p–ISSN: 2723 - 6609 e-ISSN: 2745-5254

Vol. 4, No. 10 October 2023 http://jist.publikasiindonesia.id/

Doi: 10.59141/jist.v4i10.749 1672

EARLY CHILDHOOD SOCIAL SKILLS DEVELOPMENT THROUGH HYFLEX

LEARNING (FLEXIBLE HYBRID)

*Correspondence

INFO ARTIKEL

ABSTRACT

Introduction

Social skills should be developed from an early age. The foundation for shaping

one's social behavior is laid during the early years, which makes early childhood

education an important time to ensure children learn social skills (Algan et al., 2022).

certainly among the most important skills a child must learn. A person's social facility has

profound implications for nearly every facet of life in childhood and adulthood. A lack of

social skills may lead directly to problems in interpersonal relationships or may interfere

Early Childhood Social Skills Development Through Hyflex Learning (Flexible Hybrid)

Jurnal Indonesia Sosial Teknologi, Vol. 4, No. 10, October 2023 1673

indirectly with optimal functioning in school, occupational, and recreational activities.

Yet, as frequently noted, the training of even the most basic social skills has been almost

completely neglected in American schools (Cappelen, List, Samek, & Tungodden, 2020).

Researchers and clinicians have only recently begun to investigate methods of fostering

specific social skills in children (Othlinghaus-Wulhorst & Hoppe, 2020).

Social skills are very necessary for children to be able to interact with others. Even

the complex social skills necessary for confidence, responsiveness, and mutually

has been almost completely neglected in schools. Especially during the COVID pandemic

(Martoredjo, 2013).

For more than 2 (two) years, the COVID-19 pandemic has hit almost all over the

world, including Indonesia. The impact is the number of schools that are closed,

limitations in social interaction, and also children's learning. When schools are closed,

learning activities are entirely online. These limitations affect children's social skills.

Both parents and teachers discussed how the transition to remote learning had

impacted students in kindergarten, grade 1, and grade 2. Participants expressed deep

concerns over the negative social and emotional impacts of remote learning for students.

Many teachers described how much their students missed their peers and how important

teachers describe how much their students miss their peers and how important social

interaction is in kindergarten and early elementary school classes (Ford, King, Priest, &

Kavanagh, 2017).

As children grow, they learn about social roles, values, and behaviors from the

world around them. Parents, siblings, extended family, peers, and teachers all have a role

to play in shaping a child's social skills.

Social skills are vital in enabling an individual to have and maintain positive

interactions with others. Many of these skills are crucial in making and sustaining

friendships. Social interactions do not always run smoothly and an individual needs to be

able to implement appropriate strategies, such as conflict resolution when difficulties in

Hikmah Munawaroh, Sri Kuswantono, Sofia Hartati, Yudrik Jahja, Yasmin Faradiba

Jurnal Indonesia Sosial Teknologi, Vol. 4, No. 10, October 2023 1674

Social skills are essential in enabling individuals to have and maintain positive

interactions with others. Many of these skills are essential in forging and maintaining

friendships. Social interaction does not always go smoothly and an individual needs to be

able to implement appropriate strategies, such as conflict resolution when difficulties in

interaction arise. It is also important for individuals to have 'empathy' (i.e. being able to

put themselves in someone else's shoes and recognize their feelings) as it allows them to

respond in a way that understands and cares about the feelings of others. For this reason,

The first study to examine the causal impact of early childhood education on the

social preferences of children. We compare children who, at 3–4 years old, were

randomized into either a full-time preschool, a parenting program, or a control group. We

returned to the children when they reached 6–8 years of age and conducted a series of

incentivized experiments to elicit their social preferences. We find that early childhood

education has a strong causal impact on social preferences. Our findings highlight the

importance of taking a broad perspective when designing and evaluating early childhood

educational programs (Cappelen et al., 2020).

There is a causal impact on early childhood education with children's social

preferences. The above research shows that early childhood education has a strong causal

of engagement with digital tablets in preschools, with activities directed toward various

subject-related, social, and generic skills. Programming, invention, construction and

creation, problem-solving, and design emerged saliently as tablet activities in technology

subject areas. Opportunities for providing meaningful learning tasks and digital

adaptability were seen as pedagogical benefits of using tablets, but increasing

expectations to integrate tablet activities with an accompanying lack of digital skills were

expressed as limitations. Teachers’ recommendations for future tablet use included

defining clearer curriculum guidelines for tablet implementation and adequate training

for acquiring digital competence (Otterborn, Schönborn, & Hultén, 2019).

The survey results revealed a high level of engagement with digital tablets in pre-

Early Childhood Social Skills Development Through Hyflex Learning (Flexible Hybrid)

Jurnal Indonesia Sosial Teknologi, Vol. 4, No. 10, October 2023 1675

Opportunities to deliver meaningful learning assignments and digital adaptability are seen

as pedagogical benefits of tablet use, but expectations of integrating tablet activities with

teachers' limited digital skills are difficult to implement. On that basis, if children's social

skills want to develop optimally, learning programs both offline and online must be

accompanied by digital skills teachers. In addition, it requires patience from educators

and parents who interact with children.

