Pub Date : 2020-03-24DOI: 10.31098/ijeiece.v1i2.15
I. M. Astawa, Ni Wayan Purni Astiti
Problems found in developing children's creativity in children age national country city Mataram West Nusa Tenggara. is the non-use of educational game tools provided by schools. Educational game tools that exist only to be stored in the warehouse and never applied in children's learning. Teachers are more monotonous to teach using magazines and children's books. The type of research used is experiment with Randomized Pretest-Postest Control Group Design design that is the existence of the treatment group and control group. To obtain optimal development, the treatment group was given treatments 5 times while the control group did not get treatment. To obtain the appropriate data, the researchers collected data from the observation, documentation, and instruments of the creative development of children. The subjects were 2 classes of A1 as a treatment group with 10 children consisting of 4 males and 6 females, and A2 group as a control group with 8 children consisting of 4 males and 4 females. The results of this study at the pre-test stage that is for the group A1 57.37% and group A2 54.37%. In the post-test stage, after the treatment group received treatment, the result of the A1 group was 74.25% and the A2 group 56.40%. The final result of the comparison of pre-test and post-test that is treatment group (A1) has increased 16,88% while the control group (A2) only 2.03%. Through the utilization of educational game tool that is the image media in children's learning activities, teachers are able to increase the creativity of children aged 4-5 years. So that the utilization of educational media game tools will affect the creativity of children aged 4-5 years in children age national country city Mataram West Nusa Tenggara.DOI: http://doi.org/10.31098/ijeiece.v1i2.15
{"title":"Effect of Use of Educational Appearance Ape (APE) Media Image to Creativity Children Age 4-5 Years in National Country City Mataram , West Nusa Tenggara","authors":"I. M. Astawa, Ni Wayan Purni Astiti","doi":"10.31098/ijeiece.v1i2.15","DOIUrl":"https://doi.org/10.31098/ijeiece.v1i2.15","url":null,"abstract":"Problems found in developing children's creativity in children age national country city Mataram West Nusa Tenggara. is the non-use of educational game tools provided by schools. Educational game tools that exist only to be stored in the warehouse and never applied in children's learning. Teachers are more monotonous to teach using magazines and children's books. The type of research used is experiment with Randomized Pretest-Postest Control Group Design design that is the existence of the treatment group and control group. To obtain optimal development, the treatment group was given treatments 5 times while the control group did not get treatment. To obtain the appropriate data, the researchers collected data from the observation, documentation, and instruments of the creative development of children. The subjects were 2 classes of A1 as a treatment group with 10 children consisting of 4 males and 6 females, and A2 group as a control group with 8 children consisting of 4 males and 4 females. The results of this study at the pre-test stage that is for the group A1 57.37% and group A2 54.37%. In the post-test stage, after the treatment group received treatment, the result of the A1 group was 74.25% and the A2 group 56.40%. The final result of the comparison of pre-test and post-test that is treatment group (A1) has increased 16,88% while the control group (A2) only 2.03%. Through the utilization of educational game tool that is the image media in children's learning activities, teachers are able to increase the creativity of children aged 4-5 years. So that the utilization of educational media game tools will affect the creativity of children aged 4-5 years in children age national country city Mataram West Nusa Tenggara.DOI: http://doi.org/10.31098/ijeiece.v1i2.15","PeriodicalId":33967,"journal":{"name":"International Journal of Emerging Issues in Early Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47732113","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 : 2020-03-24DOI: 10.31098/ijeiece.v1i2.50
Heny Solekhah
This research is aimed to investigate how the teachers of Early Childhood Education (ECE) in Indonesia or Pendidikan Anak Usia Dini (PAUD) have been struggling to sustain and develop their schools. The data was collected through a focus group discussion with teachers in Kelompok Bermain (KB) from four sub-districts in Kendal, Central Java. It is followed by individual interviews and the teachers’ document analysis. The government policies are also gathered and analysed to know to what extent the government supports the teachers and their schools. The research found that despite the different reasons for being PAUD teachers, they established (ECE) from ‘zero’ and put their schools as a priority over themselves; being proactive and communicative the only ways to develop both their professionalism and institutions; Dana Desa and Dana Kelurahan are two desired financial resources; and they hope that the government could raise their status from non-formal educators to be formal and bring equality. In conclusion, the teachers have struggled to advance their professionalism and institutions despite disadvantaged circumstances and expecting that in the future they will gain more government support.DOI: http://doi.org/10.31098/ijeiece.v1i2.50
