Pengembangan Model Pembelajaran Berbasis Alam untuk Meningkatkan Kualitas Proses Belajar Anak Usia Dini

Penelitian ini bertujuan: (1) mengetahui kebutuhan proses belajar anak usia dini di lapangan, (2) menghasilkan Model Pembelajaran Berbasis Alam (PBA) untuk Anak Usia Dini, (3) untuk mengetahui perbedaan kualitas belajar anak usia dini antara model pembelajaran konvensional dan Model Pembelajaran Berbasis Alam. Penelitian ini adalah penelitian pengembangan yang dikolaborasikan dengan penelitian eksperimen pada saat ujicoba. Penelitian pengembangan mengacu pada Borg and Gall yang dimodifikasi peneliti. Adapun langkah penelitian ini meliputi: (1) studi pendahuluan, (2) pengembangan model, (3) ujicoba. Subjek model hipotetik adalah ahli dan pengguna, sedangkan subjek uji coba adalah anak usia 3-4 tahun. Pengumpulan data menggunakan lembar catatan lapangan dan lembar observasi untuk melihat implementasi proses belajar anak. Teknik analisis data menggunakanan alisis deskriftif dan independent sample t-test dengan p=0,05. Kesimpulan pertama penelitian ini adalah hasil sudi pendahuluan di lapangan. PAUD Posyandu belum mengakomodasi karakteristik proses belajar anak. Hal ini karena, PAUD Posyandu masih menggunakan metode konvensional dalam. Kedua, produk penelitian ini berupa Model PBA untuk anak usia dini. Prinsip pembelajarannya yaitu belajar tentang alam, belajar dengan menggunakan alam, dan belajar bersama alam. Tahapan pembelajaran Model PBA terdiri dari kegiatan pendahuluan, kegiatan inti dan kegiatan penutup. Bagian yang ditekankan pada model PBA terletak pada bagian kegiatan inti. Kegiatan inti Model PBA meliputi kegiatan mengumpulkan informasi menggunakan alat indera anak dan sensori motor, mengkomunikasikan hasil temuan kepada teman dan pendidik, dan melakukan kegiatan perkembangan baik secara individu atau kelompok. Ketiga, Model PBA dapat meningkatkan kualitas belajar anak usia dini. Hal ini ditunjukkan hasil SPSS 16 uji terbatas yaitu nilai phit= 0,006 <p= 0,05 dan hasil uji diperluas yaitu nilai phit= 0,037 <p= 0,05 dengan melihat spontanitas fisik, spontanitas sosial, spontanitas kognitif, muatan kegembiraan, dan rasa humor. Faktor yang memberikan kontribusi terhadap peningkatan proses belajar anak adalah karana Model PBA mengakomodasi karakteristik proses belajar anak

Pengaruh Outbound Low Impact Terhadap Kemampuan Kognitif Anak Kelompok A Di TK Alam Surya Mentari, Surakarta Tahun Pelajaran 2011/2012

Tujuan penelitian ini adalah untuk mengetahui pengaruh outbound low impact terhadap kemampuan kognitif anak kelompok A TK Alam Surya Mentari, Surakarta Tahun Pelajaran 2011/2012. Penelitian ini adalah penelitian kuantitatif dengan jenis eksperimen dengan metode pre eksperimental design yaitu one group pretest-posttest. Subjek eksperimen penelitian ini adalah peserta didik TK Alam Surya Mentari Kelompok A sejumlah 32 anak. Teknis analisis data yang digunakan untuk menguji hipotesis adalah ttest menggunakan SPSS 16.0 for windows. Hasil t-test diperoleh thitung < - ttabel yaitu -10.898 < -1.696 dengan probabilitas 0.00000000000395 < α = 0.05. Dengan demikian maka Ho ditolak, berarti terdapat pengaruh outbound low impact terhadap kemampuan kognitif anak kelompok A TK Alam Surya Mentari Surakarta tahun pelajaran 2011/2012

