Pemetaan Pengetahuan Guru TK tentang Keterampilan Gerak Dasar Anak TK

2019 ◽  
Vol 5 (2) ◽  
pp. 76
Author(s):  
Nila Fitria ◽  
Rohita Rohita
Keyword(s):  
Survey Research ◽  
Motor Skills ◽  
Motor Development ◽  
Quantitative Methods ◽  
Educational Background ◽  
Kindergarten Teachers ◽  
Teacher Assessment ◽  
Kindergarten Children ◽  
Basic Movement ◽  
Basic Motion

<p><em>Abstrak</em><strong> - Pertumbuhan perkembangan dan belajar melalui aktivitas jasmani akan mempengaruhi tiga ranah dalam pendidikan yang meliputi ranah kognitif (menyadari gerak), ranah psikomotor (pertumbuhan biologis, kesehatan, kebugaran jasmani), dan ranah afektif (rasa senang, aktualisasi diri, konsep diri) [1]. Permasalahan yang tampak di era digital ini, terbatasnya kemampuan motorik anak dikarenakan anak-anak usia dini sudah terpapar oleh <em>gadget </em>sejak dini. Sehingga kemampuan motorik anak era digital terbatas karena pengaruh <em>gadget. </em>Tujuan dari penelitian ini adalah mengetahui tingkat pengetahuan guru keterampilan gerak dasar anak TK. </strong><strong>Penelitian ini dilakukan dengan metode kuantitatif dengan jenis penelitian survei. Penelitian survei merupakan penelitian yang menggunakan kuesioner sebagai instrumen penelitian. </strong><strong>Penelitian yang dilakukan di Taman Kanak-Kanak yang berada pada Gugus Cut Nyak Dien. 32 guru TK yang berada di Gugus Cut Nyak Dien dengan latar belakang pendidikan dari sarjana pendidikan, 65% masa kerjanya 2 tahun. Terdapat 15 guru TK yang memiiki pengetahuan yang tinggi dalam pengetahuan keterampilan gerak dasar. Terdapat 6 guru TK yang memiliki pengetahuan dalam kategori sedang terhadap pengetahuan keterampilan gerak dasar pada motorik kasar. Serta terdapat 12 guru TK yang memiliki pengetahuan yang rendah terhadap pengetahuan keterampilan gerak dasar dalam motorik kasar anak TK. Sejumlah 18% dari jumlah guru memiliki pengetahuan mengenai gerak lokomotor dan 15% dari jumlah guru belum memiliki pengetahuan mengenai gerakan non-lokomotor. Guru dapat mengimplementasikan ketiga keterampilan gerak dasar dalam berbagai kegiatan motorik melalui menari, senam, dan bentuk permainan yang diciptakan oleh guru. Penilaian keterampilan gerak dasar dilakukan guru TK dan guru melalui pengamatan. Sejumlah 75% guru TK mengetahui tujuan stimulasi keterampilan gerak dasar anak yaitu untuk meningkatkan perkembangan motorik anak.</strong></p><p> </p><p><em>Abstract <strong>- </strong></em><strong>Developmental growth and learning through physical activity will affect the three domains in education which include cognitive domains (aware of motion), psychomotor domains (biological growth, health, physical fitness), and affective domain (pleasure, self-actualization, self-concept) </strong>[1]<strong>. Problems that appear in this digital era, limited motoric abilities of children because early childhood have been exposed to gadgets early. So that the digital motor skills of children are limited due to the influence of gadgets. The purpose of this study was to determine the level of teacher knowledge of basic movement skills of kindergarten children. This research was conducted with quantitative methods with the type of survey research. Survey research is a study that uses a questionnaire as a research instrument.</strong><strong><em> </em></strong><strong>Research carried out in kindergartens in Cut Nyak Dien's Cluster. 32 kindergarten teachers who are in Cut Nyak Dien Group with educational background from undergraduate education, 65% working period is 2 years. There are 15 kindergarten teachers who have high knowledge in basic motion skills knowledge. There are 6 kindergarten teachers who have knowledge in the moderate category of basic motion skills knowledge in gross motor skills. And there are 12 kindergarten teachers who have low knowledge of basic motion skills knowledge in rough motoric kindergarten children.A total of 18% of teachers have knowledge of locomotor motion and 15% of teachers have no knowledge of non-locomotor movements. TK teachers can implement all three basic motion skills in various motor activities through dancing, gymnastics, and forms of games created by the teacher. Assessment of basic motion skills is done by kindergarten teachers and teachers through observation. 75% of kindergarten teachers know the purpose of stimulating children's basic motion skills, namely to improve children's motor development.</strong></p><p><strong> </strong><strong><em>Keywords - </em></strong><em>Knowledge, Teacher, Skills, Basic movement</em></p>

