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. 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Working Mothers’ Knowledge of Exclusive Breastfeeding in Hospital Canselor Tuanku Muhriz (HCTM) (Pengetahuan Penyusuan Susu Ibu Secara Eksklusif dalam Kalangan Ibu Bekerja di Hospital Canselor Tuanku Muhriz (HCTM)). Jurnal Sains Kesihatan Malaysia, 16(1), 163–168. Creswell, J. W., & Clark, V. L. P. (2011). Designing and Conducting Mixed Methods Research. SAGE Publications. https://books.google.co.id/books?id=YcdlPWPJRBcC De Almeida, L. S. (2012). Working mothers and their multivoiced self. Revista Colombiana de Psicologia, 21(2), 313–322. Dey, S., Patra, A., Giri, D., Sharma, J., & Anna, L. (2021). The effectiveness of Parental Intervention in Teaching Emotional Intelligence to Their Adole scent Children. International Education & Research Journal [IERJ], 7(December), 9–12. Dhingra, V., & Keswani, S. (2019). Impact of Working and Non—Working Mothers on Development of their Children in Madhya Pradesh. International Journal of Research in Advent Technology, 7(3), 1369–1375. https://doi.org/10.32622/ijrat.732019104 Friska Realita. (2019). Relationship between Knowledge Level of Health Workers and Government Regulation No. 33 of 2012 concerning Exclusive Breastfeeding [Hubungan Tingkat Pengetahuan Tenaga Kesehatan terhadap Peraturan Pemerintah No.33 Tahun 2012 Tentang Pemberian ASI Ekslusif]. Jurnal Kebidanan, 8(33), 43–49. https://doi.org/10.26714/jk.8.1.2019.43-49 Hakiki, G., & Idha, S. (2021). Women and Men in Indonesia 2021. BPS-Statistics Indonesia, viii+39. Handayani, A., Yulianti, P. D., & M., P. D. (2019). Module Validation of Equal Roles for Men and Women to Achieve Work-Family Balance [Validasi Modul Kesetaran Peran Laki-Laki dan Perempuan untuk Mencapai Keseimbangan Kerja-Keluarga] Musãwa Jurnal Studi Gender Dan Islam, 18(2), 173. https://doi.org/10.14421/musawa.2019.1832.173-182 Hidayah, N., Tarnoto, N., & Maharani, E. A. (2019). Profile of Child Care Needs in Young Couples [Profil Kebutuhan Pengasuhan Anak pada Pasangan Muda]. Jurnal Ilmu Perilaku, 2(2), 89. https://doi.org/10.25077/jip.2.2.89-106.2018 Hurst, M., & Zambrana, R. E. (1982). Child Care and Working Mothers in Puerto Rican Families. The ANNALS of the American Academy of Political and Social Science, 461(1), 113–124. https://doi.org/10.1177/0002716282461000012 Meier, P., & Mead, L. (1978). Working Mothers. Journal of Obstetric, Gynecologic, & Neonatal Nursing, 7(3), 49–49. https://doi.org/10.1111/j.1552-6909.1978.tb00746.x Merlina, N. (2010). Parenting Patterns in the Giri Jaya Indigenous Community [Pola Pengasuhan Anak pada Komunitas Adat Giri Jaya]. Patanjala: Balai Pelestarian Sejarah Dan Nilai Tradisional Bandung, 2(2), 241–257. Montgomery, K. S. (2002a). Information for working mothers. The Journal of Perinatal Education an ASPOLamaze Publication, 11(2), 44–45. https://doi.org/10.1624/105812402X88713 Montgomery, K. S. (2002b). Resource Column: Information for Working Mothers. The Journal of Perinatal Education, 11(2), 44–45. https://doi.org/10.1891/1058-1243.11.2.44 Nilam Sari, P. (2017). Increasing the Success of the Exclusive Breastfeeding Program for Working Mothers as an Effort to Achieve the MDGs [Meningkatkan Kesuksesan Program ASI Ekslusif pada Ibu Bekerja sebagai Upaya Pencapaian MDGs]. Jurnal Kesehatan Masyarakat Andalas, 9(2), 93. https://doi.org/10.24893/jkma.9.2.93-97.2015 Odenweller, K. G., & Rittenour, C. E. (2017). Stereotypes of Stay-at-Home and Working Mothers. Southern Communication Journal, 82(2), 57–72. https://doi.org/10.1080/1041794X.2017.1287214 R, R., & Chacko, E. (2019). Effectiveness of Day Care center son working Mothers. Center for Management Studies, Jain University,. Retnaningsih, W., & Setiyawati, D. (2019). Validation of the Positive Discipline Training Module to Improve Parenting Practices in Mothers of Preschool Children [Validasi Modul Pelatihan Disiplin Positif untuk Meningkatkan Praktik Pengasuhan pada Ibu Anak Prasekolah]. Gadjah Mada Journal of Professional Psychology (GamaJPP), 5(2), 158. https://doi.org/10.22146/gamajpp.50373 Rimba Eka Handini, Haryoko, S. F., & Yulianto, A. (2017). Relationship between Work-Family Conflict and Work Engagement [Hubungan antara Work-Family Conflict dan Keterikatan Kerja pada Ibu Bekerja]. Jurnal NOETIC Psychology, 4(July-Deesember), 169–180. Salum, E. D. O., Lima, J. C., Marcacine, P. R., Walsh, H. P., & Walsh, I. A. P. de. (2020). Epidemiological profile of working mothers. Revista Família, Ciclos de Vida e Saúde No Contexto Social, 8(2), 200. https://doi.org/10.18554/refacs.v8i2.4525 Saraswati, W., & Febriani, Z. (2018). Relationship between Mindful Parenting and Parenting Style in Mothers with Children Aged 3-6 Years. [Hubungan antara Mindful Parenting dengan Gaya Pengasuhan pada Ibu yang Memiliki Anak Usia 3-6 Tahun]. Journal Psikogenesis, 6(2), 214–222. https://doi.org/10.24854/jps.v6i2.704 Shao, M., He, W., Zhao, L., & Su, Y. S. (2022). The Influence of Parental Involvement on Parent Satisfaction: The Moderating Effect of Parental Educational Level and the Number of Children. Frontiers in Psychology, 12(January). https://doi.org/10.3389/fpsyg.2021.752802 Sim, W. H., Jorm, A. F., & Yap, M. B. H. (2022). The Role of Parent Engagement in a Web-Based Preventive Parenting Intervention for Child Mental Health in Predicting Parenting, Parent and Child Outcomes. International Journal of Environmental Research and Public Health, 19(4). https://doi.org/10.3390/ijerph19042191 Widyastuti, S. B., Soedjatmiko, & Firmansyah, A. (2011). Growth and development profile of children at two-day care centers in Jakarta. Paediatrica Indonesiana, 45(11–12), 275–279. https://doi.org/10.14238/pi Xia, X. (2022). Family Income, Parental Education and Chinese Preschoolers’ Cognitive School Readiness: Authoritative Parenting and Parental Involvement as Chain Mediators. Frontiers in Psychology, 13(March). https://doi.org/10.3389/fpsyg.2022.745093 Ye, P., Ju, J., Zheng, K., Dang, J., & Bian, Y. (2022). Psychometric Evaluation of the Parental Reflective Functioning Questionnaire in Chinese Parents. Frontiers in Psychology, 13(January). https://doi.org/10.3389/fpsyg.2022.745184 Zimmermann, G., Antonietti, J.-P., Mageau, G., Mouton, B., & Van Petegem, S. (2022). Parents’ Storm and Stress Beliefs about Adolescence: Relations with Parental Overprotection and Parental Burnout. Swiss Psychology Open, 2(1). https://doi.org/10.5334/spo.31   &nbsp

