ANALISIS PERAN GURU DALAM MENSTIMULASI PERKEMBANGAN MOTORIK HALUS ANAK USIA 5–6 TAHUN DI PAUD CAHAYA DESA KAPUR KECAMATAN SUNGAI RAYA

This study aims to determine the teacher's role in stimulating fine motor development of children aged 5-6 years at PAUD Cahaya Desa Kapur. The results showed the teacher's role in planning in stimulating children's fine motor development in good categories, including formulating activity materials, habituation materials, compiling learning materials, planning tools, approaches and learning methods, and resources to be used. The teacher's role in the implementation in stimulating children's fine motor development in good categories, includes formulating activity materials, habituation materials, compiling learning materials, planning tools, approaches and learning methods, and sources to be used. The teacher's role in facilitating children's fine motor development is in the very good category, including preparing learning media and playing an active role in providing assistance in learning

Review of Implementation Living Values Education Program in Strengthening Education in PAUD Amanah Kahmi

In general, this school needs learning assistance equipment to support learning that can help active learning. The Covid-19 pandemic has disrupted the conventional learning process. So, a solution is required to answer this problem. The purpose of the service is to reduce the deficiencies in the implementation of learning in PAUD AMANAH KAHMI SUMUT. Character education is essential to become the leading mainstream of education in Indonesia both in the formal, non-formal and informal realms. Several factors affect the development of children's character, including parenting style and genetic personality. This study aims to determine the effect of parenting style and genetic personality on children's character development

KAPASITAS PROGRAM STUDI PENDIDIKAN GURU MADRASAH IBTIDAIYAH DALAM PELAKSANAAN PEMBELAJARAN MATA KULIAH MATEMATIKA DAN ILMU PENGETAHUAN ALAM DI FAKULTAS TARBIYAH DAN KEGURUAN UNIVERSITAS ISLAM NEGERI SUNAN AMPEL

The establishment of PGMI Department in FTK State Islamic University of Sunan Ampel in conjunction with the arrival of assistance from AusAID called LAPIS PGMI. This institution plays an important role in  laying the basis for the development of academic and management in PGMI Department which should help the department grew faster than others. However, PGMI Department faced with the problem in the development of Sciences and Mathematics that previously had not been carried out by any department in the university. As a new course, the technical and non technical assistance from LAPIS PGMI helps significantly in supporting the Sciences and Mathematics learning activities so that the course is never distorted in achieving its objectives by very reasonable delivering process. On the other hand, the management of approach to learning strategies that were administered to all stakeholders in PGMI department inspires them to be more active and productive in developing all learning activities. Their experiences become the basis for the development of the next period of learning. The students’ achievement in this course is in line with the achievement of objectives of other courses

Characterizing learning environments capable of nurturing generic capabilities in higher education

There has been wide recognition that today's graduates need the type of generic capabilities necessary for lifelong learning. However, the mechanism by which universities can develop these generic skills is not clearly established. This study aimed to investigate the mechanism for their development. Structural equation modeling (SEM) was used to test a hypothesized model of capability development through a suitable learning environment with 1756 undergraduates at a university in Hong Kong. To triangulate against this model and more fully characterize the learning environment, focus group interviews were held with five to six students from three programs with good records of capability development. Analysis of the interview data resulted in a set of categories, describing a learning environment, which were consistent with the SEM model. The learning environment which seemed conducive to capability development aimed for understanding of key concepts through a variety of assessment methods and active engagement in learning activities. Teacher-student relationships were developed through interaction, feedback and assistance. The promotion of peer-student relationships led to a high degree of collaborative learning. © Springer Science+Business Media, LLC 2007.postprin

Adobe Youth Voices Literature Review

Education Development Center, Inc. (EDC) received a grant from Adobe to conduct an evaluation of the Adobe Youth Voices (AYV) program. As part of the evaluation, EDC conducted a review of relevant literature to situate AYV in a broader context, provide stakeholders with a framework for understanding goals and outcomes, and frame and inform the evaluation questions. EDC reviewed scholarly articles, program reports and evaluations, and research studies that addressed youth media programs, youth development, teacher professional development, and other areas related to AYV's goals.Among the findings, the literature review includes 6 key points that speak to the AYV program:1. The goals of youth media programs most commonly cited can be grouped into several categories: Youth voice -- the capacity for self-expression Youth development -- the process of developing the skills and personal attributes that enable young people to become successful adults Media literacy -- the ability to analyze, evaluate and produce information in a variety of media forms Skill development -- such as communication, critical thinking, technology, and media production skills Social action or civic engagement 2. Outcomes and impacts on participants of youth media programs commonly found in the literature include: Improved skills Improved community perception of youth Positive youth development Increased social action and civic engagement 3. Outcomes and impacts on participants of youth development programs frequently cited include:Improved communication, critical thinking, and related skills Increased self-esteem More positive attitudes towards school and their futures 4. There is broad agreement that traditional educational approaches do not adequately address 21st century skills. Education must adapt to be more compatible with the ways in which young people think and learn, as well as the tools and media that are part of their environment.5. Student engagement in education has been associated with positive youth development and 21st century skills. Engaging instruction often includes inquiry- or project-based, multidisciplinary, and authentic learning activities.6. Educator professional development is believed to be a key step toward improving student outcomes. While there is little research that can demonstrate this connection, there is new focus on evaluating the effectiveness of professional development activities. Elements of effective professional development include learning communities and collaboration, ongoing support and assistance, and active or applied learning

