the enhancement adversity quotient through outbound play … · courage to act and thought,...

Copyright © 2017, the Authors. Published by Atlantis Press.This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

The Enhancement Adversity Quotient Through Outbound Play Activities

Myrnawati Crie Handini, Linda Nur Hasanah

Post Graduate of Early Childhood Education, Jakarta State University

Corresponding e-mail: [email protected]

Abstract

The objective of the research was to explain the process a learning outcomes of learning thought outbound activities toincrease adversity quotient kindergarten the subject of research are 16 children. The method used in this research is anaction research which refers to the model of a Classroom Action Research Kemmis and Mc. Taggart consist of four phase:planning, actions. Observation and reflection. This research consist of two cycles, each cycle consisting of 12 times inactions. The data analysis technique used in this research are a quantitative analysis. Analysis of data reduction, data displayand data verification. Analysis of quantitative data descriptive statistics that compare the results obtained from pre-cycle,the first cycle and the second cycle. The result of research that increase adversity quotient of children through outboundactivities, it can be evidenced scoring average pre-cycle is 24, 31, the first cycle is 32, 94 and the second cycles 44, 20.

Keywords: adversity quotient, outbound

1 INTRODUCTION

Maturation of human growth and developmentdepends on the experience they have gone throughin the past. The experience is a manifestation ofbehavior that has been done consciously so that itcan be the key for him to open up and form a moretangible learning moment in his life. The learningmoments are not only to be done formally, but canalso occur informally in an unconscious form;through direct contact and blending with theenvironment that are within their neighborhood. Thisapproach is a more progressive standpoint, wherethe values of self, as well as the attitude, struggleand hard work that are not written textually in anycurriculum can be simply internalized. Where suchelements are important factors in learning thatindirectly support and accelerate the achievement ofsuccess in one's life.

Attitudes and values born from learningapproaches based on the sensitivity of thesurrounding environment can be started fromdeveloping the intelligence of adversity quotient.Adversity quotient intelligence is an intelligenceone’s possess to overcome difficulties in order tosurvive, in this case not easily giving up when facedwith difficulties or obstacles in life. Someone will

live from stage to stage, the higher the stage, theobstacles encountered will be even greater, so aperson should have the intelligence to survive,therefore Adversity quotient must be instilled early.Adversity quotient is not something that is obtainedinstantly or inborn but rather something that can betrained, formed or created.

With the rapid development of informationtechnology today, many children are more obsessedwith the presence of the virtual world. Characteristicof technology that offers a variety of processes andaccess to many information instantly, resulting inchildren less interested in interacting, going througha process, and impatient in the face of obstacles anddifficulties in life. Children who frequently usegadgets, will be more easily satisfied in obtainingknowledge, in the sense that many are obtainedthrough the gadget. Gadgets make children becomeinstant thinker and lazy in doing something as wellas the override undermining the process. This causesthe tenacity and fighting spirit of children hasdeclined.

According to the observations of researchers inlearning activities and daily activities inKindergarten, children aged 5-6 years in group B isyet to have adversity quotient. Looks children still

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3rd International Conference on Early Childhood Education (ICECE-16)Advances in Social Science, Education and Humanities Research (ASSEHR), volume 58

ask awaited by parents when leaving school up toclass. Crying when they are asked to line up beforeentering the classroom, complain easily, orderteacher to help when they got into trouble openingtheir lunchbox, and crying when they losesomething.

Effective methods as an effort to overcome thelacking of adversity quotient at Kindergarten, is byplaying. Outbound is a game that provideschallenges and obstacles that are packed in a funpackage and is open in nature. Outbound offersvariety of games that corresponding to the level ofstrength and courage of the involved children inorder to become an alternative to help adversityquotient problem of a child.

1.1 Adversity Quotient

Ari (2011: 387) mentions adversity quotient as anintelligence that one possess to overcome difficultiesin order to survive. Adversity Quotient is the level ofa person's ability to survive and pass through all thedifficulties in their daily lives to achieve success thateveryone wants.

