scholarly journals Program Layanan Bimbingan Belajar untuk Anak Usia Dini

2021 ◽  
Vol 6 (1) ◽  
pp. 69-83
Author(s):  
Nur Hafidz
Keyword(s):  
Child Development ◽  
Formal Education ◽  
Learning Activities ◽  
Learning Performance ◽  
Service Program ◽  
Children’S Learning ◽  
Learning Assistance ◽  
Teachers And Parents ◽  
Play Group ◽  
Children's Learning

Tutoring service program for individual assistance in order to overcome problems in children's learning activities so that there are different styles of children's learning in achieving maximum learning performance. Children's tutoring focuses on improving children's learning, children's independent attitudes, children's growth and development, and children's learning achievement. Improving children's learning requires the cooperation of teachers and parents as a source of communication. This program is the first pathway in the Wadas Kelir Play Group non-formal education unit as a child's learning excellence. The organizer of this tutoring service program is the Wadas Kelir Purwokerto Play Group which has programs, orientation services, information services, coaching and distribution, excellence, and learning assistance. The research objective is to find out the aspects of child development through active, educational, and communicative tutoring services programs. So, the achievement of the implementation of tutoring services is having learning resilience in learning habits, such as accustomed to reading or reading books, art school, appreciation of work, and motivation for children's independence. The research method is descriptive qualitative with the subject; classroom teachers, and children involved in learning activities. The research object of the tutoring service program is in the Wadas Kelir South Purwokerto Play Group. The method is by collecting data in the form of documentation, interviews, and observations. As a result, children are confident, skilled in learning, increased language vocabulary, are independent, can read, and have increased reasoning power. From here, the main key to maximum child development is to program children to learn in a fun learning model.

scholarly journals Strategi Kepala Sekolah Dalam Mengatasi Permasalahan Pembelajaran Online di Masa Pandemi COVID 19

2021 ◽  
Vol 8 (2) ◽  
pp. 79-96
Author(s):  
Lukman Asha
Keyword(s):  
Information Technology ◽  
Online Learning ◽  
Learning Process ◽  
School Principals ◽  
Qualitative Approach ◽  
Learning Activities ◽  
Children’S Learning ◽  
Technology And Learning ◽  
Children's Learning

The purpose of this research was to gain an understanding of the principal's strategies as a manager in overcoming problems that arouse during the implementation of online learning at SDIT al-Kahfi in Lebong Regency, Bengkulu Province. This study applied a qualitative approach, with data gathered through observation of learning activities via Whastapp groups and interviews with informants such as school principals, PAI teachers, students, and parents. Following the collection of data, an analysis was performed using Miles’ et al theory in order to find conclusive answers. The principal's strategies to solve the problems of online learning at SDIT al-Kahfi Lebong fell into the following: sending teachers to attend seminars or getting engaged into the training of information technology and learning with peers, providing guidance or training for children in groups or individually, providing counseling and conducting counseling meetings with students’ parents about the importance of android in the learning process, and giving an understanding of the importance of parental cooperation in supervising their children's learning from home.

scholarly journals Pengaruh Perhatian Orang Tua terhadap Hasil Belajar PAI Siswa Kelas VII:

2021 ◽  
Vol 3 (1) ◽  
pp. 81-101
Author(s):  
Arman Paramansyah ◽  
Ade Irvi Nurul Husna ◽  
Ernawati Ernawati
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Learning Outcomes ◽  
Significant Influence ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Islamic Education ◽  
Average Value ◽  
Children’S Learning ◽  
Children's Learning

This research was conducted to answer the problem, first, how is the level of parental attention to learning outcomes. second, how are the student learning outcomes in Islamic Education subjects, research uses descriptive quantitative, namely the method used to research on certain populations and samples, data collection uses research instruments, data analysis is quantitative / statistical, with the aim of testing predetermined hypotheses. The results of the analysis on parental attention to learning outcomes, it can be concluded that parental attention has a positive and significant effect on learning outcomes, amounting to 0.507. And learning outcomes are perceived as Good (B) with an average value of 4.02. The most dominant indicator of learning outcomes is (Report) with an average value of 4.14, which means that there is a positive and significant influence between parents' attention to learning outcomes. Based on these findings, it is suggested that schools pay more attention to parents by always paying attention to their parents. socializing to urge parents to be able to continue and increase their attention to children's learning activities, both in terms of providing guidance, advice, encouragement, supervision, and equipment for children's learning facilities, as well as fostering a harmonious relationship with their children, so that children will be motivated and able to improve learning outcomes  

