This research based upon the rise of violence at children either physical, social, emotional, sexual, and ignorance form. Ironically, the early-childhood institutions that must be saved from violence action, showing symptom of this behavior. Based on that problem, this research analyzes the type of violence on children and the underlying factors, especially in early-childhood institutions. This research using a study case method and the subject of this research are two teachers and four student of early-childhood institutions in Bandung and East Bandung. The time to this research began at July until September 2016. The result from this research expected to generate the valid data that can be useful to prevent or handle the problem of violence at early-childhood institutions or the next level of educations. Besides that, this result can be used by the academics-practitioners in build a model or guidance of educations that can reduce the violence against children. For institution, this research can be used for developing the training or workshop in order to help institutions of educations or the government to prevent violence actions against children. References Agustin, M. (2008). Mengenali dan memahami dunia anak. Bandung: Lotus. Alwasilah, A. C. (2015). Pokoknya studi kasus pendekatan kualitatif. Bandung: Kiblat Buku Utama. Banks, R. (1997). Bullying in school. Diakses dari http://www.eric.ed/educational_researchjournal_article/downloads.pdf pada tanggal 27 Oktober 2008. Bureau of Exceptional Education & Students Services. (2011). Child abuse prevention sourcebook for florida school personnel: A tool for reporting abuse and supporting the child. Florida: Florida Department of Education. Coloroso, B. (2006). Penindas, tertindas, dan penonton: Resep memutus rantai kekerasan anak dari prasekolah hingga SMU. Jakarta: Serambi Ilmu Pustaka. Elliot, M. (ed). (2008). Bullying, a practical guide to coping for schools, 3rd edition. London: Pearson Education in association with Kidscape. Espelage, D.L. (2002). Bullying in early adolescense. Diakses dari http://www.athealth.com/Consumer/disorders/bullying.html pada tanggal 15 Juni 2007. Gunawan, H. (2007). Tindakan kekerasan di lingkungan sekolah. Pikiran Rakyat. Diakses dari http://www.pikiran-rakyat.com pada tanggal 5 Juli 2007. Hyman, I. A., & Snook, P.A. (1999). Dangerous schools: What we can do about physical & emotional abuse of our children. Philadelphia: Jossey-Bass. Komite Perlindungan Anak Indonesia. (2015). Pelaku kekerasan anak tiap tahun meningkat. Diakses dari http://www.kpai.go.id pada tanggal 3 Maret 2016. National Youth Violence Prevention Resource Center. (2002). Facts for teens: Bullying. Diakses dari http://www.safeyouth.org pada tanggal 5 Mei 2007. Olweus, D. (1993). Bullying at school: what we know and what we can do. Malde, MA: Blackwell Publishing. Saripah, I. (2010). Model konseling kognitif perilaku untuk memanggulangi bullying siswa. Disertasi tidak diterbitkan.
这项研究基于对儿童的暴力的增加，无论是身体上的，社会上的，情感上的，性的，还是无知的形式。具有讽刺意味的是，必须从暴力行为中拯救出来的幼儿机构却表现出这种行为的症状。基于这一问题，本研究分析了针对儿童的暴力类型及其潜在因素，特别是在幼儿机构中。本研究采用个案研究方法，研究对象为万隆及东万隆幼教机构的两名教师及四名学生。这项研究的时间从2016年7月开始到9月。这项研究的结果有望产生有效的数据，可用于预防或处理幼儿机构或下一级教育中的暴力问题。此外，这一结果可以被学术界和实践者用来建立一种模式或指导教育，以减少对儿童的暴力行为。对于机构而言，这项研究可用于制定培训或讲习班，以帮助教育机构或政府防止针对儿童的暴力行为。奥古斯丁，M.(2008)。Mengenali dan memahami dunia anak。万隆:莲花。Alwasilah, a.c.(2015)。博克尼亚研究kasus pendekatan qualitatif。万隆:Kiblat Buku Utama。Banks, R.(1997)。校园欺凌。Diakses dari http://www.eric.ed/educational_researchjournal_article/downloads.pdf padanggal 2008年10月27日。特殊教育和学生服务局。(2011)。儿童虐待预防源手册为佛罗里达学校人员:一个工具，报告虐待和支持儿童。佛罗里达州:佛罗里达州教育部。coloso, B.(2006)。南洋，南洋，南洋:南洋，南洋，南洋，南洋，南洋，南洋。雅加达:Serambi Ilmu Pustaka。艾略特，M.(编)。(2008)。欺凌，学校应对的实用指南，第三版。伦敦:培生教育与Kidscape合作。埃斯佩拉格，D.L.(2002)。青少年早期的欺凌行为。Diakses dari http://www.athealth.com/Consumer/disorders/bullying.html padtanggal 2007年6月15日。古纳万，H.(2007)。Tindakan kekerasan di lingkungan sekolah。Pikiran Rakyat。Diakses dari http://www.pikiran-rakyat.com padtanggal 2007年7月5日。Hyman, i.a和Snook, P.A.(1999)。危险的学校:我们对孩子的身体和精神虐待能做些什么?费城:台中县。Komite Perlindungan Anak Indonesia。(2015)。Pelaku kekerasan anak tiap tahun mengkat。Diakses dari http://www.kpai.go.id pada tanggal 3 market 2016。全国青少年暴力预防资源中心。(2002)。青少年须知:欺凌。Diakses dari http://www.safeyouth.org pada tanggal 5月2007。Olweus, D.(1993)。校园欺凌:我们知道什么，我们能做什么。Malde, MA: Blackwell Publishing。(2010)。模型咨询，认知，危险，不知道，不知道，不知道，不知道。Disertasi tidak diiterbitkan。万隆:印尼Pendidikan大学。塔，C.C.(2003)。教育工作者在预防和应对虐待和忽视儿童方面的作用。美国:美国卫生与公众服务部儿童与家庭管理局。惠特尼，I.和史密斯，P.K.(1993)。调查初中及中学校园欺凌/受害者问题的性质及程度。教育研究，35(1)，3-25。doi:10.1080/0013188930350101 Yayasan Semai Jiwa Amini。(2008)。Mengatasi kekerasan dari sekolah dan lingkungan anak。雅加达:Grasindo。Yunita。(2015)。Gaya mengajar上师laki-laki di taman kanak-kanak。Tesis tidak diiterbitkan。万隆:印尼Pendidikan大学。
{"title":"ANALISIS TIPIKAL KEKERASAN PADA ANAK DAN FAKTOR YANG MELATARBELAKANGINYA","authors":"Mubiar Agustin, Ipah Saripah, Asep Deni Gustiana","doi":"10.21009/jiv.1301.1","DOIUrl":"https://doi.org/10.21009/jiv.1301.1","url":null,"abstract":"This research based upon the rise of violence at children either physical, social, emotional, sexual, and ignorance form. Ironically, the early-childhood institutions that must be saved from violence action, showing symptom of this behavior. Based on that problem, this research analyzes the type of violence on children and the underlying factors, especially in early-childhood institutions. This research using a study case method and the subject of this research are two teachers and four student of early-childhood institutions in Bandung and East Bandung. The time to this research began at July until September 2016. The result from this research expected to generate the valid data that can be useful to prevent or handle the problem of violence at early-childhood institutions or the next level of educations. Besides that, this result can be used by the academics-practitioners in build a model or guidance of educations that can reduce the violence against children. For institution, this research can be used for developing the training or workshop in order to help institutions of educations or the government to prevent violence actions against children. \u0000 \u0000References \u0000Agustin, M. (2008). Mengenali dan memahami dunia anak. Bandung: Lotus. \u0000Alwasilah, A. C. (2015). Pokoknya studi kasus pendekatan kualitatif. Bandung: Kiblat Buku Utama. \u0000Banks, R. (1997). Bullying in school. Diakses dari http://www.eric.ed/educational_researchjournal_article/downloads.pdf pada tanggal 27 Oktober 2008. \u0000Bureau of Exceptional Education & Students Services. (2011). Child abuse prevention sourcebook for florida school personnel: A tool for reporting abuse and supporting the child. Florida: Florida Department of Education. \u0000Coloroso, B. (2006). Penindas, tertindas, dan penonton: Resep memutus rantai kekerasan anak dari prasekolah hingga SMU. Jakarta: Serambi Ilmu Pustaka. \u0000Elliot, M. (ed). (2008). Bullying, a practical guide to coping for schools, 3rd edition. London: Pearson Education in association with Kidscape. \u0000Espelage, D.L. (2002). Bullying in early adolescense. Diakses dari http://www.athealth.com/Consumer/disorders/bullying.html pada tanggal 15 Juni 2007. \u0000Gunawan, H. (2007). Tindakan kekerasan di lingkungan sekolah. Pikiran Rakyat. Diakses dari http://www.pikiran-rakyat.com pada tanggal 5 Juli 2007. \u0000Hyman, I. A., & Snook, P.A. (1999). Dangerous schools: What we can do about physical & emotional abuse of our children. Philadelphia: Jossey-Bass. \u0000Komite Perlindungan Anak Indonesia. (2015). Pelaku kekerasan anak tiap tahun meningkat. Diakses dari http://www.kpai.go.id pada tanggal 3 Maret 2016. \u0000National Youth Violence Prevention Resource Center. (2002). Facts for teens: Bullying. Diakses dari http://www.safeyouth.org pada tanggal 5 Mei 2007. \u0000Olweus, D. (1993). Bullying at school: what we know and what we can do. Malde, MA: Blackwell Publishing. \u0000Saripah, I. (2010). Model konseling kognitif perilaku untuk memanggulangi bullying siswa. Disertasi tidak diterbitkan.","PeriodicalId":234954,"journal":{"name":"JIV-Jurnal Ilmiah Visi","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131033195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study is to explain the participants reactions with Kirkpatrick model on the implementation of Basic Training of Functional Position of Fisheries Extension Workers at the Training Office for Apparatus of the Ministry of Marine Affairs and Fisheries. For research purposes, the method used in this research is the qualitative descriptive method. Instrument data collection used is the result of observation and questionnaires distributed to respondents. Data analysis using comparative techniques with scale range, that is the comparing the quality of implementation Basic Training of Functional Position Fishery`s Extension workers in expert level with Basic Training of Functional Position of Fisheries Extension Worker in proficient level. The results showed the reaction of participants using the Kirkpatrick model known that the curriculum, place of study, and dormitory in the implementation of Basic Training ofFunctional Position of Fisheries extension Workers in Expert Level have been very good while service of the committee, food menu, and time management still needs to be improved. For the curriculum, place of study, dormitory, service of the committee, food menu, and time management in the implementation of Basic Training of Functional Position of Fishery’s extension workers in Proficient Level still needed to be improved. References Darwin. (2017). Efektivitas kediklatan. Jakarta: Badan Pendidikan dan Pelatihan Keuangan. Febriyanti, A. (2014). Hubungan suasana lingkungan belajar dengan motivasi belajar siswa kelas V SD Negeri Gugus III Kota Bengkulu. Tesis. Bengkulu: Universitas Bengkulu. Firdaus, R, dkk. (2016). Pengaruh penataan ruang kelas terhadap hasil belajar siswa kelas V (Study eksperimen di SDN 4 Kuripan Utara) tahun 2016. Skripsi. Mataram: Universitas Mataram. Hardani, R. (2002). Pola makan sehat. Makalah Seminar Online Kharisma ke-2. Yogyakarta: RS dr. Sardjito. Ismerisa. (2013). Pengaruh pelayanan terhadap kepuasan pelanggan. Yogyakarta: UIN Sunan Kalijaga. Kirkpatrick, D. L & J.D., Kirkpatrick (2005). Evaluating training program. San Francisco, USA: Berret-Koehler Publisher, Inc. Lestari, Indah. (2013). Pengaruh waktu belajar dan minat belajar terhadap hasil belajar matematika. Jakarta: Universitas Indraprasta PGRI. Peraturan Menteri Negara Pendayagunaan AparaturNegara Nomor 19 tahun 2008 tentang Jabatan Fungsional Penyuluh Perikanan dan Angka Kreditnya. Peraturan Pemerintah Nomor 101 tahun 2000 tentang Diklat Bagi PNS. Slamet, M. (2000). Memantapkan posisi dan meningkatkan peran penyuluhan pembangunan dalam pembangunan. Prosiding Seminar IPB Bogor: Pemberdayaan Sumber Daya Manusia Menuju Terwujudnya Masyarakat Madani. Pustaka Wira Usaha Muda. Sugiarti, L. (2013). Pengaruh bahan ajar terhadap kualitas hasil belajar materi konstruksi pola pada prodi PKK tata busana. Fashion and Fashion Education Journal, 2(1), 48-54. https://journal.unnes.ac.id/sju/index.php/ffe/article/view/2317 Undang-Undang Nomor
摘要本研究的目的是利用Kirkpatrick模型解释参与者在海洋渔业部装备培训处实施渔业推广人员职能岗位基本培训时的反应。出于研究目的，本研究使用的方法是定性描述方法。使用的仪器数据收集是观察的结果，并向受访者分发问卷。采用规模范围比较技术进行数据分析，即对专家级《职能岗位渔业推广人员基础培训》与熟练级《职能岗位渔业推广人员基础培训》的实施质量进行比较。结果显示，采用Kirkpatrick模型的参与者的反应是，在实施“专家级渔业推广工作者基本培训职能岗位”的过程中，课程、学习地点和宿舍都很好，但委员会的服务、食物菜单和时间管理还有待改进。在实施《渔业专业推广人员职能岗位基础培训》中，课程设置、学习地点、宿舍、委员会服务、餐饮菜单、时间管理等方面还有待完善。引用达尔文。（2017）. Efektivitas kediklatan。雅加达:Badan Pendidikan dan Pelatihan Keuangan。A. Febriyanti(2014)。Hubungan suasana lingkungan belajar dengan motivasi belajar siswa kelas V SD Negeri Gugus III Kota Bengkulu。Tesis。Bengkulu: Universitas Bengkulu。Firdaus R dkk。(2016)。彭加鲁penataan ruang kelas terhadap hasil belajar siswa kelas V(研究实验与SDN 4 Kuripan Utara) 2016。Skripsi。马塔兰:马塔兰大学。哈达尼，R.(2002)。Pola makan sehat。马卡拉研讨会在线Kharisma ke-2。日惹:Sardjito博士。Ismerisa。(2013)。Pengaruh pelayanan terhadap kepuasan pelanggan。日惹:Sunan Kalijaga。[D. L . & J.D.][2005]。评估培训计划。美国旧金山:贝雷特-科勒出版公司。Lestari Indah。(2013)。Pengaruh waktu belajar dan minat belajar terhadap hasil belajar matematika。雅加达:印尼国立大学PGRI。2008年12月19日，国家元首和政府首脑会晤。Peraturan Pemerintah Nomor 2001年10月1日，tentandiklat Bagi PNS。M. Slamet(2000)。我爱你，我爱你，我爱你。专题研讨会IPB茂物:Pemberdayaan Sumber Daya Manusia Menuju Terwujudnya Masyarakat Madani。Pustaka Wira Usaha Muda。苏嘉蒂，L.(2013)。Pengaruh bahan ajar terhadap kualitas hasil belajar materi konstruksi pola pada prodi PKK tatana。时尚与时尚教育学报，2(1)，48-54。https://journal.unnes.ac.id/sju/index.php/ffe/article/view/2317 Undang-Undang Nomor 16 tahun 2006 tentang system Penyuluhan Pertanian, Perikanan dan Kehutanan。
