AlBanna: Jurnal Pendidikan Islam Anak Usia Dini

Teachers’ Understanding of Gross Motor Skills in Early Childhood: A Theoretical Review

Intan Wulan Rahmawati, Suryadi — Fri, 06 Jun 2025 00:00:00 +0700

Penelitian ini bertujuan untuk mengeksplorasi tingkat pemahaman guru terhadap aspek motorik kasar (gerakan dasar) pada anak usia dini serta faktor-faktor yang mempengaruhinya. Pendekatan kualitatif dengan metode studi kepustakaan digunakan untuk menganalisis data dari berbagai sumber, seperti buku, jurnal, dan literatur terkait. Hasil penelitian menunjukkan bahwa pemahaman guru sangat penting dalam mendukung perkembangan motorik kasar anak, yang meliputi kemampuan lokomotor, non-lokomotor, dan manipulatif. Namun, ditemukan bahwa pemahaman guru masih bervariasi dan dipengaruhi oleh beberapa faktor, seperti kurangnya pelatihan, minimnya modul/buku ajar praktis, keterbatasan fasilitas, serta persepsi yang menganggap motorik kasar sebagai aktivitas sekunder. Dampak dari rendahnya pemahaman guru dapat menyebabkan kurang optimalnya stimulasi motorik kasar pada anak, sehingga berpotensi menghambat kesiapan sekolah dan meningkatkan risiko keterlambatan perkembangan. Oleh karena itu, diperlukan upaya peningkatan pemahaman guru melalui pelatihan, penyediaan modul, dan dukungan fasilitas yang memadai agar perkembangan motorik kasar anak usia dini dapat berjalan optimal.

This study aims to explore the level of teachers’ understanding of gross motor skills (basic movements) in early childhood and the factors that influence it. A qualitative approach with literature study methods is used to analyze data from various sources, such as books, journals, and related literature. The results of the study indicate that teachers’ understanding is crucial in supporting the development of children’s gross motor skills, which include locomotor, non-locomotor, and manipulative abilities. However, it was found that teachers’ understanding varies and is influenced by several factors, such as a lack of training, minimal practical teaching modules/books, limited facilities, and perceptions that regard gross motor skills as a secondary activity. The impact of teachers’ low understanding can lead to suboptimal stimulation of children’s gross motor skills, potentially hindering school readiness and increasing the risk of developmental delays. Therefore, efforts to enhance teachers’ understanding through training, provision of modules, and adequate facility support are necessary for the optimal development of gross motor skills in early childhood.

Cognitive Behavioral Therapy for Managing Conduct Disorder in Early Childhood: A Case Study at Harapan Kindergarten Ngino Tuban

Hilda Putri Nailil Izzah, Dewi Sapitri — Fri, 06 Jun 2025 00:00:00 +0700

Penelitian ini bertujuan untuk mengeksplorasi pendekatan kognitif dan sosial dalam menangani conduct disorder pada anak usia dini di TK Harapan Ngino, Tuban. Conduct disorder pada anak sering ditandai dengan perilaku agresif, melanggar aturan, dan kesulitan beradaptasi dalam lingkungan sosial. Jika intervensi tidak dilakukan, perilaku ini dapat menghambat perkembangan emosional dan sosial anak. Fokus penelitian adalah anak usia 4–5 tahun yang menunjukkan gejala conduct disorder seperti membangkang, sering tantrum, dan mengganggu proses belajar di kelas. Pendekatan kognitif difokuskan pada membantu anak memahami konsekuensi dari perilaku mereka, mendorong kemampuan pemecahan masalah, dan membangun pengendalian diri. Sementara pendekatan sosial melibatkan peningkatan interaksi dengan teman sebaya, aktivitas kerja sama, dan komunikasi emosional. Guru berperan penting dalam memberi contoh perilaku positif dan menjaga rutinitas yang konsisten. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Wawancara dalam penelitian ini dilakukan kepada guru dan orang tua. Hasil penelitian menunjukkan bahwa integrasi strategi kognitif dan sosial mampu mengurangi perilaku negatif dan meningkatkan keterampilan adaptif seperti mematuhi aturan, mengekspresikan emosi secara tepat, serta berinteraksi positif dengan teman sebaya. Dukungan dari orang tua di rumah juga berkontribusi terhadap keberhasilan intervensi ini. Penelitian ini menunjukkan pendekatan kognitif dan sosial efektif dalam menangani conduct disorder pada anak usia dini apabila diterapkan secara konsisten dan adanya kerjasama antara guru dan orang tua.

