scholarly journals AMALAN BERSEDEKAH DALAM KALANGAN GURU PENDIDIKAN ISLAM PRASEKOLAH (THE PRACTICE OF ACT OF GIVING AMONG THE PRESCHOOL ISLAMIC EDUCATION TEACHERS)

2017 ◽  
Vol 4 (3-1) ◽  
Author(s):  
Sofiah Mohamed
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Islamic Education ◽  
Observation Data ◽  
Ministry Of Education ◽  
Childhood Education ◽  
Expected Benefits ◽  
Study Participants ◽  
Voluntary Basis

The purpose of this study is to explore the practice of giving teachers in teaching and learning (PdP) Islamic education preschool. Preschool is the level of early childhood in Malaysia following the curriculum provided by the Ministry of education (MOE). These are the primary education in an effort to educate the younger generation successor race so as to have the knowledge, moral and have a strong resilience. A total of four study participants are selected based on criteria, which taught Islamic Education Curriculum Standard National preschool (KSPK), attend courses organised by KPM, teaching the subjects of Islamic Education Preschool for more than three years, and be prepared and agreed on a voluntary basis for observed, interviewed, and analysed documents. Data for the qualitative study collected through triangulasi between the techniques of observation data, interviews, and analysis of documents. The data collected was subsequently analyzed using Nvivo software version 11. The findings show that occur multiple application of moral values in the PdP Islamic education Preschool. Teachers also adopt these elements through a variety of ways. The teacher makes the practice of gift giving to pupils as one applications of charity as well as techniques improve motivation to learn. This study resulted ‘Preschool Teacher in Charity Practices Model’ that can provide guidance and expected benefits to parents, teachers, curriculum makers especially to all parties involved with early childhood education. This finding also expected a positive impact to produce the next generation of great starting from pre-school to higher education.

scholarly journals Challenges Of Creativity And Competence Of Children In Early Childhood Education

2020 ◽  
Vol 02 (10) ◽  
pp. 205-212
Author(s):  
Rizaeva Munisaxon Mahkamovna ◽  
◽  
◽  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Education Program ◽  
Creative Thinking ◽  
Positive Impact ◽  
Learning Experience ◽  
Preschool Education ◽  
Ministry Of Education ◽  
Childhood Education ◽  
Post Test

Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity. Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity.

scholarly journals Pengetahuan Guru Pendidikan Islam Prasekolah dalam Rangka Pembangunan Tamadun Ummah

2016 ◽  
Vol 8 (3-2) ◽  
Author(s):  
Sofiah Mohamed ◽  
Kamarul Azmi Jasmi
Keyword(s):  
Preschool Children ◽  
Teaching And Learning ◽  
Preschool Education ◽  
Analysis Data ◽  
Observation Data ◽  
Ministry Of Education ◽  
Study Approach ◽  
State Education ◽  
School Teaching ◽  
Study Participants

This aim of the research to explore the knowledge of Islamic education preschool teacher’s about the development of preschool children and to determine the implementation of that knowledge in teaching and learning. This study is a qualitative case study approach with the main instrument is observation methods. These observation data triangulate with interviews and document analysis data. Selection of study participants using purposeful sampling aimed those who experienced the pre-school teaching for more than three years, have participated in courses and training of the Ministry of Education (MOE) and volunteered to participate in the study. The results found that teachers who participated in the study had a source of knowledge about the development of preschool children through courses, training and experience. Study participants have been practicing existing knowledge in the implementation of teaching and learning in the classroom. Teachers can also perform knowledge coincide with the objectives of preschool education. Insights data generating Preschool Teacher’s Knowledge Model proposed to the District Education Office (PPD), the State Education Department (JPN), Ministry of Education (MOE), the private sector, teachers, and parents in order to attempt the education of children in preschool.

scholarly journals BCCT learning management: Islamic education’s material in early childhood

2017 ◽  
Vol 9 (1) ◽  
pp. 28
Author(s):  
Nur Hasanah
Keyword(s):  
Early Childhood ◽  
Islamic Education ◽  
Ministry Of Education ◽  
Circle Time ◽  
Childhood Education ◽  
Education Material ◽  
Learning Evaluation ◽  
Analysis Technique ◽  
Learning Management ◽  
Research Show

