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All Journal as-sibyan : Jurnal Pendidikan Anak Usia Dini Wahana Karya Ilmiah Pendidikan Jurnal Ilmiah Wahana Pendidikan MANASA, Jurnal Ilmiah Psikologi
Nancy Riana
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Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Intervensi Pada Anak Retardasi Mental Usia 7–8 Tahun Dalam Perkembangan Kognitif Nancy Riana; Lilis Karyawati
As-Sibyan: Jurnal Pendidikan Anak Usia Dini Vol 4 No 2 (2019): Desember 2019
Publisher : UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/as-sibyan.v4i2.2445

Abstract

The study aims to find out and describe interventions on children of mental retardation age 7-8 years in cognitive development. This research was conducted in SLB Negeri 5 West Jakarta in 2019. The research methods to be used in this study are qualitative methods, with a case study approach, using data triangulation techniques. Data collection techniques are based on observations, interviews and documentation. The research subject is the teacher of grade 1Cb and 1C1d and students. Based on the results of data Pegumpulan obtained that the intervention carried out in children of mental retardation in SLB Negeri 5 West Jakarta in students aged 7 -8 years in cognitive development ie; (1) Learn problem solving, which includes activities to understand classmates ' faces, understand their own objects and others, concentrating on the tasks given, following daily habits; (2) Logical thinking, which includes the activity of sticking mosaics, following the instruction of the teacher, knowing the parts of the body, understanding the concept of size, and counting activities; (3) Thinking symbolically, which includes activities mentioning numbers one to five, mimicking the way of holding stationery, and naming the work made. The results of this study have implications that children who experience mental retardation need special intervention in their development. It must be done early so that the development is optimal. Keywords: children with special needs, early Childhood, Intervention, cognitionReferencesAbdillah, Abu. (2018). Bunyi UUD 1945 Pasal 31 Ayat 1,2,3,4,5 dan Penjelasannya. https://petikanhidup.com/bunyi-uud-1945-pasal-31-ayat-1-2-3-4-5-dan-penjelasannya.htmlBudiman, Asep. (2016). Pemahaman Rendah, Anak Berkebutuhan Khusus Masih Dianggap Negatif. Bandung: Pikiran Rakyat. https://www.pikiran-rakyat.com/bandung-raya/2016/08/21/pemahaman-rendah-anak-berkebutuhan-khusus-masih-dianggap-negatif-377958Delphie, Bandi. (2006). Pembelajaran Anak Berkebutuhan Khusus. Bandung: Refika Aditama. Desmita. Psikologi Perkembangan Peserta Didik. Bandung: Remaja Rosdakarya. (2009)Hildayani, Rini dkk. Penanganan Anak Berkelainan. Tanggerang Selatan: Universitas Terbuka. (2013)Imroatun, I. (2017). Anak Dengan Kebutuhan Fisik Khusus. As-Sibyan : Jurnal Pendidikan Anak Usia Dini, 2(02), 175–185.Jamaris, Martini. (2010). Orientasi Baru dalam Psikologi Pendidikan. Jakarta: Yayasan Penamas Murni. Juniarti, Fitri. (2014). Pengertian Retardasi Mental. https://www.e-jurnal.com/2014/01/pengertian-retardasi-mental.htmlKhodijah, Nyayu. (2016). Psikologi Pendidikan. Jakarta: Raja Grafindo Persada. Kumar, Indra bhushan, Amool R. Singh, dan S. Akhtar. (2009) Social Development of Children With Mental Retardation (India: Ind Psychiatry J. Jan-Jun; 18(1): 56–59. doi: 10.4103/0972-6748.57862). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3016702/Miles, Matthew B & A. Michael Huberman. (1992). Analisis Dta Kualitatif: Alih Bahasa. Jakarta: UI-Press. Moleong, Lexy J. (2013). Metodologi Penelitian Kualitatif. Bandung: Remaja Rosdakarya. Pakar Komunikasi. 5 Jenis Metode Penelitian Kualitatif Pendekatan dan Karakteristiknya. https://pakarkomunikasi.com/jenis-metode-penelitian-kualitatifPatilima, Hamid. (2007). Metode Penelitian Kualitatif. Bandung: Alfabeta. Santrock, John W. (2004). Educational Psychology. New York: McGraw-Hill. Somantri, T. Sutjihati. (2007). Psikologi Anak Luar Biasa. Bandung: Refika Aditama. Sugiyono. (2008). Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: Alfabeta. Sukmadinata, Nana Syaodih. (2010). Metode Penelitian Pendidikan. Bandung: Remaja Rosdakarya. Undang-undang Republik Indonesia No. 20 Tahun 2003 Tentang Sistem Pendidikan Nasional. http://kelembagaan.ristekdikti.go.id/wp-content/uploads/2016/08/UU_no_20_th_2003.pdf
PERAN AYAH (FATHERING) DALAM PERKEMBANGAN SOSIAL ANAK USIA DINI (Studi Kasus pada Anak Usia 5-6 tahun di RA NURHALIM Tahun Pelajaran 2018) Dewi Siti Aisyah; Nancy Riana; Feronica Eka Putri
Wahana Karya Ilmiah Pendidikan Vol. 5 No. 02 (2021): Wahana Karya Ilmiah Pendidikan
Publisher : Magister PAI Universitas Singaperbangsa Karawang

