Pengembangan Kreativitas Melalui Eksplorasi

Sejatinya setiap orang mempunyai kreativitas yang berbeda-beda, baik anak-anak maupun orang dewasa. Hampir semua pekerjaan menuntut kreativitas, terutama menjadi seorang guru, karena semakin kreatif seorang guru, maka semakin menyenangkan juga pembelajaran yang berlangsung. Penelitian ini bertujuan untuk mengetahui bagaimana perkembangan kreativitas melalui eksplorasi, terfokus pada kreativitas anak usia dini. Penelitian ini merupakan kajian literatur dengan mengkaji beberapa literatur yang berkaitan dengan kreativitas dalam eksplorasi dengan metode dokumentasi. Hasil penelitian menunjukkan bahwa : 1) Lingkungan  keluarga, orangtua, lingkungan dan guru menjadi salah satu faktor penting dalam mengembangkan kreativitas anak, 2) perkembangan kreativitas anak juga dapat dikembangan dengan memanfaatkan lingkungan sekitar sebagai tempat tinggal anak dan kegiatan-kegiatan yang memanfaatkan lingkungan sekitar sebagai medianya misalnya, belajar pada alam dan outbond learning, 3) perkembangan kreativitas anak sejatinya tumbuh sejak anak berada pada masa bayi, sehingga sedini mungkin anak perlu diberikan stimulus agar orangtua dapat memahami kecakapan, kecerdasan dan kebutuhan anak, agar anak dapat berkembang dengan baik, 4) perkembangan kreativitas anak berbeda-beda dari setiap tahap perkembangan anak dan juga berbeda-beda cara menstimulasinya

Konsep Pendidikan Inklusif Pada Lembaga Pendidikan Anak Usia Dini

Inclusive education should be started since early childhood. Education is a basic need of every human being, as well as early childhood education that develop the whole potential of the whole child. In addition to laws and regulations that support the implementation of early childhood education, conceptual and scientific studies of child development, have shown their positive values in early education service delivery. It is also to encourage the implementation of inclusive education in early childhood education in early childhood services Inclusion every child deserves a good education services in accordance with the age and development, regardless of the degree, the economic conditions of disorder or mental, physical or social that is owned by a child. The most striking effect and can leave a long impression made at the right time, ie during the critical or sensitive period. Therefore, the need for stimulus is given at an early age can improve all aspects of the development is also based on that view. Delay or omission giving stimulus at the right time will be a negative impact on children's development

PENERAPAN STRATEGI PEMBELAJARAN EVERYONE IS A TEACHER HERE BERBANTUAN MEDIA POWTOON UNTUK MENINGKATKAN SELF CONFIDENT SISWA

This research aimed at describing the increase of student’s self confidence through the implementation of learning strategy Everyone Is A Teacher Here with Powtoon media on Indonesian Language subject at the fifth grade of Islamic Integrated Elementary School Al-Manar Pekanbaru.The background of the research was the poor of student’s self confidence in expressing and defending opinions and asking and answering questions. It was a Classroom Action Research where the subjects were a teacher and 25 students, and the objects were learning strategy Everyone is a Teacher Here with Powtoon media and student’s self confidence. The techniques of collecting the data were interview, observation, and documentation. While the technique of analyzing the data was descriptive analysis with percentage. The research findings and data analysis showed that implementation of implementation of learning strategy Everyone is a Teacher Here with Powtoon media could increase student’s self confidence. Before conducting the remedial learning, student's average score was 58.8 or belong to poor category. After conducting the remedial learning in first cycle, it increased to 68.6 or belong to enough category. In second cycle, student's average score also increased to 82.7 and belong to good category. Therefore, it could be concluded that the implementation of learning strategy Everyone is a Teacher Here with Powtoon media could increase student’s self confidence on Indonesian Language Subject at the fifth grade of Islamic Integrated Elementary School Al-Manar Pekanbaru.   Keywords: Everyone is a Teacher Here, Powtoon Media, Student’s Self Confidence

PENERAPAN STRATEGI PEMBELAJARAN EVERYONE IS A TEACHER HERE BERBANTUAN MEDIA POWTOON UNTUK MENINGKATKAN SELF CONFIDENT SISWA

