STRATEGI PENGEMBANGAN KECERDASAN EMOSIONAL ANAK MELALUI PLAY THERAPY DENGAN MENGGUNAKAN PERMAINAN TRADISIONAL PADA SISWA KELAS VB DI MI MA’ARIF DARUSSALAM PLAOSAN KLATEN

Muhamad Farizal, NIM.: 19204080048 (2021) STRATEGI PENGEMBANGAN KECERDASAN EMOSIONAL ANAK MELALUI PLAY THERAPY DENGAN MENGGUNAKAN PERMAINAN TRADISIONAL PADA SISWA KELAS VB DI MI MA’ARIF DARUSSALAM PLAOSAN KLATEN. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Creativity and teacher strategies in implementing learning are important things that need to be done to achieve educational goals and in developing student intelligence, both cognitively, affectively, and psychomotorically. Madrasah Ibtidaiyah Darussalam Plaosan is one of the institutions where there are teachers with a learning model using play therapy or play therapy. The purpose of this study was to describe how the strategy for developing emotional intelligence of children in class VB through play therapy with traditional games and to see how the development of emotional intelligence of students in class VB. This research is a qualitative descriptive field research. The subjects in this study were the principal of the madrasa, the deputy head of the curriculum, VB class teachers, and VB class students. The data collection techniques in this study used the methods of interview, observation, and documentation. With the play-therapy strategy used in learning, it is hoped that it can help develop students' emotional intelligence. The results of the data analysis show that first, the development strategy used by the teacher includes how the teacher creates a conducive environment before carrying out learning, can create a democratic learning climate and atmosphere so that children have the freedom to express opinions and are assisted by direct control by the teacher, can understand and develop empathy for students and can feel what is felt by students, can help students find solutions to problems faced by students both in learning and outside of learning, and can involve students optimally in learning. Second, in the implementation stage of play therapy there is a design or planning process carried out, there is an implementation and evaluation process carried out by the teacher. The implementation of traditional games includes the requirements of players, game tools, and the steps of the traditional game of cublak-cublak suweng. Third, the development of emotional intelligence of class VB students that can be seen is the ability of students to recognize their own emotions, which is quite good, the ability to manage their own emotions, their high self-motivation ability, the ability to recognize other people's emotions, and the ability to build relationships with friends, teachers, other people. Old and the environment.

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