scholarly journals MANFAAT BERENANG DAN TERAPI AIR PADA PERTUMBUHAN DAN PERKEMBANGAN BAYI & BALITA

2019 ◽  
Vol 5 (1) ◽  
pp. 43-49
Author(s):  
Ervin Rufaindah
Keyword(s):  
Literature Review ◽  
Motor Skills ◽  
Motor Development ◽  
Growth And Development ◽  
Developmental Disorders ◽  
Quantitative Methods ◽  
Language Skills ◽  
Google Scholar ◽  
Fine Motor ◽  
Water Therapy

Growth and development has increased rapidly at an early age, ie from 0-5 years. The period of child development during infancy is a basic growth that will influence and determine the development of language skills, creativity, social awareness, emotional and intelligence that goes quickly and is the foundation of the next development. As many as 16% of children under five in Indonesia experience developmental disorders, both smooth and rough motor development, hearing loss, lack of intelligence and delays. The method used was literature review study which includes systematic search of computerized database: EBSCOHOST, Google Scholar and Pubmed in the form of research journal totaling 10 journals published since 2010-2014. 10 journals using quantitative methods. This literature study tried to explain about the activities in the water such as swimming and water therapy for the growth and development of infants. The result showed that swimming or other aquatic activities can improve gross motor skills, fine motor skills and language skills in toddlers. Swimming and water therapy in toddler can be beneficial to support the growth and development of  baby and toddler.  Keywords : Swimming, Water Therapy, Growth And Development, Baby And Toddler ABSTRAK  Pertumbuhan dan perkembangan mengalami peningkatan yang pesat pada usia dini, yaitu dari 0-5 tahun. Periode tumbuh kembang anak pada masa balita merupakan pertumbuhan dasar yang akan mempengaruhi dan menentukan perkembangan kemampuan berbahasa, kreatifitas, kesadaran sosial, emosional dan intelegensia yang berjalan dengan cepat serta merupakan landasan perkembangan berikutnya. Sebanyak 16% balita di Indonesia  mengalami  gangguan  perkembangan, baik  perkembangan  motorik  halus  dan  kasar,  gangguan  pendengaran,  kecerdasan  kurang  dan  keterlambatan. Metode yang digunakan adalah  studi tinjauan literatur (literature review) meliputi studi pencarian sistematis database terkomputerisasi: EBSCOHOST, Google Scholar dan Pubmed  dalam bentuk jurnal penelitian berjumlah 10 jurnal yang diterbitkan sejak tahun 2010-2014. 10 jurnal menggunakan metode kuantitatif. Studi literatur ini mencoba memaparkan tentang aktifitas di air seperti berenang dan terapi air untuk pertumbuhan dan perkembangan bayi balita. Hasil mneunjukkan berenang atau aktifitas air lainnya dapat meningkatkan kemampuan motorik kasar, motorik halus dan kemampuan bahasa pada balita. Berenang dan terapi air pada balita dapat bermanfaat untuk mendukung pertumbuhan dan perkembangan bayi dan balita. Kata Kunci: Berenang, Terapi Air, Pertumbuhan Dan Perkembangan, Bayi Dan Balita

scholarly journals Implementation of Basic Motion Learning and Use of Test Instrument of Gross Motor Development (TGMD) in Evaluating Basic Motion Skills

