51 research outputs found
Model Pengembangan Big Book untuk Meningkatkan Kompetensi Guru PAUD
Dalam kompetensi pedagogis dan profesional Guru PAUD terdapat indikator menguasai media pembelajaran dan mampu menciptakan materi pembelajaran yang menarik. Indikator tersebut mencakup kemampuan dalam menentukan materi, menyusun strategi dan metode, membuat media dan bahan belajar secara kreatif. Big book merupakan salah satu media dan bahan belajar yang sering digunakan guru PAUD dalam pembelajarannya, namun sebagian besar Guru menggunakan Big book yang sudah tersedia atau bukan hasil karyanya sendiri. Penelitian ini bertujuan untuk menemukan Model Pengembangan Big book yang sistematis, mudah dan sederhana dalam pengaplikasiannya. Metode penelitian menggunakan RD dengan paradigma kualitatif deskriptif. Desain penelitian mengadaptasi model yang dikembangkan oleh Borg and Gall yang dikonstruk menjadi empat tahapan, yaitu analisis kebutuhan, pengembangan model, uji coba model dan revisi model. Penelitian dilaksanakan selama dua tahun, yaitu tahun 2019 dan 2020. Hasil penelitian berupa “Model pengembangan big book” yang mencakup materi, material (bahan dasar dan bahan pendukung) serta strategi pelaksanaan model
DAMPAK PENGGUNAAN TIK TERHADAP PERILAKU ANAK USIA DINI: STUDI KASUS PADA ANAK USIA 4-7 TAHUN
This study aims to determine the impact of the use of gadgets by early childhood. This is a case study employing descriptive qualitative method. Data was collected by means of interviewing parents and observing children's behavior. The source of data is two mothers with 4 children aged 4 to 7 years. The results showed that the use of information and communication technology, in the forms of Ipad and mobile phones can have a positive as well as negative impact on the children’s behavior. When playing a gadget, children tend to play intensively and with a high frequency. It is interesting to note that at an early age the children already have the skills to use gadget features, and they can concentrate on the game for quite a long time. Another positive impact is the improved ability of conversational English by children, due to frequent exposure to many English programs. The negative impacts are the tendency of children to be selfish when sharing gadgets with other children, and tendency to delay their routine obligations. Parents needs to control the use of gadgets by children so that it brings more positive impacts than negative consequences.
Penelitian ini bertujuan untuk mengetahui dampak yang ditimbulkan pada penggunaan gadget oleh anak usia dini. Penelitian ini merupakan studi kasusdengan metode kualitatif deskriptif. Pengumpulan data dilakukan dengan wawancara terhadap orang tua dan observasi perilaku anak. Sumber data adalah 2 orang ibu dengan 4 anak usia 4-7 tahun. Waktu penelitian selama 2 Minggu, yaitu tanggal 7-20 Mei 2017. Hasil penelitian menunjukkan: 1) Setiap anak, rata-rata bermain gadget(Ipad dan/atau telepon genggam) selama 5-6 jam/hari yang dilakukan setelah pulang sekolah hingga waktu tidur; 2) Orangtua melarang lunak, dalam arti melarang tapi ketika anak merengek maka akan diijinkan; 3) Anak memiliki pengetahuan dan keterampilan yang baik dalam menggunakan fitur-fitur gadget; 4) Anak dapat berbahasa Inggris terutama dalam percakapan; 5) Anak cenderung tenang dan diam selama bermain gadget sendiri; 6) Anak cenderung rebut dan sulit mengalah saat bermain gadget bersama; 7) Anak cenderung menunda kewajiban rutinnya, seperti makan, mandi, tidur, belajar ketika sudah bermain gadget; 8) Anak cenderung tidak peduli dengan situasi di sekitarnya dan asyik sendiri; 9) Anak tidak suka jika diajak kegiatan di luar rumah dan selalu ingin cepat pulang agar bisa segera bermain gadget. Kesimpulan yang diperoleh dari penelitian ini adalah bahwa penggunaan Teknologi Informasi dan Komunikasi khususnya Ipad dan telepon genggam dapat berdampak positif dan negatif bagi perilaku anak usia dini. Rekomendai yang dapat disampaikan adalah sebaiknya orang tua benar-benar mengontrol penggunaan gadget pada anak agar dampak positifnya lebih banyak dibanding dampak negatifnya
The Type of Childcare for Working Mothers in Indonesia
