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Abstrak :
[ABSTRAK
Usia prasekolah merupakan masa persiapan anak untuk masuk sekolah. Pada usia ini perkembangan sosial, emosi, dan kognitif anak berkembang dengan cepat. Penelitian ini bertujuan untuk mengetahui faktor-faktor yang mempengaruhi kesiapan anak usia prasekolah untuk mulai bersekolah. Desain penelitian ini menggunakan studi deskriptif. Dengan pengumpulan data kesiapan sekolah menggunakan pemeriksaan Nijmeegse Schoolbekwaanheids Test (NST) pada 206 anak. Hasil penelitian ini menjelaskan sebesar 42,3% anak sudah siap masuk sekolah. Hasil regresi logistik multinomial menunjukkan jenis kelamin anak, pendidikan ibu, pekerjaan ibu, penghasilan keluarga, dan perilaku orang tua merupakan faktor yang mempengaruhi kesiapan masuk sekolah. Penelitian ini merekomendasikan perawat dapat memberikan edukasi tentang pentingnya peran ibu dalam mempersiapkan anak masuk sekolah terutama pada anak usia prasekolah.

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ABSTRACT
Preschool age is the perfect time for children to get ready for school as rapid children growth of social, emotional, and cognitive happened at this time round. This research seeks the factors that affect the children?s readiness for school. Prior the data collection an NST was conducted on 206 children. Then a descriptive study was used to collect the NST result 42,3% children are found ready to school. On multinomial logistic regression test have showed that gender of children, mother?s education, family income, mother?s occupation, and parents behavior were factor that affect the school readiness. This study implied the importance of mother?s roles an preparing their children for school and for nurses to enhance that roles.;Preschool age is the perfect time for children to get ready for school as rapid children growth of social, emotional, and cognitive happened at this time round. This research seeks the factors that affect the children?s readiness for school. Prior the data collection an NST was conducted on 206 children. Then a descriptive study was used to collect the NST result 42,3% children are found ready to school. On multinomial logistic regression test have showed that gender of children, mother?s education, family income, mother?s occupation, and parents behavior were factor that affect the school readiness. This study implied the importance of mother's roles an preparing their children for school and for nurses to enhance that roles.;Preschool age is the perfect time for children to get ready for school as rapid children growth of social, emotional, and cognitive happened at this time round. This research seeks the factors that affect the children?s readiness for school. Prior the data collection an NST was conducted on 206 children. Then a descriptive study was used to collect the NST result 42,3% children are found ready to school. On multinomial logistic regression test have showed that gender of children, mother?s education, family income, mother?s occupation, and parents behavior were factor that affect the school readiness. This study implied the importance of mother?s roles an preparing their children for school and for nurses to enhance that roles.;Preschool age is the perfect time for children to get ready for school as rapid children growth of social, emotional, and cognitive happened at this time round. This research seeks the factors that affect the children’s readiness for school. Prior the data collection an NST was conducted on 206 children. Then a descriptive study was used to collect the NST result 42,3% children are found ready to school. On multinomial logistic regression test have showed that gender of children, mother’s education, family income, mother’s occupation, and parents behavior were factor that affect the school readiness. This study implied the importance of mother’s roles an preparing their children for school and for nurses to enhance that roles., Preschool age is the perfect time for children to get ready for school as rapid children growth of social, emotional, and cognitive happened at this time round. This research seeks the factors that affect the children’s readiness for school. Prior the data collection an NST was conducted on 206 children. Then a descriptive study was used to collect the NST result 42,3% children are found ready to school. On multinomial logistic regression test have showed that gender of children, mother’s education, family income, mother’s occupation, and parents behavior were factor that affect the school readiness. This study implied the importance of mother’s roles an preparing their children for school and for nurses to enhance that roles.]