Thus expresses by Haryanto (2010: 319)adversity quotient gives an idea of how much aperson can survive adversity and ability to cope withit, simply said Adversity Quotient discusses whysomeone easily give up and a few others have theextraordinary power to face challenges. As long as aperson is alive he will surely find obstacles in theirdaily life and the higher the degree or level of aperson's, problems or difficulties will be evengreater as well. As is stated by Liisa (2010: 113)Tenacity, persistence, and toughness, perhaps evenhardheadedness, in the face of adversity. It is apersonal (or national) quality, one that may benecessary to survive. Difficulties and obstacles ineveryday life cannot be avoided, it comes and goes.Adversity quotient that encourage someone to keepgoing in his life.

Agreeing with Stoltz (2000: 8), adversityquotient tells you how much a person endurehardship and able to cope it. Adversity Quotientpredicts who will exceed expectations for theirperformance and their potential and who will fails,adversity quotient also predicts who will give up andwho will survive.

Make effort and always pray to the creator isthe principal that must be possessed by someone. AsNelson in Ahmad (2013: 55) said, adversity quotientdescribes a physical, mental, and spiritual enduranceto cope with rapid changes. The difficulty is partly atest of faith, with wisdom one would always try andwork hard to get through the difficulties.

Individual effort in achieving success isdescribed by Stolts as people climbing up themountain. Stolts mountain climbing categorizepeople into three types; (1) those who quit (quitters),(2) those who camp (campers), and (3) those whoare true climbers (climbers). They are a climber thattheir level of determination can be seen by thebeauty presented by the mountain to them. Sroltzalso divides the determinants of the adversityquotient into four main components (dimensions).These four dimensions describe what moves andwhat is impeding the realization of the potential ofeach individual. These dimensions are control,origin and ownership, reach and endurance.

Based on the description above, it can beconcluded that the adversity quotient (adversityquotient) is one's ability to understand and use allsources of power to overcome difficulties andobstacles in life in a constructively and consistentlywhich includes aspects: 1) control 2) the Origin andownership 3) Reach, 4) Endurance.

1.2 Outbound

Badiatul (2008: 5) also expressed the opinion thatoutbound is as fun activities and challenging. Theform of the activity is the simulation of life throughcreative, recreational, and educational games eitherindividually or in groups for the purpose of self-development personal development or teamdevelopment.

Ashok (2007:361) The outbound set-up giveschallenges and obstacles like real life situationswhich participants have to learn to overcome.Outbound has a goal to train the cooperationbetween partners. Increasing the motivation andgrowing unyielding mentality to reach an outcome.

Djamalludin Ancok (2009: 11) states that teamdevelopment in outbound activity has purpose tostimulate emotion, starting from an easy and fun taskwith not much challenge, gradually increasing toself-development activities that demand morecourage. In line with one’s spirit or enthusiasm inparticipating the outbound activities, the team workbetween team members will be increasing as well.

Esnoe (2010: 14) also said that outbound is amedium of education in the open natural from of ashortage then transform it into an advantages. In theoutbound activities, a person's chance to expressthought, think and respect for others will be welltrained. It has prompted various organizations to useoutbound as their training media. Outbound activitywhen used as one of additional activities in teachingmethods can encourage the spirit a child to learn.

Outbound not only provides games and specificpurpose, but also provides a wide range of enormousbenefits to the participants. In general, the benefits

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Advances in Social Science, Education and Humanities Research (ASSEHR), volume 58

of outbound described by As'adi (2009: 26) is thatthis open nature activity is beneficial to increase thecourage to act and thought, outbound establish acreative mindset, and improving emotionalintelligence and spiritual interaction.

From the description above can be synthesizedoutbound is an action done in the open nature(outdoor) and is presented in the form of games,simulations, discussions and adventure.

