Peningkatan Kemampuan Sosial Emosional Anak Usia 4-5 Tahun Melalui Metode Ecoprint di TK Aba Kauman Muntilan Magelang

Dewi Anika Sari; Rina Hizriyani; Cucu Sopiah

doi:10.55681/armada.v4i7.2996

Authors

Dewi Anika Sari Universitas Muhammadiyah Cirebon, Cirebon, Indonesia
Rina Hizriyani Universitas Muhammadiyah Cirebon, Cirebon, Indonesia
Cucu Sopiah Universitas Muhammadiyah Cirebon, Cirebon, Indonesia

DOI:

https://doi.org/10.55681/armada.v4i7.2996

Keywords:

Ecoprint, Kemampuan Sosial Emosional, Pendidikan Anak Usia Dini, Penelitian Tindakan Kelas

Abstract

Penelitian ini bertujuan meningkatkan kemampuan sosial emosional anak usia 4–5 tahun melalui kegiatan ecoprint di TK ABA Kauman Muntilan, Magelang. Penelitian menggunakan desain Penelitian Tindakan Kelas model Kemmis dan McTaggart dalam dua siklus yang meliputi perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian terdiri atas 21 anak Kelompok A, yaitu 11 anak laki-laki dan 10 anak perempuan. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, lalu dianalisis secara deskriptif kuantitatif dan kualitatif. Indikator yang diamati mencakup kesadaran emosi, pengaturan dan ekspresi emosi, pengendalian perilaku, serta respons sosial emosional. Hasil penelitian menunjukkan peningkatan persentase anak pada kategori Berkembang Sesuai Harapan dan Berkembang Sangat Baik, dari 23,81% pada pra siklus menjadi 61,90% pada Siklus I dan 90,48% pada Siklus II. Anak juga menunjukkan peningkatan kepercayaan diri, kerja sama, kesabaran, tanggung jawab, dan kemampuan mengekspresikan emosi secara tepat. Dengan demikian, kegiatan ecoprint efektif meningkatkan kemampuan sosial emosional anak usia dini serta dapat digunakan sebagai alternatif pembelajaran yang inovatif, ramah lingkungan, dan berpusat pada anak.

Downloads

Download data is not yet available.

References

Aquije Mansilla, M. (2025). Analysis of theoretical foundations on environmental awareness in early childhood education: A systematic review. Health Leadership and Quality of Life, 4. [https://doi.org/10.56294/hl2025650](https://www.google.com/search?q=https://doi.org/10.56294/hl2025650)

Ardoin, N. M., & Bowers, A. W. (2020). Early childhood environmental education: A systematic review of the research literature. Educational Research Review, 31, 100353. doi:10.1016/j.edurev.2020.100353.

Ari, M., & Helin-Yaban, E. (2016). Social behavior in preschool children: The role of temperament and emotion regulation. Hacettepe Egitim Dergisi, 31(1), 125–141. [https://doi.org/10.16986/HUJE.2015014655](https://www.google.com/search?q=https://doi.org/10.16986/HUJE.2015014655)

Bachtiar, M. Y., Hasmawaty, Sultan, J., AM, M. A., & Kassymova, G. K. (2025). Exploring ecoprint-based media: Enhancing fine motor skills in early childhood education. JPUD: Jurnal Pendidikan Usia Dini, 19(1), 1–10. doi:10.21009/jpud.v19i1.50549.

Blewitt, C., Fuller-Tyszkiewicz, M., Nolan, A., Bergmeier, H., Vicary, D., Huang, T., McCabe, P., McKay, T., & Skouteris, H. (2018). Social and emotional learning associated with universal curriculum-based interventions in early childhood education and care centres: A systematic review and meta-analysis. JAMA Network Open, 1(8), e185727. doi:10.1001/jamanetworkopen.2018.5727.

Braund, H., DeLuca, C., Panadero, E., & Cheng, L. (2021). Exploring formative assessment and co-regulation in kindergarten through interviews and direct observation. Frontiers in Education, 6, 732373. doi:10.3389/feduc.2021.732373.

Carr, A. (2011). Social and emotional development in middle childhood. In Child Psychology and Psychiatry: Frameworks for Practice: Second Edition (pp. 56–61). [https://doi.org/10.1002/9781119993971.ch10](https://www.google.com/search?q=https://doi.org/10.1002/9781119993971.ch10)

Flanagan, L. (2025). From worry to wonder: Supporting young children’s eco-emotions through mindfulness activities. Contemporary Issues in Early Childhood. [https://doi.org/10.1177/14639491251395397](https://www.google.com/search?q=https://doi.org/10.1177/14639491251395397)

Fuertes-Camacho, M. T., Marimon, F., & Albareda-Tiana, S. (2025). Design and validation of a multidimensional instrument for measuring eco-social competences in education for sustainability in early childhood education. Sustainability (Switzerland), 17(17). [https://doi.org/10.3390/su17177629](https://www.google.com/search?q=https://doi.org/10.3390/su17177629)

Holochwost, S. J., Goldstein, T. R., & Wolf, D. P. (2021). Delineating the benefits of arts education for children’s socioemotional development. Frontiers in Psychology, 12, 624712. doi:10.3389/fpsyg.2021.624712.

