Berkembangnya full day school (FDS) pada jenjang pendidikan anak usia dini memberikan angin segar bagi para orang tua yang keduanya bekerja, berkembangnya FDS juga didasari oleh semakin banyak orang tua yang bekerja sehingga tidak dapat menjaga anaknya setelah anak pulang sekolah. FDS menjadi layanan pendidikan bagi anak dalam bentuk pengasuhan di lingkungan sekolah setelah jam belajar berlangsung. Karena FDS dianggap memiliki peran pengasuh pengganti orang tua bagi anak dalam pengasuhan, banyak orang tua yang menjadi lalai terhadap kewajiban utama mendidik anak karena menganggap anaknya telah mendapatkan pendidikan dari guru-guru di sekolah. Penelitian ini menggunakan pendekatan kualitatif dengan metode fenomenologi. Responded dalam penelitian ini yaitu tiga guru dan tiga orang tua siswa. Alat pengumpulan data yang digunakan dalam penelitian ini adalah observasi dan wawancara tidak terstruktur. Adapun analisis data yang digunakan yaitu analisis data grounded theory. Berdasarkan penelitian diperoleh hasil bahwa FDS menjadi peran pengasuh pengganti bagi orang tua dalam mendidik anak, namun orang tua menjadi melalaikan kewajiban utama mereka dalam mendidik anak karena menganggap anaknya telah mendapatkan cukup pendidikan selama di sekolah bersama guru.Keywords: full day school, pendidikan anak usia dini, anak usia dini, pengasuh pengganti, peran pengasuh pengganti.
{"title":"FULL DAY SCHOOL SEBAGAI LAYANAN PENDIDIKAN PENGASUH PENGGANTI ORANGTUA BAGI ANAK DI TAMAN KANAK-KANAK KOTA CIREBON","authors":"Fiqih Rachmalia Astrini","doi":"10.32534/jjb.v6i1.544","DOIUrl":"https://doi.org/10.32534/jjb.v6i1.544","url":null,"abstract":"Berkembangnya full day school (FDS) pada jenjang pendidikan anak usia dini memberikan angin segar bagi para orang tua yang keduanya bekerja, berkembangnya FDS juga didasari oleh semakin banyak orang tua yang bekerja sehingga tidak dapat menjaga anaknya setelah anak pulang sekolah. FDS menjadi layanan pendidikan bagi anak dalam bentuk pengasuhan di lingkungan sekolah setelah jam belajar berlangsung. Karena FDS dianggap memiliki peran pengasuh pengganti orang tua bagi anak dalam pengasuhan, banyak orang tua yang menjadi lalai terhadap kewajiban utama mendidik anak karena menganggap anaknya telah mendapatkan pendidikan dari guru-guru di sekolah. Penelitian ini menggunakan pendekatan kualitatif dengan metode fenomenologi. Responded dalam penelitian ini yaitu tiga guru dan tiga orang tua siswa. Alat pengumpulan data yang digunakan dalam penelitian ini adalah observasi dan wawancara tidak terstruktur. Adapun analisis data yang digunakan yaitu analisis data grounded theory. Berdasarkan penelitian diperoleh hasil bahwa FDS menjadi peran pengasuh pengganti bagi orang tua dalam mendidik anak, namun orang tua menjadi melalaikan kewajiban utama mereka dalam mendidik anak karena menganggap anaknya telah mendapatkan cukup pendidikan selama di sekolah bersama guru.Keywords: full day school, pendidikan anak usia dini, anak usia dini, pengasuh pengganti, peran pengasuh pengganti.","PeriodicalId":34470,"journal":{"name":"Jurnal PGPAUD Trunojoyo","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85788633","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}
Dalam rangka pencapaian mutu pembinaan anak secara terpadu dibutuhkan model dan pola penyelenggaraan Pendidikan Anak Usia Dini (TK) yang dapat mengubah tatanan perkembangan zaman yang ditandai dengan kemajuan teknologi dan informasi secara global. Pembinaan anak yang diharapkan adalah pendidikan yang ditujukan bagi anak sejak lahir sampai usia 6 (enam) tahun yang diselenggarakan pada jalur pendidikan non formal dalam bentuk kelompok bermain dan satuan pendidikan anak usia dini guna mempersiapkan anak agar dapat tumbuh dan berkembang secara optimal serta siap memasuki pendidikan dasar.Pendidikan inklusif merupakan sebuah pendekatan yang berusaha mentransformasi sistem pendidikan dengan meniadakan hambatan-hambatan yang dapat menghalangi