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All Journal AMI Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan
Azizah Hanum OK
Universitas Negeri Islam Sumatera Utara
Religion Education Languange, Linguistic, Communication & Media Mathematics Other

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Perkembangan Sosial Emosional dan Pembentukan Sikap Toleransi Pada Anak Usia Dini Khoirun Nadya; Fitria Ningsih; Alya Khairani; Azizah Hanum OK
AMI Vol 4, No 1 (2026)
Publisher : AMI

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Abstract

Indonesia sebagai negara multikultural memiliki keberagaman suku, agama, budaya, dan bahasa yang menuntut adanya sikap toleransi sejak usia dini. Permasalahan yang sering terjadi dalam masyarakat multikultural adalah rendahnya pemahaman mengenai pentingnya menghargai perbedaan sehingga berpotensi menimbulkan konflik sosial. Penelitian ini bertujuan untuk mengetahui peran perkembangan sosial emosional anak usia dini dalam pembentukan sikap toleransi, empati, dan saling menghargai. Penelitian menggunakan metode studi kepustakaan (library research) dengan pendekatan deskriptif kualitatif melalui pengumpulan data dari buku, jurnal ilmiah, artikel, dan penelitian terdahulu yang relevan. Analisis data dilakukan menggunakan teknik analisis isi untuk menelaah berbagai teori dan hasil penelitian yang berkaitan dengan perkembangan sosial emosional dan pembentukan sikap toleransi pada anak usia dini. Hasil penelitian menunjukkan bahwa perkembangan sosial emosional berperan penting dalam membentuk sikap toleransi anak melalui interaksi sosial, pembiasaan perilaku positif, serta keteladanan dari guru dan orang tua. Dengan demikian, penanaman nilai toleransi sejak usia dini perlu dilakukan secara konsisten di lingkungan keluarga dan sekolah agar anak mampu hidup harmonis di tengah keberagaman masyarakat.
Inklusivitas & Layanan Anak Berkebutuhan Khusus Nuraini Nuraini; Zahra Atiah; Azizah Hanum OK
Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 3 No. 2 (2026): Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/paud.v3i2.1109

Abstract

For every child to receive an equal education, inclusive education at the early childhood education (PAUD) level is a strategic step. The purpose of this study is to thoroughly study the basic concepts of inclusive education in early childhood, identify various types of specific challenges for Children with Special Needs (ABK) in regular classes, and evaluate how effective the use of inclusive learning methods is in optimizing child development. This study uses a literature review with a descriptive qualitative approach. Secondary data were analyzed using content analysis. According to the study, teachers in regular classes face multidimensional characteristics of ABK. These obstacles include visual impairment, deafness, mental retardation, physical disability, emotional retardation/ADHD, autism, and exceptional intelligence. To overcome these problems, it has been proven that the use of assistive technology, a more flexible curriculum, individualized learning programs (IPC) based on initial assessment, varied teaching methods, and a friendly environment can be helpful. This study shows that teachers are not the only key to the success of inclusive education. This requires strong multi-stakeholder collaboration between the government, schools, special education teachers (GPK), professionals, and parents to address facility challenges and eliminate existing stigma in the field.
Co-Authors Alya Khairani Fitria Ningsih Khoirun Nadya Nuraini Nuraini Zahra Atiah