Pub Date : 2020-06-16DOI: 10.15294/ijeces.v9i1.38559
Dina Rafidiyah, Sri Normulati
Early Childhood Education (PAUD) receives enormous attention from the government, because preparing the next generation needs to pay attention to how to foster children from an early age. One method of learning for young children that is fun and interesting is Beyond Centers and Circle Time (BCCT) or better known as the Center Method. The purpose of this study was to analyze the Obstacles and Solution of Beyond Centers and Circle Time (BCCT) Implementation in TK ABA 2 Banjarmasin.However, this method has not been widely applied in South Kalimantan Province, especially in Banjarmasin. TK Aisiyah Busthanul Athfal (ABA) 2 in Banjarmasin is the first kindergarten that has implemented in Banjarmasin. Therefore, this qualitative research was conducted with a case study approach, to explore the TK ABA 2 Kindergarten Banjarmasin process so that they could use BCCT, as well as the problems and solutions they had faced so that they could be input for other schools who wanted to also use this method. The principle and six teachers were interviewed to get information about the case. TK ABA 2 Banjarmasin started implementing BCCT in 2013. There are a number of things that need to be prepared, including preparing teachers especially in terms of educational background and center preparation including the availability of toys in each center. Obstacles can be resolved if all stake holders are dedicated to implement BCCT.
幼儿教育(PAUD)受到政府的高度重视，因为准备下一代需要关注如何从小培养孩子。一种适合幼儿的有趣的学习方法是超越中心和循环时间(BCCT)，或者更广为人知的是中心方法。本研究的目的是分析TK - ABA - 2班加马辛在实施超越中心和循环时间(BCCT)时的障碍和解决方法。然而，这种方法并没有在南加里曼丹省，特别是在Banjarmasin得到广泛应用。Banjarmasin的TK Aisiyah Busthanul Athfal (ABA) 2是Banjarmasin第一个实施的幼儿园。因此，本研究采用个案研究的方法进行定性研究，探讨TK ABA 2幼儿园班贾玛辛的过程，使他们能够使用BCCT，以及他们面临的问题和解决方案，以便为其他想要使用这种方法的学校提供参考。我们采访了校长和六位老师，以了解案件的情况。孟加拉国于2013年开始实施BCCT。有很多事情需要准备，包括准备教师特别是教育背景和中心准备，包括每个中心的玩具的可用性。如果所有利益攸关方都致力于实施BCCT，障碍是可以解决的。
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Pub Date : 2020-06-10DOI: 10.15294/ijeces.v9i1.38007
I. D. Selvi
Religious assessments in Indonesian Kindergartens must be based on the applicable curriculum. For schools based on certain religions, there is no difficulty in evaluating religion. But it is different with the National Kindergarten school that has children with different religious backgrounds. This is the reason the researchers conducted research on how to carry out religious assessments at the TK Yayasan Wanita Kereta Api (YWKA) Yogyakarta National Foundation. The purpose of this reseach are to describes implementation and process assessment for Islamic and Catholic religious values development in Yayasan Wanita Kereta Api’s National School. The type of this research is qualitative. The method used is participant observation. The results and discussion show that the implementation of assessments of the development of Islamic and Catholic values of children aged 4-6 years at YWKA Yogyakarta Kindergarten is the implementation of assessments of Islamic religious values using performance sheets by assessing religious education, creed, and morals seen from the process of evaluating reading Iqro ‘. The process of assessing Catholic religious values using anecdotal notes. The results of children’s religious values are known to develop as expected (BSH). Therefore despite these different beliefs, the development of children’s religious values is good and is in line with educational goals.
