Cognitive Behavioral Therapy for Managing Conduct Disorder in Early Childhood: A Case Study at Harapan Kindergarten Ngino Tuban

Abstract

Penelitian ini bertujuan untuk mengeksplorasi pendekatan kognitif dan sosial dalam menangani conduct disorder pada anak usia dini di TK Harapan Ngino, Tuban. Conduct disorder pada anak sering ditandai dengan perilaku agresif, melanggar aturan, dan kesulitan beradaptasi dalam lingkungan sosial. Jika intervensi tidak dilakukan, perilaku ini dapat menghambat perkembangan emosional dan sosial anak. Fokus penelitian adalah anak usia 4–5 tahun yang menunjukkan gejala conduct disorder seperti membangkang, sering tantrum, dan mengganggu proses belajar di kelas. Pendekatan kognitif difokuskan pada membantu anak memahami konsekuensi dari perilaku mereka, mendorong kemampuan pemecahan masalah, dan membangun pengendalian diri. Sementara pendekatan sosial melibatkan peningkatan interaksi dengan teman sebaya, aktivitas kerja sama, dan komunikasi emosional. Guru berperan penting dalam memberi contoh perilaku positif dan menjaga rutinitas yang konsisten. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Wawancara dalam penelitian ini dilakukan kepada guru dan orang tua. Hasil penelitian menunjukkan bahwa integrasi strategi kognitif dan sosial mampu mengurangi perilaku negatif dan meningkatkan keterampilan adaptif seperti mematuhi aturan, mengekspresikan emosi secara tepat, serta berinteraksi positif dengan teman sebaya. Dukungan dari orang tua di rumah juga berkontribusi terhadap keberhasilan intervensi ini. Penelitian ini menunjukkan pendekatan kognitif dan sosial efektif dalam menangani conduct disorder pada anak usia dini apabila diterapkan secara konsisten dan adanya kerjasama antara guru dan orang tua.

This study aims to explore cognitive and social approaches in managing conduct disorder among early childhood children at Harapan Kindergarten, Ngino, Tuban. Conduct disorder in children is often characterized by aggressive behavior, rule-breaking, and difficulties in adapting to social environments. If intervention is not implemented, these behaviors can hinder the child's emotional and social development. The focus of this study is on children aged 4 to 5 years who exhibit symptoms of conduct disorder such as defiance, frequent tantrums, and disruptive behavior in the classroom. The cognitive approach focuses on helping children understand the consequences of their actions, encouraging problem-solving skills, and building self-control. Meanwhile, the social approach involves improving peer interactions, cooperative activities, and emotional communication. Teachers play an important role in modeling positive behavior and maintaining consistent routines. This study uses a qualitative descriptive approach with data collected through observation, interviews, and documentation. Interviews were conducted with teachers and parents. The findings indicate that integrating cognitive and social strategies can reduce negative behaviors and improve adaptive skills such as following rules, expressing emotions appropriately, and interacting positively with peers. Support from parents at home also contributes to the success of this intervention. This study demonstrates that cognitive and social approaches are effective in managing conduct disorder in early childhood when applied consistently and with cooperation between teachers and parents.