WIDYA AYU PUSPITA, 090710147D (2011) PENGEMBANGAN METODE PENGUKURAN KEMAMPUAN MERESPONS KESULITAN (ADVERSITY RESPONSE) ANAK USIA 5 - 6 TAHUN. Disertasi thesis, UNIVERSITAS AIRLANGGA.

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Abstract

This research is aimed to develop a measurement method for early childhood adversity response. This is an important because there are some negative impacts of childhood adversity to children development when there are unadequate responses. Those unadequate responses can cause serious problems in the future. So that, the children must face childhood adversity well. So, we have to know children adversity response since they are in the early childhood. But, up to now, there are no method used to measure early childhood adversity response. For those reasons, in this research, that method is developed. This method is named "Adversity Response Scale" (ARS) and classify early childhood (5-6 years old) adversity response in three categories, those are high, fair and poor. This is a screening test, in the scale type and used for 5 - 6 year old. This age is a golden period, preschool age, and in the high speed of all the early childhood aspect development.The development of the capacity of problem solving and situation analysis happen in these ages. The result of this research shows that childhood adversities are vary, whether at home or at school. Earlychildhood responses are also vary, that can be divided into three types, those are positive, negative, and unclear response. Adversity response (AR) is built by seven indicators, those are reach, endurance, openness, duration, control, responsibility and adaptation. Those indicators have different weight, so that, adversity response score can be calculated by this formula : Adversity Response Score = (0,83*reach) + (0,67*endurance) + (0,35*openness) + (0,62*duration) + (0,39*control) + (0,56*responsibility) + (0,57*adaptation) By using those formula, it was founded that early childhood adversity response score is vary and most off them (50,4%) are in the middle category. Based on the research result, there are some differences between this result and the theory before, related to weight (no weight vs. weighting), number and type indicators (5 vs. 7 indicators), using (self assessment vs. interview), tools spesification - like phenomenon type - , and target (young children up to adult vs. early childhood). From the result of this research, it is suggested that we conduct a longitudinal study to explore adversity response development by ages, using bigger sample, a cross culture study and explore all the factors that influence early childhood adversity response. Besides, intervention programs can be developed to increase early childhood adversity response suitable to children characteristics and developmental stages.

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