setiap siswa untuk berpartisipasi penuh dalam pendidikan. Hambatan yang ada bisa terkait dengan masalah keluarga, fisik, psikis, lingkungan dan lain-lain. Dengan kata lain pendidikan inklusi adalah pelayanan pendidikan anak berkebutuhan khusus yang dididik bersama-sama anak lainnya (normal) untuk mengoptimalkan potensi yang dimilikinya.Dengan demikian pendidikan anak usia dini mempunyai peran penting dalam mempersiapkan sumber daya manusia yang berkualitas sejak dini, mengingat pada usia tersebut merupakan usia yang sangat menentukan bagi pertumbuhan dan perkembangan anak selanjutnya (golden age). Selanjutnya untuk menentukan kualitas manusia, yang perlu dibina sejak dini adalah kesehatan, nutrisi dan stimulasi psikososial.Kata Kunci: Implementasi, Pendidikan Inklusif, PAUD dan RA
{"title":"IMPLEMENTASI KEBIJAKAN PENDIDIKAN INKLUSIF PADA SEKOLAH PAUD DAN RA","authors":"Rina Hizriyani","doi":"10.32534/jjb.v6i1.548","DOIUrl":"https://doi.org/10.32534/jjb.v6i1.548","url":null,"abstract":"Dalam rangka pencapaian mutu pembinaan anak secara terpadu dibutuhkan model dan pola penyelenggaraan Pendidikan Anak Usia Dini (TK) yang dapat mengubah tatanan perkembangan zaman yang ditandai dengan kemajuan teknologi dan informasi secara global. Pembinaan anak yang diharapkan adalah pendidikan yang ditujukan bagi anak sejak lahir sampai usia 6 (enam) tahun yang diselenggarakan pada jalur pendidikan non formal dalam bentuk kelompok bermain dan satuan pendidikan anak usia dini guna mempersiapkan anak agar dapat tumbuh dan berkembang secara optimal serta siap memasuki pendidikan dasar.Pendidikan inklusif merupakan sebuah pendekatan yang berusaha mentransformasi sistem pendidikan dengan meniadakan hambatan-hambatan yang dapat menghalangi setiap siswa untuk berpartisipasi penuh dalam pendidikan. Hambatan yang ada bisa terkait dengan masalah keluarga, fisik, psikis, lingkungan dan lain-lain. Dengan kata lain pendidikan inklusi adalah pelayanan pendidikan anak berkebutuhan khusus yang dididik bersama-sama anak lainnya (normal) untuk mengoptimalkan potensi yang dimilikinya.Dengan demikian pendidikan anak usia dini mempunyai peran penting dalam mempersiapkan sumber daya manusia yang berkualitas sejak dini, mengingat pada usia tersebut merupakan usia yang sangat menentukan bagi pertumbuhan dan perkembangan anak selanjutnya (golden age). Selanjutnya untuk menentukan kualitas manusia, yang perlu dibina sejak dini adalah kesehatan, nutrisi dan stimulasi psikososial.Kata Kunci: Implementasi, Pendidikan Inklusif, PAUD dan RA","PeriodicalId":34470,"journal":{"name":"Jurnal PGPAUD Trunojoyo","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79299046","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}
Kebiasaan anak menggunakan gadget, saat ini sudah semakin mudah ditemukan di manapun. Baik itu saat anak di rumah, di lingkungan bermain, di tempat umum atau tempat-tempat lainnya. Anak terlalu asyik dan lupa terhadap lingkungan disekitanya ketika sedang berinteraksi dengan gadget. Anak yang seharusnya melakukan aktivitas bermain yang sesuai dengan usianya, malah sibuk dan tersihir melalui serunya bermain games, atau sekadar menonton video-video di Youtube. Akibat yang ditimbulkan dari kebiasaan berlama-lama menggunakan gadget adalah seperti terganggunya fungsi eksekutif anak, kurang fokus, minim kreativitas, dan gangguan kesehatan lainnya seperti radiasi mata, dan obesitas.Fenomena tersebut harus dipahami dan diketahui oleh para orang tua atau pengasuh. Orang tua agar senantiasa waspada terhadap penggunaan gadget anak yang semakin tidak terkendali. Oleh karena itu, penelitian ini membahas tentang pola kelekatan, lingkungan belajar di rumah dan cara berkomunikasi interpersonal antara orang tua dan anak. Variabel tersebut dikaji dan ditelusuri melalui studi literature dari beberapa jurnal yang relevan. Metode penelitian menggunakan pendekatan studi literature, dengan me review sejumlah 26 jurnal yang terkait dengan variabel