One of the problems faced by working mothers is caring for children, especially children who are still at an early age. This is because their workplace does not allow them to bring small children or does not provide daycare. This study aims to find out the types of child care that working mothers in Indonesia choose and their considerations in choosing that type. This research method uses a mixed-method design by combining two types of quantitative and qualitative data. Data collection was carried out through surveys with questionnaire instruments and interviews with working mothers. The number of respondents surveyed was 500 working mothers and 100 of them were interviewed. Interviews were conducted in person or via telephone and video calls using the Zoom meeting and WhatsApp applications. The study was conducted in 2020 and 2021. The results of the study found that five types of child care were selected with the main considerations being the child's development, the competence and personality of the caregivers, the conditions of the living area, and considerations of cost.Keywords: early childhood, working mothers, types of care
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Lingkungan Kerja, Motivasi Kerja dan Kompensasi Terhadap Kepuasan Kerja Pegawai Pada Badan Pengelolaan Keuangan Dan Aset Daerah Kota Bima
Penelitian ini bertujuan untuk mengetahui pengaruh lingkungan kerja, motivasi kerja dan kompensasi terhadap kepuasan kerja pada Badan Pengelolaan Keuangan Dan Aset Daerah Kota Bima. Penelitian ini menggunakan pendekatan kuantitatif. Populasi penelitian adalah seluruh pegawai pada Badan Pengelolaan Keuangan Dan Aset Daerah Kota Bima berjumlah 74 orang pegawai negeri sipil. Sampel penelitian ditentukan dengan metode sensus berjumlah 74 responden. Hasil penelitian menunjukkan bahwa terdapat pengaruh antara lingkungan kerja terhadap kepuasan kerja, sedangkan motivasi kerja tidak berpengaruh terhadap kepuasan kerja dan kompensasi berpengaruh terhadap kepuasan kerja. Penelitian ini disarankan untuk tetap menjaga kondisi lingkungan kerja yang nyaman dan kondusif, kemudian lebih memperhatikan secara optimal motivasi kerja pegawai dalam rangka meningkatkan kepuasan kerjanya dan untuk tetap memperhatikan sistem kompensasi baik itu kompensasi finansial maupun kompensasi non finansial untuk kesejahteraan pegawai
Implementation of Traditional Games in Early Childhood Education Learning in Indonesia
Indonesia is an archipelago consisting of 17,504 people spread in 34 provinces. One of them is West Nusa Tenggara Province. Besides that, Indonesia to a country rich in traditional games because Indonesia has more than 300 ethnic groups and has 1,340 ethnic groups. If it is assumed that one ethnic group has only two traditional games, then in Indonesia there will be around 2,680 types of traditional games. Traditional games can stimulate aspects of child development such as physical-motoric, cognitive, language, social-emotional, creativity and character. The purpose of the research in this article is to find out the implementation and utilization of traditional games in the learning process at ECED. The research method uses descriptive qualitative with interview and observation techniques. The research subjects of the interview were 100 kindergarten teachers in West Nusa Tenggara Province. Observer were carried out during traditional game trials in 10 kindergartens representing ten regions in West Nusa Tenggara. Research time July - October 2018. The results of the study show that the use of traditional games in ECED learning can stimulate aspects of child development as a whole and the game can help teachers stimulate all aspects of early childhood development. The suggestion that can be conveyed is that the traditional game should be included in the educational curriculum for early childhood education teachers and is used as an alternative learning strategy in kindergartens, especially in Indonesi
Penerapan Modifikasi Permainan Rakyat dalam Pembelajaran IPA di SD Rawan Bencana (Studi Kasus di SDN Kebon Baru 4 Cirebon dan SDN Cibunar 2 Sukabumi)
THE EFFECT OF MOTIVATION, PARENTS’ ATTENTION, AND INTEREST IN LEARNING OUTCOMES ON DISTANCE LEARNING
Abstract
The purpose of conducting this research was to examine the influence of learning motivation and interest of students and parents’ attention on learning outcomes during distance learning. This research used quantitative method with a correlational approach. The population was all students of the fourth, fifth, and sixth grades in SDN 117 Pekanbaru, while the sample was 128 students selected using probability sampling. The instrument was a questionnaire by giving a series of questions to students. The data were analyzed using statistical data analysis with multiple regression. The results indicated a clear partial or simultaneous relevance of learning motivation, parental attention, and interest in learning to student learning outcomes. Therefore, teachers need to increase students’ motivation and interest in learning at school and establish communication with parents to increase their attention to their children.
