scholarly journals Measurement of Pamong Performance in Agency Early Childhood Education Development and Community Education

2018 ◽  
Vol 4 (2) ◽  
pp. 119-130
Author(s):  
Abdul Rahmat ◽  
Syamsu Qamar Badu
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Community Education ◽  
Work Productivity ◽  
Social Needs ◽  
Need For Achievement ◽  
Productivity Measurement ◽  
Education Development ◽  
Childhood Education ◽  
Self Actualization

Work productivity is the ability associated with the mental attitude of a pamong in making improvements and self-improvement in carrying out its professional duties so as to realize the hope and desire of the nation to achieve the better quality of education. The objective to be achieved by doing this research is to see the productivity measurement of pamong work and to know which variable the most dominant influence on the productivity of pamong work is. This research was conducted at Agency Early Childhood Education Development and Community Education Gorontalo 2018. To collect data in this research, field research method is used, that is research done directly to the research object. The techniques used are interviews, documentation, and questionnaires. The population in this study is the civil servant, technically the writer cannot examine each tutor or individual. Where the sampling method is done by using a random sampling technique. To obtain the data needed in this study used questionnaire survey techniques. From result of regression analysis showed that work productivity is influenced by five motivation motivation, physiological requirement (X1) = 0.699, need for safety (X2) = 0.720, social needs (X3) = 0.706, need for achievement (X4) = 0.677, self-actualization needs (X5) = 0.542. While the most dominant variable affecting the productivity of the civil service is the need for a sense of security of 0.720. There is an influence of motivation and partially significant effect seen from the fifth attribute, that is a physiological requirement for count equal to (2,540), need for security for count (3,869), social requirement for count (3,163), need for achievement the value of t count is (2.294), the need for self-actualization for the value of t count is (3.127). and together influence work productivity is seen from the value of table as much as (54,490).

scholarly journals Impact of the Work Environment and Work Motivation in Influencing the Performance of Non-Formal Educators

2020 ◽  
Vol 6 (1) ◽  
pp. 92-100
Author(s):  
Rusdin Djibu ◽  
Ummyssalam Duludu
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Work Environment ◽  
Community Education ◽  
Work Motivation ◽  
Population Sample ◽  
Positive Influence ◽  
Positive Contribution ◽  
Education Development ◽  
Childhood Education

Work Environment and Work Motivation can affect performance in an institution, institution or company. For that, a leader needs to think about it. The purpose of this study was to determine: (1) the influence of the work environment with the performance of Non-formal Educators on the Development Center for Early Childhood Education and Gorontalo Community Education, (2) the effect of work motivation on the performance of Non-Formal Educators at the Center for Early Childhood Education Development and Gorontalo Society Education. (3) the influence of the work environment and work motivation together with the performance of Nonformal Educators for the Development of Early Childhood Education and Gorontalo Community Education. The method used in this research is to use quantitative through remorse techniques to express one variable to another. The population in this study were non-formal educators at the Gorontalo Center for Early Childhood Education and Community Education, which collected 80 people while the sample was a population sample. Data collected through questionnaire distribution. The conclusions of this study are (1) Providing a positive influence on the performance of Non-formal Educators for the Development of Early Childhood Education and Gorontalo Society Education, providing improved environmental performance with the performance of non-formal educators. (2) Providing positive motivation for the performance of Non-formal Educators for the Development of Early Childhood Education and Gorontalo Community Education, providing good motivation for improving the performance of Non-Formal Educators. (3) Making a positive contribution to the work environment and work motivation together to the performance of Non-formal Educators for the Development of Early Childhood Education and Gorontalo Community Education, this means improving the work environment and encouraging work and then improving the performance of Non-formal Educators. The novelty of the research is the performance of Non-formal Educators will be more effective if a leader always provides work motivation regularly and makes a conducive work environment. This research provides knowledge to leaders in improving the performance of Non-formal Educators or teachers, needing to pay attention to motivation and work environment within an institution or company.