{"title":"EVALUASI REAKSI PESERTA PADA PENYELENGGARAAN DIKLAT DASAR JABATAN FUNGSIONAL PENYULUH PERIKANAN DI BALAI DIKLAT APARATUR KEMENTERIAN KELAUTAN DAN PERIKANAN","authors":"Yudistira Adi Nugroho","doi":"10.21009/JIV.1301.6","DOIUrl":"https://doi.org/10.21009/JIV.1301.6","url":null,"abstract":"The purpose of this study is to explain the participants reactions with Kirkpatrick model on the implementation of Basic Training of Functional Position of Fisheries Extension Workers at the Training Office for Apparatus of the Ministry of Marine Affairs and Fisheries. For research purposes, the method used in this research is the qualitative descriptive method. Instrument data collection used is the result of observation and questionnaires distributed to respondents. Data analysis using comparative techniques with scale range, that is the comparing the quality of implementation Basic Training of Functional Position Fishery`s Extension workers in expert level with Basic Training of Functional Position of Fisheries Extension Worker in proficient level. The results showed the reaction of participants using the Kirkpatrick model known that the curriculum, place of study, and dormitory in the implementation of Basic Training ofFunctional Position of Fisheries extension Workers in Expert Level have been very good while service of the committee, food menu, and time management still needs to be improved. For the curriculum, place of study, dormitory, service of the committee, food menu, and time management in the implementation of Basic Training of Functional Position of Fishery’s extension workers in Proficient Level still needed to be improved. \u0000 \u0000References \u0000Darwin. (2017). Efektivitas kediklatan. Jakarta: Badan Pendidikan dan Pelatihan Keuangan. \u0000Febriyanti, A. (2014). Hubungan suasana lingkungan belajar dengan motivasi belajar siswa kelas V SD Negeri Gugus III Kota Bengkulu. Tesis. Bengkulu: Universitas Bengkulu. \u0000Firdaus, R, dkk. (2016). Pengaruh penataan ruang kelas terhadap hasil belajar siswa kelas V (Study eksperimen di SDN 4 Kuripan Utara) tahun 2016. Skripsi. Mataram: Universitas Mataram. \u0000Hardani, R. (2002). Pola makan sehat. Makalah Seminar Online Kharisma ke-2. Yogyakarta: RS dr. Sardjito. \u0000Ismerisa. (2013). Pengaruh pelayanan terhadap kepuasan pelanggan. Yogyakarta: UIN Sunan Kalijaga. \u0000Kirkpatrick, D. L & J.D., Kirkpatrick (2005). Evaluating training program. San Francisco, USA: Berret-Koehler Publisher, Inc. \u0000Lestari, Indah. (2013). Pengaruh waktu belajar dan minat belajar terhadap hasil belajar matematika. Jakarta: Universitas Indraprasta PGRI. \u0000Peraturan Menteri Negara Pendayagunaan AparaturNegara Nomor 19 tahun 2008 tentang Jabatan Fungsional Penyuluh Perikanan dan Angka Kreditnya. \u0000Peraturan Pemerintah Nomor 101 tahun 2000 tentang Diklat Bagi PNS. \u0000Slamet, M. (2000). Memantapkan posisi dan meningkatkan peran penyuluhan pembangunan dalam pembangunan. Prosiding Seminar IPB Bogor: Pemberdayaan Sumber Daya Manusia Menuju Terwujudnya Masyarakat Madani. Pustaka Wira Usaha Muda. \u0000Sugiarti, L. (2013). Pengaruh bahan ajar terhadap kualitas hasil belajar materi konstruksi pola pada prodi PKK tata busana. Fashion and Fashion Education Journal, 2(1), 48-54. https://journal.unnes.ac.id/sju/index.php/ffe/article/view/2317 \u0000Undang-Undang Nomor","PeriodicalId":234954,"journal":{"name":"JIV-Jurnal Ilmiah Visi","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127352795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
North Central Timor District has two courses and training institutions run by the community. This amount has not changed from since 2007. Whereas according to Central Bureau of Statistics of East Nusa Tenggara, North Central Timor District Regency until 2015 has 22,450 units of motorcycles. That means North Central Timor District requires more than two courses and training institutions to overcome the problem of motor. In addition, from the observation, the existing condition of courses and training institutions also does not qualify as an educational institution. Though the district is famous for the spirit of “Togetherness†which put together, in the same lightweight principle carried, the same weight be borne in various activities. However in reality, the business activities of the community die. What exactly is the designation of “Togetherness†spirit in North Central District of Timor? To answer that question, in May 2017 was conducted research using an open questionnaire data-collection tool. Questionnaires were distributed to 25 respondents. From the results of the analysis of respondents’ answers found the answer that, open a new business, only a priority to six after the needs of marriage, education, garden cleaning, harvest, and death. The reason, opening a business can take advantage of government facilities. In addition, opening new business direct profits is limited to certain people only. Results not necessarily can be enjoyed together. Moreover, the priority tendency above it is an important priority. Although not all of them, for the community. Despite some objections to the issue, in fact, opening a new business is not a priority to the “Ma Top Ma Fit†spirit, in the district of North Central Timor. References Arikunto, Suharsimi. (2013). Managemen penelitian. Jakarta: Renika Cipta. Badan Pusat Statistik Kabupaten Timor Tengah Utara. (2015). Kabupaten Timor Tengah dalam angka 2015. Diakses dari https://timortengahutarakab.bps.go.id/ Blog Suku-suku Dunia. (2015). Ragam suku di Nusa Tenggara Timur. Diakses dari http://suku-dunia.blogspot.co.id/2015/06/ragamsuku-di-nusa-tenggara-timur.html Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Wahana Visi Indonesia. (2015). Pengembangan kurikulum pendidikan karakter kontekstual ma top ma fit berbasis mata pelajaran. Diakses dari https://wahanavisi.org/id/.
