scholarly journals Pengembangan Alat Permainan Edukatif Busy Book dalam Meningkatkan Aspek Perkembangan Anak

2020 ◽  
Vol 5 (1) ◽  
pp. 76-82
Author(s):  
Suyadi Suyadi ◽  
Zuniarsih Zuniarsih
Keyword(s):  
Early Childhood ◽  
Learning Experience ◽  
Learning Tools ◽  
Technological Advances ◽  
Teacher Creativity ◽  
The Media ◽  
Early Childhood Learning

Technological advances today require parents and teachers to be more creative and innovative in learning with children, in this case for early childhood. One of them can be attempted by learning media or playing children. Many varieties of learning tools or media can be used by teachers to help the development of children, one of which is busy book. The Busy book in this study was named "My Little World". The type of research used is qualitative. The methods used are observation, interviews, and documentation. The results of this research are done using tools or medium of early childhood learning, which is made of patchwork and some sewing equipment that is no longer used. This Busy book contains a variety of simple play activities, including: puzzles, maze, finger puppets, attaching ropes, attaching buttons, matching colors and shapes, sorting patterns and so on. Busy book is a result of teacher creativity that can not be found in other institutions. Busy book was created to provide a more learning experience to the children who are already finished in playing activities with the teacher. The opportunity to play using busy book is designed with striking colors, giving its own appeal for the child. Another thing that characterizes the media is that, in one media play, the child can play and learn to develop various aspects of its development.

PENGEMBANGAN ALAT PERMAINAN EDUKATIF BUSY BOOK DALAM MENINGKATKAN ASPEK PERKEMBANGAN ANAK

2020 ◽  
Vol 5 (1) ◽  
pp. 76-82
Author(s):  
Zuniarsih
Keyword(s):  
Early Childhood ◽  
Learning Experience ◽  
Learning Tools ◽  
Technological Advances ◽  
Teacher Creativity ◽  
The Media ◽  
Early Childhood Learning

Technological advances today require parents and teachers to be more creative and innovative in learning with children, in this case for early childhood. One of them can be attempted by learning media or playing children. Many varieties of learning tools or media can be used by teachers to help the development of children, one of which is busy book. The Busy book in this study was named "My Little World". The type of research used is qualitative. The methods used are observation, interviews, and documentation. The results of this research are done using tools or medium of early childhood learning, which is made of patchwork and some sewing equipment that is no longer used. This Busy book contains a variety of simple play activities, including: puzzles, maze, finger puppets, attaching ropes, attaching buttons, matching colors and shapes, sorting patterns and so on. Busy book is a result of teacher creativity that can not be found in other institutions. Busy book was created to provide a more learning experience to the children who are already finished in playing activities with the teacher. The opportunity to play using busy book is designed with striking colors, giving its own appeal for the child. Another thing that characterizes the media is that, in one media play, the child can play and learn to develop various aspects of its development.

scholarly journals Pembuatan Media Pembelajaran PAUD Berbasis Bahan Alam Di TK Alifia Samarinda

2021 ◽  
Vol 1 (1) ◽  
pp. 49-57
Author(s):  
Andi Aslindah ◽  
Lilis Suryani
Keyword(s):  
Early Childhood ◽  
Learning Process ◽  
Natural Materials ◽  
Self Confidence ◽  
Teacher Creativity ◽  
The Media ◽  
Teachers And Parents ◽  
Early Childhood Learning ◽  
And Training

Learning media is a component that contributes to the implementation of the learning process at the education unit level. The role of the media in learning, especially in early childhood education (PAUD) is very important, considering the development of children at that time was in a period of concrete thinking. However, there are still teachers who think that the role of the media in the learning process is only as a tool and may be ignored when the media is not available in schools. Even though the learning media used in the early childhood learning process should not be obtained from the store by buying. However, teachers and parents can create their own media. One solution that can overcome this condition is that it is necessary to conduct a training in making creative, attractive and easily available media in a nature-based environment. The community service activities carried out in the form of socialization and training in making learning media based on natural materials provide benefits for training participants, including: 1) For Teachers: Adding insight and increasing teacher creativity in preparing learning media by utilizing natural materials-based materials. 2) For Parents: Gained insight and experience to be more creative and innovative in assisting children to be creative in making a work (learning media) by utilizing materials that can be obtained from the natural surroundings. 3) For Children (students): Increase their self-confidence to be more skilled in performing work in creating a work (media) by collaborating with their respective parents/guardians.   Keywords: PAUD Learning Media, Natural Materials

scholarly journals Pelatihan GeoGebra Sebagai Media Pembelajaran Inovatif

2021 ◽  
Vol 2 (2) ◽  
pp. 164-174
Author(s):  
Erawati Ni Ketut ◽  
Ni Kadek Rini Purwati ◽  
Ni Wayan Suardiati Putri ◽  
I Wayan Gede Wardika
Keyword(s):  
Community Service ◽  
Mathematics Learning ◽  
Learning Tools ◽  
Ongoing Activity ◽  
Technological Advances ◽  
Training Materials ◽  
Innovative Learning ◽  
The Media ◽  
Training Activities ◽  
And Training