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

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. &nbsp

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 = Óvodás korú gyermekek szocio-emocionális képességeinek átfogó fejlesztése a Coloured Stick/ színes rudak nevű játék segítségével

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 érzelmi képességet megfelelően kell irányítani a túlélés és a társas élethez való alkalmazkodás érdekében, így ezen készségek fejlesztése kora gyermekkortól szükséges. Kora gyerekkorban az óvoda a játéktevékenységeken keresztül az egyik legmegfelelőbb hely a gyermek társas és érzelmi képességeinek fejlesztésére. Éppen ezért az óvodapedagógusoknak meg kell találniuk azokat a tevékenységeket és játékeszközöket, melyek a gyermekek társas és érzelmi képességeire jótékonyan hatnak. Az egyik lehetőség erre a Coloured Stick/Színes rudak nevű fából készült játék, amely három játékot ötvöz: konstruktív, oktatási célú és hagyományos játék. Az eszköz alkalmazható az óvodai tanulási tevékenységek során. A játék használata maga a tanulási folyamat. A játék alkalmazását nyolcfős gyerekcsoportban vizsgáltuk nyolc megfigyelés során 2015 júliusában és augusztusában, majd egy nagyobb, 14 főből álló csoportban 12 alkalommal 2015 augusztusában és szeptemberében. A vizsgálatot a Fithria Islamic Kindergarten-ben [Fithria Iszlám Óvoda], Jakarta déli részén végeztük. Az eredmények a kezdeti állapot és a záró értékelés között megmutatkoznak. A kisebb, próbacsoport eredményei 0.1 -ről (4.88%) 0.29-re nőttek (9.76%), míg a nagyobb csoportban 0.05 -ről (1.63%) 0.93 –ra (30.83%) emelkedtek a mutatók. A növekedés a gyerekek körében változó, mert minden gyermek érzelmi és társas képességeinek fejlődése a társas-érzelmi képességek indikátorainak tükrében más és más. Ez azért lehetséges, mert minden gyermeknek eltérőek a képességei a tanulási tartalom befogadására. Az eredmények azt mutatják, hogy a színes rudak játék segíthet a gyermekek társas készségeinek fejlesztésében, mert a tanulási folyamat csoportokban zajlik. Ezen kívül a játék elősegíti a gyermek érzelmi fejlődését, ami segít a gyermeknek magabiztosabbá válni és tiszteletet kivívni társai körében. A gyermek nem válik könnyen frusztrálttá a játék felépítésének következében, hiszen a játék igazodik a gyermekek életkorához és fejlettségi szintjéhez. A gyermekek a türelmüket is fejleszthetik, mert meg kell várniuk, mikor következnek a játékban