scholarly journals MENINGKATKAN KEMAMPUAN BERBICARA MELALUI METODE BERCAKAP-CAKAP DENGAN GAMBAR SERI PADA ANAK DI KELOMPOK B TK NEGERI PEMBINA KOTA TASIKMALAYA

2020 ◽  
Vol 2 (2) ◽  
pp. 139-149
Author(s):  
Yani H
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Kindergarten Children ◽  
Learning Activities ◽  
Children’S Learning ◽  
Development Of Language ◽  
Group B ◽  
Selection Of ◽  
Children's Learning ◽  
Speaking Skills

ABSTRACTThis research is based on the background of learning the development of language skills, especially in developing children's speaking skills, still looks stiff. This condition results in a child's underdeveloped speaking ability. The formulation of the problem in this study is how to improve speaking skills through the method of conversing through series drawings on children in Group B TK Negeri Pembina Kota Tasikmalaya? This study aims to obtain an overview of improving speaking skills through the method of conversing through series drawings in kindergarten children. The research method used in this study is the Classroom Action Research (CAR) method, which is a study that involves researchers directly to the subject of research to observe the development of children's abilities. Fifteen people from group B of the Pembina City Tasikmalaya City Kindergarten obtained the results of the study that in the implementation carried out gradually conversing about the objects / images he saw (mango), after that coloring the drawings, playing sorting images on flannel boards, and tell series pictures, so that children become interested in participating in each activity. The development of children's speaking skills in the Tasikmalaya City Builder Kindergarten after the implementation of the method of conversing with series images in language learning activities has improved and developed well and language learning activities have become more effective. The author formulates recommendations for improving children's learning outcomes. Teachers should develop their ability to master various learning methods and develop their creativity in making learning media because teacher mastery of teaching methods and the selection of appropriate learning media is very directly proportional to children's learning outcomes. Penelitian ini di latarbelakangi oleh pembelajaran pengembangan kemampuan bahasa khususnya dalam mengembangkan kemampuan berbicara anak, masih terlihat kaku. Kondisi seperti ini mengakibatkan kemampuan berbicara anak kurang berkembang. Rumusan masalah dalam penelitian ini adalah bagaimana meningkatkan kemampuan berbicara melalui metode bercakap-cakap melalui gambar seri pada anak Kelompok B TK Negeri Pembina Kota Tasikmalaya? Penelitian ini bertujuan untuk memperoleh gambaran mengenai meningkatkan kemampuan berbicara melalui metode bercakap-cakap melalui gambar seri pada anak TK. Metode penelitian yang digunakan dalam penelitian ini adalah metode Penelitian Tindakan Kelas (PTK), yaitu suatu penelitian yang melibatkan peneliti secara langsung kepada subjek penelitian untuk mengamati perkembangan kemampuan anak.  Penelitian terhadap anak kelompok B TK Negeri Pembina Kota Tasikmalaya yang berjumlah lima belas orang diperoleh hasil penelitian bahwa Dalam pelaksanaannya dilakukan secara bertahap bercakap-cakap tentang benda/gambar yang dilihatnya (mangga), setelah itu mewarnai gambar seri, bermain mengurutkan gambar di papan flanel,  serta menceritakan gambar seri, sehingga anak menjadi tertarik untuk mengikuti setiap kegiatan. Perkembangan kemampuan berbicara anak di TK Negeri Pembina Kota Tasikmalaya setelah diterapkannya metode bercakap-cakap dengan gambar seri dalam kegiatan pembelajaran bahasa mengalami peningkatan dan berkembang dengan baik serta kegiatan pembelajaran bahasa menjadi lebih efektif. Penulis merumuskan rekomendasi untuk peningkatan hasil belajar anak adalah guru hendaknya mengembangkan kemampuannya dalam penguasaan berbagai metode pembelajaran dan mengembangkan kreativitasnya dalam membuat media pembelajaran karena penguasaan guru terhadap metode mengajar dan pemilihan media pembelajaran yang tepat sangat berbanding lurus dengan hasil belajar anak.

scholarly journals Pengaruh Perhatian Orang Tua terhadap Hasil Belajar PAI Siswa Kelas VII:

2021 ◽  
Vol 3 (1) ◽  
pp. 81-101
Author(s):  
Arman Paramansyah ◽  
Ade Irvi Nurul Husna ◽  
Ernawati Ernawati
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Learning Outcomes ◽  
Significant Influence ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Islamic Education ◽  
Average Value ◽  
Children’S Learning ◽  
Children's Learning

