scholarly journals MENGEMBANGKAN KOGNITIF ANAK MELALUI MODEL TAKE AND GIVE, MODEL SAVI, DAN METODE DRILL PADA ANAK USIA DINI

2021 ◽  
Vol 1 (1) ◽  
pp. 30
Author(s):  
Shonia Ade Putri ◽  
Ahmad Suriansyah
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Cognitive Development ◽  
Moral Values ◽  
Match Model ◽  
Question And Answer ◽  
Classroom Action Research ◽  
Development Outcomes ◽  
Children's Activities

Abstrak Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan dan pengembangan kemampuan aspek kognitif dalam mengklasifikasikan benda berdasarkan warna, bentuk, dan ukuran menggunakan kombinasi model take and give, model savi, dan metode drill. Jenis penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) dengan subyek penelitian 10 anak laki-laki dan 7 anak perempuan kelompok B2 PAUD Terpadu Aisyiyah 39 Al Ummah. Penelitian dilaksanakan sebanyak 4 kali pertemuan dengan hasil penelitian yang menunjukkan bahwa dengan menerapkan kombinasi model take and give, model savi, dan metode drill dapat meningkatkan aktivitas guru hingga mencapai 97%, aktivitas anak mencapai 100%, dan hasil perkembangan kognitif anak mencapai 100%. Hasil penelitian ini dapat digunakan sebagai alternatif dalam pemilihan model dalam mengembangkan kemampuan kognitif dalam mengklasifikasikan benda berdasarkan warna, bentuk,dan ukuran pada anak.Kata kunci: Kognitif, mengklasifikasikan benda , model take and give, model savi, metode drill                                          Abstract The ability to recognize good and bad behavior in children is not in accordance with the expected level of achievement, this is due to the teacher's side in the form of less class mastery, delivery of material which only uses lecture and question and answer methods. In addition, learning is also too dominated by teachers so that children become passive. To solve this problem, a combination of the Examples Non Examples model with the HeadTogether (NHT) Model Number and Make A Match can be done. This study aims to increase teacher activity, children's activities, and the development outcomes of children's religious and moral values. This classroom action research was carried out through 3 meetings. The results showed that by applying a combination of the Examples Non Examples model with the Number Head Together (NHT) and Make A Match model, teacher activity could increase up to 86%, children's activities reached 84%, and the results cognitive development of children reaches 85%. The results of this study can be used as an alternative in choosing a model in developing the ability of religious and moral values in early childhood. Keywords: Cognitif, classify object, take and give model, savi model, drill method

scholarly journals IMPROVING STUDENTS’ INTEREST BY USING PICTURE MEDIA AT TK NUR ASSALAM

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Nada Anis Ristyani ◽  
Nurhayati Nurhayati Nurhayati
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Education Level ◽  
Learning Activities ◽  
Research Results ◽  
Classroom Action Research

The purpose of this study is to improve students' interest in English vocabulary through picture media in TK Nur Assalam. This research is a Classroom Action Research (CAR). The participants of this research were 6 students. The results obtained from efforts to the improving students interest in English vocabulary using the picture media involving active learners in the learning process. The role of picture media in learning activities is very important for children, especially in the next education level. Teaching and learning activities in early childhood will quickly develop if parents and teachers intensive to develop it. There are several attempts to create a sense of pleasure in early childhood by using picture media in the learning process. From the result of research indicate that when pre-action take result (15%). In cycle I, it increased to (55%) sufficient criteria. In cycle II, it increased again to (85%) good criteria. So, the increase that occurred from the pre-action to the cycle I that is (40%). The increase from cycle I to cycle II that is (30%). And increase from pre-action to cycle II that is (70%). From the research results obtained, then to the improving students interest in English vocabulary can be improved by using picture media in the learning process.Keywords : Students’ Interest, Vocabulary and Picture Media

scholarly journals PENINGKATAN KEDISIPLINAN ANAK USIA DINI MELALUI METODE PEMBIASAAN TOKEN ECONOMY

2019 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Wahyuni Nadar
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Research Method ◽  
Class Ii ◽  
Token Economy ◽  
The Subject ◽  
Classroom Action Research ◽  
Early Chilhood ◽  
Quantitative Calculations

