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All Journal Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Nanggroe: Journal Of Scholarly Service Nanggroe: Journal of Scholarly Service
Ningsih, Sulis Dian
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ANALISIS POLA ASUH TERHADAP EMOTIONAL REGULATION ANAK REMAJA AWAL Dwistia, Halen; Koma, Isti; Ningsih, Sulis Dian; Hidayah, Citra Ayu
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 5 No 1 (2025): Vol. 5 No. 1 Edisi Februari 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v5i1.2549

Abstract

Kemampuan regulasi emosi siswa remaja awal penting dalam kehidupan sosial siswa dan dipengaruhi oleh pola asuh yang diterima. Penelitian ini bertujuan menganalisis hubungan antara pola asuh dan kemampuan regulasi emosi siswa kelas 5 MIN 2 Lampung Utara. Metode yang digunakan adalah penelitian kualitatif dengan pendekatan studi kasus yang diterapkan melalui wawancara, observasi, dan dokumentasi untuk mendalami pola asuh dan dampaknya pada pengelolaan emosi siswa. Hasil penelitian menunjukkan bahwa pola asuh responsif, dengan komunikasi terbuka dan dukungan emosional, mendukung regulasi emosi yang baik, sedangkan pola asuh otoriter dan permisif cenderung menghambat perkembangan ini. Temuan ini menekankan pentingnya pola asuh yang seimbang antara kebebasan dan pengaturan dalam mendukung perkembangan regulasi emosi pada anak remaja awal.
Penguatan Karakter Disiplin dan Kemandirian Anak TK melalui Kegitan Pembiasaan Positif Dini, Fidari Nur; Ningsih, Sulis Dian; Mutiara, Yolanda
Nanggroe: Jurnal Pengabdian Cendikia Vol 4, No 8 (2025): November
Publisher : Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.17679530

Abstract

This community service program aims to strengthen discipline and independence among early childhood learners through the implementation of positive habituation at RA AD-DA’WAH in Kalibening Raya. The program involved 28 children in Group B and applied several methods: modeling, demonstration, gradual guidance, positive reinforcement, and social simulation. Data were collected through pre- and post-observation across seven behavioral development indicators. The results show significant improvements in children’s independence in organizing personal items (35% to 78%), queuing discipline (28% to 71%), understanding of handwashing procedures (39% to 86%), ability to follow instructions (50% to 89%), and responsibility in tidying up learning materials (21% to 89%). Emotional regulation and confidence to perform in front of the class also improved. These findings indicate that structured and consistent positive habituation, supported by a conducive learning environment, effectively strengthens early childhood character formation, particularly in discipline and independence. The program is recommended for replication in other early childhood education institutions.
Penguatan Karakter Disiplin dan Kemandirian Anak TK melalui Kegitan Pembiasaan Positif Dini, Fidari Nur; Ningsih, Sulis Dian; Mutiara, Yolanda
Nanggroe: Jurnal Pengabdian Cendikia Vol 4, No 8 (2025): November
Publisher : Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.17679530

Abstract

This community service program aims to strengthen discipline and independence among early childhood learners through the implementation of positive habituation at RA AD-DA’WAH in Kalibening Raya. The program involved 28 children in Group B and applied several methods: modeling, demonstration, gradual guidance, positive reinforcement, and social simulation. Data were collected through pre- and post-observation across seven behavioral development indicators. The results show significant improvements in children’s independence in organizing personal items (35% to 78%), queuing discipline (28% to 71%), understanding of handwashing procedures (39% to 86%), ability to follow instructions (50% to 89%), and responsibility in tidying up learning materials (21% to 89%). Emotional regulation and confidence to perform in front of the class also improved. These findings indicate that structured and consistent positive habituation, supported by a conducive learning environment, effectively strengthens early childhood character formation, particularly in discipline and independence. The program is recommended for replication in other early childhood education institutions.
Co-Authors Dini, Fidari Nur Dwistia, Halen Hidayah, Citra Ayu Koma, Isti Mutiara, Yolanda