5 research outputs found
PENGEMBANGAN MEDIA PEMBELAJARAN PENGENALAN BANGUN DATAR UNTUK ANAK TUNAGRAHITA BERBASIS AUGMENTED REALITY DENGAN PENDEKATAN THINK-PAIR-SHARE
"Tunagrahita merupakan anak berkebutuhan khusus yang memiliki kekurangan dalam kecerdasan intelektual yang dibawah rata-rata. Pendidikan anak tunagrahita berbeda dengan anak normal karena harus menggunakan guru yang khusus yang dapat menerjemahkan sebuah perintah ke anak tunagrahita. Pembelajarannya harus bersifat interaktif karena anak tunagrahita daya tangkap yang lemah. Tujuan dari penelitian ini adalah mampumenghasilkan aplikasi yang dapat membantu dalam pengenalanbangun datar kepada anak tunagrahita yang dapat diterapkan di kehidupan sehari-hari. Uji coba dalam penelitian menggunakan mirip One group Pretest-posttes design (Sugiono). Dalam one group pretest-posttest design mengunakan pengujian pretest dilanjutkan treatment dilanjutkan posttest, sedangkan pada penelitian menggunakan treatment dengan metode pembelajaran konvensional, dilanjutkan dengan pretes, dilanjutkan dengan treatment dengan metode yang diusulkan yaitu Think-share-pair. Pemilihan metode uji ini bertujuan untuk membandingkan hasil dari treament pembelajaran dengan metode konvensional dengan treament pembelajaran dengan metode Think-share-Pair dengan bantuan aplikasi. Kesimpulan yang dapat ditarik dari hasil penelitian yang telah dilakukan yaitu dari hasil analisis uji beda (uji-t) dalam media pembelajaran berbasis Augmented reality dengan pendekatan think-pair-share pengenalan bangun datar mengunakan metode think-pair-share untuk meningkatkan daya tangkap dan cognitive anak tunagrahita adalah signifikan. Nilai pretest rata-rata sebesar 78,778 dan nilai posttest 80,444 yang berarti bahwa rata-rata penggunaan Augmented reality dengan pendekatan think-pair-share pengenalan bangun datar mengunakan metode think-pair-share untuk meningkatkan daya tangkap dan cognitive anak tunagrahita lebih tinggi dan signifikan dibandingkan dengan media konvensional (pretest).
Kata kunci: Augmented reality, think-pair-share, daya tangkap, cognitive, anak tunagrahita
Effectiveness of smart toy applications in teaching children with intellectual disability
Play is an important element in a child's social and intellectual development and toys are indispensable play tools. This study investigates the effectiveness of smart toys in teaching social studies concepts to children with intellectual disability (ID). A single-subject design is used to identify such effects on teaching social studies concepts to children with ID with the help of smart toys developed within this study. The smart toys are also developed within the scope of present work. Three special education teachers and three children with moderate ID participated in the study, which was carried out in two schools in Turkey. According to the results, smart toys have a positive effect in teaching social studies concepts to children with moderate ID which is significant in development of academic and social skills for individuals with ID
Fostering self-regulation through positive discipline during free play in early childhood education
Abstract in English, Afrikaans and ZuluThe fostering of self-regulation is of great importance in the Early Childhood
Development (ECD) phase, because it leads to future self-discipline. The aim of the
study was to understand the participants’ ways of fostering self-regulation during free
play in three primary schools in Zimbabwe. The theoretical frameworks of the study,
namely positive psychology and Deci and Ryan’s Self-Determination Theory (SDT),
as well as the Basic Psychological Needs Theory (BPNT), regarded the learners’
support for autonomy, competence and relatedness as key characteristics of positive
discipline that support the development of self-regulation. Benner’s interpretive
phenomenology method was used with the aim of describing and interpreting
participants’ experiences of the phenomenon under study. The social constructivism
paradigm underpinned the study and the approach was qualitative. Data collection
and analysis were guided by Benner’s interpretive phenomenological method. A
paradigm case, themes and exemplars were used in data presentation, discussion
and interpretation. Findings showed that free-play activities consisted of, for instance,
socio-dramatic play, indoor play in play corners and outdoor play. The common
practices used by the participants to foster self-regulation through positive discipline
were co-regulation, positive reinforcement, time-out and logical consequences.
