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Penelitian ini bertujuan untuk melihat efektivitas pelatihan interaksi ibu-anak dalam meningkatkan compliance pada anak toddler. Subjek penelitian penelitian ini merupakan pasangan ibu-anak berusia 12-36 bulan dan berasal dari keluarga miskin. Penelitian ini menggunakan desain penelitian one-group pretest-posttest design. Pelatihan diberikan selama delapan kali pertemuan dalam waktu 15 hari. Pengambilan data dilakukan pada sebelum dan sesudah pelatihan menggunakan metode observasi yang direkam dalam bentuk video. Pengukuran kualitas interaksi ibu-anak menggunakan Parenting Interactions with Children: Checklist of Observation Linked to Outcomes (PICCOLO), sedangkan compliance anak diukur menggunakan Child Compliance Coding Manual: “Do” Context. Hasil signifikansi menggunakan Wilcoxon Signed-Rank Test menunjukkan bahwa terdapat peningkatan skor kualitas interaksi ibu-anak secara siginfikan antara sebelum dan sesudah pelatihan yang diberikan (p < 0,05), sedangkan skor compliance anak mengalami peningkatan antara sebelum dan sesudah pelatihan diberikan, namun tidak signifikan (p > 0,05). Hasil observasi dijabarkan pada bagian hasil untuk melihat perubahan perilaku interaksi ibu-anak dan compliance anak.

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This study aims to  understand the effectiveness of mother-child interaction training in promoting child’s compliance during toddlerhood. Pair of mother and child aged from 14 to 36 months old and live in poor were involved as research subjects. The design of this study is one-group pretest-posttest design. The training was conducted for eight times within 15 days. The data collection was conducted before and after the training by recording activities into video format to be observed later. Mother-child interaction quality is assessed using Parenting Interactions with Children: Checklist of Observation Linked to Outcomes (PICCOLO), whilst compliance is assessed using Child Compliance Coding Manual: “Do” Context. Significance test using Wilcoxon Signed-Rank Test shows that there is a significant improvement in the score of mother-child interaction quality after the training conduct (p < 0,05), whilst child compliance shows improvement after the training conduct although not significantly (p > 0,05). The observation is explained in the results to see the changing of mother’s behaviour during the interaction and child compliance.

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"ABSTRAKDiabetes Melitus Tipe 1 DMT1 merupakan salah satu masalah utama pada anak karena terganggunya fungsi pankreas. Dibutuhkan manajemen diri dan tingkat kepatuhan yang baik dalam pengendalian glukosa darah. Penelitian ini bertujuan untuk melihat pengaruh penggunaan edukasi PRISMA terhadap manajemen diri dan tingkat kepatuhan anak DMT1. Penelitian ini menggunakan design quasi experiment without control. Pemberian edukasi PRISMA diberikan pada kelompok intervensi. Responden mengisi kuesioner manajemen diri dan tingkat kepatuhan pretest dan dievaluasi pada hari kedelapan posttest . Sampel dalam penelitian ini berjumlah 31 anak di Wilayah Jakarta, Bogor, Depok dan Tangerang. Hasil penelitian ini menunjukkan bahwa ada pengaruh pemberian edukasi PRISMA terhadap manajemen diri

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ABSTRACTType 1 Diabetes Mellitus T1DM is one of the main problems in children because of disruption of pancreatic function. It takes good self management and good adherence in blood glucose control. This study aims to examine the effect of PRISMA education on self management and compliance level of T1DM children. This research uses quasi experiment without control design. PRISMA education was given to the intervention group. Respondents filled out the self management questionnaire and the level of compliance pretest and were evaluated on the eighth day posttest . The sample in this study amounted to 31 children in Jakarta, Bogor, Depok and Tangerang. The results of this study indicate that there is influence of PRISMA education to self management p"

