Perbedaan Perkembangan Motorik Kasar, Bahasa dan Perilaku Prososial pada Anak dengan Pembelajaran Program Fullday dan Reguler

Abstract

This study aims to analyze differences in gross motor development, language, and prosocial behavior in children undergoing full-day and regular Kindergarten learning at Bunnaya Kindergarten Lhokseumawe, Lhokseumawe City. This study used a quantitative and comparative descriptive method, with the KPSP instrument for ages 4-6 years. The results showed that there were significant differences in gross motor development (p-value = 0.000, (p-value = 0.000) and prosocial behavior (p-value = 0.001) in total day and regular program children. In conclusion, the two groups can cause differences in significant child development. The gross motoric product of children aged 4-6 years in Lhokseumawe is dominant under normal conditions, where the regular program has a more significant percentage of normal than whole day school. The development of language skills is chief under normal conditions, where the school program, either full-day or regular program, has the same percentage. In social behavior, children in Lhokseumawe have high social behavior, namely 62.5%. The social behavior of children with the full-day program is slightly higher than children with the regular schedule.
 
 Keywords: Language, Fullday, Gross Motor, Prosocial Behavior, Regular