PROBLEM MAPPING OF ELEMENTARY SCHOOL STUDENT S CLASS BEHAVIOR IN JAKARTA

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1 INTERNATIONAL CONFERENCE CHILD AND ADOLESCENT MENTAL HEALTH (ICCAMH 2015) November 5 th 7 th 2015 Faculty of Psychology, Syarif Hidayatullah State Islamic University Jakarta PROBLEM MAPPING OF ELEMENTARY SCHOOL STUDENT S CLASS BEHAVIOR IN JAKARTA Nina Yunifer 1, Naomi Soetikno 2, Samsunuwiyati Marat 3 * Nina Yunifer, Faculty of Psychology Tarumanagara University, Indonesia Naomi Soetikno, Faculty of Psychology Tarumanagara University, Indonesia Samsunuwiyati Mar`at, Faculty of Psychology Tarumanagara University, Indonesia ABSTRACT Entering elementary school need some preparation other than academic skill. The other requirement are independency, learning attitude, and social skill. Prof. Monks et al (1978) have published a school readiness test called Nijmeegse Schoolbekwaamheids Test (NST). Measuring child school readiness not only based on the child s skill but also by the teacher s interview and observation. This study is trying to make a map of potential sources of the problem behavior of elementary school students as a picture of some problematic student s school readiness through interview and observation report from the teachers. Inspection carried out on 6 elementary schools in Jakarta with a total sample of 36 students from August to September Results from the study showed that the lowest aspect of school readiness are Dependency (42%), learning attitude (41%), and Social skill (17%). These results can be used as a benchmark for elementary student school readiness problem which need the right psychological intervention. Keyword: Nijmeegse Schoolbekwaamheids Test, Problem Mapping, School Readiness *Thesis Supervisor INTRODUCTION School readiness is a common problem in educational topic. This problem usually appear in preschoolers that start to get ready for elementary school. However, school readiness problem can still be found in children who already attend first grade elementary school. The transition from a familiar environment to an unfamiliar environment like from a preschool to elementary school make the children feel the changes, tension, and uncertainty (Cowan, Cowan, Shulz & Henning, 1994; Dockett & Perry, 1999; Fabian, 2000). Such feeling can affect the children s school readiness. Some school in Jakarta found that the classroom teachers and the school counselors complaining about their students in class. The teachers assume that these problematic students are not yet ready for elementary school. This complain comes from some problematic behavior from the students in class. These problematic behavior such as when student did not following the class activities and choose to walking around the class, slow learner, always ask for help from others, disobedient, etc. These behavior contradict with how student should behave in class. Students need to be able to performe independently, establishing a good relations with the teachers, school employee, peers, and able to behave according to the class and school rules (Cowan et al., 1994; Dockett, Perry & Tracey, 1997; Fabian, 2000; Margetts, 2003). Nijmeegse Schoolbekwaamheids Test (NST) is an instrument that commonly used to measure students school readiness when they will entering the elementary school. NST was created by Prof. F.J. Monks, Drs. H. Rost and Drs. N.H. Coffie in Other than measuring students capability, NST also have an observation guide that can be used by the teachers to describe the students problematic behaviors in class. These study aims to know the description of the students problematic behaviors in the classroom. The result of this study will show a map of potential sources of the problem behavior of elementary school students as a picture of some problematic student s school readiness through interview and observation report from the teachers. Literature Review Nijmeegse Schoolbekwaamheids Test ( NST ) created by Prof. F.J. Monks, Drs. H. Rost and Drs. N.H. Coffie in 1978, is a measure to determine the maturity of the aspects that support the readiness of children

