scholarly journals Pengaruh Project Based Learning Terhadap Perilaku Prososial Anak Usia Dini

2020 ◽  
Vol 5 (9) ◽  
pp. 1277
Author(s):  
Santi Dianita ◽  
Triyono Triyono ◽  
Imron Arifin
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Prosocial Behavior ◽  
Rating Scale ◽  
Project Based Learning ◽  
Kindergarten Children ◽  
Single Subject ◽  
Research Subjects ◽  
Single Subject Research ◽  
Group B

<p><strong>Abstract:</strong> Early childhood needs to have prosocial behavior to socialize. Conventional learning causes low prosocial behavior. The purpose of this study was to determine the effect of project based learning on prosocial behavior of young children. This study uses a single subject research experimental design with three Group B kindergarten children as research subjects. Data collection using a rating scale prosocial behavior, showed an increase in prosocial behavior in all three subjects. The results of this study indicate that project based learning influences prosocial behavior of young children.</p><strong>Abstrak:</strong><em> </em>Anak usia dini perlu memiliki perilaku prososial untuk bersosialisasi. Pembelajaran konvensional menyebabkan rendahnya perilaku prososial. Tujuan penelitian untuk mengetahui pengaruh <em>project based learning </em>terhadap perilaku prososial anak usia dini. Penelitian ini menggunakan rancangan eksperimen <em>single subject research</em> dengan tiga anak TK Kelompok B sebagai subjek penelitian. Pengumpulan data menggunakan <em>rating scale</em> perilaku prososial, menunjukkan peningkatan perilaku prososial pada ketiga subjek. Hasil penelitian ini menunjukkan bahwa <em>project based learning</em> berpengaruh terhadap perilaku prososial anak usia dini.

scholarly journals PENINGKATAN KEMAMPUAN MOTORIK KASAR ANAK USIA NIDI MELALUI PERMAINANTRADISIONAL PADA KELOMPOK B TK ISLAM SILMI SAMARINDA

2019 ◽  
Vol 3 (2) ◽  
pp. 28-41
Author(s):  
Nurwati - Nurwati
Keyword(s):  
Early Childhood ◽  
Motor Skills ◽  
Kindergarten Children ◽  
Research Subjects ◽  
Learning Program ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Body Balance ◽  
Game Environment ◽  
Group B

Gross motoric ability is one aspect of development carried out in early childhood. Kindergarten learning program is a whole unit that is developed through themes and sub-themes in the process of interacting with kindergarten children at learning resources by playing in the game environment or better known as the area or center. The increase in gross motoric skills of kindergarten children is generally carried out outside the classroom with the development of learning programs according to the curriculum that must be developed according to the level of achievement of children from one stage to the next stage through a game. This study aims to improve the Gross Motoric Ability of Early Childhood through Traditional Games in Group B of Silmi Samarinda Islamic Kindergarten. This research was conducted in Group B of TKIslam Silmi Samarinda. The method used in this study is Classroom Action Research (CAR), carried out three times in one cycle with four stages: (1) Planning, (2) actions, (3) observations and (4) reflection. The research subjects were 20 students aged 5-6 years. The research data was obtained from the collection of instruments through observation, field notes and documentation. The results of the study increased the gross motoric skills of children after analyzing the data on four aspects of assessment, namely; jumping, body balance, agility, and flexibility seen these four aspects have different levels of difficulty where the aspects of jumping and body balance as a whole are able to do so, while the aspects of agility and flexibility of most children have a low ability. But the overall gross motor skills of the children in the pre-study reached 64%, the first cycle reached 70%, the second cycle reached 801% and the third cycle 90%. Traditional game method is a very appropriate method applied in increasing gross motor skills of children aged 5-6 years or group B.

