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"Tidak semua guru menerapkan kebiasaan mengucapkan tolong, maaf, terima kasih (TOMAT) pada kehidupan sehari-harinya. Diketahui bahwa guru kurang memiliki pengetahuan mengenai cara menanamkannya pada peserta didik. Tujuan dari penelitian ini adalah untuk mengetahui efektivitas psikoedukasi kepada guru TK dalam menambah pengetahuan mengenai cara menanamkan kebiasaan mengucapkan TOMAT pada peserta didik yang berusia 5-6 tahun dengan jumlah partisipan sebanyak tujuh orang (n=7). Efektivitas psikoedukasi dapat diketahui dari perbandingan skor pengetahuan pada sebelum dan sesudah psikoedukasi. Uji statistik yang digunakan adalah Wilcoxon Signed Ranks Test. Ditemukan hasil yang signifikan (p<0,05) pada hasil pretest dan post-test 1 serta post-test 1 dan post-test 2. Penemuan ini mengindikasikan bahwa psikoedukasi kepada partisipan efektif untuk menambah pengetahuan mengenai cara menanamkan kebiasaan pengucapan kata tolong, maaf, terima kasih, pada anak usia 5-6 tahun. Efektivitas psikoedukasi pun masih ditemukan setelah melewati jangka waktu tiga minggu. Limitasi dari penelitian ini adalah ada beberapa partisipan yang sudah memiliki cukup pengetahuan mengenai kebiasaan mengucapkan TOMAT dari sebelum psikoedukasi dilakukan sehingga kenaikan skor pengetahuannya tidak terlalu banyak. Implikasi dari penelitian ini adalah bahwa penambahan pengetahuan guru dapat dilakukan melalui psikoedukasi yang disesuaikan dengan kebutuhan atau kesulitan yang dimiliki guru.

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Not all of preschool teachers apply the habit of saying please, sorry, thank you (TOMAT) in their daily life. Other than not having the habit of saying TOMAT, participants also found not having enough knowledge on how to instill the habit on saying it. Therefore, the purpose of this study is to know the effectivity of psychoeducation to increase teacher’s knowledge with the total of participant included in this study is seven teachers (n=7). Psychoeducation’s effectivity can be known through comparing scores between before and after the psychoeducation. Wilcoxon Signed Ranks Test is used as the method to test effectivity where significant result (p<0,05) is found on pre-test – post-test 1 and post-test 1 – post-test 2. This result indicating that psychoeducation used in this study is effective to increase teacher’s knowledge. The psychoeducation can still influence teacher’s knowledge even after some times. Some participants already have enough knowledge on the habit of saying TOMAT therefore even after psychoeducation, the increase in their knowledge score is not too much. This study implicates that the increase of teacher’s knowledge can be done through psychoeducation that is suitable with the need or the difficulty the teachers have."

"ABSTRAKSeeing the development of China that was able to affect the world economy, the Headmaster of the School to take steps to provide Mandarin materials ranging from kindergarten, elementary, junior high school. Learning a foreign language, students can directly connect the brain with oral. Learning Mandarin, the brain must deal with two different departments at once: sounds and meanings. That is why children who as young as learning IQ Mandarin languages are up between 15-20%. With that, it is expected that Mandarin can be learned since childhood because in addition to children more quickly in absorbing the lesson, Mandarin is a difficult language and has a lot of vocabulary. TK Wiyata Dharma Medan is one kindergarten that realizes the importance of Mandarin. Therefore, Head of Kindergarten Tama Wiyata Dharma Medan gives opportunity writer to conduct research in big zero class (B) and small zero class (A) with aim of student of TK Wiyata Dharma Medan can know and learn basic Mandarin language. The material given is the same, just different teaching methods. Because in class A not all students can read and write, so students are still assisted to spell Mandarin pronunciation from teacher's utterance and assisted in writing letters, either writing pinyin or hanzi. While class B students already have the competence of reading and writing, so students stay deepening pronunciation, how to write hanzi and its meaning. And because the new Chinese subjects were first taught in this kindergarten, so the unavailability of guidebooks to be presented. So, the author sought and made his own material to be delivered.Based on the discussion can be concluded as follows; If there is an error in the pronunciation position and the way of pronunciation, then the resulting pronunciation will be less precise. Media images in the process Teaching and Learning Activities can motivate TK Wiyata Dharma Medan students in learning Mandarin. Students can write and memorize hanzi with image media. Game media can create classroom situations to be democratic and open, thus making students comfortable in class and daring to explore themselves. This is evident from the evaluation results in every meeting. Results obtained by students on average are good."