2 entering elementary school. NST measure several aspects such as cognitive, fine motor and gross motor skills, social judgment, and emotional. NST is generally given to children who will be entering elementary school education. Until now NST is still commonly used by psychologists and counseling teachers to determine school readiness in young children who would like to enter elementary school. NST for teacher questionnaires filled out by the teacher to help describe the child's behavior and maturity based on teacher assessment. This questionaire was created using the theoretical framework that describes the behavior of the social and emotional aspects of the child. On the NST form for teachers used theoretical aspects of behavior proposed by Kemmler & Hekhausen (in Monks, Rost, & Coffie, 1978). As some aspects of these behaviors is how the child break away from home, how the children contact with children his own age, whether the child seeking support from teachers, child adjustment to the learning situation, and the desire to excel and the child's independence. There are three aspects of behavior that appears in the list of questions. The first is the aspect Sociale San Passing (social skill) that see how is the level of child's behavior in a group situation. The second is Taakbesef of werkbekwaamheid (learning attitude) that viewed the readiness, seriousness and diligence of the child in the implementation of a task. The third is Zelfstandigheid (independency) which looks at how children perform tasks without a lot of help and encouragement. Research Hypothesis The High of complaints received from the classroom teachers and counseling teachers led to the assumption of the possibility of behavioral problems or school readiness of students who are just beginning to undergo education first grade elementary school. However, researchers also considered the possibility of other influence and led to the emergence of student behavior that elicits complaints from teachers. Other aspects such as the adjustment to be one of the considerations will be the assumption that exists. The research hypothesis is that there are aspects of school readiness that can be the main problem that affect the poor school readiness of first grade elementary students in Jakarta. RESEARCH METHODS The population of this study is 6 elementary school (4 private school and 2 public school) in Jakarta with the sample of 36 students (27 boys and 9 girls). The measurement was made using interview to the teacher and observation questionnaire by the teacher (NST teacher questionnaire). There are 16 teachers participating in this study. The measurement were taken from August to September. This study uses a judgmental sampling where the teachers choose a number students who are consider as a problematic students in the classroom to be the sample. The teacher NST questionnaire consist of 21 multiple choice questions that help to describe the students behavior in social skill aspect, learning attitude aspect, and independence aspect. At the end of the questionnaire there are some options of unique behavior or conditions to choose and a question about the student school readiness based on the teacher s observation. Data Analysis The data analysis was done by using the mean from the total score of every aspect of school readiness in NST teacher questionnaire. The aspects are social skill, learning attitude, and independence. After getting all the scores of each aspect, we calculate the mean and the result was describe descriptively. RESULTS Based on existing data, calculation of the average in every aspect of school readiness such as social skills, learning attitude, and independency. Then do the calculations to find a picture of the percentage of students who have problems, sometimes troubled and problematic in every aspect. At the final stage of the comparison the percentage rate of students who have problems in every aspect to determine which aspects of school readiness is a problem with the highest percentage of first grade students of elementary schools in Jakarta. Researchers gave a red color as the color that represents a problem, as the green color that presented no problems, and yellow as the color that represents a problem that sometimes occurs in students. Based on the results of the data analysis obtained the following results: Social Skill In the aspect of social skills known problem is highest in can be reluctant to comply play groups (10 students), followed by difficult adjusting to group (6 students), did not feel properly at home while he was in school (6 students), are reluctant to follow the game group (5 students), silent in the first week (5 students), no contact with other children (3 students) and shyness (1 student).

3 The results showed students who do not have a problem on the items contained in the aspect of social communication is the item shy (22 students), followed by item context with other children, to follow the provisions of the group, and can adjust to a group that has a score the same (20 students). Furthermore, there is the result of the game follows the group (18 students), feel at home (15 students), and silent in the first week (14 students) Feel at home Shy Participate in group activity Social Skill Having a good relationship with others Can adjust to the group can follow the rules of group play Being quiet in the first week Diagram 1: Social skill comparison of all participant In the aspect of social skills, known presentation mapping problem where 55 % of students do not have problems in social skills, 30 % of students found to sometimes still have difficulty in this aspect and there are 15% of students who have difficulty in social skills, especially since having education in elementary school. Social Skill 15% 30% 55% Pie Chart 1: Social skill comparison in precentage

4 Learning Attitude In the aspect of learning attitude known problem most often arises is that students do not want to complete the task that has been started (17 students), followed by the student withdraws from the bustle of the group (15 students), it is difficult to focus on the task (14 students), it is difficult to adjust when receiving a new task (13 students), it is difficult to listen attentively and try to get a good performance (11 students), and then there is the behavior of a walking around in the classroom when the activity of the study is ongoing (10 students), and the latter is the low interest at work (9 students). The results showed students who do not have a problem on the items contained in the aspect of the nature of learning is not withdrawing from the bustle of the group (11 students), want to complete the task that has been started (10 students), not a walking around in the classroom (9 students), can adjust when receiving a new task (8 students), focusing on the task (8 students), listening attentively and berusha get a good performance (7 students), and the latter is an interest in the job (7 students) Can self adapt when receiving new task withdrawal from group activity Learning Attitude walking around the class passionate to individual task focused on the task listen attentively and try to get a good achievement want to complete the task that has been started Diagram 2: Learning Attitudes comparison of all participant In the aspect of learning attitudes, known presentation mapping problem where 24 % of students do not have problems in learning attitudes, 40 % of students found occasionally still have difficulty in this aspect and there are 36 % of students who have difficulties in learning attitude, especially since undergoing education in elementary school.