In general, the purpose of this study was to improve the discipline of early childhood through the method of token economy habituation in class II even semester 2016-2017 SD Cherry South Jakarta. The method of token economy refraction is a method of strengthening behavior by giving points (reward). In particular, the discipline referred to in this study is the presence of children on time at school. This research method is classroom action research which follows the models of Kemmis and Taggart. This study consisted of two cycles. Each cycle includes 4 stages, namely, 1) planning (planning), 2) acting (implementation), 3) observing (observation), 4) reflecting (reflection). The research time is 1 month, from April 2017 to May 2017 with the subject of research as many as 11 students, while the data is collected by observation, interviews, and documentation. The results showed that there was a significant increase in discipline in class II students. This can be evidenced by the increase in the results of quantitative calculations starting from the results of the average pre-action discipline, cycle 1 to cycle 2, namely the results of the pre-action average = 12, cycle 1 = 13.27, cycle 2 = 15 and the results of interviews concluded that the method of habituating token economy can motivate discipline in early childhood optimally. This study concludes that discipline with the method of habituating token economy can improve the discipline of early chilhood.

scholarly journals Improvement of interpersonal and intrapersonal intelligence through traditional games

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Ade Ratih Pratiwi ◽  
Yulia Ayriza
Keyword(s):  
Action Research ◽  
Effective Communication ◽  
Average Score ◽  
Model Data ◽  
Question And Answer ◽  
Classroom Action Research ◽  
Intrapersonal Intelligence ◽  
Play Action ◽  
Traditional Game ◽  
Child Benefit

This study aims to: (1) improve interpersonal intelligence through traditional games for Kindergarten A students of RumahKu Tumbuh, (2) increase intrapersonal intelligence through traditional game on Kindergarten A students of RumahKu Tumbuh, and (3) describe the process of improving interpersonal and intrapersonal intelligence through these traditional games. This study is a classroom action research, referring a modified version of the Kemmis and Taggart model. Data were collected using observation and interviews. The findings show that there is an increase in interpersonal and intrapersonal intelligence through traditional game on kindergarten. Improved interpersonal intelligence of children overall in the pre-cycle obtained an average score of 22.59 (very low category), increased to 27.06 in cycle 1 (low category), and increased again to 34.65 with category in cycle 2. As for the increase in child intrapersonal intelligence overall score obtained in the pre-cycle average of 16.82 with a very low category, increasing to 21.35 with a low category in cycle 1 and increased again to 25.88 with category in cycle 2. The process of improving interpersonal intelligence through play action includes child benefit interact in-game, effective communication when asked and answered during play, and pursuing a strategy to win in the game, while at the intrapersonal include children express their emotions in the game, and children know their feelings by doing a question and answer session with the teachers at the end of the game.

scholarly journals Increasing The Character Of Courage In Early Childhood Through Mother Tongue

2021 ◽  
Vol 1 (2) ◽  
pp. 88-114
Author(s):  
Dwi Putriyanti ◽  
Issaura Dwi Selvi
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Research Method ◽  
Mother Tongue ◽  
Research Results ◽  
The Family ◽  
Great Confidence ◽  
Planning Implementation ◽  
Classroom Action Research

Each child has a different character. In this case, the role of the family, especially the mother, is very supportive of the child in instilling the child's character according to his potential. The purpose of this study was to improve the character of children's courage through their mother tongue by using the classroom action research method conducted at Aisyiyah Bustanul Athfal Kindergarten in Sungai Pinang Ogan Ilir by researching two cycles consisting of 3 meetings with planning, implementation, observation and reflection stages. Based on the research results in the first cycle, the minimum category developed as expected 67%, with the dominant indicator appearing as the attitude of doing something without worrying about the difficulties. In comparison, the minimum category increased to 87% in the second cycle, indicating that the child can face something with great confidence and great results. This shows that using the mother tongue can improve the character of the courage of early childhood.