Abstrak :
Home, bagi anak prasekolah, tidak hanya berfungsi sebagai sebuah naungan tempat tercukupinya kebutuhan primer anak, tapi juga suatu lingkungan tempat anak prasekolah ini dapat berkembang sesuai dengan kebutuhan dan kemampuannya. Inilah yang harus dipenuhi oleh Taman Penitipan Anak (TPA). Penulisan skripsi ini bertujuan untuk mengetahui sejauh mana fungsi home bagi anak prasekolah itu terpenuhi. Untuk mencapai tujuan tersebut, perlu mengetahui apa sebenarnya home itu dan apa saja unsur pembentuknya; karakter anak prasekolah, yang meliputi perkembangan dan kebutuhan di periode tersebut; dan beberapa panduan desain tentang suatu lingkungan fisik anak, dalam hal ini day care center, yang baik. Berdasarkan analisis studi kasus yang telah dilakukan terhadap tiga TPA di lingkungan kantor melalui observasi dan wawancara, diperoleh kesimpulan bahwa tidak semua TPA yang menjadi objek studi kasus dapat memenuhi fungsi home sampai dengan hierarkinya yang tertinggi, yaitu sebagai pengaktualisasian diri, karena ada kalanya TPA-TPA tersebut hanya suatu home yang memenuhi kebutuhan mendasar saja. Pemenuhan kebutuhan akan home bagi anak prasekolah ini membutuhkan pengetahuan yang cukup dan menyeluruh dengan disertai definisi yang jelas mengenai peruntukan dan fungsinya, yang disertai dengan pengelolaan yang menunjang fungsi TPA sebagai home bagi anak prasekolah. ......Home for preschool children is not only a shelter where their basic needs are fulfilled but also a place where their developmental needs can be met. Taman Penitipan Anak (TPA) - or day care center - should be able to function as a home for preschool children. The purpose of this writing is to examine to what extent the function of home for preschool children is fulfilled. It becomes necessary to know exactly the meaning of home and the elements that create a home; the charactercisics of preschool children, including the development and needs in that period; and some design guidelines for good physical environment, in this case, of day care center. Based on the analysis of case study on three TPAs in offices through observation and personal interview methods, a conclusion is obtained that not all of the case study objects can fulfill the highest function of home, that is self- actualization; sometimes TPA only fulfills the basis needs of preschool children. The fulfillment of the functions of home for preschool children need a whole knowledge on the clear definition of TPA's purpose and function, and also the design and management of the physical elements that support the function of TPA as a home for preschool children.

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ABSTRAK
Obesity has become a significant public health problem of the twenty first century. An increasing number of preschool children are becoming overweight. Although many risk factors have been identified for school-age children, less is known about this young age group. This study was aimed to determine factors associated with overweight among preschool children. Study design was a cross sectional survey. Sample in this study was 90 children aged 3?6 years old in Bina Putik Kindergarten School in Cempaka Putih District (total sampling). The prevalence of overweight and obesity in this sample were 24.4% and 13.3% respectively. There were significant relationships between overweight and some variables using chi-square test such as: age of the children, having overweight parents, nutritional knowledge of the mother, duration of breast feeding, frequency of fast food consumption (p < 0.05). In Cox Regression analysis, only the age of children and nutritional knowledge of mothers were found as determinant factors influencing childhood overweight after adjusting other variables. Younger aged children (<5 years) had a greater risk of being overweight than older children (>5 years old). It could be concluded that mother?s knowledge on nutrition played an important role in preventing overweight children. Suggested recommendation in order to prevent overweight since childhood was by increasing mother?s knowledge through optimizing relevant programs in the Puskesmas.

Faktor-faktor yang Berhubungan dengan Kelebihan Berat Badan pada Anak Usia Taman Kanak Kanak. Obesitas menjadi masalah kesehatan umum yang signifikan dari abad kedua puluh. Nampak terjadi peningkatan jumlah anak-anak prasekolah yang memilki kelebihan berat badan. Walaupun telah banyak diidentifikasi faktor risiko yang ada untuk anak-anak usia sekolah, masih sedikit yang diketahui tentang kelompok usia muda ini. Penelitian ini bertujuan untuk menentukan faktor-faktor yang terkait dengan kelebihan berat badan di kalangan anak-anak prasekolah. Model penelitian ini adalah melalui survei penampang silang. Sampel dalam studi ini adalah 90 anak berusia 3 sampai 6 tahun di Taman Kanak Kanak Bina Putik di daerah Cempaka Putih (total sampel). Prevalensi kegemukan dan obesitas dalam contoh ini masing-masing adalah 24,4% dan 13,3%. Ada hubungan yang signifikan antara kelebihan berat badan dan beberapa variabel yang menggunakan tes Chi-kuadrat seperti: usia anak-anak, memiliki orangtua yang kelebihan berat badan, pengetahuan ibu tentang gizi, durasi menyusui, frekuensi konsumsi makanan cepat saji (p < 0,05). Dalam analisis regresi Cox, hanya usia anak dan pengetahuan gizi ibu ditemukan sebagai faktor-faktor penentu yang mempengaruhi anak-anak yang kelebihan berat badan setelah menyesuaikan variabel-variabel lainnya. Anak-anak usia muda (<5 tahun) memiliki risiko yang lebih besar daripada anak-anak lebih tua (>5 tahun). Dapat disimpulkan bahwa pengetahuan ibu tentang gizi memainkan peranan penting dalam mencegah anak-anak kelebihan berat badan. Rekomendasi yang disarankan untuk mencegah kelebihan berat badan sejak masa kanak-kanak adalah dengan meningkatkan pengetahuan ibu melalui optimalisasi program-program yang terkait di Puskesmas.