"Angka kejadian caries gigi pada anak usia prasekolah mencapai 89 % disebabkan kurangnya keterampilan menggosok gigi. Penelitian bertujuan mengetahui efektivitas edukasi teknik menggosok gigi terhadap keterampilan menggosok gigi pada anak TK. Desain penelitian quasi eksperiment dengan pre and post test with control group. Sampel anak TK berusia usia 5-6 tahun, mandiri, berjumlah 44 orang. Pengumpulan data menggunakan lembar observasi. Hasil penelitian menunjukkan ada perbedaan rerata keterampilan menggosok gigi antara kelompok kontrol dan intervensi, edukasi teknik menggosok gigi efektif meningkatkan keterampilan anak sebesar 64 %. Edukasi teknik menggosok gigi perlu dilakukan di sekolah dengan partisipasi aktif guru dalam meningkatkan kemampuan anak.

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The incidence of dental caries in preschool children reached 89% due to lack of brushing skills. The research aims to determine the effectiveness of educational techniques for teeth brushing skills in kindergarten children. Quasi-experimental research design with pre and post test with control group. Sample of kindergarten children aged 5-6 years old, independent, total amount are 44 people. Collecting data used the observation sheet.

The results showed there is difference the mean of brushing skills between the control and intervention groups, teeth brushing techniques education effectively improve children's skills are 64%. brushing techniques education should to be done in the schools through active participation of teachers to improve the skill of brushing."

"Penelitian ini bertujuan melihat efektivitas storytelling menggunakan boneka tangan dalam meningkatkan keterampilan regulasi emosi anak di sekolah. Desain penelitian ini adalah the pretest-posttest nonequivalent group design yang merupakan bagian dari kuasi eksperimental. Bentuk perlakuan yang diberikan terdiri dari tiga tahapan, yakni pelatihan praintervensi kepada guru, intervensi guru kepada anak, serta monitoring. Sampel dalam penelitian ini adalah dua kelompok TK A pada dua sekolah yang berbeda di Tanah Sareal (Bogor) dengan membaginya ke dalam kelompok kontrol dan kelompok eksperimen (n=20). Pemilihan partisipan menggunakan teknik purposive sampling dan teacher nomination, yakni anak TK A yang bersekolah di Tanah Sareal, tidak termasuk ABK, serta diidentifikasi oleh guru memiliki keterampilan regulasi emosi lebih rendah dibandingkan teman-teman kelasnya. Data diperoleh melalui total skor dari alat ukur regulasi emosi anak pada pretest, posttest 1, dan posttest 2, diperkaya dengan wawancara terhadap orangtua dan guru serta rekaman video. Hasil uji Mann Whitney-U menunjukkan terdapat perbedaan yang signifikan antara kelompok kontrol dan eksperimen saat posttest 1 dan posttest 2 dilakukan (p<0,05). Dapat disimpulkan bahwa intervensi yang diberikan efektif untuk meningkatkan keterampilan regulasi emosi anak TK A.

