BERMAIN PERAN UNTUK OPTIMALISASI KEPERCAYAAN DIRI MAHASISWA CALON GURU PENDIDIKAN ANAK USIA DINI
ROLE PLAYING IN OPTIMIZING SELF-CONFIDENCE STUDENTS TEACHERS PROSPECTIVE OF EARLY CHILDHOOD EDUCATION
DOI:
https://doi.org/10.21009/JIV.1601.10Keywords:
bermain peran, calon guru PAUD, mahasiswa, percaya diri, students, role-playing, self-confidenceAbstract
Tujuan penelitian ini untuk menguji keefektifan bermain peran dalam mengoptimalkan percaya diri calon guru PAUD. Percaya diri menjadi aspek penting bagi mahasiswa calon guru PAUD dengan memberikan stimulus melalui bermain peran. Penelitian ini menggunakan metode single case experiment, analisis statistika deskriptif pada implementasi main peran dalam proses pembelajaran kelompok belajar 5 orang mahasiswa pada pendidikan calon guru di Kota Tasikmalaya yang dilakukan setiap satu minggu sekali, sebanyak 9 pertemuan. Intervensi dilakukan oleh 2 orang fasilitator. Hasil penelitian secara umum melaporkan bahwa partisipasi lima orang mahasiswa dalam aktivitas bermain peran memiliki kategori sangat baik, begitupun dengan keadaan kepercayaan diri mahasiswa dengan kondisi sangat baik. Tingkat keefektifan ditunjukkan oleh selisih persentase peningkatan pada partisipasi dan kepercayan diri masing-masing mahasiswa calon guru PAUD yakni MH1 awal memiliki kepercayaan diri kategori kurang menjadi kategori sangat baik; MH2 memiliki kategori cukup menjadi kategori sangat baik; MH3 memiliki kategori cukup menjadi kategori sangat baik; MH4 memiliki kategori cukup menjadi kategori sangat baik; MH5 skor kategori cukup menjadi kategori sangat baik. Kesimpulan berdasarkan peningkatan skor kepercayaan diri mahasiswa tersebut, metode bermain peran ini layak dijadikan sebagai intervensi optimalisasi pembelajaran mahasiwa dalam meningkatkan kepercayaan dirinya.
The purpose of this study is to examine the effectiveness of role playing in optimizing the confidence of prospective Early Childhood Teachers. Confidence is an important aspect for prospective early childhood teacher because it is needed when they become real teachers. This study is a single case experiment which implement role playing in the learning process of a study group of 5 students in the education of prospective teachers in the City of Tasikmalaya. The role-playing implementation was carried out once a week by two facilitators, as many as 9 meetings. The gathered data was analysed using descriptive statistical analysis. The findings showed that generally the participation of five students in role-playing activities was in a very good category, as well as the state of student self-confidence in very good condition. The level of effectiveness was indicated by the difference in percentage increase in participation and confidence of each early childhood teacher candidates i.e. at the beginning, MH1 was less confidence but after the completion of role playing implementation process he showed to be on the excellent category. Based on the results, it can be concluded that role playing method can be used as an intervention to optimize student learning in improving their confidence.
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