This research was conducted to answer the problem, first, how is the level of parental attention to learning outcomes. second, how are the student learning outcomes in Islamic Education subjects, research uses descriptive quantitative, namely the method used to research on certain populations and samples, data collection uses research instruments, data analysis is quantitative / statistical, with the aim of testing predetermined hypotheses. The results of the analysis on parental attention to learning outcomes, it can be concluded that parental attention has a positive and significant effect on learning outcomes, amounting to 0.507. And learning outcomes are perceived as Good (B) with an average value of 4.02. The most dominant indicator of learning outcomes is (Report) with an average value of 4.14, which means that there is a positive and significant influence between parents' attention to learning outcomes. Based on these findings, it is suggested that schools pay more attention to parents by always paying attention to their parents. socializing to urge parents to be able to continue and increase their attention to children's learning activities, both in terms of providing guidance, advice, encouragement, supervision, and equipment for children's learning facilities, as well as fostering a harmonious relationship with their children, so that children will be motivated and able to improve learning outcomes  

scholarly journals Pembelajaran Berbasis dalam Jaringan (Daring) pada Masa Pandemi Covid 19

2021 ◽  
Vol 14 (1) ◽  
pp. 48-54
Author(s):  
Muhammad Tamrin ◽  
May Vira Dwiyana
Keyword(s):  
Learning Outcomes ◽  
Study Data ◽  
Learning Activities ◽  
Data Presentation ◽  
Children’S Learning ◽  
E Learning ◽  
Role Of Parents ◽  
Class Room ◽  
Children's Learning

This study aims to analyze online-based learning during the Covid 19 pandemic and the role of parents during the online learning process. This research was conducted at private SD Yaspenhan-1 Medan Marelan. This research uses qualitative research methods based on descriptive studies. The data was collected by means of interview techniques, observation and documentation study. Data analysis through data presentation techniques and drawing conclusions. Test the validity of the data using tringulation and methods. The results showed that online-based learning at the Private SD Yaspenhan-1 Medan Marelan made effective online-based learning media such as what app, e-learning, Google Class Room, zoom and other applications. The role of parents in online-based learning is very significant to improve learning outcomes. This role is in the form of supervision of children's learning activities at home. Without supervision, it will be difficult to maximize children's learning outcomes.

scholarly journals Kontribusi Metode Bermain Untuk Meningkatkan Aktivitas Belajar Dan Hasil Belajar Anak Sekolah Minggu

2021 ◽  
Vol 5 (1) ◽  
pp. 27
Author(s):  
Christina Martha Wajabula ◽  
I Nyoman Sudana Degeng ◽  
Dedi Kuswandi
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Research Method ◽  
Sunday School ◽  
Learning Activities ◽  
School Teachers ◽  
Sunday Schools ◽  
Children’S Learning ◽  
Conventional Teaching ◽  
Children's Learning

This article aims to determine the contribution of the play method in improving learning activities and learning outcomes for Sunday School children at the Indria level. Based on the results of field observations, it is known that the activities and learning outcomes of children are not considered good criteria. This is because during the learning process at Sunday Schools, especially at the Indria Level, Sunday School Teachers still apply conventional teaching methods, so that children become bored and pay less attention to what is being taught. This study used a classroom action research method involving 20 children as the research sample. There are two cycles used with four stages starting from planning the action, implementing the action, observing the action and reflecting. The results showed that by applying the play method, children's learning activities increased and children's learning outcomes were also good. ABSTRAKArtikel ini bertujuan untuk mengetahui adanya kontribusi dari metode bermain dalam meningkatkan aktivitas belajar dan hasil belajar anak Sekolah Minggu jenjang Indria. Berdasarkan hasil observasi di lapangan, diketahui bahwa aktivitas dan hasil belajar anak belum termasuk kriteria yang baik. Hal ini disebabkan pada saat proses pembelajaran di Sekolah Minggu khususnya di Jenjang Indria, Guru Sekolah Minggu masih menerapkan cara mengajar yang konvensional, sehingga anak menjadi bosan dan kurang memperhatikan apa yang diajarkan. Penelitian ini menggunakan metode penelitian Tindakan kelas yang melibatkan 20 anak sebagai sampel penelitian. Ada dua siklus yang digunakan dengan empat tahapan yang dimulai dari perencanaan tindakan, pelaksanaan tindakan, observasi tindakan dan refleksi. Hasil penelitian menunjukkan bahwa dengan menerapkan metode bermain, aktivitas belajar anak meningkat dan juga hasil belajar anak menjadi baik.

