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Bandung Conference Series: Early Childhood Teacher Education
Published by Universitas Islam Bandung
ISSN : -     EISSN : 28282507     DOI : https://doi.org/10.29313/bcsecte.v2i2
Core Subject : Religion, Education, Social,
Religion Education Social Sciences Other
Bandung Conference Series: Early Childhood Teacher Education (BCSECTE) menerbitkan artikel penelitian akademik tentang kajian teoritis dan terapan serta berfokus pada Pendidikan Guru Paud dengan ruang lingkup sebagai berikut: Anak Usia dini (5-6 tahun), Bahasa Ekspresif, Bercerita, Berpikir logis dan strategi, Bola Bowling Rainbow, Cooking class, Diklat mahir, Disiplin, Gambar berseri, Gerak, Kelompok Bermain, Kemandirian, Kepala Sekolah, Kepercayaan Diri Anak, Kompetensi Guru PAUD dan TK, Pedagogik, Konstruksi Origami, Lagu, Loncat Jejak Kaki, makanan sehat, Media Barang Bekas, Motorik Kasar, Otot Kaki Anak, Membaca, menulis, berhitung, Pembelajaran Paud, penanaman adab, Pendidikan Karakter, Pengasuhan orang tua, Pengelolaan Kelas, Pengembangan Kreativitas, pengenalan dan hafalan Al-Quran, Perkembangan anak, Permainan, Senam. Prosiding ini diterbitkan oleh UPT Publikasi Ilmiah Unisba. Artikel yang dikirimkan ke prosiding ini akan diproses secara online dan menggunakan double blind review minimal oleh dua orang mitra bebestari yang ahli dalam bidangnya.
Arjuna Subject : Ilmu Sosial - Pendidikan
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Implementasi Kegiatan Sensory Integration dalam Peningkatan Fokus Belajar Anak 5-6 Tahun di TK Islam Mutiara Hati Shafira Amalia Muflihah; Masnipal; Enoh
Bandung Conference Series: Early Childhood Teacher Education 123-132
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.24805

Abstract

Abstract. This study was motivated by the still-low level of concentration among some 5–6-year-old children at Mutiara Hati Islamic Kindergarten in Bandung, as evidenced by their tendency to be easily distracted, pay little attention to the teacher, and have difficulty completing tasks. The study aims to analyze the implementation of sensory integration activities in improving children’s concentration, including activity preparation, implementation steps, and assessment. The study employed a qualitative approach using a case study design. Data were collected through interviews, observations, and documentation, then analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that: (1) teachers prepared sensory integration activities systematically by setting objectives, selecting activities, preparing materials, and arranging the learning environment; (2) implementation steps were carried out before core learning through activities that stimulated the vestibular, proprioceptive, and tactile systems, accompanied by instructions, demonstrations, motivation, and guidance for the children; (3) Assessment was conducted through observation of the children’s responses and engagement during the activities; however, no specific assessment instruments based on early childhood assessment theory were used. It was concluded that the implementation of sensory integration activities supports learning readiness and helps improve children’s focus during learning, although the assessment aspect still needs to be developed to be more systematic. Abstrak. Penelitian ini dilatarbelakangi oleh masih rendahnya fokus belajar sebagian anak usia 5–6 tahun di TK Islam Mutiara Hati Bandung yang ditunjukkan melalui perilaku mudah terdistraksi, kurang memperhatikan guru, dan kesulitan menyelesaikan tugas. Penelitian ini bertujuan menganalisis implementasi kegiatan sensory integration dalam peningkatan fokus belajar anak yang meliputi persiapan kegiatan, langkah-langkah pelaksanaan, dan penilaian. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: (1) guru menyiapkan kegiatan sensory integration secara sistematis melalui penetapan tujuan, pemilihan aktivitas, penyiapan media, serta pengaturan lingkungan belajar. (2) Langkah-langkah pelaksanaan dilakukan sebelum pembelajaran inti melalui kegiatan yang menstimulasi sistem vestibular, proprioseptif, dan taktil disertai pemberian instruksi, demonstrasi, motivasi, dan pendampingan kepada anak. (3) Penilaian dilakukan melalui observasi terhadap respons dan keterlibatan anak selama kegiatan, namun belum menggunakan instrumen penilaian khusus yang mengacu pada teori penilaian anak usia dini. Disimpulkan bahwa implementasi kegiatan sensory integration mendukung kesiapan belajar dan membantu meningkatkan fokus belajar anak, meskipun aspek penilaiannya masih perlu dikembangkan agar lebih sistematis.

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