Efektifitas Internalisasi Keterampilan Sosial Anak Usia Dini Pada Masa Pandemi Covid-19

Diswantika, Noviana

doi:10.31004/obsesi.v6i5.2389

Cited by 3 publications

(3 citation statements)

References 23 publications

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“…Kegiatan tersebut untuk membiasakan anak memiliki rasa kasih sayang dengan melakukan kegiatan 5S diawal kegiatan pramuka prasiaga. Selaras dari penelitian oleh Diswantika menjelaskan bahwa memiliki keterampilan berempati terhadap orang lain maka anak akan terbiasa untuk bersimpati dengan lingkungan sekitar (Diswantika, 2022).…”

Section: Faktor Pendukung Dan Penghambat Pramuka Prasiaga Dalam Menga...unclassified

Pramuka Prasiaga Mengasah Keterampilan Sosial Anak Usia 5-6 Tahun

Aini,

Wahyuni

2023

J. Obs. J. Pendidik. Anak Usia Dini

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Partisipasi PAUD di Indonesia masih tergolong rendah, mengingat usia 5-6 tahun banyak berinteraksi dengan lingkungan sekitar. Pramuka prasiaga merupakan kegiatan yang memberikan kebebasan anak berinteraksi bersama teman-temannya. Tujuan Penelitian ini untuk mengetahui bagaimana pramuka prasiaga mengasah keterampilan sosial anak usia 5-6 tahun serta faktor pendukung dan penghambatnya. Metode penelitian yang digunakan kualitatif deskriptif. Teknik pengumpulan data adalah observasi, wawancara Guru Pembina, Kepala Sekolah serta Guru Kelas dan dokumentasi. Hasil penelitian menunjukkan anak aktif mengikuti rangkaian kegiatan pramuka prasiaga yang dilaksanakan di luar kelas dengan Guru Pembina, orang tua dan sarana prasarana menjadi faktor pendukung dalam terasahnya keterampilan sosial anak usia 5-6 tahun, keterampilan sosial yang tampak meliputi percakapan, saling pengertian, bekerja sama, keterbukaan, berempati, motivasi, rasa positif dan rasa kesetaraan. Faktor penghambatnya yaitu jadwal pramuka prasiaga berbenturan dengan kegiatan lain, kondisi cuaca menghambat anak berkegiatan di luar kelas serta peselisihan antar anak saling berdiam diri hingga tidak saling berinteraksi.

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Section: Faktor Pendukung Dan Penghambat Pramuka Prasiaga Dalam Menga...unclassified

Pramuka Prasiaga Mengasah Keterampilan Sosial Anak Usia 5-6 Tahun

Aini,

Wahyuni

2023

J. Obs. J. Pendidik. Anak Usia Dini

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“…The right method of habituation stimulation is with fun activities such as playing. Playing while learning the right way to provide a learning stimulus to children (Diswantika, 2022).. Activities that get real and fun results are games (Hasanah, 2019). Developmental aspects can be achieved through games.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Digital Literacy to Develop Social Emotional in Early Childhood

Saleha¹,

Baharun²,

Utami

2022

Indonesian Journal of Early Childhood Educational Research

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This study aims to analyze the implementation of digital literacy in early childhood for children’s social and emotional development. Qualitative research was used and a case study was chosen as the research design. Data were collected by observing and recording learning activities in schools. Interviews were conducted with principals and teachers at kindergarten. Results of the study showed that digital literacy was carried out through learning analysis, learning design system, and evaluation. This study implies that teachers must have innovation and creativity in managing their learning, especially in the era of society 5.0. Digitalization could support the instructional needs based on the intended targets and generate students’ motivation and intelligence overall.

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“…Furthermore, parents are required to be aware of the importance of the child's language development because, by language, a child can communicate with others well and convey intentions, thoughts, and notions. Social life is an individual ability to respond positively to their surrounding environment (Diswantika, 2022).…”

Section: Introductionmentioning

confidence: 99%

Learning Model During Post Covid-19 Pandemic to Improve Early Childhood Language Development

Wantini

Suyatno

Dinni

et al. 2022

J. Obs. J. Pendidik. Anak Usia Dini

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Bold learning during Covid-19 causes a decrease in the quality of linguistic abilities in children because teachers cannot convey material contextually. This study aimed to analyze learning models that can be used to develop post-pandemic early childhood language skills or through face-to-face learning. This type of research is qualitative research, in which the study is carried out to understand events regarding what happened to a research subject. This phenomenological research approach seeks to let reality naturally in the research place at Nyai Ahmad Dahlan Kindergarten, Yogyakarta. The study results indicate a learning model to develop early childhood language by departing from changes in early childhood behavior in learning. Behavioral changes that lead to learning with an activity-based learning approach and multi-media-multi-method are the solutions offered in this study to improve children's language development. It contributes to the knowledge of the learning model in the post-Covid-19 pandemic toward early childhood language development.

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Efektifitas Internalisasi Keterampilan Sosial Anak Usia Dini Pada Masa Pandemi Covid-19

Cited by 3 publications

References 23 publications

Pramuka Prasiaga Mengasah Keterampilan Sosial Anak Usia 5-6 Tahun

Pramuka Prasiaga Mengasah Keterampilan Sosial Anak Usia 5-6 Tahun

Implementation of Digital Literacy to Develop Social Emotional in Early Childhood

Learning Model During Post Covid-19 Pandemic to Improve Early Childhood Language Development

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