scholarly journals Upaya Orang Tua dalam Memotivasi Kesungguhan Belajar Anak di Desa Bulusari Tarokan Kabupaten Kediri

2019 ◽  
Vol 2 (1) ◽  
pp. 127-147
Author(s):  
Doni Saputra
Keyword(s):  
Learning Needs ◽  
Natural Background ◽  
Children’S Learning ◽  
Learning Patterns ◽  
Silent Condition ◽  
Learning Conditions ◽  
The Family ◽  
Watching Tv ◽  
Self Learning ◽  
Children's Learning

This research is in the background by the importance of parents' role as the first and foremost educator for the child to motivate their children in order to increase the seriousness of learning. When children learn should always get attention and guidance from parents. Parents must meet the children's learning needs and always give motivation, otherwise it will be difficult to familiarize the child to learn this research using a qualitative approach that has the characteristics of: natural background And researchers as a key source, and research is descriptive.  The results of the study after the analysis, namely: (1) Children's study pattern at home in Bulusari village, Tarokan District of Kediri regency of each child varies, some who like learning in a quiet or silent condition, some are happy to learn While watching TV or listening to the song. Children's learning patterns in this village use two approaches that are self-learning (individual) and with teachers looking for tutoring and learning guidance. (2) The motivational forms of the family so that the children learn vigorous is to give examples to the child, because the child has the data to emulate the good. (3) Forms of motivation given by parents to foster children's learning spirit is to provide complete learning facilities, giving gifts or rewards, creating conducive atmosphere and learning conditions so that children can learn and punishment for a child who does not want to learn and lazy to learn and the child who dropped his learning achievement.

Expression of the Freedom of a Child in the Informal Independent Learning Process

2015 ◽  
Vol 3 ◽  
Author(s):  
Kristina Rudyte
Keyword(s):  
Cultural Identity ◽  
Learning Process ◽  
Social Order ◽  
Independent Learning ◽  
Cultural Meanings ◽  
Home Setting ◽  
Children’S Learning ◽  
The One ◽  
Self Learning ◽  
Children's Learning

<p>Practice of children’s learning/teaching is frequently based on tradicional attitude to a child as a person and a childhood as an immature period in terms of social and cultural meanings (Juodaitytė, 2003, Gulløv, 2005b; Hviid, 2005; Juodaitytė, 2007). Contemporary pedagogy supports a variety of approaches to childhood: <em>from general</em> definition of it as a period, grounding it on psychogenetic peculiarities of this period and ascribing “imperfection” to it as a necessary and self-explanatory characteristics, <em>to</em> its <em>mythologized</em>, strained explanation, employing its pseudo-scientific interpretation, based on theories of “wild thinking”, “primitive civilisations” or “natural selection”.</p><p>Next to such socio-cultural discourse, which prevails in the educational reality, another discourse, which represents the culture children’s informal learning, emerges that implies the culture of children’s self-learning. It is based on the roles, rules that are acceptable to children themselves in the process of learning and the practice of children’s learning (Jurašaitė, 1999; Dencik, 2005; Gulløv, 2005a, 2005b; Hviid, 2005; Jenks, 2005;Juul, 2005a, 2005b). According to such conception, a child is a creator of social order, who is responsible for own learning process and its outcomes.<strong></strong></p><p>One of the conditions for children’s independent learning is a free choice of means, environments, sources, techniques and others. Informal home setting during summer creates favourable conditions for children’s independent learning because children are provided with a choice: how to use various aids, what environments and resources to use for self-learning and what learning methods to apply taking into account own needs and abilities.</p><p><strong>The problem questions</strong><strong>of theresearch: </strong>How does child’s freedom manifest itself in processes of self-learning and how is the socio-cultural identity of an informally learning child conceptualised?</p><p><strong>Research aim – </strong>to reveal the expression of the freedom of children<em>’</em>s who learn informally in a free (unstructured) setting when analysing how children conceptualisethemselves in this process and create the identity of the one learning in the informal independent way.</p><p><strong>Research object </strong>– expression of socio-cultural identity of children, who learn informally in a free (unstructured) setting.<strong></strong></p>

scholarly journals Motivation for the Family Visit and On-the-Spot Activities Shape Children’s Learning Experience in a Science Center

