home. Learning loss is found in some learning from home due to the digital divide, especially in rural areas. The learning process is closely related to the cognitive development of children. This article aims to explain the implementation of the learning from the home program at the Raudhatul Athfal (RA) Institute, Aluh-Aluh District, Banjar Regency. In addition, this article also identifies aspects of the child's development of the home learning model. This research uses an exploratory case study method in 4 RA institutions, Aluh-Aluh District, Banjar Regency. The results showed that the three RA institutions carried out a learning program with the help of parents to carry out and submit the results of their child's learning evaluation to the institution every week. One other institution implements home visits by gathering students who have close home locations without differentiating their study groups. The evaluation format carried out in-home visits is more varied than others because teachers can meet children directly. Aspects of cognitive development are often stimulated while other aspects of development are left out.
This study aims to determine the effect of the Montessori method in improving understanding of mathematical concepts for early childhood especially ages 4-6 years in the city of Banjarmasin. This study uses a quasi-experimental method. Introduction to mathematics in the experimental class uses the Montessori method, while the control class uses conventional methods. Hypothesis test results show that the implementation of the Montessori method has significant effects in improving children's learning outcomes in data and graphic material in the experimental class. The average value of N-Gain in the experimental class was 95.61. The average value of the N-Gain control class is 34.56. The Montessori method is 61.05% more effective in improving children's learning outcomes in material data and graphics than the conventional method. Similar to the results of hypothesis testing on the ABCDE-ABCDE pattern material, the implementation of the Montessori method has a significant effect on improving the learning outcomes of children in the experimental class. The average N-Gain of the experimental class is 87.50. The average value of the control class N-Gain is 31.24. The Montessori Method 56.26% is more effective in improving children's learning outcomes on material patterns than conventional methods.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.