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Hubungan Keterlibatan Orang Tua terhadap Perilaku Prososial pada Anak Usia 5-6 Tahun Rosti Rudi; Hanita Hanita; Rizqi Syafrina
SELING: Jurnal Program Studi PGRA Vol 8 No 1 (2022): Januari 2022
Publisher : Program Studi PGRA

Anak usia dini memiliki kemampuan dan potensi yang masih harus dikembangkan dengan bantuan orang tua dan orang dewasa. Dimulai dari lingkungan keluarga yaitu orang tua atau pihak lain yang dekat dengan anak. Peran orang tua dalam masa anak adalah sebagai orang yang penting dalam perkembangan sosial emosional anak. Interaksi sosial erat kaitannya dengan perilaku prososial. Pada interaksi sosial, perilaku prososial akan terjadi dikarenakan individu membutuhkan bantuan orang lain. Keterlibatan orang tua sangat penting bagi pertumbuhan dan perkembangan anak, karena orang tua adalah model yang paling dekat dengan anak. oleh karena itu, keterlibatan orang tua sangat diperlukan dalam pertumbuhan dan perkembangan anak. Penelitian ini bertujuan untuk mengetahui Hubungan Keterlibatan Orang Tua Terhadap Perilaku Prososial Pada Anak Usia 5-6 Tahun. penelitian ini menggunakan penelitian kuantitatif dengan metode penelitian kolerasi, dengan teknik pengumpulan data melalui angket dan dokumentasi. Sampel dalam penelitian ini adalah orang tua anak usia 5-6 tahun di TK Tunas Harapan. Dari hasil analisis data yang diperoleh, dapat disimpulkan bahwa ada hubungan yang signifikan antara keterlibatan orang tua terhadap perilaku prososial pada anak usia 5-6 tahun. Hubungan yang signifikan diperoleh dari nilai korelasi (r) sebesar 0,402 dengan taraf signifikansi sebesar 0,028 (p < 0,05). Dengan koefisien determinasi besar pengaruh keterlibatan orang tua terhadap perilaku prososial anak sebesar 16,1% dan sisanya 83,9% dipengaruhi oleh faktor lain

INTERAKSI SOSIAL PADA ANAK USIA DINI DITINJAU DARI PERAN ORANG TUA SELAMA PANDEMI COVID 19 Hanita Hanita; VERONIKA LUIS
JEA (Jurnal Edukasi AUD) Vol 7, No 2 (2021): Desember
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jea.v7i2.5971

There is a Covid-19 pandemic event where the rules limit interaction between humans and other humans. This rule also has an impact on early childhood, where they currently only carry out social interactions at home. However, the government issued rules related to the procedures for social interaction by complying with the Health protocol. As a result of this event, in the end, it limits the child's stimulus related to the child's social development. Research methodology Qualitative methods. The analysis in this study is the interaction of children in terms of the role of parents during the covid-19 pandemic. The research subjects consisted of 14 children aged 3-6 years. The technique used is to distribute a questionnaire through a google form, which will be filled out by parents. The data analysis phase consists of data organization, coding and data analysis. To test the credibility of the data using the data pol- ulation technique. Research results parents who allow children to keep playing with their peers because of the awareness of the characteristics of the child. Where children will be able to form attitudes and the ability to communicate with social interaction. This is supported by providing guidance and knowledge regarding the impact of the COVID-19 virus and the procedures for Health protocols when outside the home. However, there are also parents who do not allow their children to be friends with their peers for fear of contracting the Covid-19 virus.