2019 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Oktarifaldi - Oktarifaldi ◽  
Risky Syahputra ◽  
Hasriwandi Nur ◽  
Willadi Rasyid ◽  
Sari Mariati
Keyword(s):  
Early Childhood ◽  
Motor Development ◽  
Cognitive Abilities ◽  
Gross Motor Development ◽  
Movement Skills ◽  
Evaluation Phase ◽  
Service Activity ◽  
Almost All ◽  
Basic Movement ◽  
Basic Motion

UNESCO reports that the implementation of PAUD in Indonesia places great importance on academic content such as writing, arithmetic and reading and provides very little opportunity to actively play physically with children. Research shows that physical activity of children at an early age will greatly trigger the development of cognitive abilities. Based on observations and studies in the field, it was found that almost all teachers and educators in PAUD Sijunjung district did not have the insight and skills in measuring and evaluating the basic movements of children. Based on research, basic motion cannot develop naturally but must be taught correctly and continuously. This community service activity for partners aims to: (a) find out the importance of basic motion, (b) have skills in practicing basic early childhood movements, (c) be able to use instruments to measure basic movement skills in early childhood. The method used uses the principle that every innovation received by PAUD teachers through PIE (Preparation, Implementation and Evaluation). This means that the delivery of innovations to Partners is carried out through the stages of explanation, discussion, practice as well as the evaluation phase with assistance in the learning process. The results of the training obtained by partners as participants can be described as follows: (a) Having insight and understanding of the importance of basic movement skills, (b) having experience in practicing basic motion skills, (c) knowing and having the ability to use basic motion skills test instruments.

scholarly journals Implementation of Basic Motion Learning and Use of Test Instrument of Gross Motor Development (TGMD) in Evaluating Basic Motion Skills

2019 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Oktarifaldi - Oktarifaldi ◽  
Risky Syahputra ◽  
Hasriwandi Nur ◽  
Willadi Rasyid ◽  
Sari Mariati
Keyword(s):  
Early Childhood ◽  
Motor Development ◽  
Cognitive Abilities ◽  
Gross Motor Development ◽  
Movement Skills ◽  
Evaluation Phase ◽  
Service Activity ◽  
Almost All ◽  
Basic Movement ◽  
Basic Motion

UNESCO reports that the implementation of PAUD in Indonesia places great importance on academic content such as writing, arithmetic and reading and provides very little opportunity to actively play physically with children. Research shows that physical activity of children at an early age will greatly trigger the development of cognitive abilities. Based on observations and studies in the field, it was found that almost all teachers and educators in PAUD Sijunjung district did not have the insight and skills in measuring and evaluating the basic movements of children. Based on research, basic motion cannot develop naturally but must be taught correctly and continuously. This community service activity for partners aims to: (a) find out the importance of basic motion, (b) have skills in practicing basic early childhood movements, (c) be able to use instruments to measure basic movement skills in early childhood. The method used uses the principle that every innovation received by PAUD teachers through PIE (Preparation, Implementation and Evaluation). This means that the delivery of innovations to Partners is carried out through the stages of explanation, discussion, practice as well as the evaluation phase with assistance in the learning process. The results of the training obtained by partners as participants can be described as follows: (a) Having insight and understanding of the importance of basic movement skills, (b) having experience in practicing basic motion skills, (c) knowing and having the ability to use basic motion skills test instruments.

scholarly journals Permainan Bola Kecil Untuk Meningkatkan Keterampilan Motorik Kasar Anak Usia Dini pada Kelompok B di TK Pertiwi DWP Kota Tasikmalaya

2017 ◽  
Vol 1 (1) ◽  
pp. 53-65
Author(s):  
Lutfi Nur ◽  
Edi Hendri Mulyana ◽  
Muhammad Azhar Perdana
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
The Elderly ◽  
Gross Motor ◽  
Small Ball ◽  
Gross Motor Skills ◽  
Number Of Children ◽  
Gross Motor Development ◽  
Group B ◽  
Basic Motion