Development of an Empathy Rating Scale for Young Children

Assessment ◽  
2021 ◽  
pp. 107319112110386
Author(s):  
Eva R. Kimonis ◽  
Natasha Jain ◽  
Bryan Neo ◽  
Georgette E. Fleming ◽  
Nancy Briggs
Keyword(s):  
Factor Analysis ◽  
Early Childhood ◽  
Young Children ◽  
Rating Scale ◽  
Parent Report ◽  
Personal Distress ◽  
Confirmatory Factor ◽  
Empathy Scale ◽  
Item Scores ◽  
Amazon's Mechanical Turk

Empathy is critical to young children’s socioemotional development and deficient levels characterize a severe and pervasive type of Conduct Disorder (i.e., with limited prosocial emotions). With the emergence of novel, targeted early interventions to treat this psychopathology, the critical limitations of existing parent-report empathy measures reveal their unsuitability for assessing empathy levels and outcomes in young children. The present study aimed to develop a reliable and comprehensive parent-rated empathy scale for young children. This was accomplished by first generating a large list of empathy items sourced from both preexisting empathy measures and from statements made by parents during a clinical interview about their young child’s empathy. Second, this item set was refined using exploratory factor analysis of item scores from parents of children aged 2 to 8 years (56.6% male), recruited online using Amazon’s Mechanical Turk. A five-factor solution provided the best fit to the data: Attention to Others’ Emotions, Personal Distress (i.e., Emotional Contagion/Affective Empathy), Personal Distress–Fictional Characters, Prosocial Behavior, and Sympathy. Total and subscale scores on the new “Measure of Empathy in Early Childhood” (MEEC) were internally consistent. Finally, this five-factor structure was tested using confirmatory factor analysis and model fit was adequate. With further research into the validity of MEEC scores, this new rater-based empathy measure for young children may hold promise for assessing empathy in early childhood and advancing research into the origins of empathy and empathy-related disorders.

scholarly journals ENSINANDO MATEMÁTICA AOS BEBÊS: encantos, descobertas e exploração das relações entre grandezas

2018 ◽  
Vol 24 (esp.) ◽  
pp. 89
Author(s):  
Luciana Figueiredo Lacanallo Arrais ◽  
Lucinéia Maria Lazaretti ◽  
Paula Tamyris Moya ◽  
Silvia Pereira Gonzaga de Moraes
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Early Years ◽  
Kindergarten Children ◽  
Pedagogical Practice ◽  
Current Analysis ◽  
Childhood Education ◽  
Two Factors ◽  
Teaching Of Mathematics ◽  
Crucial Condition

  No cenário da educação infantil, principalmente na prática pedagógica com bebês, ainda persistem desafios em torno da organização do ensino para esse período de vida. Diante disso, este texto tem o objetivo de discutir as possibilidades educativas para os primeiros anos de vida da criança em relação à aprendizagem da matemática por meio de uma atividade de ensino, considerando a singularidade do desenvolvimento infantil. Ancoradas na Teoria Histórico-Cultural, estruturamos essa discussão em dois momentos: a) a especificidade do desenvolvimento da criança pequena e a organização do ensino de matemática na educação infantil; b) a análise de uma atividade de ensino para crianças do berçário. Esperamos que o texto possa auxiliar o trabalho educativo com a matemática na educação infantil, pois um ensino sistemático e dirigido, desde os primeiros anos, é condição fundamental para a aprendizagem e para as transformações qualitativas no desenvolvimento psíquico das crianças.Palavras-chave: Educação Infantil. Ensino de Matemática. Primeira Infância.TEACHING MATHEMATICS TO YOUNG CHILDREN: attraction, discovery and exploration in relationships between magnitudes ABSTRACT: Several challenges exist on teaching organization within early childhood, mainly with regard to the pedagogical practice with young children. Owing to the uniqueness of children´s development, the educational possibilities on the teaching of Mathematics, through activities, in their early life period, are discussed. Based on the Cultural and Historical Theory, current discussion underscores two factors: a) the specificity of children´s development and the organization of the teaching of Mathematics in early education; b) the analysis of a teaching activity for kindergarten children. The authors expect that current analysis will aid the teaching of Mathematics in young children´s education. In fact, systematic and monitored teaching during the early years of life is a crucial condition for learning and for qualitative transformations in children´s psychic development.Keywords: Early Childhood Education; the teaching of Mathematics; Early childhood.ENSEÑANDO MATEMÁTICA A LOS BEBÉS: encantos, descubrimientos y exploración de las relaciones entre grandezas RESUMEN: En el escenario de la educación inicial, principalmente en la práctica pedagógica con bebés, aún persisten desafíos en torno a la organización de la enseñanza para ese período de vida. Este texto tiene por objetivo discutir las posibilidades educativas de los primeros años de vida del niño en relación al aprendizaje de las matemáticas considerando la singularidad del desarrollo infantil, a través de una actividad educativa. Ancladas en la Teoría Histórico-Cultural, estructuramos esta discusión en dos momentos: a) la especificidad del desarrollo del niño y la organización de la enseñanza de las matemáticas en la educación inicial; b) el análisis de una actividad de enseñanza para bebés. Esperamos que el texto pueda auxiliar el trabajo educativo con las matemáticas en la educación inicial, pues una enseñanza sistemática y dirigida desde los primeros años es condición fundamental para el aprendizaje y las transformaciones cualitativas en el desarrollo psíquico de los niños.Palabras clave: Educación inicial; Enseñanza de la Matemática; Primera infancia. 