印尼幼儿园的宗教评估必须以适用的课程为基础。对于以特定宗教为基础的学校来说，对宗教的评价没有什么困难。但这与国立幼儿园不同，因为国立幼儿园有不同宗教背景的孩子。这就是研究人员在日惹国家基金会(YWKA)进行如何进行宗教评估研究的原因。本研究的目的是描述Yayasan Wanita Kereta Api国家学校伊斯兰和天主教宗教价值观发展的实施和过程评估。这项研究的类型是定性的。采用参与式观察方法。结果和讨论表明，YWKA日惹幼儿园4-6岁儿童伊斯兰教和天主教价值观发展评估的实施是通过评估阅读Iqro的过程来评估宗教教育，信仰和道德，使用绩效表来实施伊斯兰教宗教价值观的评估。用轶事来评价天主教宗教价值的过程。众所周知，儿童宗教价值观的结果是按预期发展的(BSH)。因此，尽管存在这些不同的信仰，但儿童宗教价值观的发展是好的，并且符合教育目标。
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Pub Date : 2020-06-10DOI: 10.15294/ijeces.v9i1.38349
Miftah Sigit Rahmawati, I. Amri
In digital era, it is possible for the term “home education” which presents the role of the family to the childhood education. The development of children’s mathematics involved role of parents lies, so a mechanism needs to be established about the importance of mathematics learning in the early years and its forms about mathematical activities for children. Learning mathematics in early childhood connects the use of formative values, namely observation, assignments, and interviews for planned teaching. Pedagogical practice focuses on the involvement of children in games, reading stories/picture books, doing project work, and learning mathematics through art or physics. This gives the explanation that children in early education with their settings involve mathematical ideas. This research aims to provide solutions and ideas for parents in teaching children of early age (0-3) years old on mathematics. This research also provides an explanation of parental involvement in teaching mathematics by playing together and preparing children to face mathematics at the next level. The research method used is based on field research, literature studies, and observations. Report of evaluation and observation provide good results with the use of one of the learning methods, namely the montessori method. It also gives an explanation of the importance of togetherness of children and parents in learning mathematics without eliminating children’s play time.
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Pub Date : 2020-06-09DOI: 10.15294/ijeces.v9i1.37805
E. Ratnasari
The benefit of storytelling activity to children’s skill development is to provide a positive contribution to children’s language skill. This research aimed to determine the impact of the picture book to the storytelling skill of children aged 4-5 years. The research subjects consisted of two kindergartens in Yogyakarta (Pringwulung and Cempaka kindergarten) Indonesia. The participants are 40 children. The data were used quasi-experimental research design. The research data obtained were analyzed with t-test through SPSS 16 program to see the differences between the experimental group and the control group. The result of this research was a significant influence of using picture book on the storytelling skill of preschool children. The recommendation from the result of this research was provided to parents and teachers particularly to develop children’s communication skill and practitioner in the discussion that especially emphasized addressing the need to increase opportunities for storytelling skill of preschool children in good stimulation.
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Pub Date : 2020-06-03DOI: 10.15294/ijeces.v9i1.36259
S. O. Makinde
This study investigated the influence of social/mass media as agent of change on childhood social pedagogy and academic achievement in Lagos, Nigeria. Specifically this study examined the impact of social/mass media on early age children social pedagogy and the aftermath effect on their academic achievement in Lagos, Nigeria. The research design was a descriptive type of survey. The sampling technique adopted was purposive and used to sample the population from upper primary school pupils of age 6 to 9 years. This age range can respond to the instrument of the research with free mind. Respondents to the validated questionnaire of reliability index of 0.87 were 490 pupils of 240 boys and 250 girls from ten Nursery and Primary schools in Ifako Ijaiye, Lagos. Three research objectives were raised for the study. Simple percentages and charts were used to represent and analyse the responses from the respondents. The findings show that the social/mass media especially the android phone and television were powerful devices that influence the lives of early age pupils. It teaches them on how to relate with their environment, improve their performance in school and also a means where they cultivate negative attitudes towards people. Conclusively, the media content effect on young pupils depends on the upbringing, because they react to social/mass media differently and are not influenced the same way. Hence, the type of media contents they exposed to should be monitored in other not to be influenced adversely.