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This study aims to look at the effectiveness of storytelling using hand puppets in improving kindergarteners emotional regulation skills in school. The design of this study is the pretest-posttest nonequivalent group design which is part of quasi-experimental. The form of treatment provided consists of three stages, namely pre-intervention training for teacher, teacher-to-child intervention, and monitoring. The population were all kindergarteners in Tanah Sareal (Bogor), by making two school as sample divided into control group and experimental group (n=20). The selection of participants used purposive sampling technique and teacher nomination, namely kindergartener who attend school in Tanah Sareal area, not included to child with special needs, and identified by teachers as having lower emotional regulation skills than their classmates. Data were obtained through total scores from children emotion regulation measurement from pretest, posttest 1, and posttest 2, enriched by interviews and video recordings. The results of the Mann Whitney-U test showed that there were significant differences between the control and experimental groups when posttest 1 and posttest 2 were conducted (p <0.05). Therefore, it could be concluded that the intervention is effective to promote kindergartenersemotion regulation skill."

"ABSTRAKPenelitian ini bertujuan untuk menguji efektivitas psikoedukasi "AKU PEDULI" dalam meningkatkan pengetahuan tentang anak berkebutuhan khusus dan pendidikan inklusif pada orang tua anak reguler di TK. Inklusif. Penelitian ini menggunakan metode kuantitatif dengan desain penelitian berupa pre-test and post-test design. Penelitian diikuti oleh enam orang partisipan yang merupakan ibu dari anak reguler berusia 28-34 tahun yang dipilih melalui accidental sampling. Karakteristik partisipan yakni orang tua dari anak reguler yang bersekolah di TK. Inklusif dan memiliki latar belakang pendidikan minimal tingkat SLTA. Materi psikoedukasi yang diberikan terdiri atas dua topik yakni anak berkebutuhan khusus dan pendidikan inklusif. Pengetahuan partisipan diukur menggunakan kuesioner. Data yang diperoleh, diuji menggunakan Wilcoxon signed rank test. Analisa statistik menunjukkan psikoedukasi "AKU PEDULI" tidak signifikan meningkatkan pengetahuan tentang anak berkebutuhan khusus dan pendidikan inklusif pada orang tua anak reguler di TK. Inklusif. Walaupun demikian, berdasarkan action plan yang dibuat partisipan dalam psikoedukasi "AKU PEDULI" menunjukkan adanya kesadaran orang tua anak reguler terkait keterlibatan yang dapat dilakukan orang tua anak reguler untuk menjalankan perannya di TK Inklusif. Program psikoedukasi dalam penelitian ini dapat digunakan sebagai intervensi oleh TK Inklusif dalam mensosialisasikan pendidikan inkluisf kepada orang tua siswa. Disarankan menggunakan metode wawancara dan observasi untuk mengukur pengetahuan partisipan sebelum dan setelah psikoedukasi.

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ABSTRACTThis study aims to examine the effectiveness of psychoeducation "AKU PEDULI" in increasing knowledge about children with special needs and inclusive education for parents of regular children in Inclusive Kindergarten. This study used a quantitative method with a research design of pre-test and post-test design. The study was attended by six participants who were mothers of regular children aged 28-34 years who were selected through accidental sampling. Characteristics of participants are parents of regular children who attend Inclusive Kindergarten and have a minimum educational background at the high school level. The psychoeducation material consists of two topics, which are children with special needs and inclusive education. Participant's knowledge is measured by quastionnaire. Collected data were tested using the Wilcoxon signed rank test. Statistical analysis shows psychoeducation "AKU PEDULI" did not significantly increase knowledge about children with special needs and inclusive education for parents of regular children in Inclusive Kindergarten. However, based on the action plan made by participants in psychoeducation "AKU PEDULI" shows the awareness of regular parents of children regarding the involvement that regular parents can take to carry out their roles in Inclusive Kindergarten. The psychoeducation program in this study can be used as an intervention by Inclusive Kindergarten in disseminating inclusive education to parents. It is suggested to use interview and observation methods to measure participants' knowledge before and after psychoeducation."

"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.

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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."