"[ABSTRAKPenelitian ini melihat hubungan interaksi ibu-anak dan perilaku patuh/tidak patuh toddler dari keluarga miskin. Penelitian ini menggunakan metode observasi untuk mengukur interaksi ibu-anak dan perilaku patuh/tidak patuh toddler. Alat ukur penelitian ini yaitu Parents Interacting with Children: Checklist of Observation Linked Outcomes (PICCOLO) untuk mengukur interaksi ibu-anak dan Clean Up Task untuk mengukur perilaku patuh/tidak patuh toddler. Penelitian ini melibatkan 62 pasangan ibu dan anak usia 12-36 bulan yang berasal dari keluarga miskin. Teknik statistik yang digunakan untuk mengukur hubungan di antara kedua variabel ini adalah teknik Korelasi Pearson. Hasil dari penelitian ini menunjukkan bahwa interaksi ibu-anak tidak memiliki hubungan yang signifikan dengan perilaku patuh/tidak patuh yang ditampilkan toddler dari keluarga miskin (p>0,05, tidak signifikan pada L.o.S 0,05).ABSTRACTThis study looked at the relationship of mother-child interaction and compliance/noncompliance toddler from poverty families. This study used observational methods to measure the mother-child interaction and compliance/noncompliance in toddler. The measuring instrument in this research is Parents Interacting with Children: Observation Checklist of Linked Outcomes (PICCOLO) to measure the mother-child interaction and Clean Up Task to measure compliance/noncompliance in toddler. The study involved 62 pairs of mothers and children aged 12-36 months who come from poverty families. Statistical techniques used to measure the relationship between these two variables is the Pearson Correlation Technique. Results from this study indicate that the mother-child interaction have no significant relationship with compliance/noncompliance toddler from poverty families (p> 0.05, not significant at LoS 0,05).;This study looked at the relationship of mother-child interaction and compliance/noncompliance toddler from poverty families. This study used observational methods to measure the mother-child interaction and compliance/noncompliance in toddler. The measuring instrument in this research is Parents Interacting with Children: Observation Checklist of Linked Outcomes (PICCOLO) to measure the mother-child interaction and Clean Up Task to measure compliance/noncompliance in toddler. The study involved 62 pairs of mothers and children aged 12-36 months who come from poverty families. Statistical techniques used to measure the relationship between these two variables is the Pearson Correlation Technique. Results from this study indicate that the mother-child interaction have no significant relationship with compliance/noncompliance toddler from poverty families (p> 0.05, not significant at LoS 0,05)., This study looked at the relationship of mother-child interaction and compliance/noncompliance toddler from poverty families. This study used observational methods to measure the mother-child interaction and compliance/noncompliance in toddler. The measuring instrument in this research is Parents Interacting with Children: Observation Checklist of Linked Outcomes (PICCOLO) to measure the mother-child interaction and Clean Up Task to measure compliance/noncompliance in toddler. The study involved 62 pairs of mothers and children aged 12-36 months who come from poverty families. Statistical techniques used to measure the relationship between these two variables is the Pearson Correlation Technique. Results from this study indicate that the mother-child interaction have no significant relationship with compliance/noncompliance toddler from poverty families (p> 0.05, not significant at LoS 0,05).]"

"'Bonding' adalah perkembangan hubungan resiprokal antara ibu dan anak. 'Bonding' dapat dipengaruhi oleh banyak hal, misalnya depresi pascakelahiran pada ibu dan jenis kelamin anak. 'Bonding' antara ibu dan anak dapat bermasalah, dan diduga berhubungan dengan gejala stres pada anak. Stres diketahui memiliki dampak buruk terhadap perkembangan anak, terutama pada usia batita. Penelitian ini bertujuan untuk mendapatkan proporsi gejala stres pada anak usia batita, serta untuk mengidentifikasi korelasi 'bonding' ibu-anak usia batita dengan gejala stres pada anak. Penelitian ini menggunakan desain studi potong lintang. Sampel yang didapat berjumlah 65 pasang ibu-anak usia batita. 'Bonding' ibu-anak usia batita diukur menggunakan Kuesioner 'Mother-Infant Bonding Scale' (MIBS), sementara gejala stres pada anak diukur dengan wawancara ibu berdasarkan Kuesioner Gejala Stres pada Anak Usia Batita dan pengukuran detak jantung serta laju pernapasan anak. Penelitian ini menunjukkan bahwa gejala stres yang paling banyak dialami oleh anak adalah perubahan pola makan (52,3%), diikuti oleh perubahan perilaku tidak baik (41,8%) dan perubahan emosi (36,9%). Gejala stres berupa perubahan emosi lebih banyak dialami oleh anak laki-laki daripada anak perempuan (p=0,024). Hasil uji korelasi Spearman menunjukkan bahwa tidak ada korelasi yang signifikan secara statistik antara 'bonding' ibu-anak usia batita dan gejala stres pada anak (p>0,05). Penelitian ini tidak menemukan korelasi yang signifikan secara statistik antara 'bonding' ibu-anak usia batita dan gejala stres pada anak.