Learning media is one of the most important learning tools in helping a teacher in delivering material, especially abstract material such as mathematics.Making learning media needs to follow technological advances, to obtain innovative learning media. One of the IT-based mathematics learning media is GeoGebra. Therefore, as a form of lecturer concern in helping teachers develop their abilities and skills in utilizing IT-based media, community service activities are carried out in the form of GeoGebra training as an innovative learning media. Training activities carried out at SMP N 4 Sukawati was in the form of introduction and training as well as GeoGebra assistance. Based on the training activities that have been carried out, it can be seen that the teacher shows an enthusiastic attitude and is willing to learn using GeoGebra software. Teachers quickly receive training materials and can operate or design the media, so the training provides positive feedback. Therefore, this training activity is expected to become an ongoing activity to improve the ability of teachers, especially in designing an IT-based learning media. As well as spreading the willingness of teachers to train skills in developing IT-based media to other schools.

scholarly journals PENGGUNAAN BALOK CUISENIARE UNTUK MEDIA PENGENALAN BILANGAN BAGI ANAK USIA DINI

Intersections ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 34-42
Author(s):  
Umayah Umayah ◽  
Juhri Juhri ◽  
Birru Muqdamien ◽  
Wulan Fauzia ◽  
Siti Mintani Maulida Qolbiyah
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Learning Activities ◽  
Group A ◽  
The Media ◽  
Classroom Action Research ◽  
The Right ◽  
Early Childhood Learning ◽  
Teacher Guides

Learning activities carried out in RA Al-Istiqomah still have children who have difficulty to say or list the numbers 1 to 10, children have difficulty in pointing with objects, children have difficulty making sequences of numbers 1 to 10 using objects, children have difficulty showing symbols numbers 1 to 10, children have difficulty in recognizing many objects slightly the same and not the same thing. Children have difficulty showing 2 sets of objects that are equal in number, which are not the same, more and less. Teaching numerals to children requires interesting media for children, the success of early childhood learning is influenced by the media used, one of the stimulations that need to be done to stimulate children's ability to say is to introduce numbers to early childhood. To introduce numbers in early childhood to feel happy and interested, it is necessary to apply the right media, one of which is playing the Cuisenaire beam. The purpose of this study was to describe about 1) Knowing the learning of Cuisenaire beam game tools in spelling on RA Al-Istiqomah group A. 2) Knowing the ability to say at RA Al-Istiqomah group A after being given the actions of the Cuisenaire beam game tool. The method used in this study is classroom action research conducted through two cycles. From the results of evaluations, reflections, and improvements made at the end of the cycle, a description of the use of the Cuisenaire beam props that can improve the ability to say group A follows the steps as follows: a) The teacher prepares the Cuisenauire beam. b) The teacher invites children to play cuiseniare beams with the learning activities that have been determined. c) The teacher guides the child to make two groups, each group consisting of 3 to 4 children. d) The teacher starts the Cuisenaire beam relay game.

scholarly journals IMPROVEMENT OF TEACHER CREATIVITY THROUGH TRAINING OF LEARNING MEDIA FROM BAMBOO BASED LOCAL WISDOM IN KECAMATAN SELO-BOYOLALI

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Dhita Paranita Ningtyas
Keyword(s):  
Early Childhood ◽  
Educational Game ◽  
Research Approach ◽  
Main Ingredient ◽  
Natural Materials ◽  
Creative Commons ◽  
Teacher Creativity ◽  
Equipment Development ◽  
The Media ◽  
Teacher Ability

<p>Learning media is one of supporting teaching and facilitate children to understand the learning given, Selo sub-district under the foot of Mount Merapi and merbabu which has a natural wealth of bamboo trees are abundant so it can be utilized as the main ingredient of making APE media for supporting learning in early childhood that are In Selo Boyolali sub-district.This research aims to make training of Educational Game Equipment development by using bamboo natural materials that are widely available in Selo Boyolali area and can be used as learning media in early childhood that can be integrated in accordance with the theme of learning. The research approach uses action research to see the results of improving the ability of teachers to increase in creativity make APE after the training held to make APE media with bamboo materials. The findings of this research, APE Media from bamboo can be used as the main media of APE for learning, so that it has an effect to improve teacher ability in making Educational Game Tool by using material from local wealth, as well as the increasing ability of teachers in creating using the media from natural materials.</p><p> </p><p> </p><center><a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by-sa/4.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a></center><p> </p>

scholarly journals Pelatihan Pembuatan Media Alat Peraga Edukatif (APE) Untuk Anak Usia Dini Bagi Kepala Sekolah Dan Guru Taman Kanak-Kanak Berbasis Kewirausahaan di Kecamatan V Koto Kampung Dalam Kabupaten Padang Pariaman

