IMPLEMENTASI MEDIA BONEKA TANGAN DALAM KEGIATAN BERCERITA UNTUK MELATIH KEMANDIRIAN ANAK USIA 5-6 TAHUN DI KELOMPOK B RA DWP UIN SUNAN KALIJAGA YOGYAKARTA

Haliimatusa’diyyah Suyoko, NIM.: 20104030055 (2026) IMPLEMENTASI MEDIA BONEKA TANGAN DALAM KEGIATAN BERCERITA UNTUK MELATIH KEMANDIRIAN ANAK USIA 5-6 TAHUN DI KELOMPOK B RA DWP UIN SUNAN KALIJAGA YOGYAKARTA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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	Text (IMPLEMENTASI MEDIA BONEKA TANGAN DALAM KEGIATAN BERCERITA UNTUK MELATIH KEMANDIRIAN ANAK USIA 5-6 TAHUN DI KELOMPOK B RA DWP UIN SUNAN KALIJAGA YOGYAKARTA) 20104030055_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf Restricted to Registered users only Download (5MB) | Request a copy

Abstract

Early childhood children often still rely entirely on others in carrying out daily activities, so their independence has not developed optimally. Hand puppet media can serve as one of the learning tools that support and train children's independence. This study aims to describe the implementation process of using hand puppet media to foster children's independence, as well as to identify the supporting and inhibiting factors in this implementation. This research employed a descriptive qualitative method with data collection techniques including observation, interviews, and documentation. The research subjects included the principal, two teachers, and 21 students of Group B at RA DWP UIN Sunan Kalijaga, while the objects of the study were the implementation of hand puppet media in developing children's independence and the factors that support and hinder its implementation. The data analysis techniques included data reduction, data presentation, and conclusion drawing, with data validity ensured through triangulation of sources, techniques, and time. The results showed that the implementation of hand puppet media consisted of three stages: preparation, implementation, and evaluation. The preparation stage involved the development of teaching modules focused on independence, integrated with storytelling, and the preparation of supporting props such as a puppet stage and teaching aids. The implementation stage included storytelling activities and interactions with children using hand puppets, supported by reinforcement through games and questionand- answer sessions. Evaluation was conducted using checklists, repetition of materials, and direct observation of children's independent behavior. Supporting factors included the flexibility and ease of use of hand puppets, stimulation of imagination and creativity, ability to attract attention and interest, and effectiveness in training independence. Inhibiting factors included limited attention spans of children, teachers' lack of skills in using hand puppets, limited resources and facilities, and differences in children's characteristics and interests.

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