Gross motor development is one that needs to be considered by all parties, especially the elderly because of its urgency in the growth of early child development. Gross motor development when inhibited will affect the achievement of child maturity. Gross motor development is divided into 3 aspects namely Lokomotor basic motion, basic motion Non Lokomotor, and Manipulative basic motion. Problems found in Group B in TK Pertiwi DWP Tasikmalaya City still low Motorik Crude Child skills caused by learning that is still conventional that less touched the motor directly. This is shown from the observation of the achievement of gross motor skills as much as 0-2 children (0% - 14.28%). One way to improve Gross motor skills of early childhood Gross small ball games. The result of Gross Motor Skill Study in Group B in TK Pertiwi DWP Tasikmalaya showed that in cycle I, there was an increase of 3 - 5 children (21.42% - 35.71%). Cycle II action after reflection increased the achievement of the number of children for each indicator as much as 6 - 8 children (42.85% -57.14%). In the third cycle action there was an increase showing that as many as 10-12 children (71.42% - 85.71%) for each indicator. So with the results of small ball game research is considered successful able to improve the Gross motor skills of children in group B TK Pertiwi DWP Kota Tasikmalaya. Perkembangan motorik kasar merupakan salah satu yang perlu diperhatikan oleh semua pihak khususnya orang tua karena urgensinya dalam tumbuh kembang anak usia dini.Perkembangan motorik kasar ketika terhambat akan mempengaruhi terhadap pencapaian kematangan anak. Perkembangan motorik kasar terbagi menjadi 3 aspek yaitu gerak dasar Lokomotor, gerak dasar Non Lokomotor, dan gerak dasar Manipulatif. Masalah yang ditemukan pada Kelompok B di TK Pertiwi  DWP Kota Tasikmalaya masih rendahnya keterampilan Motorik Kasar Anak yang disebabkan pembelajaran yang masih konvensional yang kurang menyentuh motorik secara langsung . Hal tersebut ditunjukan dari hasil observasi pencapaian keterampilan motorik kasar sebanyak 0 – 2 anak (0 % – 14,28 %).   Salah satu cara untuk meningkatkan keterampilan motorik kasar anak usia dini melalui permainan bola kecil. Hasil penelitian Keterampilan Motorik Kasar pada kelompok B di TK Pertiwi DWP Kota Tasikmalaya  menunjukan pada tindakan siklus I terjadi peningkatan sebanyak 3 – 5 anak (21,42% - 35,71%). Tindakan Siklus II setelah melakukan refleksi terjadi peningkatan pencapaian jumlah anak untuk setiap indikatornya sebanyak 6 – 8 anak (42,85% -57,14%). Pada tindakan siklus III terjadi peningkatan yang menunjukan bahwa sebanyak 10 – 12 anak (71,42% - 85,71%) untuk setiap indikatornya. Sehingga dengan hasil tersebut penelitian permainan bola kecil dianggap berhasil mampu meningkatkan keterampilan motorik kasar anak pada kelompok B TK Pertiwi DWP Kota Tasikmalaya.

PENGEMBANGAN FISIK MOTORIK ANAK USIA DINI DENGAN BERMAI

Edupedia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 67-77
Author(s):  
Farhatin Masrurah ◽  
Khulusinniyah Khulusinniyah
Keyword(s):  
Early Childhood ◽  
High Activity ◽  
Motor Skills ◽  
Motor Development ◽  
Rapid Growth ◽  
Skills Development ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Gross Motor ◽  
Gross Motor Skills

The first five years of a children’s age is the period of rapid growth with physical and motor development. Those process will develop well if stimulated continuously. Early childhood always identic with high activity requires the opportunity to express their abilities. Therefore playing method is very urgent inchildren’s gross motor skills and fine motor skills development through a variety of playing activities both indoors and outdoors. Playing is an activity that cannot be separated from early childhood’s world. All playing activities will be carried out happily. By the same token learning by playing will be done happily without any sense of being forced or oppressed.