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Pub Date : 2017-11-23DOI: 10.15294/IJECES.V6I2.20210
Anizar Ahmad, Y. Yuhasriati, Sitti Nurchasanah
Number cards is one of simple media that can be used to help introduce early childhood children to numbers and numeral symbols. Formulation of the problem of this research are, 1) How do we introduce numbers to children by using number cards in PAUD Negeri 2 Banda Aceh? 2) How is the children’s responses to the learning method of numbers introduction by the use of number cards in PAUD Negeri 2 Banda Aceh? The purposes of this research are: 1) to introduce numbers to children by the use of number cards in PAUD Negeri 2 Banda Aceh; 2) to understand childrens’s responses to the learning method of numbers introduction by the use of number cards in PAUD Negeri 2 Banda Aceh. The research is Classrom Action Research (PTK). The research subjects are 25 children of Group A in PAUD Negeri 2 Banda Aceh. The action is combined with stories, games, and contests. Data collection is done by observation and work method. Data analysis technique is using descriptive analysis. Conclusions of this research are; 1) Introducing numbers to early childhood children by using number cards can be done with stories, games, and contests. 2) Students’ responses to the learning method of numbers introduction by the use of picture cards that is done with stories, games, and contests are generally positive. 3) The results of work method about numbers introduction by the use of number cards that is done with stories, games, and contests are generally good at the developmental aspect, that children can compile, sort, and mention numeral symbol corresponding to amount of items in the picture that are shown.
数字卡片是一种简单的媒介，可以用来帮助幼儿认识数字和数字符号。本研究的问题是，1)我们如何在PAUD Negeri 2班达亚齐使用数字卡向儿童介绍数字?2)班达亚齐PAUD Negeri 2使用数字卡介绍数字的学习方法，孩子们的反应如何?本研究的目的是:1)在PAUD Negeri 2班达亚齐通过使用数字卡向儿童介绍数字;2)了解儿童对班达亚齐PAUD Negeri 2使用数字卡介绍数字学习方法的反应。该研究是课堂行动研究(PTK)。研究对象为班达亚齐省PAUD Negeri 2 A组的25名儿童。动作与故事、游戏和竞赛相结合。数据收集是通过观察和工作方法完成的。数据分析技术是采用描述性分析。本研究的结论是:1)通过数字卡向幼儿介绍数字，可以通过故事、游戏、竞赛等方式进行。2)学生对以故事、游戏、竞赛为形式的图片卡数字介绍学习方法的反应总体是积极的。3)通过故事、游戏、竞赛等方式进行的数字卡片导入工作方法的结果在发展方面总体较好，幼儿能够对所示图片中物品数量对应的数字符号进行汇编、排序、提及。
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Pub Date : 2017-11-23DOI: 10.15294/IJECES.V6I2.20241
Yuliani Nurani, S. Hartati
Mat Play Center (‘Gelaran’ Play Center) is another innovation and advance in early childhood learning. In line with the purpose of research, first, pre-development the media of Mat Play Center (Gelaran Play Center) would collect data starting with theoretical framework and information based on the class or the field situation; second, the progress of media development in Mat play centers based on multiple intelligence is conceptual model development, design and products; while the third phase is the stage of the application form of testing the models which running in the field. The results showed in the form of design and media product of Mat play centers based on multiple intelligence that was developed based on the classification of creative play, specifically: the creation of objects; serialize games; creative questions games; creative movement games; as well as creative drama games.