2021 ◽  
Vol 12 ◽  
Author(s):  
Pirko Tõugu
Keyword(s):  
Informal Learning ◽  
Learning Experience ◽  
Sound Waves ◽  
Science Center ◽  
Science Centers ◽  
Family Science ◽  
Children’S Learning ◽  
The Family ◽  
Children's Learning

Children’s learning often happens in the interactions with more knowledgeable members of the society, frequently parents, as stated by the sociocultural theory. Parent-child conversations provide children with a new understanding and foster knowledge development, especially in informal learning contexts. However, the family conversations in museums and science centers can be contingent on the motivation for the family visit or the activities organized on the spot. In order to establish how family motivation and on-the-spot activities influence children’s informal learning experience, the present study was carried out in a family science center. The study focused on children’s learning experience in a hands-on exhibit featuring objects that allow for the exploration of the concepts of sound waves and light. Thirty-nine 7–10-year-old children (21 boys and 18 girls) and their families participated in the study. Twenty families received a worksheet to prompt an experimentation activity with one of the light exhibits. Motivation for the family visit was probed at the end of the visit. The target children of the families wore a GoPro HERO 5 camera attached to a chest harness throughout their visit. The video was coded for family interaction and experimentation with the light exhibit. Family conversations were coded for open-ended questions, responses to open-ended questions, explanations, associations, attention directing, and reading signage aloud. Family motivation for the visit was related to the quality of family conversation during the visit. The experimentation activity prompt did not affect the likelihood of noticing and engaging with the particular exhibit. At the same time, it did affect the quality of engagement: children who received the experimentation activity prompt were more likely to explore the effects the exhibit provided and experiment rather than play with the exhibit. Family motivation and on-the-spot activities are discussed as two possible factors to influence children’s learning experience in science centers.

scholarly journals Understanding the direct involvement of parents in policy development and school activities in a primary school

2017 ◽  
Vol 4 (1) ◽  
pp. 25-33
Author(s):  
Bernie Tobin
Keyword(s):  
Teacher Collaboration ◽  
Policy Development ◽  
Teaching And Learning ◽  
Parental Engagement ◽  
Learning Needs ◽  
School Activities ◽  
Whole School ◽  
Children’S Learning ◽  
Home Values ◽  
Children's Learning

Abstract It is acknowledged that parental engagement with children’s learning and education is of vital importance. But, there is a tendency to confuse engagement with learning with engagement with the school. While all types of parents’ involvement can have a positive effect, it is actually what parents do with their child at home that has the greatest impact. However, unless parental involvement in learning is embedded in whole-school processes it is unlikely to as effective as possible. This paper documents an action research study that explores the inclusion of parents and home values in the construction of the teaching and learning environment. This was a small step towards positive parent-teacher collaboration, which allowed an exchange of knowledge, values and cultural background experiences. In acknowledging the ways in which the parents already engaged with their children’s learning, it began to enhance self-efficacy in their ability to directly affect this learning. This work has also provoked reflexive engagement of my influence and understanding of involving parents of children with additional and diverse learning needs. But, it also details the transformative journey that influenced my thinking about how we as a school could begin to develop whole-school processes to directly involve parents in policy development and school activities.

scholarly journals MENINGKATKAN PERKEMBANGAN BAHASA ANAK USIA DINI DENGAN METODE BERCERITA

2019 ◽  
Author(s):  
Eka Rizki Amalia
Keyword(s):  
Early Childhood ◽  
Social Interaction ◽  
Language Development ◽  
Emotional Development ◽  
Early Education ◽  
Intellectual Ability ◽  
Effective Learning ◽  
Children’S Learning ◽  
Learning Patterns ◽  
Children's Learning

Children's language develops from easy to complex. The development of children's language is a combination of social interaction, emotional development, intellectual ability, and physical and motoric development. Early education has an important role in developing children's potential. The teacher must use methods that are in accordance with the children's learning patterns. Every child has their own needs and effective learning patterns. The needs and patterns of children's learning are a priority that must be fulfilled optimally. Therefore, teachers must be able to sort out what methods are effective for developing language in children. This paper discusses language development in early childhood with the storytelling method.