This study aims to explore cognitive and social approaches in managing conduct disorder among early childhood children at Harapan Kindergarten, Ngino, Tuban. Conduct disorder in children is often characterized by aggressive behavior, rule-breaking, and difficulties in adapting to social environments. If intervention is not implemented, these behaviors can hinder the child's emotional and social development. The focus of this study is on children aged 4 to 5 years who exhibit symptoms of conduct disorder such as defiance, frequent tantrums, and disruptive behavior in the classroom. The cognitive approach focuses on helping children understand the consequences of their actions, encouraging problem-solving skills, and building self-control. Meanwhile, the social approach involves improving peer interactions, cooperative activities, and emotional communication. Teachers play an important role in modeling positive behavior and maintaining consistent routines. This study uses a qualitative descriptive approach with data collected through observation, interviews, and documentation. Interviews were conducted with teachers and parents. The findings indicate that integrating cognitive and social strategies can reduce negative behaviors and improve adaptive skills such as following rules, expressing emotions appropriately, and interacting positively with peers. Support from parents at home also contributes to the success of this intervention. This study demonstrates that cognitive and social approaches are effective in managing conduct disorder in early childhood when applied consistently and with cooperation between teachers and parents.

Strategies for Enhancing Engagement and Self-Confidence of Introverted Early Childhood in Kindergarten

Siti Fatma Indah Puji Safitri, Marlina Dwi Wahyuni, Muhimatul Choiroh — Sat, 07 Jun 2025 00:00:00 +0700

Penelitian ini bertujuan untuk mengidentifikasi kesulitan yang dihadapi anak introvert dalam pembelajaran dan bermain serta mengeksplorasi strategi pembelajaran inklusif yang sesuai dengan karakteristik anak usia dini. Metode yang digunakan adalah pendekatan kualitatif dengan teknik observasi, wawancara mendalam, dan dokumentasi. Analisis data dilakukan menggunakan model Miles dan Huberman, yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa anak introvert mengalami kesulitan dalam berkomunikasi, berpartisipasi dalam kerja kelompok, belajar dan bermain di lingkungan yang banyak anak-anak. Akan tetapi, penerapan strategi yang lebih fleksibel seperti diskusi kelompok kecil, penilaian berbasis proyek, serta pemanfaatan media digital, mampu meningkatkan partisipasi dan kenyamanan anak introvert dalam belajar dan bermain. Penelitian ini menegaskan pentingnya peran guru dalam menerapkan strategi pembelajaran yang inklusif pada anak usia dini. Pendekatan inklusif yang adaptif tidak hanya mendukung aspek perkembangan anak usia dini, melainkan juga mendorong kepercayaan diri dan kemampuan sosial anak usia dini yang introvert.

This research aims to identify the difficulties faced by introverted children in learning and playing, as well as to explore inclusive learning strategies that are suitable for the characteristics of early childhood. The method used is a qualitative approach with techniques of observation, in-depth interviews, and documentation. Data analysis is conducted using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results of the study show that introverted children experience difficulties in communication, participating in group work, learning, and playing in environments with many children. However, the application of more flexible strategies such as small group discussions, project-based assessments, and the use of digital media can enhance the participation and comfort of introverted children in learning and playing. This research emphasizes the important role of teachers in implementing inclusive teaching strategies for early childhood. An adaptive inclusive approach not only supports the developmental aspects of early childhood but also encourages the self-confidence and social skills of introverted early childhood.