Penerapan Psikoedukasi Kelompok Sebagai Upaya Peningkatan Kemampuan Orang Tua Dalam Menstimulasi Perkembangan Inisiatif Anak Prasekolah Pada Masa Pandemi Covid-19 Di Kelurahan Buring Kota Malang

Muhammad Ari Arfianto* -  Universitas Muhammadiyah Malang, Indonesia
M. Rosyidul Ibad -  Universitas Muhammadiyah Malang, Indonesia
Sri Widowati -  Universitas Muhammadiyah Malang, Indonesia
Zahid Fikri -  Universitas Muhammadiyah Malang, Indonesia
DOI : 10.33024/jkpm.v5i3.5596

ABSTRAK

 

Pandemi Covid-19 menyebabkan aktifitas pembelajaran dilakukan di rumah. Usia pra sekolah masuk pada tahap inisiatif dan membutuhkan banyak stimulasi untuk mengoptimalkannya. Orang tua kurang mampu melakukan stimulasi karena cenderung menyerahkan pada guru. Kurangnya stimulasi perkembangan inisiatif menyebabkan anak tidak terlatih mengatasi stress yang lebih besar pada tahap perkembangan sekolah sehingga berpotensi menjadi masalah kesehatan jiwa anak yang lebih besar. Tujuan kegiatan ini adalah mengaplikasikan Psikoedukasi kelompok Psikoedukasi kelompok untuk meningkatkan kemandirian orang tua dalam menstimulasi perkembangan inisiatif usia pra sekolah selama masa pandemi Covid-19. Kegiatan dilakukan pada bulan November sampai Desember 2020 dengan sasaran kegiatan sebanyak 32 orang tua di daerah Malang Indonesia. Peserta dibagi menjadi 3 kelompok untuk mengikuti 3 sesi, sesi 1 brainstorming dan identiifikasi masalah, sesi 2 latihan stimulasi perkembangan inisiatif, dan sesi 3 evaluasi dan sharing pengalaman. Setelah melalui 2 kali sesi kegiatan, kemampuan orang tua mengalami peningkatan rata-rata kemampuan menstimulasi perkembangan inisiatif dari 44,19 menjadi 55,84 point. Kegiatan Psikoedukasi kelompok ini telah meningkatkan pengetahuan dan kemampuan orang menstimulasi perkembangan psikososial anaknya. Dengan demikian peran orang tua semakin meningkat dalam pembelajaran di rumah selama masa pandemi Covid-19.

 

Kata Kunci: Anak pra-sekolah, pandemi Covid-19, perkembangan inisiatif, psikoedukasi

 

ABSTRACTThe Covid-19 pandemic has caused learning activities to be carried out at home. Pre-school age enters the initiative stage and requires a lot of stimulation to optimize it. Parents are less able to stimulate because they tend to surrender to the teacher. Lack of initiative development stimulation causes children not to cope with greater stress at the developmental stage and it becomes a bigger mental health problem for children. This goal is to apply psychoeducation to increase the independence of parents in developing early school initiatives during the Covid-19 pandemic. The activity was carried out from November to December 2020 with the target of activities as many as 32 parents in the Malang area of Indonesia. Participants were divided into 3 groups to participate in 3 sessions, session 1 brainstorming and identifying problems, session 2 stimulating the development of initiatives, and session 3 evaluating and sharing experiences. After 2 sessions of activity, the ability of parents experienced an increase in the average ability to stimulate the development of initiative from 44.19 to 55.84 points. This therapeutic activity has increased the knowledge and ability of people to develop their child's psychosocial. Thus, the role of parents increases in learning at home during the Covid-19 pandemic. 

