REVITALISASI KOMUNIKASI ANALOG DI KOMUNITAS KELUARGA MUDA INDONESIA

Handwritting into book is the most ancient form of analog communication and a means of remote communication that was first present in human life. However, just like any other communication product, writing on books (journaling) slowly begins to be eroded by technology dermination. The culture of analog writing shifts to typing. The decline in interest analog writing is seen from the results of research and regulations in some countries that no longer require the younger generation to have certain skills of writing. In fact, analog writing activities are scientifically proven to be mentally healthy. The situation in Indonesia is slightly different from the presence of the government that requires handwritten classes for elementary children, and the growing writing market in young family communities. Journaling in the millenial mother community is a process to get a more conscious lifestyle. This research aims to understand the revitalization process of an analog communication to remain favored by people who have become accustomed to consuming communication information technology. Through the Case Study it was found that journaling as analog communication is able to maintain its existence because of the revitalization of ideas through interdisciplinary and multidisciplinary collaboration in the scope of communication science.

“I Didn’t Want to Be Ignorant”: An Exploration of Why Preservice Teachers Sometimes Choose Silence in Critical Conversations About Texts With Elementary Children

Discussions about texts can offer valuable opportunities for critical conversations about power and privilege. While we know such conversations are important to have in school, many teachers report feeling unprepared to facilitate them. In an effort to understand the in-the-moment decisions preservice teachers (PSTs) make in response to children’s contributions during critical conversations about texts, this qualitative, design-based study examines how PSTs responded to elementary-age children while facilitating discussions about texts in their field placements. Although various kinds of responses were made (e.g., eliciting children’s thinking, orienting children’s contributions to one another), in this analysis, we examine the moments where PSTs identified their silence as salient. Findings reveal that (1) some PSTs developing an understanding of the role of talk and desire to efficiently accomplish the task did not seem to set them up to see critical conversations about texts as a space for sensemaking, and (2) other PSTs did see critical conversations about texts as spaces to engage in sensemaking but felt discomfort grappling with unanticipated issues that arose. We discuss implications for literacy researchers and teacher educators committed to supporting critical conversations with children in schools.

Development of Parental Efficacy Scale to Measure Parents’ Involvement Capabilities in Elementary Education

Parental involvement had benefit for the education of elementary children. Yet, knowing parental efficacy was important factor to do such involvement. The purpose of this study was to design and examine a practical, valid, and reliable parental efficacy scale for measuring parents’ capabilities to involve in elementary education. A total of 402 parents of elementary children participated in this study, consisting of 114 fathers (28.36%) and 288 mothers (71.64%). They were selected randomly from 10 elementary schools and fulfilled informed consent showing they participated voluntarily in the study. A Parental Efficacy Scale which had been designed was tested for its practicality, validity and reliability. This self-report instrument asked parents to respond 67 items containing six aspects, namely their belief to be able parenting children, communicating with the school, helping children learn at home, becoming school volunteers, making decisions, and collaborating with community. The results showed that the scale fulfilled all of three requirements in all six aspects.

Pesan Moral dan Nilai Pendidikan dari Simbolik Lemper Raksasa dalam Upacara Adat Rebo Pungkasan

The traditional ceremony of rebo pungkasan is a cultural ritual that has been traditionally carried out by the Javanese people, including the Wonokromo Village community as an expression of gratitude to Allah. This ritual uses lemper raksasa as a special icon that contains moral messages for elementary children. The purpose of this paper is to discuss the moral message contained in lemper raksasa in the traditional ceremony rebo pungkasan for elementary age children. Therefore, as a formulation of the discussion, what moral messages from lemper raksasa for elementary-age children, how the moral message was given and why the tradition is worth preserving. This paper used a qualitative approach with the background of rebo pungkasan carried out by the people of Wonokromo Village, Pleret District, Bantul Regency, DIY. The results of this study indicate that (1) lemper raksasa is symbolically valued moral message to children of primary age, in the form of ‘daun pisang’ (banana leaves) as a symbol of the ‘problem’ learning of children, ‘ketan’ (sticky rice) as a symbol of ‘initial enjoyment’ of children’s learning and minced meat as a symbol of learning to become a ‘provision of life’ of children; (2) the symbolic moral message is given to children by inviting children to rebo pungkasan and to internalize it verbally to each child; (3) to preserve the culture, it is functioned as a means of entertainment, tourism assets, a media of ‘silaturahmi’ and a means of social integration

The Preliminary Effects of a Multi-Recess School Intervention: Using Accelerometers to Measure Physical Activity Patterns in Elementary Children

This pilot study used accelerometers to investigate the effectiveness of a multiple recess school intervention on physical activity patterns in younger elementary children using a post-test only with nonequivalent groups design. First and second grade students (N = 157) participating in a larger study, the LiiNK Project® (Let’s inspire innovation ‘N Kids), wore accelerometers for the duration of the school day for two weeks to measure physical activity intensity and number of steps taken daily. Students attended either an intervention school (N = 90), participating in four 15-min unstructured, outdoor recesses and one 15-min character development lesson daily, or a control school (N = 67), participating in two 15-min unstructured, outdoor recesses daily and no character development program. The intervention students, grades 1 and 2, took more steps (p < 0.001) and time spent in moderate (p < 0.001) and vigorous (p < 0.001) physical activity (MVPA) than the control school students. Intervention students averaged approximately 900 more steps per day than the control school students. These results show young children given 60 min of recess daily continue to increase physical activity patterns over those with 30 min of recess daily. Next steps are to evaluate if children demonstrate healthier body fat levels as a result of these higher patterns of MVPA daily.