AbstractThis research is aimed to know the BBCT (Beyond Center and Circle Time) learning management on Early Childhood Islamic Education’ Material in BCC (Bina Citra Cendekia) Ungaran Kindergarten and to know the supporting and unsupporting management factors of Early Childhood Islamic Education’ Material in BCC Ungaran Kindergarten. This research belongs to qualitative research which focuses on the BBCT learning management of Early Childhood Islamic Education’ Material in BCC Ungaran Kindergarten.The subject of this research is the principal and teachers. The method of collecting data is observation, interview, and documentation. And data analysis technique used in this research is inductive analysis method.The results of this research show that BBCT learning management on Early Childhood Islamic Education’ Material in BCC Ungaran Kindergarten is good, because it based on the regulation from Permendiknas (Regulation from the Ministry of Education Affairs of Indonesia) No. 58 Year 2009 of standard contents and evaluation, include: planning, actuating, and learning evaluation. The supporting factors of the BCCT learning management are facilities, such as: buildings, classrooms, teachers’ rooms, giving reward for the best achievement teachers (the funding comes from the institution); BCCT training for one week in Istiqlal, Jakarta. Then, unsupporting factors of BCCT learning management are the limited media of learning and the number of teachers, so that the learning process is still not maximal. Supporting games are limited too, so students do not have options to play with.Keywords: BCCT Learning Management, Islamic education, early childhood education AbstrakPenelitian ditujukan untuk mengetahui manajemen pembelajaran BCCT (Beyond Center and Circle Time) materi Pendidikan Agama Islam pada anak usia dini di TK BCC (Bina Citra Cendekia) Ungaran serta mengetahui faktor pendukung dan penghambat manajemen pembelajaran BCCT materi Pendidikan Agama Islam pada anak usia dini di TK BCC Ungaran. Penelitian ini termasuk penelitian kualitatif yang fokus studinya pada manajemen pembelajaran BCCT materi Pendidikan Agama Islam pada anak usia dini di TK BCC Ungaran. Subyek penelitiannya adalah Kepala sekolah dan guru. Metode pengumpulan data adalah observasi, wawancara, dan dokumentasi. Dan teknik analisis datanya adalah teknik analisis induktif. Hasil temuan penelitiannya menunjukkan bahwa manajemen pembelajaran BCCT materi Pendidikan Agama Islam anak usia dini di Tk BCC Ungaran sudah baik karena sesuai dengan peraturan Permendiknas No. 58 Tahun 2009 tentang standar isi dan penilaian yang meliputi: perencanaan, pelaksanaan,  dan evaluasi pembelajaran. Faktor pendukung manajemen pembelajaran BCCT adalah sarana dan prasarana seperti: gedung, ruang kelas, ruang guru, jenis-jenis sentra serta pemberian reward bagi guru yang berprestasi dari lembaga yaitu pelatihan pembelajaran BCCT selama 1 minggu di Istiqlal Jakarta. Sedangkan faktor penghambat manajemen pembelajaran BCCT adalah jumlah guru dan media pembelajaran yang terbatas sehingga pembelajaran kurang maksimal, dan keterbatasan permainan pada setiap pijakan sehingga anak didik tidak banyak mempunyai pilihan dalam permainan yang dinginkan. Kata kunci: manajemen pembelajaran BCCT, pendidikan Islam, pendidikan anak usia dini

scholarly journals DESKRIPSI KOMUNIKASI INTERPERSONAL PENDIDIK DALAM KEGIATAN BELAJAR MENGAJAR PADA PENDIDIKAN ANAK USIA DINI

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Dicky Kurniawan
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Interpersonal Communication ◽  
Nonverbal Communication ◽  
Learning Process ◽  
Teaching And Learning ◽  
Observation Data ◽  
Analysis Techniques ◽  
Childhood Education ◽  
The Face

Abstract This article is written to 1) See description of verbal interpersonal communication educators towards learners in the teaching and learning process in early childhood education, 2) see how the image of non-verbal interpersonal communication educators towards learners in the teaching and learning process in early childhood education. The research was conducted in PAUD Kecamatan Padang Barat the number of educators 34. Data collection techniques used were observation, data analysis techniques using a percentage formula. The results illustrate that 1) interpersonal communication is verbal communication is going well as aspects of language educators have used with good speech, educators using the polite speech, speech educators using the easy to understand the child, 2) nonverbal communication used by teachers in implement teaching and learning is going well dilhat of aspects of facial expressions educators looked at the kid in the face is good enough.

