PENGEMBANGAN MODEL E-LEARNING UNTUK MENINGKATKAN HASIL BELAJAR MAHASISWA

AbstrakDunia online dalam dunia pendidikan, dengan be- gitu cepat telah menjadi sumber informasi utama bagi guru dan peserta didik, salah satunya situs radioedukasi.kemdik- bud.go.id yang dikembangkan sejak tahun 2008 oleh BPMR- PK. Tulisan ini disusun untuk mendeskripsikan kemampuan penggunaan media audio pendidikan digital melalui website BPMRPK menurut pandangan guru PAUD. Hasil penelitian menunjukkan bahwa kemampuan penggunaan media audio pendidikan digital oleh guru PAUD melalui website BPM- RPK tergolong baik untuk komponen learnability, e siensi, dan kepuasan. Dua komponen yang lain, yaitu memorability dan errors dinilai buruk oleh pengguna. Tiga (3) hal yang per- lu dibahas sehubungan dengan temuan tersebut antara lain: (1) bimbingan teknis pemanfaatan kepada calon pengguna; (2) akses internet di DIY; dan (3) potret digital immigrant. AbstractThe online world in the world of education had be- came the main source of information for teachers and learners with so quickly. One of it was radioedukasi.kemdikbud.go.id that was developed in 2008 by BPMRPK. This paper described how the usability of digital audio media education through the website BPMRPK according to the view of teachers in early childhood education. The results showed that the ability of the use of digital audio media education by teachers through BPMRPK website belongs were rated good either to the components of learnability, e ciency, and satisfac- tion. The other two components, namely the memorability and errors were rated poorly by the user. Three (3) things that need to be addressed with respect.

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EFFECTS OF PEDAGOGICAL APPROACHES and PRACTICES FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD EDUCATION: A RESEARCH REVIEW

Scholarly Research Journal for Humanity Science & English Language ◽

10.21922/srjhsel.v6i26.11437 ◽

2018 ◽

Vol 6 (26) ◽

Author(s):

Pushpita Rajawat

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Child Development ◽

Relative Effectiveness ◽

National Level ◽

The Other ◽

Pedagogical Practices ◽

Research Review ◽

Childhood Education ◽

Pedagogical Approaches

The relative effectiveness of different pedagogical approaches and pedagogies in early childhood has raised substantial debate. While the other are associated with the acquisition of basic skills and knowledge and some of them are associated with socio-emotional development and problem-solving abilities. In general, research revealed both positive and negative effects of pedagogical approaches, without favouring specific pedagogical approaches over mainstream ones. However, it is important to note that research evidence and studies considering the same approaches in the same context are very limited. On the other hand, specific pedagogical practices are found to enhance child development, including high-quality interactions involving sustained-shared thinking methods, play-based learning, scaffolding, as well as a combination of staff- and child initiated activities. Research impacts pedagogy and pedagogical practices in the sense that research findings can inform policy makers and practitioners on best practices and what works best in enhancing staff performance, process quality and child development. Research on pedagogy and practices is usually not conducted at the national level, but focuses on particular programmes. So, research review has been used as a guide or manual to provide pedagogical guidance for Early Childhood Education (ECE) staff not only in India but also worldwide. The main focus of the study is that how of the best pedagogical practices and approaches across the country can be useful and implemented in early childhood education

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An International Perspective on Child Day-Care Health

PEDIATRICS ◽

10.1542/peds.94.6.1085 ◽

1994 ◽

Vol 94 (6) ◽

pp. 1085-1087

Author(s):

Patrick Olin MD, PhD ◽

B. N. Tandon ◽

Julius S. Meme ◽

E. Lee Ford-Jones ◽

Mark Belsey ◽

...