北中帝汶区有两门由社区开办的课程和培训机构。这一数额自2007年以来没有变化。而根据东努沙登加拉中央统计局的数据，截至2015年，北中帝汶县拥有22,450辆摩托车。这意味着北中帝汶区需要两个以上的课程和培训机构来克服电机问题。此外，从观察来看，现有的课程和培训机构也不具备作为教育机构的资格。虽然该地区以 - œTogethernessâ -”的精神而闻名，但在相同的轻量级原则下，在各种活动中承担相同的重量。然而在现实中，社区的商业活动消亡了。东帝汶中北部地区的 - œTogethernessâ -”精神究竟是什么?为了回答这个问题，我们于2017年5月使用开放式问卷数据收集工具进行了研究。调查问卷共发放给25名受访者。从调查结果分析受访者的答案中发现，创业后的需求只有6个优先级，分别是结婚、教育、打扫花园、收获和死亡。原因是，开办企业可以利用政府的设施。此外，开办新业务的直接利润仅限于某些人。结果不一定能一起享受。而且，它上面的优先倾向是一个重要的优先。虽然不是全部，但对社区来说。尽管有人反对这一问题，但事实上，在中东帝汶北部地区，开办新企业并不是“ œMa顶级Ma fit”精神的优先事项。参考文献Arikunto, Suharsimi。(2013)。经营penelitian。雅加达:Renika Cipta。东帝汶国家统计局。(2015)。2015年东帝汶的Kabupaten Tengah dalam angka。Diakses dari https://timortengahutarakab.bps.go.id/博客Suku-suku Dunia。(2015)。Ragam suku di Nusa Tenggara Timur。疫病疫病http://suku-dunia.blogspot.co.id/2015/06/ragamsuku-di-nusa-tenggara-timur.html Undang-Undang Nomor 20 Tahun 2003 tentang system Pendidikan national。Wahana Visi印度尼西亚。(2015)。Pengembangan kurikulum pendidikan karakter kontekstual ma top ma fit basis mata pelajaran。Diakses dari https://wahanavisi.org/id/。
{"title":"SPIRIT “MA TOP MA FIT†DALAM MENGEMBANGKAN LEMBAGA KURSUS DAN PELATIHAN OTOMOTIF RODA DUA","authors":"H. Y. Mintarningsih","doi":"10.21009/JIV.1301.8","DOIUrl":"https://doi.org/10.21009/JIV.1301.8","url":null,"abstract":"North Central Timor District has two courses and training institutions run by the community. This amount has not changed from since 2007. Whereas according to Central Bureau of Statistics of East Nusa Tenggara, North Central Timor District Regency until 2015 has 22,450 units of motorcycles. That means North Central Timor District requires more than two courses and training institutions to overcome the problem of motor. In addition, from the observation, the existing condition of courses and training institutions also does not qualify as an educational institution. Though the district is famous for the spirit of “Togetherness†which put together, in the same lightweight principle carried, the same weight be borne in various activities. However in reality, the business activities of the community die. What exactly is the designation of “Togetherness†spirit in North Central District of Timor? To answer that question, in May 2017 was conducted research using an open questionnaire data-collection tool. Questionnaires were distributed to 25 respondents. From the results of the analysis of respondents’ answers found the answer that, open a new business, only a priority to six after the needs of marriage, education, garden cleaning, harvest, and death. The reason, opening a business can take advantage of government facilities. In addition, opening new business direct profits is limited to certain people only. Results not necessarily can be enjoyed together. Moreover, the priority tendency above it is an important priority. Although not all of them, for the community. Despite some objections to the issue, in fact, opening a new business is not a priority to the “Ma Top Ma Fit†spirit, in the district of North Central Timor. \u0000 \u0000References \u0000Arikunto, Suharsimi. (2013). Managemen penelitian. Jakarta: Renika Cipta. \u0000Badan Pusat Statistik Kabupaten Timor Tengah Utara. (2015). Kabupaten Timor Tengah dalam angka 2015. Diakses dari https://timortengahutarakab.bps.go.id/ \u0000Blog Suku-suku Dunia. (2015). Ragam suku di Nusa Tenggara Timur. Diakses dari http://suku-dunia.blogspot.co.id/2015/06/ragamsuku-di-nusa-tenggara-timur.html \u0000Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. \u0000Wahana Visi Indonesia. (2015). Pengembangan kurikulum pendidikan karakter kontekstual ma top ma fit berbasis mata pelajaran. Diakses dari https://wahanavisi.org/id/.","PeriodicalId":234954,"journal":{"name":"JIV-Jurnal Ilmiah Visi","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131862023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to determine the level of child creativity and the effectiveness of various models of learning in early-childhood in developing the creativity of children aged 5-6 years after the city of Serang, Banten. The research was conducted from April to July 2017. The research method used was the mixed method with the research population is all children aged 5-6 years in Serang city, Banten. The sample was 120 children from 30 PAUD institutions, consisting of two groups, which were 60 children from early-childhood with teacher-centered learning model and 60 children from PAUD with student-based learning model. The results showed that the creativity level of children aged 5-6 years in Serang city is categorized as high and there is no significant difference of creativity of children aged 5-6 years after the model of student-based learning with teacher-centered learning model. However, the level of creativity of children with student-based learning model is higher than the teacher-centered learning model. This study concludes that student-based learning model (center, area, group, or angle) is more effective in developing the creativity of children aged 5-6 years. Recommendations for institutions, communities, stakeholders, and researchers are further discussed within the article. References Depdikbud. (2014). Permendikbud nomor 146 Tahun 2014 tentang kurikulum 2013 pendidikan anak usia dini. Jakarta: Kemendikbud. Fauzi. (2016). Pembentukan karakter anak melalui permainan tradisional cim-ciman. Jurnal Ilmiah Visi, 11(2), 99-110. doi: https://doi.org/10.21009/JIV.1102.4 Kartadinata, S. (2012). Memantapkan karakter bangsa menuju generasi 2045. Seminar Nasional Peringatan Hari Guru, 25 November 2012. Kasjono, H. S. & Yasril. (2009). Teknik sampling untuk penelitian kesehatan. Yogyakarta: Graha Ilmu. Kusumawardani, R. (2015). Peningkatan kreativitas melalui pendekatan brain based learning. Jurnal Pendidikan Usia Dini, 9(1), 143-162. doi: https://doi.org/10.21009/JPUD.091.09 Nurhayati. (2008). Studi perbandingan metode sampling antara simple random dengan stratified random. Jurnal Basis Data, 3(1), 18-32. http://old.unas.ac.id/download.php?file=Basis_Data_Vol_3_No_1_2008_list3.pdf Hamalik, O. (2005). Proses belajar mengajar. Bandung: PT. Remaja Rosdakarya. Rawat, A. (2016). Assessing the needs of the learner through maslow’s model of self-actualization. The International Journal of Humanities & Social Studies, 4(10), 132-135. http://theijhss.com/2016-2/october-16 Runco, M.A. (1988). Creativity research: originality, u t i l i t y, and integration. Creativity Research Journal, 1(1), 1-7. doi: http://dx.doi.org/10.1080/10400418809534283 Runco, M.A., & Jaeger, G.J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1,) 92-96. doi: http://dx.doi.org/10.1080/10400419.2012.650092 Sadiman, A.S. (1990). Media pendidikan, pengertian, pengembangan, dan pemanfaatannya. Jakarta: CV Rajawali. Sternberg, R. J. (20