Literary Text and Language Learning Behaviour of ESL Learners

2021 ◽  
Vol 2 (1) ◽  
pp. 382-389
Author(s):  
Shaukat Ali ◽  
Saddam Hussain ◽  
Iftikhar Ali
Keyword(s):  
Language Learning ◽  
English Language ◽  
Comparison Group ◽  
Learning Activities ◽  
Quasi Experimental ◽  
Field Notes ◽  
Esl Learners ◽  
Language Text ◽  
Better Than ◽  
Speaking Skills

This study exploits John Milton's poems "On His Blindness, and "Methought I Saw My Late Espoused Saint" for teaching speaking skills to ESL learners. The study utilized a quasi-experimental design consisting of a treatment group (TG) and a comparison group (CG). CG was taught through conventional language text whereas TG was treated with the aforementioned poems. The main focus of the study was to observe the language learning behavior of the students of both TG and CG during language learning activities. The study therefore employed observation field notes beside the speaking type pretest and posttest as tools of data collection. The thematic analysis of the observation field notes indicated that the students of TG were confident, motivated, involved in, and excited about the language learning activities. On the contrary, the students of the CG were found to be hesitant, passive, and demotivated during the language learning venture. Consequently, the students of TG performed significantly better than that of CG on the posttest. The study recommends that poetry should be utilized for teaching the English language in general and speaking skills in particular.

Household's use of cooking gas and Children's learning outcomes in rural Ghana

2021 ◽  
pp. 105617
Author(s):  
Raymond Boadi Frempong ◽  
Emmanuel Orkoh ◽  
Raymond Elikplim Kofinti
Keyword(s):  
Learning Outcomes ◽  
Rural Ghana ◽  
Children’S Learning ◽  
Children's Learning

scholarly journals Strategi Kepala Sekolah Dalam Mengatasi Permasalahan Pembelajaran Online di Masa Pandemi COVID 19

2021 ◽  
Vol 8 (2) ◽  
pp. 79-96
Author(s):  
Lukman Asha
Keyword(s):  
Information Technology ◽  
Online Learning ◽  
Learning Process ◽  
School Principals ◽  
Qualitative Approach ◽  
Learning Activities ◽  
Children’S Learning ◽  
Technology And Learning ◽  
Children's Learning

The purpose of this research was to gain an understanding of the principal's strategies as a manager in overcoming problems that arouse during the implementation of online learning at SDIT al-Kahfi in Lebong Regency, Bengkulu Province. This study applied a qualitative approach, with data gathered through observation of learning activities via Whastapp groups and interviews with informants such as school principals, PAI teachers, students, and parents. Following the collection of data, an analysis was performed using Miles’ et al theory in order to find conclusive answers. The principal's strategies to solve the problems of online learning at SDIT al-Kahfi Lebong fell into the following: sending teachers to attend seminars or getting engaged into the training of information technology and learning with peers, providing guidance or training for children in groups or individually, providing counseling and conducting counseling meetings with students’ parents about the importance of android in the learning process, and giving an understanding of the importance of parental cooperation in supervising their children's learning from home.

An Orientation to Principles-in-Action

2001 ◽  
Author(s):  
Leslee Bartlett ◽  
Carolyn Goodman Turkanis
Keyword(s):  
Classroom Environment ◽  
Classroom Teacher ◽  
Learning Activities ◽  
Learning Goals ◽  
Group Instruction ◽  
School Activities ◽  
Children’S Learning ◽  
Children's Interests ◽  
Principles Of Learning ◽  
Children's Learning

As mentioned at the beginning of this book, the key principle for learning as a school community is to build instruction on children’s interests in a collaborative way—learning activities are planned by children as well as adults, and adults learn from their own involvement as they foster children’s learning. Children are natural learners as long as they can be deeply involved in activities which they help to devise and for which they see a purpose—”minds-on” activities. At the OC, children participate in setting their learning goals and deciding how to use their time and resources, with the aid of the adults. Discussion, conversation, and enjoyment are a valued part of the learning process. The children learn not only the academic subjects but also how to make responsible choices for their own learning and how to solve problems ranging from mathematics and writing to interpersonal frictions at recess. The children learn to lead others (including adults) in school activities and to build on their own interests at the same time that they contribute to the learning of others in the classroom. Much of the day is planned flexibly, to build the curriculum around student contributions, staying open to the serendipitous “learning moments” that naturally emerge as interested people discuss ideas and issues and organize projects for children’s learning. Small groups of children work at an activity with a parent volunteer (a “co-oper”), the classroom teacher, or a child who has organized an activity for the others. Most children stay with the same teacher for two years in blended grade-level classes, creating a supportive classroom environment in which people of differing skills and interests contribute to each others’ learning and learn from teaching others. The children plan their day, choosing among some required activities and some optional ones. The whole class also meets several times each day for planning and for whole-group instruction connected with the learning activities. The principles of learning as a community are not easy even for seasoned teachers and co-oping parents to summarize, since they are generally enacted in everyday situations rather than spoken.

