scholarly journals ANDROID-BASED LEARNING MEDIA DESIGN FOR INTRODUCTION TO SUNDA CULTURE FOR EARLY CHILDREN

2021 ◽  
Vol 3 (1) ◽  
pp. 52-64
Author(s):  
Taopik Rahman ◽  
Silmi Qurota Aeni
Keyword(s):  
Early Childhood ◽  
School Environment ◽  
Design Principles ◽  
Research Process ◽  
Cultural Learning ◽  
Problem Analysis ◽  
Effective Media ◽  
Cultural Themes ◽  
Teachers And Parents ◽  
Early Childhood Learning

This research aims to develop android-based learning media which aims to make children know Sundanese culture in a more effective, fun, and innovative way to introduce culture from an early age and can help the role of teachers or parents in educating and providing knowledge to children -children outside the school environment in a fun way. This research uses the Design Based Research (DBR) method for the Sunda Exploration Learning Media by carrying out four steps, namely the identification and problem analysis steps by researchers and practitioners collaboratively, developing a prototype solution based on theoretical benchmarks, existing design principles and technological innovations, conducting iterative process to test and improve practical solutions, reflections to produce design principles and improve implementation of practical solutions, Sundanese Exploration Learning Media can be used in learning with cultural themes. This media was developed based on the 2013 PAUD curriculum and adapted to the needs in the field regarding the fulfillment of Sundanese cultural learning. Based on the entire research process that has been carried out, the product designed by the researcher can be applied to early childhood education learning. In addition, the product can also be easily applied by teachers and parents, because this media is presented complete with a user guide ebook that describes the explanation and how to use it. Android-based learning media is the most effective media that can be one of early childhood learning in learning something. This learning media can be used by parents and schools, schools can use this application as additional learning and parents can use this application at home or anywhere.

scholarly journals Pembuatan Media Pembelajaran PAUD Berbasis Bahan Alam Di TK Alifia Samarinda

2021 ◽  
Vol 1 (1) ◽  
pp. 49-57
Author(s):  
Andi Aslindah ◽  
Lilis Suryani
Keyword(s):  
Early Childhood ◽  
Learning Process ◽  
Natural Materials ◽  
Self Confidence ◽  
Teacher Creativity ◽  
The Media ◽  
Teachers And Parents ◽  
Early Childhood Learning ◽  
And Training

Learning media is a component that contributes to the implementation of the learning process at the education unit level. The role of the media in learning, especially in early childhood education (PAUD) is very important, considering the development of children at that time was in a period of concrete thinking. However, there are still teachers who think that the role of the media in the learning process is only as a tool and may be ignored when the media is not available in schools. Even though the learning media used in the early childhood learning process should not be obtained from the store by buying. However, teachers and parents can create their own media. One solution that can overcome this condition is that it is necessary to conduct a training in making creative, attractive and easily available media in a nature-based environment. The community service activities carried out in the form of socialization and training in making learning media based on natural materials provide benefits for training participants, including: 1) For Teachers: Adding insight and increasing teacher creativity in preparing learning media by utilizing natural materials-based materials. 2) For Parents: Gained insight and experience to be more creative and innovative in assisting children to be creative in making a work (learning media) by utilizing materials that can be obtained from the natural surroundings. 3) For Children (students): Increase their self-confidence to be more skilled in performing work in creating a work (media) by collaborating with their respective parents/guardians.   Keywords: PAUD Learning Media, Natural Materials

scholarly journals AKTUALISASI MULTIPLE INTELLIGENCES PADA ANAK USIA 5-6 TAHUN MELALUI PERMAINAN OUTBOUND DI TAMAN KANAK-KANAK ISLAM PELANGI ANAK NEGERI YOGYAKARTA

2019 ◽  
Vol 1 (1) ◽  
pp. 20-35
Author(s):  
Lukman Lukman
Keyword(s):  
Early Childhood ◽  
Data Collection ◽  
Multiple Intelligences ◽  
Family Environment ◽  
Field Research ◽  
Research Field ◽  
Community Environment ◽  
Research Findings ◽  
Teachers And Parents ◽  
Early Childhood Learning