本研究旨在确定儿童创造力的水平和各种早期学习模式在发展万丹市5-6岁儿童创造力方面的有效性。该研究于2017年4月至7月进行。研究方法为混合法，研究对象为万丹市雪朗市5-6岁儿童。本研究以来自30所PAUD机构的120名儿童为样本，分为两组，分别为60名教师为中心的幼儿学习模式和60名学生为中心的PAUD学习模式。结果表明:雪朗市5 ~ 6岁儿童的创造力水平为高水平，采用以学生为本的学习模式与以教师为中心的学习模式后，5 ~ 6岁儿童的创造力没有显著差异。然而，以学生为中心的学习模式下儿童的创造力水平高于以教师为中心的学习模式。本研究认为，以学生为本的学习模式(中心、区域、小组或角度)对5-6岁儿童的创造力发展更为有效。本文将进一步讨论对机构、社区、利益相关者和研究人员的建议。Depdikbud引用。(2014)。Permendikbud nomor 146 Tahun 2014 tentang kurikulum 2013 pendidikan anak usia dini。雅加达:Kemendikbud。Fauzi。(2016)。Pembentukan karakter anak melalui是永久的传统节日。中华医学杂志，11(2)，99-110。doi: https://doi.org/10.21009/JIV.1102.4 Kartadinata, S.(2012)。Memantapkan karakter bangsa menuju generasi 2045。2012年11月25日，全国槟榔槟榔大师研讨会。Kasjono, h.s.和Yasril。(2009)。技术取样，取样，取样，取样，取样。日惹:Graha Ilmu。Kusumawardani, R.(2015)。Peningkatan kreativitas melalui Peningkatan brain based learning。医学学报，9(1)，143-162。doi: https://doi.org/10.21009/JPUD.091.09 Nurhayati。(2008)。研究了简单随机抽样和分层随机抽样的方法。期刊基础数据，3(1)，18-32。http://old.unas.ac.id/download.php?file=Basis_Data_Vol_3_No_1_2008_list3.pdf Hamalik, O.(2005)。Proses belajar mengajar。万隆:罗斯达里亚先生。拉瓦特，A.(2016)。通过maslow的自我实现模型评估学习者的需求。[j] .中国社会科学，2014(5):444 - 444。http://theijhss.com/2016-2/october-16 Runco, M.A.(1988)。创意研究:原创性，但它是一种融合，一种融合。创新研究学报，1(1)，1-7。doi: http://dx.doi.org/10.1080/10400418809534283 Runco, m.a.， & Jaeger, G.J.(2012)。创造力的标准定义。创新研究学报，24(1):92-96。doi: http://dx.doi.org/10.1080/10400419.2012.650092 Sadiman, A.S.(1990)。媒体pendidikan, pengertian, pengembangan, dan pemanfaatannya。雅加达:拉贾瓦利简历。Sternberg, r.j.(2006)。创造力的本质。创新研究学报，18(1)，87-98。doi: http://dx.doi.org/10.1207/s15326934crj1801_10 Wilma, V.等(2000)。儿童发展手册。澳大利亚:社会科学出版社。
{"title":"PROFIL KREATIVITAS ANAK USIA 5-6 TAHUN","authors":"Ratih Kusumawardani, Laily Rosidah, Rr. Dina Kusuma Wardhani, Reza Mauldy Raharja","doi":"10.21009/JIV.1301.2","DOIUrl":"https://doi.org/10.21009/JIV.1301.2","url":null,"abstract":"This study aims to determine the level of child creativity and the effectiveness of various models of learning in early-childhood in developing the creativity of children aged 5-6 years after the city of Serang, Banten. The research was conducted from April to July 2017. The research method used was the mixed method with the research population is all children aged 5-6 years in Serang city, Banten. The sample was 120 children from 30 PAUD institutions, consisting of two groups, which were 60 children from early-childhood with teacher-centered learning model and 60 children from PAUD with student-based learning model. The results showed that the creativity level of children aged 5-6 years in Serang city is categorized as high and there is no significant difference of creativity of children aged 5-6 years after the model of student-based learning with teacher-centered learning model. However, the level of creativity of children with student-based learning model is higher than the teacher-centered learning model. This study concludes that student-based learning model (center, area, group, or angle) is more effective in developing the creativity of children aged 5-6 years. Recommendations for institutions, communities, stakeholders, and researchers are further discussed within the article. \u0000 \u0000References \u0000Depdikbud. (2014). Permendikbud nomor 146 Tahun 2014 tentang kurikulum 2013 pendidikan anak usia dini. Jakarta: Kemendikbud. \u0000Fauzi. (2016). Pembentukan karakter anak melalui permainan tradisional cim-ciman. Jurnal Ilmiah Visi, 11(2), 99-110. doi: https://doi.org/10.21009/JIV.1102.4 \u0000Kartadinata, S. (2012). Memantapkan karakter bangsa menuju generasi 2045. Seminar Nasional Peringatan Hari Guru, 25 November 2012. \u0000Kasjono, H. S. & Yasril. (2009). Teknik sampling untuk penelitian kesehatan. Yogyakarta: Graha Ilmu. \u0000Kusumawardani, R. (2015). Peningkatan kreativitas melalui pendekatan brain based learning. Jurnal Pendidikan Usia Dini, 9(1), 143-162. doi: https://doi.org/10.21009/JPUD.091.09 \u0000Nurhayati. (2008). Studi perbandingan metode sampling antara simple random dengan stratified random. Jurnal Basis Data, 3(1), 18-32. http://old.unas.ac.id/download.php?file=Basis_Data_Vol_3_No_1_2008_list3.pdf \u0000Hamalik, O. (2005). Proses belajar mengajar. Bandung: PT. Remaja Rosdakarya. \u0000Rawat, A. (2016). Assessing the needs of the learner through maslow’s model of self-actualization. The International Journal of Humanities & Social Studies, 4(10), 132-135. http://theijhss.com/2016-2/october-16 \u0000Runco, M.A. (1988). Creativity research: originality, u t i l i t y, and integration. Creativity Research Journal, 1(1), 1-7. doi: http://dx.doi.org/10.1080/10400418809534283 \u0000Runco, M.A., & Jaeger, G.J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1,) 92-96. doi: http://dx.doi.org/10.1080/10400419.2012.650092 \u0000Sadiman, A.S. (1990). Media pendidikan, pengertian, pengembangan, dan pemanfaatannya. Jakarta: CV Rajawali. \u0000Sternberg, R. J. (20","PeriodicalId":234954,"journal":{"name":"JIV-Jurnal Ilmiah Visi","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132468862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research was distributed by the facts on the ground about the condition during the process of the achievement of early-childhood education that is not optimal. The process of educational achievement in question is the value of a character, critical-thinking ability and psychomotor early childhood. This research was conducted to find out the condition of the development of the value of the character, critical thinking and psychomotor children aged 5-6 years. This research uses survey method. The subjects for the students involved are early-childhood kindergarten Nurul Ilmi and TK Negeri Pembina. The number samples of this research in the study as many as 40 people. Long research conducted about two months. Instrument in this study using structured observation and documentation. The results from this study indicate that the profile of the value of the character, critical thinking and psychomotor children aged 5-6 years in kindergarten Nurul Ilmi Tasikmalaya and TK Negeri Pembina Tasikmalaya results still do not match expectations. This is apparent in the findings in kindergarten Nurul Ilmi that profile the value of character of 50.06%, critical thinking of 49.80% and psychomotor 50.87%. Whereas in TK Negeri Pembina character value profile of 51.22%, critical thinking of 50.98% and psychomotor 52.17%. Based on these findings, it is hoped all components in school, especially teachers can improve performance in order to optimize the potential of learners. References Ali, M. (2011). Memahami riset perilaku dan sosial. Jakarta: Bumi Aksara. Ardiyansyah, E.C.A., (2012). Pengaruh permainan tradisional terhadap peningkatan keterampilansosial anak prasekolah. Disertasi. Surabaya: UIN Sunan Ampel Surabaya. Bloom, B. S. dkk. (1956). Taxonomy of educational objectives. New York: David McKay. Ennis, R.H. (2011). The nature of critical thinking: An outline of critical thinking dispositions and disabilities. Sixth International Conference on Thinking at MIT Cambridge. Diakses melalui http://faculty.education.illinois.edu/rhennis/documents/TheNatureofCriticalThinking_51711_000.pdf Geldard, K. & Gerald, D. (2012). Konseling anak-anak. Jakarta: Indeks. Hurlock, E. B. (2012). Psikologi perkembangan. Jakarta: Erlangga. Judiani, S. (2010). Implementasi pendidikan karakter di sekolah dasar melalui penguatan pelaksanaan kurikulum. Jurnal Pendidikan dan Kebudayaan, 16(9), 280-289. doi: http://dx.doi.org/10.24832/jpnk.v16i9.519 Nurihsan, A. J. & Agustin, M. (2011). Dinamika perkembangan anak dan remaja. Bandung: Refika Aditama. Permendikbud Nomor 137 Tahun 2014 tentang Standar Nasional Pendidikan Anak Usia Dini Purnama, S. (2016). Materi-materi pilihan dalam parenting education menurut Munif Chatib. Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 1(1), 1-16. http://ejournal.uin-suka.ac.id/tarbiyah/index.php/goldenage/article/view/1245 Rakhmat, C. & Solehuddin, M. (2006). Pengukuran dan penilaian hasil belajar. Bandung: Andira. Rakhmat, C., Budiman, N., &