Abstract
The purpose of conducting this research was to examine the influence of learning motivation and interest of students and parents’ attention on learning outcomes during distance learning. This research used quantitative method with a correlational approach. The population was all students of the fourth, fifth, and sixth grades in SDN 117 Pekanbaru, while the sample was 128 students selected using probability sampling. The instrument was a questionnaire by giving a series of questions to students. The data were analyzed using statistical data analysis with multiple regression. The results indicated a clear partial or simultaneous relevance of learning motivation, parental attention, and interest in learning to student learning outcomes. Therefore, teachers need to increase students’ motivation and interest in learning at school and establish communication with parents to increase their attention to their children.
 
Perbedaan Hasil Belajar Mahasiswa D2 PGTK-FKIP UT Antar Mahasiswa Resiswa Dengan Mahasiswa Swadana di UPBJJ-UT Jakarta
Penelitian ini bertujuan untuk mengetahui ada atau tidak adanya perbedaan hasil belajar mahasiswa D2 PGTK antara mahasiswa beasiswa dan mahasiswa swadana di UPBJJ -UT Jakarta pada semester 2005. 1. Penelitian difakukan di UPBJJ Jakarla pada semester 2005. 1. Metode Penelitian adalah ex post facto dengan jumlah sampel sebanyak 40 orang. Teknik analisa data yang digunakan adalah uji t. Oari pengolahan data didapat harga t hitung (3,61) lebih besar dari harga t label (1,68) untuk dk sebesar 38 pada a 0,05. (Hipotesa Kerja: harga t hitung ) harga t label). Penelitian menyimpulkan bahwa ada perbedaan yang signifikan dalam hasil belajar mahasiswa D2 PGTK antara mahasiswa beasiswa dan mahasiswa swadana di UPBJJ-UT Jakarta pada semester 2005
Coloured Stick: Teaching with a comprehensive game for improving children’s social-emotional ability in kindergarden = Ă“vodás korĂş gyermekek szocio-emocionális kĂ©pessĂ©geinek átfogĂł fejlesztĂ©se a Coloured Stick/ szĂnes rudak nevű játĂ©k segĂtsĂ©gĂ©vel
Emotional ability must be properly managed in order to survive and adapt to social life so that social and emotional abilities can be trained from an early age. As a part of early childhood, kindergarten is one of the most effective places to help children develop social and emotional abilities effectively through play activities. Thus, kindergarten teachers need to find alternative activities and play equipment that can stimulate socio-emotional abilities. One way is by means of the game "Coloured Stick" made of pieces of wood that is developed by combining three types of games, namely constructive games, educational games and traditional games. This teaching tool can be applied in an integrated manner in kindergarten learning activities, which include the opening, core, and cover with a strategy that varies according to the indicators of social-emotional development. The learning process is the use of the game "Coloured Stick" which is systematically designed and integrated so as to facilitate its application. The application of this tool was tested in small groups of 8 students over eight meetings in July and August 2015, and a large group of 14 students over 12 meetings in August and September 2015 in Fithria Islamic Kindergarten, South Jakarta. Subjects in the test groups were teachers and the kindergarten students. The results of both the trial groups were seen from the difference between initial and final assessment. The small trial group results increased by 0.1 points (4.88%) up to 0.29 points (9.76%) whereas the large trial group results increased by 0.05 points (1.63%)to 0.93 points (30.83%). Descriptive this increase occurred in the child are varied and each child's progress in socio-emotional capabilities in the grain or indicators of social-emotional abilities are different. This is very possible because each child has differing ability to absorb the learning content. The results show that the colored sticks game tool can help children develop social skills because the learning process can be carried out in groups. In addition to boosting the child's emotional development, it can also help children develop confidence and respect for themselves, not become easily frustrated because the concepts are according to the age and development of the children, and to exercise patience because they have to wait for their turn to play.
