scholarly journals Profil Kemampuan Matematika Anak Usia Dini Melalui Learning to Think Different

2017 ◽  
Vol 4 (2) ◽  
pp. 143
Author(s):  
Titin Faridatun Nisa' ◽  
Muhammad Busyro Karim
Keyword(s):  
Early Childhood ◽  
Problem Solving ◽  
Qualitative Approach ◽  
Math Skills ◽  
Problem Solving Skills ◽  
Average Ability ◽  
Math Ability ◽  
Average Group ◽  
Thinking Ability ◽  
Symbolic Thinking

This study aims to determine the profile of early childhood math skills in learning to think different. The type of this research is explorative research with qualitative approach. This research results will be analyzed by using qualitative analysis. The results showed that the profile picture of early childhood math ability in the group of children with below average ability had similarities with the average group in logical and symbolic thinking ability with the categories evolving as expected. As for the ability to think critically the same, that category began to grow. A group of children with below average skills has problem-solving skills with the category beginning to develop, while the group of children with average ability including the category evolves according to expectations.

Cognitive and Social Play of Australian Preschoolers

1995 ◽  
Vol 20 (2) ◽  
pp. 42-46 ◽  
Author(s):  
Shirley R. Wyver ◽  
Susan H. Spence
Keyword(s):  
Early Childhood ◽  
Problem Solving ◽  
Perspective Taking ◽  
Impulse Control ◽  
Pretend Play ◽  
Social Play ◽  
Free Play ◽  
Play Skills ◽  
Early Childhood Programs ◽  
Problem Solving Skills

This paper reports on the play behaviours of preschoolers aged 49–64 months. The study was conducted in four Sydney preschools, with children being observed during their outdoor free play. Most participants engaged in a variety of play behaviours, many of which have been linked with cognitive development in previous research (constructive play, sociodramatic play, associative social play). However, thematic pretend play, which has been found to have an important role in many areas of development, including perspective taking, language, impulse control and divergent problem solving, was part of the play repertoire of only 20% of children observed. Likewise, only 24% of children engaged in cooperative social play, which has been found to have a role in the development of divergent problem solving skills. It is argued that staff working within early childhood programs may benefit from training in the use of programs designed to assist young children in the development of play skills.

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 Problem Based Learning Learning Model improve Critical Thinking Ability

2021 ◽  
Vol 3 (4) ◽  
pp. 46
Author(s):  
Deviana Yulianti
Keyword(s):  
Critical Thinking ◽  
Elementary Schools ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Solving Skills ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Learning Guide

<p><em>The demands of the 2013 curriculum ideally are that learning is able to develop 4C skills, one of which is critical thinking and problem-solving skills (Critical-Thinking and Problem-Solving Skills), namely being able to think critically, laterally, and systematically, especially in the context of problem solving. In fact, students' critical thinking skills have not been maximally developed, especially in elementary schools. The learning process in elementary schools currently requires problem-based learning that requires students to actively carry out investigations in solving problems and the teacher acting as a facilitator or learning guide will be able to shape the ability of students to think critically. The purpose of this research is to describe the concept of Problem Based Learning (PBL), the concept of critical thinking ability, and the relationship between Problem Based Learning (PBL) and critical thinking ability. The results of the Problem Based Learning (PBL) model improve critical thinking ability.</em></p>

scholarly journals PROGRAM SCIENCES KIDS COMMUNITY BERBASIS GROUP INVESTIGATION UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH SISWA MADRASAH IBTIDAIYAH

2018 ◽  
Vol 6 (2) ◽  
pp. 13
Author(s):  
Anggun Zuhaida
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Science Learning ◽  
Learning Model ◽  
Qualitative Approach ◽  
Problem Solving Skills ◽  
Community Program ◽  
Model Community ◽  
High Motivation