scholarly journals Dampak Game Online terhadap Pola Belajar Anak: Studi di Desa Ujung Tanjung III Kabupaten Lebong

HAWA ◽  
2020 ◽  
Vol 2 (1) ◽  
pp. 75
Author(s):  
Teddy Aprilianto
Keyword(s):  
Negative Impact ◽  
Online Games ◽  
Children’S Learning ◽  
Learning Patterns ◽  
Diverse Learning ◽  
Learning At Home ◽  
Peer Association ◽  
The Impact ◽  
Children's Learning ◽  
At Home

Each child has diverse learning patterns. The foregoing is definitely influenced by various factors, including their interactions with peers. This is also felt by children in Ujung Tanjung III village in Lebong Regency. Peer association changes their learning intensity into an interest in playing online games. Anchored in this issue, this study sought to find out the answers as regards the impact of online games on children's learning patterns in that village by using a qualitative approach. The data of this study were collected through observation and interviews, and it was concluded that the habits of online gaming had a negative impact on children's learning patterns at home. The related indicators extended to that the children did not have a priority scale in carrying out their daily activities including learning at home; they tended to act in dissociate ways; and they were lazy to learn.  

scholarly journals Expert System Identification Of Learning Patterns The VARK Method

SinkrOn ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 205 ◽  
Author(s):  
Linda Marlinda ◽  
Dwiki Saputra ◽  
Wahyu Indrarti
Keyword(s):  
Expert System ◽  
Learning Styles ◽  
Knowledge Base ◽  
Learning Style ◽  
Children’S Learning ◽  
Learning Patterns ◽  
System Use ◽  
The Right ◽  
Final Question ◽  
Children's Learning

Nowadays computers have been widely used by many people, both parents, children, and adolescents. Basically, they only follow technological progress. And it eventually led to progress in the field of science. On the other hand, the background of the need for the seriousness of parents in knowing the pattern of their children's learning style is the amount of potential free time that is not well utilized by children in the learning process. Plus the number of parents who do not support children in developing their own mindset. Or the learning atmosphere that is still not conducive. In line with the advancement of technology and science, parents should be able to easily find out the right pattern of children's learning styles, to make it easier for their children to develop their mindset and imagination in the world of learning. And one of them can be by using an expert system. The expert system for identifying patterns of children's learning styles is an expert system designed as a tool for parents to identify patterns of children's learning styles with a dynamic knowledge base. This knowledge is obtained from various sources, including research carried out by experts in their fields and books related to learning styles. The knowledge base is arranged in such a way into logic with several provisions including the vark method (visual, auditory, read, kinesthetic), in order to facilitate system performance in making conclusions. Drawing conclusions in this expert system use the certainty factor method. This expert system will display several questions as indicators of the characteristics of the child's learning style that are felt, then later arrive at the final question. In the final result, the expert system will display the types of characteristics of the child's learning style.

scholarly journals POLA ASUH ORANG TUA DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA DI MASA PANDEMI

2021 ◽  
Vol 14 (1) ◽  
pp. 11-21
Author(s):  
Ilyun Navida ◽  
Fina Fakhriyah ◽  
Lintang Kironoratri
Keyword(s):  
Student Motivation ◽  
Mixed Methods Research ◽  
Research Data ◽  
Learning Motivation ◽  
Analysis Techniques ◽  
Children’S Learning ◽  
Permissive Parenting ◽  
Watching Tv ◽  
Children's Learning

This study aims to explain the role of parenting in improving the learning motivation of grade VI students of SD 1 Rejosari during the pandemic.The research method used is mixed methods research. Data collection techniques include observation,interview and questionnaires,documentation, and the results of fields notes. The data analysis techniques used were interview and questionnaries. The results showed that: (1) parents of subject 1 applied permissive parenting and children’s learning motivation was in the low category, parents of subject 2 applied democratic parenting and children’s learning motivation was in high category, while parents of subject 3 applied permissive parenting and children’s learning motivations falls into the low category. (2) The supporting factors for parenting parents in increasing student motivation during the pandemic are in the form of parental attention in various ways for each child, while the inhibiting factors are parents, activities such as work and children’s conditions such as playing with peers, playing handphone, and, watching tv.

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