Az Ă©rzelmi kĂ©pessĂ©get megfelelĹ‘en kell irányĂtani a tĂşlĂ©lĂ©s Ă©s a társas Ă©lethez valĂł alkalmazkodás Ă©rdekĂ©ben, Ăgy ezen kĂ©szsĂ©gek fejlesztĂ©se kora gyermekkortĂłl szĂĽksĂ©ges. Kora gyerekkorban az Ăłvoda a játĂ©ktevĂ©kenysĂ©geken keresztĂĽl az egyik legmegfelelĹ‘bb hely a gyermek társas Ă©s Ă©rzelmi kĂ©pessĂ©geinek fejlesztĂ©sĂ©re. Éppen ezĂ©rt az ĂłvodapedagĂłgusoknak meg kell találniuk azokat a tevĂ©kenysĂ©geket Ă©s játĂ©keszközöket, melyek a gyermekek társas Ă©s Ă©rzelmi kĂ©pessĂ©geire jĂłtĂ©konyan hatnak. Az egyik lehetĹ‘sĂ©g erre a Coloured Stick/SzĂnes rudak nevű fábĂłl kĂ©szĂĽlt játĂ©k, amely három játĂ©kot ötvöz: konstruktĂv, oktatási cĂ©lĂş Ă©s hagyományos játĂ©k. Az eszköz alkalmazhatĂł az Ăłvodai tanulási tevĂ©kenysĂ©gek során. A játĂ©k használata maga a tanulási folyamat. A játĂ©k alkalmazását nyolcfĹ‘s gyerekcsoportban vizsgáltuk nyolc megfigyelĂ©s során 2015 jĂşliusában Ă©s augusztusában, majd egy nagyobb, 14 fĹ‘bĹ‘l állĂł csoportban 12 alkalommal 2015 augusztusában Ă©s szeptemberĂ©ben. A vizsgálatot a Fithria Islamic Kindergarten-ben [Fithria Iszlám Ă“voda], Jakarta dĂ©li rĂ©szĂ©n vĂ©geztĂĽk. Az eredmĂ©nyek a kezdeti állapot Ă©s a zárĂł Ă©rtĂ©kelĂ©s között megmutatkoznak. A kisebb, prĂłbacsoport eredmĂ©nyei 0.1 -rĹ‘l (4.88%) 0.29-re nĹ‘ttek (9.76%), mĂg a nagyobb csoportban 0.05 -rĹ‘l (1.63%) 0.93 –ra (30.83%) emelkedtek a mutatĂłk. A növekedĂ©s a gyerekek körĂ©ben változĂł, mert minden gyermek Ă©rzelmi Ă©s társas kĂ©pessĂ©geinek fejlĹ‘dĂ©se a társas-Ă©rzelmi kĂ©pessĂ©gek indikátorainak tĂĽkrĂ©ben más Ă©s más. Ez azĂ©rt lehetsĂ©ges, mert minden gyermeknek eltĂ©rĹ‘ek a kĂ©pessĂ©gei a tanulási tartalom befogadására. Az eredmĂ©nyek azt mutatják, hogy a szĂnes rudak játĂ©k segĂthet a gyermekek társas kĂ©szsĂ©geinek fejlesztĂ©sĂ©ben, mert a tanulási folyamat csoportokban zajlik. Ezen kĂvĂĽl a
játĂ©k elĹ‘segĂti a gyermek Ă©rzelmi fejlĹ‘dĂ©sĂ©t, ami segĂt a gyermeknek magabiztosabbá válni Ă©s tiszteletet kivĂvni társai körĂ©ben. A gyermek nem válik könnyen frusztrálttá a játĂ©k felĂ©pĂtĂ©sĂ©nek következĂ©ben, hiszen a játĂ©k igazodik a gyermekek Ă©letkorához Ă©s fejlettsĂ©gi szintjĂ©hez. A gyermekek a tĂĽrelmĂĽket is fejleszthetik, mert meg kell várniuk, mikor következnek a játĂ©kban
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