PENINGKATAN KEMAMPUAN ORANG TUA DALAM MENSTIMULASI PERKEMBANGAN ANAK USIA DINI MELALUI PROGRAM HOME VISIT

Penelitian ini dilatarbelakangi oleh pentingnya masa usia 0-2 tahun sebagai masa kritis dan memegang peranan penting dalam kehidupan individu. Anak perlu diberikan pengalaman yang bermakna dan dukungan dari orang tua untuk dapat tumbuh dan berkembang secara optimal. Namun, anak usia 0-2 tahun di Desa Langensari kurang mendapatkan stimulasi perkembangan dikarenakan kurangnya kemampuan orang tua dalam menstimulasi perkembangan anak. Untuk meningkatkan kemampuan orang tua di Desa Langensari maka dilaksanakan program home visit. Penelitian dilakukan dengan melibatkan 20 orang tua dan tim penggerak PKK Desa Langensari. Tujuan penelitian ini untuk meningkatkan kemampuan orang tua dalam menstimulasi perkembangan anak usia dini dan mengembangkan program home visit yang sesuai dengan kebutuhan dan kondisi di Desa Langensari. Adapun penelitian ini menggunakan metode penelitian tindakan kolaboratif dengan prosedur penelitian spiral dialektik. Tindakan kolaboratif digunakan bersama orang tua dan Kader PKK untuk menyusun program home visit. Teknik pengumpulan data berupa wawancara, observasi dan dokumentasi. Data yang diperoleh kemudian dianalisis dengan menggunakan pendekatan kuantitatif-kualitatif. Hasil penelitian menunjukan bahwa orang tua kurang memiliki pemahaman tentang perkembangan anak dan membutuhkan bantuan untuk meningkatkan kemampuan dalam menstimulasi perkembangan anak, pelaksanaan program home visit di Desa Langensari berfokus pada pendidikan orang tua dalam menstimulasi perkembangan anak usia dini, isi program terdiri dari perawatan, pengasuhan dan pendidikan, selain itu program home visit berhasil meningkatkan kemampuan orang tua dalam menstimulasi perkembangan anak usia dini, adapun peningkatan berada pada kategori sedang. Berdasarkan hasil penelitian, diperlukan upaya untuk perbaikan maupun kelangsungan program home visit. Adapun untuk kelangsungan program diperlukan pelatihan untuk kader PKK sebagai petugas kunjungan rumah. Selain itu, program home visit memerlukan dukungan dari berbagai pihak, baik pemerintah setempat, kelompok masyarakat serta pemerhati pendidikan dan perkembangan anak. Kata kunci: Home visit, pendidikan anak usia dini, pendidikan orang tua, perkembangan anak This research is motivated motivated by the lack of ability of parents to stimulate baby’s development which affect the growth and development of babies in Langensari village. Babies need many experiences to grow and develop optimally and it requires parent’s support. Home visit program as an alternative program of early childhood education and development is believed to increase the ability of parents whose living in rural area and less prosperous, this program combines aspects of child development and parent education The study was conducted and involving 20 parents and a team of women’s organization (PKK) in Langensari village. The purpose of this research is to improve the ability of parents to stimulate early childhood development and developing a home visit program that appropriate with the needs and conditions in Langensari. This study used collaborative action research method with spiral dialectical procedure. Data collection techniques such as interviews, observation and documentation. The data obtained were then analyzed using quantitative-qualitative approach. The results showed that parents lack an understanding of child development and needs help to improve the ability to stimulate child development, the implementation program of home visit in Langensari focuses on parent education to stimulate early childhood development, program content consists of nurse, care and education. In the end, home visit program succeeded in enhancing the ability of parents to stimulate early childhood development, while the increase in middle category. Based on the research results, it is necessary to repair or home visit program continuity. For the continuity, home visit program requires a training for team of women’s organization (PKK) as an officer home visit. In addition, the home visit program requires the support of various stakeholders, including local government and community. Keywords: home visits, early childhood education, parent education, child developmen