Jurnal Ecogen ◽  
2019 ◽  
Vol 2 (4) ◽  
pp. 601
Author(s):  
Nenny Mahyuddin ◽  
Rani Sofya Sofya
Keyword(s):  
Early Childhood ◽  
Instructional Media ◽  
Media Design ◽  
Children’S Learning ◽  
Teacher Creativity ◽  
Design Activities ◽  
The Media ◽  
Children's Interests ◽  
Common Perception ◽  
Children's Learning

Media is an important thing in supporting learning. Media is an intermediary/introduction of learning messages to children so that there is a common perception given by the teacher and received by the child. Provision of media facilities requires the ability of creative teachers to create learning medium so that the material is distributed or delivered to children. Consider in designing the media not only in terms of children's interests but also the compatibility between the media and the material that will be conveyed so that it can be delivered fundamentally accepted by the child. In fact there are still many teachers who do not yet have the ability of creativity in designing educational learning media in learning in kindergarten. Most teachers only use mediocre and monotonous media so that children are not motivated in learning. This greatly affects the success of children's learning. The teacher's ability to design instructional media greatly influences the outcome of learning. Therefore we need special training for teachers to develop and hone the ability of teacher creativity to design educational learning media that are able to support learning in early childhood. The training is carried out in the form of educational learning media design activities that begin from giving examples of educational media, the teacher tries to design media for all themes, determines the message and information to be conveyed, selects tools and materials from various sources that will be used until the teacher makes the media and how to use the media. The training will hone and invite the teacher to think creatively in creating an educational learning media in children's learning Keyword: educative viewer media, entrepreneur

Bush kinder in Australia: A new learning ‘place’ and its effect on local policy

2018 ◽  
Vol 17 (4) ◽  
pp. 541-559 ◽  
Author(s):  
Coral Campbell ◽  
Christopher Speldewinde
Keyword(s):  
Early Childhood ◽  
Learning Experience ◽  
Local Policy ◽  
Learning Context ◽  
Childhood Education ◽  
Eastern Australia ◽  
New Learning ◽  
Bounded Space ◽  
Future Policy ◽  
Early Childhood Learning

Bush kindergartens are a new practice in the Australian early childhood learning context and one that is rapidly becoming part of the kindergarten experience. Children leaving the confines of the bounded space of a kindergarten has been practised through excursions to outdoor places like zoos but the notion of conducting regular, ongoing kindergarten sessions away from the traditional kindergarten setting is one which is gaining momentum in Australian early childhood education, with possible impacts on future policy. In late 2014, a pilot programme titled ‘Sandy Shores Kids Go Bush’ was established across bush kindergartens in a region on the coastal fringe of south-eastern Australia using five existing sites. Each of these sites has differing characteristics impacting upon the experience of children attending the bush kinder programme. This paper reviews the settings of three different interpretations of ‘bush kinder’ and considers how the learning experience associated with bush kinder varies according to ‘place’ and how bush kinder has impact on both local and broader education policy.

scholarly journals The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

2021 ◽  
Vol 13 (2) ◽  
pp. 25
Author(s):  
Daniel Abril-López ◽  
Hortensia Morón-Monge ◽  
María del Carmen Morón-Monge ◽  
María Dolores López Carrillo
Keyword(s):  
Social Sciences ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Teaching And Learning ◽  
Formal Education ◽  
Learning Experience ◽  
Point Of View ◽  
Learning To Learn ◽  
Outdoor Experience ◽  
Outdoor Experiences

This study was developed with Early Childhood Preservice Teachers within the framework of the Teaching and Learning of Social Sciences over three academic years (2017–2018, 2018–2019, and 2019–2020) at the University of Alcalá. The main objective was to improve the learning to learn competence during teacher training from an outdoor experience at the Museum of Guadalajara (Spain), using e/m-learning tools (Blackboard Learn, Google Forms, QR codes, and websites) and the inquiry-based learning approach. To ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—before and after—of the outdoor experience was assessed through a system of categories adapted from the European Commission. The results show a certain improvement in this competence in Early Childhood Preservice Teachers. Additionally, this outdoor experience shows the insufficient educational adaptation of the museum to the early childhood education stage from a social sciences point of view. Finally, we highlight the importance of carrying out outdoor experiences from an inquiry-based education approach. These outdoor experiences should be carried out in places like museums to encourage contextualized and experiential learning of the youngest in formal education.

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