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All Journal Indonesian Journal of Early Childhood Educational Research Walada: Journal of Primary Education
Sukrin
Universitas Muhammadiyah Bima
Education Social Sciences Other

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STRATEGI GURU DALAM MENGEMBANGKAN KEMAMPUAN REGULASI EMOSI ANAK USIA 4-6 TAHUN MELALUI KEGIATAN MEDITASI Indri Miftahuljana; Sukrin; Ade S. Anhar
Walada: Journal of Primary Education Vol. 4 No. 1 (2025): Walada: Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v4i1.277

Abstract

Penelitian ini bertujuan untuk menggali strategi yang diterapkan oleh guru dalam mengembangkan kemampuan regulasi emosi anak usia 4-6 tahun melalui kegiatan meditasi di TK Al-Furqan. Latar belakang penelitian ini didorong oleh pentingnya pengembangan regulasi emosi pada anak usia dini, mengingat kemampuan ini berpengaruh besar pada perkembangan sosial, emosional, dan kognitif anak. Meditasi dipilih sebagai pendekatan yang diyakini dapat membantu anak mengelola emosi dengan lebih efektif. Jenis penelitian ini adalah penelitian kualitatif dengan pendekatan studi kasus. Teknik pengumpulan data dilakukan melalui observasi langsung, wawancara dengan guru dan orang tua, serta dokumentasi. Sumber data dalam penelitian ini meliputi guru, anak-anak usia 4-6 tahun, dan orang tua yang terlibat dalam kegiatan meditasi di TK Al-Furqan. Analisis data dilakukan dengan menggunakan teknik analisis tematik, di mana data yang diperoleh dikategorikan berdasarkan tema-tema yang relevan dengan tujuan penelitian. Hasil penelitian menunjukkan bahwa strategi yang diterapkan oleh guru dalam mengembangkan kemampuan regulasi emosi anak melalui meditasi meliputi penerapan teknik meditasi pernapasan, visualisasi, dan meditasi gerakan tubuh yang disesuaikan dengan usia anak. Selain itu, guru juga menciptakan lingkungan yang mendukung ketenangan, memberikan waktu refleksi diri, dan melibatkan meditasi berkelompok untuk meningkatkan kesadaran sosial dan empati antar anak. Dampak positif dari kegiatan meditasi ini terlihat pada pengurangan perilaku agresif dan impulsif anak, serta peningkatan kemampuan mereka dalam mengidentifikasi dan mengelola emosi mereka.
The Implementation of Green Adventure Learning to Enhance Gross Motor Skills in Children Aged 5–6 Years Khusnul Khatimah; Sukrin; Hermansyah
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 5 No. 1 (2026)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v5i1.16662

Abstract

This study aims to examine the implementation of Green Adventure Learning in supporting the development of gross motor skills in early childhood. The research employed a descriptive qualitative approach conducted at Qonita Preschool, involving Group B children as the research participants. Data were collected through classroom observations, documentation, and field notes to obtain a detailed description of learning activities and children's motor skill engagement during the program. Data analysis was carried out using the stages of data reduction, data display, and conclusion drawing. To ensure the trustworthiness of the findings, the study applied source triangulation, prolonged observation, and careful documentation of learning activities. The findings indicate that the implementation of Green Adventure Learning involved outdoor exploration, movement-based games, and direct interaction with natural environments. These activities provided opportunities for children to practice balance, coordination of movement, agility, and muscle use during learning sessions. Observations during the learning process showed that children participated actively in physical activities and demonstrated greater involvement in movement tasks provided by the teacher. The learning environment also reflected contextual and child-centered practices, where children were encouraged to explore and engage physically with their surroundings. Overall, the implementation of nature-based learning activities through Green Adventure Learning offers meaningful experiences that can support gross motor skill development in early childhood education settings.
Co-Authors Ade S. Anhar Hermansyah Indri Miftahuljana Khusnul Khatimah