Penguatan Keterampilan Guru dalam Pemanfaatan GeoGebra sebagai Media Pembelajaran Program Linear

To support students facing rapid technological development, teachers must provide real experience in the learning process. Linear programming materials that require visualization in their understanding can be taught by integrating GeoGebra software. This community service aims to strengthen teacher skills in using GeoGebra for linear programming learning media. Community service is carried out through training and mentoring with an active learning participant approach. The activities are carried out through three core stages: teacher training in mastering the GeoGebra interface, assistance in visualizing linear programming problems, and aid in solving linear programs. Although most of the participants stated that GeoGebra could help learn linear programming in the classroom, its implementation needs to consider various aspects, such as the preparation of learning tools and equipment, learning time, and student readiness

Pendampingan Praktek Wudhu dalam Meningkatkan Kemampuan Berwudhu di TPQ Al Husnan Desa Sidoharjo Kecamatan Pulung

This article explains the pattern of ablution practice which is a problem for many children at TPQ Al Husnan, Sidoharjo Village. Assistance in the practice of ablution is very important to teach, because ablution is a method of purification and is also a valid requirement for prayer. This assistance aims to teach children to understand more about how to do ablution properly and correctly. The object or target in this assistance is the children of TPQ Al-Husnan, Sidoharjo Village, Pulung Ponorogo sub-district. The method used in this mentoring activity is ABCD (Asset Based Community Development). In carrying out this assistance, which is carried out every one week 2 times for one month. This mentoring activity is carried out because most children understand ablution only from theory, while in practice most of them are not suitable so that this problem really requires attention, namely in the form of learning assistance that remembers more about the importance of ablution for us Muslims. The result of this assistance is that children understand more about how to do ablution properly and correctly, as can be seen from the difference between the children's ablution before receiving assistance and afterwards, which is much better. This mentoring activity received a warm response from Asatidzat as well as the guardians of TPQ Al-Husnan students as well as in the implementation the children were very active and enthusiastic about participating in learning activities so that they showed a change for the better from the previous practice of ablution

Model Sekolah Adiwiyata Melalui Program Asistensi Mengajar Berbasis Pembelajaran Experiential

The study aims to get descriptions of (1) collaboration between teachers and students; (2) the development of Adiwiyata school model; and (3) optimizing Adiwiyata schools through a teaching assistance program based on experiential learning. This study used a qualitative descriptive method with a survey and development research design. The data sources of this research were the residents of SMP 12 Malang and students of the teaching assistance program at the Faculty of Agriculture, Universitas Brawijaya. The key instrument of this research was the researcher, assisted by using a questionnaire instrument and observation and interview guidelines. Data analysis was carried out through the stages of (1) data review, (2) data category and classification, (3) data reduction and codification, and (4) drawing conclusions. The research showed (1) students and teacher collaboration in an experiential learning-based teaching assistance program was the students manage the learning in the Concrete Experience and Active Experimentation stages while the teacher manages the learning in the Reflective Observation and Abstract Conceptualization stages; (2) the development of the Adiwiyata school model through the experiential learning-based teaching assistance program was carried out by reviewing the school's vision, mission, and goals, developing a learning plan using the experiential learning method, and developing an environment-based learning arena; and (3) optimization of Adiwiyata schools through experiential learning-based teaching assistance programs was carried out through habituation with a participatory approach

Teacher-Student Collaboration on Designing Instructional Multimedia Materials

The goal of this study was to engage students as multimedia designers and technology assistants to create instructional multimedia materials at a non-technology based College of Languages in Taiwan. A case study research design was used in order to examine how a particular discipline-based faculty and its students worked together to create the co-mentoring partnerships. Through the teacher-student collaboration, the faculty’s development of Technological Pedagogical Content Knowledge (TPCK) was also explored. The results of the study showed the teacher-student collaboration model provided this faculty with benefits including technology assistance, and the understanding of students’ creativities, interests, and varied needs for learning. The faculty’s participants also pointed out how a successful teacher-student collaboration model requires a good relationship between teacher and students, alongside students’ active participation. The students found the interdisciplinary learning experience beneficial to their learning achievements

Let’s Kahoot! A game-based technology for creating engagement and promoting active learning

Nowadays, the development of technology plays an essential role in many aspects of human life. People activity cannot be separated with the assistance of technology, including in education. Teachers often utilise technology to transform the information, make students motivated and engaged, and assess the progress of the learnt materials. Among the available technological tools, Kahoot is a digital game application that can be integrated into teaching. Teachers could use this application to promote active learning. This research aimed to explore the use of Kahoot in teaching as to increase students’ engagement and encourage active learning. The study reviewed 18 published research papers identifying teachers’ approaches in integrating Kahoot in their practices, the function and the effect of Kahoot in classroom environment within the context of EFL teaching. The result of review papers indicated that teachers utilised Kahoot to review and practice the learnt materials, and they used Kahoot at different times. All studies showed that the implementation of Kahoot could create a positive learning environment allowing students to participate actively. This study implies that teachers can integrate any digital game application into their teaching practices to make students engaged and promote active learning. However, teachers need to understand how to use the application correctly and identify whether the choice application is suitable for the students’ level and needs