本研究旨在调查印度尼西亚幼儿教育(ECE)或Pendidikan Anak Usia Dini (PAUD)教师如何努力维持和发展他们的学校。数据是通过与中爪哇肯德尔四个街道的Kelompok Bermain (KB)教师进行焦点小组讨论收集的。随后进行个别访谈和教师文献分析。政府政策也被收集和分析，以了解政府在多大程度上支持教师和他们的学校。研究发现，尽管成为PAUD教师的原因不同，但他们从零开始建立了(ECE)，并将学校置于自己之上;积极主动和善于沟通是发展专业和制度的唯一途径;Dana Desa和Dana Kelurahan是两个理想的财务资源;他们希望政府能把他们的地位从非正规教育者提升到正规教育者，并带来平等。综上所述，教师们在不利的环境下努力提升自己的专业水平和制度，并期望在未来能获得更多的政府支持。DOI: http://doi.org/10.31098/ijeiece.v1i2.50
{"title":"PAUD is My Second Child: How Early Childhood in Indonesia Strives to Develop","authors":"Heny Solekhah","doi":"10.31098/ijeiece.v1i2.50","DOIUrl":"https://doi.org/10.31098/ijeiece.v1i2.50","url":null,"abstract":"This research is aimed to investigate how the teachers of Early Childhood Education (ECE) in Indonesia or Pendidikan Anak Usia Dini (PAUD) have been struggling to sustain and develop their schools. The data was collected through a focus group discussion with teachers in Kelompok Bermain (KB) from four sub-districts in Kendal, Central Java. It is followed by individual interviews and the teachers’ document analysis. The government policies are also gathered and analysed to know to what extent the government supports the teachers and their schools. The research found that despite the different reasons for being PAUD teachers, they established (ECE) from ‘zero’ and put their schools as a priority over themselves; being proactive and communicative the only ways to develop both their professionalism and institutions; Dana Desa and Dana Kelurahan are two desired financial resources; and they hope that the government could raise their status from non-formal educators to be formal and bring equality. In conclusion, the teachers have struggled to advance their professionalism and institutions despite disadvantaged circumstances and expecting that in the future they will gain more government support.DOI: http://doi.org/10.31098/ijeiece.v1i2.50","PeriodicalId":33967,"journal":{"name":"International Journal of Emerging Issues in Early Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43991314","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 : 2020-03-24DOI: 10.31098/ijeiece.v1i2.26
Novan Ardy Wiyani
This research is naturalistic qualitative research aimed at describing the implementation of character-based learning center programs in kindergarten al-Irsyad al-Islamiyyah Purwokerto. The results showed that the implementation of learning centers carried out three main activities, namely the initial activities, opening activities, and core activities. In the core activities, three activities are carried out, namely the footing before playing, the footing when playing and the footing after playing. Internalization of character values in early childhood can be done both in the initial activities, opening activities, and core activities. Internalization of character values through center learning can be done optimally in the core activities. In stepping activities before playing children are introduced to the rules of the game that can make children have discipline. In the foothold when playing children play creatively and collaboratively according to the rules of the game. While in foothold activities after playing children are taught to be independent, namely by solving their problems and tidying up the toy equipment they use. The center learning program will be more effectively carried out to shape the character of students if it is accompanied by the implementation of habituation activities in the initial activities, opening activities, and final activities.DOI: http://doi.org/10.31098/ijeiece.v1i2.26
{"title":"Implementation of Character-Based Central Learning Program in Kindergarten al-Irsyad al-Islamiyyah Purwokerto","authors":"Novan Ardy Wiyani","doi":"10.31098/ijeiece.v1i2.26","DOIUrl":"https://doi.org/10.31098/ijeiece.v1i2.26","url":null,"abstract":"This research is naturalistic qualitative research aimed at describing the implementation of character-based learning center programs in kindergarten al-Irsyad al-Islamiyyah Purwokerto. The results showed that the implementation of learning centers carried out three main activities, namely the initial activities, opening activities, and core activities. In the core activities, three activities are carried out, namely the footing before playing, the footing when playing and the footing after playing. Internalization of character values in early childhood can be done both in the initial activities, opening activities, and core activities. Internalization of character values through center learning can be done optimally in the core activities. In stepping activities before playing children are introduced to the rules of the game that can make children have discipline. In the foothold when playing children play creatively and collaboratively according to the rules of the game. While in foothold activities after playing children are taught to be independent, namely by solving their problems and tidying up the toy equipment they use. The center learning program will be more effectively carried out to shape the character of students if it is accompanied by the implementation of habituation activities in the initial activities, opening activities, and final activities.DOI: http://doi.org/10.31098/ijeiece.v1i2.26","PeriodicalId":33967,"journal":{"name":"International Journal of Emerging Issues in Early Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49594813","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 : 2020-03-24DOI: 10.31098/ijeiece.v1i2.44