Abstrak :
Salah satu tugas perkembangan pada masa prasekolah adalah berkembangnya kemampuan motorik kasar anak. Pada saat ini tubuh anak berkembang pesat, terutama perkernbangan otot-otot besar yang memungkinkan perkembangan motorik kasarnya. Anak juga sangat aktif dan energik, sehingga membutuhkan latihan kegiatan motorik kasar. Kemampuan motorik kasar ini memiliki hubungan yang erat dengan perkembangan kognitif, emosi dan sosial pada anak. Pentingnya perkembangan motorik kasar sudah menjadi perhatian para pendidik sejak lama. Sayangnya, di Indonesia, perkembangan motorik kasar anak prasekolah belum mendapat perhatian yang sesuai. Penelitian pada 212 Taman Kanak-kanak (TK) di DKI Jakarta pada tahun 2002, ditemukan bahwa hanya 57,3 % sekolah yang memberi kesempatan bagi murid untuk melakukan kegiatan motorik kasar. Program Pendidikan Rumah Bagi Orangtua Dalam Mengembangkan Motorik Kasar Anak Prasekolah ini disusun sebagai alternatif pendidikan untuk anak prasekolah. Pada masa prasekolah anak tidak harus mengikuti pendidikan di sekolah atau institusi tertentu di luar rumah. Kebutuhan anak adalah memperoleh Stimulasi yang kaya dan beragam, sehingga dapat mengembangkan dirinya dengan optimal. Stimulasi tersebut dapat diberikan sendiri oleh orangtua rnelalui pendidikan rumah. Dengan peran aktif orangtua sebagai guru di rumah dapat terjalin hubungan yang lebih akrab antara anak dengan orangtua. Dengan demikian, program ini disusun agar anak dapat mencapai perkembangan motorik kasar yang optimal. Program ini menggunakan teori perkembangan motorik dari Gallahue dan Ozmun yang dirangkum dengan teori-teori dari ahli-ahli lainnya, seperti Berk, Miller dan Feldman. Perkembangan motorik kasar disebut juga perkembangan gerak, dibagi menjadi tiga aspek, yaitu stabilitas, lokomosi dan manipulasi. Masing-masing aspek terdiri dari beberapa kemampuan yang nantinya akan dilatihkan pada anak. Di dalam program ini terdapat kegiatan-kegiatan yang sederhana, material yang mudah didapat Serta tujuan pembelajaran yang jelas, sehingga aplikatif untuk digunakan oleh orangtua. Untuk penyempurnaan program ini selanjutnya dapat dilakukan dengan uji coba di lapangan serta evaluasi. Perbaikan terhadap hasil evaluasi akan menghasilkan program baru yang telah teruji. Kemudian diberikan pelatihan untuk orangtua.

