The Effect of Dance Learning and Mother's Attachment on Early Childhood Regulation
Article Sidebar
Main Article Content
Abstract
This research departs from the fundamental issue of low self-regulation ability in early childhood, a condition that can have negative implications for long-term academic development. In this context, the study aims to explore the extent to which the implementation of dance learning strategies can increase emotional attachment between mothers and children, as well as strengthen self-regulation skills in early childhood. This study adopts a treatment by level 2 x 2 experimental design, which allows in-depth testing of the interaction of independent variables and their impact on dependent variables. The data obtained through observation are focused on two main aspects: the level of mother-child attachment and the child's self-regulation ability. The data analysis technique used is a two-track ANAVA test, which is processed with MS Office Excel 2011 software. The study involved a sample of 28 children aged 5 to 6 years, who were randomly grouped into two groups—14 children in the experimental group and 14 children in the control group—thus allowing for a significant comparison of results between the two groups.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
A. Manab, “Memahami regulasi diri: Sebuah tinjauan konseptual,” in SEMINAR ASEAN 2nd PSYCHOLOGY & HUMANITY, 2016. [Online]. Available: https://mpsi.umm.ac.id/en/pages/seminar-asean-psikologikemanusiaan-kedua.html
N. Sa’ida, “Perkembangan Regulasi Diri Anak Usia Dini: Peranan Kemampuan Berbahasa dan Regulasi Diri pada Pembelajaran,” J. PG-PAUD Trunojoyo J. Pendidik. dan Pembelajaran Anak Usia Dini, vol. 5, no. 2, pp. 110–115, Oct. 2018, doi: 10.21107/pgpaudtrunojoyo.v5i2.4884.
P. R. A. Putri and I. M. Rustika, “Hubungan antara Self Regulated Learning dan Kelekatan Remaja Awal terhadap Ibu dengan Prestasi Belajar Siswa SMP N 6 Denpasar,” J. Psikol. Udayana, vol. 3, no. 1, Apr. 2016, doi: 10.24843/JPU.2016.v03.i01.p06.
E. N. Pardede, A. Supena, and F. Fahrurrozi, “Hubungan Kelekatan Orang Tua dan Regulasi Diri dengan Kemampuan Sosial Anak,” JPUD - J. Pendidik. Usia Dini, vol. 12, no. 1, pp. 37–50, Apr. 2018, doi: 10.21009//JPUD.121.04.
D. Astriani, “Play therapy dengan permainan tradisional ‘Gobak sodor’ untuk meningkatkan regulasi diri pada anak dengan tanggung jawab rendah,” Procedia Stud. Kasus dan Interv. Psikol., vol. 10, no. 3, pp. 98–102, Sep. 2022, doi: 10.22219/procedia.v10i3.17460.
L. Hariyani, Y. Yurniwati, and A. D. Utami, “The Effect Of Discovery Learning In Mathematics Learning On Computational Thinking In Terms Of Self-Regulated Learning (Srl) In Student,” J. Elem. Edukasia, vol. 7, no. 2, pp. 2801–2814, Jun. 2024, doi: 10.31949/jee.v7i2.9551.
F. Y. Rakhmawati, “Komunikasi Ibu Bekerja dalam Membangun Kelekatan dengan Anak,” Tuturlogi, vol. 2, no. 2, pp. 89–102, May 2021, doi: 10.21776/ub.tuturlogi.2021.002.02.1.
T. Bahmani, N. S. Naseri, and E. Fariborzi, “Relation of parenting child abuse based on attachment styles, parenting styles, and parental addictions,” Curr. Psychol., vol. 42, no. 15, pp. 12409–12423, May 2023, doi: 10.1007/s12144-021-02667-7.
V. Arianda, I. K. Salim, and R. B. Ruzain, “Secure Attachment (Kelekatan Aman) Ibu dan Anak dengan Perkembangan Sosial Emosional Pada Anak,” J. Islam. Contemp. Psychol., vol. 1, no. 2, pp. 67–74, Jan. 2022, doi: 10.25299/jicop.v1i2.8603.
B. Daelmans, S. A. Manji, and N. Raina, “Nurturing Care for Early Childhood Development: Global Perspective and Guidance,” Indian Pediatr., vol. 58, no. S1, pp. 11–15, Oct. 2021, doi: 10.1007/s13312-021-2349-5.
Evi Faujiah, Yurniwati Yurniwati, and Gusti Yarmi, “How to Support The Algebraic Thinking Skills of Elementary School Students Using The Generative Multi-Representation Learning Model Modification Schema-Based Instruction?,” J. Elem. Edukasia, vol. 7, no. 2, pp. 2700–2712, Jun. 2024, doi: 10.31949/jee.v7i2.9163.
J. Ulfah, “Seni Tari sebagai Cara Memperbaiki Suasana Hati Anak di KB & TK Indriyasana,” J. PG-PAUD Trunojoyo J. Pendidik. dan Pembelajaran Anak Usia Dini, vol. 7, no. 2, pp. 33–43, Oct. 2020, doi: 10.21107/pgpaudtrunojoyo.v7i2.7222.
N. Ureña, N. Fernández, D. Cárdenas, I. Madinabeitia, and F. Alarcón, “Acute Effect of Cognitive Compromise during Physical Exercise on Self-Regulation in Early Childhood Education,” Int. J. Environ. Res. Public Health, vol. 17, no. 24, p. 9325, Dec. 2020, doi: 10.3390/ijerph17249325.