MENINGKATKAN KECERDASAN KINESTETIK ANAK MELALUI GERAK TARI HUDOQ DAYAK BAHAU DI TAMAN KANAK –KANAK NEGERI PEMBINA 2 MUARA WAHAU Nila Sari Yanti; Hanita Hanita
JEA (Jurnal Edukasi AUD) Vol 6, No 1 (2020): Juni
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jea.v6i1.3507

A child is defined as an individual who entering adult phase. When they are getting older, they must master basic competence. In this stage, all potentials they have are developed, including kinesthetic intelligence. In case of students in Pembina 2 Kindergarten Muara Wahau, they showed low kinesthetic intelligence since they looked bored, and did not focus on lesson when doing sport exercise. Kinesthetic intelligence in early age students can be stimulated through dance, since, basically, they like music and dance. Dancing demands balance, body movement coordination, strength, and muscle flexibility. This study applied classroom action research. The research subjects were students of Group B Pembina 2 Kindergarten Muara Wahau. Meanwhile, the aspects being analyzed were students’ ability in imitating the movement fast, remembering dance movement, coordinating movement and rhythm, and dancing without help. The data were collected through documentation and direct observation toward the teacher and the students, observing teacher conducting teaching and learning process by implementing Hudoq Dayak Bahau dance. The result shows that, in pre-cycle, the average score was 17,3%, meaning that students had not developed yet. At the first cycle, students achieved 40,98%, meaning that students started to develop. The percentage increased into 97,7% at second cycle, meaning that students developed very well. Therefore, it can be concluded that teaching with Hudoq dayak bahau dance is effective to improve kinesthetic intelligence, especially for students of group B in Pembina 2 Kindergarten Muara Wahau. It is expected that teachers can apply this method to improve students’ kinesthetic intelligence.

Fase Aspek Perkembangan Anak Usia Dini dalam Kajian Al-Quran dan Hadits Hanita Hanita
JEA (Jurnal Edukasi AUD) Vol 6, No 1 (2020): Juni
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jea.v6i1.3523

Pencapaian pendidikan memiliki tujuan untuk membentuk kepribadian yang baik sebagai manusia individual dan sosial serta menjadi hamba Allah SWT yang mengabdikan diri hanya kepada Nya. Kriteria tentang kemampuan yang dicapai anak pada seluruh aspek perkembangan – pertumbuhan yang terdiri aspek agama dan moral, fisik – motorik, kognitif, bahasa, sosial – emosi, dan seni. Perkembangan fase anak dalam agama islam memperhatikan itu. Setiap pelaksanaan kegiatan sehari-hari sudah diatur dan ditata dalam kajian Al-Quran dan Sunnah. Dalam agama islam menjabarkan bahwa Pendidikan harus diberikan manusia sejak usia dini. Penelitian ini adalah penelitian pustaka (library Research), penelitian yang dikaji melalui penelitian pustaka dengan data kualitatif yang sumber informasi yang dikaji sumber litersi dan buku, teknik pengumulan data mengginakan data primer dan sekunder. Sedangkan ananalis data menggunakan metode deduktif-induktif, metode komparatif dan content analisis. Setiap aspek yang dikembangkan dalam pendidikan anak usia dini dengan tujuan untuk mempersiapakan anak untuk menjadi manusia yang mampu menjalankan kehidupan masyarakatnya dengan baik. Seiring dengan kitab yang ditutunkan Allah SWT yaitu Al-Quran dan Allah juga mengutus Nabi Muhammad saw, Sebagai Rosullullah yang memberikan tuntunan dan contoh bagi umat Islam semua hal yang beliau lakukan menjadi acuan bagi umat islam yang kita sebut dangan Al-Hadist. Al-Quran Allah SWT turunkan untuk menunjukkan, membimbing, mendidik dan mengajari manusia, mendapat petunjuk dari kebenaran-kebenaran yang terdapat dalam Al-Quran tentang manusia.