An Orientation to Principles-in-Action

2001 ◽  
Author(s):  
Leslee Bartlett ◽  
Carolyn Goodman Turkanis
Keyword(s):  
Classroom Environment ◽  
Classroom Teacher ◽  
Learning Activities ◽  
Learning Goals ◽  
Group Instruction ◽  
School Activities ◽  
Children’S Learning ◽  
Children's Interests ◽  
Principles Of Learning ◽  
Children's Learning

As mentioned at the beginning of this book, the key principle for learning as a school community is to build instruction on children’s interests in a collaborative way—learning activities are planned by children as well as adults, and adults learn from their own involvement as they foster children’s learning. Children are natural learners as long as they can be deeply involved in activities which they help to devise and for which they see a purpose—”minds-on” activities. At the OC, children participate in setting their learning goals and deciding how to use their time and resources, with the aid of the adults. Discussion, conversation, and enjoyment are a valued part of the learning process. The children learn not only the academic subjects but also how to make responsible choices for their own learning and how to solve problems ranging from mathematics and writing to interpersonal frictions at recess. The children learn to lead others (including adults) in school activities and to build on their own interests at the same time that they contribute to the learning of others in the classroom. Much of the day is planned flexibly, to build the curriculum around student contributions, staying open to the serendipitous “learning moments” that naturally emerge as interested people discuss ideas and issues and organize projects for children’s learning. Small groups of children work at an activity with a parent volunteer (a “co-oper”), the classroom teacher, or a child who has organized an activity for the others. Most children stay with the same teacher for two years in blended grade-level classes, creating a supportive classroom environment in which people of differing skills and interests contribute to each others’ learning and learn from teaching others. The children plan their day, choosing among some required activities and some optional ones. The whole class also meets several times each day for planning and for whole-group instruction connected with the learning activities. The principles of learning as a community are not easy even for seasoned teachers and co-oping parents to summarize, since they are generally enacted in everyday situations rather than spoken.

scholarly journals Preschool Children’s Learning Opportunities Using Natural Numbers in Number Row Activities

2020 ◽  
Author(s):  
Maria Alkhede ◽  
Mona Holmqvist
Keyword(s):  
Preschool Teachers ◽  
Learning Opportunities ◽  
Learning Activities ◽  
Variation Theory ◽  
Mathematical Activity ◽  
Children’S Learning ◽  
Video Recordings ◽  
Nominal Form ◽  
Limited Variation ◽  
Children's Learning

Abstract This study analysed how preschool teachers differently enacted the same mathematical activity for preschool children to discern numbers, and how this affected the children’s learning opportunities during the activity. The analysis was based on variation theory and Chi’s taxonomy of learning activities. Two Swedish preschool teachers’ enactment of the same mathematical activity for 27 children aged 4–6 years was studied. Video recordings of what the children were offered to discern were used in the analysis. The results indicate that variations in how the teachers chose to enact the activity produced two different learning opportunities for the children. Differences in what aspects were made discernible were closely linked to the characteristics of the activity implemented. The enactments differed even if the same game was chosen and the same amount of time was used in the play-based activity. In one preschool group, there were few opportunities to discern more than the nominal form of numbers; the other preschool group had an activity focused on all number forms simultaneously. In addition, in the latter group, the children had the opportunity to develop equinumerosity. The results suggest that the activity with limited variation was more appropriate for learning with undeveloped knowledge; the children with more developed understanding required a more varied design. This study contributes to the knowledge of how the design of an activity affects children’s learning differently, which is important when planning learning-based preschool activities.

scholarly journals The Relationship Parents’ Attention and the Interest of Community Learning in Nagari Koto Taratak Sutera Sub-District Pesisir Selatan

2020 ◽  
Vol 8 (4) ◽  
pp. 538
Author(s):  
Yova Andre ◽  
Vevi Sunarti
Keyword(s):  
Data Collection ◽  
Significant Relationship ◽  
Negative Impact ◽  
Learning Activities ◽  
Community Learning ◽  
Children’S Learning ◽  
Community Interest ◽  
Learning Interest ◽  
Out Of School ◽  
Children's Learning

This research is motivated by a phenomenon that occurs in Nagari Koto Taratak, Sutera District, Pesisir Selatan, namely the low interest in learning from the community. This is evidenced by the large number of students who have dropped out of school, both formal and non-formal education. The cause of the low interest in learning in the community is thought to be due to parents who do not pay enough attention, then it has a negative impact on the development of their education. Therefore, the purpose of this study is to describe the attention of parents, describe the interest in community learning and the significant relationship between parents' attention and community learning interest in Kenagarian Koto Taratak, Sutera District, Pesisir Selatan. This type of research is correlational quantitative. The population in this study were people who dropped out of school in Kenagarian Koto Taratak, Sutera District, Pesisir Selatan. The sampling technique in this study was cluster random sampling. The data collection technique is a questionnaire. The data collection tool is a list of statements. The data analysis technique used the percentage formula and rho spearman. The results of this study are low parental attention, low community interest in learning and there is a significant relationship between parental attention and community learning interest in Kenagarian Koto Taratak, Sutera District, Pesisir Selatan Regency. Suggestions in this study are expected that parents pay more attention to children's learning activities because high attention is needed by children in the learning process so that children's learning interests will grow well, it is hoped that parents can create good relationships with children to communicate children's learning activities at school. So that parents can continue to provide motivational encouragement, meet student learning needs, and find out about children's learning progress.Keywords: parental attention, interest in learning