2 METHOD

The method used is action research. Geoffrey(200:6) propose Action Research is any systematicinquiry conducted by teacher research’s, principals,school counselor, or other stakeholders in theteaching /learning environment to gather informationabout the ways that their particular school operate,how they teach, and how well their students learn.This action research uses Kemmis & Mc Taggartmodel design which includes four stages: planning,action, observation, reflection. Triyanto (2011:29)Model Kemmis & Taggart is a development of thebasic concepts introduced Kurt Lewin, it's just actingand observing components used as a single entitysince they are an integral action, occurred in thesame time. Model Kemmis & Taggart is a basicconcept introduced development of. Kurth Lewin,it's just acting and observing components used as asingle entity since they are an integral action,occurred in the same time. Data collection usesqualitative and quantitative techniques. Thetechniques used are the triangulation of data, doneby checking the truth, hypotheses and construct.Validity is done based on a synthesis of the theoriesabout the concept of the variables that is to bemeasured through a logic and process of analysis.This study is successful when at least 71% of thenumbers of children which are 12 of the 16 childrenreach the minimum Development AchievementLevel (DAL) scores that is previously specifiedalong with collaborator. In this study, minimumDAL score is 75% of the maximum DAL.

This research is conducted Sragen with 16children consists of 10 boys and 6 girls asrespondents and two collaborators. And isimplemented from January to March, 2016.

Data obtained in this research are quantitativeand qualitative data. The quantitative data are in theform of pre-intervention scores and cycle scoreswhile the qualitative data are from the child'sdevelopment when going through the learningactivities. Lesson plan is in the form of play activityprograms and data on the observation phase ofimplementation. Sources of data in this study werechildren in group B Kindergarten. Group B is the

primary data source. Another data sources to seeincreased adversity quotient of children aged 5-6years is by conducting interview toward teachers andprincipals as collaborators involved in the study.

Data collection techniques used in this studyare a non-test. Data collection procedures usingobservation instruments that contain indicators ofsuccess of the action. In collecting the data, theresearcher is assisted by the class teacher ascollaborator to measure the development ofadversity quotient of children before and after beingtreated. Instruments designed by researchers arebased on adversity quotient theories. Observationshave been selected as the primary technique in thisstudy because the study will look at the behavior orattitude of men which is adversity quotient of thechildren. Through observations researcher noticeschange of the children’s adversity quotient beforeand after they are treated with the action. The datacollection techniques also include documentation.Documentation is used as evidence that the child hasgone through the many processes during the studyperiod.

Researchers conduct an analysis of the overallfindings in the process in order to improve theadversity quotient of kindergarten children throughoutbound activities. The analysis is performed withquantitative and qualitative approaches. Qualitativedata analysis presents the findings of the field deepand meaningfully. Data analysis is performed sincebefore entering the field, during the field and afterthe completion of the field. Analysis before enteringthe field, is conducted by collecting data from ateacher or observations made by comparing theresults obtained pra-intervention, cycle 1 and 2. Theresult from cycle 1 and 2, for 12 sessions per cyclewith a range of weights: not observable worth one(1), Start being observable worth two (2), wellobserved worth three (3) in order to obtain anoverview of progress of the effectiveness ofoutbound play activities that are expected to emergein children in group B Kindergarten, Sambirejo,Sragen. The data are calculated through analysis ofquantitative data such as the average number orscores. While in qualitative data analysis, data areshowed in form of descriptive words.

3 FINDING AND DISCUSSION

Pre-cycle shows that adversity quotient developmentof children in the category yet to be seen, with anaverage score of 24, 31 points.

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AA AB AC AD AE AF AG AH AI AJ AK AL AM AN AO APPre-Cycle 27 23 23 22 26 24 22 26 25 20 22 30 23 22 26 31 60Cycle 1 36,3 34,3 34,9 34,9 36,3 35,9 32,9 33,1 35,3 30,7 33,9 38,8 34 33,6 35,6 38,8 60

010203040506070

Pre-Cycle and Cycle 1 Adversity Quotient

Figure 1. Pre-Cycle Adversity Quotient Graphic to Group B Children of Kindergarten

The graph above shows that the average DALchildren development adversity quotientkindergartener B on pre-cycle is the category has notbeen observed , namely DEL Children with an

average grade 24.31 Of the 16 children showed AJDAL Kids get low of 20 and AP DAL Kids gettinghigh of 31.

