Pola Asuh Orang Tua Dalam Mengembangkan Kecerdasan Intrapersonal Anak Usia Dini 5-6 Tahun

IF 2 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Educational Research Pub Date : 2023-08-09 DOI:10.56436/jer.v2i1.219

Fenny Wulan Sari, Jamrizal Jamrizal

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引用次数: 0

Abstract

This article analyzes the pattern of parents in developing intrapersonal intelligence in early childhood 5 to 6 years. This article departs from research conducted in Nyogan Village, Muaro Jambi Regency. The research method uses a descriptive qualitative approach. With the sampling technique using purposive sampling technique. Data collection is done by observation, interviews, documentation. The results of this study indicate that each parent uses different parenting styles in educating their children. The parenting styles used are authoritarian, democratic, permissive, and neglect parenting styles. Two factors influence intrapersonal intelligence in early childhood, namely internal factors and external factors, namely from the condition of the child itself as well as from the family and the surrounding community. Parents have an important role in fostering and developing intrapersonal intelligence in early childhood, including; provide support, provide guidance to children, monitor children's activities, provide understanding to children, teach children to suppress emotions, and habituate. Artikel ini menganalisis pola orang tua dalam mengembangkan kecerdasan intrapersonal anak usia dini 5 sampai 6 tahun. artikel ini berangkat dari penelitian dilakukan di Desa Nyogan Kabupaten Muaro Jambi. Metode penelitian menggunakan pendekatan kualitatif deskriptif. Dengan teknik penarikan sampel menggunakan teknik purposive sampling. Pengumpulan data dilakukan dengan observasi, wawancara, dokumentasi. Hasil dari penelitian ini menunjukkan bahwa setiap orang tua menggunakan pola asuh yang berbeda-beda dalam mendidik anaknya. Adapun pola asuh yang digunakan yaitu pola asuh otoriter, demokratis, permisif, dan pola asuh penelantaran. Dua faktor yang mempengaruhi kecerdasan intrapersonal anak usia dini yaitu faktor internal dan faktor eksternal, yakni dari kondisi anak itu sendiri maupun dari keluarga maupun masyarakat sekitar. Orang tua memiliki peran penting dalam pembinaan dan pengembangan kecerdasan intrapersonal anak usia dini antara lain; memberikan dukungan, memberikan bimbingan kepada anak, memantau kegiatan anak, memberikan pemahaman kepada anak, mengajarkan anak untuk meredam emosi, dan pembiasaan.

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为人父母的教养有助于培养5-6岁儿童的个人智力

本文分析了父母在幼儿5 ~ 6岁时发展个人智力的模式。本文从在Muaro Jambi Regency的Nyogan村进行的研究出发。研究方法采用描述性定性方法。采用有目的的抽样技术。数据收集是通过观察、访谈和记录来完成的。本研究的结果表明，每个父母在教育孩子时使用不同的养育方式。父母的教养方式有专制的、民主的、宽容的和忽视的。影响幼儿期个人智力的因素有两个，即内部因素和外部因素，即来自儿童自身的条件以及来自家庭和周围社区的因素。在儿童早期，父母在培养和发展个人智力方面扮演着重要的角色，包括;给孩子提供支持，给孩子提供指导，监督孩子的活动，给孩子提供理解，教孩子抑制情绪，养成习惯。Artikel ini menganalis pola orang tua dalam mengembangkan kecerdasan in - personalananandia 5 sampai 6 tahun。artikel ini berangkat dari penelitian dilakukan di Desa Nyogan Kabupaten Muaro Jambi。写法:写法、写法、写法、写法、写法。登干技术样品，蒙古纳坎技术样品目的取样。彭普兰的数据是:dilakukan dengan observasi, wawancara, dokumentasi。哈西尔·达里·佩内利特尼·梅努朱克坎·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦·巴瓦Adapun pola asuh yang digunakan yitu pola asuh作家，民主主义者，许可，dan pola asuh penelantaran。Dua factor for yang mempengaruhi kecerdasan人际关系分析，Dua factor for internal and外部分析，yakni dari kondisi anaki sendiri maupun dari keluarga maupun masyarakat sekitar。橘红色的记忆，如:“我爱你”、“我爱你”、“我爱你”、“我爱你”、“我爱你”、“我爱你”。Memberikan dukungan, Memberikan bimbingan kepada anak, Memberikan kegiatan anak, Memberikan pemahaman kepada anak, mengajarkan anak untuk meredam emosi, Dan pembiasaan。

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来源期刊

Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.50

自引率

0.00%

发文量

期刊介绍： The Journal of Educational Research is a well-known and respected periodical that reaches an international audience of educators and others concerned with cutting-edge theories and proposals. For more than 100 years, the journal has contributed to the advancement of educational practice in elementary and secondary schools by judicious study of the latest trends, examination of new procedures, evaluation of traditional practices, and replication of previous research for validation. The journal is an invaluable resource for teachers, counselors, supervisors, administrators, curriculum planners, and educational researchers as they consider the structure of tomorrow''s curricula. Special issues examine major education issues in depth. Topics of recent themes include methodology, motivation, and literacy. The Journal of Educational Research publishes manuscripts that describe or synthesize research of direct relevance to educational practice in elementary and secondary schools, pre-K–12. Special consideration is given to articles that focus on variables that can be manipulated in educational settings. Although the JER does not publish validation studies, the Editors welcome many varieties of research--experiments, evaluations, ethnographies, narrative research, replications, and so forth.