Gross Motor Development in Preschool Children with Learning Disabilities

1989 ◽  
Vol 6 (3) ◽  
pp. 268-279 ◽  
Author(s):  
James H. Rimmer ◽  
Luke E. Kelly
Keyword(s):  
Learning Disabilities ◽  
Preschool Children ◽  
Motor Skills ◽  
Motor Development ◽  
Free Play ◽  
Adapted Physical Education ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development ◽  
School Year

The purpose of this pilot study was to descriptively evaluate the effects of three different programs on the development of gross motor skills of preschool children with learning disabilities (n = 29). No attempt was made to equate the groups or control for differences between the programs or instructional staff. Two of the programs were used by the respective schools to develop the gross motor skills of their audience. The programs were called occupational therapy (OT) (45–60 min/day, 5 days/week) and adapted physical education (APE) (30 min/day, 4 days/week). A third group was evaluated to determine whether maturational effects had any involvement in gross motor development. This group was called the noninstructional program (NIP) (30 min/day, 2 days/week) and was solely involved in free play. The programs were all in session for the entire school year (33–35 weeks). The results of the study revealed that the children in the APE program made more significant gains across objectives, and particularly on the qualitative measures, than did the children in the OT or NIP groups.

A Comparison of the Fundamental Motor Skills of Preschool-Aged Children With and Without Visual Impairments

2020 ◽  
pp. 1-10
Author(s):  
Ali Brian ◽  
Sally Taunton Miedema ◽  
Jerraco L. Johnson ◽  
Isabel Chica
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Developmental Trajectories ◽  
Visual Impairments ◽  
Physical Activity Behavior ◽  
Underlying Mechanism ◽  
Fundamental Motor Skills ◽  
Gross Motor Development ◽  
Preschool Aged Children ◽  
Ball Skills

Fundamental motor skills (FMS) are an underlying mechanism driving physical activity behavior and promoting positive developmental trajectories for health. However, little is known about FMS of preschool-aged children with visual impairments (VI). The purpose of this study was to examine the FMS of preschool-aged children (N = 25) with (n = 10) and without (n = 15) VI as measured using the Test of Gross Motor Development-3. Children without VI performed significantly higher than their peers for locomotor (M = +11.87, p = .014, η2 = .31) and ball skills (M = +13.69, p < .001, η2 = .56). Regardless of the presence of a VI, many participants struggled with developing FMS, with the greatest disparity resting within ball skills. These findings help to clarify the FMS levels of preschool-aged children with VI. Thus, there is a need for both further inquiry and intervention for all children.

The Effectiveness of Basic Dance Movement Therapy on the Completeness of Motoric Skill in Preschool Children

2021 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Sambodo Sriadi Pinilih ◽  
M. Khoirul Amin ◽  
Evi Rositasari
Keyword(s):  
Preschool Children ◽  
Motor Skills ◽  
Motor Development ◽  
Sampling Technique ◽  
Movement Therapy ◽  
Bivariate Analysis ◽  
P Value ◽  
Dance Movement Therapy ◽  
Dance Movement ◽  
Quasi Experimental

Motor development is one aspect of development that can integrate the development of other aspects. If the developmental aspect is not stimulated, the child's development will be delayed, so the child will have difficulty in following the learning process in elementary school. Basic Dance Movement Therapy is the provision of independent therapy. This study aims to determine the effectiveness of Basic Dance Movement Therapy on the Completeness of Motoric Skill in Preschool Children. This study used quasi-experimental with one group pre-post design. The sampling technique was Proportionate Stratified Random Sampling with a sample size of 58 children studying at Aisyiyah Playgroup, at Jamblang, Kaliabu Village, Salaman District and Az-Zahra NU Playgroup, Salaman District. Data analysis was performed using univariate and bivariate analysis with the Wilcoxon statistical test. There was a significant effectiveness of Basic Dance Movement Therapy and the completeness of motor skills of preschool children in Aisyiyah Playgroup, Jamblang, Kaliabu Village, Salaman District and Az-Zahra NU Playgroup,  Salaman, with a p-value of 0.000 (p <0.05). Basic Dance Movement Therapy is effective to improve the children's motoric skills. Suggestion: This study can be used as the basic for further research, namely modified therapy under normal conditions or combined with other methods that can be done online or offline.

