PERSEPSI DAN IMPLIKASI GURU DALAM KESIAPAN BERSEKOLAH (SCHOOL READINESS) ANAK USIA 5-6 TAHUN PADA ASPEK SOSIAL, EMOSIONAL DAN KEMANDIRIAN

Indah Siti Nursaidah, - and Aan Listiana, - and Yeni Rachmawati, - (2025) PERSEPSI DAN IMPLIKASI GURU DALAM KESIAPAN BERSEKOLAH (SCHOOL READINESS) ANAK USIA 5-6 TAHUN PADA ASPEK SOSIAL, EMOSIONAL DAN KEMANDIRIAN. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Penelitian ini bertujuan untuk mengeksplorasi persepsi guru terhadap kesiapan bersekolah anak usia 5-6 tahun khususnya dalam aspek sosial, emosional, dan kemandirian serta implikasi yang timbul dalam praktik pembelajaran di TK Bunga Alami 2. Kesiapan bersekolah merupakan fondasi penting dalam memastikan keberhasilan anak dalam menghadapi tuntutan akademik dan sosial di sekolah dasar. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan studi kasus, melalui wawancara mendalam dengan tiga guru yang langsung mengajar dan membimbing anak usia tersebut. Temuan menunjukkan bahwa guru menilai kesiapan bersekolah tidak hanya berdasarkan kemampuan akademik, tetapi lebih menekankan pada kemampuan anak berinteraksi sosial, mengelola emosi secara dewasa, serta kemandirian dalam mengurus diri dan mengambil keputusan sederhana. Guru berperan sebagai fasilitator, model, dan mediator antara lingkungan sekolah dan keluarga dalam mendukung proses transisi anak ke pendidikan dasar. Hambatan yang ditemukan meliputi kurangnya stimulasi dari keluarga serta perbedaan karakter anak, sementara strategi yang diterapkan guru mencakup pembiasaan tanggung jawab, pendekatan personal, dan kolaborasi dengan orang tua. Hasil penelitian ini diharapkan dapat menjadi referensi penting bagi pendidik dan orang tua dalam menumbuhkan kesiapan bersekolah anak secara holistik. This study aims to explore teachers’ perceptions of school readiness in children aged 5–6 years, particularly in the social, emotional, and independence aspects, as well as the implications for teaching practices at TK Bunga Alami 2. School readiness is a crucial foundation for ensuring children’s success in meeting academic and social demands in primary school. The research employed a qualitative case study approach, using in-depth interviews with three teachers who directly teach and guide children of this age group. The findings reveal that teachers perceive school readiness not merely in terms of academic skills, but place greater emphasis on children’s ability to engage in social interactions, regulate emotions maturely, and demonstrate independence in self-care and making simple decisions. Teachers act as facilitators, role models, and mediators between the school environment and the family in supporting children’s transition to primary education. Challenges identified include the lack of stimulation from families and variations in children’s individual characteristics, while strategies applied by teachers involve fostering responsibility through daily routines, adopting a personalized approach, and collaborating with parents. This study is expected to serve as a valuable reference for educators and parents in nurturing children’s holistic school readiness.

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Item Type:	Thesis (S1)
Additional Information:	https://scholar.google.com/citations?hl=en&user=_KBDcZUAAAAJ ID SINTA Dosen Pembimbing: Aan Listiana: 6001641 Yeni Rachmawati: 5988495
Uncontrolled Keywords:	Persepsi guru, kesiapan bersekolah, sosial, emosional, kemandirian teachers’ perceptions, school readiness, social, emotional, independent
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) L Education > LB Theory and practice of education
Divisions:	Fakultas Ilmu Pendidikan > Pendidikan Anak Usia Dini
Depositing User:	Indah Siti Nursaidah
Date Deposited:	29 Sep 2025 00:44
Last Modified:	29 Sep 2025 00:44
URI:	http://repository.upi.edu/id/eprint/141037

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