PENGEMBANGAN MODEL PEMBENTUKAN KARAKTER UNTUK KEMANDIRIAN, DISIPLIN DAN KEJUJURAN PADA ANAK USIA 4-5 TAHUN

ABSTRACT: This study aims to develop a model of learning for children aged 4-5 years in establishing the character of independence, discipline, and honesty in children. This research uses research and development method, the outline has stages: 1) preliminary study, to identify the implementation of character formation learning in kindergarten; 2) Development of character formation learning model to form self-reliance, discipline, and honesty. This stage is conducted through the draft I (TK Al Husna, Bekasi) and draft II (Marsudirini TK, Jakarta). Model development test (final draft) is conducted in TK Wijaya, Tangerang and TK Aisyiyah, Bogor. The results showed: 1) Children are not dependent on the parents and teachers in following the learning in school; 2) More courageous; 3) More open; 4) Already understand the rules/school rules.The condition of teachers: 1) better able to realize the learning objectives; 2) able to develop character formation learning materials; 3) able to develop activity of character formation learning activity and 4) able to conduct evaluation of learning result properly and correctly. Keywords: Learning model, Character Building, 4-5 Years Old Child ABSTRAK: Penelitian ini bertujuan untuk mengembangkan model pembelajaran untuk anak usia 4-5 tahun dalam membentuk karakter kemandirian, disiplin dan kejujuran pada anak. Penelitian ini menggunakan metode penelitian dan pengembangan (research and development), secara garis besar memiliki tahapan: 1) studi pendahuluan, untuk mengidentifikasi implementasi pembelajaran pembentukan karakter di TK; 2) Pengembangan model pembelajaran pembentukan karakter untuk membentuk kemandirian, disiplin dan kejujuran. Tahapan ini dilakukan melalui uji coba draf I (TK. Al Husna, Bekasi) dan uji coba draf II (TK Marsudirini, Jakarta). Uji pengembangan model (draf final) dilakukan di TK Wijaya, Tangerang dan TK. Aisyiyah, Bogor.Hasil penelitian menunjukkan: 1) Anak sudah tidak tergantung padaorang tuadan guru dalam mengikutipembelajaran di sekolah; 2) Lebih berani; 3) Lebih terbuka; 4) Sudah paham terhadap aturan/tata tertib sekolah. Kondisi guru: 1) lebih mampu merealisasikan tujuan pembelajaran; 2) mampu mengembangkan materi pembelajaran pembentukan karakter; 3) mampu mengembangkan aktivitas kegiatan pembelajaran pembentukan karakter dan 4) mampu mengadakan evaluasi hasil pembelajaran secara baik dan benar. Kata kunci: Model pembelajaran, Pembentukan Karakter, Anak Usia 4-5 Tahu

Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model

Playing curriculum development based on early childhood learning is a major issue in international early childhood education discussions. This study aims to look at the concepts and practices of play-based curriculum in early childhood education institutions. The study uses qualitative methods with the CIPP model program evaluation on play-based curriculum. Data collection techniqueswere carriedout using participatory observation, document studies and interviews. Participants are early childhood educators, early childhood and parents. The results found that the play-based curriculum has not yet become the main note in the preparation and development of concepts and learning practices in early childhood. Play-based curriculum quality standards have not provided a solid and clear concept foundation in placing play in the center of learning models. Other findings the institution has not been able to use the DAP (Developmentally Appropriate Practice) approach fully, and has not been able to carry out the philosophy and ways for developing a curriculum based on play. However, quite a lot of research found good practices implemented in learning centers in early childhood education institutions, such as develop children's independence programs through habituation to toilet training and fantasy play. Keywords: Play Based Curriculum, Center Learning Model, Curriculum Quality Standards, Early Childhood Education Reference Alford, B. L., Rollins, K. B., Padrón, Y. N., & Waxman, H. C. (2016). Using Systematic   Classroom Observation to Explore Student Engagement as a Function of Teachers’ Developmentally Appropriate Instructional Practices (DAIP) in Ethnically Diverse Pre- kindergarten Through Second-Grade Classrooms. Early Childhood Education Journal, 44(6), 623–635. https://doi.org/10.1007/s10643-015-0748-8 Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044 Ashiabi, G. S. (2007). Play in the preschool classroom: Its socioemotional significance and the teacher’s role in play. Early Childhood Education Journal, 35(2), 199–207. https://doi.org/10.1007/s10643-007-0165-8 Berk, L. E., & Meyers, A. B. (2013). The role of make-believe play in the development of executive function. American Journal of Play, 6(1), 98–110. Bodrova, E., Germeroth, C., & Leong, D. J. (2013). Play and Self-Regulation: Lessons from Vygotsky. American Journal of Play, 6(1), 111–123. Retrieved from http://eric.ed.gov/?id=EJ1016167 Chien, N. C., Howes, C., Burchinal, M., Pianta, R. C., Ritchie, S., Bryant, D. M., ... Barbarin, O. A. (2010). Children’s classroom engagement and school readiness gains in prekindergarten. Child Development, 81(5), 1534–1549. https://doi.org/10.1111/j.1467-8624.2010.01490.x Cortázar, A. (2015). Long-term effects of public early childhood education on academic achievement in Chile. Early Childhood Research Quarterly, 32, 13–22. https://doi.org/10.1016/j.ecresq.2015.01.003 Danniels, E., & Pyle, A. (2018). Defining Play-based Learning. In Encyclopedia on Early Childhood Development (Play-Based, pp. 1–5). OISE University of Toronto. Ejuu, G., Apolot, J. M., & Serpell, R. (2019). Early childhood education quality indicators: Exploring the landscape of an African community perspective. Global Studies of Childhood. https://doi.org/10.1177/2043610619832898 Faas, S., Wu, S.-C., & Geiger, S. (2017). The Importance of Play in Early Childhood Education: A Critical Perspective on Current Policies and Practices in Germany and Hong Kong. Global Education Review, 4(2), 75–91. Fisher, K. R., Hirsh-Pasek, K., Newcombe, N., & Golinkoff, R. M. (2013). Taking shape: Supporting preschoolers’ acquisition of geometric knowledge through guided play. Child Development, 84(6), 1872–1878. https://doi.org/10.1111/cdev.12091 Hennessey, P. (2016). Full – Day Kindergarten Play-Based Learning : Promoting a Common Understanding. Education and Early Childhood Development, (April), 1–76. Retrieved from gov.nl.ca/edu Holt, N. L., Lee, H., Millar, C. A., & Spence, J. C. (2015). ‘Eyes on where children play’: a retrospective study of active free play. Children’s Geographies, 13(1), 73–88. https://doi.org/10.1080/14733285.2013.828449 Jay, J. A., & Knaus, M. (2018). Embedding play-based learning into junior primary (Year 1 and 2) Curriculum in WA. Australian Journal of Teacher Education, 43(1), 112–126. https://doi.org/10.14221/ajte.2018v43n1.7 Kathy, E. (2016). Play-based versus Academic Preschools. Parent Cooperative Preschool International, 1–3. Klenowski, V., & Wyatt-Smith, C. (2012). The impact of high stakes testing: The Australian story. Assessment in Education: Principles, Policy and Practice, 19(1), 65–79. https://doi.org/10.1080/0969594X.2011.592972 Martlew, J., Stephen, C., & Ellis, J. (2011). Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy. Early Years, 31(1), 71– 83. https://doi.org/10.1080/09575146.2010.529425 Mcginn, A. (2017). Play-based early childhood classrooms and the effect on pre-kindergarten social and academic achievement (University of Northern Iowa). Retrieved from https://scholarworks.uni.edu/grp Miller, E., & Almon, J. (2009). Crisis in the Kindergarten. Why children need to to Play in School. In Alliance for childhood. Retrieved from www.allianceforchildhood.org. Özerem, A., & Kavaz, R. (2013). Montessori Approach in Pre-School Education and Its Effects. Tojned The Online Journal of New Horizons in Education, 3(3), 12–25. Pendidikan, K., & Kebudayaan, D. A. N. Menteri Pendidikan Dan Kebudayaan Republik Indonesia Nomor 137 Tahun 2013 Tentang Standar Nasional Pendidikan Anak Usia Dini. , (2015). Peng, Q. (2017). Study on Three Positions Framing Kindergarten Play-Based Curriculum in China: Through Analyses of the Attitudes of Teachers to Early Linguistic Education. Studies in English Language Teaching, 5(3), 543. https://doi.org/10.22158/selt.v5n3p543 Pyle, A., & Bigelow, A. (2015). Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms. Early Childhood Education Journal, 43(5), 385–393. https://doi.org/10.1007/s10643-014-0666-1 Pyle, A., & Danniels, E. (2017). A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play. Early Education and Development, 28(3), 274–289. https://doi.org/10.1080/10409289.2016.1220771 Reid, A. (2009). Is this a revolution?: A critical analysis of the Rudd government’s national education agenda. Curriculum Perspectives, 29(3), 1–13. Ridgway, A., & Quinones, G. (2012). How do early childhood students conceptualize play-based curriculum? Australian Journal of Teacher Education, 37(12), 46–56. https://doi.org/10.14221/ajte.2012v37n12.8 Rogers, S., & Evans, J. (2007). Rethinking role play in the Reception class. Educational Research, 49(2), 153–167. https://doi.org/10.1080/00131880701369677 Samuelsson, I. P., & Johansson, E. (2006). Play and learning-inseparable dimensions in preschool practice. Early Child Development and Care, 176(1), 47–65. https://doi.org/10.1080/0300443042000302654 Saracho, O. N. (2010). Children’s play in the visual arts and Literature. Early Child Development and Care. Saracho, O. N. (2013). An integrated play-based curriculum for young children. In An Integrated Play-Based Curriculum for Young Children. https://doi.org/10.4324/9780203833278 Stufflebeam, D. L. (2003). The CIPP model for evaluation. In Oregon Program Evaluators Network (pp. 31–62). https://doi.org/doi:10.1007/978-94-010-0309-4_4 Sturgess, J. (2003). A model describing play as a child-chosen activity - Is this still valid in contemporary Australia? Australian Occupational Therapy Journal, 50(2), 104–108. https://doi.org/10.1046/j.1440-1630.2003.00362.x Taylor, M. E., & Boyer, W. (2020). Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten Classroom. Early Childhood Education Journal, 48(2), 127–133. https://doi.org/10.1007/s10643-019-00989-7 Thompson, G. (2013). NAPLAN, myschool and accountability: Teacher perceptions of the effects of testing. International Education Journal, 12(2), 62–84. van Oers, B. (2012). Developmental education for young children: Concept, practice and implementation. Developmental Education for Young Children: Concept, Practice and Implementation, 1–302. https://doi.org/10.1007/978-94-007-4617-6 van Oers, B. (2015). Implementing a play-based curriculum: Fostering teacher agency in primary school. Learning, Culture and Social Interaction, 4, 19–27. https://doi.org/10.1016/j.lcsi.2014.07.003 van Oers, B., & Duijkers, D. (2013). Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children. Journal of Curriculum Studies, 45(4), 511–534. https://doi.org/10.1080/00220272.2011.637182 Wallerstedt, C., & Pramling, N. (2012). Learning to play in a goal-directed practice. Early Years, 32(1), 5–15. https://doi.org/10.1080/09575146.2011.593028 Weisberg, D. S., Zosh, J. M., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Talking it up: Play, langauge, and the role of adult support. American Journal of Play, 6(1), 39–54. Retrieved from http://www.journalofplay.org/issues/6/1/article/3-talking-it-play-language- development-and-role-adult-support Wong, S. M., Wang, Z., & Cheng, D. (2011). A play-based curriculum: Hong Kong children’s perception of play and non-play. International Journal of Learning, 17(10), 165–180. https://doi.org/10.18848/1447-9494/cgp/v17i10/47298 &nbsp

