Penelitian ini bertujuan untuk mengetahui efek penggunaan smartphone berkelanjutan pada masa pandemi covid-19 terhadap perilaku anak. Efek penggunaan smartphone adalah suatu dampak atau pengaruh yang bisa menguntungkan atau merugikan yang timbul sebagai hasil dari suatu kebiasaan memakai smartphone. Sedangkan perilaku anak yang menggunakan smartphone adalah segala perbuatan atau tindakan yang dilakukan anak terhadap pemakaian smartphone. Efek penggunaan smartphone yang berkelanjutan pada masa pandemi covid-19 ini menimbulkan efek yang buruk terhadap perilaku anak jika tidak diimbangi dengan pengawasan yang tepat. Penelitian ini menggunakan metode deskriptif kualitatif sebagai tahapan dalam melaksanakan penelitian. Penelitian ini dilaksanakan di Desa Damaran Kecamatan Kota, Kabupaten Kudus, dengan mengambil subjek orangtua anak dan anak pengguna smartphone sebagai subjek penelitian. Penelitian ini menggunakan teknik pengumpulan data meliputi tahap observasi, wawancara, dokumentasi dan pencatatan. Analisis data yang digunakan merupakan analisis data deskriptif kualitatif. Hasil penelitian menunjukkan bahwa penggunaan smartphone oleh anak didasari karena kebutuhan individual apalagi saat masa pandemi covid-19 ini pembelajaran anak semuanya serba online. Smartphone dapat menjadi sarana pembelajaran dan hiburan bagi anak karena menyediakan banyak informasi yang dibutuhkan. Selain hal yang menguntungkan tersebut, penggunaan smartphone yang berkelanjutan ini menimbulkan efek yang buruk pula bagi perilaku anak.
This study aims to explain the implementation of campus teaching in instilling reading and writing literacy. This research uses a qualitative approach with a case study design. The subjects in this study were fifth grade students, fifth grade homeroom teachers and university students teaching. Data collection techniques used in this study are observation, interviews and documentation. Data analysis techniques used in this study are data reduction, data presentation, and verification/conclusion. The results showed that the implementation of campus teaching in instilling literacy in reading and writing, namely reading fifteen minutes before learning began, daily reading journals and graphic organizers were effective to help students practice literacy skills.
This study aims to determine the forms and factors of verbal bullying in children and the impact of verbal bullying on children’s self confidence in Pedawang Village. The research method used is descriptive qualitative. The researcsubjects were three children in Pedawang Village. Based on the research result, there are two kinds of forms and factors of verbal bullying, namely verbal bullying based on nicknames and verbal bullying based on physical forms. Victims of verbal bullying become less confident about themselves, this is evidenced by the vicims tho become quiet and insecure about themselves while paling together. From the results of the study, it was also found that the occurrence of verbal bullying was only for a joke to his friend, not to hurt the feelings of other.
The purpose of this study is to describe the analysis of the value of tolerance in the film Semesta by Chairun Nissa.The research method used is qualitative by using discourse analysis methods. The object of research is the values of tolerance in the Semesta film in thematic learning in elementary schools, where the fifth grade teacher is the facilitator and the informant is the fifth grade students consisting of 6 students, 3 boys and 3 girls. Data analysis uses discourse analysis techniques that focus on two elements, namely first at the word level and secondly how the events and actors involved in an event are about to be discussed.The results of the study show that there are forms of tolerance in Chairun Nissa's universal film, namely respect for Hindus who practice Nyepi, respect for the cultural heritage of gadget rituals, and respect and love for living beings. The value of tolerance in Film Semesta has been implemented and has been implemented, namely introducing the diversity of Indonesia, praying before and after lessons according to their respective beliefs, doing picket together in turns, listening to others when talking without interrupting the conversation, and respecting the personal rights of others.
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