This research is titled the actualization of multiple intelligences in children aged 5-6 years through outbound games in the Rainbow Islamic Kindergarten of Yogyakarta State Children. With the aim of analyzing and knowing the results of developing the multiple intelligences approach. This research is expected to contribute positively to the development of Early Childhood learning, especially in multiple intelligences learning in outbound games for Early Childhood, as well as reference material for Rainbow IslamicKindergarten, Yogyakarta Children and the wider community. This type of research is research (field research), namely researchers conduct direct research on the object under study and data collection found in the field. This research includes the type of qualitative research, namely research that intends to understand the phenomenon of what is experienced by the subject of research such as behavior, perceptions, motivations, actions, and others. Data collection techniques were carried out by observing passive participation, through observation, interviews and documentation, and triangulation. After the data is obtained, it checks the validity of the data, analyzes the data with steps of data reduction, data presentation, conclusions, and verification of data. Development of outbound learning is designed sothat children do not feel bored receiving learning in the classroom. The results of the research findings are: first, children can explore and express multiple intelligence in each playing activity using four types of steps,namely; (a) at the time of environmental arrangement, (b) on the footing before playing (circle time1), (c) during playing activities, (d) when stepping after playing (circle time 2 / recalling). Every outbound game always provides communication, counting, gesture, social, cooperation, naturalist, and moral values for children’s development. Second, supporting factors in the actualization of multiple intelligences in Early Childhood Through Outbound Games include; a conducive Taman Kanak environment, creative teachers, game tools that are already available, then supplemented with adequate facilities and infrastructure. While the inhibiting factors in the actualization of multiple intelligences in Early Childhood throughoutbound games include; the absence of good cooperation between teachers and parents of students, community environment, family environment, the presence of social media, and technological sophistication, so that children are very difficult to monitor.

scholarly journals Quality Improvement Of Early Childhood Education Through The Utilization Of Multimedia

2018 ◽  
Vol 4 (2) ◽  
pp. 174
Author(s):  
I Ketut Sudarsana
Keyword(s):  
Early Childhood ◽  
Quality Improvement ◽  
Early Childhood Education ◽  
Child Development ◽  
Literature Study ◽  
Childhood Education ◽  
Teachers And Parents ◽  
Early Childhood Learning

<p>This paper aimed to describe the improvement of the quality of early childhood learning by utilizing various multimedia. The method used was a literature study by exploring various thoughts in various sources that have focused on conducting studies on early childhood education and various multimedia developed. Improving the quality of early childhood learning is very important to be performed in an effort to educate children as early as possible, so that children grow and develop as intelligent individuals, both intellectually, emotionally and spiritually. Teachers and parents need to understand and use various multimedia and guide children so that various aspects of development such as phases and tasks of child development can take place optimally.</p>

scholarly journals Implementasi Pendekatan Multiple Intelligence dalam Pembelajaran Anak Usia Dini di Playgroup & Kindergarten Ananda Mentari Yogyakarta

2019 ◽  
Vol 14 (2) ◽  
pp. 291-310
Author(s):  
Siti Kamilah
Keyword(s):  
Early Childhood ◽  
Multiple Intelligences ◽  
Positive Impact ◽  
Field Trips ◽  
Structured Interviews ◽  
Learning Programs ◽  
Field Notes ◽  
Teachers And Parents ◽  
Evaluation Of Learning ◽  
Early Childhood Learning