Children, who are studying in playgroups, kindergartens, and elementary schools

Generation Alpha, which is close to Information Technology (IT). They can access and

absorb various information through digital technology. Early childhood who study at this

ECCE institution is the Alpha Generation where he is amid advanced information

technology in its golden age. They have known the world of technology and the internet

from an early age and are also known as digital natives. This makes online learning

already familiar to them. However, on the other hand, the learning presented today by

ECCE educators is not interesting according to their interests. This happens because of

the limited ability of educators to design learning and provide digital media that interests

children. So that the learning held is not by the expected goals. A solution is needed to

motivate children's learning and develop children's social skills in the midst of limited

overall found HyFlex to be an effective mode of instruction, but that more research was

needed. However, the scope of this research is limited in comparison to online and

blended learning (Howell, 2022).

HyFlex learning is a potential answer to apply to limited face-to-face learning.

However, there hasn't been much research on this way of teaching, especially in early

childhood. Studies on HyFlex have looked at HyFlex from the perspective of student

attendance, engagement, and performance. Miller, Riser, and Griffiths (2013) found that

students in HyFlex learning enjoy flexibility and that technology increases student

participation. They found that students in the course as a whole found HyFlex to be an

effective mode of instruction, so it needs more research, especially for current wholeness.

Hikmah Munawaroh, Sri Kuswantono, Sofia Hartati, Yudrik Jahja, Yasmin Faradiba

Jurnal Indonesia Sosial Teknologi, Vol. 4, No. 10, October 2023 1676

This research was conducted with an educational research and development

approach (Bord and Gall, 2003).

Research Context

This research was conducted in Jakarta. This area was chosen because this area is

quite strategic and reachable. The existing ECCE teachers are quite enthusiastic and have

a high commitment to optimizing children's growth and development, especially in

optimizing children's social and emotional. Parents in this region can also be invited to

are still some who are still lacking, So an intervention model (learning activities) is

needed that helps children train their social emotions. These activities should be

integrated with learning at school and involve parents at home.

Sample

Samples were taken from children aged 4-6 years. Research subjects will fill in their

data, children's data, be involved in program development and educators are given

training for the application of learning models with parental involvement. Parents

involved with ECCE institution programs are given direction from ECCE institutions and

monitoring program implementation is carried out through filling out program

implementation assessment sheets. The sample in this study was early childhood

Data collection and analysis; (7) Reporting of evaluation results (David Strahan at al. in

Sukmadinata, 2009; p.132).

Empirical Model

The empirical model used in this study was to evaluate the social-emotional

learning model with parental involvement. The qualitative data obtained is then

reprocessed to see the percentage value of the effectiveness of the social-emotional

learning model using the following formula:

P = (∑χ)/n X 100%

Information:

P = Effectiveness of social-emotional learning model

Early Childhood Social Skills Development Through Hyflex Learning (Flexible Hybrid)

Jurnal Indonesia Sosial Teknologi, Vol. 4, No. 10, October 2023 1677

The description of the research data can be seen in Diagrams 1 and 2 of the figure

describing statistical data on the application of social and emotional learning models with

parental involvement in East Jakarta.

Results and Discussion

Based on the trial activities carried out in the field, the results of testing the teacher

and parent program are interested in the program made by the author. But to be applied

Table 1

Model Development Test Results

Attractiveness 85, quality 80, material 85, Ease of use 78, Usability 87 average

figures of 83%.

Conclusion

Social skills are behaviors that encourage positive interactions with others.

Teaching children social skills is one of the most complex aspects of parenting, but the

benefits will be felt as children become adults. Early childhood is naturally egocentric.

Even when playing or interacting with others, many children have difficulty sharing,

empathizing, collaborating, and cooperating. Children develop skills to play alongside

Hikmah Munawaroh, Sri Kuswantono, Sofia Hartati, Yudrik Jahja, Yasmin Faradiba

Jurnal Indonesia Sosial Teknologi, Vol. 4, No. 10, October 2023 1678

The learning model developed by the author is a hyflex learning model to develop social

skills. Through the application of this model, schools and parents work together to

optimize children's social skills. The implementation of this learning model in schools

through play activities that are specifically designed and designed to develop children's

social skills. Development tools are used through Hyflex learning by utilizing face-to-

face play activities at school and existing digital facilities such as digital whiteboards and

pallets for those who learn online. Based on the results of the experiments that the author

Early Childhood Social Skills Development Through Hyflex Learning (Flexible Hybrid)

Jurnal Indonesia Sosial Teknologi, Vol. 4, No. 10, October 2023 1679

Agusniatih, Andi, & Manopa, Jane M. (2019). Keterampilan sosial anak usia dini: teori

Dini. Nas Media Pustaka.

Hikmah Munawaroh, Sri Kuswantono, Sofia Hartati, Yudrik Jahja, Yasmin Faradiba

Jurnal Indonesia Sosial Teknologi, Vol. 4, No. 10, October 2023 1680

Menerapkan Pembelajaran Sosial Emosi Di Kelas Virtual Pada Masa Pandemik