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[ABSTRAK
Perilaku prososial merupakan modal penting untuk berhasil beradaptasi dalam kehidupan sosial (Berns, 2010). Keikutsertaan dalam kegiatan taman kanak-kanak memperluas mikrosistem anak dan menuntut pengembangan perilaku sosial sesuai dengan situasi sosial yang berbeda dan lebih luas. Upaya sistematik perlu dilakukan di tingkat prasekolah untuk memastikan bahwa perilaku prososial berkembang sesuai dengan harapan. Upaya menumbuhkembangkan tingkah laku prososial pernah dilakukan dengan menerapkan berbagai metode, antara lain, bermain peran, bermain konstruktif, pembacaan cerita dan metode bercerita shared reading. Metode shared reading dengan komponen membacakan cerita (C), berdiskusi (D) mengenai isi cerita serta mempraktekkan langsung informasi yang terdapat dalam isi cerita (K) akan diterapkan dalam Program Cerita Prososial Aktif rancangan peneliti. Efektivitas program cerita prososial aktif yang secara konseptual merupakan implementasi dari metode shared reading, akan diuji melalui penelitian eksperimental yang berdesain before-and-after . Partisipan berjumlah 20 murid taman kanak-kanak berusia antara 4-5 tahun. Penelitian dilakukan terhadap 1 kelompok eksperimen (CDK) yang diintervensi dengan metode shared reading dan 3 kelompok kontrol berturut-turut: kelompok CD, C dan CG. Kelompok CD diintervensi dengan cerita dan diskusi, kelompok C dibacakan cerita oleh peneliti dan CG dibacakan cerita oleh guru murid-murid tersebut. Dilakukan intervensi selama 15 sesi. Perilaku prososial diukur melalui observasi terhadap 15 item senarai tingkah laku prososial. Program Cerita Prososial Aktif yang menggunakan metode shared reading ternyata efektif meningkatkan tingkah laku prososial anak prasekolah secara signifikan (Z=-2.032) setelah dilakukan 5 sesi intervensi dan tingkahlaku prososial secara konsisten terus meningkat frekuensinya sampai penelitian berakhir. Metode bercerita tanpa diskusi dan kegiatan efektivitasnya paling rendah.

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ABSTRACT
Adaptation to social interactions in a larger social environment is determined by individual?s prosocial behavior (Berns, 2010). With their expanding microsystem prosocial behavior of preschool children need to be develop accordingly, to establish and enhance the repertoire learned in their home environment. Various methods had been implemented in the enterprises of developing prosocial behavior of preschool children i.e.. role play, constructive play, story reading and shared reading. Cerita Prososial Aktif (CPA) that implements shared reading method presumably more effectively increases prosocial behavior considering that the prosocial story reading (C) is complemented with discussion (D) and relevant activities (K) for the children to apply prosocial behavior. With the before and after experimental design, this study aims at comparing the effectiveness of shared reading (CDK) method against active story telling (CD) and story telling without discussion(C). Prosocial behavior was measured by observation using prosocial behavior checklist consisits of 15 items. After 5 sessions the experimental gourp (CDK) showed significantly higher increase of prosocial behavior, while the other 3 control groups: treated with story and discussion (CD), C (story telling by investigator) and story telling by teacher (CG) showed no significant increases. After 15 sessions CDK group showed highest increase compared to CD, C or CG groups. Significant increase of prosocial behavior was achieved after 15 sessions of listening to prosocial story without discussiion and relevant activities, with the lowest size compared to CDK and CD groups.;Adaptation to social interactions in a larger social environment is determined by individual?s prosocial behavior (Berns, 2010). With their expanding microsystem prosocial behavior of preschool children need to be develop accordingly, to establish and enhance the repertoire learned in their home environment. Various methods had been implemented in the enterprises of developing prosocial behavior of preschool children i.e.. role play, constructive play, story reading and shared reading. Cerita Prososial Aktif (CPA) that implements shared reading method presumably more effectively increases prosocial behavior considering that the prosocial story reading (C) is complemented with discussion (D) and relevant activities (K) for the children to apply prosocial behavior. With the before and after experimental design, this study aims at comparing the effectiveness of shared reading (CDK) method against active story telling (CD) and story telling without discussion(C). Prosocial behavior was measured by observation using prosocial behavior checklist consisits of 15 items. After 5 sessions the experimental gourp (CDK) showed significantly higher increase of prosocial behavior, while the other 3 control groups: treated with story and discussion (CD), C (story telling by investigator) and story telling by teacher (CG) showed no significant increases. After 15 sessions CDK group showed highest increase compared to CD, C or CG groups. Significant increase of prosocial