Persepsi dan pemahaman strategi coping  guru PAUD: Analisis pembangunan karakter tangguh anak usia dini

Mochammad Ramli Akbar; Siti Munthomimah

doi:10.21831/jpka.v1i1.70851

Persepsi dan pemahaman strategi coping guru PAUD: Analisis pembangunan karakter tangguh anak usia dini

Mochammad Ramli Akbar, Universitas PGRI Kanjuruhan Malang, Indonesia
Siti Munthomimah, Universitas PGRI Kanjuruhan Malang, Indonesia

10.21831/jpka.v1i1.70851

Abstract

Abstrak: Studi ini bertujuan untuk mendeskripsikan persepsi dan pemahaman tentang strategi coping pada guru PAUD di Gugus PAUD Kecamatan Kepanjen. Peneliti menganalisis untuk menemukan kesinambungan strategi coping yang sudah dilakukan oleh guru dengan pembangunan karakter tangguh anak usia dini yang sudah berjalan. Penelitian deskriptif kualitatif ini menggunakan analisis model Miles dan Hubberman dan purposive sampling. Hasil analisis menunjukkan bahwa guru PAUD belum memahami dengan baik tentang strategi coping atau cara untuk mengatasi stres yang dialami secara komprehensif dan pola pembelajarannya, tetapi secara tidak sadar melakukan strategi coping yaitu emotional focused coping yang kemudian dipelajari untuk dijadikan dasar perilaku oleh anak berikutnya saat menghadapi situasi yang sama. Guru PAUD masih sadar bahwa anak usia dini butuh dibekali dengan nilai dan perilaku positif, dan secara bersamaan tidak menyadari bahwa hal tersebut menjadi salah satu dasar pembentukan karakter tangguh anak usia dini. Guru PAUD memang mengajari anak untuk mampu bertindak dan berperilaku tangguh tetapi belum mengajarkan tentang mengelola emosi untuk anak usia dini yang menjadi dasar secara berkelanjutan untuk menjadi manusia tangguh. Namun setidaknya guru PAUD sudah memberikan sebagian dasar perasaan yang tepat untuk anak usia dini yang tangguh meskipun belum komprehensif.

Abstract: This study aims to describe the perception and understanding of coping strategies among early childhood teachers in the PAUD Cluster, Kepanjen District. Researchers analyzed to find the continuity of coping strategies that had been implemented by teachers with the ongoing development of tough character in early childhood. This qualitative descriptive research uses Miles and Hubberman model analysis and purposive sampling. The results of the analysis show that early childhood teachers do not have a good understanding of coping strategies or ways to deal with stress experienced comprehensively and their learning patterns, but unconsciously carry out coping strategies, namely emotional focused coping, which is then studied to be used as a basis for behavior by subsequent children when facing situations the same one. Early childhood teachers are still aware that early childhood children are equipped with positive values and behavior, and at the same time do not realize that this is one of the basics for forming strong character in early childhood. Early childhood teachers do teach children to be able to act and behave tough, but they do not teach them properly about managing emotions for young children, which is a sustainable basis for becoming tough humans. However, at least early childhood teachers have provided some of the basic feelings for strong early childhood children, even though they are not yet comprehensive.

Keywords

character; personality; coping; early childhood

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DOI: https://doi.org/10.21831/jpka.v1i1.70851