scholarly journals Time Management to Reduce Delays in Middle School Students

2020 ◽  
Vol 8 ◽  
Author(s):  
Aini Nadhifah Purnamasari ◽  
Suroso Suroso
Keyword(s):  
Time Management ◽  
Female Students ◽  
Daily Activities ◽  
Single Subject ◽  
Research Subjects ◽  
School Students ◽  
Single Subject Research ◽  
Intervention Process ◽  
The Subject ◽  
Fourth Session

This study aimed to determine the effectiveness of providing time management assistance.  to reduce the intensity of tardiness in 7th grade female students.  This research is an experimental study with a single subject research.  Interventions were carried out on research subjects and parents.  Intervention by accompanying the subject in managing the time of daily activities clearly and in writing, while the subject of intervention in parents is psychoeducation.  Interventions conducted on the subject were done in 4 sessions with each session carried out for 60 minutes where in the first session the subject was given an explanation of the importance of time management, in the second session the subject was asked to detail the important daily activities and must be carried out and determine the time at  each activity, in the third session the subjects were asked to evaluate related matters that did not support the fulfillment of the specified time management and the things that might be done to keep doing activities in accordance with the time specified and for the fourth session the subjects were asked to  evaluate the entire intervention process and conclude with regard to its effects.  The intervention that was carried out to parents was carried out 1 time with a duration of 30 minutes.  The result of the intervention is that the research subject can manage the time of daily activities more clearly and in writing so that he can follow the set time.  In the subject's parents, the subject's mother understood more about the subject's problems and needs so that the parents paid more attention to the subject and determined someone to bring the subject to school at the designated time.  From the interventions carried out, there are changes in the way of thinking and attitudes towards the subject and parents of the subject which are expected to reduce the intensity of the subject's lateness to school.

scholarly journals KEMAMPUAN BERPIKIR SIMBOLIK ANAK USIA DINI PADA USIA 5 – 6 TAHUN

2019 ◽  
Vol 2 (6) ◽  
pp. 286
Author(s):  
Hasni Nursyamsiah ◽  
Teni Puja Cendana ◽  
Euis Eti Rohaeti ◽  
Syah Khalif Alam
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Rapid Growth ◽  
Growth And Development ◽  
Assessment Scale ◽  
Numerical Scale ◽  
Thinking Ability ◽  
Symbolic Thinking ◽  
Group B ◽  
Descriptive Qualitative