Motor Skills and Participation in Middle Childhood: A Direct Path for Boys, a Mediated Path for Girls

2021 ◽  
Vol 18 (3) ◽  
pp. 318-324
Author(s):  
Elnaz Emadirad ◽  
Brad W.N. Temple ◽  
Stephanie C. Field ◽  
Patti-Jean Naylor ◽  
Viviene A. Temple
Keyword(s):  
Motor Skills ◽  
Middle Childhood ◽  
Motor Development ◽  
Motor Skill ◽  
Cross Sectional Study ◽  
Physical Activities ◽  
Cross Sectional ◽  
Psychological Variables ◽  
Skill Levels ◽  
The Relationship

Background: Beyond the often examined perceptions of competence and motor skill proficiency, perceived value and children’s expectations for success are thought to affect engagement in physical activities. We used parallel mediation models to examine the direct effect of motor skill proficiency on participation in physical activities, as well as whether children’s beliefs and value for physical activities mediated this relationship. Methods: The participants in this cross-sectional study were a total of 398 grade 3 children (201 girls) from 8 schools. Motor skills were assessed using the Test of Gross Motor Development-2, the Value Expectancy Questionnaire measured the psychological variables, and the Children’s Assessment of Participation and Enjoyment measured physical activities. Results: Motor skill proficiency predicted all 3 psychological constructs for the boys and the girls, and boys’ participation in physical activities. However, the psychological variables did not mediate the relationship between motor skills and participation among the boys. For the girls, task value mediated the relationship between motor skills and physical activity participation. Conclusion: It is possible that the girls are further along in their ability to reflect on their competence, successes, and failures; it is also possible that the lower motor skill levels of girls had a deleterious effect on their feelings about participating.

Pictorial Scale of Physical Self-Concept for Younger Children (P-PSC-C): A Feasibility Study

2018 ◽  
Vol 6 (s2) ◽  
pp. S391-S402 ◽  
Author(s):  
Maike Tietjens ◽  
Dennis Dreiskaemper ◽  
Till Utesch ◽  
Nadja Schott ◽  
Lisa M. Barnett ◽  
...  
Keyword(s):  
Physical Fitness ◽  
Motor Development ◽  
Kindergarten Children ◽  
Face Validity ◽  
Self Concept ◽  
Self Perception ◽  
Gross Motor Development ◽  
The Face ◽  
Age Appropriate ◽  
The One

Children’s self-perception of motor skills and physical fitness is said to be an important mediator between skills and physical fitness on the one hand and physical activity on the other hand. An age-appropriate self-perception scale is needed to understand the development and the differentiation of the physical self-concept of children and its components. Therefore, the objectives of this study were (1) to develop a pictorial scale of physical fitness for pre-school children (3–6 years old), and (2) to describe the face validity and feasibility of the scale. The study sample included 27 kindergarten children. In order to determine the psychometric properties, validity was assessed by administrating the Pictorial Scale for Physical Self-Concept in Kindergarten Children (P-PSC-C) compared with children’s fundamental movement skill competency (Test of Gross Motor Development [TGMD]-3; six locomotor and seven object-control skills), height, weight, and demographics. The face validity was favorable. Expectable negatively skewed response distributions were found in all items. Medium correlations with related constructs and with sport enjoyment were found. The results indicate that the new scale is usable for kindergarten children. Future validation studies are needed so that the new scale can contribute to the research about physical self-concept development in kindergarten children.

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