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Abstrak :
Penelitian ini bertujuan untuk menguji program intervensi “Three in One” melalui metode storytelling sebagai sarana mengembangkan kemampuan regulasi emosi anak TK (usia 5-6 tahun). Desain penelitian menggunakan the one group pretest-posttest design. Pelaksanaan dilakukan secara daring yang melibatkan peran guru kelas TK B sebagai asisten peneliti yang akan membacakan buku cerita bergambar. Penelitian dimulai dengan training for trainers pada guru sebelum melakukan storytelling dalam program intervensi “Three in One” kepada partisipan penelitian. Partisipan penelitian adalah anak-anak kelas TK B yang berusia lima hingga enam tahun (n= 7). Alat ukur yang digunakan untuk menilai perkembangan regulasi emosi anak saat pretest, posttest, dan follow up adalah The Emotion Regulation Checklist (ERC). Hasil analisis statistik Wilcoxon Signed Rank Test menunjukkan bahwa tidak ada perbedaan yang signifikan pada skor rata-rata kemampuan regulasi emosi anak TK pada waktu pretest (M = 43,29, SD = 1,32) dan posttest (M = 41,64, SD = 3,25) Z = 0,000, p >0,05. Akan tetapi ada perbedaan yang signifikan pada skor rata-rata kemampuan regulasi emosi anak TK pada waktu posttest (M = 41,64, SD = 3,25) dengan follow up (M = 34,64, SD = 1,65) Z = 2,37, p <0,05. Kesimpulannya adalah meskipun program intervensi “Three in One” melalui metode storytelling tidak efektif dalam mengembangkan kemampuan regulasi emosi anak TK (usia 5-6 tahun), namun pengembangan kemampuan regulasi emosi memerlukan waktu yang tidak hanya melibatkan peran guru di sekolah saja, tetapi juga membutuhkan peran orang tua di rumah. ......This aim of this study is examine the intervention program “Three in One” using storytelling method to develop kindergarten’s emotion regulation, aged five to six years old. The design is the one-group pre test-post test design. This research did by online administration which involved kindergarten’s teacher from class B as researcher assistant, who read picture books. First, this research was started by training for trainers to teacher before did a storytelling in intervention program “Three in One” to the participants. The participants were kindergartens in class B which is five to six years old (n=7). The instrument which was used to rate the kindergarten’s emotion regulation development in pre-test, post-test, and follow up is The Emotion Regulation Checklist (ERC). Statistical analysis used Wilcoxon Signed Rank Test showed that no significant differences on kindergarten’s emotion regulation mean scores in pre-test (M = 43,29, SD = 1,32) and post-test (M = 41,64, SD = 3,25) Z = 0,000, p >0,05. But, it showed significant differences on kindergarten’s emotion regulation mean scores in post-test (M = 15,86, SD = 3,25) and follow up (M = 34,64, SD = 1,65) Z = 2,37, p <0,05. The conclusion is even though intervention program “Three in One” using storytelling method is not effective to develop kindergarten’s emotion regulation aged 5-6 years old, the development emotion regulation need much time which wasn’t involved only by teacher’s role at school, but also need the parents’ role at home.

Abstrak :
Penelitian ini melihat hubungan antara temperamen anak toddler dan interaksi ibu-anak di keluarga miskin. Temperamen anak ditunjukkan dengan adanya tiga dimensi, yaitu surgency, negative affectivity, dan effortful control. Penelitian ini menggunakan alat ukur Early Child Behavior Questionnaire- Very Short Form untuk mengukur temperamen anak toddler, dan The Parents Interacting with Children: Checklist of Observation Linked Outcomes (PICCOLO), untuk mengukur interaksi ibu-anak. Alat ukur Early Child Behavior Questionnaire-Very Short Form telah diadaptasi oleh Hildayani (2014). Teknik statistik yang digunakan dalam penelitian ini adalah Pearson Product Moment Correlation. Penelitian ini melibatkan 71 responden ibu yang memiliki anak toddler dan berasal dari keluarga miskin. Hasil penelitian ini menunjukkan bahwa tidak ada hubungan yang signifikan antara dimensi temperamen anak, yaitu surgency, negative affectivity, dan effortful control dan interaksi ibu-anak di keluarga miskin (p>0,05, tidak signifikan pada L.o.S 0,05.

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This research was made to find the relationship between toddler`s temperament and mother-child interaction in poverty family. Toddler temperament is measured include surgency scale, negative affectivity scale, and effortful control scale. This research is using Early Child Behavior Questionnaire- Very Short Form for assessing toddler temperament, and The Parents Interacting with Children: Checklist of Observation Linked Outcomes (PICCOLO) for assessing mother-child interaction. Early Child Behavior Questionnaire-Very Short Form is adapted by Hildayani (2014). Data was analyzed using Pearson Product-Moment Correlation. Participants were 71 mothers who have toddlers in poverty family. The result is there are not significant between toddler temperament scale, are surgency, negative affectivity, and effortful control, and mother child interaction in poverty family (p>0.05), no significant at the L.o.S 0.05).