This study at Budi Mulia Dua Elementary School aims
to find out (1) parenting done
by parents (2) life skill application (3) children's cooking interest (
4 )
the relationship between the parenting and the children's cooking interest (5)
the reality between life skill application and the children's cooking interest
at Budi Mulia Dua Elementary School (6) the reality ship between the parenting
and life skill application and the children's cooking interest. The sampling
technique uses proportional random
sampling. The sample of research is Budi Mulia Dua Elementary School's students as
many as 177 people. Methods of data collection using questionnaires. Data
analysis techniques in this study use product moment correlation. The results
of the study at Budi Mulia Dua
Elementary School show that (1) parenting done by parents in good category with a
percentage 42.3% (2) life skill application in good category with a percentage
40.6% (3) children's cooking interest in high category with a percentage 45.7% (4)
the correlation between the parenting and the cooking interest is indicated by r observed
= 0.917, ( 5)
the correlation between
life skill application and the cooking interest is indicated
by r observed = 0.964, ( 6) the correlation between the parenting and life skill application with the
cooking interest development is indicated used by double correlation r
square = 0.923 compare r
table = 0.148 .
Keywords:
Life
Skills, Cooking Interest, Parenting .
INTRODUCTION
Parenting is carried out in the family environment as the main
container in encouraging children to have independence and life skills for
future preparation. The driving factor is not separated from how their parents
fill the basic needs of children, including nutrition. In addition, the
fulfillment of psychological needs and mental stimulation is also a driving
factor for children to become individuals with character.
It becomes the first obligation for parents to pay attention to the
nutritional needs of children since the child was still in the womb until it
grows up. Food intake or nutrition plays an important role in child
development. Nutrition is an important factor that determines the level of
human health and well-being. A person's nutrition is said to be good if there
is a balance and harmony between the person's physical and mental development (Ryff &
Singer, 1998).
An activity of nutritional needs through cooking and feeding family
members that parents always do to their children is
one of the patterns of parenting that can serve as a kind of exercise for
children to be able to face various problems of life, whether it's a problem in
the family environment, school, community up to a work environment that is full
of intense competition.
However, there are some parents who do not give children the
opportunity to take part in activities such as cooking because they are worried
about the safety of their children or are afraid if the child has an accident
while doing cooking activities. So that children only see cooking activities
are activities that should only be done by parents or adults who are at home (Mayall, 2014).
The habit of parents in carrying out daily activities becomes a
reflection of children in behaving in everyday life. For example, parents who
often do cooking activities and fill the child's nutritional needs with their
own food, the child will be accustomed to eating homemade food rather than
consuming junk food. The child's habits also need to be supported by the
culture that is in school, for example the school requires each child to always
bring supplies from home or the school to provide food that can be consumed by
children at rest without the need to spend pocket money (Schieffelin,
1990).
The first and foremost environment for children is home, and those who
have the strongest influence are parents (Al-Matalka,
2014). If parents are able to stimulate and want to
be involved in children's readiness to develop children's interests as
exemplified by cooking, then children's interest in cooking will develop
itself. Forms of conditioning and preparation of children to have an interest
in cooking, so that better conditioning is by giving small trainings such as
inviting making creative creations to be taken to school, teaching children to
get used to eating after they must be tied up immediately, giving children
permission to see parents in cooking activities.
The amount of convenience that parents give to children makes children
lack the sense of trying to do something more (Veflen Olsen,
2012). For example, in the upper middle class
economy family, it is an obligation for them to have a household assistant.
Where household assistants carry out activities such as sweeping, mopping, and
cooking, even some of them were asked by homeowners to look after their
children. Parents who feel that all home activities are carried out by
assistants make children also dependent on them to do the things that these
children can actually do by themselves. For example, clean up the room, tidy up
the study table, or even put on socks and shoes.
If parents continue to rely on assistants to take care of the house
without giving children the opportunity to participate in carrying out
activities at home, it will have an impact on children's independence as they
grow up. Parents who consciously allow children to hang everything at home to
household assistants, and mothers do not teach children since an early age to
do home activities, then later when they are adults, they cannot afford to
compete with others because since childhood, they are used to have everything
prepared for them.