该研究是根据幼儿教育在实现过程中所处的不理想状态的实际情况进行分配的。所讨论的教育成就的过程是一个性格的价值，批判性思维能力和精神运动的早期儿童。本研究旨在了解5-6岁儿童性格、批判性思维和精神运动价值的发展状况。本研究采用调查法。所涉学生的研究对象为幼儿幼儿园Nurul Ilmi和TK Negeri Pembina。本研究的样本数量在研究中多达40人。长期研究进行了大约两个月。本研究采用结构化观察和文献记录的方法。本研究结果显示，5-6岁幼儿园儿童Nurul Ilmi Tasikmalaya和TK Negeri Pembina Tasikmalaya的性格、批判性思维和精神运动的价值评估结果仍不符合预期。在Nurul Ilmi幼儿园的调查结果中，性格价值为50.06%，批判性思维价值为49.80%，精神运动价值为50.87%。而在TK Negeri Pembina中，性格价值剖面占51.22%，批判性思维占50.98%，精神运动占52.17%。基于这些发现，希望学校的所有组成部分，特别是教师能够提高绩效，以优化学习者的潜力。参考文献Ali, M.(2011)。Memahami riset dangerous aku dan social。雅加达:Bumi Aksara。陈晓明，陈晓明，(2012)。Pengaruh永久的传统terhadap peningkatan keterampilansosial anak prasekolah。Disertasi。泗水:Sunan Ampel泗水。布卢姆，b.s. dkk。(1956)。教育目标的分类。纽约:大卫·麦凯。恩尼斯，R.H.(2011)。批判性思维的本质:批判性思维倾向和残疾的概述。第六届思维国际会议在麻省理工学院剑桥分校举行。Diakses melalui http://faculty.education.illinois.edu/rhennis/documents/TheNatureofCriticalThinking_51711_000.pdf Geldard, K. & Gerald, D.(2012)。Konseling anak-anak。雅加达:Indeks。E. B. Hurlock(2012)。Psikologi perkembangan。雅加达:Erlangga。Judiani, S.(2010)。企鹅是一种稀有动物，它是一种稀有动物。医学学报，16(9)，280-289。doi: http://dx.doi.org/10.24832/jpnk.v16i9.519 Nurihsan, a.j. & Agustin, M.(2011)。Dinamika perkembangan anak dan remaja。万隆:Refika Aditama。(2016).中国国家标准，2014年12月。物质上的家长教育计划。中华医学杂志，1(1)，1-16。http://ejournal.uin-suka.ac.id/tarbiyah/index.php/goldenage/article/view/1245 Rakhmat, C. & Solehuddin, M.(2006)。企鹅和企鹅的关系很好。万隆:Andira。Rakhmat, C.， Budiman, N.， & Herawati, N.(2008)。Psikologi pendidikan。万隆:合众国际社。Santrock, j.w.(2007)。亚衲族Perkembangan人。雅加达:Erlangga。Saputri, N.I.(2014)。【中文译文】:【中文译文】:【中文译文】Skripsi。日惹:日本日惹大学。Sudaryanti。(2012)。Pentingnya pendidikan karakter anak usia dini。生物医学工程学报，1(1)，11-20。https://journal.uny.ac.id/index.php/jpa/article/view/2902 Sugiyono。(2012)。方法:定性、定量、研发。万隆:Alfabeta。Sujiono, yn .(2009)。Konsep dasar pendidikan anak usia dini。雅加达:Indeks。dan Agustin, M.(2013)。Penelitian bidang keilmuan: Penerapan永久传统的€œKaulinan barudak€untuk mengembangkan nilai karakter anak。万隆:美联社担任过资深驻外记者等职。Van de Waal, D.和Henriette, A.(1993)。影响生长和青春期发育的环境因素。阿姆斯特丹:自由大学医院儿科。优素福。LN。， s .(2012)。心理学perkembangan anak & remaja万隆:Remaja Rosdakarya。
{"title":"NILAI KARAKTER, BERPIKIR KRITIS DAN PSIKOMOTORIK ANAK USIA DINI","authors":"Syarip Hidayat, Lutfia Nur","doi":"10.21009/jiv.1301.4","DOIUrl":"https://doi.org/10.21009/jiv.1301.4","url":null,"abstract":"The research was distributed by the facts on the ground about the condition during the process of the achievement of early-childhood education that is not optimal. The process of educational achievement in question is the value of a character, critical-thinking ability and psychomotor early childhood. This research was conducted to find out the condition of the development of the value of the character, critical thinking and psychomotor children aged 5-6 years. This research uses survey method. The subjects for the students involved are early-childhood kindergarten Nurul Ilmi and TK Negeri Pembina. The number samples of this research in the study as many as 40 people. Long research conducted about two months. Instrument in this study using structured observation and documentation. The results from this study indicate that the profile of the value of the character, critical thinking and psychomotor children aged 5-6 years in kindergarten Nurul Ilmi Tasikmalaya and TK Negeri Pembina Tasikmalaya results still do not match expectations. This is apparent in the findings in kindergarten Nurul Ilmi that profile the value of character of 50.06%, critical thinking of 49.80% and psychomotor 50.87%. Whereas in TK Negeri Pembina character value profile of 51.22%, critical thinking of 50.98% and psychomotor 52.17%. Based on these findings, it is hoped all components in school, especially teachers can improve performance in order to optimize the potential of learners. \u0000 \u0000References \u0000Ali, M. (2011). Memahami riset perilaku dan sosial. Jakarta: Bumi Aksara. \u0000Ardiyansyah, E.C.A., (2012). Pengaruh permainan tradisional terhadap peningkatan keterampilansosial anak prasekolah. Disertasi. Surabaya: UIN Sunan Ampel Surabaya. \u0000Bloom, B. S. dkk. (1956). Taxonomy of educational objectives. New York: David McKay. \u0000Ennis, R.H. (2011). The nature of critical thinking: An outline of critical thinking dispositions and disabilities. Sixth International Conference on Thinking at MIT Cambridge. Diakses melalui http://faculty.education.illinois.edu/rhennis/documents/TheNatureofCriticalThinking_51711_000.pdf \u0000Geldard, K. & Gerald, D. (2012). Konseling anak-anak. Jakarta: Indeks. \u0000Hurlock, E. B. (2012). Psikologi perkembangan. Jakarta: Erlangga. \u0000Judiani, S. (2010). Implementasi pendidikan karakter di sekolah dasar melalui penguatan pelaksanaan kurikulum. Jurnal Pendidikan dan Kebudayaan, 16(9), 280-289. doi: http://dx.doi.org/10.24832/jpnk.v16i9.519 \u0000Nurihsan, A. J. & Agustin, M. (2011). Dinamika perkembangan anak dan remaja. Bandung: Refika Aditama. \u0000Permendikbud Nomor 137 Tahun 2014 tentang Standar Nasional Pendidikan Anak Usia Dini \u0000Purnama, S. (2016). Materi-materi pilihan dalam parenting education menurut Munif Chatib. Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 1(1), 1-16. http://ejournal.uin-suka.ac.id/tarbiyah/index.php/goldenage/article/view/1245 \u0000Rakhmat, C. & Solehuddin, M. (2006). Pengukuran dan penilaian hasil belajar. Bandung: Andira. \u0000Rakhmat, C., Budiman, N., &","PeriodicalId":234954,"journal":{"name":"JIV-Jurnal Ilmiah Visi","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128403939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Supervision is seen as important to be developed after taking into account the facts, problems, and stakeholders of PAUD in the exploration study in May 2017. The Moleconomic Instructional Supervision Model aims to (1) solve the problems faced by PAUD educators regarding PAUD education standards, (2) concepts that underlie the supervision of Moliti’O instructional become one of the problems faced by PAUD educators regarding PAUD education standards, and (3) Finding a model of supervision of Moliti’O instructional that can foster the imagination of learners. The results of the discussion show a model of supervision of instructional needs to consider the characteristics of the subject studied. Early-age children who are still in the preoperational stage require a model of instructional supervision that can foster the imagination within the learners as well as the deepening of a model of supervision of instructional Moliti’O as well as guidelines for supervision of instructional Moliti’O. References Arikunto, S. (2006). Dasar-dasar supervisi. Jakarta: PT Rineka Cipta. Mulyasa, E. (2007). Menjadi kepala sekolah profesional. Bandung: Remaja Rosdakarya. Prasojo, D.L. & Sudiyono. (2011). Supervisi pendidikan. Bandung: Remaja Rosdakarya. Purwanto, N. (2005). Administrasi dan supervisi pendidikan. Bandung: Remaja Rosdakarya. Pusat Pengembangan Tenaga Kependidikan. (2014). Supervisi akademik implementasi kurikulum 2013. Jakarta: Kemdikbud. Sahertian, A.P. (2008). Konsep dasar dan teknik supervisi pendidikan. Jakarta: Rineka Cipta. Sudjana, N., dkk. (2011). Buku kerja pengawas sekolah. Jakarta: Pusat Pengembangan Tenaga Kependidikan, Badan PSDM dan PMP Kemendiknas.