MENINGKATKAN KEMAMPUAN MENIRU BENTUK MELALUI STRATEGI PEMBELAJARAN GRADASI DENGAN MEDIA PLASTISIN PADA KELOMPOK B DI TK TUNAS BANGSA KERTA BUANA TENGGARONG SEBERANG TAHUN AJARAN 2016/2017 Rika - Mardiah; Hanita Hanita; Farny Sutriany Jafar
Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini Vol. 1 No. 2 (2016): September
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Widya Gama Mahakam Samarinda

The researcher observed that students in Group B at TK Tunas Bangsa Kerta Buana Tenggarong Seberang had problems in replicating shapes. Therefore, to solve the problem, the researcher conducted a classroom action research, with purpose, to find out whether the implementation of gradation learning strategy by utilizing plasticine as the media of learning is able to enhance students’ ability in making shape replication. Moreover, the researcher involved 12 students; 7 males and 5 females, as the research subjects. To collect the data, the researcher employed observation and documentation technique during two cycles. It is important to note that each cycle consists of planning, implementation, observation and reflection. Meanwhile, for data analysis, the researcher applied percentages. Students’ ability in replicating shapes is measured based on five aspects; 1) ability in replicating the determined shape, 2) tidiness, 3) speed, 4) creation, and 5) accomplishing task without teacher’s help. At the first cycle, 27.77% were able to replicate the determined pattern. In the same way, 34.72% students were able to perform the task tidily. Regarding to speed aspect, 27.77% managed to finish the task fast. 38.88% students showed creativity in replicating various shapes, and 29.16% managed to accomplish the task independently. In brief, the percentage of success at Cycle 1 reached 63,31%, which means, the students were developed as expected. Furthermore, at Cycle 2, students experienced progress in each aspect. 44.44% students were able to reproduce shape which had been determined. 43% students managed to show the aspect of tidiness in replication. 37.49% managed to do the task fast. 37.49% students affirmed creativity in creating various shapes, and 37.49% were able to replicate the shapes without help from the teacher. Concisely, in Cycle 2, students’ ability in replicating shapes increased and reached 81%. It can be said that the students were developed very well in terms of replicating shapes.In conclusion, gradation learning strategy is effective for improving students’ ability in replicating shapes. Therefore, it is suggested for teachers to use this strategy later on.

THE RELATIONSHIP OF PLAY ACTIVITIES IN COGNITIVE DEVELOPMENT OF CHILDREN AGE 1 - 2 YEARS OLD Hanita Hanita
Early Childhood Education and Development Journal Vol 2, No 2 (2020): Early Childhood Education and Development Journal
Publisher : Universitas Sebelas Maret

Parents, schools and government should pay great attention to early childhood education and knowledge. Early childhood is nurtured and stimulated according to the wishes and abilities of each child with the hope that they can grow accordingly and develop as they should. Play is every child's right. Playing is a land for children to express all forms of behavior that are fun and without coercion. Play has a role to support children's growth and development, especially in the development of cognitive aspects. This study identifies the role of play activities on knowledge of children aged 1-2 years. Quantitative research and using a simple paradigm of the relationship of two variables. The data analysis technique used in this study was the parametric correlation analysis perarson product moment. The results of the study The value of sig (0.003) <a then H0 is rejected. So that there is a correlation between the role of play activities and the cognitive development of children 1-2 years. The correlation coefficient value shows the effect of the role of playing activities on cognitive development of children 1-2 years of 0.598 or 59.8%. So that the correlation is 40.2%, maybe there is a relationship with other elements.

Analisis Pola Asuh Orang Tua Terhadap Penggunaan Smartphone pada Anak Usia Dini Dimasa Pandemi Covid-19 di Kelompok BKB Vatika Samarinda Ade al'fani; Rosdiana Rosdiana; Hanita Hanita
Jurnal Cakrawala Promkes Vol. 4 No. 2 (2022): August
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/promkes.v4i2.6303