Penelitian ini untuk mendeskripsikan Implementasi Pendekatan Multiple Intelligences dalam Pembelajaran Anak Usia Dini, yang terdiri atas: perencanaan pembelajaran, pelaksanaan pembelajaran, dan evaluasi pembelajaran  kelas di Playgroup dan Kindergarten Ananda Mentari Condongcatur, Yogyakarta. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Subjek dari penelitian ini yaitu 1 kepala sekolah, 2 guru kindergarten, 1 tenaga kependidikan, 1 guru toddler. Objek penelitian yaitu Implementasi Multiple Intelligences dalam pembelajaran Anak Usia Dini. Teknik pengumpulan data yang dilakukan menggunakan wawancara terstruktur, observasi, dokumentasi serta catatan lapangan. Instrument penelitian menggunakan model interaktif yang meliputi reduksi data, penyajian data dan penarikan kesimpulan. Keabsahan data penelitian diuji dengan menggunakan triangulasi teknik dan triangulasi sumber. Hasil penelitian menunjukan bahwa: (1) Perencanaan program pembelajaran denga pendekatan Multiple Intelligences menggunakan kurikulum yang diadaptasi dari 4 negara, (2) Pelaksanaan kegiatan pembelajaran melalui pendekatan Multiple Intelligences diintegrasikan ke dalam materi pembelajaran yang disusun dalam break down kurikulum (garis besar kurikulum) dalam setiap minggunya, metode dan materi untuk anak didik menggunakan bahasa Inggris. (3) Evaluasi pembelajaran dilakukan menggunakan checklist dan anekdot sesuai usia perkembangan anak serta pengembangan pendekatan multiple intelligences dilakukan dengan bermain peran, bernyanyi, bercerita, karya wisata, melibatkan anak secara langsung dalam membuat proyek, berdiskusi, outbond, Student-Led Conference dan seterusnya. Pembelajaran yang melibatkan seluruh kecerdasan anak didik akan berdampak positif bagi masa depan anak, serta meningkatkan percaya diri anak, sehingga ia bisa berkata “ I can doing, I can try. (4) Faktor pendukung Pembelajaran Multiple Intelligences  adalah kerjasama antar guru dan parents club. (5) Faktor penghambat Pembelajarn Multiple Intelligences  adalah persaingan dengan sekolah lain yang menggunakan kurikulum lokal, area bermain yang sempit, dan sulit mencari guru yang memahami  Multiple Intelligences  anak.   Kata Kunci: Multiple Intelligences, Pembelajaran,  Anak Usia Dini     ABSTRACT   This research is to describe the Implementation of Multiple Intelligences Approach in Early Childhood Learning, which consists of: learning planning, learning implementation, and evaluation of classroom learning in Playgroup and Kindergarten Ananda Mentari Condongcatur, Yogyakarta. This research uses descriptive method with a qualitative approach. The subjects of this study were 1 principal, 2 kindergarten teachers, 1 education staff, 1 toddler teachers. The object of research is the application of Multiple Intelligences in Early Childhood learning. Data collection techniques were carried out using structured interviews, observations, documentation and field notes. The research instrument uses an interactive model that includes data reduction, data presentation and drawing conclusions. The validity of the research data was tested using triangulation techniques and source triangulation. The results of the study show that: (1) Planning of learning programs using the Multiple Intelligences approach uses a curriculum adapted from 4 countries, (2) The implementation of learning activities through the Multiple Intelligences approach is integrated into learning materials compiled in the curriculum break down (curriculum outline) in every week, methods and materials for students use English. (3) Evaluation of learning is carried out using checklists and anecdotes according to the age of child development and the development of multiple intelligences approaches is done by playing roles, singing, telling stories, field trips, involving children directly in making projects, discussions, outbound, Student-Led Conference and so on. Learning that involves all the intelligence of students will have a positive impact on the child's future, and increase children's confidence, so he can say "I can do, I can try. (4) Supporting factors for Learning Multiple Intelligences is collaboration between teachers and parents clubs. (5) The inhibiting factor for Learning Multiple Intelligences is competition with other schools that use local curriculum, narrow playing areas, and it is difficult to find teachers who understand the Multiple Intelligences of children.

MENGASAH KECERDASAN NATURALISTIK MELALUI PENDIDIKAN CINTA KELAUTAN PADA ANAK USIA DINI

2017 ◽  
Author(s):  
Alice Zellawati
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Positive Attitude ◽  
Learning Activities ◽  
Biological Resources ◽  
Childhood Education ◽  
Large Potential ◽  
Younger Generation ◽  
Teachers And Parents ◽  
Early Childhood Learning

<p>The territory of Indonesia is dominated by oceans with very large potential of biological and non-biological resources, but the utilization is not optimal. The interest of the younger generation will encourage a positive attitude to develop marine and maritime potential of Indonesia. Developing naturalistic intelligence through marine-love education in early childhood is a necessary and urgent foundation for teachers and parents. The current<br />maritime theme still becomes a theme that has not been widely taught in early childhood education,with the result that developing naturalistic intelligence is an inseparable part of early childhood learning activities in the classroom, and outside the classroom as a whole and become part of the teachers and parents responsibility.</p><p><strong>Keywords : Naturalistic Intelligence, Maritime, Eearly Childhood</strong></p><p><br />Wilayah Indonesia didominasi oleh lautan dengan potensi sumber daya hayati maupun non hayati yang sangat besar, namun pemanfaatannya belumlah optimal. Kecintaan generasi muda akan mendorong suatu perilaku yang positif untuk mengembangkan potensi kelautan dan kebaharian Indonesia. Mengasah kecerdasan naturalistik melalui pendidikan cinta kelautan pada anak usia dini adalah dasar yang perlu dan mendesak dilakukan oleh guru dan orangtua. Tema kelautan saat ini masih menjadi tema yang belum banyak diajarkan di Pendidikan Anak Usia Dini, sehingga mengasah kecerdasan naturalistik adalah bagian yang tidak dapat dipisahkan dalam kegiatan pembelajaran anak usia dini di kelas, dan di luar kelas yang secara keseluruhan dan menjadi bagian dari tanggungjawab guru serta orangtua.</p><p><strong>Kata kunci : Kecerdasan Naturalistik, Kelautan, Anak Usia Dini</strong></p>

scholarly journals ANALISIS PERAN GURU DAN ORANG TUA DALAM PEMBELAJARAN ANAK USIA DINI DI TK AL KAUTSAR SAMARINDA

2020 ◽  
Vol 2 (2) ◽  
pp. 21
Author(s):  
Minarwati Minarwati ◽  
Budi Rahardjo ◽  
Robingatin Robingatin
Keyword(s):  
Early Childhood ◽  
Data Collection ◽  
Learning Styles ◽  
Data Display ◽  
Collection Data ◽  
Role Of Teachers ◽  
Role Of Parents ◽  
Teachers And Parents ◽  
Early Childhood Learning