垫子游戏中心(“Gelaran”游戏中心)是儿童早期学习的另一项创新和进步。根据研究目的，首先，Mat Play Center (Gelaran Play Center)媒体的前期开发，从理论框架入手，根据班级或场地情况收集资料;第二，基于多元智能的垫子游戏中心媒介发展的进展是概念模型的开发、设计和产品;而第三阶段则是对现场运行的模型进行应用形式测试的阶段。结果表明，基于多元智能的垫子游戏中心的设计形式和媒介产品是基于创造性游戏的分类开发的，具体而言:对象的创造;序列化的游戏;创造性问题游戏;创意动作游戏;还有创意戏剧游戏。
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Pub Date : 2017-11-23DOI: 10.15294/IJECES.V6I2.20240
Mukti Amini
This study aimed at getting an overview of the type of parental education program that have been implemented, getting an overview of parental interest in parental education programs, and getting an overview of the strengths and weaknesses of parental education program that has been running in kindergartens in the region of South Tangerang. This study is explorative with descriptive analysis. The research location was in Pamulang and Serpong, sub district of South Tangerang, Banten. The research subjects are 49 kindergarten principals and teachers. The finding of the research showed that of the type of parental education program varied, but not all types of programs have been done. The Interests of parents to be involved in the parental education program which involves parents in kindergarten were quite high. The main strength of the parental education programs is the theme that meets the needs of parents. It can be a solution for them in solving the problem of child development. The main weakness in parental education program is the lack of parents presence on the program implemented. Therefore, the kindergartens need to think about a better strategy so that participation of parents in parental education programs would be optimal. Moreover, the principals and teachers in kindergartens also need to think about a better strategy to optimize the participation of parents in parental education programs.
{"title":"Implementation of Parenting Education Program in Kindergarten","authors":"Mukti Amini","doi":"10.15294/IJECES.V6I2.20240","DOIUrl":"https://doi.org/10.15294/IJECES.V6I2.20240","url":null,"abstract":"This study aimed at getting an overview of the type of parental education program that have been implemented, getting an overview of parental interest in parental education programs, and getting an overview of the strengths and weaknesses of parental education program that has been running in kindergartens in the region of South Tangerang. This study is explorative with descriptive analysis. The research location was in Pamulang and Serpong, sub district of South Tangerang, Banten. The research subjects are 49 kindergarten principals and teachers. The finding of the research showed that of the type of parental education program varied, but not all types of programs have been done. The Interests of parents to be involved in the parental education program which involves parents in kindergarten were quite high. The main strength of the parental education programs is the theme that meets the needs of parents. It can be a solution for them in solving the problem of child development. The main weakness in parental education program is the lack of parents presence on the program implemented. Therefore, the kindergartens need to think about a better strategy so that participation of parents in parental education programs would be optimal. Moreover, the principals and teachers in kindergartens also need to think about a better strategy to optimize the participation of parents in parental education programs.","PeriodicalId":30727,"journal":{"name":"Indonesian Journal of Early Childhood Education Studies","volume":"67 1","pages":"108-114"},"PeriodicalIF":0.0,"publicationDate":"2017-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76679138","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}
Pub Date : 2017-11-23DOI: 10.15294/ijeces.v6i2.20188
Ayi Sobarna, A. Hakim
Experts agree that character education should start at an early age. However, implementation is often found irregularities. The Ministry of Education and Culture has appointed a number of kindergarten as a pilot project for the implementation of character education. This article reports how the management of character education in kindergarten to be the pilot project. By using a qualitative approach, which attempts to understand the specific situation with the case study method, it was found that kindergarten pilot project has been implemented in an integrated character education in learning through the development of habituation and specialized in the development of a learning theme. Planning the character education program is integrated in the weekly planning (RKM) and daily planning (RKH) and not in the form of an independent program. Implementation of the the character education program conducted through the internalization of the values of the characters in the learning activities using the model in groups with children as a center of learning (student centered). Assessment being applied on character education programs in kindergarten pilot project have not been using special instruments, but still combined with the assessment of child development in general (moral and religious, physical and motor, cognitive, linguistic, social and emotional child). One of the recommendation of this study is the kindergarten should start developing assessment instruments which are specialized in assessing development of learners.