scholarly journals MENINGKATKAN KEMAMPUAN BERPIKIR SIMBOLIK ANAK USIA DINI KELOMPOK A (USIA 4-5 TAHUN) DENGAN MEDIA PEMBELAJARAN LESUNG ANGKA

2019 ◽  
Vol 2 (6) ◽  
pp. 354
Author(s):  
Ani Bodedarsyah ◽  
Rita Yulianti
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Cognitive Development ◽  
Research Method ◽  
Class Action ◽  
Group A ◽  
The Media ◽  
Symbolic Thinking ◽  
Media Learning

Cognitive development is an important aspect. One of them is the ability to think symbolically. To improve the ability of symbolic thinking of early childhood certainly cannot be separated from the role of educators. Indicators of cognitive development that must be achieved by children aged 4-5 years are: numbers 1-10, recognizing the concept of numbers, recognizing the symbol of numbers, and recognizing the symbol of letters. For this reason, it is appropriate for educators to work hard to improve the ability to think symbolically in early childhood by providing stimulation through appropriate learning media like children, one of which is the media learning of dimples. This research was conducted with a class action research method. From the two cycles that have been done show the results that there is an increase in the ability of symbolic thinking in early childhood group A using the media learning dimples.Perkembangan kognitif merupakan aspek yang tidak kalah penting. Salah satunya  adalah kemampuan berpikir simbolik. Untuk meningkatkan kemampuan berpikir simbolik anak usia dini tentu tak lepas dari peranan pendidik. Indikator perkembangan kognitif yang harus dicapai anak usi 4-5 tahun adalah: membilang  benda 1-10, mengenal konsep bilangan, mengenal lambang bilangan, dan mengenal lambang huruf. Untuk itu sudah selayaknya pendidik berusaha dengan keras untuk meningkatkan kemampuan berpikir simbolik anak usia dini dengan cara memberikan stimulasi melalui media pembelajaran yang tepat bagai anak, salah satunya adalah media pembelajaran lesung angka. Penelitian ini dilakukan dengan metode peneletian tindakan kelas. Dari dua siklus  yang telah dilakukan menunjukkan hasil bahwa terdapat peningkatan kemmapuan berpikir simbolik pada anak usia dini kelompok A dengan menggunakan media pembelajaran lesung angka.

scholarly journals Meningkatkan Nilai-Nilai Moral Anak melalui Metode Cerita Di Kelompok Bermain Amanah Tlogowungu Pati

2017 ◽  
Vol 1 (2) ◽  
pp. 137-154
Author(s):  
Dwi Sulistyaningrum
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Moral Values ◽  
Average Value ◽  
Classroom Action Research ◽  
Two Stages

This study aims (1) To know the moral values of children aged 3-4 years in KB Amanah Guwo Tlogowungu Pati Lesson Year 2016/2017. (2) To know the improvement of moral values of children through the method of ceritadi KB Amanah Guwo Tlogowungu Pati Lesson Year 2016 / 2017. Metode this research using classroom action research. This research is conducted in two stages, that are cycle I and cycle II. The subjects of this study are students of Amanah Playgroup Group age 3-4 Guwo Tlogowungu Pati as many as 20 students. The results of this study indicate that storytelling can improve the moral values of children carried out with two cycles, the first cycle is done by telling stories directly, sikus II is done with the book cerita. From data analysis and observation through storytelling showed an increase from pre cycle 35% children which is complete in moral values, rises in the first cycle to 60%. It means an increase of 25%. And in the second cycle increased to 85% and an increase until 60%. The results achieved in cycle II already meet the determined completion target, which is 80% of the total children, they get the value with the category of the total value of 85. The increase of this average value proves that storytelling can improve the moral values of children.

scholarly journals KOMBINASI TUTORIAL DENGAN METODE TANYA JAWAB UNTUK MENINGKATKAN PEMAHAMAN MATEMATIKA DI PERGURUAN TINGGI