IMPLEMENTING CHARACTER VALUES FOR AUD THROUGH ACTIVITIESLOCAL WISDOM OUTING CLASS AT EDUTOURISM NDALEM KERTO

Outing class is a learning activity that can help children develop their various potentials, which can be used to adapt to their environment. This article aims to determine the cultivation of AUD character values through activities outing class local wisdom at Eduwisata Ndalem Kerto. This article uses a qualitative descriptive research method. The data collection techniques used in this research are direct communication and observation techniques. The data collection tools used in data collection are interview guidelines and observation guidelines. This research shows that based on the research results described above, local wisdom outing class activities can instill character values in young children. Learning outside the classroom with the system using class, which involves students directly with the natural surroundings, can support the development of aspects of learning outcomes such as aspects of social-emotional development and other elements so that children can have character values that match expectations. Learning through activities outing class Local wisdom in instilling character values provides opportunities for young children to increase awareness of protecting the environment, independence and understanding of the surrounding environment, increase children's knowledge about the surrounding environment, especially in recognizing animals and plants, and increase students' love and care for the environment

PENDIDIKAN GENDER SEJAK USIA DINI MELALUI HYPNOPARENTING

Sexual violence that occurs in children is increasing. Girls are more prone for being victimized by malicious perpetrators. Children are abused, tainted and killed as if their lives are worthless. Child protection law from sexual crimes has been applied in Indonesia. However, it still needs some self-prevention from the children. Gender education is one of the efforts in protecting girls from sexual violence. Early gender education is intended so that girls will be able to take care of themselves from their gender opponents. Gender education can be delivered by parents to their daughter through hypnoparenting method before bedtime. This method combines the aspects of early childhood characteristics with theta wave in the brain. Hypnoparenting suggestions will stay in children’s long-term memory so it is appropriate to instill gender education since in the early age. Keyword: gender education, hypnoparenting, early age children

PELESTARIAN SENI BUDAYA DAN PERMAINAN TRADISIONAL MELALUI TEMA KEARIFAN LOKAL DALAM KURIKULUM PENDIDIKAN ANAK USIA DINI

Indonesia is a country rich traditional art and culture danpermainan. Cultural arts and traditional games are so diverse but many are endangered because there is nothing to preserve it. The longer, the Indonesian nation many know the game only through the written documentation. This is exacerbated by the current digital game technology that began to mushroom, and the change of social system in a more individualistic society. Thus it takes effort to keep preserve traditional games through the Early Childhood Education (ECD). ECD is an institution that supports the social system of friends to play traditional games. Curriculum development by adding themes Local Wisdom can be performed on all early childhood institutions in Indonesia so that our country is not experiencing a crisis of extinction of traditional games

PENDIDIKAN GENDER SEJAK USIA DINI MELALUI HYPNOPARENTING

Sexual violence that occurs in children is increasing. Girls are more prone for being victimized by malicious perpetrators. Children are abused, tainted and killed as if their lives are worthless. Child protection law from sexual crimes has been applied in Indonesia. However, it still needs some self-prevention from the children. Gender education is one of the efforts in protecting girls from sexual violence. Early gender education is intended so that girls will be able to take care of themselves from their gender opponents. Gender education can be delivered by parents to their daughter through hypnoparenting method before bedtime. This method combines the aspects of early childhood characteristics with theta wave in the brain. Hypnoparenting suggestions will stay in children’s long-term memory so it is appropriate to instill gender education since in the early age. Keyword: gender education, hypnoparenting, early age children

