Enriching Quality and Providing Affordable Education through New Academia | 73
IMPROVING PROSOCIAL BEHAVIORBY HOPSCOTCH GAMEBASED ON
Enriching Quality and Providing Affordable Education through New Academia | 74 model from teachers, family, and others close to the big kids once (Gazda, 1989). Starting from that opinion, school counselors as one element of education was considered capable of helping foster the good prosocial behavior.
Counselors strategy to provide guidance and counseling services in kindergarten is the assistance provided by the school counselors to students in order to pay attention to possible obstacles / difficulties encountered and develop potential of learners, in order to achieve optimal development. In the study of social behavior, if the terms of a variety of problem areas that received the intervention of school counselors into the field of personal-social. Therefore, it is necessary for services to help and develop the ability in the field of personal-social. Social personal guidance is intended to achieve the objectives and tasks of personal-social development in the realization of personal able to adapt and socialize with the environment as well.
Development age of the individual in the education level of Kindergarten is in the category of children. The childrenhave unique characteristics and is not the same as adults, they are always active, dynamic, enthusiastic, and always curious about what is seen, heard, tasted. They seem never to explore and learn. Sujiono (2011: 6) states egocentric child, curious by nature, is a social creature, unique, rich with fantasy, has a short attention span, and its most potential for learning. Therefore, when counselors provide services need to consider specific strategies for effective results.
This research study to improve prosocial behavior using information services with hopscotch game based on Javanese culture. Sugiyo (2011: 19) delivering information services is one of a kind service that focuses on providing information for students to understand themselves and their surroundings. But remember, when a counselor is not proficient in delivering information services, those services will not be maximized. Therefore, it needs a special strategy in implementing information services, especially for children at the kindergarten level.
The traditional game could be one of the strategies in the delivery of information for children, including hopscotch game which is starting to be forgotten. This is in line with the opinion of Nopilayanti et al, (2016) that the rapid development of information and technology systems (IT), almost displacing traditional games. Now, Children are more preferred to play games based IT, such as play station, games online, facebook, twitter, and others. The traditional games are slowly but surely being left behind. In fact, many children who do not know a variety of traditional games that used to be passed down from generation to generation. Results of a study conducted by Iswinarti (2005) in the National Symposium, said that the traditional children's games are intimately connected with the development of the intellectual, social, emotional, and personality of the child.
Wardani (2010: 15) argues hopscotch games or others name is Somdah. Traditional hopscotch game is very popular. These games can be found in various regions in Indonesia. In each region as known with different name of hopscotch game. As in chanting the traditional hopscotch game in Bengkulu regional languages namely “Lompek Kodok” which means Leap Frog. Sari (2015) said hopscotch game in Javanese is a traditional game of jumps on planes, by creating a picture box and then hopped from one box to the next box. The hopscotch game is very easy to play, this game can be played on the fields, cement, asphalt or barner. Before starting the game, it must first be drawn field that will be used to jumping and prepare equipment such as stone, coin, or others.
The results of research Iswinarti (2010) showed that the therapeutic values which contained in the traditional game of hopscotch include: (1) value as a detection tool to find children who have problems (2) values for good physical development, (3) Value for mental health good, (4) the value of problem solving, and (5) social value.
Hopscotch game application is also supported by the results of the study of Lichman (2005) who wrote that in some countries in the Middle East, the traditional game taught in the schools and even in Canada, hopscocth games included in the national curriculum for primary school. Hurlock (1993) and Hughes (1999) viewed from the development stage of
Enriching Quality and Providing Affordable Education through New Academia | 75 play, this traditional games is appropriate to be given to school-age children, becausethe children are already able to think logically.
Application of information services to foster prosocial behavior, besides to using the media hopscotch game also integrates the value of Javanese culture. It is based on some preliminary studies, Surani, et al (2016), which successfully manages to incorporate nations character educationwhich including the Javanese Cultureat Pembina Public Kindergarten, Surakarta. Another study conducted Sarwanto, et al (2014) to successfully integrate Javanese Culture in learning science that includes process and product into one unified science knowledge (Pedagogical Content Knowledge / PCK).