Teachers and learners often perceived the teachers’ use of time-out and logical
consequences as punishment rather than positive discipline, because of the rigidity of
its application without considering psychosocial needs. The findings, however, were
consistent with an understanding of fostering self-regulation through positive discipline
during free play by nurturing the learners’ psychological needs for autonomy,
competence and relatedness, as well as mindfulness. Research proposed
mindfulness as a possible fourth basic psychological need. In line with the Sustainable
Development Goals (SDGs) for achieving a better and sustainable future for all people
by 2030, participants perceived the fostering of self-regulation through positive
discipline as part of gender education for eradicating gender-based violence and to
foster resilience.Selfregulering moet in die vroeë kinderjare reeds by klein kinders gekweek word sodat
hulle later in die lewe in staat sal wees om selfdissipline aan die dag te lê. Die doel
van hierdie studie was om vas te stel hoe die deelnemers by drie laerskole in
Zimbabwe gedurende vrye spel selfregulering by leerders gekweek het. Die drie
teoretiese raamwerke waarop hierdie studie berus, is die positiewe sielkunde, Deci en
Ryan se selfbeskikkingsteorie (SBT) en die teorie van basiese psigososiale behoeftes
(TBSB). Hiervolgens is die bevrediging van kinders se behoefte aan outonomie,
bedrewenheid (‘competence’) en verhoudings (‘relatedness’) voorvereistes vir die
positiewe dissiplinering waarmee selfregulering by hulle gekweek word. Benner se
metode van interpretatiewe fenomenologie is gevolg om deelnemers se belewing van
die fenomeen te beskryf en te vertolk. Die sosiale konstruktivisme het die grondslag
van hierdie studie gevorm, en die benadering was kwalitatief. Data is volgens Benner
se metode van interpretatiewe fenomenologie ingewin en ontleed. ʼn Paradigmageval,
temas en voorbeelde (‘exemplars’) is in die aanbieding, bespreking en interpretasie
van data gebruik. Volgens die bevindings het vryespelaktiwiteite bestaan uit onder
meer sosiaal-dramatiese spel, binnenshuise spel in speelhoekies, en buitelugspel. Die
praktyke waarvolgens deelnemers selfregulering deur positiewe dissiplinering
gekweek het, was onderlinge regulering, positiewe versterking, afkoeltyd en logiese
gevolge. Onderwysers en leerders het afkoeltyd en logiese gevolge nie as positiewe
dissiplinering nie, maar eerder as straf belewe aangesien dit streng toegepas word en
nie met die kind se psigososiale behoeftes rekening hou nie. Die bevindings strook
egter met ons siening van die kweek van selfregulering deur positiewe dissiplinering
tydens vrye spel deur leerders se psigososiale behoefte aan outonomie,
bedrewenheid (‘comptetence’), verhoudings (‘relatedness’) en bewustheid
(‘mindfulness’) te bevredig. Navorsers stel bewustheid (‘mindfulness’) as ʼn vierde
basiese psigososiale behoefte voor. In ooreenstemming met die Doelwitte vir
Volhoubare Ontwikkeling (DVO’s) vir ʼn beter en volhoubare toekoms vir alle mense
teen 2030, het deelnemers gevind dat die kweek van selfregulering deur positiewe dissiplinering deel uitmaak van genderopvoeding as teenvoeter vir geslagsgeweld, en
vindingrykheid aanwakker.Ukukhuthaza ukuzilawula kubaluleke kakhulu esigabeni sokuThuthukiswa
Kwabantwana Abasebancane (i-ECD phase), ngoba kuholela ekuzikhalimeni
esikhathini esizayo. Inhloso yalolu cwaningo bekuwukuqonda izindlela
zababambiqhaza zokukhuthaza ukuzilawula ngesikhathi sokudlala ngokukhululeka
ezikoleni ezintathu zamabanga aphansi eZimbabwe. Izinhlaka zombono
wezinzululwazi zalolu cwaningo, ezaziwa ngokuthi okuhle kwengqondo kanye
noMbono Wenzululwazi kaDeci noRyan Wokuzimisela (i-SDT), kanye noMbono
Wenzululwazi Wezidingo Eziyisisekelo Zokuphathelene Nenggqondo (i-BPNT),
zithathe ukwesekwa kwabafundi njengokuzimele, ikhono kanye nokuhlobana
njengezimpawu ezisemqoka zokukwazi ukuzikhalima okuhle okusekela
ukuthuthukiswa kokuzilawula. Kusetshenziswe indlela kaBenner yokuhumusha
okwenzekile ngenhloso yokuchaza nokuhumusha okwenzeke kubabambiqhaza
kulokho okufundwa ngako. Inqubo yokwakhiwa kwezenhlalakahle iyona esekele
ucwaningo kanti futhi indlela yokwenza ibibheka amaqiniso. Ukuqoqwa kwemininingo
nokuhlaziywa bekuncike endleleni kaBenner yokuhumusha okwenzekile.