LAYANAN HOME VISIT PENDIDIKAN ANAK USIA DINI BAGI ANAK KURANG SEJAHTERA

Early childhood home visiting program to be one of the important components in the system of early childhood education in several countries. In some states in American, these countries have proved the success of early childhood home visiting services program, it can improving health and development in less prosperous families. Early childhood home visiting program is an alternative service in early childhood education which aims to improve access to services in early childhood intervention and meet the needs of early childhood living in conditions of risk and less prosperous families. Based on research, this service can build social capital and encourage the implementation of policies at the national level aimed at the welfare of children.In the practical implementation, early childhood home visiting program involved professionals in education, developmentalis and social workers to provide services to families who have young children and live below the poverty. The services providing education and parental guidance, the practice of home - based play for children , health and child development information, as well as services involving the surrounding community.This paper will (1) Discuss the success of implementation of early childhood home visit program in some countries, (2) examines how the practices of early childhood home visit program in promoting growth and development early childhood in less prosperous families, (3) analyze the mapping of early childhood home visit program in Indonesia to improve early childhood education participation rates in children and families less prosperous.Kata kunci: home visiting program, early childhood education, children at ris

Factors Affecting Teacher Readiness for Online Learning (TROL) in Early Childhood Education: TISE and TPACK

This study aims to find empirical information about the effect of Technological Pedagogical Content Knowledge (TPACK), and Technology Integration Self Efficacy (TISE) on Teacher Readiness for Online Learning (TROL). This study uses a quantitative survey method with path analysis techniques. This study measures the readiness of kindergarten teachers in distance learning in Tanah Datar Regency, West Sumatra Province, Indonesia with a sampling technique using simple random sampling involving 105 teachers. Empirical findings reveal that; 1) there is a direct positive effect of Technology Integration Self Efficacy on Teacher Readiness for Online Learning; 2) there is a direct positive effect of PACK on Teacher Readiness for Online Learning; 3) there is a direct positive effect of Technology Integration Self Efficacy on TPACK. If want to improve teacher readiness for online learning, Technological Pedagogical Content Knowledge (TPACK) must be improved by paying attention to Technology Integration Self Efficacy (TISE). Keywords: TROL, TPACK, TISE, Early Childhood Education References: Abbitt, J. T. (2011). An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers. Journal of Digital Learning in Teacher Education, 27(4), 134–143. Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2020.1813180 Adnan, M. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Sociology and Psychology, 1(2), 45–51. https://doi.org/10.33902/JPSP.2020261309 Alqurashi, E. (2016). Self-Efficacy in Online Learning Environments: A Literature Review. Contemporary Issues in Education Research (CIER), 9(1), 45–52. https://doi.org/10.19030/cier.v9i1.9549 Amir, H. (2016). Korelasi Pengaruh Faktor Efikasi Diri Dan Manajemen Diri Terhadap Motivasi Berprestasi Pada Mahasiswa Pendidikan Kimia Unversitas Bengkulu. Manajer Pendidikan, 10(4). Anderson, T. (2008). The theory and practice of online learning. Athabasca University Press. Anggraeni, N., Ridlo, S., & Setiati, N. (2018). The Relationship Between TISE and TPACK among Prospective Biology Teachers of UNNES. Journal of Biology Education, 7(3), 305–311. https://doi.org/10.15294/jbe.v7i3.26021 Ariani, D. N. (2015). Hubungan antara Technological Pedagogical Content Knowledge dengan Technology Integration Self Efficacy Guru Matematika di Sekolah Dasar. Muallimuna: Jurnal Madrasah Ibtidaiyah, 1(1), 79–91. Birisci, S., & Kul, E. (2019). Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers. Contemporary Educational Technology, 10(1). https://doi.org/10.30935/cet.512537 Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-freih, M., Pete, J., Olcott, D., Rodes, V., Aranciaga, I., Bali, M., Alvarez, A. V, Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., Coëtlogon, P. De, … Paskevicius, M. (2020). UVicSPACE: Research & Learning Repository Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1–126. Brinkley-Etzkorn, K. E. (2018). Learning to teach online: Measuring the influence of faculty development training on teaching effectiveness through a TPACK lens. The Internet and Higher Education, 38, 28–35. https://doi.org/10.1016/j.iheduc.2018.04.004 Butnaru, G. I., Niță, V., Anichiti, A., & Brînză, G. (2021). The effectiveness of online education during covid 19 pandemic—A comparative analysis between the perceptions of academic students and high school students from romania. Sustainability (Switzerland), 13(9). https://doi.org/10.3390/su13095311 Carliner, S. (2003). Modeling information for three-dimensional space: Lessons learned from museum exhibit design. Technical Communication, 50(4), 554–570. Cengiz, C. (2015). The development of TPACK, Technology Integrated Self-Efficacy and Instructional Technology Outcome Expectations of pre-service physical education teachers. Asia-Pacific Journal of Teacher Education, 43(5), 411–422. https://doi.org/10.1080/1359866X.2014.932332 Chou, P., & Ph, D. (2012). Effect of Students ’ Self -Directed Learning Abilities on Online Learning Outcomes: Two Exploratory Experiments in Electronic Engineering Department of Education. 2(6), 172–179. Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Burton, R., Glowatz, M., Magni, P. A., & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1). https://doi.org/10.37074/jalt.2020.3.1.7 Dolighan, T., & Owen, M. (2021). Teacher efficacy for online teaching during the COVID-19 pandemic. Brock Education Journal, 30(1), 95. https://doi.org/10.26522/brocked.v30i1.851 Dong, Y., Chai, C. S., Sang, G.-Y., Koh, J. H. L., & Tsai, C.-C. (2015). Exploring the Profiles and Interplays of Pre-service and In-service Teachers’ Technological Pedagogical Content Knowledge (TPACK) in China. International Forum of Educational Technology & Society, 18(1), 158–169. Donitsa-Schmidt, S., & Ramot, R. (2020). Opportunities and challenges: Teacher education in Israel in the Covid-19 pandemic. Journal of Education for Teaching, 46(4), 586–595. https://doi.org/10.1080/02607476.2020.1799708 Elas, N. I. B., Majid, F. B. A., & Narasuman, S. A. (2019). Development of Technological Pedagogical Content Knowledge (TPACK) For English Teachers: The Validity and Reliability. 