Early childhood is an individual figure who is experiencing rapid growth and development, at this time the need for proper stimulation so that children can develop all aspects of their development optimally. One aspects that needs to be developed in early childhood is cognitive aspects with in the scope of symbolic thinking. This is because the ability of symbolic thinking can develop the mental world of children.This study aims to analyze the ability of symbolic thinking of young childhood at the age of 5-6 years. The instrument of this study was in the form of observation sheet about the ability to think symbolically, in the form of a checklist of developmental achievement scales based on an assessment scale using the numerical scale 1-4. The method used is descriptive qualitative. The subjects in this study was the children of group B. The results showed that the symbolic thinking ability of group B children reached 38.5% of the minimum percentage of 77%. This shows that the symbolic thinking ability of group B children in RA is still low. This results form the basis for researchers to conduct further research on the ability of symbolic thinking of young children in group B.Anak usia dini adalah sosok individu yang sedang mengalami pertumbuhan dan perkembangan yang sangat pesat, pada masa ini perlu adanya stimulasi yang tepat agar anak dapat mengembangkan seluruh aspek perkembangannya secara optimal. Salah satu aspek yang perlu dikembangkan pada anak usia dini adalah aspek kognitif dalam lingkup berpikir simbolik. Hal ini dikarenakan kemampuan berpikir simbolik dapat mengembangkan dunia mental anak. Penelitian ini bertujuan untuk menganalisis kemampuan berpikir simbolik anak usia dini pada usia 5 – 6 tahun. Instumen dari penelitian ini berbentuk lembar observasi mengenai kemampuan berpikir simbolik, berbentuk ceklis skala capaian perkembangan yang disusun berdasarkan skala penilaian dengan menggunakan skala numerik 1-4. Metode yang digunakan adalah deskriptif kualitatif. Subjek dalam penelitian ini adalah anak – anak kelompok B. Hasil penelitian menunjukkan bahwa kemampuan berpikir simbolik anak kelompok B mencapai 38,5 % dari persentase minimal 77%. Hal ini menunjukkan bahwa kemampuan berpikir simbolik anak kelompok B masih rendah. Hasil ini menjadi dasar bagi peneliti untuk melakukan penelitian lanjutan mengenai kemampuan berpikir simbolik anak usia dini pada kelompok B.

scholarly journals PERKEMBANGAN KREATIVITAS ANAK TAMAN KANAK-KANAK ( STUDI KOMPARATIF TK SEKAR JEPARA & RA DARUL HIKMAH JEPARA )

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Amir Gufron
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Research Methods ◽  
Formal Education ◽  
Kindergarten Children ◽  
Age Group ◽  
Local Charge ◽  
The Creation ◽  
Salient Features ◽  
Structure Of Matter

Anak kecil didefinisikan sebagai lamanya waktu yang tidak berakhir individu relatif tidak berdaya dan bergantung pada orang lain. Ini memilikikarakteristik yang tercermin dalam nama yang diberikan oleh orang tua,pendidik dan psikolog. Orangtua menganggap bahwa anak usia dinisebagai usia mengandung masalah, - usia sulit, Pendidik percaya bahwamasa kanak-kanak adalah pra-sekolah atau kindergarten usia / RA konsekuensi dari pendidikan yang diberikan kepada anak-anak sangatberbeda dari apa yang dialami di waktu memulai pendidikan formal di kelas (dan seterusnya). Sementara para ahli Psikologi, menggunakan anak-anak usia dengan sejumlah sebutan yang berbeda untuk menggambarkan ciri ciri menonjol psikologi perkembangan anak. Diantaranya adalah "Kelompok Umur", "Menjelajahi Umur" atau "Usia Bertanya", "Usia Setan" orang lain meskipun tidak selalu dalam pikiran juga bahwa anak-anak meniru diberikan, tetapi dengan anak ciptaan bermain dengan caranya sendiri, dan karena itu usia anak-anak juga sering berperan sebagai "Zaman Kreatif" Kreativitas adalah hal yang penting untuk dipelajari perkembangannya, khususnya di taman kanak-kanak yang dikelola oleh RA Dikpora dan dikelola oleh Departemen Agama. Hipotesis kami menunjukkan perbedaan yang signifikan dalam pengembangan kreativitas di taman kanak-kanak dan RA. Dan dengan yakin "Tidak Terbukti / Tidak Signifikan", seperti menambahkan muatan lokal ke dalam struktur materi di bagian taman kanak-kanak Sekar Jepara dan RA Darul Hikmah Penelitian ini menggunakan kombinasi metode penelitian dengan Model Triangulasi Bersamaan. Hasil penelitian ini diharapkan dapat memperoleh informasi tentang perbandingan anak TK & Kreativitas Kreativitas RA, Strategi dan Hasil pengembangannya serta faktor pendukung dan penghambat perkembangan kreativitas anak '. Peneliti lebih lanjut Ingin memberikan umpan balik yang tepat kepada para manajer dan guru (fasilitator), agar anak bisa Kreativitas berkembang lebih baik. Jadi mari kita angkat semua "lebih Memahami dan Memahami, kemudian lanjutkan berlatih dengan tulus dan tulus, hasilnya pasti memuaskan". Young children is defined as the length of time that does not end - theindividual is relatively powerless and dependent on others. It has acharacteristic that is reflected in the name given by parents , educators andpsychologists . Parents assume that early childhood as the age ofcontaining the problem , - the age is difficult , Educators believe thatchildhood is a pre-school or kindergarten age / RA - a consequence ofeducation provided to children is very different from what was experiencedat the time of start formal education in the classroom (and beyond). Whileexperts Psychology, using age children with a number of different designations to describe the salient features of developmental childpsychology . Among them is the "Age Group", "Exploring Age" or "Age Ask", "Age Impersonate" others - though not always in mind also that childrenimitate granted, but with the creation child plays in his own way , andtherefore age children are also often serve as the " Creative Age’. Creativity is what is important to study its development , particularly in kindergarten managed by RA Dikpora and managed by the Ministry of Religious Affairs. Our hypothesis showed significant differences in the development of creativity in kindergarten and RA. And with the assured " Not Proven / Not Significant", such as adding both local charge into the structure of matter in the kindergarten section Sekar Jepara and RA Darul Hikmah. This study uses a combination of research methods with the Model Concurrent Triangulation. The results of this study are expected to obtain information about the comparison of kindergarten children & Creativity Creativity RA, Strategy and Its Development results and factors supporting and inhibiting the development of children's creativity. Further researchers want to give appropriate feedback to the managers and teachers (facilitators), so that the child could Creativity develop better. So let's raise all that " more Understand and Understand, then resume practicing with earnestness and sincerity, the results are definitely satisfactory"