2018 ◽  
Vol 6 (1) ◽  
pp. 153-162
Author(s):  
Senja Putri Merona
Keyword(s):  
Action Research ◽  
Student Understanding ◽  
Instructional Materials ◽  
Mathematical Statistics ◽  
Test Results ◽  
Mathematics Students ◽  
Teaching Materials ◽  
Question And Answer ◽  
Questions And Answers ◽  
Classroom Action Research

Tujuan penelitian ini adalah untuk mendeskripsikan langkah-langkah kombinasi tutorial tambahan dengan metode tanya jawab yang dapat meningkatkan pemahaman matematika mahasiswa. Jenis penelitian ini adalah penelitian tindakan kelas dalam dua siklus. Masing-masing siklus dilaksanakan dalam 3 pertemuan. Subyek penelitian ini adalah mahasiswa Prodi Matematika FKIP Universitas Muhammadiyah Ponorogo yang memprogram matakuliah Statistika Matematika pada semester genap 2015/2016. Dari hasil penelitian diperoleh bahwa pelaksanaan tutorial dengan tanya jawab yang dapat meningkatkan pemahaman matematika siswa adalah sebagai berikut: (1) Perencanaan: pada tahap ini dosen mempelajari bahan ajar, mengidentifikasi bagian yang dirasa sulit, dan menyusun strategi pembimbingan, (2) Persiapan: pada tahap ini dosen menyiapkan bahan ajar tambahan, menyiapkan soal-soal sederhana sebagai latihan dan analogi untuk menyelesaikan permasalahan serupa yang lebih kompleks, (3) Pelaksanaan: pada tahap ini dosen mengidentifikasi dan menganalisis kesulitan mahasiswa dan melaksanakan tutorial untuk menyelesaikan kesulitan tersebut. Pelaksanaan tutorial dikombinasikan dengan tanya jawab dengan metode reinforcement dan prompting, dan (4) Evaluasi dan Penutup: pada tahap ini dosen melaksanakan konfirmasi untuk memastikan bahwa mahasiswa telah dapat mengatasi kesulitannya dan mememinta mahasiswa untuk mengerjakan tugas tambahan untuk memantapkan pemahamannya. Dari hasil tes akhir siklus diperoleh skor pemahaman matematika siswa pada siklus satu yaitu 42.86% dan 80.95% pada siklus kedua. Hal ini menunjukkan bahwa pemahaman matematika mahasiswa mengalami peningkatan.The purpose of this study is to describe the steps the combination of additional tutorials with question and answer method can improve student understanding of mathematics. This research is a classroom action research in two cycles. Each cycle carried out in three meetings. The subjects of this study are students Prodi FKIP Mathematics, University of Muhammadiyah Ponorogo program Mathematical Statistics courses in the second semester 2015/2016. The result showed that the implementation of the tutorial by questions and answers that can improve the understanding of mathematics students are as follows: (1) Planning: at this stage lecturers studying teaching materials, identify the part that is considered difficult, and strategize guidance, (2) Preparation: on this stage lecturers prepare supplementary instructional materials, prepare questions simple as exercise and analogy to resolve similar issues are more complex, (3) Implementation: at this stage lecturer identify and analyze the difficulties students and carry out the tutorial to resolve these difficulties. Implementation tutorial combined with a question and answer with the method of reinforcement and prompting, and (4) Evaluation and Closing: at this stage lecturers carry out a confirmation to ensure that students have been able to overcome the difficulties and mememinta students to perform additional tasks to solidify their understanding. From the end of the cycle test results obtained scores understanding of mathematics students in cycle one, namely 42.86% and 80.95% in the second cycle. This suggests that the increased student understanding of mathematics.

scholarly journals APPLICATION OF THE MAKE A MATCH MODEL ASSISTED WITH ESAPI MEDIA TO IMPROVE STUDENTS’ LEARNING OUTCOMES