"Konteks Penelitian : Trend obesitas mengalami peningkatan tiap tahunnya. Selama ini obesitas menjadi permasalahan global, baik di negara maju maupun negara berkembang. Di Indonesia sendiri, telah dilakukan berbagai penelitian untuk mengetahui angka prevalens obesitas dan faktor-faktor yang mempengaruhi terjadinya obesitas tersebut. Merujuk dari penelitian-penelitian sebelumnya, belum ada satupun data obesitas pada anak Taman Kanak-kanak (TK), padahal obesitas dapat berkembang mulai dari usia dini. Peneliti ingin mengetahui besar prevalens obesitas anak TK serta kaitannya dengan beberapa faktor risiko yang diteliti.Tujuan Penelitian : Mengetahui prevalens obesitas pada anak TK di Jakarta Pusat dan hubungannya dengan faktor risiko sedentary life.Desain Penelitian : Cross-sectional (deskriptif-analitik)Lokasi Penelitian : Taman Kanak-kanak di Kecamatan Menteng, kelurahan Cikini, Jakarta Pusat. Masing-masing di TK Mini, TK Al-Ma'mur, TK Perguruan Cikini, dan TK As-Syukur.Subyek Penelitian : Anak-anak TK yang bersekolah di keempat TK tersebut yang telah memenuhi kriteria inklusi dan eksklusi. Jumlah sampel ditentukan dengan cara all-sampling dan memenuhi syarat minimum jumlah sampel berdasarkan rumus penghitungan besar sampel.Hasil Penelitian : Pada penelitian ini, secara proporsi, angka obesitas pada subyek yang menjalani sedentary life (30,0%) lebih besar daripada subyek yang non-sedentary life (22,7%). Obesitas ditemukan 1,462 kali lebih banyak pada subyek yang sedentary life dibandingkan dengan subyek yang non-sedentary life {IK95%; RO=1,462 (0,711-3,009)}. Namun, secara statistik hal ini tidak bermakna (p=0,301). Penyebab dari hasil penelitian ini mungkin disebabkan oleh tidak detailnya pertanyaan dalam kuesioner, serta desain penelitian yang potong lintang sehingga tidak dilakukan pengukuran keluaran energi dalam METS. Selain itu, masih ada anggapan orang tua bahwa anak yang kurus jika berolah raga akan bertambah kurus dan ketidaktahuan orang tua mengenai makanan apa yang sebaiknya boleh dikonsumsi oleh anak.

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Context : The trend of obesity is increasing annually. In the past decades, obesity has been a major global issue, especially in the United States and several other countries including Asia Pacific. In Indonesia, there was some study undergone to describe the prevalence of obesity and its risk factors. If we looked back into the past studies, there is no single study taken in the settings of Kindergarten children in spite that obesity is developing early in life. We wanted to know the prevalence of obesity in Kindergarten children and the determined risk factors in our research. Objective : Determine the prevalence of obesity in Kindergarten children at Jakarta Pusat and its correlation with sedentary life.

Research Design : Cross-sectional (descriptive-analytic)

Settings : Four Kindergarten at Kecamatan Menteng, kelurahan Cikini, Jakarta Pusat. The Kindergarten consists of TK Mini, TK Al-Ma'mur, TK Perguruan Cikini, and TK Assyukur.

Subject : The students at the abovementioned Kindergarten which fulfills the inclusion and exclusion criteria. Total sample for this research is carried out by all-sampling method to anticipate drop-outs. The total amount of sample taken in this study has been verified through the sample formulations.

Outcome : Proportionally, the number of obese child by sedentarian (30,0%) is bigger than the non-sedentarian child (22,7%). Obesity was found to be 1,462 higher for sedentarian subject compared to the non-sedentarian {CI95%; OR=1,462 (0,711-3,009)}. But statistically, this founding is not valid (p=0,301). In other words, this study alone can't. The possible cause for this result is the lack of detail in the quessionaire, and also the design of study only serves descriptive data and little correlation meaning. Likewise, there are still urban myth that skinny child will get skinnier if they do sports and parents ignorancy of their childs adequate food intake, by which the composition and frequency of eating.

Conclusion : The prevalence of obesity in Kindergarten children at Cikini, Menteng, DKI Jakarta is 28,1%, which has a correlation with sedentarian."