The activities of fulfilling the needs of children carried out by
parents from fulfilling basic needs in the form of fulfilling nutritional needs
must be balanced with the fulfillment of both psychological needs and mental
stimulation. From the explanation above, it is stated that the habit of parents
who do cooking activities as a means of fulfilling children's nutritional
needs, if it's done properly, namely by paying attention to nutrient levels,
cleanliness to the quality of ingredients, indirectly parents also fulfill
children's psychological needs and mental stimulation.
If parents do not pay attention to these important aspects whenever
they're doing nutritional fulfillment activities, by making alternatives such
as buying instant food, which sometimes they don't pay attention to the food's
nutrition or asking assistants to do all cooking activities without
supervision, it means that parents fail to fulfill child's psychological and
stimulation needs (Smrekar &
Cohen-Vogel, 2001).
Now days, many parents are less aware that inviting and teaching
children to do activities at home such as sweeping, mopping, until cooking is
an effort to instill life skills for the future, where the family or
parents do not always accompany children in solving problems . That's where the
need for children to get life skills education as problem solvers and
habituation from parents as early as possible so that children are encouraged
to strengthen life skills
Life skills itself means a life skill that helps us to succeed in a variety of
environments where we live such as: school, home, and environment ( Steven J. Danish. Life Skills Center-Virginia
Commonwealth University, 2001 :
134 ). According to WHO, life skills are the ability to adjust and
behave positively so that the person can adapt effectively to the demands and
changes in daily life.
The importance of giving life skills to children since an early
age, because they have goals that include attitudes, knowledge, creativity and
skills in children. Providing stimulation of early childhood development is
very important to boost aspects of child development, which include: visual
development, hearing, psychomotor, language and communication, socio-emotional,
spiritual moral and cognitive abilities.
Some parents think that life skills is
not so important because they assume that the only thing that children can do
is just learning and playing, so that the activities or work at home are the
main task of the assistant, and not a few parents do not give permission to the
child to help with homework like sweeping, mopping or even cooking.
But, there are also some parents who have been
aware and given a habit to children from childhood by inviting children to
actively carry out activities related to life skills, one of which is
cooking. Inviting children to shop for quality ingredients in the market, is
the beginning of the stage before doing cooking. The market is an ideal place
to teach children how to choose quality food at economical prices. After
shopping at the market, it is important for parents to teach children how to
store some food both at room temperature and at the temperature of the
refrigerator. After that, invite children to participate in the food
processing. In addition to home, the school also needs to teach children what
things need to be considered when doing cooking in the kitchen, both from the
safety side to the cleanliness of the kitchen environment.
Other things that need to be considered by parents in providing life
skills education for children include character education, financial
management, handling emergencies, time management to analog skills. Education
is a basic education for parents to instill as early as possible
Explicitly, the researcher saw from the vision and mission of
elementary school educational institutions under the auspices of the Ministry
of Education and Culture in general throughout Indonesia, and especially in the
Special Region of Yogyakarta that held student life skills and
independence education is not much and prioritizing general science.
The opinion that develops in the community around the quality of
education, especially Elementary School is elementary school education
institutions have not been able to answer the challenge to produce alumni who
compete to be independent, creative, full of initiative to carry out activities
that are able to support their potential in facing life in times further growth
and development.
For example, informative learning methods and text book learning
which are dominant in schools today, forming the character of graduates who
tend to be passive, less creative depending on others, consumptive, and so on.
The number of elementary schools in Yogyakarta, both public and private,
prioritizes knowledge that is cognitive, monotonous and does not encourage
students to maximize their potential from an early age. This is also confirmed
by the theory written by M Djauhar Siddiq in journal
number 1, Vol. 2 (2006) which states that Elementary Schools as educational
institutions that have the mission of developing the basic potential of
students have not shown the expected results, because the reality of learning
methodologies in these educational institutions is still monotonous and
conventional. The learning methodology in Elementary School is not only
developing cognitive, but also needs to develop all the basic potential that
students must have.
This was seen by the Budi Mulia Dua Foundation who cares about
providing life skills education for children. Along with the Inclusive
education system, where the foundation starts from the level of Early Childhood
Education (PAUD), Kindergarten (TK), Elementary School (SD) up to high school
and vocational level giving equal learning rights to children with special
needs so that the parents do not need to worry about the discriminatory actions
of the school, and children with special needs can do social activities with
normal children in the school environment.
