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Abstract
The social abilities of early childhood children develop through direct interaction with environments rich in real experiences. The field trip method provides opportunities for children to learn outside the classroom through visits to educational and recreational sites, thereby promoting meaningful learning. This study aims to describe the strategic role of teachers in stimulating the development of social abilities in children aged 5-6 years through the implementation of field trip methods at RA Jauharotul Mualimin. A qualitative approach with descriptive design was employed in this study, with one teacher serving as the primary informant. Data collection was conducted through structured observation, in-depth interviews, and documentation. Data analysis encompasses reduction processes, visual presentation, and inductive conclusion drawing. The findings indicate that teachers fulfill roles as guides, instructors, motivators, facilitators, and evaluators. During field trip activities, teachers implemented a series of stages, including the preparation of tools and materials, grouping children based on supervisors, prayer recitation, and directing observation toward study objects. These findings confirm the importance of active teacher involvement in supporting children's social development through experience-based learning approaches.
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References
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References
Ariyanti, T. (2020). Pentingnya Pendidikan Anak Usia Dini Bagi Tumbuh Kembang Anak. Jurnal Dinamika Pendidikan Dasar, 8(1), 50–58.
Children and Screens: Institute of Digital Media and Child Development. (2023). How Does Technology Affect Kids’ Social Development?
Daryati, M. E., Yulidesni, & Suryadi, D. (2022). Aktivitas Holder Writing Tool Edutainment dalam Menstimulasi Kemampuan Menulis Permulaan Anak Usia Dini. Dharma Raflesia : Jurnal Ilmiah Pengembangan Dan Penerapan IPTEKS, 20(2), 373–386. https://doi.org/10.33369/dr.v20i2.21978
Denham, S. A. (2003). EE&D MISSION STATEMENT: A New Vision for Early Education & Development. Early Education and Development, 14(1), 4–6. https://doi.org/10.1207/s15566935eed1401_1
Departemen Agama Republik Indonesia. (2019). Al-Qur’an dan Terjemah. Diponogoro.
Eka Mariana. (2018). Konsep Multiple Intelligences Howard Gardner Dalam Pendidikan Anak Usia Dini. (Skripsi).
Fadli, M. R. (2021). Memahami desain metode penelitian kualitatif. Humanika, 21(1), 33–54. https://doi.org/10.21831/hum.v21i1.38075
Firmansyah, D., & Dede. (2022). Teknik Pengambilan Sampel Umum dalam Metodologi Penelitian: Literature Review. Jurnal Ilmiah Pendidikan Holistik (JIPH), 1(2), 85–114. https://doi.org/10.55927/jiph.v1i2.937
Khatijah, N. Z. J. (2021). Perkembangan Sosial Anak Usia Dini: Teori dan Strateginya. Merdeka Kreasi.
Lesilolo, H. J. (2019). Penerapan Teori Belajar Sosial Albert Bandura Dalam Proses Belajar Mengajar Di Sekolah. KENOSIS: Jurnal Kajian Teologi, 4(2), 186–202. https://doi.org/10.37196/kenosis.v4i2.67
Nadirah, S. (2016). Anak Didik Perspektif Nativisme, Empirisme, Dan Konvergensi. Lentera Pendidikan : Jurnal Ilmu Tarbiyah Dan Keguruan, 16(2), 188–195. https://doi.org/10.24252/lp.2013v16n2a6
Nurhafani, M., Kurniawati, Y., Pranoto, S., & Nuzulia, S. (2023). The Influence of Children’s Gadget Use Intensity on Their Social Skills. JPUD - Jurnal Pendidikan Usia Dini, 17(2), 407–424. https://doi.org/10.21009- jpud.172.15
Palmer, J. (2019). Social and Emotional Development in Early Learning Settings.
Ridwan, R., Utami, S., & Bangsawan, I. (2023). The Impact of Gadgets on Social-Emotional Development of Early Children During Covid-19 Pandemic. TEMATIK: Jurnal Pemikiran Dan Penelitian Pendidikan Anak Usia Dini, 9(1), 23. https://doi.org/10.26858/thematic.v9i1.43371
Rifky. (2020). Strategi Guru Dalam Menumbuhkan Kemandirian Belajar. Edukatif : Jurnal Ilmu Pendidikan, 2(April), 85–92.
Sari, M. M., & Syawaludin, D. F. (2024). The Influence of Digital Parenting on the Social Behavior of Early Childhood in the 5 . 0 Technology Era. 3(3).
Siti Aminah Rahayu, A., Nahriyah,atun, & Maulana Jamaludin, G. (2022). Pengaruh Penerapan Metode Karyawisata Terhadap Peningkatan Kemampuan Sains Di Ra Az-Zahra. Journal of Early Childhood Islamic Education, 1(1), 1–8.
Soper, R. (2024). Social and Emotional Development. Resources for Early Childhood: A Handbook, 43–44. https://doi.org/10.4324/9781315058047-7
Suargani, G., Surya, J., & Maullasari, S. (2023). Smart Techno Parenting for Early Childhood Socio-Emotional Development in the Digital Age. GENIUS Indonesian Journal of Early Childhood Education, 4(2), 133–150. https://doi.org/10.35719/gns.v4i2.116
Suryadi, D., & Daryati, M. E. (2022). Analisis Perkembangan Anak Taman Kanak-kanak Di Kelurahan Kemumu, Berbasis DDST. Jurnal Ilmiah Potensia, 7(2), 194–201. https://doi.org/10.33369/jip.7.2.194-201
Waruwu, M. (2023). Pendekatan Penelitian Pendidikan: Metode Penelitian Kualitatif, Metode Penelitian Kuantitatif dan Metode Penelitian Kombinasi (Mixed Method). Jurnal Pendidikan Tambusai , 7(1), 2896–2910.