behavior was achieved after 15 sessions of listening to prosocial story without discussiion and relevant activities, with the lowest size compared to CDK and CD groups.;Adaptation to social interactions in a larger social environment is determined by individual?s prosocial behavior (Berns, 2010). With their expanding microsystem prosocial behavior of preschool children need to be develop accordingly, to establish and enhance the repertoire learned in their home environment. Various methods had been implemented in the enterprises of developing prosocial behavior of preschool children i.e.. role play, constructive play, story reading and shared reading. Cerita Prososial Aktif (CPA) that implements shared reading method presumably more effectively increases prosocial behavior considering that the prosocial story reading (C) is complemented with discussion (D) and relevant activities (K) for the children to apply prosocial behavior. With the before and after experimental design, this study aims at comparing the effectiveness of shared reading (CDK) method against active story telling (CD) and story telling without discussion(C). Prosocial behavior was measured by observation using prosocial behavior checklist consisits of 15 items. After 5 sessions the experimental gourp (CDK) showed significantly higher increase of prosocial behavior, while the other 3 control groups: treated with story and discussion (CD), C (story telling by investigator) and story telling by teacher (CG) showed no significant increases. After 15 sessions CDK group showed highest increase compared to CD, C or CG groups. Significant increase of prosocial behavior was achieved after 15 sessions of listening to prosocial story without discussiion and relevant activities, with the lowest size compared to CDK and CD groups., Adaptation to social interactions in a larger social environment is determined by individual’s prosocial behavior (Berns, 2010). With their expanding microsystem prosocial behavior of preschool children need to be develop accordingly, to establish and enhance the repertoire learned in their home environment. Various methods had been implemented in the enterprises of developing prosocial behavior of preschool children i.e.. role play, constructive play, story reading and shared reading. Cerita Prososial Aktif (CPA) that implements shared reading method presumably more effectively increases prosocial behavior considering that the prosocial story reading (C) is complemented with discussion (D) and relevant activities (K) for the children to apply prosocial behavior. With the before and after experimental design, this study aims at comparing the effectiveness of shared reading (CDK) method against active story telling (CD) and story telling without discussion(C). Prosocial behavior was measured by observation using prosocial behavior checklist consisits of 15 items. After 5 sessions the experimental gourp (CDK) showed significantly higher increase of prosocial behavior, while the other 3 control groups: treated with story and discussion (CD), C (story telling by investigator) and story telling by teacher (CG) showed no significant increases. After 15 sessions CDK group showed highest increase compared to CD, C or CG groups. Significant increase of prosocial behavior was achieved after 15 sessions of listening to prosocial story without discussiion and relevant activities, with the lowest size compared to CDK and CD groups.]

Abstrak :
[Perceraian tidak hanya berdampak pada orang tua, melainkan juga pada anak dalam keluarga. Anak usia prasekolah merupakan mereka yang paling tertekan dalam menghadapi peristiwa tersebut. Dampak negatif perceraian pada anak dapat diminimalisir dengan pemberian pengetahuan sebelumnya. Pengetahuan mengenai perceraian, salah satunya dapat disampaikan melalui buku cerita bergambar. Sayangnya, di Indonesia peneliti belum menemukan buku cerita bergambar mengenai perceraian untuk anak usia prasekolah. Penelitian ini bertujuan untuk menguji efektivitas buku cerita bergambar dalam meningkatkan pengetahuan anak usia prasekolah mengenai perceraian. Penyusunan buku cerita bergambar dalam penelitian ini berdasar pada 3 sumber informasi, yaitu (1) studi literatur, (2) analisis buku cerita bergambar, dan (3) need assessment. Pengujian dilakukan dengan menggunakan pre dan post test terhadap 5 partisipan yang dipilih dengan metode purposive sampling. Partisipan merupakan anak usia prasekolah yang orang tuanya sedang menjalani proses perceraian. Hasil analisa dengan paired sample t-test menunjukkan bahwa buku cerita bergambar secara signifikan meningkatkan pengetahuan anak usia prasekolah mengenai perceraian. Sebagai hasil analisa tambahan, orang tua partisipan mengaku lebih mudah menjelaskan perceraian kepada anaknya dengan menggunakan buku cerita. Untuk penelitian selanjutnya, dapat dibuat buku cerita bergambar mengenai perceraian untuk anak pada tahapan usia yang berbeda atau dalam menghadapi peristiwa menantang lain;The impacts of divorce are not only felt by parents but also by children. Preschool children are the most distressed for facing parental divorce. The negative impacts of divorce on children can be minimized