PEMAHAMAN GURU TENTANG KURIKULUM DAN PEMBELAJARAN DALAM MENGEMBANGKAN KONSEP MATEMATIS PESERTA DIDIK SEKOLAH DASAR

Fokus masalah penelitian ini adalah guru kurang memahami kurikulum dan pembelajaran pemahaman konsep matematis di SD, yang menyebabkan rendahnya pemahaman konsep matematis peserta didik. Guru pun kurang memahami tujuan pembelajaran matematika di SD salah satunya membentuk dan mengembangkan pemahaman konsep matematis (cara berpikir ilmiah) pada peserta didik. Hal ini membawa dampak pada implementasi kurikulum dan pembelajaran dalam mengembangkan pemahaman konsep matematis belum dapat dilakukan secara optimal. Proses pembelajaran matematika kurang optimal karena guru belum menyusun rancangan kurikulum dan pembelajaran sebagai pedoman yang akan digunakan pada proses pembelajaran serta kurangnya dukungan fasilitas dan sarana pembelajaran serta support psikologis dari kepala sekolah. Tujuan penelitian ini adalah mendeskripsikan dan menganalisis tentang rancangan kurikulum dan pembelajaran matematika yang disusun guru, implementasi kurikulum dan pembelajaran matematika di sekolah dan faktor-faktor yang mempengaruhi pelaksanaan pembelajaran matematika di sekolah. Dimana ketiga aspek yang dideskripsikan ini akan memberi gambaran sejauhmana kesesuaian antara pengembangan pokok-pokok pikiran/ide kurikulum dan pelaksanaannya sehingga pemahaman konsep matematis dapat dipahami oleh peserta didik. Jenis penelitian ini termasuk studi kasus, dengan pendekatan deskriptif dan metode yang digunakan dalam penelitian ini adalah metode kualitatif. Lokasi penelitian pada 4 SD di DKI Jakarta, wilayah Jakarta Timur, Jakarta Pusat, Jakarta Utara dan Jakarta Selatan. Desain penelitian ini menggunakan desain penelitian kualitatif. Berdasarkan karakteristik penelitian ini, teknik pengumpulan data menggunakan pendekatan kualitatif dan kuantitatif (convcergence) yang diadopsi dari Creswell. Teknik analisa data yang sesuai dengan karakteristik penelitian deskriptif kualitatif adalah analisis kredibilitas, transferabilitas, dependabilitas dan konfirmabilitas. Temuan penelitian menggambarkan bahwa guru kurang paham tentang konsep matematis dalam rangka membentuk pola pikir ilmiah peserta didik, yang dipahami matematika membelajarkan peserta didik dapat dan pintar berhitung, guru tidak merancang kurikulum dan pembelajaran matematika (silabus dan RPP), karena menggunakan kurikulum yang dapat dibeli pada penerbit tertentu. Pada implementasi kurikulum dan pembelajaran di kelas, guru kurang memahami kompetensi yang harus dimiliki peserta didik sehingga guru kurang dapat menentukan kompetensi dasar, indikator serta materi yang harus disampaikan kepada peserta didik yang berkaitan dengan pemahaman konsep matematis. Sehingga tingkat capaian pembelajaran pemahaman konsep matematis yang dapat membentuk kemampuan berpikir logis, analitis, rasional, kritis, sistematis dan kreatif belum terbentuk secara optimal. Kesimpulannya guru kurang optimal dalam proses implementasi kurikulum dan pembelajaran matematika di sekolah, sehingga berdampak pada hasil belajar pemahaman konsep matematis tidak terbentuk pada peserta didik. Hasil penelitian ini merekomendasikan (1) guru perlu dilatih memahami langkah-langkah pengembangan kurikulum yang mengacu kepada standar kompetensi, kompetensi dasar dan indikator kecapaian hasil belajar sesuai kebutuhan sekolah dan peserta didik dan (2) untuk kelas tinggi sebaiknya diberlakukan guru bidang studi khususnya untuk mata pelajaran matematika. The focus of this research is about the teachers' lack in understanding of the curriculum and learning of mathematical concepts at elementary school, which causes to the lack of understanding of mathematical concepts learners. Teachers also do not understand the purpose of mathematics learning in elementary school and one of them to build and develop an understanding of mathematical concepts (scientific mindset). This had an impact on the implementation of the curriculum and learning in developing of understanding of mathematical concepts that cannot be performed optimally. The process of learning mathematics is less than optimal because the teacher has not prepared a draft of curriculum and learning as a guideline to be used in the learning process, besides of minimum supporting material and facilities, also minimum psychological support from the principal. The purposes of this study are to describe and analyze about the curriculum concept and the learning of mathematics composed by teachers, the curriculum implementation and learning of mathematics at schools and the factors that affect the implementation of learning mathematics. The three aspects that have been described will give an idea about how far the conformity between the development of the thoughts / ideas of curriculum and its implementation so that the understanding of mathematical concepts can be understood by learners. The research methodology that author used is categorized as case study, with descriptive approximation approach, and qualitative method as research methodology. Samples of this research are taken from fours elementary school in several areas in DKI Jakarta, Those areas are East Jakarta, Central Jakarta, North Jakarta, and South Jakarta. This study design uses qualitative research design. Designs of this research is qualitative; based on this research characteristics, technique of samples collection is combining qualitative and quantitative techniques; triangulation design, Convergence Model, that adopted from Creswell. Data analysis technique is appropriate to research characteristics qualitative descriptive are credibility analysis, transferability, dependability, and conformability. The research result describe that teachers do not understand about mathematical concepts in order to create a scientific mindset of students, teacher's understanding about learning Mathematics is how to tutoring students to be able and expert in counting, teachers are not designing a curriculum and mathematics studies pattern (Syllabus and RPP), because they use a curriculum that can be purchased at particular publisher. In the implementation of curriculum and learning in the classroom, teachers do not understand the competencies required for students so that the teacher is not able to determine the basic competencies, indicators also materials to be conveyed to students related to the understanding of mathematical concepts. So, the level of achievement in learning of understanding mathematical concepts that can create the logical thinking, analytical, rational, critical, and creative cannot optimally formed. In conclusion teachers were not optimizing the curriculum implementation and studies in elementary level, so the impact is the learning process result of mathematical concepts understanding, was not perform on the students. The results of this study recommend (1) teachers need to be trained to understand the steps of curriculum development, which refers to the standard of competence, basic competence and indicators of learning achievement appropriate with needs of schools and learners and (2) for high level students, school should provide a dedicated teacher for the mathematics. Keywords: Curriculum, Learning, Understanding of Mathematical Concept

