Implementation of Storytelling Method In Developing Empathy In Early Children Aged 5-6 Years
DOI:
https://doi.org/10.47453/hadlonah.v6i1.3162Keywords:
Storytelling Method, Developing Empathy, 5-6 Years Old ChildrenAbstract
The background of this research focuses on the importance of developing empathy in early childhood as part of fundamental social skills. The purpose of this study is to determine the effectiveness of the storytelling method in developing empathy in early childhood 5-6 years by looking at how stories can build emotional understanding, improve the ability to recognize the feelings of others and encourage prosocial behavior in children's daily interactions. The method used in this research is qualitative research with a case study approach that aims to explore the implementation of the storytelling method in more depth. The data collection techniques used include observation, interviews, and documentation. The data sources were teachers and children involved in storytelling activities at Bani Insan Rabakodo Kindergarten. The data obtained were analyzed using qualitative data analysis techniques with a descriptive approach to describe the implementation process of the storytelling method and its impact on children's empathy development. The results showed that the implementation of the storytelling method at Bani Insan Rabakodo Kindergarten was effective in developing empathy in early childhood. Some of the activities carried out to support this process include the selection of stories relevant to empathy development, interactive and participatory storytelling, the use of visual media and puppets, and role-playing activities. All of these activities not only help children understand and feel the feelings of the characters in the story, but also improve their ability to show empathy towards others in everyday life. Research shows that the storytelling method is effective in developing empathy in children aged 5-6 years. Children are better able to understand the feelings of others and show a caring attitude. The implications of this research encourage educators and parents to use stories as a strategic approach in early childhood social-emotional learning.
Downloads
References
Adamson, K., Sengsavang, S., Charise, A., Wall, S., Kinross, L., & Balkaran, M. (2018). Narrative Training as a Method to Promote Nursing Empathy Within a Pediatric Rehabilitation Setting. Journal of Pediatric Nursing, 42(12), 1223–1235. https://doi.org/10.1016/j.pedn.2018.06.011
Ahmad, Umar, Ramadhan, S., & Jatanti, M. I. (2023). Menumbuhkan Karakter Positif Siswa Melalui Tayangan Inspiratif di SDN Inpres Nanga Ni’u Desa Karampi. EL-Muhbib: Jurnal Pemikiran Dan Pendidikan Dasar, 7(1), 119–131.
Amin, A. Y. M., Ahmad, A., & Hashim, H. (2024). Exploring the Role of Storyline, Characters, and Interactive Storytelling Techniques in Fostering Socio-Emotional Learning in Early Childhood Education. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan. https://doi.org/10.37134/jpak.vol13.2.6.2024
Amrullah, A., & Awalunisah, S. (2022). Pengaruh Metode Storytelling Terhadap Sikap Empati Anak Di Kelompok B Tk Al-Khairaat Parigi. Jurnal Golden Age, 6(01), 322–332.
Anderson, B., & Peterson, S. (2022). Concreteness and levels of processing: a test of the dual-coding hypothesis using dynamic visual noise. JACOM : Journal of Community Empowerment, 30(12), 1405–1420. https://doi.org/10.1080/09658211.2022.2120622
Anhar, A. S., & Ramadhan, S. (2024). Pemanfaatan Media dan Sumber Belajar Digital Melalui Kegiatan Workshop pada Mahasiswa Universitas Muhammadiyah Bima. Bima Abdi : Jurnal Pengabdian Masyarakat, 4, 1–8.
Cucu Cahyati, Ahmadin, S. R. (2024). Creativity Of Driving Teachers in Developing Students’ Social-Emotional Competence (SEC) On An Iindependent Learning Curiculum. Jurnal WANIAMBEY: Journal of Islamic Education, 5(2), 255–271.