2021 ◽  
Vol 2 (2) ◽  
pp. 89-93
Author(s):  
Nita Yunda Sari ◽  
Ika Oktavianti ◽  
Deka Setiawan
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Qualitative And Quantitative ◽  
Match Model ◽  
Independent Variable ◽  
Classroom Action Research ◽  
Improve Student Learning ◽  
Collection Methods

This research aims to describe the application of the model a make a match assisted by ESAPI media to improve student learning outcomes in grade IV SDN Wonoketingal 02. Classroom action research was conducted in class IV SDN Wonoketingal 02 with a research subject of 20 students. This study uses design classroom action research from Kemmis and MC. Taggart and last for 2 cycles. The independent variable of this study is the make a match model and ESAPI media, while the dependent variable in this study is student learning outcomes. Data collection methods used are qualitative and quantitative data. The result showed an increase in mastery learning outcomes aspects of knowledge in the first cycle of 73.3% and an increase in the second cycle of 77.2% in good qualifications. The completeness of both cycles is 3.9% with a good category. This proves that the application of the make a match model assisted by ESAPI media can improve student learning outcomes in grade IV SDN Wonoketingal 02.

scholarly journals Training and Assistance Classroom Action Research (CAR) for Teacher MA Manbaul Bayan Lombok Timur

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Aris Doyan ◽  
Susilawati Susilawati ◽  
Muhammad Zuhdi ◽  
Hairunisa Sahidu
Keyword(s):  
Action Research ◽  
Community Service ◽  
Research Training ◽  
Teacher Professionalism ◽  
Service Activities ◽  
Question And Answer ◽  
Scientific Papers ◽  
Classroom Action Research ◽  
Professionalism Training ◽  
Insight Into

Abstract: This community service aims to provide insight into the knowledge of writing scientific papers in an effort to improve teacher professionalism. Training The methods used in community service activities are the lecture, discussion and question, and answer method. Results of community service activities overall it can be considered quite good, seen from the presence of trainees reaching 90% of the number of MA Manbaul Bayan East Lombok teachers. The implementation procedure in the classroom action research training was rated as well based on positive responses from the participants and the level of mastery of the participants reached 75% of all stages of the implementation of the Classroom Action Research.Keywords: Classroom Action Research, Training and Assistance

scholarly journals PENGGUNAAN MEDIA BALOK KUBUS UNTUK MENINGKATKAN KEMAMPUAN MATEMATIK LOGIS ANAK USIA DINI DI TK NASYWA BANDUNG

2019 ◽  
Vol 1 (4) ◽  
pp. 21
Author(s):  
Lina Oktariani Utami ◽  
Indah Sari Utami
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Data Collection ◽  
Mathematical Ability ◽  
Research Subjects ◽  
Objective Condition ◽  
Mathematical Abilities ◽  
Group A ◽  
Classroom Action Research

This research originated from the problem of low logical mathematical abilities of children and Bandung. This is what underlies the formulation of the problem (1) What is the objective condition of the logical mathematical abilities of early childhood in group A TK Nasywa Bandung? (2) How does the implementation of early childhood logical mathematical ability learning through cubical blocks in group A TK Nasywa Bandung? (3) How to improve the logical mathematical abilities of early childhood after using cuboid beam media in group A Nasywa Bandung Kindergarten? The research objective was to obtain an overview of the use of cubic beam media to improve the logical mathematical abilities of early childhood in group A Nasywa Kindergarten Bandung. The method used in this research is classroom action research (CAR), which is carried out in three cycles using 12 research subjects. This study uses data collection techniques, observation and documentation. Preliminary observations of logical mathematical abilities with an assessment of Not Developing amounted to 73%, Started to Grow by 26% and Developed Very Good by 1%. However, after using cubical beam media, children's logical mathematical abilities show optimal abilities. Percentage of logical mathematical ability of children of assessment has not developed by 0%, started to develop by 25% and develops very well by 75%. Based on these data, recommendations given to child educators can be an alternative medium to improve the logical mathematical abilities of early childhood.

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