penelitian. Jurnal tersebut di ambil dari beberapa tahun terakhir, dan terbaru.Studi literature review ini memberikan implikasi pada pola asuh yang dalam hal ini lebih spesifik pada kelekatan anak. Orang tua diharapkan dapat membangun kelekatan yang positif dengan anak. Kelekatan anak akan terjadi apabila orang tua banyak melakukan aktivitas bersama dengan anak. Bermain fisik secara bersama, berdialog atau berkomunikasi bersama, atau menemani anak saat menggunakan perangkat digital. Hasilnya adalah, kebiasaan menggunakan perangkat digital memang salah satu penyebab yang memicu nya adalah karena lemahnya peran komunikasi interpersonal dari orang tua, ditambah dengan penyediaan ragam bermain dan belajar di rumah yang minim. Selain itu pula, kelekatan yang dibangun pun merupakan penyebab yang paling besar mempengaruhi nya.Kata Kunci : kelekatan, literasi digital, tekonologi digital
{"title":"PENGARUH KELEKATAN ORANG TUA DAN ANAK TERHADAP PENGGUNAAN TEKNOLOGI DIGITAL ANAK USIA DINI","authors":"I. Rachmat","doi":"10.32534/jjb.v6i1.546","DOIUrl":"https://doi.org/10.32534/jjb.v6i1.546","url":null,"abstract":"Kebiasaan anak menggunakan gadget, saat ini sudah semakin mudah ditemukan di manapun. Baik itu saat anak di rumah, di lingkungan bermain, di tempat umum atau tempat-tempat lainnya. Anak terlalu asyik dan lupa terhadap lingkungan disekitanya ketika sedang berinteraksi dengan gadget. Anak yang seharusnya melakukan aktivitas bermain yang sesuai dengan usianya, malah sibuk dan tersihir melalui serunya bermain games, atau sekadar menonton video-video di Youtube. Akibat yang ditimbulkan dari kebiasaan berlama-lama menggunakan gadget adalah seperti terganggunya fungsi eksekutif anak, kurang fokus, minim kreativitas, dan gangguan kesehatan lainnya seperti radiasi mata, dan obesitas.Fenomena tersebut harus dipahami dan diketahui oleh para orang tua atau pengasuh. Orang tua agar senantiasa waspada terhadap penggunaan gadget anak yang semakin tidak terkendali. Oleh karena itu, penelitian ini membahas tentang pola kelekatan, lingkungan belajar di rumah dan cara berkomunikasi interpersonal antara orang tua dan anak. Variabel tersebut dikaji dan ditelusuri melalui studi literature dari beberapa jurnal yang relevan. Metode penelitian menggunakan pendekatan studi literature, dengan me review sejumlah 26 jurnal yang terkait dengan variabel penelitian. Jurnal tersebut di ambil dari beberapa tahun terakhir, dan terbaru.Studi literature review ini memberikan implikasi pada pola asuh yang dalam hal ini lebih spesifik pada kelekatan anak. Orang tua diharapkan dapat membangun kelekatan yang positif dengan anak. Kelekatan anak akan terjadi apabila orang tua banyak melakukan aktivitas bersama dengan anak. Bermain fisik secara bersama, berdialog atau berkomunikasi bersama, atau menemani anak saat menggunakan perangkat digital. Hasilnya adalah, kebiasaan menggunakan perangkat digital memang salah satu penyebab yang memicu nya adalah karena lemahnya peran komunikasi interpersonal dari orang tua, ditambah dengan penyediaan ragam bermain dan belajar di rumah yang minim. Selain itu pula, kelekatan yang dibangun pun merupakan penyebab yang paling besar mempengaruhi nya.Kata Kunci : kelekatan, literasi digital, tekonologi digital","PeriodicalId":34470,"journal":{"name":"Jurnal PGPAUD Trunojoyo","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72765751","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 : 2019-05-28DOI: 10.21107/PGPAUDTRUNOJOYO.V6I1.5365
A. Syukur, Yulianty Thabita Fallo
