UPAYA GURU DALAM PENANGANAN TANTRUM ANAK DI TAMAN KANAK-KANAK TARUNA JAYA BANDAR LAMPUNG

Liza, Nova Cantiya (2026) UPAYA GURU DALAM PENANGANAN TANTRUM ANAK DI TAMAN KANAK-KANAK TARUNA JAYA BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Anak usia dini sering mengalami tantrum sebagai luapan emosi yang belum terkendali, sehingga diperlukan peran guru dalam menangani secara tepat agar perkembangan sosial-emosional anak tetap optimal. Penelitian ini bertujuan untuk mendeskripsikan praktik guru dalam menangani tantrum anak di Taman Kanak-kanak Taruna Jaya Bandar Lampung. Fokus penelitian diarahkan pada strategi, sikap, serta kompetensi sosial-emosional guru dalam merespons perilaku tantrum anak usia dini. Metode penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara mendalam terhadap dua orang guru serta observasi langsung terhadap interaksi guru dan anak di kelas. Hasil penelitian menunjukkan bahwa guru menangani tantrum dengan pendekatan yang penuh kesadaran emosional, sabar, empatik, dan kasih sayang. Strategi yang digunakan tidak hanya bertujuan meredam perilaku meledak-ledak, tetapi juga membimbing anak mengenali dan mengekspresikan emosinya secara tepat. Guru selalu menjaga sikap tenang, menerapkan self-regulation, mengenali tanda awal emosi negatif anak, dan melakukan intervensi dini. Penanganan tantrum dilakukan melalui komunikasi empatik, pemberian alternatif pilihan, scaffolding verbal, redirection, serta penggunaan kasih sayang fisik secara bijak. Selain itu, guru membangun kerja sama tim dalam kelas dan menjalin komunikasi dengan orang tua untuk memahami penyebab tantrum secara lebih mendalam. Temuan penelitian memperlihatkan bahwa kompetensi sosial-emosional guru, khususnya dalam aspek self-awareness, social awareness, dan regulasi diri, berperan penting dalam meredakan tantrum anak. Respons guru yang konsisten, tenang, dan penuh kasih sayang tidak hanya membantu anak kembali tenang, tetapi juga membentuk kelekatan emosional yang aman. Guru berperan sebagai model regulasi emosi bagi anak sekaligus agen pemulih (emotional healer) yang menciptakan lingkungan belajar aman, suportif, dan kondusif bagi perkembangan sosial-emosional anak. ABSTRACT Young children often experience tantrums as an expression of uncontrolled emotions, making the teacher‟s role crucial in handling them appropriately to ensure optimal socio-emotional development. This study aims to describe teachers‟ practices in managing children‟s tantrums at Taruna Jaya Kindergarten, Bandar Lampung. The research focuses on teachers‟ strategies, attitudes, and socioemotional competencies in responding to tantrum behaviors among early childhood students. A descriptive qualitative approach was employed, with data collected through in-depth interviews with two teachers and direct observations of teacher–child interactions in the classroom. The findings reveal that teachers manage tantrums with emotional awareness, patience, empathy, and affection. Their strategies not only aim to calm explosive behaviors but also guide children in recognizing and appropriately expressing their emotions. Teachers maintain a calm demeanor, apply self-regulation, identify early signs of negative emotions, and carry out early interventions. Tantrum management includes empathetic communication, offering alternative choices, verbal scaffolding, redirection, and the wise use of physical affection. In addition, teachers foster teamwork within the classroom and maintain communication with parents to better understand the causes of tantrums. The study highlights that teachers‟ socio-emotional competencies particularly in self-awareness, social awareness, and self-regulation play a vital role in alleviating tantrums. Teachers‟ consistent, calm, and affectionate responses not only help children regain composure but also build secure emotional attachment. Teachers serve as models of emotional regulation and as emotional healers who create a safe, supportive, and conducive learning environment for children‟s socio-emotional development

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