scholarly journals Manajemen Pembelajaran Dalam Mengembangkan Kemandirian Anak Usia Dini di TK Edelweis Kelurahan Tanjung Pinang Kecamatan Jambi Timur Kota Jambi

2020 ◽  
Vol 1 (2) ◽  
pp. 76
Author(s):  
Siti Marwah
Keyword(s):  
Early Childhood ◽  
Learning Strategies ◽  
Parental Support ◽  
Learning Strategy ◽  
Parental Knowledge ◽  
Learning Activities ◽  
Research Subjects ◽  
Teachers And Students ◽  
Group B ◽  
Early Childhood Learning

This study aimed to determine the Early Childhood Learning Strategy in the Development of Children's Independence in Edelweis Kindergarten, Jambi City. This research is based on the presence of children who are not yet independent in terms of the bathroom, children are still accompanied by parents in institutions until they return from school, children have not mingled with their peers. This research uses qualitative research techniques. The subjects of this study were children of group B Edelweis Kindergarten Jambi City. As for the research subjects, all stakeholders of Edelweis Kindergarten Jambi City include the principal, teachers, and students. And the informant is the Edelweis Kindergarten Teacher in Jambi City. Data collection techniques using observation, documentation, and interviews. The instrument used in the observation was in the form of research sheets, for documentation using photos to document all children's activities during activities and interviews using interview guidelines with Group B teachers to find out the conditions and problems faced. The results of this study are 1. Early childhood learning strategies in the development of children's independence in Edelweis Kindergarten Jambi City using three steps, namely a). Planning b). Implementation and c) Evaluation. 2. Constraints faced in the application of PAUD learning in the development of children's independence in Edelweis Kindergarten, Jambi City are a) Lack of supporting infrastructure in online learning activities, b), lack of parental knowledge in caring for children's growth and development, and c) Lack of parental support for children's independence so that they will not feel confident in carrying out activities. 3. The results obtained from the implementation of the Strategy, PAUD learning in the development of children's independence is the application of early childhood learning strategies in developing children's independence in Edelweis Kindergarten, Jambi City, running well in accordance with the learning objectives that have been compiled together with the parents of students, even in the middle. In the middle of a semester the learning activities turned into an online system because during the pandemic, there was Covid 19.

scholarly journals Meningkatkan Kemampuan Motorik Halus Anak Melalui Metode Pemberian Tugas Menganyam Kertas Dan Melipat Kertas

