PENGARUH SELF REGULATION COACHING TERHADAP PERILAKU PROSOSIAL PADA ANAK USIA 5-6 TAHUN DI SEKOLAH RA DARUL KIROM

Shepti Fahresi, Choiriyah Chalid, Ajeng Priendarningtyas — Tue, 29 Sep 2026 00:00:00 +0000

Penelitian ini dilatar belakangi oleh pentingnya pengembangan perilaku prososial pada anak usia dini, khususnya kemampuan dalam berbagi, membantu, bekerja sama, dan menunjukkan kepedulian terhadap orang lain. Salah satu faktor yang berhubungan dengan perkembangan perilaku tersebut adalah kemampuan regulasi diri anak yang dapat dikembangkan melalui pendampingan Self Regulation Coaching. Penelitian ini bertujuan untuk mengetahui pengaruh Self Regulation Coaching terhadap perilaku prososial anak usia 5–6 tahun di RA Darul Kirom. Penelitian menggunakan pendekatan kuantitatif dengan jenis penelitian Ex Post Facto. Subjek penelitian berjumlah 30 anak usia 5–6 tahun yang dipilih menggunakan teknik Total Sampling. Data dikumpulkan melalui observasi dan kuesioner, kemudian dianalisis menggunakan statistik deskriptif, uji normalitas, uji linearitas, regresi linear sederhana, dan uji t dengan bantuan SPSS. Hasil penelitian menunjukkan bahwa Self Regulation Coaching berpengaruh positif dan signifikan terhadap perilaku prososial anak. Hal ini ditunjukkan oleh persamaan regresi Y = 23,604 + 0,716X, dengan nilai t hitung sebesar 4,018 dan signifikansi < 0,001. Nilai koefisien determinasi (R Square) sebesar 0,366 menunjukkan bahwa Self Regulation Coaching memberikan kontribusi sebesar 36,6% terhadap perilaku prososial anak, sedangkan 63,4% dipengaruhi oleh faktor lain di luar penelitian. Dengan demikian, Self Regulation Coaching dapat menjadi salah satu pendekatan yang relevan untuk mendukung perkembangan perilaku prososial dan sosial-emosional anak usia dini.

This study is motivated by the importance of fostering prosocial behavior in early childhood—specifically the ability to share, help, cooperate, and show concern for others. One factor linked to this behavioral development is a child's self-regulation ability, which can be cultivated through Self-Regulation Coaching. This study aims to determine the impact of Self-Regulation Coaching on the prosocial behavior of children aged 5–6 years at RA Darul Kirom. A quantitative approach using an *ex post facto* research design was employed. The study subjects consisted of 30 children aged 5–6 years, selected using total sampling. Data were collected via observation and questionnaires, then analyzed using descriptive statistics, normality tests, linearity tests, simple linear regression, and t-tests with the aid of SPSS. The results indicate that Self-Regulation Coaching has a positive and significant effect on children's prosocial behavior. This is evidenced by the regression equation Y = 23.604 + 0.716X, with a calculated t-value of 4.018 and a significance level of < 0.001. The coefficient of determination (R-squared) of 0.366 indicates that Self-Regulation Coaching contributes 36.6% to children's prosocial behavior, while the remaining 63.4% is influenced by factors outside the scope of this study. Thus, Self-Regulation Coaching serves as a relevant approach to supporting the prosocial and socio-emotional development of young children.

STUDENTS’ CRITICAL THINKING IN WRITING ANALYTICAL EXPOSITION TEXT

Atiya Diah Rahmawati, Esti Kurniasih — Tue, 29 Sep 2026 00:00:00 +0000

The goal of this study is to find out how tenth-grade students show and use critical thinking when they write analytical exposition texts. Critical thinking is very important especially when it comes to making strong arguments and backing them up with proof. This study used a qualitative descriptive method that included interviews and looking at students' written work. The researcher got information from 36 tenth-grade students at a public high school in Sidoarjo. The results showed that students used critical thinking in a number of important ways, such as finding problems, weighing evidence, making logical arguments, and coming to reasonable conclusions. But their ability to think critically was different. Some students were able to reason at a high level, while others only showed a basic understanding and application. The study also found that students' ability to show critical thinking was affected by how well they knew the topic, their own experiences, and their motivation to write. The results showed that students know how important critical thinking is, but they need more structured help and practice to learn how to use these skills well in academic writing. This study suggests future researchers explore larger samples or digital platforms to support students’ critical thinking in writing This study also gives teachers ideas for how to make their lessons better at helping students think critically when they write.

Jurnal Pendidikan Ilmiah Transformatif

PENGARUH SELF REGULATION COACHING TERHADAP PERILAKU PROSOSIAL PADA ANAK USIA 5-6 TAHUN DI SEKOLAH RA DARUL KIROM

STUDENTS’ CRITICAL THINKING IN WRITING ANALYTICAL EXPOSITION TEXT