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Abstract

Penelitian ini bertujuan untuk mengetahui bagaimana peran ayah pada anak usia 5-6 tahun dalam perkembangan sosial. Penelitian ini dilakukan di RA Nurhalim pda tahun 2018. Metode yang digunakan pada penelitian ini adalah kualitatif dengan pendekatan studi kasus. Subjek penelitian yaitu siswa TK A dan TK B di RA Nurhalim. Data dikumpulkan melalui teknik triangulasi data melalui observasi, wawancara dan dokumentasi. Hasil penelitian menunjukkan bahwa peran ayah sangat erat kaitannya dengan perkembangan sosial anak. Pada siswa Sy memiliki interaksi sosial yang kurang dengan temannya, jika dilihat dari peran ayah, maka siswa Sy tidak dekat dengan ayah, arahan ayahnya bahwa Sy harus pintar sangat melekat pada diri Sy, sehingga dia tidak mau bermain dengan temannya karena ingin pintar, ayah tidak memberikan penjelasan kembali kepada Sy karena pengasuhan lebih cendrung ke ibu. Pada subjek A diketahui bahwa ayah selalu meluangkan waktu setiap malam untuk berinteraksi. Berdasarkan hasil penelitian A mengetahui hak dan kewajibannya. A juga menunjukkan prilaku prososial, hal tersebut terlihat dari sopan santun A dan interaksi yang baik dengan lingkungannya. Hasil penelitian ini memiliki implikasi bahwa ayah juga harus berperan dalam perkembangan sosial anak, bukan hanya sebagai pencari nafkah.Kata kunci: Peran Ayah, Anak Usia Dini, Perkembangan Sosial
GAMBARAN PENYESUAIAN DIRI GURU DI WILAYAH PEDALAMAN Herdiyan Maulana; Nancy Riana
MANASA Vol 1 No 2 (2012): Desember, 2012
Publisher : Faculty of Psychology, Atma Jaya Catholic University of Indonesia

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Abstract

This research was aimed to get more comprehensive description about the teacher adjustment in rural area. The research approach used was case research. Data was gained by using observation, interview, and documentation techniques. Characteristics of the person is the teacher who is a pioneer in the teaching of SDS in Sungai Palembang, have a strong determination to become teacher in thecountryside, attended a school in Sungai Palembang and still works as a teacher in Sungai Palembang. The results of this study showed the subjects to make adjustments in dealing with the problems that exist for a teacher in Sungai Palembang. The problems of environmental conditions and school a minimum of problems and in the form of evicitions. Threats and fire at the beginning of a teacher in Sungai Palembang. The ability to control the emotions with patience and a sense of help the high teachers colleagues and stundets.
Peningkatan Kemampuan Mengenal Bentuk Geometri Melalui Permainan Papan Monopoli Pada Anak Usia 5-6 Tahun Uar Wartini; Dewi Siti Aisyah; Nancy Riana
Jurnal Ilmiah Wahana Pendidikan Vol 8 No 14 (2022): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (211.901 KB) | DOI: 10.5281/zenodo.6994918

Abstract

This study aims to improve the ability to recognize geometric shapes in children aged 5 -6 years, through Monopoly Board media. The subjects of this study were 15 children aged 5-6 years in Kindergarten Az-zahra 2 Karawang. The research method carried out by the researcher is a classroom research method, research data is collected by observation and documentation techniques using observation guidelines for the ability to recognize geometric shapes, the results of the study show that playing monopoly board has an effect on the ability to recognize geometric shapes. This is evidenced by the difference in the results of the ability to recognize geometric shapes before the research was held, the results were 37%, while after conducting research using the Monopol board game, the results became 67% in the first cycle, then in the second cycle it rose to 87%, after conducting research with the media. Monopoly board the development of recognizing geometric shapes in children has experienced significant development, then it is suggested to the Early Childhood Education Institution to implement monopoly board playing activities as an alternative to stimulate children's cognitive abilities, especially in an effort to increase children's recognition of geometric shapes.
Co-Authors Dewi Siti Aisyah Dewi Siti Aisyah Herdiyan Maulana Lilis Karyawati Uar Wartini