RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION
PROFIL KEMAMPUAN KOMUNIKASI GURU DALAM PENGUATAN KOMPETENSI SOSIAL PENDIDIK ANAK USIA DINI
(1) Universitas Muhammadiyah Sukabumi
(2) Universitas Muhammadiyah Sukabumi
(3) Universitas Muhammadiyah Sukabumi
(*) Corresponding Author
Abstract
Pendidikan anak usia dini (PAUD) memegang posisi penting untuk mempersiapkan sumber daya manusia yang unggul di kemudian hari, faktor kompetensi sosial pendidik, khususnya kemampuan komunikasi guru merupakan kunci untuk menciptakan hubungan dan komunikasi yang efektif dengan peserta didiknya, teman sejawat, orang tua murid dan Masyarakat. Penelitian ini bertujuan untuk memperoleh gambaran tentang kemampuan komunikasi guru PAUD dalam penguatan kompetensi sosial pendidik anak usia dini di kota sukabumi. Pada penelitian ini metode yang digunakan adalah metode kuantitatif dengan desain survey. hasil dari penelitian ini menunjukan bahwa kemampuan komunikasi yang dimiliki guru memiliki nilai baik serta kompetensi sosial pendidik anak memiliki nilai baik. Hasil uji regresi linier menunjukan kemampuan komunikasi guru berpengaruh positif dan signifikan terhadap kompetensi sosial pendidik anak. dari penelitian ini kita dapat menarik kesimpulan bahwa kemampuan komunikasi guru terbukti menjadi faktor penting dalam penguatan kompetensi sosial pendidik pada anak usia dini. Semakin baik kemampuan komunikasi seorang guru, maka semakin tinggi kompetensi sosial yang dimiliki seorang guru. dari penelitian ini dapat kita ambil implikasi bahwa sangat penting untuk mengembangkan kemampuan komunikasi guru, hal ini dapat dilakukan melalui workshop dan atau pelatihan dengan tujuan untuk meningkatkan kualitas pendidikan usia dini
Keywords
Full Text:
PDF (Indonesian)References
Allely, C. S., Puckering, C., Mills, M., Cox, A. D., Evans, J., & Maddox, H. (2014). The impact of the Mellow Parenting programme on later measures of childhood verbal IQ, 31(4).
Arnott, L., & Wall, K. (2022). Theorising power and listening: The route to a culture of voice. In L. Arnott & K. Wall (Eds.), The Theory and Practice of Voice in Early Childhood: An International Exploration.
Aspelin, J. (2022). To conform or not to conform: An in-depth analysis of teacher-child interaction and the role of emotions in social adaptation in preschool. https://doi.org/10.1177/1476718X221087073
Avari, P., Hamel, E., Schachter, R. E., & Hatton-Bowers, H. (2022). Communication with families: Understanding the perspectives of early childhood teachers. Journal of Early Childhood Research, 21(2), 241-255. https://doi.org/10.1177/1476718X221140747
Aziz, H., Sudrajat, A., Suparno, Purnama, S., & Putri, I. K. C. A. (2024). Embedding effective communication in early childhood learning in schools: Experience from early childhood teachers. Child Care in Practice, 31(2), 190–209. https://doi.org/10.1080/13575279.2024.2333721
Babad, E. (2008). Nonverbal behavior in Education. In J. Harrigan, R. Rosenthal, & K. Scherer (Eds.), The New Handbook of Methods in Nonverbal Behavior Research (Oxford, 2008; online edn, Oxford Academic, 22 Mar. 2012). https://doi.org/10.1093/acprof:oso/9780198529620.003.0007
Bandura, A. (1977). Social learning theory. Prentice Hall.
Brebner, C., Hammond, L., Schaumloffel, N., & Lind, C. (2015). Using relationships as a tool: Early childhood educators’ perspectives of the child–caregiver relationship in a childcare setting. Early Child Development and Care, 185(5), 709–726. https://doi.org/10.1080/03004430.2014.951928
Brebner, C., Jovanovic, J., Lawless, A., & Young, J. (2016). Early childhood educators’ understanding of early communication: Application to their work with young children. https://doi.org/10.1177/0265659016630034
Conversations, L., Hadley, E. B., Newman, K. M., & Mock, J. (2020). Setting the stage for TALK: Strategies for encouraging. 0(0), 1–10. https://doi.org/10.1002/trtr.1900
DeVito, J. A. (2012). The interpersonal communication book (13th ed.). Pearson Education.
Dulčić, F. J. L., Peña, R. N. A., Sasso, P. E., & Jofré, D. A. C. (2021). Do instructions overwhelm the preschool classroom? Early childhood educators’ use of instructional vs regulative directive commands, 247–265.
Ester, P., & Orellana, S. (2021). Characteristics and language-responsiveness of early childhood educators’ affective-speech inside the classroom. Revista Fuentes, 268–279. https://doi.org/10.12795/revistafuentes.2021.12943
Gingras, M. P., McMahon-Morin, P., Rezzonico, S., et al. (2025). A qualitative exploration of early childhood educators’ declared practices when supporting preschoolers’ oral language development. Early Childhood Educator Journal, 53, 551–562. https://doi.org/10.1007/s10643-023-01605-5
Girolametto, L., & Weitzman, E. (2005). Supporting peer interactions of children with. 29(L), 14–26.