Penggunaan Media Flashcard untuk Mengenalkan Matematika Permulaan Pada Anak Usia Dini

Salah satu aspek perkembangan yang perlu dikembangkan pada anak usia dini yaitu aspek kognitif, yang termasuk di dalamnya pengenalan matematika permulaan. Matematika merupakan salah satu ilmu yang perlu dikenalkan sejak dini karena dapat berpengaruh pada keberhasilannya kelak di jenjang pendidikan yang lebih tinggi. Pada anak usia dini, proses pembelajaran akan lebih menarik dan bermakna jika menggunakan media. Strategi yang dapat dilakukan oleh guru untuk membantu anak memahami konsep matematika yaitu dengan menggunakan media pembelajaran visual, seperti media flashcard. Media flashcard adalah media dengan bentuk kartu yang berisikan gambar-gambar seperti binatang, buah- buahan, warna, bentuk, huruf maupun angka. Tujuan penelitian ini yaitu mendeskripsikan penggunaan media flashcard untuk mengenalkan matematika permulaan pada anak usia dini. Adapun metode yang digunakan dalam penelitian ini yaitu kajian pustaka dengan mengkaji beberapa dari berbagai sumber yang ada. Hasil penelitian yang diperoleh dalam penelitian ini yaitu penggunaan media flashcard dapat membantu anak memahami matematika permulaan seperti konsep bilangan dan geometri. Kata Kunci: matematika permulaan, media flashcard, anak usia din