With the vision of becoming a school that develops values
and knowledge based on religious morals, to form individuals who
have integrity, self-esteem, sensitivity to the environment and awareness as a
community, making Budi Mulia Dua Elementary School has its own character in
encouraging children to have life skills since an early age. Life
skills activities are outside of school hours, the school usually invites
children to do general life skills activities or small activities that
need to be accustomed to since an early age.
Through Life Skills ( life skills) instilled
since the child enters elementary school (SD) to graduate from elementary
school, it will be a provision for children in facing life in the future The
pattern of education and life skills learning is also able to shape
children's character intact with regard to developments that are in accordance
with the age level of children.
The life skills program at Budi Mulia Dua Elementary School has
three basic sciences life skills including maintaining personal hygiene
and the environment ( hygiene and sanitation),
art ( art), and cooking and crafting ( cooking and crafting )
that is held once a week with a duration of two hours a day.
The teacher also invites parents to work together in evaluating when
children are at home. Each child is given a special book, where children are
required to fill in when doing life skills activities at home with the
supervision of parents or guardians of students at home. Then every week the
teacher checks that book whether the child is doing activities related to life
skills properly or not.
Every teacher also always includes learning activities related to life
skills such as inviting children to form a learning group with their
friends, familiarizing children to use the word "help" when they need
help, not ashamed to apologize and thank you especially first to be obliged to
have respect for every teacher and employee at school.
The life skills implementation held by the Budi
Mulia Dua Elementary School in Yogyakarta does not mean that there are no
obstacles, both from the students and parents. The obstacles that are felt by
the teacher from the student are when the child experiences bore or is less
focused on the lesson resulting in the child feeling less interested in the
time the lesson takes place. So the teacher must
slowly persuade the child to take part in the lesson.
The obstacle felt by teachers from parents is when parents who have
provided all forms of facilities in the form of technological facilitation to
always provide assistants to do all activities at home so that children are
less motivated and motivated to do life skills, even
conversely there are some parents who tend to prohibit children from doing
activities such as washing dishes, sweeping, and cooking. So that children feel
that this activity is an activity commonly carried out by assistants. So that
the implementation of life skills held in schools for students is not
applied by children and parents are less supportive if the children jump
directly into the home activities.
The expectations of teachers in carrying out life skills in
schools can be applied by students when at home. But the reality that occurs
when children are at home, only a few parents who provide opportunities and
encourage children to apply the life skill knowledge that students have
obtained when in school, because parents assume that the work at home can be
done by an assistant, so parents feel that children do not need to participate
in doing home activities and assume that the implementation of life skills
is enough to be done by students while in school
So that it became a special concern and effort for the teachers and
parties of Budi Mulia Dua Yogyakarta Foundation in convincing parents, that the
life skills program held in schools had a positive impact on the
development of children's character in the future and became a medium of
developing children's interests, especially in the cooking field and needs to
be honed every day, even though the students are at home. Because the school
has great hopes for parents to participate in giving life skills to children
not only when children are in school but also needs to be done continuously
when children are at home with their parents.
The purpose of this study is, (1) to know the relationship between the
pattern of care and interest in cooking, (2) to find out the relationship
between life skill implementation at Budi Mulia Dua Elementary School
Yogyakarta with an interest in cooking, ( 3) knowing
the relationship between parenting patterns and the implementation of life
skills with an interest in cooking..
RESEARCH METHOD
Types of research
This research is a quantitative study with a correlation approach. The
purpose of this approach is to find out the results of the analysis presented
in the form of numbers which are then explained in a description. This is in
accordance with the opinion of Suharsimi Arikunto (2006: 12) who argues that quantitative research
is a research approach that is much demanded to reveal numbers, starting from
data collection, interpretation of data, and appearance of results. The
sampling technique uses proportional random sampling technique. Data
collection uses questionnaire instruments and data analysis using multiple
correlation.
Time and Place of Research
The study was conducted in November 2018. The research location is Budi
Mulia Dua Panjen Elementary School, Yogyakarta.
Research Population and Samples
The population of study was students in grade 4-6 at Budi Mulia Dua
Elementary School with a total number of 348 children. The sampling technique
uses proportional random sampling . The research sample was
students in grades 4-6 with the total number of 177 children.
Data Collection and Analysis Techniques
The technique of collecting data uses a questionnaire. Analysis
technique and using Pearson product moment correlation.