Grimminger, A., & Rohlfing, K. J. (2019). Multimodal communication in early book reading situations and its relation to later vocabulary size. Journal of Language Development, 610–618.
Guerra, P., & Figueroa, I. (2018). Action-research and early childhood teachers in Chile: Analysis of a teacher professional development experience. Early Years, 38(4), 396–410. https://doi.org/10.1080/09575146.2017.1288088
Kim, M. H., & McIntyre, L. L. (2019). Early communication skills and special education outcomes at school entry: Implications for pediatric care and screening. https://doi.org/10.1177/2333794X19884185
Kriyantono, R. (2009). Teknik Praktis Riset Komunikasi. Jakarta: Kencana Prenada Media Group.
Lewis, H. R., Lipscomb, S. T., Hatfield, B. E., Weber, R., Green, B., & Patterson, L. (2023). Family–teacher relationships and child engagement in early care and education. Societies, 13(3). https://doi.org/10.3390/soc13030067
Lin, T. Y., Chiang, C. H., Quo, N. W., & Huang, C. C. (2004). Nonverbal communication skills of children with developmental disorders. Tzu Chi Medical Journal, 16(5), 277-285.
Macy, M., Paola, M., Rincón, S., & Hogan, M. (2020). What are undergraduate students’ perceptions of a peer coaching model intended to foster effective electronic communication strategies with parents? Journal of Early Childhood Teacher Education, 00(00), 1–11. https://doi.org/10.1002/10901027.2020.1852345
Massey, S. L. (2013). From the reading rug to the play center: Enhancing vocabulary and comprehensive language skills by connecting storybook reading and guided play. Journal of Early Childhood Education, 125–131. https://doi.org/10.1007/s10643-012-0524-y
Mihai, A. (2021). Teacher–child interactions that target vocabulary development in two preschool classrooms: A conversation analytic approach. International Journal of Early Childhood, 0123456789. https://doi.org/10.1007/s13158-021-00296-6
Neill, S. (2017). Classroom nonverbal communication (1st ed.). Routledge. https://doi.org/10.4324/9781315146065
Nurkharisma, A., Indra Zultiar, & Alfian Ashshidiqi Poppyariyana. (2021). Tingkat keterampilan komunikasi guru PAUD. Jurnal Pelita PAUD, 6(1), 58–65. https://doi.org/10.33222/pelitapaud.v6i1.1394
Patterson, M. L. (2012). Nonverbal communication. In V. S. Ramachandran (Ed.), Encyclopedia of human behavior (2nd ed., pp. 731–738). Academic Press. https://doi.org/10.1016/B978-0-12-375000-6.00255-X
Riduwan., Kuncoro, E. A. (2012). Cara Menggunakan dan Memakai Path Analysis. Bandung: Alfabeta.
S. Barkalov, E. Avdeeva, & T. Averina. (2023). Features of the lifelong learning concept implementation. 3rd International Conference on Technology Enhanced Learning in Higher Education (TELE), Lipetsk, Russian Federation, 79-81. https://doi.org/10.1109/TELE58910.2023.10184367
Schachter, R. E., Gerde, H. K., & Hatton-Bowers, H. (2019). Guidelines for selecting professional development for early childhood teachers. Early Childhood Education Journal, 47(4), 395–408. https://doi.org/10.1007/s10643-019-00942-8
Sciences, H. (2017). Responsive communication coaching for early childhood practitioners in underserved South African contexts: Clinical perspectives. 1–7.
Shani, S. S., Begum, F., Paipuru, S., Haseena, S., & Subramanyam, V. (2024). Cognitive development through language learning: Examining bilingualism in early childhood education. 211–218.
Sitepu, N. S. K. (1994). Analisis Jalur Path (Path Analysis). Unit Pelayanan Statistika Jurusan Statistika, Bandung: FMIPA UNPAD.
Strickland, M. J., & Marinak, B. A. (2015). Not just talk, but a ‘dance’! How kindergarten teachers opened and closed spaces for teacher–child authentic dialogue. Early Childhood Education Journal. https://doi.org/10.1007/s10643-015-0750-1
Veen, C. Van Der, Wilt, F. Van Der, Kruistum, C. Van, Oers, B. Van, & Michaels, S. (2017). MODEL2TALK: An intervention to “D.” 0(0), 1–12. https://doi.org/10.1002/trtr.1573
Vu-thuy, H., Do-thi, T., Nguyen, N. T., & Ngo-thi-kim, H. (2025). Pedagogical communication skills of preschool teachers: An analysis of spoken language, behavior and gesture communication, and educational tools in early childhood education. 8(2), 1114–1122. https://doi.org/10.53894/ijirss.v8i2.5411
Weadman, T., Serry, T., & Snow, P. C. (2023). The oral language and emergent literacy skills of preschoolers: Early childhood teachers’ self-reported role, knowledge and confidence. June, 154–168. https://doi.org/10.1111/1460-6984.12777
Yang, X., Abdul Rahman, M. N., & Sun, Y. (2025). The impact of teachers’ qualifications on development outcomes in early childhood: A systematic literature review. International Journal of Early Years Education, 33(2), 426–445. https://doi.org/10.1080/09669760.2025.2451301
Zashchirinskaia, O. V. (2020). Nonverbal communication as a means of social integration: The development of nonverbal communication in primary schoolers with intellectual disabilities. 610–618.
DOI: http://dx.doi.org/10.30998/rdje.v11i2.28551
Refbacks
- There are currently no refbacks.