Enhancing Kindergarten Teachers’ Competence in Detecting and Managing Emotional and Behavioral Disorders in Early Childhood through Guidance and Counseling Training
Abstract
Emotional and behavioural problems in early childhood are often overlooked, even though they can hinder children’s overall development. Kindergarten teachers play a vital role in identifying such issues and providing appropriate support. This community service project aimed to strengthen the competencies of teachers at TKITQ Bakkah Martapura through a one-day participatory training in guidance and counselling. The method involved pre-test, material presentation, group discussions, simulations, and post-test. The results revealed a significant improvement, with the average score increasing from 62.18 in the pre-test to 74.50 in the post-test. Beyond the numbers, teachers reported greater confidence in using simple tools for early detection as well as a better understanding of preventive and intervention strategies. In conclusion, a short yet practical training can have a meaningful impact on teachers’ competence. Nevertheless, ongoing support and follow-up programs are essential to ensure that the skills gained are consistently applied in classroom practice.
Keywords
Full Text:
PDFReferences
Ainah, N., Rusli, R., Husin, G. M. I., & Arief, M. I. (2024). Sosialisasi pentingnya menjaga kesehatan mental dan kesehatan jasmani bagi remaja di banjarmasin. Al Khidma: Jurnal Pengabdian Masyarakat, 4(2), 81-90. http://dx.doi.org/10.35931/ak.v4i2.4011
Arita, E., Surya, H., & Erwinda, L. (2024). Peran guru dalam penanganan perilaku anak hiperaktif di tk syamil kids. Jurnal Syntax Admiration, 5(9), 3640-3651. https://doi.org/10.46799/jsa.v5i9.1615
Beridanissa, D. A., Mustakimah, M., & Mursid, M. (2025). Strategi guru dalam menerapkan pendidikan inklusif berbasis sekolah ramah anak. Aulad: Journal on Early Childhood, 8(3), 1236-1246. https://doi.org/10.31004/aulad.v8i3.1365
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: SAGE Publications.
Dariyo, A. (2011). Psikologi perkembangan anak tiga tahun pertama. Bandung: Refika Aditama.
Daulay, N., Sarifudin, S., & Aziz, A. (2023a). Implementasi moderasi beragama dalam pendidikan Islam. Jurnal Pendidikan Islam, 9(1), 45–60.
Daulay, N., Sarifudin, S., & Aziz, A. (2023b). Penguatan moderasi beragama pada peserta didik melalui pendekatan pendidikan multikultural. Jurnal Ilmiah Pendidikan Islam, 8(2), 101–115.
El Fiah, R. (2017). Bimbingan dan konseling anak usia dini. Jakarta: Rajawali Pers.
Farantika, D. (2025). Pelatihan peningkatan kompetensi guru paud dalam penerapan sdidtk untuk optimalisasi tumbuh kembang anak usia dini. Israfil: Jurnal Pengabdian Kepada Masyarakat, 1(1), 51-57.
Harfiani, R. (2021). Manajemen program pendidikan inklusif: Studi analisis raudhatul athfal (Vol. 1). umsu press.
Indriawan, B., & Wijiyo, H. (2020). Metodologi penelitian pendidikan: Pendekatan konseptual dan aplikatif. Jurnal Pendidikan Indonesia, 1(1), 1–16.
Jamilah, J., Listiani, M., Adhaini, D., & Syamsiah, S. (2025). Peranan guru bimbingan konseling pada anak usia dini. AKSIOMA: Jurnal Sains Ekonomi dan Edukasi, 2(5), 886-897. https://doi.org/10.62335/aksioma.v2i5.1197
Na’imah, A. V. K. (2020). Analisis problematika prilaku perkembangan anak usia taman kanak-kanak. Bunayya: Jurnal Pendidikan Anak, 6(2), 111-113. http://dx.doi.org/10.22373/bunayya.v6i2.7308
Nafisah, A. D. (2022). Bunga rampai inklusi dalam paud: Teori dan praktik. Cipta Media Nusantara.
Parapat, A. (2020). Bimbingan konseling untuk anak usia dini: Upaya menumbuhkan perilaku prososial. Edu Publisher
Pradana, R. S., & Rahman, F. (2023). Pemahaman guru dalam penanganan peserta didik berkebutuhan khusus tingkat TK. Jurnal Smart Paud, 6(2), 134-141.https://doi.org/10.36709/jspaud.v6i2.74
Pratama, A., Amelia, E., Nur’Aeni, F., Adhwa, L. N., Wibowo, N. A., Sabila, W. A., & Sundari, N. (2025). Menciptakan pengelolaan kelas efektif anak usia dini dengan gangguan hiperaktif dalam pembelajaran di taman kanak-kanak. Kumarottama: Jurnal Pendidikan Anak Usia Dini, 5(1), 59-73. https://doi.org/10.53977/kumarottama.v5i1.2600
Rahmawati, D. (2022). Mengatasi problematika kemampuan penyesuaian diri (risilien) dengan teknik bibliokonseling. Penerbit P4I.
Rahmi, S. (2021). Bimbingan dan konseling di taman kanak-kanak. Syiah Kuala University Press.
Rahmiati, D., Handoyo, E., & Waluyo, E. (2025). Peran guru dalam mencegah bullying terhadap siswa berkebutuhan khusus di sekolah. Action Research Journal Indonesia (ARJI), 7(2), 721-752. https://doi.org/10.61227/arji.v7i2.379
Sibualamu, K. Z., Mustafa, S. R., & Wahyuni, E. (2022). Pengembangan edukasi deteksi dini penyimpangan perilaku emosional anak prasekolah dengan metode blended learning pada guru paud. Jurnal Keperawatan Silampari, 6(1), 761-771. https://doi.org/10.31539/jks.v6i1.4686
Sugiarti, T., Parwoto, P., Asti, A. S. W., Sidiq, N. J., & Wahyuni, M. S. (2024). PKM positif parenting untuk memahami dan merespon perilaku anak di tk tarangati kabupaten takalar. Ininnawa: Jurnal Pengabdian Masyarakat, 2(2), 264-273. https://doi.org/10.26858/ininnawa.v2i2.5588
Taseman, T., Safaruddin, S., Erfansyah, N. F., Purwani, W. A., & Femenia, F. F. (2020). Strategi guru dalam menangani gangguan keterlambatan berbicara (speech delay) yang berpengaruh terhadap interaksi sosial anak usia dini di TK Negeri Pembina Surabaya. JECED: Journal of Early Childhood Education and Development, 2(1), 13-26. https://doi.org/10.15642/jeced.v2i1.519
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Thousand Oaks, CA: SAGE Publications.
Yuliani, N. (2021). Perkembangan sosial emosional anak usia dini. Jurnal Golden Age, 5(2), 123–133.
DOI: https://doi.org/10.20527/btjpm.v8i1.17055
Refbacks
- There are currently no refbacks.
Indexed by:
Bubungan Tinggi: Jurnal Pengabdian Masyarakat is licensed under
From March 27, 2020 to June 3, 2020 From Juni 4, 2020 to the present (updated stats) |