when children had pervious knowledge about the event. One of the method to give knowledge about divorce to children is through picture book. Unfortunately, in Indonesia, researchers have not found picture books for preschoolers about divorce. This study aims to test the effectiveness of picture book in increasing knowledge of preschool children about divorce. Formulation of picture books in this study is based on three sources of information: (1) the study of literature, (2) analysis of picture books, and (3) need assessment. This picture book that have been prepared, then used to test its effectiveness for increasing knowledge of preschool children about divorce. The test was conducted using pre and post test on 5 participants. The statistical method used in this study is paired sample t-test. The purposive sampling method was used to select the participants. The participants for this study are preschool children with parents that is undergoing divorce proceedings. The result shows that picture books in this study significantly increase preschool children's knowledge about divorce. As an additional result, parents find it easier to explain divorce to their children using the picture book from this study. For further study, researcher can make another picture book about divorce for children at different age or to face another challenging situation in life. , The impacts of divorce are not only felt by parents but also by children. Preschool children are the most distressed for facing parental divorce. The negative impacts of divorce on children can be minimized when children had pervious knowledge about the event. One of the method to give knowledge about divorce to children is through picture book. Unfortunately, in Indonesia, researchers have not found picture books for preschoolers about divorce. This study aims to test the effectiveness of picture book in increasing knowledge of preschool children about divorce. Formulation of picture books in this study is based on three sources of information: (1) the study of literature, (2) analysis of picture books, and (3) need assessment. This picture book that have been prepared, then used to test its effectiveness for increasing knowledge of preschool children about divorce. The test was conducted using pre and post test on 5 participants. The statistical method used in this study is paired sample t-test. The purposive sampling method was used to select the participants. The participants for this study are preschool children with parents that is undergoing divorce proceedings. The result shows that picture books in this study significantly increase preschool children's knowledge about divorce. As an additional result, parents find it easier to explain divorce to their children using the picture book from this study. For further study, researcher can make another picture book about divorce for children at different age or to face another challenging situation in life. ]

Abstrak :
Pada anak usia prasekolah, regulasi emosi merupakan aspek penting dari perkembangan sosial anak. Secara khusus, regulasi emosi berperan sebagai kunci dari kemampuan anak dalam mengelola tuntutan dan konflik yang mereka hadapi ketika berinteraksi dengan orang lain. Ketidakmampuan untuk meregulasi emosi merupakan faktor risiko penting dalam pembentukan perilaku agresif di masa mendatang. Penelitian ini bertujuan untuk melihat efektivitas program dalam meningkatkan regulasi emosi pada anak. Penelitian ini merupakan one group pretest-posttest design yaitu menggunakan satu kelompok eksperimental tanpa adanya kelompok kontrol. Hasil dari pengolahan data wilcoxon signed rank test menunjukkan bahwa program regulasi emosi efektif dalam meningkatkan kemampuan regulasi emosi anak usia prasekolah 3-4 tahun. ......In preschoolers, emotional regulation is an important aspect of children 39 s social development. In particular, emotional regulation plays a key role in the ability of children to manage the demands and conflicts they face when interacting with others. The inability to regulate emotions is an important risk factor in the formation of aggressive behavior in the future. This study aims to see the effectiveness of the program in improving emotional regulation in children. This research is one pretest posttest design group that uses one experimental group without any control group. The results of the wilcoxon signed rank test showed that the emotional regulation program was effective in improving the emotional regulation ability for preschoolers 3 4 years.

Abstrak :