scholarly journals Management of the Center for Early Childhood Education Development in Improving the Quality of Early Childhood Education in Jambi Province

2020 ◽  
Vol 1 (2) ◽  
pp. 115-126
Author(s):  
Mukhtar Mukhtar ◽  
Hidayat Hidayat ◽  
Duyardin Duyardin
Keyword(s):  
Early Childhood ◽  
Quality Improvement ◽  
Early Childhood Education ◽  
Quality Management ◽  
Qualitative Method ◽  
Community Education ◽  
Education Development ◽  
Purposive Sampling ◽  
Childhood Education

This study determined 1) why the Jambi Province Early Childhood Education and Community Education have not been able to improve the quality of Early Childhood Education; 2) how is the management of the Jambi Province Early Childhood Education and Community Education Partnership in improving the quality of Early Childhood Education; 3) how is the quality improvement by Jambi Province Early Childhood Education and Community Education in Jambi Province; 4) how to manage Jambi Province Early Childhood Education and Community Education to improve the quality of Early Childhood Education. This research used descriptive qualitative method, with a phenomenological-naturalistic approach. Sampling was taken by purposive sampling. The results showed that Jambi Province Early Childhood Education and Community Education Jambi Province have implemented management to improve the quality of Early Childhood Education in Jambi by implementing quality management starting from planning, organizing, implementing and monitoring which refers to TQM in Education, but in the process and the results were not optimal and not yet able to provide consumer’s satisfaction.

scholarly journals APLIKASI PENYEWAAN FASILITAS UMUM PADA BALAI PENGEMBANGAN PENDIDIKAN ANAK USIA DINI DAN PENDIDIKAN MASYARAKAT PROVINSI KALIMANTAN TENGAH BERBASIS WEBSITE

2021 ◽  
Vol 15 (2) ◽  
pp. 112-121
Author(s):  
Widiatry Widiatry ◽  
Putu Bagus Adidyana Anugrah Putra
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Programming Languages ◽  
Community Education ◽  
Unit Testing ◽  
Public Facility ◽  
Education Development ◽  
The Public ◽  
Childhood Education ◽  
Entity Relationship

Department of Early Childhood Education Development and Community Education (BP PAUD and Dikmas) Central Kalimantan Province is the Technical Implementation Unit (UPT) of the Directorate General of Early Childhood Education and Community Education (PAUD and Dikmas) of the Ministry of Education and Culture. Several facilities can be rented out to the public at the agency, such as halls, dormitories, and guest houses. There are still many people who do not know this public facility that can be used. The rental process is still done manually by coming directly or sending a letter of application. In terms of bookkeeping, sometimes there are some data recording errors. Therefore, a website was developed that can help provide information on what public facilities can be used for the public and used to carry out the rental process to help the community make rentals without having to come directly to BP PAUD and Dikmas. Developing this website using the Waterfall software development methodology has stages, namely Requirements Definition, which is done by making Flowcharts. System and Software Design is carried out by making Data Flow Diagrams (DFD) and Entity Relationship Diagrams (ERD), Implementation and Unit Testing with the programming languages used, namely HTML, PHP, CSS, Bootstrap, Javascript and MySQL and Integration and System Testing. The testing method used is the Blackbox method. Based on the test results, it can be concluded that this website can run according to its function. The final result of this program also shows the achievement of the objectives that have been implemented, such as the presence of several features that are used appropriately according to their use.

scholarly journals Understanding Inclusive Early Childhood Education: A Capability Approach

2012 ◽  
Vol 13 (4) ◽  
pp. 290-299 ◽  
Author(s):  
Kathryn Underwood ◽  
Angela Valeo ◽  
Rebecca Wood
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Capability Approach ◽  
Social Needs ◽  
Education Practice ◽  
Childhood Education ◽  
The Capability Approach