scholarly journals Preschool Children’s Learning Opportunities Using Natural Numbers in Number Row Activities

2020 ◽  
Author(s):  
Maria Alkhede ◽  
Mona Holmqvist
Keyword(s):  
Preschool Teachers ◽  
Learning Opportunities ◽  
Learning Activities ◽  
Variation Theory ◽  
Mathematical Activity ◽  
Children’S Learning ◽  
Video Recordings ◽  
Nominal Form ◽  
Limited Variation ◽  
Children's Learning

Abstract This study analysed how preschool teachers differently enacted the same mathematical activity for preschool children to discern numbers, and how this affected the children’s learning opportunities during the activity. The analysis was based on variation theory and Chi’s taxonomy of learning activities. Two Swedish preschool teachers’ enactment of the same mathematical activity for 27 children aged 4–6 years was studied. Video recordings of what the children were offered to discern were used in the analysis. The results indicate that variations in how the teachers chose to enact the activity produced two different learning opportunities for the children. Differences in what aspects were made discernible were closely linked to the characteristics of the activity implemented. The enactments differed even if the same game was chosen and the same amount of time was used in the play-based activity. In one preschool group, there were few opportunities to discern more than the nominal form of numbers; the other preschool group had an activity focused on all number forms simultaneously. In addition, in the latter group, the children had the opportunity to develop equinumerosity. The results suggest that the activity with limited variation was more appropriate for learning with undeveloped knowledge; the children with more developed understanding required a more varied design. This study contributes to the knowledge of how the design of an activity affects children’s learning differently, which is important when planning learning-based preschool activities.

scholarly journals App-based learning for kindergarten children at home (Learning4Kids): study protocol for cohort 1 and the kindergarten assessments

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Frank Niklas ◽  
Efsun Annac ◽  
Astrid Wirth
Keyword(s):  
Social Inclusion ◽  
Well Being ◽  
Kindergarten Children ◽  
Societal Implications ◽  
Control Group ◽  
Full Potential ◽  
Intervention Approach ◽  
Children’S Learning ◽  
Children's Learning ◽  
At Home

Abstract Background Children’s literacy and mathematical competencies are a critical platform for their successful functioning as individuals in society. However, many children, in particular those with low socio-economic status (SES) backgrounds who may not receive the home support needed to develop to their full potential, are at risk of not reaching sufficient competence levels. The overall aim of this project is to develop innovative computer tablet applications (‘apps’) and test whether the apps support parents in the provision of high-quality home learning environments (HLEs) and impact positively on the short- and long-term development of children’s competencies. Altogether, “App-based learning for kindergarten children at home” (Learning4Kids) is a 5-year longitudinal study funded by the EU and designed to assess the potential impact of a tablet-based family intervention on children’s learning, development, social inclusion and well-being. Methods/design This study uses a multi-method intervention approach and draws on expertise from psychology, education, informatics, and didactics to evaluate the effectiveness of learning apps and the intervention approach. It also exploits new technological possibilities afforded by tablet computers that are very common nowadays in families. Learning4Kids sets out to measure the quality of the HLE, children’s early mathematical, literacy, and cognitive competencies and their behaviour. Here, data will be gathered via standardized tests, observations, and parental and educator surveys and checklists. Data collection also includes the assessment of app usage times via mobile sensing. In cohort 1, 190 families are assigned to one of four groups. One business-as-usual group will only participate in the child assessments, whereas the three remaining groups are provided with tablets for about 10 months. Two intervention groups will receive mathematical or literacy learning apps as well as parental information about these topics and the tablet-control-group will receive similar apps and information that focus on general child development, but not on mathematics or literacy. Discussion Whilst offering substantive advances for the scientific fields of psychology and education, the Learning4Kids study also has broad societal implications. Improving young children’s learning trajectories is both a social and economic imperative as it equips them to achieve greater individual success and to contribute to societal prosperity.

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