5 Learning Attitude 36% 24% 40% Pie Chart 2: Learning attitudes comparison in precentage Independency In the aspect of independence known problem most often arises is that students have a special way to attract the attention of a friend in the class (19 students), followed by students always ask for help of teachers (18 students), seeking the help of a teacher (13 students), has a special way draw the attention of the teacher in the classroom (13 students), talking about the mother or the family or caregivers (10 students), depending on the teacher (10 students), and against the teacher when you're in a situation of learning (9 students). Results also showed that there are students who do not have a problem in the aspect of independence that is not against the teachers (13 students), does not have a special way to attract the attention of a friend (11 students), did not seek the help of a teacher (10 students), do not ask for help to the teacher (9 students), does not rely on the teacher (9 students), have no special way to attract the attention of teachers (8 students), and the last one is not talking about the mother, family, or caregiver (7 students).

6 Talking about family (mother) Seeking help from teacher Independency Have special way to get attention from friends Always seeking for help from teacher Have special way to get attention from teacher dependent on teacher opposing or againts the teacher Diagram 3: Independency comparison of all participant In the aspect of independence, known presentation mapping problem where % of the students do not have problems with independency, 27.8 % of the students occasionally have problems with independency, and 38.18% of students have problems with independency. Independency 38.18% 27.8% 34.02% Pie Chart 3: Independency comparison in precentage DISCUSSION The highest percentage problem in social skill aspect is student behavior in teamwork situation. The students seems to have difficulty in following the team rules. The scores show that the students is having some trouble in

7 adapting themselves to the other students in class. The other problem is that some students is having difficulty to feel at home while being in school. However, these problem percentage is much lower than the percentage of student who not having social skill problem. In social skill aspect, 55% students do not have problem in social skill, 30% students occasionally have problem in social skill, and 15% students have problem in social skill especially since they start studying in elementary school. The highest percentage problem in learning attitude aspect is student are reluctant to complete the task that has been started. Students also tend to self withdraw from group activity. Other than that, students also tend to have difficulty to concentrate on their task. In the aspect of learning attitudes, known presentation mapping problem where 24 % of students do not have problems in learning attitudes, 40 % of students occasionally still have difficulty in this aspect and there are 36% of students who have difficulties in learning attitude, especially since undergoing education in grade school basis. In the aspect of independence is known that the most frequent problems arise is that students have a special way to attract the attention of a friend in the class, then there is the problem of students always ask the teacher for help, seek the help of a teacher, and has a special way draw attention to the teacher in the classroom. In the aspect of independence, known presentation mapping problem where % of the students do not have problems with independency, 27.8 % of the students occasionally have problems with independency, and % of students have problems with independency. CONCLUSION Based on the comparison between the three aspects of school readiness, the data shows that the highest problem is independency aspect (42%), the second is Learning attitude (41%), and social skill aspect (17%). Based on the result, we know that the most disturbing problem is the students independency. So, the conclusion of this study is, that the first problem of student school readiness in Jakarta is the lack of independence and the tendency to rely on others especially the teachers. 50% Comparison of the three aspects 40% 30% 41% 42% 20% 10% 0% 17% Social Skill Learning Attitude Independency Diagram 4: The comparison of all three aspect of school readiness Suggestion The future study can used a wider and more school as population and more students as sampling to get more varied data. The next researcher could make a comparison about school readiness between gender. The study also could focusing on the students capability by using the NST test for the students and the teacher questionnaire as supporting data. The future study could also make a comparison between school readiness between private and public school.

8 REFERENCES Cowan, P., Cowan, C., Shulz, M. & Henning, G. (1994). Prebirth to preschool family factors in children's adaptation to kindergarten. In R. Parke & S. Kellart (Eds.). Exploring family relationships with other social contexts. (pp ). Hillsdale, NJ: Lawrence Erlbaum Associates. Fabian, H. (2000b). Empowering children for transitions. Paper presented at the EECERA 10th European Conference on Quality in Early Childhood Education, London, August 29 - September 1, Halimah, N., & Kawuryan, F. (2010). Kesiapan memasuki sekolah dasar pada anak yang mengikuti pendidikan TK dengan yang tidak mengikuti pendidikan TK di kabupaten kudus. Jurnal Psikologi Universitas Muria Kudus, vol 1, 1. Margetts, K. (2005). Children s adjustment to the first year of schooling: Indicators of hyperactivity, internalizing and externalizing behaviors. International Journal of Transitions in Childhood, Vol.1. Monks, F. J., Rost, H., & Coffie, N. H. (1978). Nijmeegse Schoolbekwaamheids Test. Sartika, D., Halimah, L., & Annisa, N. (2011). Studi eksplorasi mengenai kesiapan anak masuk sekolah dasar ditinjau dari hasil NST di PAUD Cihanjuang dan PAUD cikutra indah bandung. Prosiding seminar nasional penelitian dan PKM, 2, 1. Setiawati, D., Alwi, E. H., & Chairulfatah, A. (2011). Perbedaan Kesiapan bersekolah antara anak yang mengikuti dan tidak mengikuti pendidikan anak usia dini (PAUD) nonformal. Journal of Indonesia Medical Association, Vol 61, 9.