3.1 Cycle 1

Figure 2. Cycle 1 Adversity Quotient Graphic to Group B Children of Kindergarten

The data on the graph above shows an increasein adversity quotient of children before playingoutbound activities until it gets to the first cycle thathas gained time playing outbound activities. Thegraph shows adversity quotient development ofGroup B kindergarten totaling 16 people reached34.95 points in first cycle compared to pre-cyclewith 24, 31 points. It shows an average increase ofadversity quotient by 10.34 points

If seen from the success criteria, with 40.5points as minimal score, the results of the first cycle

shows that of the pre-intervention to the first cycle,DAL of children has increased but has not reachedthe target. So this research will be continued in thesecond cycle because 71% or 12 of the children hasnot reached the minimum DAL that is previouslyspecified with collaborator. Implementation of thesecond cycle is done with some improvements basedon the results of the cycle 1.

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3.2 Cycle 2

Observations on the second cycle is conducted to determine the children's score that is obtained after outboundactivities play done. The observational data on the second cycle is as follows:

Figure 3. Cycle 2 Adversity Quotient Graphic to Group B Children of Kindergarten

Data in the table and the graph showing anincrease in adversity quotient of Group B Pertiwi IIIDjetis Kindergarten with 16 people in total can beseen in the average pre-cycle DAL score thatreached 24.31 points. DAL increase in the first cycleby 10.63 points to a total of 34.94 points and thesecond cycle of adversity quotient increase by 9.26points to 44.20 points.

Based on the result of an agreement betweenthe researcher and collaborator with regard to thecriteria of success, that the study is said to besuccessful if 71% of the number of children or 12children achieve minimum requirements that ispreviously specified with the collaborator which is40.5 points of DAL score. Data on the second cycleshowed that the average DAL of 44.20 points, with14 of 16 children reached the minimum DAL of 40.5points and above. It is proved that adversity quotientincreased and reaches the target. So it can be saidthat playing outbound activities can improvechildren's adversity quotient.

4 DISCUSSION

Based on the results of the pre-cycle research, thefirst cycle, and the second cycle, adversity quotientbegin to increase. The following data is an increasein the pre-intervention assessment results until the

second cycle. Increase of adversity quotient group BPertiwi III Djetis kindergarten totaling 16 people canbe seen in the average DAL score in pre-interventionreaching 24.31 points. DAL increases in the firstcycle by 10, 63 points to 34, 94 points and on secondcycle adversity quotient of children increased by9.26 points to 44.20 points total DAL score. As hasbeen previously specified that if the value of theaverage grade reaches 71%, the research isconsidered passed.

AP is the participant with the highest DALscore with pre-intervention DAL scores of 31 points,and after the first cycle it is increased by 7.75 points,to 38.75 points. From the first cycle to cycle II APincreases 7 score to adversity quotient (adversityquotient) with total of 14.75 points increase from thepre-cycle to the second cycle.

AP is a son of a truck driver and his mother is afarmer. AP is an independent child and because hisparent has divorced AP is already accustomed totaking care of himself. Sometimes AP shows his sadface, but when he plays with his friend AP cheeredback.

Respondent who has the lowest DAL is AJ.Based on data on pre-cycle, AJ’s adversity quotientis at 20 points which increased by 10.66 points infirst cycle 30.66 points. From the first cycle to thesecond cycle AJ increased by 8.16 points so theadversity quotient point total is 38.5 points. AJ

AA AB AC AD AE AF AG AH AI AJ AK AL AM AN AO APPre Cycle 27 23 23 22 26 24 22 26 25 20 22 30 23 22 26 31Cycle I 36,2534,3334,9134,9136,2525,9132,9133,0835,3330,6633,9138,83 34 33,5835,5838,75Cycle II 45,8341,8343,7542,9149,6645,7538,6644,8345,66 38,5 43,5 47,5 43 41,8344,2549,75

0102030405060

Children Adversity Quotient Development Graph in Pre-cycle, Cycle 1, and Cycle2

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increased adversity quotient from pre-intervention tothe second cycle is 18.82 points. Based on AJ scorein the second cycle, it can be said AJ increase hasnot reached the target, however it does not maketeachers stop giving motivation to AJ. Teacherscontinue to provide advice, support and motivationto AJ to always have indomitable spirit, never giveup and never give complaining. Cooperation withparents is also needed to increase his adversityquotient.

