Differences in Rough Motoric Development, Language and Prosocial Behavior in Children Who Kindergarten Program Full Day and Regular in 2019

Abstract

The background of this research is Targeted SDGs of quality education by 2030 ensure that all children have access to quality early development, care, and pre-primary education.The purpose of this study is to find out the differences in Roughmotoric, language and prosocial behavior development in children undergoing kindergarten and regular daytime kindergarten learning.Types and designs in this study use Mixed Methods namely Sequential Explanatory Designs. Population in Quantitative Research children aged 4-6 years who attend learning in kindergarten and regular programs, and qualitative research populations School Leaders, Teachers/Teaching Staff, parents. Quantitative research sample is 34 respondents in Full Day program Kindergarten and 38 people in Regular program and for Qualitative research are School Leaders, Teachers / Teaching Staff, parents, sample technique in Quantitative research is Total Sampling, and for Qualitative research is proportional simple random sampling. Examination using KPSP and prosocial behavior observation sheets in quantitative research, and in qualitative research using interview guides and focus group discussion guides. Data analysis in quantitative research uses Mann Whitney and qualitative research uses data reduction analysis techniques, data display and conclusion drawing / verification.The results of quantitative research on bivariate analysis showed that there were significant differences between children undergoing full-day and regular program kindergarten. On p-value motor development was 0.008 (p <0.05), language p-value was 0.006 (p <0.05) and prosocial behavior p-value was 0.009 (p <0.05). Qualitative research results are not found any obstacles and efforts have been made to improve the quality of Roughmotoric development, language and prosocial behavior, so that it has benefited and achieved expectations of Roughmotoric development, language and prosocial behavior in children undergoing kindergarten full and regular programs.The conclusion of this study is Roughmotoric, language, and prosocial behavior development. in children who undergo full-day kindergarten program is better than regular program kindergarten.Keywords: Language development, rough motor development, prosocial behavior,kindergarten

Perbedaan Perkembangan Motorik Kasar, Bahasa dan Perilaku Prososial pada Anak dengan Pembelajaran Program Fullday dan Reguler

“…Sejak dini anak harus disiapkan agar siap menjadi generasi penerus yang mengelola masa depan bangsa melalui pemenuhan hak-haknya yakni hak untuk hidup, tumbuh, berkembang, dan berpartisipasi secara wajar sesuai dengan harkat dan martabat kemanusiaan, serta mendapat perlindungan dari kekerasan dan diskriminasi (Munalar et al, 2022;Haris, 2018). Target Sustainable Development Goals (SDGs) yaitu pendidikan yang berkualitas pada tahun 2030 dengan memastikan seluruh anak perempuan dan laki-laki memiliki akses kepada pengembangan, perawatan, dan pendidikan yang berkualitas sehingga siap untuk mengikuti pendidikan dasar (Sembiring, 2020).…”

“…Sebaliknya, apabila lingkungan sekitar anak tidak baik maka anakpun menjadi tidak baik. Dan pada lingkungan sekolah, guru adalah sosok yang sangat berperan dalam mendidik dan membantu perkembangan anak (Sembiring, 2020). Sebagian waktu anak dihabiskan di sekolah, maka guru harus dapat memanfaatkan waktu untuk membantu anak mempersiapkan diri menghadapi kehidupan yang semakin kompleks (Ubaid, 2019).…”

“…Penelitian yang dilakukan Faddilah tahun 2018 didapatkan tidak ada perbedaan perkembangan personal sosial anak terhadap program pendidikan fullday dengan halfday yaitu denga nilai p=0,110 (p>0,05) (Faddilah, 2018). Penelitian yang dilakukan oleh Sembiring bahwa perkembangan motorik kasar, bahasa dan perilaku prososial sebagian besar didapatkan anak yang menjalani pembelajarn TK full day memiliki perkembangan motorik kasar dan bahasa tinggi (melebihi anak seusianya) dan perilaku prososialnya tinggi (Sembiring, 2020).…”