Decety, J., Meidenbauer, K., & Cowell, J. (2018). The development of cognitive empathy and concern in preschool children: A behavioral neuroscience investigation. Developmental Science, 21(3), 881–895. https://doi.org/10.1111/desc.12570
Doherty, M. (2018). Theory of Mind: How Children Understand Others’ Thoughts and Feelings. JEA (Jurnal Edukasi AUD), 12(4), 109–124. https://doi.org/10.4324/9780203929902
Dunn, J., Brown, J., & Beardsall, L. (2021). Family Talk about Feeling States and Children’s Later Understanding of Others’ Emotions. Developmental Psychology, 27(12), 448–455. https://doi.org/10.1037/0012-1649.27.3.448
Fadlan, A. (2019). Efektivitas Metode Bercerita Dalam Perkembangan Bahasa Anak. Smart Kids: Jurnal Pendidikan Islam Anak Usia Dini, 1(1), 28–37. https://doi.org/10.30631/smartkids.v1i1.47
Fedotova, S. (2023). Methodological Techniques Of The Emotional Sphere Development OF The Preschoolers And The Primary School Students By Means Of Literary Works. Academic Notes Series Pedagogical Science, 17(8), 250–264. https://doi.org/10.36550/2415-7988-2022-1-207-334-338
Hanum, L. (2022). Pembelajaran Pendidikan Agama Islam pada Anak Melalui Metode Bercerita di Yayasan Pendidikan Al-Fazwa Islamic School. Fitrah: Journal of Islamic Education, 3(1), 1–13. https://doi.org/10.53802/fitrah.v3i1.87
Hasan, N. D., & Zaini, S. H. (2021). Application of social skills to children through role-playing activities. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 19(9), 457–472. https://doi.org/10.37134/jpak.vol10.1.3.2021
Helaluddin. (2015). Analisis Data Kualitatif dan Kuantitatif: Sebuah Tinjauan Teori dan Praktik (p. 77). hal.10.
Ilham, I., Pujiarti, T., Ramadhan, S., & Wulan, W. (2024). Analisis Kesulitan Siswa Dalam Pembelajaran IPAS di SDN 27 Dompu. Jurnal Pendidikan Dan Pembelajaran Indonesia (JPPI), 4(3), 919–929. https://doi.org/10.53299/jppi.v4i3.603
Indanah, & Yulisetyaningrum. (2019). Perkembangan Sosial Emosional Anak Prasekolah. Jurnal Ilmu Keperawatan Dan Kebidanan, 10(1), 221–228.
Izzati, L., & Yulsyofriend. (2020). Pengaruh metode bercerita dengan boneka tangan terhadap perkembangan kognitif anak usia dini. Jurnal Pendidikan Tambusai, 4(1), 472–481.
Johnson, D. (2015). Transportation into a story increases empathy, prosocial behavior, and perceptual bias toward fearful expressions. Personality and Individual Differences, 52(20), 150–155. https://doi.org/10.1016/J.PAID.2011.10.005
Kusuma, W. S., & Sutapa, P. (2020). Dampak Pembelajaran Daring terhadap Perilaku Sosial Emosional Anak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2), 1635–1643. https://doi.org/10.31004/obsesi.v5i2.940
Luthfiyah, M. F. (2017). Metodologi Penelitian: Penelitian Kualitatif, Tindakan Kelas Dan R & D. Metologi Penelitian, 2(November), 26.
Madyawati, L. (2017). Strategi Pengembangan Bahasa Pada Anak. KENCANA.
Mahiratin, M., Syarifuddin, S., & Kusumawati, Y. (2024). Penerapan Model PjBL (Project Based Learning) Untuk Meningkatan Kretivitas Siswa Melalui Mata Pelajaran P5PPRA Pada Kurikulum Merdeka Belajar di Kelas IV MIN Kota Bima. Jurnal Pendidikan Dan Pembelajaran Indonesia (JPPI), 4(2), 579–590. https://doi.org/10.53299/jppi.v4i2.545
Additional Files
Published
Issue
Section
License
Copyright (c) 2025 Authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