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Day Care ◽

Focal Point ◽

Community Organizations ◽

International Labor Organization ◽

Childhood Education ◽

International Panel ◽

The World ◽

Education And Development

If we are committed to the health and development of children, we need to recognize that the vast majority of the world's women are working women. In Africa, 80% of the women are actively engaged in economic activities outside the home. The "economic miracle" in Southeast Asia was made possible by the nimble fingers of thousands of women working in textile and electronics factories. There is need for pre-day-care advocacy for infants, through promotion of breast feeding and maternity leave. When the mother returns to work, the standard of the International Labor Organization should be applied, namely "...the care of children while the parents are working cannot be ignored because it forms a focal point on which three main concerns of development policy—work, health, and education—converge." Several principles emerged from the presentations in the international panel: 1. Child-care programs must be community based, using the resources of the families and the community organizations themselves. 2. Programs require the active involvement of the communities, women's groups, and other partners. 3. Programs are modified by innovations created by community organizations, universities, and other groups. 4. Programs require the mobilization of trained young men and women into the field of early childhood education and development. This international panel provided an overall uniting theme, that throughout the world the hope for the survival and better life for children unites parents of every country and every creed. This is one of the most powerful and strongest motivational resources in the world. We need to recognize the power of this hope and address that hope, providing with a certain degree of humility that there exist no single model, and no single country has all the answers. By respecting the ideas of the many innovations and different approaches of women, parents, and families, we can find the answers. There is a clear need for national networks as well as for international networks, exchanges of information, sharing of experience, and mobilization of the social resources in advocating early childhood education and development for the world's children.

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Parental Engagement and Early Childhood Education Around the World

10.4324/9780367823917 ◽

2021 ◽

Author(s):

Susanne Garvis ◽

Sivanes Phillipson ◽

Heidi Harju-Luukkainen ◽

Alicja Renata Sadownik

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Parental Engagement ◽

Childhood Education ◽

The World

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Logros de niños y niñas de educación inicial mediante el juego con bloques de Lego (Achievements of Early Childhood Education children through play with Lego blocks)

Retos ◽

10.47197/retos.v1i40.78802 ◽

2020 ◽

pp. 241-249

Author(s):

Alix María Casadiego ◽

Karina Avendaño Casadiego ◽

Leidy Carolina Cuervo ◽

Gabriel Avendaño Casadiego ◽

Alvaro Avendaño Rodríguez

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Temporal Relationship ◽

Free Play ◽

The Other ◽

Pedagogical Practices ◽

Childhood Education ◽

Didactic Engineering ◽

Two Phases ◽

Observation Code

El juego, además de ser una de las experiencias que más disfrutan niños y niñas durante su etapa en educación inicial, les permite aprender y desarrollarse en forma integral. De acuerdo con ello, el presente estudio tiene como objetivo indagar en cuáles logros en relaciones espaciales, temporales y socioafectivas son más exitosos los niños y las niñas de educación inicial e identificar su evolución durante 10 semanas de observación. La metodología tuvo dos fases: inicialmente, mediante la ingeniería didáctica, se construyó un código de observación y una vez construido se realizaron las observaciones durante 10 semanas de trabajo. Las actividades fueron realizadas, durante las horas de juego libre, en las escuelas donde la Facultad de Educación de la Universidad Surcolombiana realiza sus prácticas pedagógicas. Los resultados mostraron que es en la actividad socio afectiva donde se obtienen mayores logros desde el comienzo de la experiencia; por otro lado, el principal logro se obtiene en la característica relación temporal, relacionada con la capacidad para anticiparse a los acontecimientos o predecir resultados, específicamente en la capacidad de organizar un plan para llevar a cabo una idea, que se logra en un 87%. Abstract. Playing, in addition to being one of the experiences that children enjoy the most during their stage of early childhood education, allows them to learn and develop in an integral way. In accordance with this, the present study aims to investigate which achievements in spatial, temporal and socio-affective relationships are more successful in early childhood education children and to identify their evolution during 10 weeks of observation. The methodology had two phases: initially, through didactic engineering, an observation code was constructed and once it was ready, observations were made during 10 weeks of work. The activities were carried out, during free play hours, in the schools where the Education Faculty of the Surcolombiana University carries out its pedagogical practices. The results showed that it is in the socio-affective activity where the greatest achievements are obtained from the beginning of the experience; on the other hand, the main achievement is obtained in the characteristic temporal relationship, related to the ability to anticipate events or predict results, specifically in the ability to organize a plan to carry out an idea, is achieved 87%.

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