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Technological Pedagogical Content Knowledge (TPACK) in Action. Journal of Research on Technology in Education, 43(3), 211–229. https://doi.org/10.1080/15391523.2011.10782570 Hatlevik, I. K. R., & Hatlevik, O. E. (2018). Examining the relationship between teachers’ ICT self-efficacy for educational purposes, collegial collaboration, lack of facilitation and the use of ICT in teaching practice. Frontiers in Psychology, 9(JUN), 1–8. https://doi.org/10.3389/fpsyg.2018.00935 Hung, M. L. (2016). Teacher readiness for online learning: Scale development and teacher perceptions. Computers and Education, 94, 120–133. https://doi.org/10.1016/j.compedu.2015.11.012 Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers and Education, 55(3), 1080–1090. https://doi.org/10.1016/j.compedu.2010.05.004 Juanda, A., Shidiq, A. S., & Nasrudin, D. (2021). Teacher Learning Management: Investigating Biology Teachers’ TPACK to Conduct Learning During the Covid-19 Outbreak. Jurnal Pendidikan IPA Indonesia, 10(1), 48–59. https://doi.org/10.15294/jpii.v10i1.26499 Karatas, M. A.-K. (2020). COVID - 19 Pandemisinin Toplum Psikolojisine Etkileri ve Eğitime Yansımaları. Journal of Turkish Studies, Volume 15(Volume 15 Issue 4), 1–13. https://doi.org/10.7827/TurkishStudies.44336 Kaymak, Z. D., & Horzum, M. B. (2013). Relationship between online learning readiness and structure and interaction of online learning students. Kuram ve Uygulamada Egitim Bilimleri, 13(3), 1792–1797. https://doi.org/10.12738/estp.2013.3.1580 Keser, H., Karaoğlan Yılmaz, F. G., & Yılmaz, R. (2015). TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers. Elementary Education Online, 14(4), 1193–1207. https://doi.org/10.17051/io.2015.65067 Kim, J. (2020). Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6 Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303 Lee, Y., & Lee, J. (2014). Enhancing pre-service teachers’ self-efficacy beliefs for technology integration through lesson planning practice. Computers and Education, 73, 121–128. https://doi.org/10.1016/j.compedu.2014.01.001 Mallillin, L. L. D., Mendoza, L. C., Mallillin, J. B., Felix, R. C., & Lipayon, I. C. (2020). Implementation and Readiness of Online Learning Pedagogy: A Transition To Covid 19 Pandemic. European Journal of Open Education and E-Learning Studies, 5(2), 71–90. https://doi.org/10.46827/ejoe.v5i2.3321 Mishra, P. (2019). Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76–78. https://doi.org/10.1080/21532974.2019.1588611 Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 609–611. https://doi.org/10.1080/02607476.2020.1755205 Mulyadi, D., Wijayatingsih, T. D., Budiastuti, R. E., Ifadah, M., & Aimah, S. (2020). Technological Pedagogical and Content Knowledge of ESP Teachers in Blended Learning Format. International Journal of Emerging Technologies in Learning (IJET), 15(06), 124. https://doi.org/10.3991/ijet.v15i06.11490 Murtaza, G., Mahmood, K., & Fatima, N. (2021). Readiness for Online Learning during COVID-19 pandemic: A survey of Pakistani LIS students The Journal of Academic Librarianship Readiness for Online Learning during COVID-19 pandemic: A survey of Pakistani LIS students. The Journal of Academic Librarianship, 47(3), 102346. https://doi.org/10.1016/j.acalib.2021.102346 Mustika, M., & Sapriya. (2019). Kesiapan Guru IPS dalam E-learning Berdasarkan: Survei melalui Pendekatan TPACK. 32–35. https://doi.org/10.1145/3306500.3306566 Niess, M. L. (2011). Investigating TPACK: Knowledge Growth in Teaching with Technology. Journal of Educational Computing Research, 44(3), 299–317. https://doi.org/10.2190/EC.44.3.c Oketch, & Otchieng, H. (2013). University of Nairobi, H. A. (2013). E-Learning Readiness Assessment Model in Kenyas’ Higher Education Institutions: A Case Study of University of Nairobi by: Oketch, Hada Achieng a Research Project Submitted in Partial Fulfillment of the Requirement of M. October. Pamuk, S., Ergun, M., Cakir, R., Yilmaz, H. B., & Ayas, C. (2015). Exploring relationships among TPACK components and development of the TPACK instrument. Education and Information Technologies, 20(2), 241–263. https://doi.org/10.1007/s10639-013-9278-4 Paraskeva, F., Bouta, H., & Papagianni, A. (2008). Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice. Computers and Education, 50(3), 1084–1091. https://doi.org/10.1016/j.compedu.2006.10.006 Putro, S. T., Widyastuti, M., & Hastuti, H. (2020). Problematika Pembelajaran di Era Pandemi COVID-19 Stud Kasus: Indonesia, Filipina, Nigeria, Ethiopia, Finlandia, dan Jerman. Geomedia Majalah Ilmiah Dan Informasi Kegeografian, 18(2), 50–64. Qudsiya, R., Widiyaningrum, P., & Setiati, N. (2018). The Relationship Between TISE and TPACK among Prospective Biology Teachers of UNNES. Journal of Biology Education, 7(3), 305–311. https://doi.org/10.15294/jbe.v7i3.26021 Reflianto, & Syamsuar. (2018). Pendidikan dan Tantangan Pembelajaran Berbasis Teknologi Informasi di Era Revolusi Industri 4.0. Jurnal Ilmiah Teknologi Pendidikan, 6(2), 1–13. Reski, A., & Sari, K. (2020). Analisis Kemampuan TPACK Guru Fisika Se-Distrik Merauke. Jurnla Kreatif Online, 8(1), 1–8. Ruggiero, D., & Mong, C. J. (2015). The teacher technology integration experience: Practice and reflection in the classroom. Journal of Information Technology Education, 14. Santika, V., Indriayu, M., & Sangka, K. B. (2021). Profil TPACK Guru Ekonomi di Indonesia sebagai Pendekatan Integrasi TIK selama Pembelajaran Jarak Jauh pada Masa Pandemi Covid-19. Duconomics Sci-Meet (Education & Economics Science Meet), 1, 356–369. https://doi.org/10.37010/duconomics.v1.5470 Semiz, K., & Ince, M. L. (2012). Pre-service physical education teachers’ technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations. Australasian Journal of Educational Technology, 28(7). https://doi.org/10.14742/ajet.800 Senthilkumar, Sivapragasam, & Senthamaraikannan. (2014). Role of ICT in Teaching Biology. International Journal of Research, 1(9), 780–788. Setiaji, B., & Dinata, P. A. C. (2020). Analisis kesiapan mahasiswa jurusan pendidikan fisika menggunakan e-learning dalam situasi pandemi Covid-19 Analysis of e-learning readiness on physics education students during Covid-19 pandemic. 6(1), 59–70. Siagian, H. S., Ritonga, T., & Lubis, R. (2021). Analisis Kesiapan Belajar Daring Siswa Kelas Vii Pada Masa Pandemi Covid-19 Di Desa Simpang. JURNAL MathEdu (Mathematic Education Journal), 4(2), 194–201. Sintawati, M., & Indriani, F. (2019). Pentingnya Technological Pedagogical Content Knowledge (TPACK) Guru di Era Revolusi Industri 4.0. Seminar Nasional Pagelaran Pendidikan Dasar Nasional (PPDN), 1(1), 417–422. Sojanah, J., Suwatno, Kodri, & Machmud, A. (2021). Factors affecting teachers’ technological pedagogical and content knowledge (A survey on economics teacher knowledge). 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PELATIHAN CANVA FOR EDUCATION UNTUK GURU PAUD SE KABUPATEN TANAH DATAR