IMPLEMENTASI MANAJEMEN MUTU TERPADU DALAM MENINGKATKAN MUTU PENDIDIKAN

The main objective of this research was to describe objectively the implementation of Total Quality Management (TQM) to improve education quality. To meet the objective a case study was conducted in AlMuslimin Primary School , Tambun, Bekasi. in 200xxx. employng descriptive method. Data were collected by using interview and observation tecniqes and analyzed descriptively to answer the research questions. The research was focused to answer three research question. Beside being able to give clear and objective description of TQM implementation in AlMuslimin Primary School as the research findings, the research found that TQM could improve the eduaction quality in the school under identified certain conditions. To optimoza the quality education by using TQM, the research provided a number of recommendations

Survei Kemampuan Guru dan Orangtua dalam Stimulasi Dini Sensori pada Anak Usia Dini

Stimulasi dini sensori merupakan proses mengembangkan potensi anak melalui rangsangan yang mengaktifkan panca indera. Penelitian ini bertujuan untuk mengetahui kemampuan gurudan orangtua dalam memberikan stimulasi dini sensori pada anak kelompok usia 4-6 tahun. Penelitian menggunakan metode deskriptif kuantitatif dengan pendekatan survei. Tempat penelitian yaitu Pos Paud di lingkungan kecamatan Bekasi Utara. Responden dalam penelitian ini terdiri dari guru Pos Paud sejumlah 60 orang, responden orang tua sejumlah 25 orang, dan responden guru yang diwawancara 15 orang. Alat pengumpul data menggunakan angket dan wawancara. Analisa data menggunakan tendensi sentral dan teknik persentase. Hasil penelitian menunjukkan bahwa kemampuan guru Pos Paud dan orangtua di Kecamatan Bekasi Utara berada pada kategoribaik dalam stimulasi dini sensori berbasis aktivitas dengan pancaindera pada anak usia 4-6 tahun. Hasil penelitian ini pun menyatakan bahwa peran guru dan orangtua dalam stimulasi dini sensori berpengaruh pada perkembangan anak kelompok usia 4-6 tahun

Nilai-Nilai Pendidikan Karakter pada Film Adit dan Sopo Jarwo Ditinjau dari Aspek Pedagogik

Karakter erat kaitannya dengan nilai-nilai kebajikan yang mesti dibiasakan agar terbentuk suatu pola dalam pribadi individu yang masih ada tatanan dalam masyarakat untuk berpikir dan bertindak sesuai dengan nilai-nilai yang diutamakan dalam masyarakat. Penelitian ini bertujuan untuk mendeskripsikan nilai-nilai karakter apa yang ditanamkan dalam film Adit dan Sopo Jarwo dan Menganalisis relevansi film Adit dan Sopo Jarwo dalam menanamkan nilai-nilai karakter jika ditinjau dari aspek sosiopedagogiek. Penelitian ini menggunakan metode kualitatif dengan menggunakan metode analisis konten. Hasil penelitian dapat disimpulkan bahwa film Adit dan Sopo Jarwo mengandung nilai-nilai karakter jika ditinjau dari aspek pedagogies diantaranya nilai karakter menjaga hubungan dengan Tuhan dan sesama yang didalamnya terkandung sifat sopan santun, jujur, saling menghormati, saling menyayangi dan disiplin