PENERAPAN METODE BERNYANYI TERSTRUKTUR UNTUK MENGEMBANGKAN KEMAMPUAN SOSIAL EMOSIONAL LIMA ANAK DI TAMAN KANAK-KANAK YENY
Abstract
Abstrak
Perkembangan sosial emosional anak di TK Yeny belum optimal; anak tampak pemalu, sulit menunggu giliran, dan belum mampu bekerja sama. Penelitian tindakan kelas kolaboratif model Kemmis dan McTaggart ini bertujuan memperbaiki pembelajaran sosial emosional melalui paket bernyanyi terstruktur yang memadukan lagu, gerakan, media, pemodelan guru, kesempatan bergiliran, dan pujian. Subjek penelitian adalah lima anak, dengan kepala TK dan tiga orang tua sebagai informan. Data dikumpulkan melalui observasi delapan indikator berskala BB–BSB yang dinilai pada tingkat kelompok, lembar keterlaksanaan aktivitas guru, wawancara, catatan lapangan, dan dokumentasi. Persentase capaian merupakan persentase skor maksimum observasi kelompok, bukan proporsi anak yang berhasil. Pada tujuh indikator yang tercatat di semua tahap, skor kelompok meningkat dari 28,57% (pra-siklus) menjadi 53,57%, 75,00%, dan 96,43% pada siklus I–III; indikator mengekspresikan perasaan tidak tercatat pada siklus III. Seluruh deskriptor aktivitas guru teramati, yang menunjukkan keterlaksanaan tindakan, bukan mutu atau efektivitasnya. Hasil ini menunjukkan potensi bernyanyi terstruktur untuk memperbaiki praktik kelas, tetapi penilaian per anak dan tindak lanjut masih diperlukan.
Kata Kunci: bernyanyi terstruktur; perkembangan sosial emosional; perilaku prososial; penelitian tindakan kelas; pendidikan prasekolah
Abstract
Social-emotional development among children at TK Yeny was suboptimal; children appeared shy, found it difficult to wait their turn, and were not yet able to cooperate. This collaborative classroom action research, using the Kemmis and McTaggart model, aimed to improve social-emotional learning through a structured singing package combining songs, movement, media, teacher modelling, turn-taking, and praise. The subjects were five children, with the principal and three parents as informants. Data were collected through an eight-indicator observation sheet rated BB–BSB at group level, a teacher-activity checklist, interviews, field notes, and documentation. Achievement percentages represent the percentage of the maximum group observation score, not the proportion of children who succeeded. Across the seven indicators recorded at every stage, the group score rose from 28.57% (pre-cycle) to 53.57%, 75.00%, and 96.43% in cycles I–III; the indicator on expressing feelings was not recorded in cycle III. All teacher-activity descriptors were observed, indicating implementation rather than quality or effectiveness. The results suggest the potential of structured singing to improve classroom practice, but child-level assessment and follow-up are still needed.
Keywords: structured singing; social-emotional development; prosocial behaviour; classroom action research; preschool education
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