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Bonding is the growth of reciprocal relationship between mother and child. Maternal factors such as postpartum depression and children factors such as gender can affect mother-child bonding. Impaired bonding may possibly be related to stress symptoms in children. Stress can negatively impact children's development, particularly those under 3 years-old. This research aims to obtain the proportion of stress symptoms in children under 3 years-old, and to identify the correlation between mother-child bonding and stress symptoms in children under 3 years-old.

This cross-sectional research involved 65 pairs of mother and child under 3 years-old. The mother-child bonding was measured by 'Mother-Infant Bonding Scale' (MIBS) questionnaire, while the stress symptoms in children were measured by interviewing the mother according to Stress Symptoms in Children under 3 Years-Old Questionnaire and children's heart rate and respiration rate measurement.

From the measured stress symptoms, alteration of eating pattern (52.3%), followed by behavioral symptoms (41.8%) and emotional symptoms (36.9%) were the most likely to occur. Emotional symptoms were more prominent in boys than girls (p=0.024). Spearman's correlation test showed no statistically significant correlation between mother-child bonding and stress symptoms in children under 3 years-old (p>0.05). This research shows no statistically significant correlation between mother-child bonding and stress symptoms in children under 3 years-old."

"Bonding merupakan ikatan emosi yang terbentuk antara seorang ibu dengan anaknya sejak pertama kali terjadinya kontak antara ibu dan anak. Bonding yang erat pada masa awal perkembangan anak, khususnya pada usia bawah tiga tahun, merupakan hal yang sangat penting bagi perkembangan emosi dan sosial anak. Salah satu faktor yang sangat berpengaruh terhadap bonding ibu-anak adalah psikopatologi ibu. Terdapat berbagai studi yang meneliti hubungan antara psikopatologi ibu dengan bonding, tetapi studi-studi tersebut umumnya berfokus pada depresi. Penelitian ini bertujuan untuk mengidentifikasi korelasi antara jenis psikopatologi lainnya pula dengan bonding ibu-anak usia bawah tiga tahun. Pada penelitian cross-sectional ini, sebanyak 65 ibu yang memiliki anak berusia 0-36 bulan diminta untuk mengisi kuesioner Mother Infant Bonding Scale (MIBS) sebagai instrumen pengukuran bonding ibu-anak dan kuesioner Symptoms Checklist 90 (SCL-90) sebagai instrumen pengukuran psikopatologi pada ibu. Uji korelasi Spearman kemudian dilakukan untuk melihat korelasi antara skor total MIBS dengan skor total SCL-90 maupun skor per dimensi psikopatologi, yang mencakup gejala depresi, ansietas, obsesif kompulsif, phobic anxiety, hostilitas, ideasi paranoid, somatisasi, sensitivitas interpersonal, serta psikosis. Ditemukan korelasi positif lemah yang bermakna antara psikopatologi ibu secara keseluruhan (r=0,228), gejala depresi (r=0,236), ansietas (r=0,313), phobic anxiety (r=0,207), dan psikosis (0,221) dengan bonding ibu-anak usia bawah tiga tahun. Tidak ditemukan korelasi yang bermakna antara gejala obsesif kompulsif, hostilitas, ideasi paranoid, somatisasi, dan sensitivitas interpersonal dengan bonding (p>0,05). Diperlukan penelitian lebih lanjut untuk mengidentifikasi hubungan antara psikopatologi yang memiliki korelasi tidak bermakna tersebut dengan bonding, serta penelitian untuk mengeksplorasi faktor-faktor lain yang dapat turut memengaruhi bonding ibu-anak usia bawah tiga tahun.