According to Ki Hadjar Dewantara (2011: 27-28), culture is the fruits of a magnanimity that has an assortment of properties, but because everything is the fruit of values, then all cultures are always orderly, beautiful, useful, noble, give peace, happy, and so on. The properties of the philosophy of life that was used as the noble nation of Indonesia as a culture. One popular Indonesian culture is a culture of Java. The Javanese culture has distinctive characteristics such as language, norms, arts and others. Endraswara (2006: 23-47) describes the manners Java community through the establishment of some formation of character alignment, the formation of moral primacy of life, moral formation of manners, and the establishment of self-control character. Therefore, the Javanese cultural values need to be inculcated and learned since childhood stems from the family and the surrounding environment through the planting of character.
Embedding Java cultural value in playing on hopscotch, include: elements of language and social system that is intended to convey Javanese language and Javanese manners.
Through information services with hopscotch game based Java Cultural, learners can improve prosocial behavior and increase knowledge and understanding of the culture of Java, especially the Javanese language as well as one form of cultural preservation. Language has an important role in a culture of Javanese culture is no exception. The identity of a culture can be seen from the language used in the communication.
Methodology
Thisresearchusingmethods of guidance and counseling. Action research guidance and counseling (PT-BK) is one of thestrategies to solve the problem through an act of real and competencedevelopmentprocess of a counselor. The strategy of action in this action research rests on the opinion of Suharsimi Arikunto (2006: 16), namely through four stages, including:
planning, acting, observing and reflecting. This research was conducted by 2 cycles, for details can be seen in Figure 1.
Figure 1. Action Research Guidance and Counseling Cycle
Samples from this study is kindergarten Bimba - Aiueo located at Binajaya Street Number 29 Rejomulyo Village, Kartoharjo District of the Madiun City, as many as 28 students were taken using saturated sampling techniques. In collecting the data, there searc her used observation guidelines to observe the three indicators of prosocial behavior, namely: giving, helping and cooperating. Data was analyz edusing simple statistics by calculating the percentage score obtained by the students, as follows:
Planning Acting
Observing
Reflecting Planning
Acting
Observing
Reflecting
Improving Prosocial Behavior
I II
Enriching Quality and Providing Affordable Education through New Academia | 76
%
100
N P F
Ket: P = Percentage F = Total lowest score N = Total maximum score
Discussion
Preliminary data obtained through a preliminary study by conducting preliminary observations and interviews with the school, found only 25% of students who have prosocial behavior. For details, results achievement percentage indicator of prosocial behavior of students prior to their action hopscotch game information services with Java-based culture can be seen in Figure 2.
Figure 2. Preliminary Students Prosocial Behavior
Figure 2 can be described, prosocial behavior of student indicator I (gave) as much as 18%, indicator II (help) as much as 29%, and the indicator III (cooperation) as much as 29%.
From these results if taken their mean condition prosocial behavior of students by 25%. Still inadequate number of individuals who have prosocial behaviors students need the intervention of a counselor, on this occasion the researchers apply a hopscotch game information services with Java-based culture.
Action research guidance and counseling were conducted by 2 cycles, obtain significant results with increasing in student prosocial behavior of each cycle. Cycle I showed the increase in the percentage of students as much as 31%, indicated by a total score of the pre-action that is only 25% in the first cycle increased by 56% becoming. This increase is reinforced by the results of the second cycle of 85.7%, for the details can be observed in Figure 3, below.
Figure 3. Information Services Progress with Java Culture-Based Hopscotch Game
Figure 3 above shows that significant progress from the initial observation or before the actions implemented on social behavior conditions that only 25% and after the information services with hopscotch game Javanese culture based on the second cycle increased to 86%. The results showed an increase of 61%, for more details can be seen in Table 1.