This research aimed at describing the increase of student’s self confidence through the implementation of learning strategy Everyone Is A Teacher Here with Powtoon media on Indonesian Language subject at the fifth grade of Islamic Integrated Elementary School Al-Manar Pekanbaru.The background of the research was the poor of student’s self confidence in expressing and defending opinions and asking and answering questions. It was a Classroom Action Research where the subjects were a teacher and 25 students, and the objects were learning strategy Everyone is a Teacher Here with Powtoon media and student’s self confidence. The techniques of collecting the data were interview, observation, and documentation. While the technique of analyzing the data was descriptive analysis with percentage. The research findings and data analysis showed that implementation of implementation of learning strategy Everyone is a Teacher Here with Powtoon media could increase student’s self confidence. Before conducting the remedial learning, student's average score was 58.8 or belong to poor category. After conducting the remedial learning in first cycle, it increased to 68.6 or belong to enough category. In second cycle, student's average score also increased to 82.7 and belong to good category. Therefore, it could be concluded that the implementation of learning strategy Everyone is a Teacher Here with Powtoon media could increase student’s self confidence on Indonesian Language Subject at the fifth grade of Islamic Integrated Elementary School Al-Manar Pekanbaru.   Keywords: Everyone is a Teacher Here, Powtoon Media, Student’s Self Confidence

Analisis Pembentukan Kemandirian pada Anak Usia Dini Melalui Kurikulum Pendidikan Agama Islam Terpadu di TK IT Rabbani Quran School Babahrot

An integrated Islamic school is a school that implements a curriculum to optimally integrate religious and general sciences. Independence is the ability in a person to act and do something so that it creates a positive attitude of responsibility in others. This research wants to know the formation of independence in early childhood through the PAI curriculum. For further research, it is possible to combine religious and public schools. The method used in this research is a descriptive qualitative approach. Sources of data obtained from field studies (Field Research), which comes from written data and interviews. Based on the results of research at TK IT Rabbani Quran School Babahrot on the Analysis of Independence Formation in Early Childhood Through the Integrated Islamic Religious Education Curriculum at TKIT Rabbani Quran School Babahrot Independence is a description of the school's vision. The school's vision is revealed in the form of a mission, curriculum. Islamic education is one of the most important educations that must be given to children from an early age with the aim of forming a strong Islamic generation with elements of aqidah, morals, and worship.ABSTRAKSekolah Islam terpadu merupakan sekolah yang mengimplementasikan kurikulum untuk memadukan secara maksimal antara ilmu agama dan ilmu umum. Kemandirian merupakan kemampuan dalam diri seseorang untuk bertindak dan melakukan sesuatu sehingga menimbulkan sikap tanggungjawab  yang bersifat positif pada orang lain.  Peneitian ini ingin mengetaui pembentukan kemandirian pada anak usia dini melalui kurikulu PAI.  Untuk peneitian selanjutnya bisa mengabungkan antara sekolah yang agama dan umum. Metode yang digunakan dalam penelitian ini pendekatan kualitatif deskriptif. Sumber data diperoleh dari studi lapangan (Field Research), yang bersumber dari data tertulis dan hasil wawancara. Berdasarkan hasil penelitian di TK IT Rabbani Quran School Babahrot tentang Analisis Pembentukan Kemandirian pada Anak Usia Dini Melalui Kurikulum Pendidikan Agama Islam Terpadu di TKIT Rabbani Quran School Babahrot Kemandirian merupakan penjabaran visi sekolah. Visi sekolah tersebut diturunkan dalam bentuk misi, kurikulum. Pendidikan Agama Islam merupakan salah satu pendidikan yang amat penting yang harus diberikan kepada anak sejak usia dini dengan tujuan agar terbentuk generasi Islam yang kokoh dengan unsur aqidah, akhlak, dan ibadahnya.Â

Training and Assistance for Accreditation Preparation for Raudhatul Athfal

This Community Service aims to provide teachers, administrators or educational staff with understanding and skills in preparing for accreditation for Raudhatul Athfal in Pekanbaru City. This service method uses the ABCD (Asset Based Community Development) approach, which explores the strengths and competencies possessed by assisted residents. The results of this service are the socialization of the urgency and motivation of accreditation for each institution to improve in their respective schools with the aim of improving the quality and ranking of RA accreditation to be better, the socialization of the elaboration of 8 accreditation standards to more than 30 RAs, the training of RA managers in preparing accreditation instruments, RA managers were assisted in compiling RA accreditation instruments, relations were built between RA institutions, the Pekanbaru City Ministry of Religion (RA Supervisor) and BAN PAUD and PNF Riau Province (Assessors), Policy stakeholders welcomed the training and assistance provided