在2017年5月的勘探研究中，考虑到PAUD的事实、问题和利益相关者后，监管被认为是重要的。Moleconomic教学监督模式旨在(1)解决PAUD教育工作者在PAUD教育标准方面面临的问题;(2)moliti_ - O教学监督的基础概念成为PAUD教育工作者在PAUD教育标准方面面临的问题之一;(3)寻找一种能够培养学习者想象力的moliti_ - O教学监督模式。讨论的结果表明，教学监督模式需要考虑被研究对象的特点。仍处于前运算阶段的幼儿需要一种能够培养学习者想象力的教学监督模式，也需要一种能够深化教学motiti - O监督模式以及指导教学motiti - O监督的指导方针。参考文献Arikunto, S.(2006)。Dasar-dasar supervisi。雅加达:PT Rineka Cipta。Mulyasa, E.(2007)。Menjadi kepala sekolah professional。万隆:Remaja Rosdakarya。Prasojo, D.L. & Sudiyono。(2011)。Supervisi pendidikan。万隆:Remaja Rosdakarya。Purwanto, N.(2005)。行政管理和监督管理。万隆:Remaja Rosdakarya。Pusat Pengembangan Tenaga Kependidikan。(2014)。监督学院实施2013年kurikulum。雅加达:Kemdikbud。Sahertian, A.P.(2008)。康普dasar dan teknik supervision in pendidikan。雅加达:Rineka Cipta。纽约州苏贾纳市。(2011)。Buku kerja pengawas sekolah。雅加达:Pusat Pengembangan Tenaga Kependidikan, Badan PSDM和PMP Kemendiknas。
{"title":"MODEL SUPERVISI PEMBELAJARAN MOLIT’O PAUD","authors":"Usman Modjo","doi":"10.21009/JIV.1301.7","DOIUrl":"https://doi.org/10.21009/JIV.1301.7","url":null,"abstract":"Supervision is seen as important to be developed after taking into account the facts, problems, and stakeholders of PAUD in the exploration study in May 2017. The Moleconomic Instructional Supervision Model aims to (1) solve the problems faced by PAUD educators regarding PAUD education standards, (2) concepts that underlie the supervision of Moliti’O instructional become one of the problems faced by PAUD educators regarding PAUD education standards, and (3) Finding a model of supervision of Moliti’O instructional that can foster the imagination of learners. The results of the discussion show a model of supervision of instructional needs to consider the characteristics of the subject studied. Early-age children who are still in the preoperational stage require a model of instructional supervision that can foster the imagination within the learners as well as the deepening of a model of supervision of instructional Moliti’O as well as guidelines for supervision of instructional Moliti’O. \u0000 \u0000References \u0000Arikunto, S. (2006). Dasar-dasar supervisi. Jakarta: PT Rineka Cipta. \u0000Mulyasa, E. (2007). Menjadi kepala sekolah profesional. Bandung: Remaja Rosdakarya. \u0000Prasojo, D.L. & Sudiyono. (2011). Supervisi pendidikan. Bandung: Remaja Rosdakarya. \u0000Purwanto, N. (2005). Administrasi dan supervisi pendidikan. Bandung: Remaja Rosdakarya. \u0000Pusat Pengembangan Tenaga Kependidikan. (2014). Supervisi akademik implementasi kurikulum 2013. Jakarta: Kemdikbud. \u0000Sahertian, A.P. (2008). Konsep dasar dan teknik supervisi pendidikan. Jakarta: Rineka Cipta. \u0000Sudjana, N., dkk. (2011). Buku kerja pengawas sekolah. Jakarta: Pusat Pengembangan Tenaga Kependidikan, Badan PSDM dan PMP Kemendiknas.","PeriodicalId":234954,"journal":{"name":"JIV-Jurnal Ilmiah Visi","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126815820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research is based on the problem of how the initial condition of learning in the beauty course Institute, how the conceptual model of integrated learning soft skill and hard skills, how the implementation of integrated learning models soft skill and hard skill, how the effectiveness of the integrated learning model soft skill and hard skill that can improve the competence residents learn. The purpose of research to find the learning model integrated soft skill and hard skill in improving competence of studying citizen who conducted at LKP Yuwita city of Tasikmalaya in 2017. Research method used is description and experiment method. The sample for this research consists of one-person manager, two-person instructor, 20 people studying citizen. The results from the study showed (1) the initial condition of learning in the beauty course Institute, still dominated by the tutor. The residents were less involved in the learning, (2) expert validation has resulted in the integrated learning model in improving the competence of studying citizens, (3) learning of integrated soft skill and hard skill to improve the competence of studying citizens, and (4) integrated learning model of soft skill and hard skill developed for this research according to the result of qualitative and quantitative analysis from the test results has effectively increased the competence of studying citizen at the beauty course Institute. The conclusion from this research is that the integrated learning model of soft skill and hard skill developed has been effective in improving the competence of studying citizens at the beauty course Institute. References Anwar, S. (2004). Pendidikan kecakapan hidup (life skills education). Bandung: Alfabeta. Delors, J. (1996). Learning: The treasure within, report to UNESCO of the international commision on education for the twenty-first century. Paris: UNESCO Publishing. Depdiknas. (2007). Konsep dan strategi pengembangan pusat kegiatan belajar masyarakat (PKBM). Jakarta: Depdiknas. Gall, M.D., Gall, J.P., & Borg, W.R. (2003). Educational research: An introduction. New York: Ally and Bacon. Hamalik. (1986). Proses belajar mengajar. Jakarta: PT Bumi Aksara. Joesoef. (1986). Konsep dasar pendidikan luar sekolah. Surabaya: Bumi Aksara. Kamil, M. (2010). Model pendidikan dan pelatihan (Konsep dan aplikasi). Bandung: Alfabeta. Mulyasa. (2006). Kurikulum yang disempurnakan. Bandung: Remaja Rosdakarya. Prabowo. (2000). Pembelajaran terpadu di sekolah dasar. Unesa: LPM Unesa Syah. Rusyan, dkk. (1994). Pendekatan dalam proses belajar mengajar. Bandung: Remaja Rosdakarya. Saud, U.S. (2006). Perencanaan pendidikan suatu pendekatan komprehensif. Bandung: Rosdakarya. Sihombing. (2000). Pendidikan luar sekolah, managemen strategi: Konsep, kiat dan pelaksanaan. Jakarta: PD. Mahkota. Sudjana, N. (1987). Dasar-dasar proses belajar mengajar. Bandung: Sinar Baru Offset. Sudjana, N. & Ibrahim (2001). Penelitian dan penilaian pendidikan.