0%
10%
20%
30%
40%
Indicator 1 Indicator 2 Indicator 3
Preliminary Student Prosocial Behavior
0%
50%
100%
Preliminary Cycle I Cycle II
Progress Result
Enriching Quality and Providing Affordable Education through New Academia | 77 Table 1. Information Services Outcomes by Java Culture-Based Hopscotch Game
Indicator Preliminary Cycle I Cycle II Total
Giving 18% 39% 79% 45%
Helping 29% 68% 93% 63%
Cooperating 29% 61% 86% 59%
Total 25% 56% 86%
Table 1 shows significant changes both indicator and overall, prosocial behavior changed after the intervention through information services with Javanese culture-based games or hopscotch. The first change students experiencing behavioral changes from the previous students have not had a generous behavior after the intervention of generosity. The second change, students are more concerned or directly provide assistance if their friends needed. A third change, students are more likely to cooperate with their friends.
These results indicate that the hopscotch game is integrated in the service information has therapeutic value to foster prosocial behavior of students. In line with the results of research Iswinarti (2010) showed that the therapeutic values contained in the hopscotch game, include: (1) Value as a detection tool to find children who have problems (2) Values for good physical development. Physical activity includes activities to exercise, improve coordination and balance, and develop skills in a child's growth, (3) Values for good mental healthy, namely: helping children to communicate their feelings effectively in a natural way, reduce anxiety, self-control, training of concentration, (4) Value of problem solving, children learn to solve problems so that these skills can be transferred in real life, (5) social value, children learn social skills that will be useful for their real life.
In addition to hopscotch game, Javanese culture also has a major influence on the success of this research. In the Java community outreach system upholds the decency and civility. The social mores of Java put the courtesy to respect other people. Behavior that is the characteristic of the Java community. Culture always taught it down politely declined by the Java community through all aspects of the communication that takes into account the listener or with whom they talk. Basically, the behavior and customs of courtesy Javanese are very oriented collateral. Java community upholds the stance of tolerance among others. Java community groups have cultural values vertically, namely gentry and grassroots. Although, the Java community group is divided into two, but for the social value orientation is basically same. It is just that there are differences in the application of custom size as collateral manners and culture vertically on gentry and grassroots groups (Koentaraningrat, 1984:
440).
Service information provided with the right strategies, such as more effective utilization hopscotch game because children easily catch the message. Children do not easily bore, children will practice from the experience they gain during playing hopscotch game.
Javanese cultural values and the consumption of students everyday in real life also make a major contribution related to the services provided. Javanese culture is very upholding social values, such as giving, helping, and cooperating. Two things that mutual support is one of the keys to success in the implementation of information services in setting up prosocial behavior.
Conclusion
The results showed service-based information by hopscotch game on Javanese culture can enhance prosocial behavior of students. This can be seen from: 1). Students are more likely to share with their friends, 2). Students prefer helping their friends when needed, and 3). Students prefer to cooperate with their friends. The results of this study can be applied by counselors in services, especially in helping low prosocial behavior problems.
Enriching Quality and Providing Affordable Education through New Academia | 78 References
Apriani Dian. 2012. Penerapan Permainan Tradisional Engklek untuk Meningkatkan Kemampuan Motorik Kasar Anak Kelompok B RA Al Hidayah 2 Tarik Sidoarjo. Jurnal: Universitasnegeri Surabaya
Brewer, J.A. 2007. Introduction To Early Childhoodeducation: Preschool Through Primary Grades. USA: Pearson Education, Inc.
Depdikbud. 1994. Program Kegiatan Belajar TK. Jakarta: Depdikbud
Dewantara, K.H. 2011. Karya Ki Hadjar Dewantara Bagian Pertama: Pendidikan.
Yogyakarta: Majelis Luhur Persatuan Taman Siswa.
Endraswara, S. 2006. Metode, Teori, Teknik, Penelitian Kebudayaan Ideologi, Epsitemologi, dan Aplikasi. Sleman: Pustaka Widyatama.