{"title":"Management Character Education in Kindergarten","authors":"Ayi Sobarna, A. Hakim","doi":"10.15294/ijeces.v6i2.20188","DOIUrl":"https://doi.org/10.15294/ijeces.v6i2.20188","url":null,"abstract":"Experts agree that character education should start at an early age. However, implementation is often found irregularities. The Ministry of Education and Culture has appointed a number of kindergarten as a pilot project for the implementation of character education. This article reports how the management of character education in kindergarten to be the pilot project. By using a qualitative approach, which attempts to understand the specific situation with the case study method, it was found that kindergarten pilot project has been implemented in an integrated character education in learning through the development of habituation and specialized in the development of a learning theme. Planning the character education program is integrated in the weekly planning (RKM) and daily planning (RKH) and not in the form of an independent program. Implementation of the the character education program conducted through the internalization of the values of the characters in the learning activities using the model in groups with children as a center of learning (student centered). Assessment being applied on character education programs in kindergarten pilot project have not been using special instruments, but still combined with the assessment of child development in general (moral and religious, physical and motor, cognitive, linguistic, social and emotional child). One of the recommendation of this study is the kindergarten should start developing assessment instruments which are specialized in assessing development of learners.","PeriodicalId":30727,"journal":{"name":"Indonesian Journal of Early Childhood Education Studies","volume":"44 1","pages":"65-73"},"PeriodicalIF":0.0,"publicationDate":"2017-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79955939","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}
Pub Date : 2017-11-23DOI: 10.15294/ijeces.v6i2.20242
Desi Karunia Sari, Sri Sularti Dewanti Handayani, Neneng Tasu’ah
This research aims to determine differences in the results of improvement in early reading skills of children through the use of media booklet. Sample was taken using purposive sampling taken in kindergarten Kemala Bhayangkari 34 Kendal in B age group 5-6 years. This study used an experimental method Pre-experimental design with the kind of one group pretest posttest design. Collecting data in this study using the method of observation and documentation. The study is divided into 14 sessions (1 time pretest, 12 times of treatment and continued 1 times posttest).The data were analyzed using statistical quantitative analysis methods. The results showed an increase in children's early reading skills in group B with the following details: amounting to 81.82% of children have the ability to bring the beginning of the category as well as 18.18% of the children had a very good early reading skills. Based on statistical calculations get that tcount> ttable, where t-value (+). If the worth (-) then converted mathematically, results were obtained with t-value of -36.516 great while ttable is -2.0369. It can be concluded that Ho rejected and Ha accepted, it means that there are differences in children's early reading skills after using the booklet.
{"title":"Application of Media Booklet to Improve Language Development (initial reading) on Children in Kindergarten Kemala Group B Bhayangkari 34 Kendal","authors":"Desi Karunia Sari, Sri Sularti Dewanti Handayani, Neneng Tasu’ah","doi":"10.15294/ijeces.v6i2.20242","DOIUrl":"https://doi.org/10.15294/ijeces.v6i2.20242","url":null,"abstract":"This research aims to determine differences in the results of improvement in early reading skills of children through the use of media booklet. Sample was taken using purposive sampling taken in kindergarten Kemala Bhayangkari 34 Kendal in B age group 5-6 years. This study used an experimental method Pre-experimental design with the kind of one group pretest posttest design. Collecting data in this study using the method of observation and documentation. The study is divided into 14 sessions (1 time pretest, 12 times of treatment and continued 1 times posttest).The data were analyzed using statistical quantitative analysis methods. The results showed an increase in children's early reading skills in group B with the following details: amounting to 81.82% of children have the ability to bring the beginning of the category as well as 18.18% of the children had a very good early reading skills. Based on statistical calculations get that tcount> ttable, where t-value (+). If the worth (-) then converted mathematically, results were obtained with t-value of -36.516 great while ttable is -2.0369. It can be concluded that Ho rejected and Ha accepted, it means that there are differences in children's early reading skills after using the booklet.","PeriodicalId":30727,"journal":{"name":"Indonesian Journal of Early Childhood Education Studies","volume":"72 1","pages":"120-126"},"PeriodicalIF":0.0,"publicationDate":"2017-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85878651","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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