本研究主要围绕美容课程学院学生学习的初始条件、软技能与硬技能整合学习的概念模式、软技能与硬技能整合学习模式的实施、软技能与硬技能整合学习模式对住院医师学习能力提升的有效性等问题展开。研究的目的是寻找软技能和硬技能相结合的学习模式，以提高2017年在马来西亚的LKP育威塔市学习的公民的能力。研究方法采用描述法和实验法。本研究的样本由一人经理，两人导师，20人学习市民组成。研究结果表明:(1)美容课程学院的初始学习状况，仍以导师为主。(2)专家验证使得整合学习模式对学习公民的能力有提升作用;(3)软硬技能综合学习，提高学习公民的能力。(4)根据测试结果的定性和定量分析结果，为本研究开发的软硬技能综合学习模式，有效地提高了美容课程研究所学习公民的能力。本研究的结论是:开发的软技能与硬技能的综合学习模式在提高美容课程学院学习公民的能力方面是有效的。Anwar, S.(2004)。生活技能教育。万隆:Alfabeta。德洛尔，J.(1996)。《学习:内在的宝藏》，21世纪国际教育委员会向教科文组织提交的报告。巴黎:联合国教科文组织出版社。Depdiknas。(2007)。PKBM的策略是:pengembangan pusat kegiatan belajar masyarakat。雅加达:Depdiknas。加尔，医学博士，加尔，J.P，和博格，W.R.(2003)。教育研究:导论。纽约:艾丽和培根。Hamalik。(1986)。Proses belajar mengajar。雅加达:Bumi Aksara。Joesoef。(1986)。Konsep dasar pendidikan luar sekolah。泗水:Bumi Aksara。Kamil, M.(2010)。模型pendidikan dan pelatihan (Konsep dan applikasi)。万隆:Alfabeta。Mulyasa。(2006)。Kurikulum yang disempurnakan。万隆:Remaja Rosdakarya。普拉。(2000)。Pembelajaran terpadu di sekolah dasar。Unesa: LPM Unesa Syah。Rusyan消退。(1994)。Pendekatan dalam写的是belajar mengajar。万隆:Remaja Rosdakarya。沙特，美国(2006)。永久的，永久的，永久的。万隆:Rosdakarya。Sihombing。(2000)。Pendidikan luar sekolah，管理策略:Konsep, kiat dan pelaksanaan。雅加达:PD。Mahkota。Sudjana, N.(1987)。Dasar-dasar proses belajar mengajar。万隆:锡纳巴鲁胶印机。Sudjana, N. & Ibrahim(2001)。Penelitian dan penilaian pendidikan。万隆:Sinar Baru Algesindo。Syah, M.(1995)。心理学:pendidikan dengan pendekatan baru。万隆:PT Remaja Rosda Karya。Trisnahada。(2011)。Pengembangan strategi penanaman nilai-nilai kejujuran dalam方便membina”disiplin丹kemandirian siswa melalui pembelajaran IPA di sekolah(以某篇MTs Negeri di县杨Sumedang telah mengembangkan integrasi IPTEK丹IMTAQ)。Disertasi。万隆:印度尼西亚Pendidikan大学。
{"title":"PENGEMBANGAN MODEL PEMBELAJARAN TERINTEGRASI SOFT SKILL DAN HARD SKILL DALAM MENINGKATKAN KOMPETENSI WARGA BELAJAR PADA LEMBAGA KURSUS KECANTIKAN","authors":"Wiwin Herwina, H. Madjid","doi":"10.21009/JIV.1301.5","DOIUrl":"https://doi.org/10.21009/JIV.1301.5","url":null,"abstract":"The research is based on the problem of how the initial condition of learning in the beauty course Institute, how the conceptual model of integrated learning soft skill and hard skills, how the implementation of integrated learning models soft skill and hard skill, how the effectiveness of the integrated learning model soft skill and hard skill that can improve the competence residents learn. The purpose of research to find the learning model integrated soft skill and hard skill in improving competence of studying citizen who conducted at LKP Yuwita city of Tasikmalaya in 2017. Research method used is description and experiment method. The sample for this research consists of one-person manager, two-person instructor, 20 people studying citizen. The results from the study showed (1) the initial condition of learning in the beauty course Institute, still dominated by the tutor. The residents were less involved in the learning, (2) expert validation has resulted in the integrated learning model in improving the competence of studying citizens, (3) learning of integrated soft skill and hard skill to improve the competence of studying citizens, and (4) integrated learning model of soft skill and hard skill developed for this research according to the result of qualitative and quantitative analysis from the test results has effectively increased the competence of studying citizen at the beauty course Institute. The conclusion from this research is that the integrated learning model of soft skill and hard skill developed has been effective in improving the competence of studying citizens at the beauty course Institute. \u0000 \u0000References \u0000Anwar, S. (2004). Pendidikan kecakapan hidup (life skills education). Bandung: Alfabeta. \u0000Delors, J. (1996). Learning: The treasure within, report to UNESCO of the international commision on education for the twenty-first century. Paris: UNESCO Publishing. \u0000Depdiknas. (2007). Konsep dan strategi pengembangan pusat kegiatan belajar masyarakat (PKBM). Jakarta: Depdiknas. \u0000Gall, M.D., Gall, J.P., & Borg, W.R. (2003). Educational research: An introduction. New York: Ally and Bacon. \u0000Hamalik. (1986). Proses belajar mengajar. Jakarta: PT Bumi Aksara. \u0000Joesoef. (1986). Konsep dasar pendidikan luar sekolah. Surabaya: Bumi Aksara. \u0000Kamil, M. (2010). Model pendidikan dan pelatihan (Konsep dan aplikasi). Bandung: Alfabeta. \u0000Mulyasa. (2006). Kurikulum yang disempurnakan. Bandung: Remaja Rosdakarya. \u0000Prabowo. (2000). Pembelajaran terpadu di sekolah dasar. Unesa: LPM Unesa Syah. \u0000Rusyan, dkk. (1994). Pendekatan dalam proses belajar mengajar. Bandung: Remaja Rosdakarya. \u0000Saud, U.S. (2006). Perencanaan pendidikan suatu pendekatan komprehensif. Bandung: Rosdakarya. \u0000Sihombing. (2000). Pendidikan luar sekolah, managemen strategi: Konsep, kiat dan pelaksanaan. Jakarta: PD. Mahkota. \u0000Sudjana, N. (1987). Dasar-dasar proses belajar mengajar. Bandung: Sinar Baru Offset. \u0000Sudjana, N. & Ibrahim (2001). Penelitian dan penilaian pendidikan. ","PeriodicalId":234954,"journal":{"name":"JIV-Jurnal Ilmiah Visi","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129292486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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