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memberikan pelatihan kepada guru-guru PAUD tentang penggunaan aplikasi Canva for Education dalam merancang media pembelajaran di Satuan PAUD. Hal ini dilakukan dalam rangka mendukung keterampilan pada guru PAUD dalam memanfaatkan teknologi yang berimplikasi pada peningkatan kemampuan guru dalam memanfaatkan aplikasi-aplikasi  pembelajaran. Aplikasi Canva merupakan aplikasi desain yang cocok  digunakan untuk para pemula pembuat desain grafis, karena  aplikasi ini mudah digunakan dan juga gratis. Hasil studi pendahuluan dengan beberapa guru di Kota Padang Panjang diketahuil bahwa  pemanfaatan Canva dalam pembuatan media pembelajaran di Satyuan PAUD belum dilakukan secara optimal, dan pemanfaatan aplikasi Canva sebagai sarana edukasi atau perangkat pembelajaran pun masih jarang dilakukan. Hasil yang dicapai setelah  kegiatan pelatihan ini adalah 1) peningkatan kemampuan guru dalam menggunakan Canva untuk mendesain perangkat  dan media pembelajaran, 2) hasil menunjukkan bahwa kegiatan pelatihan pengabdian masyarakat ini memiliki skor  rata-rata 4,2 (kriteria sangat baik). Berdasarkan hasil dari program kemitraan masyarakat ini, diharapkan hasil tersebut dapat  menjadi masukan yang baik bagi Dinas Pendidikan Kota Padang Panjang khususnya, praktisi pendidikan dan pemerintah  pada umumnya. Kemampuan guru terkait penerapan teknologi dan berbagai aplikasi pembelajaran dalam kegiatan  pembelajaran masih ditingkatkan

