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All Journal Journal of Education and Learning (EduLearn) JECCE (Journal of Early Childhood Care and Education) Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini GOLDEN AGE: JURNAL PENDIDIKAN ANAK USIA DINI
Ega Asnatasia Maharani
Universitas Ahmad Dahlan
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Journal : JECCE (Journal of Early Childhood Care and Education)

 1 
Deteksi Gangguan Emosi dan Perilaku Disruptif Pada Anak Usia Prasekolah Ega Asnatasia Maharani; Intan Puspitasari
JECCE (Journal of Early Childhood Care and Education) Vol. 2 No. 1 (2019)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jecce.v2i1.566

Abstract

Masalah emosi dan perilaku merupakan keluhan yang kerap muncul dalam setting pendidikan anak usia dini. Fenomena di lapangan menunjukkan adanya kesulitan yang dialami guru  dalam membedakan mana masalah emosi dan perilaku yang memerlukan intervensi lebih lanjut dan tidak. Penelitian ini bertujuan memberikan data pendahuluan (baseline research) tentang gejala gangguan emosi dan perilaku disruptif pada anak usia prasekolah di sekolah mitra program studi PGPAUD. Penelitian ini merupakan penelitian deskriptif, menggunakan observasi dan wawancara mendalam terhadap guru. Observasi dan wawancara dilaksanakan dengan mengacu pada panduan diagnosa gangguan emosi dan perilaku disruptif (DSM IV). Upaya deteksi gejala gangguan emosi dan perilaku disruptif ini dilaksanakan di lima sekolah mitra PGPAUD UAD di wilayah Yogyakarta, yang sebelumnya telah melaporkan adanya berbagai masalah emosi dan perilaku yang muncul pada peserta didiknya. Hasil penelitian menunjukkan bahwa terdapat 61 anak yang memiliki kecenderungan mengalami gangguan perilaku, gangguan emosi dan keduanya sekaligus. Anak dengan klasifikasi gejala gangguan perilaku disruptif ADHD ditemukan sebanyak 37 anak atau sebesar 9,2%. Ditemukan 10 anak atau sebesar 2,5% anak dari total populasi memunculkan gejala ODD. Gejala Conduct Disorder (CD) ditemukan pada 3 orang anak atau sebesar 0,7% dan gangguan emosi yang dideteksi pada penelitian ini ditemukan sebesar 2,7% atau sejumlah 11 orang anak. Prevalensi komorbiditas paling besar ditemukan pada jenis gangguan ADHD dan ODD.
Teachers’ perception towards early childhood literacy development methods in ‘aisyiyah bustanul athfal (ABA) kindergarten Rany Maylani; Ega Asnatasia Maharani
Journal of Early Childhood Care and Education (JECCE) Vol. 5 No. 1 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jecce.v5i1.5006

Abstract

The literacy ability of early childhood is inseparable from their teacher’s role in teaching literacy for children. The knowledge and methods used by the teacher are expected to be able to improve children's skills to comprehend the content of text and become active readers in the future. This research aims to find out teacher's perception towards early childhood literacy development methods in ‘Aisyiyah Bustanul Athfal (ABA) Kindergarten in Depok Sub-district. The research method employed in this research is qualitative descriptive. The sampling technique is purposive sampling in order to obtain 8 participants out of 4 kindergartens in Depok Sub-district.  The research data were analyzed by thematic analysis technique using NVivo 12 software. The findings revealed that: (1) teachers’ perception towards early childhood literacy development is mostly defined as the skill to reading and writing. (2) Teacher implementation on the early childhood literacy is carried out through activities involving printed learning media. (3) The development method for early childhood literacy learning is still limited to storytelling and writing. (4) School support for early childhood literacy development methods consists of providing facilities and infrastructures, and supporting teachers create published story books. However, the problems and obstacles faced by teachers are the lack of availability of reading books and inadequate infrastructure.
Co-Authors Annisa Novia Safitri Avanti Vera Risti Pramudyani Elfrida Ratnawati Fuadah Fakhruddiana Maulida Maulida Rany Maylani