UPAYA GURU DALAM MENGEMBANGKAN INTERAKSI SOSIAL ANAK KELOMPOK B AL FARABI DI RA AR-RAFIF KALASAN SLEMAN YOGYAKARTA

Hidayatul Eka Safitri, NIM.: 22104030006 (2026) UPAYA GURU DALAM MENGEMBANGKAN INTERAKSI SOSIAL ANAK KELOMPOK B AL FARABI DI RA AR-RAFIF KALASAN SLEMAN YOGYAKARTA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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	Text (UPAYA GURU DALAM MENGEMBANGKAN INTERAKSI SOSIAL ANAK KELOMPOK B AL FARABI DI RA AR-RAFIF KALASAN SLEMAN YOGYAKARTA) 22104030006_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf - Published Version Restricted to Registered users only Download (6MB) | Request a copy

Abstract

This research was motivated by the lack of social interaction in Al Farabi group B children, such as children having difficulty interacting with peers, choosing friends, and tending to play in small groups. Social interaction is a reciprocal relationship between two parties, both individually and in groups, who influence each other, adapt and change behavior. Social interaction is the main foundation in forming social skills in children and becomes a forum for exploring and finding their identity in a wider social environment. Therefore, interaction is very much needed in the world of education, especially in early childhood education. This research aims to determine the teacher's efforts in developing social interaction for group B Al Farabi children at RA Ar-Rafif Kalasan Sleman Yogyakarta and to determine the supporting and inhibiting factors. This research uses descriptive qualitative research. Data collection techniques used by researchers are observation, interviews and documentation. The data analysis techniques used are data condensation, data presentation, and verification or drawing conclusions. Test the validity of the data using technical and time triangulation. The results of the research show that the efforts made by group B Al Farabi teachers in developing social interaction are by role playing, playing in groups during physical motor skills, reading books together, interactive (question and answer) during apperception, picket responsibilities, providing examples of good social behavior, group problem solving, IT-based learning, and using a project based learning approach. Supporting factors in this effort include support and cooperation between parents, a positive classroom environment, the use of creative and fun learning methods such as Lego, blocks, loose parts, puzzles, dolls, and catfish guitars, as well as agreement and chemistry. The inhibiting factors include differences in family background, the child's personality, lack of stimulation provided by parents, the child has behavioral barriers, and the child's mood.

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