PENERAPAN TERAPI BERMAIN PADA ANAK SOCIAL EMOTIONAL DELAY: Studi Kasus di PAUD Terpadu Inklusi Bina Insan Kreatif Kota Tasikmalaya

Thiana Nurussakinah, - and Nur Faizah Romadona, - and Heny Djoehaeni, - (2025) PENERAPAN TERAPI BERMAIN PADA ANAK SOCIAL EMOTIONAL DELAY: Studi Kasus di PAUD Terpadu Inklusi Bina Insan Kreatif Kota Tasikmalaya. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Penelitian ini bertujuan untuk memahami secara mendalam penerapan terapi bermain pada anak usia dini dengan social emotional delay di lembaga PAUD inklusi. Fokus penelitian ini meliputi empat rumusan masalah utama: (1) dasar-dasar pemikiran PAUD dalam menyelenggarakan terapi bermain, (2) strategi penerapan terapi bermain, (3) dampak penerapan terapi bermain terhadap anak, dan (4) faktor pendukung serta penghambat implementasinya. Metode yang digunakan adalah penelitian kualitatif studi kasus, dengan teknik pengumpulan data berupa wawancara mendalam, observasi partisipatif, dan dokumentasi. Subjek penelitian terdiri dari kepala sekolah, guru pendamping khusus (GPK), psikolog, serta orang tua dari anak yang mengikuti terapi bermain. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan secara induktif. Hasil penelitian menunjukkan bahwa terapi bermain di PAUD BIK didasarkan pada pendekatan edukatif dan preventif yang holistik. Strategi penerapannya diawali dari observasi awal dan deteksi dini tumbuh kembang (DDTK), dilanjutkan dengan penyusunan program bermain individual, intervensi melalui permainan, masa transisi ke kelas reguler, dan pelibatan aktif orang tua dalam ekosistem pendidikan anak. Terapi bermain berdampak positif terhadap peningkatan kemampuan sosial, regulasi emosi, kemandirian, dan kesiapan mengikuti pembelajaran reguler. Faktor pendukung antara lain kolaborasi multipihak, inovasi berbasis lapangan, dan keterlibatan orang tua, sedangkan faktor penghambat meliputi kurangnya SDM terlatih dan lemahnya regulasi inklusi. Kesimpulan penelitian ini menegaskan bahwa pada kasus ini, terapi bermain merupakan strategi intervensi yang relevan dan adaptif dalam mengatasi keterlambatan sosial-emosional anak di lingkungan PAUD inklusi. Hasil temuan ini, diharapkan dapat menjadi sumber referensi bagi peneliti lain, meingkatkan khasanah pengetahuan dalam terapi bermain setting inklusi di PAUD. This study aims to gain an in-depth understanding of the application of play therapy for young children with social-emotional delays in inclusive early childhood education institutions. The focus of this study includes four main research questions: (1) the theoretical foundations of early childhood education in implementing play therapy, (2) strategies for applying play therapy, (3) the impact of play therapy on children, and (4) supporting and hindering factors in its implementation. The method used is qualitative case study research, with data collection techniques including in-depth interviews, participatory observation, and documentation. The research subjects consist of school principals, special education teachers (GPK), psychologists, and parents of children participating in play therapy. Data analysis is conducted through the stages of data reduction, data presentation, and inductive conclusion drawing. The results of the study indicate that play therapy at PAUD BIK is based on a holistic educational and preventive approach. Its implementation strategy begins with initial observation and early detection of growth and development (DDTK), followed by the development of individual play programs, intervention through play, transition to regular classes, and active parental involvement in the child's educational ecosystem. Play therapy has a positive impact on improving social skills, emotional regulation, independence, and readiness to participate in regular learning. Supporting factors include multi-stakeholder collaboration, field-based innovation, and parental involvement, while inhibiting factors include a lack of trained human resources and weak inclusion regulations. The conclusion of this study emphasizes that, in this case, play therapy is a relevant and adaptive intervention strategy for addressing social-emotional delays in children in an inclusive early childhood education setting. The findings of this study are expected to serve as a reference for other researchers and contribute to the body of knowledge on play therapy in inclusive early childhood education settings.

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Item Type:	Thesis (S2)
Additional Information:	https://scholar.google.com/citations?user=S70MOlMAAAAJ&hl=id ID SINTA Dosen Pembimbing: Nur Faizah Romadona: 6001523 Heny Djoehaeni: 6001543
Uncontrolled Keywords:	Terapi Bermain, Social Emotional Delay, PAUD Inklusi, Strategi Intervensi, Pengembangan Sosial-Emosional Play Therapy, Social-Emotional Delay, Inclusive PAUD, Intervention Strategy, Social-Emotional Development.
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions:	Fakultas Ilmu Pendidikan > Pendidikan Anak Usia Dini S2
Depositing User:	Thiana Nurussakinah
Date Deposited:	09 Sep 2025 02:51
Last Modified:	09 Sep 2025 02:51
URI:	http://repository.upi.edu/id/eprint/138215

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