R. T. Wulandari, “Pembelajaran olah gerak dan tari sebagai sarana ekspresi dan apresiasi seni bagi anak usia dini,” J. Pendidik., pp. 1–18, 2017, [Online]. Available: http://lib.um.ac.id/index.php/2017/08/01/pembelajaran-olah-gerak-dan-tari-sebagai-sarana-ekspresi-dan-apresiasi-seni-bagi-anak-usia-dini/
J. Rudd, T. Buszard, S. Spittle, L. O’Callaghan, and L. Oppici, “Comparing the efficacy (RCT) of learning a dance choreography and practicing creative dance on improving executive functions and motor competence in 6–7 years old children,” Psychol. Sport Exerc., vol. 53, p. 101846, Mar. 2021, doi: 10.1016/j.psychsport.2020.101846.
J. F. Christensen, R. T. Azevedo, and M. Tsakiris, “Emotion matters: Different psychophysiological responses to expressive and non-expressive full-body movements,” Acta Psychol. (Amst)., vol. 212, p. 103215, Jan. 2021, doi: 10.1016/j.actpsy.2020.103215.
A. S. Delia and I. Yeni, “Rancangan Tari Kreasi terhadap Perkembangan Motorik Kasar Anak Usia Dini,” J. Pendidik. Tambusai, vol. 4, no. 2, pp. 1071–1079, 2020, doi: 10.31004/jptam.v4i2.570.
T. Gardini, R. Sri Martini Maelani, and S. Hartati, “Pengaruh Metode Pembelajaran Tari dan Jenis Kelamin terhadap Kepercayaan Diri Anak Usia 5-6 Tahun,” Murhum J. Pendidik. Anak Usia Dini, vol. 4, no. 2, pp. 129–140, Aug. 2023, doi: 10.37985/murhum.v4i2.301.
H. Munawaroh, “Implementasi Pembelajaran Tari Dalam Mengembangkan Aspek Perkembangan Anak Usia Dini,” Golden Age J. Ilm. Tumbuh Kembang Anak Usia Dini, vol. 2, no. 2, pp. 25–34, Jun. 2017, doi: 10.14421/jga.2017.22-03.
S. Farradinna, “Kelekatan Ibu Bekerja Pengaruhnya terhadap Kesejahteraan Psikologis Remaja,” Insight J. Pemikir. dan Penelit. Psikol., vol. 14, no. 2, p. 124, Oct. 2018, doi: 10.32528/ins.v14i2.1382.
L. C. Bendel-Stenzel, D. An, and G. Kochanska, “Infants’ attachment security and children’s self-regulation within and outside the parent–child relationship at kindergarten age: Distinct paths for children varying in anger proneness,” J. Exp. Child Psychol., vol. 221, p. 105433, Sep. 2022, doi: 10.1016/j.jecp.2022.105433.
Mole, “Margin of Error,” J. Cell Sci., vol. 132, no. 15, Aug. 2019, doi: 10.1242/jcs.235499.
I. Rochmatika and E. Yana, “Pengaruh Literasi Digital Dan Gaya Belajar Terhadap Kemampuan Berpikir Kritis Siswa SMAN 1 Tukdana,” Perspekt. Pendidik. dan Kegur., vol. 13, no. 1, pp. 64–71, Jul. 2022, doi: 10.25299/perspektif.2022.vol13(1).9491.
Z. Harun, M. I. Mohd Pisol, H. F. Rosli, Z. N. Rashed, and M. N. Abdul Halim, “Teori vygotsky dalam pembelajaran murid dan kaitan dengan ciri murid bekeperluan khas penglihatan,” ATTARBAWIY Malaysian Online J. Educ., vol. 6, no. 1, pp. 57–63, Jun. 2022, doi: 10.53840/attarbawiy.v6i1.34.
D. Tao et al., “The Physiological and Psychological Benefits of Dance and its Effects on Children and Adolescents: A Systematic Review,” Front. Physiol., vol. 13, Jun. 2022, doi: 10.3389/fphys.2022.925958.
E. Yuliasari, “Eksperimentasi Model PBL dan Model GDL Terhadap Kemampuan Pemecahan Masalah Matematis Ditinjau dari Kemandirian Belajar,” JIPM (Jurnal Ilm. Pendidik. Mat., vol. 6, no. 1, p. 1, Sep. 2017, doi: 10.25273/jipm.v6i1.1336.
R. N. Arsyad, S. W. D. Pomalato, N. Abbas, and N. Achmad, “Hubungan Antara Self Regulated Learning dengan Hasil Belajar Matematika Pada Materi Trigonometri,” Jambura J. Math. Educ., vol. 3, no. 1, pp. 48–56, Mar. 2022, doi: 10.34312/jmathedu.v3i1.12423.
M.-T. Wang and J. L. Degol, “School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes,” Educ. Psychol. Rev., vol. 28, no. 2, pp. 315–352, Jun. 2016, doi: 10.1007/s10648-015-9319-1.
H. C. Kwan and M. T. Leung, “The Structural Model in Parenting Style, Attachment Style, Self-regulation and Self-esteem for Smartphone Addiction,” IAFOR J. Psychol. Behav. Sci., vol. 3, no. 1, Aug. 2017, doi: 10.22492/ijpbs.3.1.06.
G. S. Ashiabi and K. K. O’Neal, “Child Social Development in Context,” SAGE Open, vol. 5, no. 2, p. 215824401559084, Apr. 2015, doi: 10.1177/2158244015590840.