PENERAPAN METODE BERMAIN PERAN DALAM MENGEMBANGKAN KECERDASAN SOSIAL EMOSIONAL DI TK PURNAMA BANDAR LAMPUNG

INTAN, ASYKURINA BILLA (2023) PENERAPAN METODE BERMAIN PERAN DALAM MENGEMBANGKAN KECERDASAN SOSIAL EMOSIONAL DI TK PURNAMA BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Sosial emosional merupakan salah satu aspek penting dari perkembangan peserta didik yang berkaitan langsung dengan proses pembelajaran dan sangat menentukan keberhasilan mereka di sekolah. Rumusan masalah dalam penelitian ini adalah “Bagaimana metode bermain peran dapat mengembangkan kecerdasan sosial emosional anak usia dini di TK Purnama Sukarame Bandar Lampung”. Tujuan penelitian ini adalah untuk mengamati penggunaan metode bermain peran dapat mengembangkan kecerdasan sosial emosional anak usia 4-5 tahun di TK Purnama Sukarame Bandar Lampung. Penelitian ini menggunakan metode kualitatif deskriptif. Subjek penelitian ini adalah 11 orang anak kelas B1 dan 1 Guru yang mengajar disana dengan kelompok usia 4-5 tahun. Teknik pengumpulan data menggunakan teknik wawancara, observasi, dan dokumentasi. Analisis data yang digunakan yang redukasi data, penyajian data, dan kesimpulan atau verifikasi. Sedangkan untuk menguji keabsahan data peneliti menggunakan teknik triangulasi sumber, teknik dan waktu. Berdasarkan hasil penelitian tersebut penulis dapat simpulkan bahwa kegiatan pembelajaran menggunakan metode bermain peran untuk mengembangkan kecerdasan sosial emosional anak sudah berkembang dengan baik. Hal ini terbukti dari perolehan data observasi pada indikator kemampuan empati bahwa anak-anak mampu menerima pendapat orang lain, dan memiliki sikap kepekaan terhadap perasaan orang lain. Pada indikator memahami perasaan anak-anak mampu memahami perasaan orang lain dan upaya pengembangan empati dan kepedulian terhadap orang lain. Pada indikator kemandirian anak-anak mampu melakukan segala sesuatunya sendiri dan tidak tergantung pada orang lain serta guru. Pada indikator menyesuaikan diri mampu dalam berpastisipasi dalam kelompok, bekerja sama, saling membagi sesama teman, bergiliran. Pada indikator kesetiakawanan anak mampu menjali pertemanan. Pada indikator kesopanan anak mampu berprilaku dengan orang lain. Dan pada indikator sikap hormat anak mampu menghargai orang lain. Kata Kunci : Bermain peran, Sosial emosional iii iii ABSTRACT Socio-emotional is one of the important aspects of student development that is directly related to the learning process and greatly determines their success in school. The formulation of the problem in this study is "How the role playing method can develop emotional social intelligence for early childhood in Purnama Sukarame Kindergarten, Bandar Lampung". The purpose of this study was to observe the use of the role playing method to develop emotional social intelligence of children aged 4-5 years at Purnama Sukarame Kindergarten, Bandar Lampung. This research uses descriptive qualitative method. The subjects of this study were 11 B1 class children and 1 teacher who taught there with an age group of 4-5 years. Data collection techniques used interview, observation, and documentation techniques. The data analysis used is data reduction, data presentation, and conclusions or verification. Meanwhile, to test the validity of the data, the researchers used a triangulation technique of sources, techniques and time. Based on the results of these studies, the authors can conclude that learning activities using role playing methods to develop children's emotional social intelligence have developed well. This is evident from the acquisition of observational data on the indicators of empathy ability that children are able to accept the opinions of others, and have an attitude of sensitivity to the feelings of others. The indicators reveal that children are able to express opinions which are carried out orally so that they can be understood and understood by others. In the indicator of understanding feelings, children are able to understand the feelings of others and efforts to develop empathy and concern for others. In the indicator of allocating anger, children are able to adjust and control actions that are adapted to the circumstances they are experiencing. In the indicators of independence, children are able to do everything themselves and do not depend on other people and teachers. In indicators of adapting, being able to participate in groups, work together, share with friends, take turns. In the indicators of solving interpersonal problems, children are able to think, understand, and gain understanding of their world, including the ability to remember, solve problems and make decisions. In the indicator of perseverance, children are able to have good grades based on a sense of responsibility to themselves, iv iv hard work, and never give up, in getting things done. On indicators of friend loyalty, children are able to have a sense of caring, a sense of sharing, affection, togetherness, and sincerity. Keywords: Role playing, Social emotional

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