scholarly journals Biography, policy and language teaching practices in a multilingual context: Early childhood classrooms in Mauritius

2014 ◽  
Vol 4 (2) ◽  
pp. 16
Author(s):  
Aruna Ankiah-Gangadeen ◽  
Michael Anthony Samuel
Keyword(s):  
Early Childhood ◽  
Teacher Development ◽  
Teaching And Learning ◽  
English Language ◽  
African Country ◽  
Language Teaching ◽  
Primary Teachers ◽  
Language Policies ◽  
Childhood Education ◽  
Implementation Level

Language policies in education in multilingual postcolonial contexts are often driven by ideological considerations more veered towards socio-economic and political viability for the country than towards the practicality at implementation level. Centuries after the advent of colonisation, when culturally and linguistically homogenous countries helped to maintain the dominion of colonisers, the English language still has a stronghold in numerous countries due to the material rewards it offers. How then are the diversity of languages – often with different statuses and functions in society – reconciled in the teaching and learning process? How do teachers deal with the intricacies that are generated within a situation where children are taught in a language that is foreign to them? This paper is based on a study involving pre-primary teachers in Mauritius, a developing multilingual African country. The aim was to understand how their approach to the teaching of English was shaped by their biographical experiences of learning the language. The narrative inquiry methodology offered rich possibilities to foray into these experiences, including the manifestations of negotiating their classroom pedagogy in relation to their own personal historical biographies of language teaching and learning, the policy environment, and the pragmatic classroom specificities of diverse, multilingual learners. These insights become resources for early childhood education and teacher development in multilingual contexts caught within the tensions between language policy and pedagogy.

scholarly journals Implementasi Kurikulum dan Strategi Pembelajaran Pendidikan Agama Islam pada PAUD

2015 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Zul Fa
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Religious Education ◽  
Curriculum Implementation ◽  
Implementation Process ◽  
Qualitative Approach ◽  
Islamic Education ◽  
Religious Values ◽  
Education Curriculum ◽  
Childhood Education

Kurikulum merupakan bagian integral dari pendidikan. Kurikulum juga merupakan media untuk menumbuhkan nilai-nilai agama pada anak-anak, terutama di bidang pendidikan anak usia dini (usia 0-6 tahun). Fokus utama dari penelitian ini adalah beberapa Pendidikan Anak Usia Dini (PAUD) di Kota Salatiga dan Kabupaten Semarang. Penelitian ini bertujuan untuk memperoleh suatu tujuan, faktual, akurat dan sistematis proses pelaksanaan kurikulum pendidikan Islam dan strategi yang diterapkan pada objek penelitian. Data dikumpulkan dengan beberapa metode yaitu observasi, dokumentasi dan wawancara. Kemudian data yang dikumpulkan dianalisis dengan menggunakan pendekatan deskriptif kualitatif. Hasil penelitian menunjukkan pelaksanaan kurikulum pendidikan agama Islam di PAUD di Salatiga dan kabupaten Semarang sudah mengacu pada standar di Permendiknas Nomor 58 tahun 2009. Beberapa dari mereka belum mengacu patokan dasar pemerintah. Mereka juga melakukan pengembangan yang sesuai dengan karakteristik masing-masing lembaga. Bahan pendidikan agama Islam yang diberikan cocok dengan tahap perkembangan peserta didik. Materi tersebut disampaikan melalui bercerita, bercakap-cakap, tugas, Iqro ', simulasi dan praktek. Curriculum is an integral part of education. The curriculum is also a medium to cultivate of religious values in children,especially in early childhood education (ages 0-6 years). The main focus of this study is some early childhood education in Salatiga and Semarang district. This study is aimed to gain an objective, factual, accurate and systematic of curriculum implementation process of Islamic education and its strategies that applied in the research object. The data is collected by several methods namely, observation, documentation and interviews. Then the gathered data were analyzed using descriptive qualitative approach. The results indicate the implementation of Islamic religious education curriculum in early childhood education in Salatiga and Semarang districts already refers to the standards in Permendiknas No. 58 of 2009. Some of them have not referring to the government's basic benchmark. They also undertake the development which is appropriate with the characteristics of each institution. The materials of Islamic religious education is given suited with stage of learners’ development. It is delivered by storytelling, chatting, assignments, Iqro ', simulation and practice. Kata kunci: implementasi, kurikulum pendidikan Islam, strategi

scholarly journals How to Use Challenge-Based Learning for the Acquisition of Learning to Learn Competence in Early Childhood Preservice Teachers: A Virtual Archaeological Museum Tour in Spain