This article explores the application of current discourse in inclusive education, particularly the capability approach and its utility in early childhood education. The article highlights the tensions between a rights-based discourse that informs inclusive education practice and the right for children to have early intervention. Structural approaches to supporting children with disabilities are examined. These structural approaches are evaluated using the framework developed using the capability approach. The article aims to ease some of the tensions that arise from differing philosophical approaches to education for young children, and to provide a framework for addressing the developmental and social needs of young children with disabilities.

scholarly journals Teknik Ceklis sebagai Asesmen Perkembangan Sosial Emosional di RA Insan Mulia Bambanglipuro

2019 ◽  
Vol 4 (4) ◽  
pp. 35-42
Author(s):  
Fitria Fauziah Hasanah ◽  
Muhammad Abdul Latif
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Development ◽  
Community Education ◽  
Learning Assessment ◽  
Ministry Of Education ◽  
Social Emotional Development ◽  
Childhood Education ◽  
Directorate General ◽  
Assessment Guidelines

This study aims to analyze the use of checklist techniques as an assessment to determine the emotional social development of early childhood. The method used in this research is descriptive qualitative by describing checklist techniques as an assessment used to determine emotional social development. This research uses data collection techniques including observation, interviews and documentation conducted at RA Insan Mulia Bambanglipuro, Bantul, Yogyakarta. Based on the results of research that has been carried out shows that RA Insan Mulia Bambanglipuro implement assessment techniques to assess the development of their students using three techniques namely checklist techniques, anecdotal notes and the work. including for assessing social emotional development using all three techniques, but one of the most prominent techniques to use is the checklist technique. This checklist technique is used by RA Insan Mulia in accordance with the 2015 Early Childhood Education Learning Assessment Guidelines, Ministry of Education and Culture Directorate General of Early Childhood Education and Community Education in 2015.

scholarly journals Investigation on the Applicability of Reggio Emilia Approach in Teaching Early Childhood Education: An Intensive Comparison between China and Tanzania

2016 ◽  
Vol 6 (2) ◽  
pp. 29
Author(s):  
Sarah Vincent Chiwamba
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Developed Countries ◽  
Reggio Emilia ◽  
Social Needs ◽  
Interactive Approach ◽  
Early Child ◽  
Childhood Education ◽  
Reggio Emilia Approach

<p>There have been rapid economic and social demands that have continued to challenge the traditional teacher, child and parent interactions in early child education programs. Many developed countries have strategized several approaches to counter these challenges. However, third world countries are still formulating policies which can be sustainable in their present economic statuses. The Reggio Emilia (RE) Early Childhood Education (ECE) approaches has been instrumental in increasing the levels of interactions between teacher, child and the parent in developed countries. Nevertheless, a more dynamic and comprehensive approach is needed to cater for the economic and multiethnic social needs of early childhood education in developing countries. This study investigated the level of teacher, child and parent interaction in China and Tanzania with the aim of establishing the workability of Reggio Emilia (RE) in these two diverse countries. Carefully designed questionnaires based on the core values of Reggio Emilia approach has been used to obtain data from a sample of 60 early childhood teachers from China and 60 early child hood teachers from Tanzania making total of 120 early childhood teachers. Both private and public early childhood schools of China and Tanzania were involved in this study whereby from China a total of 8 schools were involved and Tanzania a total of 12 schools were involved. Both quantitative and qualitative design has been employed in this study with the use of questionnaire and interview methods in data collection from the field while social statistical software (SPSS 15) and Origin 7.0 has been used to analyze data and making of charts and graphs for visualization of the results. Result obtained from this study revealed that, Reggio Emilia interactive approach was applicable and welcomed by significant number of teachers and policy approaches; However on the other side, the findings revealed poor relationship between parents and the role of emergent curriculum to its fully meaning was not well fulfilled as most of early childhood schools in China and Tanzania found to practising the whole class teaching where by teacher knows everything. It was concluded that, the way children’s are being taught in one country will be totally different from another country although the basic outcome of the learners should be similar. The important aspect to put into consideration is people’s culture, environment, and their economic status accordingly. Hence there is a need for both countries of study to review their early childhood education policies in order to create better learning opportunities for all children.</p>

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