AJ is the son of a worker who works overseasand his mother is a housewife. AJ also an only childso that AJ get too spoiled resulting in AJ have lesspersistence in completing activities and AJ is alsoeasy to complain.

Outbound activities provide obstacles to besolved or passed by the child with all the courageand fighting spirit. Improved adversity quotientthrough play activities is related to outboundmultidisciplinary can be seen in the chart below:

By psychology playing outbound activity is funand appropriate to the child's world. Vygotsky(2011: 58) says that learning involves the acquisitionof the signs through teaching and information fromothers, the development involves of the child'sappreciation of these signs so that they can think andsolve.

From social science point of view as thescience that covers all aspects of the life from aperson or individual properties, interactions betweenindividuals, between individuals and groups, and theinteraction between the group and the group. MuhtarLatif (2013: 150) states that good communicationhelps children to develop his confidence, self-esteemand relationships with others. Outbound activitiesare activities that require good communicationbetween the child and the child or children with theteacher

Judging from the study of Anthropology as thestudy of humans, Humans are required for lifelonglearning. As Vygotsky in Margharet (2011: 377) ofthe biological heritage of both animals and humansis a process called signalization, this process is theintroduction of stimuli that occur in an environment.As a young child put his hand on the hot stove andfeeling the pain, as he approached the stove again hewould remember the pain and act cautiously.Likewise with outbound activities, children learnfrom the experience of each meeting. The child willget the experience and sailed to an event thatillustrates cause and effect.

Judging from the science of early childhoodeducation, early childhood development is an effortaimed at children from birth up to the age of sixyears that are accomplished by providingeducational stimuli to help the growth anddevelopment of children physically and mentally in

order to have the readiness to enter furthereducation. Montesori (2013: 34) says that "for thechild play is an enjoyable, voluntary, purposeful,and spontaneously chosen activity. Often it iscreative as well, involving problem solving,learning, new social skills, new language and newphysical skills "for children, game is an excitingvoluntarily, knowingly, and spontaneous activity.

5 CONCLUSIONS

Based on the results of data analysis and discussion,it can be concluded as follows: adversity quotientcan be enhanced through outbound activities, thiscan be seen from the increase in the average score ofadversity quotient through outbound activities.Based on observations of the actions that have beendone on 16 participants in the first cycle, it can beunderstood that adversity quotient of children hadincreased by 10.44 points from pre-cycle averagescores of 24.31 points. And the first cycle to 34.94points. In the second cycle of adversity quotient ofchildren had increased by 9.26 points where childrenreceive an average of 44.20 points. So at the end ofthe second cycle study is successful because of DALexceeds the success criteria agreed by the researcherand collaborator.

The increase of adversity quotient of childrenis because outbound activities are fun and can makechildren challenged. Outbound activities presentchallenging games, So that the children arechallenged to complete it until the finish line.Besides, it is conducted using interesting media. Theway teachers demonstrate the games are innovativeresulting in the children to be more attracted to passthrough obstacles well. Outbound can hone childrento have the tenacity, fighting spirit, endurance,unyielding, and creative thinking in solvingproblems or obstacles encountered. Outboundbecomes effective because in general it is morememorable, packaged in games that provideobstacles in accordance with the stages of childdevelopment, and is conducted in open nature so thatchildren have to face the nature and making it morememorable. Children record the activities that havebeen done deeper in memory and store it in the longrun. Adversity Quotient of children who isdeveloped including Productive emotion control,self-organization, describe on an event that shows acausal accurately, able to put the atmosphere(thoughts and feelings) in a variety of differentcontexts correctly, being responsible for difficultiesexperienced, and demonstrate creative problemsolving skill.

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