PERAN GURU DALAM UPAYA MENSTIMULASI REGULASI DIRI (SELF-REGULATION) PADA ANAK USIA DINI DI TAMAN KANAK-KANAK - ALPIAH, - (2021)
Penelitian ini mengenai pentingnya regulasi diri (self-regulation) anak usia dini, karena hal tersebut akan memberi kesempatan dalam melejitkan potensi yang dimiliki, pembentukan karakter serta menciptakan keterampilan regulasi diri yang bermanfaat pada periode usia selanjutnya. Namun penerapan dirasa tidak mudah, anak usia dini belum mampu menginternalisasi regulasi diri sehingga perlu adanya suatu upaya menstimulasinya atau pembiasaan sejak dini. Dalam praktek keseharian pentingnya regulasi diri, jarang difahami oleh praktisi ke TK-an, karena istilah tersebut lebih sering dikenal pada lingkungan psikologi maupun konseling. Dengan latar belakang belakang tersebut peneliti menetapkan tujuan penelitian yaitu, untuk mengetahui bagaimana stimulasi yang diberikan, lalu tingkat kefokusan, ketaatan pada aturan dan kontrol diri selama disekolah. Studi kasus yang dipilih sebagai metode kualitatif deskriptif, melalui teknis analisis data tematik. Partisipan yang terdiri 1 anak laki-laki, 1 anak perempuan, dan 2 guru guru bilingual dan guru reguler, lokasi penelitian di TK AG. Hasil penelitian bahwa Peran guru sangat besar dalam hal ini. Ada beberapa hal yang dilakukan dalam penerapan stimulasi regulasi diri diantaranya guru melakukan: Morning Talk/Briefing pagi, permainan tepuk, Promosi kegiatan, kalimat motivasi, mengucapkan magic words, eye level display, kontrol fisiologis, budaya/habit secara berulang-ulang. Hambatan yang ditemui dapat diatasi dengan cara memberlakukan sosialisasi aturan diawal tahun, aturan dibuat guru, diskusi dengan anak pentingnya kepatuhan, dengan reward- punishment, dan time out (duduk dikursi berfikir). Profile regulasi diri anak dalam kefokusan (attension), mengingat dan mentaati aturan (working memory), control diri (inhibitory control) anak menunjukkan perkembangan sesuai usia. Kata Kunci : Peran Guru, Stimulasi, Profile Regulasi Diri anak usia dini. THE ROLE OF THE TEACHER IN SELF-REGULATION STIMULATING EFFORT OF EARLY CHILDHOOD IN KINDERGARTEN By : Alpiah 1707642 ABSTRACT This research is about the importance of self-regulation (self-regulation) in early childhood, because it will provide an opportunity to jump-start their potential, build character and create self-regulation skills that are useful in later age periods. However, the application is not easy, early childhood has not been able to internalize self-regulation so that there needs to be an effort to stimulate or habituation from an early age.In daily practice, the importance of self-regulation is rarely understood by practitioners in kindergarten, because the term is more often known in psychology and counseling environments.The results of the study that the role of the teacher is very large in this regard. There are several things that are done in the application of self-regulation stimulation including the teacher doing: Morning Talk/Morning briefing, patting games, promotion of activities, motivational sentences, saying magic words, eye level displays, physiological control, culture/habit repeatedly. The obstacles encountered can be overcome by implementing socialization of rules at the beginning of the year, rules made by teachers, discussions with children on the importance of compliance, with reward-punishment, and time out (sitting in a chair to think).The child's self-regulation profile in focusing (attention), remembering and obeying the rules (working memory), self-control (inhibitory control) shows an age-appropriate development. Keywords:Teacher's Role,Stimulation, Self-Regulation Profile of earlychildhood.