 

Keywords: Covid-19 pandemic, initiative development, preschool children, psychoeducation

Kata Kunci : anak pra-sekolah, pandemi Covid-19, perkembangan inisiatif, Psikoedukasi

  1. Bornstein, M. H. (2018). Psychosocial Development. In The SAGE Encyclopedia of Lifespan Human Development (pp. 1772–1774). SAGE Publications, Inc. https://doi.org/10.4135/9781506307633.n661
  2. BPS. (2011). Indonesia Dalam Angka. Badan Pusat Statistik.
  3. Charach, A., Bélanger, S. A., McLennan, J. D., & Nixon, M. K. (2017). Screening for disruptive behaviour problems in preschool children in primary health care settings. Paediatrics and Child Health (Canada), 22(8), 478–493. https://doi.org/10.1093/pch/pxx128
  4. Cross, T. L., & Cross, J. R. (2017). Maximizing potential: A school-based conception of psychosocial development. High Ability Studies, 28(1), 43–58. https://doi.org/10.1080/13598139.2017.1292896
  5. Drouin, M., McDaniel, B. T., Pater, J., & Toscos, T. (2020). How Parents and Their Children Used Social Media and Technology at the Beginning of the COVID-19 Pandemic and Associations with Anxiety. Cyberpsychology, Behavior, and Social Networking, 00(00). https://doi.org/10.1089/cyber.2020.0284
  6. Glascoe, F. P., & Leew, S. (2010). Parenting behaviors, perceptions, and psychosocial risk: Impacts on young children’s development. Pediatrics, 125(2), 313–319. https://doi.org/10.1542/peds.2008-3129
  7. Gustafsson, B. M., Proczkowska-Björklund, M., & Gustafsson, P. A. (2017). Emotional and behavioural problems in Swedish preschool children rated by preschool teachers with the Strengths and Difficulties Questionnaire (SDQ). BMC Pediatrics, 17(1), 1–10. https://doi.org/10.1186/s12887-017-0864-2
  8. Hetherington. (2009). Child Psychology. A Contemporary Viewpoint. McGraw Hils Companies.
  9. Hodgkinson, S., Godoy, L., Beers, L. S., & Lewin, A. (2017). Improving mental health access for low-income children and families in the primary care setting. Pediatrics, 139(1), 1–11. https://doi.org/10.1542/peds.2015-1175
  10. McAleese, A., Lavery, C., & Dyer, K. F. W. (2014). Evaluating a Psychoeducational, Therapeutic Group for Parents of Children with Autism Spectrum Disorder. Child Care in Practice, 20(2), 162–181. https://doi.org/10.1080/13575279.2013.820171
  11. McNeill, J., Howard, S. J., Vella, S. A., Santos, R., & Cliff, D. P. (2018). Physical activity and modified organized sport among preschool children: Associations with cognitive and psychosocial health. Mental Health and Physical Activity, 15(March), 45–52. https://doi.org/10.1016/j.mhpa.2018.07.001
  12. Menvielle, E. J., & Rodnan, L. A. (2011). A Therapeutic Group for Parents of Transgender Adolescents. Child and Adolescent Psychiatric Clinics, 20(4), 733–743. https://doi.org/10.1016/j.chc.2011.08.002
  13. Olfson, M., Druss, B. G., & Marcus, S. C. (2015). Trends in Mental Health Care among Children and Adolescents. New England Journal of Medicine, 372(21), 2029–2038. https://doi.org/10.1056/nejmsa1413512
  14. Retnowati, L. (2010). Sociability Differences In Preschool With Paud History And Without Paud History In Sumber Porong Village, Lawang. Jurnal Keperawatan, 1(2), 199–206.
  15. Setyaningsih, T., Keliat, B. A., W.U, T., Lindawati, & Mustikasari. (2012). Efektivitas terapi kelompok terapeutik dan psikoedukasi perkembangan insisiatif anak usia prasekolah di Kelurahan Baranang Siang Bogor Timur tahun 2012. May 2014. https://doi.org/10.13140/2.1.5059.0729
  16. Stead, L. F., Carroll, A. J., & Lancaster, T. (2017). Group behaviour therapy programmes for smoking cessation. Cochrane Database of Systematic Reviews, 2017(3). https://doi.org/10.1002/14651858.CD001007.pub3
  17. Stuart, G. (2013). Principles and practice of psychiatric nursing (10th ed.). Mosby.
  18. Sved Williams, A. E., Yelland, C., Hollamby, S., Wigley, M., & Aylward, P. (2018). A New Therapeutic Group To Help Women With Borderline Personality Disorder and Their Infants. Journal of Psychiatric Practice®, 24(5).
  19. Townsend, C. M. (2009). Essentials of psychiatric mental health nursing (5th ed.). F.A. Davis Company.