Meta Br. Ginting
The problem in this study was that 48% of children had difficulty remembering their parents 'full names, 72% of children did not remember the full address of their residence, and 100% of children did not remember their parents' telephone numbers. This study aims to develop children's memory of their important personal identity through singing methods. This type of research is classroom action research by model Kemmis and Mc. Taggart. This research was carried out in the Kindergarten Insan Pandhega with a total subject of 25 children, consisting of 11 girls and 14 boys. The object of this research is the singing method. The technique of collecting children's memory data is done by non-formal test techniques, namely writing important information that describes the child's memory. Furthermore, the data is processed to obtain a memory percentage value of children categorized into: undeveloped, developing, developing well, developing very well. This study was successful if the memory of children who reached the criteria of developing well and developing very well reached more than 75%. The study was conducted in two cycles. Overall, the average memory of children in the first cycle which is in the well-developed and developing category is 36%. Whereas in the second cycle the average memory of children in the well-developed and very well-developed category was 80%.DOI: http://doi.org/10.31098/ijeiece.v1i2.44
{"title":"Improving the Memory through Singing Method of Children Ages 5 - 6 Years in Kindergarten Insan Pandhega","authors":"Meta Br. Ginting","doi":"10.31098/ijeiece.v1i2.44","DOIUrl":"https://doi.org/10.31098/ijeiece.v1i2.44","url":null,"abstract":"The problem in this study was that 48% of children had difficulty remembering their parents 'full names, 72% of children did not remember the full address of their residence, and 100% of children did not remember their parents' telephone numbers. This study aims to develop children's memory of their important personal identity through singing methods. This type of research is classroom action research by model Kemmis and Mc. Taggart. This research was carried out in the Kindergarten Insan Pandhega with a total subject of 25 children, consisting of 11 girls and 14 boys. The object of this research is the singing method. The technique of collecting children's memory data is done by non-formal test techniques, namely writing important information that describes the child's memory. Furthermore, the data is processed to obtain a memory percentage value of children categorized into: undeveloped, developing, developing well, developing very well. This study was successful if the memory of children who reached the criteria of developing well and developing very well reached more than 75%. The study was conducted in two cycles. Overall, the average memory of children in the first cycle which is in the well-developed and developing category is 36%. Whereas in the second cycle the average memory of children in the well-developed and very well-developed category was 80%.DOI: http://doi.org/10.31098/ijeiece.v1i2.44","PeriodicalId":33967,"journal":{"name":"International Journal of Emerging Issues in Early Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43669377","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 : 2020-03-23DOI: 10.31098/ijeiece.v1i1.40
Ade Tutty R. Rosa
The development of IT in the digital era 4.0 currently provides a considerable and different influence on each user, including children. In general, the problems in the world of education include the quality and quantity of education related to quality and equality in obtaining access to education without any gaps and exceptions. The solution that can be developed is the optimization of the role of Information and Communication Technology (ICT) in the world of education. One of the roles of ICT in education is realized by the development of online learning (e-learning) or the direct use of ICTs for children. Many changes - changes in different new values can have a positive impact on children's growth, especially on intellectual intelligence, intelligence emotional, spiritual, and social intelligence. ICTs have a good influence on children's intellectual, emotional, spiritual and social intelligence; IT brings a bad influence on children's intellectual intelligence; IT has a pretty good influence on children's emotional intelligence; IT has a pretty good influence on children's spiritual intelligence, IT has a good influence on children's social intelligence. Importance of Parents has a role to be able to know the changes that occur during child development.