Research result
The description of the data in this study includes a description of the
data on each research variable, namely parenting (X 1 )
, implementation of life skill lessons (X 2 )
and developing interest in cooking (Y). the data described is divided into
three parts.
Parenting variables were measured using a questionnaire consisting of
20 statements and given to 177 respondents. The parenting variable is 14.7% in
the very high category, 42.3% in the high category, 28.4% in the low category,
and 14.6% in the very low category. Based on these data it can be concluded
that the respondents' answers to the variables of parenting are included in the
high category. The thing that can be interpreted from this category is on
parenting, each indicator contained in parenting, which is fulfilling
biomedical needs (foster care), fulfilling psychological needs (compassion) and
fulfilling the need for stimulation (sharpening) plays an important role in the
development of cooking in children and can be drawn on the histogram below:
Figure 1. Parenting Histogram
The variable life skills implementation is 13.6% in the very high
category, 53.3% in the high category, 32.8% in the low category and 13% in the
very low category. It can be concluded that the respondents in the variable
implementation of life skills in the high category (53.3%). What can be
interpreted from the category is the life skill implementation, each indicator
contained in the life skill implementation, namely general life skills
(character education and academic education) and specific life skills
(education skills) play an important role in developing cooking interests in
children can be seen in the histogram below:
Figure 2. Histogram of Implementation of Life
Skills
Variable interest in cooking has 11.9% in the very high category, 45.7%
in the high category, 32.2% in the low category and 10.2% in the very low
category. Based on these data it can be concluded that most (
45 , 7 %) are in the interval class 38> to the high category. The
thing that can be interpreted from this category is the development of interest
in cooking, each indicator contained in the interest in cooking is
encouragement, giving an opportunity to develop interest in cooking, giving
facilities to the process of cooking in a look at the histogram below:
Figure 3. Histogram of Cooking Interests
Hypothesis testing
The test of correlation analysis in this study uses the Pearson
Product Moment Correlation technique .
Table 1. Multiple Correlation Analysis
|
Model
Summary |
||||||||||
|
Model |
R |
R Square |
Adjusted R Square |
Std.Error of the
Estimate |
Change Statistics |
|||||
|
R Square Change |
F Change |
df1 |
df2 |
Sig. F Change |
||||||
|
1 |
.961 a |
.923 |
.922 |
1305 |
.923 |
1037,072 |
2 |
174 |
.000 |
|
|
a. Predictors: (Constant), X1
LIFESKILL, X CARE |
||||||||||
The summary results of the calculation of correlation analysis between
variables can be seen in the table below:
Table 2. Summary of Inter variable Correlation
Results of Research
|
Correlations |
|
||||
|
|
|
X 1 CARE |
X 2 LIFE SKILLS |
I AM INTERESTED |
|
|
X 1 CARE |
Pearson Correlation |
1 |
.914 ** |
.917 ** |
|
|
Sig. (2-tailed) |
|
.000 |
.000 |
||
|
N |
177 |
177 |
177 |
||
|
X 2 LIFE SKILLS |
Pearson Correlation |
.914 ** |
1 |
.964 ** |
|
|
Sig. (2-tailed) |
.000 |
|
.000 |
||
|
N |
177 |
177 |
177 |
||
|
I AM INTERESTED |
Pearson Correlation |
.917 ** |
.964 ** |
1 |
|
|
Sig. (2-tailed) |
.000 |
.000 |
|
||
|
N |
177 |
177 |
177 |
||
|
**. Correlation is significant
at 0.01 level (2-tailed). |
|
||||
|
**. Correlation is significant
at 0.01 level (2-tailed). |
|||||
Based on the results of the calculation of the correlation coefficient
analysis between the variables of the study it is known that:
1.
The results of the product moment correlation between the
variables of parenting (X 1 ) and interest
in cooking (Y) obtained a value of r count =
0.917 with a probability value of 0.000. This value indicates that there is
a relationship between variables X 1 and Y.
2.