PEMAHAMAN KONSEP “WALL-LESS-NESS” DALAM PEMBELAJARAN BERBASIS ALAM DI KINDERGARTEN GREEN SCHOOL BALI

Tujuan penelitian ini adalah untuk memahami konsep “Wall Less-Ness” dalam Pembelajaran Berbasis Alam di Green School Bali. Penelitian ini untuk menggali fenomena konsep “Wall Less-Ness” yang ada di dalam Pembelajaran Berbasis Alam di Green School Bali. Penelitian Pemahaman Konsep “Wall-Less-Ness” di Kindergarten Green School Bali ini memiliki kesimpulan sebagai berikut: Konsep Wall-Less-Ness dalam pembelajaran Kindergarten Green School adalah memfasilitasi proses belajar sesuai dengan karakteristik belajar anak usia dini, memiliki nilai lebih dalam program pembelajaran yang mengedepankan keberlangsungan kelestarian alam, memilki hasil pembelajaranbermanfaat bagi kehidupan, memiliki tantangan dalam setiap pembelajaran, menumbukan pendidikan karakter yang kuat untuk anak usia dini, dan menumbuhkan rasa cinta lingkungan, mampu memikirkan kelestarian lingkungan ke depan dan memiliki lingkungan belajar yang sangat lengkap untuk pembelajaran anak usia dini yang sesuai dengan visi Green Schoo

PEMAHAMAN KONSEP “WALL-LESS-NESS” DALAM PEMBELAJARAN BERBASIS ALAM DI KINDERGARTEN GREEN SCHOOL BALI

The purpose of this research is to understand the concept of "Wall Less-Ness" in Nature Based Learning at Green School Bali. The research is a phenomenological qualitative research to explore the phenomenon of the "Wall Less-Ness" concept in Nature Based Learning at Green School Bali. Research on Understanding the Concept of "Wall-Less-Ness" in Bali's Green School Kindergarten has the following conclusions: The aim of the concept of "Wall-Less-Ness" is to bring children closer to the natural environment. With buildings that lack walls, natural green environments make natural learning unite with the child's soul. In addition, the purpose of this concept is to provide a cultural culture that lives that emphasizes sustainable environment in children from an early age. The benefits of the Wall-Less-Ness concept are the first availability of learning resources, learning media and adequate learning places from the surrounding world. Second, saving energy. Third, children understand the importance of a sustainable environment for human survival. The Advantages of the Wall-Less-Ness Concept in Kindergarten Green School learning is facilitating the learning process in accordance with the characteristics of early childhood learning, having more value in learning programs that promote sustainability, having learning outcomes that benefit life, having challenges in learning, growing education strong character for early childhood, and growing a sense of love for the environment, being able to think about environmental sustainability going forward and having a very complete learning environment for early childhood learning in accordance with the vision of Green School. While the lack of this concept is very expensive tuition fees that can only be accessed by foreigners. As well as some behaviors in the learning process it is difficult for Indonesians to accept because many western cultures are accommodated into habits

THE DEVELOPMENT OF TELEPON KALENG GAME AS A MEDIA TO STIMULATE LINGUISTIC INTELLIGENCE OF EARLY CHILDHOOD

The aim of this research is to determine the validity of telepon kaleng game as a medium to stimulate the linguistic intelligence of early childhood, as well as to know the merits and drawbacks of telepon kaleng game as learning media. The research method used is research and development (R & D). Development procedures include planning, design, and development. Product validation is done by alpha test, beta test, and final evaluation. Apha test is validated by an expert in material development and an expert in teaching-media development. Meanwhile, the subjects in beta test are students BA Aisyiah Yanggong and BA Aisyiah Wonoasri Jenangan District, Ponorogo Regency. The result of this research is the development of telepon kaleng game as a media to stimulate linguistic intelligence of early child. The tools and materials used in this development are used-can, thread / rope, flannel, scissors, and double tape. Material experts and media experts have validated telepon kaleng products developed. From validation, the results need to improve the use of tin cans and the improvement of learning materials. In the next stage, feasibility testing for users in BA 'Aisyiah Yanggong and BA' Aisyiah Wonoasri Jenang Subdistrict of Ponorogo Regency, from the result of the experiment showed that telepon kaleng could be used to stimulate the linguistic intelligence of early child. These telepon kalengs, when used in unlimited form by children, stimulate linguistic intelligence more than IN structured-form. The merit of telepon kaleng as a linguistic intelligence stimulus medium is an attractive form of the child compared totelepon kaleng without any accessories. Children tend to prefer things that are bright and engaging. The drawback of this telepon kaleng, if it is used continuously, is that it will lead to monotonous learning process so it needs to alternate with other game equipment.