Abstrak Penelitian ini memberikan gambaran analisis peranan guru dan peran orangtua dalam konteks pembelajaran anak usia dini di TK Islam Al-Kautsar. Desain penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif kualitatif. Teknik pengumpulan data menggunakan wawancara langsung dan studi dokumentasi dengan pemilihan dua partisipan guru TK A dan TK B, serta orangtua yang bersedia. Peneliti menggunakan analisis data model dari Milles & Hubberman yang terdiri dari tahap pengumpulan data, reduksi data, display data dan verifikasi (kesimpulan). Hasil penelitian menunjukkan bahwa 1) guru memiliki peranan sebagai administrator, inspirator, informator, motivator, evaluator, dan mediator pembelajaran; 2) gambaran peranan orangtua sebagai mentor, motivator, konseptor, fasilitator, dan tutor dalam mendampingi pembelajaran anak usia dini; 3) kendala-kendala yang dirasakan oleh guru dan orangtua dalam menjalankan peranannya antara lain kesibukan bekerja bagi orangtua, bentuk komunikasi yang diwakili oleh pengasuh, waktu mendampingi anak belajar sangat terbatas, dan orangtua yang sulit memahami gaya belajar anak. Dengan demikian,kesimpulan penelitian ini dapat digunakan sebagai gambaran secara holistik berkaitan analisis peranan guru dan orangtua dalam pembelajaran anak usia dini. Kata kunci : Anak Usia Dini;Pembelajaran;Peran Guru & Orangtua. Abstract This study provides an overview of the analysis of the role of teachers and the role of parents in the context of early childhood learning at Al-Kautsar Islamic Kindergarten. The research design used a qualitative approach with qualitative descriptive research. Data collection techniques used direct interviews and documentary studies with the selection of two teacher participants at Kindergarten A and Kindergarten B, as well as willing parents. Researchers used data analysis models from Milles & Hubberman which consisted of data collection, data reduction, data display and verification (conclusion). The results showed that 1) the teacher has a role as administrator, inspirator, informator, motivator, evaluator, and learning mediator; 2) description of the role of parents as mentors, motivators, conceptors, facilitators, and tutors in assisting early childhood learning; 3) the constraints felt by teachers and parents in carrying out their roles include busy working for parents, forms of communication represented by caregivers, limited time to accompany children to learn, and parents who have difficulty understanding their children's learning styles. Thus, the conclusions of this study can be used as a holistic description regarding the analysis of the role of teachers and parents in early childhood learning. Keywords: Early Childhood;Learning;The Role of Teachers & Parents.

scholarly journals The Role of Preschool Hours in Achieving Physical Activity Recommendations for Preschoolers

Children ◽  
2021 ◽  
Vol 8 (2) ◽  
pp. 82
Author(s):  
Sara Lahuerta-Contell ◽  
Javier Molina-García ◽  
Ana Queralt ◽  
Vladimir E. Martínez-Bello
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
School Environment ◽  
High Density ◽  
Childhood Education ◽  
Gender And Age ◽  
Sociodemographic Correlates ◽  
Physical Activity Recommendations ◽  
Activity Recommendations

Research on physical activity (PA) in different educational settings could elucidate which interventions promote a healthy school lifestyle in early childhood education (ECE). The aims of this study were: (a) to analyse the PA levels of preschoolers during school hours, as well as the rate of compliance with specific recommendations on total PA (TPA) and moderate-vigorous PA (MVPA); (b) to examine the role of structured movement sessions and recess time in the MVPA levels during school hours; (c) to evaluate the sociodemographic correlates of preschoolers and the school environment on MVPA behaviour during school hours. PA was evaluated with Actigraph accelerometers. Our main findings were that: (a) preschoolers engaged in very little TPA and MVPA during school hours; (b) children showed significantly higher MVPA levels on days with versus without structured movement sessions, and the contribution of the structured sessions to MVPA was significantly higher than that of recess time; (c) gender and age were associated with PA, and a high density of young children on the playground was associated with high levels of vigorous PA, whereas in the classroom, high density was associated with more sedentary behaviour. Structured PA could reduce the gap in achieving international recommendations.

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