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The term bonding refers to the emotional tie between a mother and her infant which forms since their earliest contact. Bonding during the childs early years, especiallyup until the age of three, is crucial for the childs emotional and socia development. Maternal psychopathology is one of the most important factors affecting mother-child bonding. Studies in this area have primarily focused on the association between depression and mother-child bonding, with limited studies investigating other types of psychopathology. This cross-sectional research aims to identify the correlation between various types of psychopathology and bonding among mothers and children under three years old. As many as 65 mothers of children aged 0-36 months were asked to complete two questionnaires: the Mother-Infant Bonding Scale (MIBS) as a measure of mother-child bonding and the Symptoms Checklist 90 (SCL-90) as a measure of maternal psychopathology. Spearmans correlation test was then performed to investigate the correlation between the total scores of each questionnaire, as well as the correlatio between MIBS total score and the SCL-90 subscores for each type of psychopathology. This includes depression, anxiety, obsessive-compulsiveness, phobic anxiety, hostility, paranoid ideation, somatization, interpersonal sensitivity, and psychoticism. Weak but significant positive correlation between maternal psychopathology in general and mother-child bonding was observed (r=0.228). Similar correlation was also observed between bonding and maternal depression (r=0,236), anxiety (r=0.313), phobic anxiety (r=0.207), and psychoticism (r=0,221). No significant correlation was found between bonding and maternal obsessive-compulsiveness, hostility, paranoid ideation, somatization, as well as interpersonal sensitivity (p>0.05). Further research investigating the association of these five psychopathologies with mother-child bonding is needed. Factors other than materna psychopathology that might have affected mother-child bonding also needs to be explored."

"Penelitian ini ingin melihat perbedaan kualitas secure attachment ibu-anak antara anak usia sekolah yang terpapar gadget sebelum usia dua tahun dan setelah tiga tahun. Penelitian dilakukan pada 97 ibu yang memiliki anak berusia 6-8 tahun. Kualitas attachment ibu-anak dilihat berdasarkan tingkat security yang diukur menggunakan PCRI (Parent/Child Reunion Inventory). Peneliti juga menggunakan kuesioner untuk mengetahui gambaran penggunaan gadget ibu dan anak dalam kehidupan sehari-hari. Hasil penelitian ini menunjukkan bahwa kedua kelompok dalam penelitian ini memiliki skor tingkat secure attachment yang tinggi. Meskipun begitu, skor tingkat secure attachment pada kelompok anak usia sekolah yang terpapar gadget sebelum usia dua tahun lebih tinggi dibandingkan kelompok anak usia sekolah yang terpapar gadget setelah usia tiga tahun.

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This study was conducted to see the differences of mother-child secure attachment quality between school aged children who are exposed by gadget before the age of two years old and after the age of three years old. The participants were 97 mothers of children aged 6-8 years. The quality of mother-child attachment was measured by its security degree using PCRI (Parent/Child Reunion Inventory). Researcher also used a questionnaire to collect a general description of gadget usage by mother and children in everyday activities. The results of this study showed that the score of mother-child secure attachment degree in school aged children who are exposed by media before the age of two years old was higher than children who are exposed by media after the age of three years old. However, the two groups in this study still have a high score of secure attachment degree."