Gazda, George M. 1989. Group Counseling A Developmental Approach. Third Edition. Toronto:
Allyn and Bacon, Inc.
Hughes, F.P. (1999). Children, Play, and Development. Boston: Allyn And Bacon.
Hurlock, E.B. (1993). Perkembangan Anak Jilid I. Terjemahan. Jakarta: Penerbit Erlangga.
Iswinarti. (2005). Identifikasi Permainan Tradisional Indonesia. Laporan Hasil Survey. Malang: Fakultas Psikologi UMM.
Iswinarti. 2010. Nilai-Nilai Terapiutik Permainan Tradisional Engklek untuk Anak Usia Sekolah Dasar. Fakultas Psikologi Universitas Muhammadiyah Malang.
Koentjaraningrat. (2009). Pengantar Ilmu Antropologi. Jakarta: Rinekacipta.
Lichman, S. (2005). Dari Hopscotch Kesiji: Generasi-Generasi Bermain dalam Lingkungan Lintas Budaya. Editor: Yovita Hadiwati. Permainan Anak-Anak Zaman Sekarang.
Jakarta: PT. Grasindo.
Mussen, P. H. Conger, J. J And Kangan, J. 1989. Child Development and Personality (Fifth Edition). Harper And Row Publisher.
Nopilayanti, Dkk. 2016. Penerapan Permainan Tradisional Engklek untuk Mengembangkan Motorik Kasar Anak Kelompok A TK Raisma Putra Denpasar. E-Journal Pendidikan Anak Usia Dini Universitas Pendidikan Ganesha Jurusan Pendidikan Guru Pendidikan Anak Usia Dini. Volume 4. No. 2 - Tahun 2016. Ejournal. Undiksha.Ac.Id-Index.Php.-Jjpaud-Article-Viewfile-7611-5188
Safaria, T. (2005). Interpersonal Intelligence: Metode Pengembangan Kecerdasan Interpersonal Anak. Yogyakarta: Amara Books.
Sari, Siska Permata. 2015. Efektivitas Permainan Engklek untuk Mengenal Bilangan Bagi Anak Tunagrahita Sedang X DIII C1 SLB C Payakumbuh. Halaman :162-173. E-Jupekhu (Jurnal Ilmiah Pendidikan Khusus)
Sarwanto, Dkk. 2014. Integrasi Budaya Jawa pada Pengembangan Bahan Ajar Bumi dan Alam Semesta. Jurnal Pendidikan Fisika Indonesia 10 (2014) 15-21.
Sugiyo. 2011. Manajemen Bimbingan dan Konseling di Sekolah. Semarang: Widya Karya
Suharsimi, Arikunto. 2006. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
Sujiono, Yuliani Nurani. 2009. Konsep Dasar Pendidikan Anak Usia Dini. Jakarta: Indeks Sujiono, Y. N. 2011. Konsep Dasar Pendidikan Anak Usia Dini. Jakarta: PT Indeks.
Surani, Dkk. 2016. Pengelolaan Pendidikan Karakter Bangsa Berbasis Budaya Jawa di TK Negeri Pembina Surakarta. Jurnal Managemen Pendidikan - Vol. 11, No. 2, Juli 2016 : 186-195
Wahyudi. Januari, 2003. Tinjauan Aspek Budaya pada Pembelajaran IPA: Pentingnya Kurikulum IPA Berbasis Kebudayaan Lokal. Jurnal pendidikan dan kebudayaan, 9 (040): 42-60
Wardani, Dani. 2010. 33 Permainan Tradisional yang Mendidik. Yogyakarta: Cakrawala
_______. (2005). Permainan Tradisional Indonesia (Dalam Tinjauan Perkembangan Intelektual, Sosial, Emosi, dan Kepribadian). Simposium Nasional: Memahami Psikologi Indonesia. Malang: Fakultas Psikologi UMM.
Enriching Quality and Providing Affordable Education through New Academia | 79