The Science Kids Community program is implemented using Group Investigation (GI) model which is part of cooperative learning. This study aims to explain the implementation of the Science Kids Community program based on GI and also to determine the results of improving problem-solving skills in students. This research is focused on the implementation of science learning in Madrasah Ibtidaiyah (MI) students. The method used in this research is descriptive with qualitative approach. Instruments in this study, using questionnaire, problem solving test, and interview. Subjects in this study were the students of 5th class MI NU Miftahul Ulum 2 Kudus. The implementation of the Science Kids Community program with the GI model provides wider opportunities and authority for students to jointly solve problems of science learning. The results of problem solving skills, focused on 2 groups of students, namely students with high motivation category (category A) and students with moderate motivation category (category B). Obtained results, in Category A students: the maximum at the stage identify the problem, define the purpose, and execute the strategy. While the category B students, the new maximum at the stage of implementing the strategy. This can make the input for teachers, to more often implement group-based learning model / community to be able to improve students problem solving skills

scholarly journals PENERAPAN MEDIA PEMBELAJARAN VISUAL GUNA MENAMBAH KECAKAPAN BERPENDAPAT SIMBOLIS PADA ANAK KELOMPOK BPENERAPAN MEDIA PEMBELAJARAN VISUAL GUNA MENAMBAH KECAKAPAN BERPENDAPAT SIMBOLIS PADA ANAK KELOMPOK B

2019 ◽  
Vol 2 (5) ◽  
pp. 181
Author(s):  
Robbiyah Robbiyah ◽  
Lenny Nuraeni
Keyword(s):  
Early Childhood ◽  
Visual Learning ◽  
Visual Media ◽  
Test Analysis ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
Symbolic Thinking ◽  
Teachers And Parents ◽  
The Impact ◽  
Experimental Group

In the process of playing children in early childhood education institutions, of course, various media are needed to support the activity process. One who develops the development of symbolic thinking influences children's intelligence, where children can recognize, announce, present and differentiate symbols of letters, numbers, and images. The purpose of this research is to be able to know the impact of the use of visual media in improving the ability to think symbolically in early childhood. A letter, picture and number cards are learning media that use visual or the five senses of vision. 
Symbolic development in children is of course very influenced by the pattern of learning activities while playing in children, the extent to which the success of learning given gets encouragement from adults, both teachers and parents at home. Each teacher has his teaching approach technique so that children want and enthusiasm for learning. The method used is a quasi-experimental research method using statistical test analysis. Based on the results of the study, the results before treatment were 20,76923, whereas after treatment in the experimental group the results were 33,30769. The data obtained from the study is that the process of playing with visual media in the form of letter cards, numbers, and images given by the teacher for the learning process is a visual learning pattern in developing the symbolic thinking ability of early childhood.Dalam proses bermain anak di lembaga pendidikan anak usia dini tentu memerlukan berbagai media untuk menunjang proses kegiatan tersebut. Salah satunya adalah mengembangkan perkembangan berpikir simbolis memiliki pengaruh terhadap kecerdasan kognitif anak, dimana anak dapat mengenal, menyebutkan, mempresentasikan dan membedakan lambang-lambang huruf, angka dan gambar. Tujuan penelitian dalam ini adalah untuk bisa mengetahui dampak penggunanan media visual dalam meningkatkan kemampuan berpikir simbolis pada anak usia dini. Kartu huruf, gambar dan angka adalah media pembelajaran yang pemakaiannya menggunakan visual atau panca indera penglihatan. Perkembangan simbolik pada anak tentu sangat dipengaruhi oleh pola kegiatan belajar seraya bermain pada anak, sejauh mana keberhasilan pembelajaran yang diberikan mendapat dorongan dari orang dewasa, baik guru dan orang tua di rumah. Setiap guru mempunyai teknik pendekatan mengajar tersendiri agar anak mau dan semangat untuk belajar. Metode yang dipakai adalah metode penelitian quasi eksperimen dengan menggunakan analisis uji statistik. Berdasarkan hasil penelitian diperoleh hasil sebelum treatmen adalah 20,76923, sedangkan setelah dilakukan treatmen pada kelompok eksperimen hasilnya adalah 33,30769. Data yang didapat dari penelitian adalah bahwa proses bermain dengan media  visual berupa kartu huruf,angka dan gambar yang diberikan guru untuk proses pembelajaran merupakan pola pembelajaran visual dalam mengembangkan kemampuan berpikir simbolis anak usia dini.