{"title":"The Effect of Communication Technology Development on the Intelligence of Children through Educational Value System Management","authors":"Ade Tutty R. Rosa","doi":"10.31098/ijeiece.v1i1.40","DOIUrl":"https://doi.org/10.31098/ijeiece.v1i1.40","url":null,"abstract":"The development of IT in the digital era 4.0 currently provides a considerable and different influence on each user, including children. In general, the problems in the world of education include the quality and quantity of education related to quality and equality in obtaining access to education without any gaps and exceptions. The solution that can be developed is the optimization of the role of Information and Communication Technology (ICT) in the world of education. One of the roles of ICT in education is realized by the development of online learning (e-learning) or the direct use of ICTs for children. Many changes - changes in different new values can have a positive impact on children's growth, especially on intellectual intelligence, intelligence emotional, spiritual, and social intelligence. ICTs have a good influence on children's intellectual, emotional, spiritual and social intelligence; IT brings a bad influence on children's intellectual intelligence; IT has a pretty good influence on children's emotional intelligence; IT has a pretty good influence on children's spiritual intelligence, IT has a good influence on children's social intelligence. Importance of Parents has a role to be able to know the changes that occur during child development.","PeriodicalId":33967,"journal":{"name":"International Journal of Emerging Issues in Early Childhood Education","volume":" 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141221258","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 : 2019-10-27DOI: 10.31098/ijtaese.v1i2.45
Rajashree Baral, Namita Sahu, Venkateswar Meher
The primary purposes of the present study were to analyze the attitude of the teachers and parentstowards the implementation of School Management Committee as elementary level and to examinethe significant difference in the attitude of parents (rural and urban) and teachers (male andfemale). The descriptive survey method was adopted for conducting research, where 20 elementaryschools (10 rural and 10 urban) of Sambalpur district, Odisha were taken, from which 160 sampleswere selected randomly composing both parents and students as a whole. A five-point attitude scalewas prepared for collecting relevant data from the sample groups, and the simple percentage technique and 't' test was applied to analyze the obtained data. The findings of the study revealed that Majority of parents and teachers agreed that the formation of the School ManagementCommittee at the elementary level is a good step taken by the Government. Both rural and urban parents differed significantly in their attitude towards the implementation of the School Management Committee. In comparison to rural and urban parents, rural parents had a more favorable attitude than urban parents towards SMC. There was no sign of the difference between male and female teachers towards the implementation of the School Management Committee. Both showed an equal favorable attitude.
{"title":"The Attitude of Teachers and Parents of Students towards the Implementation of School Management Committee (SMCs) at Elementary Level","authors":"Rajashree Baral, Namita Sahu, Venkateswar Meher","doi":"10.31098/ijtaese.v1i2.45","DOIUrl":"https://doi.org/10.31098/ijtaese.v1i2.45","url":null,"abstract":"The primary purposes of the present study were to analyze the attitude of the teachers and parentstowards the implementation of School Management Committee as elementary level and to examinethe significant difference in the attitude of parents (rural and urban) and teachers (male andfemale). The descriptive survey method was adopted for conducting research, where 20 elementaryschools (10 rural and 10 urban) of Sambalpur district, Odisha were taken, from which 160 sampleswere selected randomly composing both parents and students as a whole. A five-point attitude scalewas prepared for collecting relevant data from the sample groups, and the simple percentage technique and 't' test was applied to analyze the obtained data. The findings of the study revealed that Majority of parents and teachers agreed that the formation of the School ManagementCommittee at the elementary level is a good step taken by the Government. Both rural and urban parents differed significantly in their attitude towards the implementation of the School Management Committee. In comparison to rural and urban parents, rural parents had a more favorable attitude than urban parents towards SMC. There was no sign of the difference between male and female teachers towards the implementation of the School Management Committee. Both showed an equal favorable attitude.","PeriodicalId":33967,"journal":{"name":"International Journal of Emerging Issues in Early Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42962639","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 : 2019-10-27DOI: 10.31098/ijtaese.v1i2.54
A. H. Saputra
The result of a preliminary study conducted by the researcher showed that the information literacy ofstudents at the Elementary School Teacher (PGSD) Program was low. Therefore, this research was done to understand the effect of Empowering 8 model application in improving student's information literacy. This research used the quasi-experimental method with a pretest-posttest control group design. The research participants were 66 students, consisting of 33 students in the experimentalclass and 33 students in the control class. This research utilized some instruments , including pretest,posttest, questionnaires and observation sheets. The results obtained were: the studeinformation literacy ability based on ARCL experimental class was in the high category. It revealed that application of Empowering 8 model had a positive effect on the student's information literacy.