Hosokawa, R., Matsumoto, Y., Nishida, C., Funato, K., & Mitani, A. (2024). Enhancing social-emotional skills in early childhood: Intervention study on the effectiveness of social and emotional learning. BMC Psychology, 12, 761. doi:10.1186/s40359-024-02280-w.

Hosokawa, R., Tomozawa, R., & Fujimoto, M. (2025). Effectiveness of second step program in fostering social-emotional skills in young children: A study in Japan. BMC Pediatrics, 25(1). [https://doi.org/10.1186/s12887-025-05624-6](https://www.google.com/search?q=https://doi.org/10.1186/s12887-025-05624-6)

International Journal of Environmental Research and Public Health, 18(16). [https://doi.org/10.3390/ijerph18168447](https://www.google.com/search?q=https://doi.org/10.3390/ijerph18168447)

Iswardiningsih, Y., Asmah, A., & Haryono, S. E. (2025). Meningkatkan kemampuan mengekpresikan karya seni melalui kegiatan membatik ecoprint kelompok B TK Aba 2 Sumberpucung. 8(2), 611–620.

Justicia-Arráez, A., Pichardo, M. C., Romero-López, M., & Alba, G. (2021). Can we manage behavioral problems through the development of children’s social-emotional regulated behavior? Longitudinal study of a preschool program.

Lepičnik Vodopivec, J., & Šindić, A. (2025). Early childhood education for sustainability in preschools with eco-programs: Implementation and learning outcomes. Journal of Baltic Science Education, 24(1), 133–148. [https://doi.org/10.33225/jbse/25.24.133](https://www.google.com/search?q=https://doi.org/10.33225/jbse/25.24.133)

Lestiawati, I. M., Hartati, S., & Sumantri, M. S. (2025). Exploration and formulation of an appropriate environment education approach for early childhood learners. Edelweiss Applied Science and Technology, 9(4), 1581–1590. [https://doi.org/10.55214/25768484.v9i4.6336](https://www.google.com/search?q=https://doi.org/10.55214/25768484.v9i4.6336)

Marimon, M. P., & Álvarez, G. Y. O. (2021). Incidence of parental competences in the development of social skills in kids from single children families. Interdisciplinaria, 38(1), 101–116. [https://doi.org/10.16888/interd.2021.38.1.7](https://www.google.com/search?q=https://doi.org/10.16888/interd.2021.38.1.7)

Ninsiana, W., Septiyana, L., & Suprihatin, Y. (2024). Introducing eco-literacy to early childhood students through digital learning. Journal of Education and Learning, 18(1), 89–96. [https://doi.org/10.11591/edulearn.v18i1.20678](https://www.google.com/search?q=https://doi.org/10.11591/edulearn.v18i1.20678)

Novianti, Suwati, & Imamah. (2025). Penerapan ecoprint dalam kegiatan prasiaga untuk pembentukan karakter anak usia dini. Jurnal Ilmiah Pendidikan Dasar, 5(2), 1680–1687. doi:10.37081/jipdas.v5i2.3008.

Pahl, K. M., & Barrett, P. M. (2007). The development of social–emotional competence in preschool-aged children: An introduction to the Fun FRIENDS program. Australian Journal of Guidance and Counselling, 17(1), 81–90. [https://doi.org/10.1375/ajgc.17.1.81](https://www.google.com/search?q=https://doi.org/10.1375/ajgc.17.1.81)

Pratiwi, K. Y., & Sulistyati, A. N. (2022). Ecoprinting with weed plant: Utilization of cacabean (ludwigia octavalvis) and ketul (biden pilosa) as ecoprint natural dyes. IOP Conference Series: Earth and Environmental Science, 1114(1). [https://doi.org/10.1088/1755-1315/1114/1/012030](https://www.google.com/search?q=https://doi.org/10.1088/1755-1315/1114/1/012030)

Putri, S. W. D., Heldanita, Marlisa, W., Arifin, Z., Nurhayati, Sariah, & Suryanti, D. S. (2023). Meningkatkan kreativitas anak usia dini melalui teknik ecoprint. PAUD Lectura: Jurnal Pendidikan Anak Usia Dini, 6(2), 82–91. doi:10.31849/paud-lectura.v6i02.13518.

Safitri, N. F., Astini, B. N., Sriwarthini, N. L. P. N., & Rachmayani, I. (2023). Efektivitas penerapan teknik ecoprint untuk mengembangkan kreativitas anak usia 5–6 tahun. Jurnal Ilmiah Profesi Pendidikan, 8(1), 403–409. doi:10.29303/jipp.v8i1.1181.

Sari, D. C., & Muthmainnah. (2023). Implementasi proyek penguatan Profil Pelajar Pancasila melalui kegiatan membatik ecoprint. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(5), 6005–6016. doi:10.31004/obsesi.v7i5.5266.

Walter, F., Daseking, M., & Pauls, F. (2022). The role of cognitive skills, sex, and parental education for social–emotional skills: A cross-sectional study on the WPPSI-IV performances of children aged 3 to 5 years. Children, 9(5). [https://doi.org/10.3390/children9050730](https://www.google.com/search?q=https://doi.org/10.3390/children9050730)