scholarly journals KNOWING THE NUMBER OF NUMBERS THROUGH PROBLEM SOLVING METHOD IN CHILDREN AGED 4-5 YEARS

2020 ◽  
Vol 8 (1) ◽  
pp. 69
Author(s):  
Hawwin Rodhiyah Lubis ◽  
Warananingtyas Palupi ◽  
Ruli Hafidah
Keyword(s):  
Early Childhood ◽  
Data Analysis ◽  
Problem Solving ◽  
Data Collection ◽  
Qualitative Approach ◽  
School Year ◽  
Analysis Technique ◽  
Number Problem ◽  
Group A ◽  
The Subject

<div class="WordSection1"><p class="PG1CxSpFirst"><em>This researchaims to increase the ability to know number on the children of A group. This research is A classroom action research with quantitative and qualitative approach. This study was conducted for two cycles and each cycles consist of four meetings. The subject of  the study are A group childrend of TK Sri Juwita Hanum Surakarta in the School Year of 2018/2019 which contains 17 children. The technique of data collection are with observation, interviews, documentation, and test. The data analysis technique used quantitative and quantitative technique. The result of this research shows that using the application of problem solving method in the learning process can increase the ability to know the number on the children of A group, namely the numerator indicators by pointing, sorting, and connecting symbol numbers. Increased from pre-action by 41,17%, the first cycle was 58,83%, and the second cycle was 76,47%. Based on the descriptions, can be draw the conclusion that through problem solving method could  increase the ability to know number on the children of group A TK Sri Juwita Hanum Surakarta in the School Year of 2018/2019 </em><em>by</em><em> </em><em>training children</em><em> </em><em>to think</em><em> </em><em>independently, creatively,</em><em>  </em><em>and analyze</em><em> </em><em>in solving</em><em> </em><em>a</em><em> </em><em>problem.</em><em></em></p><p class="PG1CxSpMiddle"><strong><em> </em></strong></p><p class="PG1CxSpLast"><strong><em>Keyword:</em></strong><em> ability</em> <em>in knowing the number, problem solving method, early childhood, children 4-5 years old</em></p></div><em><br clear="all" /> </em>

scholarly journals Enhancing Creative Thinking In A Case-Based MBA Course

2004 ◽  
Vol 1 (3) ◽  
Author(s):  
Cynthia M. Newman
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Creative Thinking ◽  
Graduate Courses ◽  
Problem Solving Skills ◽  
Critical Thinking Ability ◽  
Analysis Process ◽  
Thinking Ability ◽  
Problem Solving Process ◽  
Case Based

Improving the critical thinking ability of students is a learning outcome of many undergraduate and graduate courses.  While case-based courses encourage higher order critical thinking, students still often become rote in the application of concepts and theories to problem-solving situations.  This paper presents an example of a graduate marketing MBA course that was revised by integrating the creative problem solving process with the traditional case analysis process in order to enhance student critical thinking and problem solving skills.

scholarly journals Analisis Kemampuan Pemecahan Masalah Peserta Didik yang Belajar Dengan Strategi Problem Solving Berdasarkan Langkah Polya

2019 ◽  
Vol 3 (1) ◽  
pp. 57-70
Author(s):  
Wina Fajriah
Keyword(s):  
Problem Solving ◽  
Test Problem ◽  
Learning Strategy ◽  
Qualitative Approach ◽  
Story Problems ◽  
Problem Solving Skills ◽  
High Category ◽  
Problem Solving Strategies ◽  
The Subject ◽  
High Level

The purpose of this study was to analyze the problem solving abilities of SMP Kartika I-6 grade VIII students, who learn with problem solving strategies based on Polya steps in solving story problems. This research is descriptive with a qualitative approach. The subject of this study was class VIII1 student. After  problem solving learning strategy are  applied, given test problem solving ability in participants and the results are analyzed based on the steps of pattern.Test results raising students in three levels of problem solving skills, namely a high level of 25 %, medium 50 %, lower 25%. Based on the indicator of problem solving, it is known that the ability of students in understanding problems and arranging settlement plans is in the high category, while in implementing the completion plan it is categorized as being moderate and checking the answers back at a low level.

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