Pengaruh Brain GYM Terhadap Konsentrasi Anak Usia Sekolah di SD GMIM 4 Bitung

2026-10-27T21:32:53+07:00

In elementary school children acquire basic skills as preparation for the next level of education which requires good concentration. However, in reality, some children still experience difficulties concentrating during classroom learning activities. One approach that can improve children’s concentration is brain gym. Brain gym works by stimulating the central nervous system by coordination between the body and the brain, thereby improving children’s concentration. This study aimed to analyze the effect of brain gym on the concentration of school-age children. This study used a quasi-experimental design with a pre-post test to examine the effect of brain gym on the concentration of school-age children. The sampling technique used was total sampling, in which the sample size was equal to the population, totaling 21 participants. The univariate test results showed that before the brain gym intervention, children’s concentration was in the low category for 8 respondents (38.1%) and in the moderate category for 13 respondents (61.9%). After the brain gym intervention, concentration was in the low category for 2 respondents (9.5%), moderate for 6 respondents (28.6%), and high for 13 respondents (61.9%). The bivariate test using the Wilcoxon test showed p = 0.000 or p < α (0.05). The conclusion shows a significant effect of brain gym movements on the concentration of school-age children at SD GMIM 4 Bitung. It is recommended that the school implement brain gym as a routine activity before the learning process begins. Schools are expected to create a learning environment that supports improving students’ concentration.

Hubungan antara Interaksi Teman Sebaya dengan Kecerdasan Emosional Anak di SD Gmim 1 Bitung

2026-10-27T21:54:42+07:00

Emotional intelligence is highly important for children’s development, particularly in their ability to recognize, manage, and express emotions. In fact, many children still have difficulty managing their emotions effectively. One factor that contributes to the development of emotional intelligence is peer interaction, as through relationships with peers, children learn to cooperate, show empathy, control themselves, and resolve conflicts. The purpose of this study is to analyze the relationship between peer interaction and children’s emotional intelligence. The type of research used in this study was descriptive analytic research with a cross-sectional approach, which aimed to determine the relationship between peer interaction and children’s emotional intelligence. The sampling technique used in this study was total sampling, where the number of samples was equal to the population, consisting of 30 respondents. The results of the univariate test showed that peer interaction in the high category consisted of 15 respondents (50%), while the low category also consisted of 15 respondents (50%). Children’s emotional intelligence in the high category consisted of 17 respondents (56.7%), while the low category consisted of 13 respondents (43.3%). The results of the bivariate test using the chi-square test showed a value of p = 0.010 or p < α (0.05), indicating that Ha was accepted and Ho was rejected. The conclusion of this study is that there is a significant relationship between peer interaction and children’s emotional intelligence at SD GMIM 1 Bitung. Based on the findings, it is recommended that the school develop character-building programs based on peer interaction.

JURNAL ILMIAH KESEHATAN MANADO

Pengaruh Brain GYM Terhadap Konsentrasi Anak Usia Sekolah di SD GMIM 4 Bitung

Hubungan antara Interaksi Teman Sebaya dengan Kecerdasan Emosional Anak di SD Gmim 1 Bitung