Hasil Pencarian  ::  Simpan CSV :: Kembali

"Penelitian ini bertujuan untuk mengetahui efektivitas pelatihan empat aspek kunci interaksi untuk mengembangkan interaksi antara ibu dan anak usia kanak-kanak awal melalui kegiatan bermain studi pada anak usia 3-6- tahun. Empat aspek kunci dalam interaksi ibu-anak tersebut meliputi, affection, responsiveness, encouragement, dan teaching Roggman, dkk., 2013. Penelitian ini menggunakan reversal design, merupakan penelitian experimental satu-subjek kelompok dengan jumlah partisipan 11 pasangan ibu-anak. Pelatihan diberikan kepada ibu dengan total jumlah waktu 15 jam dan diselenggarakan selama empat hari berturut-turut. Materi yang diberikan dalam pelatihan mencakup, karakteristik anak usia kanak-kanak awal, bermain, dan interaksi ibu-anak. Analisis data yang digunakan merupakan gabungan metode kualitatif dan kuantitatif, dengan menggunakan t-test. Interaksi ibu-anak diobservasi dan diukur menggunakan Parenting Interactions with Children: Checklist of Observations Linked to Outcomes PICCOLO , untuk mengidentifikasi aspek-aspek kunci interaksi orang tua-anak Roggman, dkk., 2013. Hasil perhitungan statistik menunjukkan terdapat perbedaan yang signifikan antara skor interaksi ibu-anak yang diukur menggunakan PICCOLO melalui aktivitas bermain ibu-anak antara sebelum dan sesudah pemberian pelatihan empat aspek kunci interaksi ibu-anak pada ibu t = -3.339, p = 0,008 le; 0,05 , artinya pelatihan empat aspek kunci interaksi efektif mengembangkan interaksi ibu dan anak usia kanak-kanak awal.

---

The aim of this research is to understand the effectiveness of training on four interaction's key aspects to develop interaction between mother and early childhood children through playing study on children with 3 6 years of age. The four key aspects of mother children interaction are affection, responsiveness, encouragement, and teaching Roggman, et.all, 2013. This research using reversal design, a single subject experimental research with number of participants 11 couples mother and child. The 4 days training with total 15 hours is given to mother. The training materials covers characteristic of early childhood children, play, and mother child interaction.

The data analysis used is a combination of qualitative and quantitative methods, using t test statistics. The mother child interaction is observed and measured using Parenting Interactions with Children Checklist of Observations Linked to Outcomes PICCOLO Roggman, et.all, 2013. The statistical result demonstrates that there is a significant difference between mother child interaction score before and after the training on four interaction's key aspects t 3.339, p 0,008 le 0,05. It means that the training on four interaction's key aspects is effectively develop interaction between mother and early childhood children."

"Banyak orang menghindari bekerja dalam kelompok karena mereka tidak mau menghadapi ‘free-riders’ atau ‘social-loafers’. Penelitian ini bertujuan untuk meneliti efek dari verbal encouragement terhadap fenomena social loafing. Dengan menggunakan 2 x 2 independent-groups design, 40 mahasiswa mengikuti penelitian ini dan diminta untuk memikirkan sebanyak-banyaknya kegunaan sebuah sendok. Partisipan penelitian dibagi ke dalam kelompok collective (di mana partisipan bekerja sama) atau coactive (di mana partisipan bekerja sendiri), dan ke dalam encouragement present (partisipan mendapatkan kata penyemangat) atau encouragement absent (partisipan tidak mendapat kata penyemangat). Independent – groups t-tests menunjukkan bahwa peserta di kelompok collective menghasilkan lebih sedikit kegunaan sendok daripada peserta di kondisi coactive, menyiratkan bahwa social loafing terjadi. Tidak ada perbedaan antara kelompok collective-encouragement present dan collective-encouragement absent. Hasil ini menunjukkan bahwa verbal encouragement mungkin tidak mengurangi fenomena social loafing. Penelitian selanjutnya disarankan untuk mempertimbangkan motivasi internal dan eksternal awal serta tingkat kesulitan tugas yang dirasakan peserta penelitian.

---

Many people avoid working in groups because they do not want to encounter ‘free-riders’ or ‘social-loafers’. The current study aimed to investigate the effects of verbal encouragement on social loafing. Using a 2x2 independent-groups design, 40 university students participated in the study and were asked to generate as many ideas as possible about the different uses of a spoon. Participants were sorted to either collective (i.e., participants are working together) or coactive (i.e., participants are working individually) group, and to either an encouragement present (i.e., participants were given encouraging words) or an encouragement absent group (i.e., participants were not given encouraging words). Independent-group t-tests revealed that participants in collective condition generated fewer ideas than those in coactive condition, suggesting that social loafing has occurred. There is no difference between collective-encouragement present and collective-encouragement absent conditions. This suggests that verbal encouragement might not serve to moderate social loafing. Future research should take participants’ initial intrinsic and extrinsic motivations and their perceived task difficulty into consideration."