The results of product moment correlation between the variable
implementation of life skills ( X 2 )
and interest in cooking (Y) obtained a value of r count =
0.964 with a probability value of 0.000.This value indicates that there is
a relationship between variables X 2 and Y
The results of the research above are in line with the research that
was done before. The results of the product moment correlation between
the variables of parenting (X 1 ) and
interest in cooking (Y) obtained a value of r count =
0.917
Discussion
Relationship between Parenting (X 1 ) and Children's Cooking
Interest (Y)
The results of the partial statistical test of the relationship between
parenting to the interest in cooking show that the variable linearity of care
for children's cooking interest obtained F hit value <F tab or
0.537 < 3 , 05 . This means that testing of
parenting variables has a relationship with the children's cooking interest. So the results of the study show findings that are in line
with previous research conducted by Erma Lestari (2013: 115) who found that
parenting affects the concentration of learning, in which the study states that
parenting is the most important factor in developing children's character and
interests, especially in terms of reading. In addition, in the research
conducted by Soejanto Sandjaja
(2006: 3) who found that interest needs to be grown early and interest will not
grow on its own. Parents and families are the most dominant environment in
instilling, growing and fostering interests in children.
In addition, from the results of the correlation analysis between the
variables of parenting parents and children's cooking interests obtained r hits
of 0.917 with a probability value of 0.000, which means that there is
a relationship between the variables of parenting parents and children's
cooking interest
In testing the variables of parenting parents' hypothesis on children's
cooking interest, it was stated that parenting (X 1 )
was related to children's cooking interest (Y), based on the results of
calculations obtained by t hit values on parenting variables of
3,361 and t tab is 1.9736 means that it can be said that t hit >
t tab .
Relationship between Implementation of Life Skill (X 2 )
and Children's Cooking Interest
The results of the partial statistical test between the implementation
of life skills in the interests of children's cooking show that the
variable linearity of life skills with children's cooking interests is
obtained by the value of F hit <F tab or 1.743 < 3 , 05 . These results indicate that there is a linear
relationship between the variables of implementing life skills and the
development of children's cooking interest.
This means that the variable testing of life skills is related
to the children's cooking interest. So, the results of the study show findings
that are in line with previous research conducted by (M. Djauhar
Siddiq, 2006) which states that life skill implementation
variables consist of general life skills (character education and skills
education) as well as specific life skills that are held in Elementary
Schools as a form of developing all basic potential that not only develops
cognitive one of them is by activities that involve the mind and energy
simultaneously such as sports and cooking.
The results of this study are also corroborated by the theory according
to (Hiriyappa,
2009) which states that In essence, life skills
are "owner's manual" for the human body. These children
learn help skills how to maintain their bodies, grow individuals, work well
with others, make logical decisions, protect themselves when they have to and
achieve their goals in life.
In addition, from the results of the correlation analysis between the
variables of life skill implementation and children's cooking interest
obtained r hits of 0.964 with a probability value
of 0.000, which means that there is a relationship between the life skill implementation
variable and children's cooking interest.
In testing the hypothesis the variable implementation of life skills
with children's cooking interest is stated that the implementation of life
skills (X 2 ) is related to the
children's cooking interest (Y), it is based on the calculated results obtained
by the value of t hit on the life skill implementation
variables 15.081 and t tab is 1.9736 means that it can be said that
t hit > t tab .
CONCLUSION
The results showed that (1) Parenting by parents at Budi Mulia Dua
Elementary School was in a good category which means that it could be used as
an example by every parent to always give the best for children starting from
paying attention to the physical needs of children, psychological to
stimulation. (2) The implementation of life skills at Budi Mulia Elementary
School in a good category is inseparable from the support of parents and the
enthusiasm of the students so that the implementation of life skills can be
carried out continuously by parents and students so that other schools can be
emulated to be more concerned with providing life skills education to students.
(3) The interest in cooking for Budi Mulia Dua Elementary School students is
included in the high category, which means that the interest in cooking that
grows in students is an effect of the encouragement of parents and teachers who
teach well. Although the facilities provided by the school are not good enough,
they do not extinguish student interest in the cooking field. (5) Parenting
which includes fulfilling physical, psychological needs to balanced mental
stimulation will encourage maximum interest in cooking for children. (6) Life
skills implementation at Budi Mulia Dua Elementary School which includes
general life skills and specific life skills taught by the school then
delivered to students can be done well, because of the good cooperation from
the school, students and parents.
Good parenting and the implementation of life skills at school have
been shown to increase the interest in cooking for children. The provision of
samples to the provision of facilities provided by parents and the school was
not free to be an encouragement to develop the interest in cooking for students
of Budi Mulia Dua Elementary School Yogyakarta
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