ANALISIS DAMPAK KESIBUKAN ORANG TUA TERHADAP PERKEMBANGAN SOSIAL ANAK USIA 5-6 TAHUN DI TKK MARIA GUNUNG KARMEL SATAP SDK NARU

Abstrak

Penelitian ini dilatarbelakangi oleh kesibukan orang tua yang bekerja sebagai petani, pedagang, pegawai, dan buruh harian sehingga waktu kebersamaan dengan anak berkurang dan berpotensi memengaruhi perkembangan sosial anak. Penelitian ini bertujuan untuk menganalisis dampak kesibukan orang tua terhadap perkembangan sosial anak usia 5–6 tahun di TKK Maria Gunung Karmel Satap SDK Naru, Kecamatan Bajawa. Fokus penelitian meliputi aspek interaksi sosial, perilaku sosial positif (berbagi, kerja sama, dan empati), serta kemandirian sosial anak. Jenis penelitian yang digunakan adalah kualitatif deskriptif dengan subjek penelitian 18 anak kelompok B1 usia 5–6 tahun. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Observasi dilakukan saat proses pembelajaran dan waktu istirahat, wawancara dilakukan dengan guru dan orang tua, sedangkan dokumentasi berupa foto, data anak, penilaian harian dan mingguan. Hasil penelitian menunjukkan bahwa dari 18 anak, 13 anak (72,22%) memiliki perkembangan sosial yang baik dan mengalami kemajuan, sedangkan 5 anak (27,77%) masih memerlukan bimbingan dan stimulasi lebih lanjut dari guru dan orang tua. Kesimpulannya, kesibukan orang tua berpengaruh terhadap perkembangan sosial anak, sehingga diperlukan kerja sama antara sekolah dan orang tua untuk mendukung perkembangan sosial anak secara optimal.

This research is motivated by the busy schedules of parents working as farmers, traders, employees, and daily laborers, which reduces the amount of time spent with their children and potentially impacts their social development. This study aims to analyze the impact of parental busyness on the social development of children aged 5–6 years at Maria Gunung Karmel Kindergarten, Satap SDK Naru, Bajawa District. The focus of the study includes aspects of social interaction, positive social behavior (sharing, cooperation, and empathy), and children's social independence. The study used a descriptive qualitative approach, with 18 children in Group B1 aged 5–6 years as subjects. Data collection techniques included observation, interviews, and documentation. Observations were conducted during learning and break times, interviews with teachers and parents, and documentation included photographs, child data, daily and weekly assessments, and school profiles. The results showed that of the 18 children, 13 (72.22%) had good social development and were making progress, while 5 (27.77%) still needed further guidance and stimulation from teachers and parents. In conclusion, parents' busyness influences children's social development, so cooperation between schools and parents is needed to support children's social development optimally.