{"title":"The Improvement of Student's Information Literacy Based on the Association of College and Reseach Libraries (ACRL) using Empowering 8","authors":"A. H. Saputra","doi":"10.31098/ijtaese.v1i2.54","DOIUrl":"https://doi.org/10.31098/ijtaese.v1i2.54","url":null,"abstract":"The result of a preliminary study conducted by the researcher showed that the information literacy ofstudents at the Elementary School Teacher (PGSD) Program was low. Therefore, this research was done to understand the effect of Empowering 8 model application in improving student's information literacy. This research used the quasi-experimental method with a pretest-posttest control group design. The research participants were 66 students, consisting of 33 students in the experimentalclass and 33 students in the control class. This research utilized some instruments , including pretest,posttest, questionnaires and observation sheets. The results obtained were: the studeinformation literacy ability based on ARCL experimental class was in the high category. It revealed that application of Empowering 8 model had a positive effect on the student's information literacy.","PeriodicalId":33967,"journal":{"name":"International Journal of Emerging Issues in Early Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49071071","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 : 2019-10-27DOI: 10.31098/ijtaese.v1i2.64
Rizal Arisman
This research aimed to find out whether there was a significant difference of writing skill achievement between EFL students who were taught using Buzz Group technique and those who were taught using a conventional method by expecting the Buzz Group technique improved EFL student's writing skill achievement at SMP Negeri 7 Baubau, Southeast Sulawesi. Design of this research was a quasi-experimental in which there were 22 students in both control and experimental groups. The findings of this research obtained: 1) the mean score of EFL student's writing skill at pretest in experimental class was 51.09 in low category and the mean score of posttest was 72.18 in high category; 2) the mean score of EFL student's writing skill at pretest in control class was 49.82 in low category and the mean score of posttest was 56.36 in moderate category; 3) the score of Asymp. Sig. (2-tailed) from hypothesis test was 0.000 in which it was less than 0.05. Therefore, this research concluded that there was a significant difference between of writing skill achievement between EFL students who were taught using Buzz Group technique and those who were taught using the conventional method at SMP Negeri 7 Baubau. In addition, the use of Buzz Group technique is better than the conventional method to improve ESL Student's writing skill achievement.