Kwasetshenziswa izimo semiqondo, izingqikithi kanye nezibonelo ukwethula
imininingo, izingxoxo nokuhumusha. Okutholakele kukhombisile ukuthi ukudlala
ngokukhululeka kubandakanya, ngokwesibonelo, ukudlala ngokulingisa ezenhlalo,
ukudlala endlini emakhoneni okudlala kanye nokudlala ngaphandle. Imikhuba
ejwayelekile esetshenziswa ngababambiqhaza ukukhuthaza ukuzilawula
ngokusebenzisa ukukhalima okukahle kwakungukulawula ngokubambisana,
ukukhuthaza okuhle, ukuqedwa komdlalo kanye nemiphumela eyenza umqondo. Othisha nabafundi babevame ukubona ukuqedwa komdlalo nemiphumela eyenza
umqondo njengento esetshenziswa ngothisha njengesijeziso kunokukhalima okuhle,
ngenxa yobukhuni bokusetshenziswa kwako ngaphandle kokubheka izidingo
zomqondo. Okutholakele, nokho, bekuhambisana nokuqonda kokukhuthaza
ukuzilawula ngokukhalima okukahle ngesikhathi sokudlala ngokukhululeka
ngokunakekela izidingo zabafundi zokuphathelene nengqondo ekuzimeleni, ikhono
kanye nokuhlobana, kanye nokuqaphela izinto. Ucwaningo luhlongoze ukuqaphela
izinto njengesidingo sesine esiyisisekelo kokuphathelene nengqondo.
Ngokuhambisanayo neziNjongo Zokuthuthukiswa Okusinokusimama (ama-SDG)
ukuze kufezeke ikusasa elingcono nelinokusimama kubantu bonke ngonyaka ka-
2030, ababambiqhaza babona ukukhuthaza ukuzilawula ngokuzikhalima okukahle
njengengxenye yemfundo yobulili ukuze kuncishiswe udlame oluncike ebulilini futhi
kukhuthazwe ukuqina.Psychology of EducationD. Ed. (Psychology of Education
Transformando la educación a través del conocimiento
La educación es uno de los motores de transformación social más poderoso que existen y ejerce como instrumento de cohesión social, igualando las diferencias de género, etnia, situación económica, etc. La investigación educativa es, pues, una actividad estratégica: las mejoras en educación repercuten en el conjunto de la sociedad. Es en este contexto donde se sitúa el presente volumen, titulado Transformando la educación a través del conocimiento. Esta obra recoge un total de 127 capÃtulos con experiencias de investigación teórica y aplicación práctica sobre experiencias concretas de innovación docente. Las contribuciones, centradas en áreas educativas diversas (educación lingüÃstica, artÃstica, en ciencias sociales y ambientales, etc.) y de diferentes niveles educativos (tanto de los preuniversitarios, como de educación superior), tienen en común que ofrecen una mirada renovada sobre los retos que debe enfrentar la educación actual: la inclusión educativa, la integración de las TIC en la educación, la transición entre diferentes niveles educativos, la igualdad de género o la educación emocional son, entre muchos otros, algunos de los temas abordados. El presente volumen, pues, quiere contribuir a la difusión de las algunas de las aportaciones más recientes que contribuyen al progreso del conocimiento sobre los procesos de enseñanza-aprendizaje en la sociedad actual