FLYING INTO THE WORLD OF IMAGINATION: THE EFFECTIVENESS OF STORYTELLING IN CIRCLE TIME TO IMPROVE PROSOCIAL BEHAVIOR IN PRESCHOOL CHILDREN

Andini Januarti; Syifa Ryanto; Viola Alya Zahra. S; Izmi Ayuning Dita; Tuti Rahmi

doi:10.61397/jkpp.v3i2.446

Authors

Andini Januarti Universitas Negeri Padang
Syifa Ryanto Universitas Negeri Padang
Viola Alya Zahra. S Universitas Negeri Padang
Izmi Ayuning Dita Universitas Negeri Padang
Tuti Rahmi Universitas Negeri Padang

DOI:

https://doi.org/10.61397/jkpp.v3i2.446

Keywords:

Storytelling, circle time, prosocial behavior

Abstract

Prosocial behavior is a voluntary action that provides benefits to others, such as showing care, empathy, and respect for personal value and dignity. The ability to behave socially is very important to have in order to prepare oneself to be accepted in the social environment. The purpose of this study was to determine the effectiveness of storytelling in circle time on prosocial behavior in kindergarten children. The method used in this study is an experimental research method which uses one group pre-test post-test. Data collection was done through observation with checklist recording techniques. The data analysis used is descriptive analysis. The subjects in this study were TUNAS BANGSA kindergarten children aged 5-6 years. The results of this study are that the storytelling method at circle time is effective in increasing prosocial behavior in children.

Downloads

Download data is not yet available.

References

Aisah, I. (2012). Strategi penumbuhan perilaku prososial anak usia dini melalui metode bercerita. Jurnal Empowerment, 1(2), 121–129.

Anggarani, E. (2021). Penerapan storytelling dalam membentuk kepribadian anak usia dini kelompok B di TK Dharma Wanita 1 Gedhangan [Skripsi, Institut Agama Islam Negeri Tulungagung].

Bandura, A. (1977). Social learning theory. Prentice Hall.

Beaty, J. J. (2013). Observasi perkembangan anak usia dini. Kencana Prenada Media Group.

Eisenberg, N., & Mussen, P. H. (1989). The roots of prosocial behavior in children. Cambridge University Press.

Erikson, E. H. (1963). Childhood and society (2nd ed.). W. W. Norton & Company.

Febrianto, A. (2021a). Pengaruh metode storytelling terhadap perilaku prososial pada anak TK (taman kanak-kanak) [Skripsi, Universitas Islam Negeri Sultan Syarif Kasim Riau].

Febrianto, A. (2021b). Perkembangan kerja sama anak usia prasekolah dalam pembelajaran kelompok. Jurnal Pendidikan Anak Usia Dini.

Masitoh, O. S., & Djoehaeni, H. (2005). Pendekatan belajar aktif di taman kanak-kanak. Departemen Pendidikan Nasional.

Mussen, P. H., & Eisenberg, N. (1989). The roots of prosocial behaviour in children. Cambridge University Press.

Noor, R. M. (2011). Pendidikan karakter berbasis sastra: Solusi pendidikan moral yang efektif. Ar-Ruzz Media.

Papalia, D. E., Olds, S. W., & Feldman, R. D. (2010). Human development (Psikologi perkembangan). Kencana Prenada Media Group.

Piaget, J. (1952). The origins of intelligence in children. International Universities Press.

Restuwati, E. S., & Kumara, A. (2014). Pengaruh implementasi program “Temanku Sahabatku” dalam meningkatkan perilaku prososial anak pra sekolah. Humanitas: Indonesian Psychological Journal, 11(1), 19–30. https://doi.org/10.26555/humanitas.v11i1.2324

Sandelowski, M. (1994). We are the stories we tell: Narrative knowing in nursing practice. Journal of Holistic Nursing, 12(1), 23–33.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Winarsih, T., & Martani, W. (2018). Storytelling using wayang kancil to enhance the understanding of prosocial behavior for preschool children. Sosiohumaniora: Jurnal Ilmiah Ilmu Sosial dan Humaniora, 4(1), 23–36. https://doi.org/10.30738/sosio.v4i1.2214

Zainab, Z. (2012a). Peningkatan perkembangan moral anak melalui metode cerita bergambar TK Lembah Sari Agam. Jurnal Ilmiah Pesona PAUD, 1(3).

Zainab, Z. (2012b). Perilaku prososial anak prasekolah dan faktor yang mempengaruhinya. Jurnal Psikologi Perkembangan