Meningkatkan Kemandirian Anak Kelompok B Melalui Metode Sosiodrama
Main Article Content
Abstract
This study aims to improve the independence of children in Group B at TK Negeri Pembina Surabaya through the implementation of the Sociodrama method. The initial observation revealed that most children were still at the Not Yet Developed (BB) level of independence, indicating a high dependency on adults for daily activities. The research was conducted using the Classroom Action Research (CAR) approach in two cycles, each consisting of planning, action, observation, and reflection. The focus was on increasing children's independence through role-playing activities that allow them to experience various roles and develop their confidence, emotional regulation, and social skills.
The results of this study showed a significant improvement in children's independence after the implementation of the Sociodrama method. In the initial phase, none of the 18 children reached the Very Well Developed (BSB) criterion. After the first cycle, although there was a positive shift, no children had yet achieved the BSB criterion. However, following the second cycle, all 18 children, or 100%, reached the Very Well Developed (BSB) level. This indicates that children have successfully developed independent behaviors such as speaking up in class, choosing activities independently, interacting positively with peers, sharing, helping each other, taking turns, and following class rules.
The success of this study is attributed to the effective collaboration between researchers and teachers, the use of varied media relevant to children's interests, and the consistent provision of motivation and rewards. The findings suggest that the Sociodrama method not only effectively enhances children's independence but also creates a stimulating and engaging learning environment. This study concludes that innovative and structured approaches like Sociodrama can significantly impact the development of independence and social skills in early childhood education. The results of this research are expected to serve as a valuable reference for educators, researchers, and practitioners in the field of early childhood education to continue innovating and fostering children's potential
Article Details
References
Astuti, R. F., & Istiarini, R. (2020). Upaya Meningkatkan Kemampuan Membaca Permulaan AnakUsia 5-6 Tahun Melalui Media Puzzle di PAUD Flamboyan Sukasari Kota Tangerang. Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini, 8(2), 31. https://doi.org/10.31000/ceria.v11i2.2338
Cahyaningrum, E. S., Sudaryanti, S., & Purwanto, N. A. (2017a). Pengembangan Nilai-Nilai Karakter Anak Usia Dini Melalui Pembiasaan Dan Keteladanan. Jurnal Pendidikan Anak, 6(2), 203–213. https://doi.org/10.21831/jpa.v6i2.17707
Cahyaningrum, E. S., Sudaryanti, S., & Purwanto, N. A. (2017b). PENGEMBANGAN NILAI-NILAI KARAKTER ANAK USIA DINI MELALUI PEMBIASAAN DAN KETELADANAN. Jurnal Pendidikan Anak, 6(2), 203–213. https://doi.org/10.21831/jpa.v6i2.17707
Fauzan, F., Fajriyah, F., Dannur, M., & Ridwan, W. (2023). IMPROVING TEACHER PERFORMANCE IN SCHOOLS THROUGH HUMANISTIC LEADERSHIP. Jurnal Konseling Pendidikan Islam, 4(1), 70–79. https://doi.org/10.32806/jkpi.v4i1.232
Habibullah, A. (2012). Kompetensi Pedagogik Guru. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 10(3). https://doi.org/10.32729/edukasi.v10i3.169
Janah, R., Akbar, Z., & Yetti, E. (2019). Pengaruh Iklim Organisasi terhadap Kinerja Guru PAUD di Kota Depok. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(1), 234. https://doi.org/10.31004/obsesi.v4i1.236
Khoirudin, M. (2022). Teknik Self-Regulated Learning untuk Meningkatkan Kemampuan Self-Regulated Learning dan Kemandirian Belajar Siswa dalam Situasi Belajar Online Covid 19. Ideas: Jurnal Pendidikan, Sosial, Dan Budaya, 8(3), 987. https://doi.org/10.32884/ideas.v8i3.897
Kisworo, B. (2016). Journal of Non-Formal Education and. Journal of Nonformal Education and Community Empowerment, 5(1), 9–15.
Marlina, L. (2021). Model Pengorganisasian Proses Pendidikan Anak Usia Dini (Paud) Pada Raudhatul Athfal 3 Palembang. Tadrib Jurnal Pendidikan Agama Islam, 6(2), 159–177. https://doi.org/10.19109/tadrib.v6i2.6548
Mayasarokh, M., Rahayu, A., & Dewi, T. (2018). Pengaruh Pembiasaan Disiplin Di Lingkungan Keluarga Terhadap Karakter Anak. Pelita Paud, 2(2), 214–227.
Miftaqul Al Fatihah. (2016). Hubungan Antara Kemandirian Kemandirian Belajar Belajar dengan dengan Pai Siswa Kelas III SDN Prestasi Belajar PAI Panularan Surakarta. At-Tarbawi, 1(2), 197–208.
Nofiaturrahmah, F. (2017). Pendidikan Karakter yang Menyenangkan (Studi di PAUD Shofa Azzahro). ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal, 5(1), 181. https://doi.org/10.21043/thufula.v5i1.2357
Rishantie, S. A., Saparahayuningsih, S., & Yulidesni, Y. (2019). Peningkatan Keterampilan Membaca Awal Melaui Metode Bermain Dengan Media Puzzle Kata Pada Kelompok B Paud Istiqomah Selupu Rejang. Jurnal Ilmiah Potensia, 3(1), 7–10. https://doi.org/10.33369/jip.3.1.7-10
Satrianingrum, A. P., & Prasetyo. (2020). Pendidikan Anak Usia Dini Persepsi Guru Dampak Pandemi Covid-19 terhadap Pelaksanaan Pembelajaran Daring di PAUD. Obsesi, 5(1), 633–640. https://doi.org/10.31004/obsesi.v5i1.574
Shufiyati, E. (2013). Keefektifan Metode Penanaman Moral Jurusan Politik dan Kewarganegaran Universitas Negeri Semarang. Jurnal Pendidikan.
Suryaningtyas., M. H. (2016). Education Trends for Future Society ” THE USE OF THE EUPHEMISM FORM AS MADIUN ’ S CULTURAL. International Seminar on Education “Education Trends for Future Society, 635–638.
Yuniarti, R. M. (2021). Efektivitas Pembelajaran Daring Di Masa Pandemi Corona Virus Disease 2019 (Covid-19) Di Perguruan Tinggi. Jurnal Mentari Publika, 02(01), 50–59. http://ejournal.stiamuhammadiyahselong.ac.id/index.php/jmp/article/view/34