{"title":"Buzz Group Technique to Increase Writing Skill at EFL Students of Junior High School in Indonesia","authors":"Rizal Arisman","doi":"10.31098/ijtaese.v1i2.64","DOIUrl":"https://doi.org/10.31098/ijtaese.v1i2.64","url":null,"abstract":"This research aimed to find out whether there was a significant difference of writing skill achievement between EFL students who were taught using Buzz Group technique and those who were taught using a conventional method by expecting the Buzz Group technique improved EFL student's writing skill achievement at SMP Negeri 7 Baubau, Southeast Sulawesi. Design of this research was a quasi-experimental in which there were 22 students in both control and experimental groups. The findings of this research obtained: 1) the mean score of EFL student's writing skill at pretest in experimental class was 51.09 in low category and the mean score of posttest was 72.18 in high category; 2) the mean score of EFL student's writing skill at pretest in control class was 49.82 in low category and the mean score of posttest was 56.36 in moderate category; 3) the score of Asymp. Sig. (2-tailed) from hypothesis test was 0.000 in which it was less than 0.05. Therefore, this research concluded that there was a significant difference between of writing skill achievement between EFL students who were taught using Buzz Group technique and those who were taught using the conventional method at SMP Negeri 7 Baubau. In addition, the use of Buzz Group technique is better than the conventional method to improve ESL Student's writing skill achievement.","PeriodicalId":33967,"journal":{"name":"International Journal of Emerging Issues in Early Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46500556","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 : 2019-10-27DOI: 10.31098/ijtaese.v1i2.62
N. Majid
Education serves as a means to develop intelligence, abilities, and skills to shape students'personalities. Education must be linked to reality, close to students , and relevant to society in orderto have human values. The importance of strengthening cha racter education is needed along with theweakening of the nation's character. Therefore, educational institutions in Indonesia can implementeducation based on local wisdom. Education-based on local wisdom is education that is based moreon cultural values. Besides, character education based on local cultural wisdom also has the aim ofchanging the attitudes and behavior of existing human resources in order to increase workproductivity to face various challenges in the future. This study aims to obtain a picture of theinternalization of the value of local wisdom mappatulung as a reinforcement of character, and effortsin its preservation. This type of research is qualitative research, which is a series of studies relatingto observation, data collection, and concluding. With learning based on local wisdom, it is expectedto be closer to the lives of students and the community as well as to recognize the noble values ofthe nation's culture as reinforcing their character.
{"title":"Methods of Strengthening Children's Characters Through Local Wisdom Mappatulung Bugis as National Identity","authors":"N. Majid","doi":"10.31098/ijtaese.v1i2.62","DOIUrl":"https://doi.org/10.31098/ijtaese.v1i2.62","url":null,"abstract":"Education serves as a means to develop intelligence, abilities, and skills to shape students'personalities. Education must be linked to reality, close to students , and relevant to society in orderto have human values. The importance of strengthening cha racter education is needed along with theweakening of the nation's character. Therefore, educational institutions in Indonesia can implementeducation based on local wisdom. Education-based on local wisdom is education that is based moreon cultural values. Besides, character education based on local cultural wisdom also has the aim ofchanging the attitudes and behavior of existing human resources in order to increase workproductivity to face various challenges in the future. This study aims to obtain a picture of theinternalization of the value of local wisdom mappatulung as a reinforcement of character, and effortsin its preservation. This type of research is qualitative research, which is a series of studies relatingto observation, data collection, and concluding. With learning based on local wisdom, it is expectedto be closer to the lives of students and the community as well as to recognize the noble values ofthe nation's culture as reinforcing their character.","PeriodicalId":33967,"journal":{"name":"International Journal of Emerging Issues in Early Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45588267","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 : 2019-10-27DOI: 10.31098/ijtaese.v1i2.27
R. Sahoo
The Information and Communication Technology (ICT) in now a day plays a very strategic role in thetransforming phase of education. Thus government also taking many initiatives and tried to integrateICT to teaching learning process like the introduction of ICT@School Scheme. But the problem lies inits effective use in classroom. Is teacher being competent enough in use of ICT in classroom, whatare the some of the changes teachers are making when they used ICT tools with their students inthe classroom and how strategies are changing, what contributes to the change, and what is thechange in classroom dynamics and traditional time structures? These were the few issues whichaddressed in the present study. For this purpose, a qualitative approach with an interview study wasadopted for the study. Further, it delimited to Cuttack district of Odisha and ten secondary schoolsand total thirty teachers, three from each school was selected as its sample by using purposivesampling method. The investigator makes classroom observation, extensive field notes and interviewwith the respondents for collection of data. The collected data was analyzed by thematic descriptionrelated to foregoing issues with specific reference to the four key themes: the changing role of theteacher, classroom dynamics, teacher predictions of ICT in school and the concept of the classroom.The findings of the study revealed that the ICT in the classroom influenced the process of learningand in order to integrate ICT effectively, teachers are adopting different teaching strategies. Furtherit has also been revealed that they need drill for the power shift in the classroom because oftenstudents had more knowledge of ICT than them. The findings also revealed that the dynamic of theclassroom was also changing due to ICT. Finally, the teachers needed time to learn about thetechnology and to understand how to integrate ICT into the curriculum.
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