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All Journal Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Journal of Social Science and Humanities Research
Rahman Nayla, Muthia
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Dilema Intervensi: Menganalisis Efek Penonton Dalam Situasi Darurat Di Indonesia Rahman Nayla, Muthia
Journal of Social Science and Humanities Research Vol. 2 No. 2: Februari 2024
Publisher : PT. Bangun Harapan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56854/jsshr.v2i2.325

Abstract

Tulisan ini mengeksplorasi fenomena efek penonton dalam konteks situasi darurat di Indonesia, mengidentifikasi faktor-faktor yang mempengaruhi kecenderungan individu untuk menunda intervensi. Melalui penelitian kuantitatif dan kualitatif, peneliti mengumpulkan data dari berbagai kejadian darurat di wilayah urban dan rural, membandingkan respons individu terhadap situasi yang membutuhkan bantuan. Analisis ini mengungkapkan peran signifikan dari variabel sosial-psikologis, seperti anonimitas, difusi tanggung jawab, dan ketakutan akan penilaian sosial, yang menghambat aksi individu. Temuan ini mendukung teori psikologi sosial tentang efek penonton, menunjukkan bahwa dalam konteks budaya Indonesia, faktor-faktor seperti solidaritas komunal dan identitas sosial berpengaruh terhadap keputusan individu untuk bertindak. Studi ini mengajukan strategi intervensi yang bertujuan untuk meningkatkan kesadaran dan pelatihan dalam respons kegawatdaruratan, sebagai langkah untuk mengurangi efek penonton dan mendorong tindakan proaktif dalam komunitas
Exploring the Role of Game-Based Learning in Early Childhood Cognitive Development: Perspectives from Teachers and Parents Hibana, Hibana; Rahman Nayla, Muthia; Nurhayati, Kulsum
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 4 (2024)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2024.94-12

Abstract

Game-based learning is increasingly recognized as an effective approach to fostering cognitive development in early childhood. This study examines how it enhances children's problem-solving, memory, and attention, as well as teachers' and parents' perceptions of its implementation. Using a qualitative case study approach, data were collected from 20 teachers and 15 parents through semi-structured interviews, classroom observations, and document analysis. Thematic analysis revealed that game-based learning promotes cognitive development by encouraging active engagement, fostering curiosity, and improving problem-solving and information retention. Teachers highlighted the importance of designing meaningful play experiences, while parents observed improvements in children's focus and memory. However, challenges such as inadequate teacher training, limited play resources, and low parental awareness hinder optimal implementation. Findings suggest that successful game-based learning requires well-structured activities, professional development for educators, and greater parental involvement. Addressing these challenges through targeted interventions could enhance its effectiveness in early childhood education. This study provides valuable insights into teachers’ and parents’ perceptions of play-based learning in cognitive development and underscores the need for collaborative efforts to maximize its potential. Future research should explore its long-term impacts and strategies for integrating it into diverse educational settings.
Co-Authors Hibana Hibana, Hibana Nurhayati, Kulsum