"Penelitian ini menguji hubungan antara interaksi ibu anak dan pola attachment pada ibu anak usia toddler di keluarga miskin. Alat ukur Parenting Interaction swith Children Checklist of Observations Linked to Outcomes PICCOLO Roggman et al 2013 dan Toddler Attachment Sort 45 TAS 45 Bimler et al 2004 diadministrasikan pada 71 pasangan ibu anak melalui metode observasialamiah. Analisis menggunakan chi square menunjukkan bahwa terdapathubungan yang signifikan antara interaksi ibu anak dan pola attachment. Kemudian analisis lanjutan menunjukkan bahwa domain affection dan domainresponsiveness pada interaksi ibu anak memiliki hubungan yang signifikandengan pola attachment. Berdasarkan hasil penelitian intervensi yang berfokuspada kualitas interaksi ibu anak penting dan bermanfaat bagi ibu anak usiatoddler di keluarga miskin Kata Kunci interaksi ibu anak attachment toddler keluarga miskin.

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This study examined the relationship between mother child interaction andattachment style in Indonesian mother toddler dyads who lived in a poor family. The Parenting Interactions with Children Checklist of ObservationsLinked to Outcomes PICCOLO Roggman et al 2013 and the ToddlerAttachment Sort 45 TAS 45 Bimler et al 2004 were administered to 71mother toddler dyads through natural observation. Chi square analyses revealed that there`s a significant correlation between mother child interactionand attachment style. Further analyses shown that affection and responsivenessalso has a significant correlation with attachment style. Results suggest thatinterventions focused on mother child interaction quality provide importantbenefits to mother toddler lived in a poor family."

"[ABSTRAKTujuan penelitian ini adalah untuk melihat efektivitas pelatihan teknik read-alouddalam meningkatkan kualitas interaksi guru dengan siswa usia 3-4 tahun melaluipelatihan selama 12 jam, yang dibagi dalam 3 hari dan 6 sesi. Penelitian inimenggunakan desain pre-test dan post-test dengan guru sebagai partisipan. Alatukur yang digunakan adalah lembar panduan observasi interaksi guru-siswa saatkegiatan read-aloud. Pelatihan ini menggunakan beberapa metode, yaitu diskusi,role-play, observasi video kegiatan read-aloud, dan ceramah. Hasil uji statistikdengan menggunakan wilcoxon sign ranks menunjukkan tidak ada perbedaanyang signifikan dalam interaksi guru-siswa saat kegiatan read-aloud antarasebelum dan sesudah pelatihan (Z=-1.826, p = 0.068> 0.05). Akan tetapi, secarakualitatif, ditemukan sejumlah perubahan dalam kualitas interaksi guru-siswa saatkegiatan read-aloud antara sebelum dan sesudah pelatihan.

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ABSTRACT

The aim of this research is to understand the effectiveness of training on Read-

Aloud technique in increasing the quality of teacher-student interaction (study of

children 3-4 years old). The Read-Aloud technique is given through a 12 hours

training that has been divided into 3 days and 6 sessions training program.

Research was conducted using a pre-test and a post-test design, teachers as

participant. Teacher-student interaction observation while doing read-aloud guide

was used as the instrument. There are several methods was applied in this training,

that is discussion, role-play, observation on read-aloud activity video and lecture.

Statistical test using wilcoxon sign ranks shows there are no significant difference

in teacher-student interaction while doing read-aloud before and after training

(Z=-1,826, p>0,068>0,05). But, qualitatively, there are several changes in quality

teacher-student interaction before and after training., The aim of this research is to understand the effectiveness of training on Read-

Aloud technique in increasing the quality of teacher-student interaction (study of

children 3-4 years old). The Read-Aloud technique is given through a 12 hours

training that has been divided into 3 days and 6 sessions training program.

Research was conducted using a pre-test and a post-test design, teachers as

participant. Teacher-student interaction observation while doing read-aloud guide

was used as the instrument. There are several methods was applied in this training,

that is discussion, role-play, observation on read-aloud activity video and lecture.

Statistical test using wilcoxon sign ranks shows there are no significant difference

in teacher-student interaction while doing read-aloud before and after training

(Z=-1,826, p>0,068>0,05). But, qualitatively, there are several changes in quality

teacher-student interaction before and after training.]"