Backround: Parenting patterns during the pandemic are very much needed, both parents who work from home or who have started to go to work, need assistance and guidance when children are given smartphones so that children can follow the development of information media and technology positively. Objective: The purpose of this study was to analyze the type of parenting style for the use of smartphones in early childhood during the Covid-19 pandemic in the Vatika Family Development Group (BKB) in Sungai Kunjang District in 2021. Methods: The method used in this study was a qualitative method with a study approach. cases through interview and observation techniques on 6 informants, namely 3 parents of Vatika Family Development Group members who work, 2 caregivers who work with these parents, and 1 family member of the parents. Results: Based on the results of data analysis and discussion, in terms of smartphone use, the three main informants tend to be permissive because they allow children to use smartphones excessively, and there are no strict rules, controls, and supervision on the use of smartphones in their children so that children often play smartphones with intensity. tall one. This makes the child experience symptoms such as stinging in the eyes and pain in the neck. Conclusion: Parents do not provide strict and strict rules, but only situational, parents also lack supervision and assistance for children in using Smartphones. So that children play Smartphones with high intensity, so they are often seen experiencing eye fatigue

MENDIDIK ANAK USIA DINI DI ERA DIGITAL DAN MASA PANDEMI COVID-19 Hanita Hanita
Jurnal Pengabdian Kreativitas Pendidikan Mahakam (JPKPM) Vol. 1 No. 1 (2021): Juni
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Widya Gama Mahakam Samarinda

Orang tua dituntut untuk bisa memahami perkembangan teknologi agar dapat membimbing dan membina anak dalam menggunakan dan memakai media digital. Agar anak tidak terpengaruhi hal-hal yang negatif akibat penggunaan media digital yang berlebihan. Sama halnya dalam masa pandemi covid-19 saat ini. Upaya pencegahan penyebaran virus covid-19 semua aktifitas dilakukan di rumah salah satunya adalah pelaksanaan belajar dan pembelajaran. kegiatan pengabdian kepada masyarakat ini ingin memberikan informasi dan pengetahuan terkait bagaimana mendidik anak di era digital dan masa pandemi covid-19. Dan menganlisis bagaima permasalahan dan pemahaman bagi para peserta kegiaatan terkait cara mendidik anak di era digital dan masa pandemi covid-19. Tujuan pelaksanaan kegiatan pengabdian kepada masyarakat ini untuk memberikan informasi dan solusi terkait fenomena yang terjadi di masyarakat terutama dalam pendidikan anak usia dini . Sasaran pelaksanaan pengabdian kepada masyarakat ini adalah para orang tua, mahasiswa, pendidik anak usia dini dan masyarakat umum baik di kota Samarinda maupun di luar kota Samarinda. Pelaksanaan aplikasi Zoom dan survei menggunakan google form. Berdasarkan hasil survei kepada para peserta webinar penggunaan media digital yang bisa digunakan oleh anak usia dini adalah handphone dan leptop. Dalam peran orang tua dalam mendampigi anak selama menggunakan fasilitas media digital untuk kategori memberikan arahan dalam menggunakan fasilitas digital 30%, mengatur waktu dalam menggunakan fasilitas digital 40% , mengatur peminjaman fasilitas digital sesuai dengan keperluan 15%, memilih dan mensetting program aplikasi yang positif 20%, mendampigi anak saat menggunakan faslitas digital 30%, menggatur penggunaan fasilitas digital secara bijaksana 20% dan menelusiri kegiatan anak di dunia maya 20 %. Dan di tambah masa pendemi covid-19 dimana media digital menjadi satu-satunya sarana yang dapat memberikan solusi untuk tetap terlaksananya kegiatan pembelajaran, hal ini menjadi alasan bagi orang tua untuk dapat mendidik dan membimbing anak sebagai antisipasi dampak negative bagi anak dalam penggunaan media digital. Adapun yang dapat dilakukan adalah membuat kesepakatan kepada pasangan, anak, orang tua dan mertua berkaitan kebijakan penggunaan mendia digital.Sebelum memberikan media digital ke anak orang tua terlebih dahulu melakukan diskusi kepada anak tentang kebutuhan dalam menggunakan media digital, bagaimana mempertanggungjawabkan dalam menggunakan media digital, serta mendiskusikan resiko yang terajadi saat menggunakan media digital.Orang tua memberikan alternatif lain dengan menyediakan alat dan kegatan permainan yang mengasah keaktifan tubuh dan pikiran Buat anak selalu sibuk dengan tanggung jawab, baik tanggung jawab teradap keperluan diri sendiri atau membantu pekerjaan di rumah. Orang tua melakukan pencegahan dan kontrol dengan memproteksi aplikasi-aplikasi yang digunakan, agar anak tidak membuka situs-situs yang tidak mendidik. Dalam keberhasilan proses mendidik anak selama era digital dan masa pendemi covid-19 ini menjadi tanggung jawab bersama, baik pemerintah lembaga sekolah, guru dan orang tua.