scholarly journals Memahami Lebih Dalam Mengenai Pentingnya Pencegahan Penularan Covid-19 Sejak Usia Dini di TPQ Al-Mubarok

2021 ◽  
Vol 2 (2) ◽  
pp. 46-49
Author(s):  
Fajar Rohman Hariri
Keyword(s):  
Early Childhood ◽  
Immune System ◽  
Learning Activities ◽  
Spread Rate ◽  
Or Education ◽  
Prevention Education ◽  
Children’S Learning ◽  
Corona Virus ◽  
Children's Learning ◽  
At Home

It takes an intensive understanding of the corona virus and how to deal with it so that the spread rate does not increase. Especially early childhood, including those who are vulnerable to the Covid-19 virus because they do not understand how fast this virus spreads and still have an immune system that is vulnerable to the virus. With the Covid-19 virus, it has resulted in children being unable to study at school, so learning activities must also be supported by parents at home and teachers are also responsible for monitoring children's learning activities. This Covid-19 virus also brings fear and worry to children, this is because children do not understand how they understand the virus and how to prevent it. Therefore, it is very important to carry out socialization or education about the prevention of Covid-19 for children -child. Covid-19 prevention education contains the introduction of the Covid-19 virus, how to deal with worry, and how to prevent the Covid-19 virus through short animated videos that are interesting and easy for children to understand, so that children's worries can be reduced and parents will also understand how to teach children to prevent the virus.

scholarly journals PERAN IBU DALAM KEGIATAN PENDAMPINGAN BELAJAR ANAK MELALUI PRINSIP INDIVIDUAL LEARNING-CENTERED

EGALITA ◽  
2012 ◽  
Author(s):  
Ahmad Abtokhi
Keyword(s):  
Academic Achievement ◽  
Individual Learning ◽  
Learning Activities ◽  
Children’S Learning ◽  
Learning Attitude ◽  
Learning Centered ◽  
The Right ◽  
Children's Learning

This research describing the role of the mother that very central in assisting children’s learning activities through the concept of mentoring that focuses on the uniqueness of each individual. This concept is termed a Learning- Centered Individuals who see uniquely child has potential, interests and dy- namics of each problem, so that the practical assistance should be focused on managing the potential and uniqueness of each individual dynamics prob- lems to deliver the right learning attitude, without forgetting the reaching academic achievement.<br /><br />Keywords: Ibu, pendampingan, belajar, Individual Learning-Centered

scholarly journals Electronic portfolios in early childhood education: Parent-teacher communication

2021 ◽  
Author(s):  
◽  
Amanda Higgins
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Online Communication ◽  
Electronic Portfolios ◽  
Communication Tool ◽  
Childhood Education ◽  
Individual Interviews ◽  
Children’S Learning ◽  
Teachers And Parents ◽  
Children's Learning

<p>Electronic portfolios (ePortfolios) are a new phenomenon in early childhood education (ECE) and there is minimal existing research available on their use and effectiveness as a learning and communication tool in ECE.  This thesis presents an exploratory case study of an ECE centre, positioned within a constructive-interpretivist paradigm, which investigated communication between teachers and families via ePortfolios. Data used in the study were drawn from online surveys, document analysis of ePortfolios, individual interviews, and focus group interviews with parents and teachers. Thematic analysis identified three main themes; the benefits and drawbacks of communicating via the ePortfolio, the online tools that supported or constrained communication, and the types of communication that were evident.  Several implications for teachers’ practice arise from this study. First, the ePortfolio enabled communication to easily flow between settings, and provided another avenue for teachers and parents to communicate. Second, the different levels of communication parents and teachers engaged in via the ePortfolio had potential to influence their on-going communication, relationships, and children’s learning. To extend on-going learning and positive learning outcomes for children, online communication could be scaffolded so that a focus on relationships moves toward to a greater focus on children’s learning. Finally, levels of trust between teachers and parents were apparent, though more complex elements of trust such as competence and openness were less evident. Teachers could consider ways to develop these with parents to further enhance trust and communication.</p>

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