2018 ◽  
Vol 12 (2) ◽  
pp. 183
Author(s):  
Trimurti Utiarahman
Keyword(s):  
Motor Skills ◽  
Class Action ◽  
Kindergarten Children ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Research Subjects ◽  
North Sulawesi ◽  
Paper Folding ◽  
Folding Paper ◽  
Group B

AbstrakPenelitian ini bertujuan mendeskripsikan penerapan metode pemberian tugas menganyam kertas dan melipat kertas (origami) yang dapat meningkatkan kemampuan motorik halus pada anak. Penelitian menggunakan rancangan penelitian tindakan kelas. Subjek penelitian ialah anak taman kanak-kanak kelompok B Raudatul Athfal Al-Mujahidin Tomohon, Sulawesi Utara yang berjumlah 16 orang. Pelaksanaan tindakan dilaksanakan dalam siklus berulang yang terdiri dari 4 tahap, yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Jenis data yang digunakan dalam penelitian ini yaitu kualitatif dan kuantitatif. Data kualitatif dianalisis menggunakan teknik kualitatif melalui tiga tahap yaitu reduksi data, paparan data, dan penyimpulan atau verifikasi data. Sedangkan, data kuantitatif dianalisis secara deskriptif menggunakan tabel frekuensi dan persentasi. Hasil penelitian menunjukkan bahwa metode pemberian tugas menganyam kertas dan melipat kertas (origami) dapat meningkatkan kemampuan motorik halus anak. Melalui pemberian tugas menganyam kertas dan melipat kertas (origami) ini motivasi belajar anak meningkat sehingga sangat mudah dapat meningkatkan kemampuan motorik halus anak. Oleh karena itu, metode penugasan menganyam dan melipat kertas (origami) dapat dijadikan bahan dalam menyusun desain pembelajaran khususnya pada anak taman kanak-kanak kelompok B.  Kata Kunci: kemampuan motorik halus, anak, menganyam kertas, melipat kertas AbstractThe aim of this research was to describe the application of the method of giving task with floating and folding paper (origami) which could increase the children’s fine motor skills. This study was conducted by used a class action research design. This research subjects were the children of the kindergarten group B Raudatul Athfal Al-Mujahidin Tomohon, North Sulawesi, which amounts to 16 people. The implementation of the actions was carried out in a repetitive cycle which consisting of 4 stages, namely planning, implementation, observation, and reflection. The type of data which used in this study were qualitative and quantitative. Qualitative data were analyzed by using the qualitative techniques through three stages, namely data reduction, data exposure, and inference or data verification. Whereas, quantitative data were analyzed descriptively by using the frequency tables and percentages. The results showed that the method of giving task with floating and folding paper (origami) could increase the children's fine motor skills. Through giving the task of floating and folding paper (origami), the children’s learning motivation increased so it’s very easy to increasing the children's fine motor skills. Therefore, the method of giving task with floating and folding paper (origami) can be used as material in preparing the design of learning, especially in kindergarten children in group B.Keywords: fine motor skills, children, floating paper, folding paper

scholarly journals The Use of Video “Sidoarjo Story Sound” to Improve Listening Ability and Recognize the Socio-Cultural Environment of Kindergarten Student

2021 ◽  
Vol 2 (2) ◽  
pp. 147-157
Author(s):  
Candra Kartikasari ◽  
Hendratno ◽  
Andi Mariono
Keyword(s):  
Statistical Analysis ◽  
Research Method ◽  
Kindergarten Children ◽  
Cultural Environment ◽  
Research Subjects ◽  
Design Data ◽  
Analysis Techniques ◽  
High Category ◽  
Listening Ability ◽  
Group B

The purpose of research to describe the ability to listen and recognize the socio-cultural environment through the use of video “Sidoarjo Story Sound” in kindergarten children group B. With the research subjects of children aged 5-6 years of group B at Happy Kids School Kindegarten in Sidoarjo with a total of 20 children. The research method uses experimental research with one group pretest-posttest design. Data collection instruments use descriptive quantitative statistical analysis techniques. The findings of this study showed that video “Sidoarjo Story Sound” can improve the ability to listen and recognize the socio-cultural environment in group B by 0.88 with a high category and 0.97 with a high category. Implication of the research can combine Sidoarjo Story Sound videos with other learning methods and adjust the development of technology and curriculum used in schools.

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