Latar belakang: Banyak faktor yang memengaruhi stimulasi dan salah satunya adalah stimulasi. Fungsi kognitif berhubungan dengan stimulasi yang diberikan oleh orangtua atau pengasuh. Tujuan: Menilai hubungan stimulasi dengan fungsi kognitif anak perawakan pendek dan normal usia prasekolah Metode: Studi cross sectional yang dilakukan di empat kelurahan di Jakarta dengan metode pengambilan sampel secara consecutive sampling. Kriteria inklusi adalah anak usia prasekolah dari penelitian pada perawakan pendek sebelumnya dengan orangtua atau pengasuh. Penilaian stimulasi menggunakan kuesioner versi Bahasa Indonesia dan fungsi kognitif dengan the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) versi Bahasa Indonesia yang dinilai oleh Psikolog. Analisis data dengan uji korelasi Pearson dan Kai kuadrat, hasil signifikan bila nilai p < 0,05 Hasil: Subjek 62 anak yang terdiri dari 22 (35,5%) perawakan pendek dan 40 (64,5%) perawakan normal. Pada perawakan pendek didapatkan yang terbanyak stimulasi perkembangan kategori sedang (54,5%), proporsi IQ verbal dan total rata-rata (59,1% dan 50,0%), proporsi IQ performa di bawah rata-rata (45,5%). Hubungan stimulasi dengan fungsi kognitif IQ total pada anak perawakan normal (r=0,316; p=0,047). Perbedaan proporsi IQ verbal, IQ performa dan IQ total pada perawakan pendek dan normal (p=0,409; p=0,119; p=0,877). Simpulan: Terdapat hubungan bermakna antara stimulasi dengan fungsi kognitif. Tidak terdapat perbedaan proporsi penilaian kognitif dari rata-rata ke atas pada IQ verbal, IQ performa dan IQ total pada perawakan pendek dan normal. Hasil ini harus diinformasikan kepada orangtua atau pengasuh bahwa stimulasi memengaruhi fungsi kognitif dan harus dilakukan rutin setiap hari. ......Background: Several factors influence cognitive function and stimulation is one of them. Cognitive function is related to stimulation given by parents or caregivers. Aim: To assess correlation between stimulation with cognitive function of preschool children with normal and short stature. Methods: A cross-sectional study with a consecutive sampling was done in four sub-districts in Jakarta. Inclusion criteria were preschool-age children from the previous research on short stature and their parents or caregivers. Stimulation assessment using an Indonesian questionnaire version. Verbal IQ (VIQ), performance IQ (PIQ), and full-scale IQ (FSIQ) were assessed with the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) Indonesian version by Psychologist. Data were analyzed using Pearson correlation and Chi-square test with a statistically significant if p-value <0.05. Results: Subject of 62 children consist of 64.5% normal and 35.5% short stature. Most of short stature children obtained medium category stimulation (54.5%), an average VIQ and FSIQ proportion (59.1% and 50.0%, respectively), below the average PIQ proportion (45.5%). Correlation between stimulation with FSIQ (r= 0.316; p-value= 0.047) in normal stature. Verbal IQ, PIQ and FSIQ proportion difference from an average and above between normal and short stature children were p-value= 0.409; p-value= 0.119; p-value= 0.877, respectively. Conclusion: There was a significant correlation between stimulation and cognitive function. Cognitive function from an average and above between normal and short stature is no proportion difference. This finding must be informed to the parents or caregivers that stimulation affects the cognitive function, and it must be done every day regularly.

Abstrak :
Tujuan umum penelitian ini adalah diketahuinya riwayat penyakit infeksi sebagai faktor dominan kejadian stunting pada siswa kelas 1 SD di Jakarta Pusat tahun 2016. Penelitian ini menggunakan penelitian dengan desain studi cross-sectional. Responden dalam penelitian ini sebanyak 160 responden di 6 sekolah dasar negeri di Jakarta Pusat. Hasil penelitian menunjukkan sebesr 18,8% siswa mengalami stunting. Pada penelitian ini ditemukan bahwa kejadian stunting memiliki perbedaan yang bermakna secara statistik kepada riwayat penyakit infeksi, riwayat ASI eksklusif, status imunisasi, suplementasi vitamin A, pemanfaatan pelayanan kesehatan, frekuensi konsumsi makanan sumber protein, frekuensi konsumsi makanan sumber zinc, frekuensi konsumsi makanan sumber zat besi, frekuensi konsumsi makanan sumber vitamin A, pengetahuan Ibu tentang gizi dan kesehatan, pola asuh makan, pendapatan keluarga dan jumlah anggota keluarga. Hasil pada penelitian ini juga menunjukkan bahwa riwayat penyakit infeksi sebagai faktor dominan kejadian stunting pada siswa kelas 1 SD di Jakarta Pusat tahun 2016. Peneliti menyarankan pada pemerintah dan sekolah agar diadakan pendidikan gizi terkait gizi seimbang, penyakit infeksi, sosialiasi terkait sanitasi total yang baik dan pemantauan status gizi anak secara berkala. ......This thesis aims to determine that history of infectious disease as a dominant factors of stunting among first grades of elementary school in Central Jakarta Region in 2016. This research used cross-sectional research design. The respondence of this research were 160 respondence from six elementary school in Central Jakarta Region. The research resulted that 18,8% of those students are stunting. In this research, found that stunting among children had significantly related to such factors: infectious disease, exclusive breastfeeding, immunization, frequently consumption protein, frequently consumption zinc, frequently consumption iron, frequently consumption vitamin A, mother's nutrition and health knowlegde, feeding practices, and family income. The most dominant factor in this thesis was infectious disease. Researcher suggest to government and school to educate the parents and students about nutrition, infectious disease, sanitary and hygiene and periodically check the linear growth for children.