Hubungan Bermain Peran Dalam Pembelajaran Daring Dengan Tingkat Perkembangan Sosial Emosional Anak Usia Dini

Authors

  • Muhamad Nanang Suprayogi Bina Nusantara University
  • Alya Fadia Soeriaatmadja Bina Nusantara University

DOI:

https://doi.org/10.21512/becossjournal.v6i2.11766

Keywords:

Online Learning, Socio-Emotional Development, Dramatic Play, Early Childhood

Abstract

This study aims to examine the relationship between role play in online learning and the socio-emotional development level of early childhood. This study uses a quantitative method with 76 respondents from kindergarten and early childhood education teachers in DKI Jakarta. In measuring dramatic play, this study adapts Smilansky's Scale for the Evaluation of Dramatic and Socio-dramatic Play measuring instrument and in measuring social emotional development adapts the Social-emotional development assessment. The data obtained in this study are based on the results of respondents' observations. The results of this study found that there was a significant and positive relationship between role playing and social emotional development level. This is based on the results of the correlation coefficient analysis (r = 0.570, p < 0.05) and the linearity analysis of the scatter plot spreads diagonally on the graph. The result of the study suggests that the teacher can use the role-playing for increasing the development of social-emotional among early childhood.

Dimensions

Plum Analytics

Author Biographies

Muhamad Nanang Suprayogi, Bina Nusantara University

Department of psychology, Faculty of Humanities

Alya Fadia Soeriaatmadja, Bina Nusantara University

Department of psychology, Faculty of Humanities

References

Asmawati, L., & Hidayat, S. (2020). Parenting e-book: coping early childhood education problems during learning from home. Jurnal Pendidikan Anak Usia Dini 14(2). doi: 10.21009/JPUD.142.11

Brenchley, J. (2017). Social-Emotional Development Assessment: Scale Development for Kindergarten through Second Grade Youth Universal Screening.

Gayatri, M. (2020). Does early childhood education matter during COVID-19 pandemic. The 3nd International Conference on Technology, Education, and Social Science 2020, 8(6). doi: 10.18510/hssr.2020.866

Goldstein, T., & Lerner, M. (2017). Dramatic pretend play games uniquely improve emotional control in young children. Developmental Science, 21(4), e12603. doi: 10.1111/desc.12603. Dilansir dari: https://onlinelibrary.wiley.com/doi/abs/10.1111/desc.12603

Gravetter, F., & Forzano, L. (2016). Research Methods for The Behavioral Sciences (5th ed.). New York: Cengage Learning.

Guan, H., Okely, A. D., Aguilar-Farias, N., del Pozo Cruz, B., Draper, C. E., El Hamdouchi, A., … Veldman, S. L. C. (2020). Promoting healthy movement behaviours among children during the COVID-19 pandemic. The Lancet Child and Adolescent Health, 4(6), 416–418. https://doi.org/10.1016/S2352- 4642(20)30131-0

In, J. (2017). Introduction of a pilot study. Korean Journal of Anesthesiology, 70(6): 601-605. doi = 10.4097/kjae.2017.70.6.601. Dilansir dari: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5716817/pdf/kjae-70-601.pdf

Lau, E. Y. H., & Lee, K. (2020). Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspension. Early Education and Development, 19. Doi: 10.1080/10409289.2020.1843925

Lee, S. J., Ward, K. P., Chang, O. D., & Downing, K. M. (2021). Parenting activities and the transition to home-based education during the COVID-19 pandemic. Children and Youth Services Review, 122, 105585. Doi: 10.1016/j.childyouth.2020.105585

Mariana, H. (2021). Maksimalkan Kecerdasan Anak, Sekolah Berkurikulum Internasional Terapkan Pendekatan Sosial-Emosional. Dilansir dari https://edukasi.kompas.com/read/2021/05/31/160700771/maksimalkan-kecerdasan-anak-sekolah-berkurikulum-internasional-terapkan

Mariana, H. (2021). Mengurai Risiko di Balik Penerapan PJJ jika Dilakukan Berkepanjangan. Dilansir dari https://www.kompas.com/edu/read/2021/05/21/160700571/mengurai-risiko-di-balik-penerapan-pjj-jika-dilakukan-berkepanjangan

Richard, S., Baud‐Bovy, G., Clerc‐Georgy, A., & Gentaz, E. (2020). The effects of a ‘pretend play‐based training’ designed to promote the development of emotion comprehension, emotion regulation, and prosocial behaviour in 5‐ to 6‐year‐old Swiss children. British Journal Of Psychology, 112(3), 690-719. doi: 10.1111/bjop.12484

Srihartini, Y., & Lestari, M. P. (2020). Pembelajaran pendidikan anak usia dini online di era pandemi COVID-19. Tarbiatuna: Journal of Islamic Education, 1(1). Dilansir dari: http://journal.laaroiba.ac.id/index.php/tarbiatuna/article/view/219

Taherdoost, H. (2016). Sampling Methods in Research Methodology; How to Choose a Sampling Technique for Research. International Journal of Academic Research in Management (IJARM), 2016, 5. ffhal-02546796f

Weisberg, D. (2015). Pretend play. Wiley Interdisciplinary Reviews: Cognitive Science, 6(3), 249-261. doi: 10.1002/wcs.1341lesta

Whitebread, D., Grau, V., Kumpulainen, K., McClelland, M., Perry, N., & Pino-Pasternak, D. (2019). The SAGE handbook of developmental psychology and early childhood education. UK: SAGE Publication. Dilansir dari: https://books.google.co.id/books?hl=en&lr=&id=b_idDwAAQBAJ&oi=fnd&pg=PA63&dq=pretend+play+in+early+childhood+education&ots=gDi57r_M9A&sig=k77SBL1oF9uq4EZCdZ6Z1Mcuk-Q&redir_esc=y#v=onepage&q=pretend%20play%20in%20early%20childhood%20education&f=true

Downloads

Published

2024-05-31

Issue

Section

Articles
Abstract 180  .
PDF downloaded 129  .