Pengembangan Alat Permainan Edukatif Anak Usia Dini

Dunia ini terasa indah karena ada anak-anak. Tanpa mereka, dunia terasa tidak menyenangkan dan tidak menggairahkan. Tanpa mereka, dunia terasa hambar dan hampa. Keceriaannya memberikan warna bagi kehidupan di sekelilingnya bahkan kegaduhan mereka pun bagi sebagian orang akan selalu dirindukan. Anak tanpa ada keramaian bagai sayur tanpa garam. Membuat berisik, ramai, atau gaduh merupakan bagian dari diri anak, baik ramai oleh suara yang dikeluarkan dari tuturannya, kegiatan yang dilakukannya, maupun aktivitas fisiknya yang tak bisa berhenti. Eksistensi dan esensi seorang anak ada di situ sekalipun anak itu sangat pendiam. Anak yang tidak mau atau kurang berbuat keramaian akan memunculkan pertanyaan tentang seputar diri sang anak, apakah fisik ataukah psikis. Keramaian yang dimaksud di sini bukanlah keramaian tanpa makna. Ia bisa menggambarkan bahwa sang anak itu sehat secara fisik dan sehat secara psikis. Lebih dalam lagi, hal itu menunjukkan bahwa sang anak tidak mengalami gangguan dan hambatan dalam tumbuh kembangnya. Saat keramaian itu muncul, saat itu pula sejatinya sang anak sedang berusaha untuk memunculkan segala potensi yang ada dalam dirinya. Sejatinya, keramaian itu adalah puncak atau mungkin efek dari bermain. Anak-anak ramai karena mereka bermain. Bermain menimbulkan keramaian. Bermain dapat dimaknai sebagai kegiatan yang menyenangkan untuk kepentingan hiburan, melakukan sesuatu untuk bersenang-senang, dan tidak sungguh-sungguh. Hanya saja, dibalik kesenangan tersebut bermain menyimpan banyak manfaat bagi anak. Hal demikian yang diyakini oleh para ahli perkembangan anak dan psikolog anak. Menurut mereka, bermain mampu memberikan pengaruh dan dapat menstimulasi pelbagai aspek perkembangan anak yang meliputi aspek motorik , kognitif , emosi, bahasa , sosial , spiritual, ekologis, dan aspek nilai-nilai/ moral . Oleh karena itu, wajar saja jika bermain merupakan salah satu metode yang banyak digunakan di prasekolah. Ada banyak permainan dan alat permainan yang telah berkembang di masyarakat, baik tradisional maupun modern. Hanya saja, jika permainan dan alat permainan itu digunakan untuk pembelajaran, guru harus pandai dalam memilah dan memilihnya. Ada beberapa syarat dan ketentuan yang harus dipahami agar pembelajaran yang diharapkan dapat berjalan sesuai tujuan dan tidak berbahaya bagi anak didik. Pelbagai permainan dan alat permainan yang telah berkembang di masyarakat tersebut perlu dikembangkan. Pengembangan ini dimaksudkan untuk meningkatkan kuantitas dan kualitas dari permainan dan alat permainan tersebut. Pengembangan dapat dilakukan oleh siapa saja, baik dosen, guru, mahasiswa, maupun masyarakat umum yang peduli terhadap pendidikan prasekolah. Pengembangan permainan dan alat permainan dirasakan sangat penting bagi pendidikan anak usia dini. Makin banyak orang yang peduli terhadap pengembangan permainan dan alat permainan, makin baik pula kemajuan pendidikan anak usia dini. Hanya saja, dalam pengembangan ini, harus mengacu ketentuan-ketentuan yang ada. Hal ini dimaksudkan agar permainan dan alat permainan yang dikembangkan tetap memiliki nilai-nilai edukatif sehingga benarbenar bermanfaat bagi pertumbuhan dan perkembangan anak

Empowerment of The Madrasah in Fulfillment of Children's Rights to Education (CRE) Through Assistance Child-Friendly School in Madrasah and Raudhatul Athfal

The policy of child-friendly schools (CFS) is the government's effort to fulfill the right to education for children However, this policy has not been fully adopted by the madrasah and Raudhatul Athfal (RA). This article discusses what programs can increase motivation and improve understanding of child-friendly school management in madrasah and RA. The community service uses the Asset Based Community Development (ABCD) approach refer to John McKnight and Jody Kretzmann (1993) and Bandura social learning theory. The results of the service show that the CFS socialization program through web seminar has increased the madrasah's understanding of the concept of CFS and motivated the madrasah to adopt CFS. The results also showed that the program socialization for CFS standards and training on children's rights conventions increased the understanding of madrasahand RA in managing CFS. The community service recommends the next community service involve the madrasah committees and communit