LAYANAN HOME VISIT PENDIDIKAN ANAK USIA DINI BAGI ANAK KURANG SEJAHTERA

Early childhood home visiting program to be one of the important components in the system of early childhood education in several countries. In some states in American, these countries have proved the success of early childhood home visiting services program, it can improving health and development in less prosperous families. Early childhood home visiting program is an alternative service in early childhood education which aims to improve access to services in early childhood intervention and meet the needs of early childhood living in conditions of risk and less prosperous families. Based on research, this service can build social capital and encourage the implementation of policies at the national level aimed at the welfare of children.In the practical implementation, early childhood home visiting program involved professionals in education, developmentalis and social workers to provide services to families who have young children and live below the poverty. The services providing education and parental guidance, the practice of home - based play for children , health and child development information, as well as services involving the surrounding community.This paper will (1) Discuss the success of implementation of early childhood home visit program in some countries, (2) examines how the practices of early childhood home visit program in promoting growth and development early childhood in less prosperous families, (3) analyze the mapping of early childhood home visit program in Indonesia to improve early childhood education participation rates in children and families less prosperous. Kata kunci: home visiting program, early childhood education, children at ris

PERANAN AKTIVITAS MENGGAMBAR DALAM MENGEMBANGKAN KETERAMPILAN MATEMATIKA ANAK USIA TAMAN KANAK-KANAK :Studi Dekripitif-Kualitatif terhadap Anak Kelompok B pada TK Bunda Balita, TK Smart Steps dan TK An Na’iim Kota Bandung

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