2021 ◽  
Vol 6 ◽  
Author(s):  
Daniel Abril-López ◽  
Dolores López Carrillo ◽  
Pedro Miguel González-Moreno ◽  
Emilio José Delgado-Algarra
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Virtual Museum ◽  
Learning To Learn ◽  
Virtual Tour ◽  
Childhood Education ◽  
Challenge Based Learning ◽  
Museum Tour

This article presents the research results in relation to an interdisciplinary teaching innovation project—Teaching and Learning of Social Sciences and Teaching and Learning of Natural Sciences—with Early Childhood Preservice Teachers (ECPT) at the University of Alcalá (Spain) in the pandemic context by COVID-19 during 2020–2021 (N = 55): 52 women (94.55%) and 3 men (5.45%) from 20 to 22 years of age. The main research problem is to know if the ECPT improves the learning to learn competence after a challenge-based learning (CBL) linked to virtual tour in a museum. The main objective was to improve the learning to learn competence, during a virtual tour at the Community of Madrid Regional Archaeological Museum (MAR) (Alcalá de Henares, Spain) for a reflective training of students to understand problems of the past and present and future global challenges, promote collaborative and multidisciplinary work, and defend ethics and leadership. In order to ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—pretest–posttest—of the experience was assessed through a system of categories adapted from the European Commission. ECPT worked, in small groups and using e/m-learning tools, ten challenges and one storytelling cooperatively with university teachers to solve prehistoric questions related to current situations and problems. Subsequently, two Early Childhood Education teachers from a school in Alcalá de Henares reviewed the proposals and adapted them for application in the classroom of 5-year-old boys and girls. The results show an improvement in this competence in Early Childhood Preservice Teachers: total score pre-post comparison paired-samples Wilcoxon test result shows a statistically significant difference (p > 0.001); an evaluation rubric verified the results of self-perception. Second, we highlight the importance of carrying out virtual museum tours from a challenge-based learning for the development of big ideas, essential questions, challenges, and activities on socioeconomic, environmental, and emotional knowledge, skills, and attitudes. Third, this experience shows the insufficient educational adaptation of the virtual museum tour to the Early Childhood Education stage from a technological and didactic workshops point of view, but there is a diversity of paleontological and archaeological materials and a significant sociocritical discourse.

scholarly journals Learning Alphabets Through Infographics

2020 ◽  
Vol 23 (1) ◽  
pp. 1
Author(s):  
MICHAEL OLUBUNMI ODEWUMI ◽  
Grace O. OPUTA, Grace O ◽  
Isyaka BELLO
Keyword(s):  
Early Childhood ◽  
Staff Development ◽  
Teaching And Learning ◽  
Control Group ◽  
School Teachers ◽  
Childhood Education ◽  
Post Test ◽  
Elementary Classes ◽  
Effective Staff Development ◽  
Experimental Group

Early stages of reading and writing rest solely on the alphabet.  Learning of letters with infographics in the elementary classes makes learning more easy and meaningful.  The study examined the potentials of infographics in enhancing learning at an early childhood level especially on letters.  The researcher utilized experimental design which including pre and post-test. The package was validated by experts with a reliability coefficient of 0. 77. The findings of this study showed that the experimental group means a score of 30.60 is higher than the control group means a score of 30.50 co-efficient. Moreover, the means score of 30.742 for females and 30.345 for male pupils was obtained. The study concluded that children at the early childhood level could learn better using infographics based approach. It was recommended that incentives should be provided for pre-school teachers to participate in highly effective staff development to help them integrate infographics into their teaching and learning. Also, infographics based approach be used for all subjects in early childhood education in Nigeria

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