MANAJEMEN PEMBELAJARAN BERBASIS PROJEK PADA PENDIDIKAN ANAK USIA DINI Hanita Hanita; Yoyon Suryono; Puji Yanti Fauziah
Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini Vol. 8 No. 1 (2023): Maret
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Widya Gama Mahakam Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/jw.v8i1.1289

Learning management is a reference for teachers in carrying out a learning implementation. Project-based learning also has steps and implementation procedures. So in this study we want to examine in depth how to implement project learning in education, especially in early childhood education. The research method used is literature review and will use the PRISMA checklist to determine the selection of studies that have been found and adapted to the objectives of the literature review. The results of the research Project-based learning management in early childhood education has different procedures and procedures. The same concept is only at the planning, implementation and evaluation stages, which are indeed stages in the learning process. From several researches it is still found that project-based learning from the point of view of the initial originator of the project method, namely William H. Kilpatrick, is still lacking. The conclusions on the implementation of project learning in early childhood are diverse. But still through planning, implementation and evaluation. However, this is still considered far from the steps that were originally applied by the originator of the project method, namely William H. Kilpatrick. This change was due to the many theoretical developments of William H. Kilpatrick's project method.

MENINGKATKAN KEMAMPUAN BAHASA MELALUI LAMBANG DAN LOGO PADA ANAK USIA 4-5 TAHUN DI TK AR RAHMAN MAKROMAN SAMBUTAN SAMARINDA Mahkamah Brantasari; Hanita Hanita
JECIE (Journal of Early Childhood and Inclusive Education) Vol. 1 No. 1 (2017): Desember
Publisher : Program Studi PG PAUD - FKIP - UNIPAR JEMBER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31537/jecie.v1i1.27

Anak didik yang baru memasuki awal pendidikan dini kebanyakan dari mereka masih memiliki kemampuan bahasa yang masih minim. Peneliti melakukan kegiatan untuk meningkatkan kemampuan bahasa anak didik dengan cara mengenalkan lambang dan logo yang mudah di ingat. Oleh karena itu apakan melalui lambang dan logo dapat meningkakan kemampuan bahasa pada anak usia 4-5 tahun di TK Ar-Rahman Makroman Sambutan Samarinda. Tujuan dari penelitian ini diharapkan melalui lambang dan logo dapat meiningkatkan kemampuan bahasa anak usia 4-5 tahun di TK Ar-Rahman Makroman Sambutan Samarinda. Kegiatan dilaksanakan dengan metode tindakan kelas yang dilakukan dengan dua siklus kegiatan, pelaksanaan penelitian ini di bantu oleh guru kelas sebagai pelaksana dan peneliti sebagai pengamat. Anak didik usia 4-5 tahun di TK Ar-Rahman Makroman Sambutan Samarinda menjadi subjek penelitian ini. Anak sangat antusias dalam kegiatan ini dan tentu dapat membantu anak didik untuk lebih cepat memahami komunikasi yang ada melalui simbol-simbol, gambar, angka dan huruf yang terdapat pada lambang dan logo sehingga kemampuan anak didik dalam memahami bahasa bisa meningkatkan dengan baik. Hasil kalkulasi akhir pada siklus II berarti kemampuan bahasa anak mengalami peningkatan dari siklus I 54,5% menjadi 91,5%, persentase peningkatan kemampuan bahasa anak dengan menggunakan logo dan simbol sekitar 37%.

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