HUBUNGAN STIMULASI PERKEMBANGAN DENGAN KETERAMPILAN SOSIAL PADA ANAK SPEECH DELAY USIA PRASEKOLAH
Mita Khoirunisa, Sri Hartini, S.Kep., Ns., M.Kes., Ph.D.; Ayyu Sandhi, S.Kep., Ns., M.Sc., Ph.D.
2026 | Skripsi | ILMU KEPERAWATAN
Latar Belakang: Speech delay merupakan kondisi keterlambatan bicara anak yang
dapat mengganggu keterampilan sosialnya. Prevalensi speech delay usia prasekolah
di Indonesia mencapai 2,3–24%. Stimulasi berperan penting dalam mendukung perkembangan keterampilan sosial anak. Penelitian di Indonesia menunjukkan
stimulasi kurang diberikan pada anak normal, tetapi pada anak speech delay masih
minim data.
Tujuan Penelitian: Penelitian dilakukan untuk mengetahui hubungan stimulasi
perkembangan dengan keterampilan sosial pada anak speech delay usia prasekolah.
Metode: Penelitian kuantitatif korelasional cross-sectional pada 72 pasien speech
delay usia prasekolah. Stimulasi perkembangan diukur dengan kuesioner
pemberian stimulasi perkembangan, dan keterampilan sosial diukur dengan
Preschool and Kindergarten Behavior Social (PKBS). Penelitian dilakukan pada
bulan Februari 2026. Analisis univariat dengan nilai median (min-max) dan
frekuensi (%) dan bivariat dengan Mann Whitney.
Hasil: Dari total 72 responden, 36 (50%) anak berada pada kelompok stimulasi
baik. Median kelompok stimulasi baik adalah 110 (82-120), sedangkan pada
kelompok stimulasi buruk median sebesar 102 (61-122). Hasil uji Mann-Whitney
menunjukkan nilai p-value 0,023 yang berarti terdapat hubungan yang bermakna
antara kedua kelompok.
Kesimpulan: Stimulasi perkembangan berhubungan dengan keterampilan sosial
anak speech delay usia prasekolah, di mana anak dengan stimulasi perkembangan
baik cenderung memiliki skor keterampilan sosial yang lebih tinggi.
Background: Speech delay is a condition where a child’s speech development lags
behind peers and may affect social skills. Its prevalence among preschool children
in Indonesia ranges from 2.3%-24%. Stimulation plays an important role in
supporting social development, but it is often inadequate, and data on children with
speech delay remain limited.
Objective: This study was conducted to determine the relationship between
developmental stimulation and social skills in preschool-aged with speech delay.
Methods: A cross-sectional correlational study involved 72 preschool children with
speech delay. Developmental stimulation was measured using a stimulation
questionnaire, and social skills using the Preschool and Kindergarten Behavior
Scale (PKBS). The study was conducted in February 2026. Univariate analysis used
median (min–max) and frequency (%), while bivariate analysis used the Mann-Whitney U test.
Results: Of the total 72 respondents, 36 (50%) children were in the good
stimulation group. The median for the good stimulation group was 110 (82–120),
while the median for the poor stimulation group was 102 (61–122). The results of
the Mann-Whitney test showed a p-value of 0.023, indicating a significant
association between the two groups.
Conclusion: Developmental stimulation is associated with social skills in
preschool children with speech delay, where better stimulation is linked to higher
social skills scores.
Kata Kunci : prasekolah, speech delay, stimulasi perkembangan, keterampilan sosial