Enhancing Early Childhood Ability to Know the Concept of Numbers through Using of Learning Media Based on Nature. The purpose of this study is to improve the ability of children to understand the concept of numbers through using of learning media based on nature. The type of research conducted is Classroom Action Research with data collection techniques in the form of observations and performance and then analyzed using qualitative descriptive analysis techniques. This research was conducted in two cycles, namely cycle I and cycle II. In the first cycle the percentage of student performance achieved 30% of the percentage before use the cycle, in this cycle students who managed to achieve the Minimum Completeness Criteria drove 11 people who had not succeeded in achieving a large of minimum completeness criteria students could participate in learning activities well and encourage very active when using media. So the research continued the second cycle in cycle II, the percentage reached 45% and all students who succeeded in reaching 20 people managed to reach the minimum completeness criteria while the observations showed that students were very interested in learning to use the prepared media. From the results of the implementation of the first cycle and the second cycle the increase in the percentage of student learning completeness reached 75% of the percentage before cycle use. Thus, it can be denied that the learning media based on nature can improve the ability of children to understand the concept of numbers to support learning activities in early childhood can use media that are either natural media or media that have been supportive in order to produce learning that is conducive to children's abilities.
{"title":"Peningkatan Kemampuan Anak dalam Mengenal Konsep Bilangan Melalui Penggunaan Media Pembelajaran Berbasis Alam","authors":"A. Syukur, Yulianty Thabita Fallo","doi":"10.21107/PGPAUDTRUNOJOYO.V6I1.5365","DOIUrl":"https://doi.org/10.21107/PGPAUDTRUNOJOYO.V6I1.5365","url":null,"abstract":"Enhancing Early Childhood Ability to Know the Concept of Numbers through Using of Learning Media Based on Nature. The purpose of this study is to improve the ability of children to understand the concept of numbers through using of learning media based on nature. The type of research conducted is Classroom Action Research with data collection techniques in the form of observations and performance and then analyzed using qualitative descriptive analysis techniques. This research was conducted in two cycles, namely cycle I and cycle II. In the first cycle the percentage of student performance achieved 30% of the percentage before use the cycle, in this cycle students who managed to achieve the Minimum Completeness Criteria drove 11 people who had not succeeded in achieving a large of minimum completeness criteria students could participate in learning activities well and encourage very active when using media. So the research continued the second cycle in cycle II, the percentage reached 45% and all students who succeeded in reaching 20 people managed to reach the minimum completeness criteria while the observations showed that students were very interested in learning to use the prepared media. From the results of the implementation of the first cycle and the second cycle the increase in the percentage of student learning completeness reached 75% of the percentage before cycle use. Thus, it can be denied that the learning media based on nature can improve the ability of children to understand the concept of numbers to support learning activities in early childhood can use media that are either natural media or media that have been supportive in order to produce learning that is conducive to children's abilities.","PeriodicalId":34470,"journal":{"name":"Jurnal PGPAUD Trunojoyo","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76031193","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 : 2019-04-14DOI: 10.21107/PGPAUDTRUNOJOYO.V6I1.5376
Zyaqiah Almuna Wara, Serli Marlina
This study aims to describe about the application activity schedule of full day school in Primagama Creative Kindegarten Padang. This study used a descriptive method with a qualitative approach. Informants from this study were principal and full day teachers. The techniques of data collection in this study were observation technique, interview technique, and documentation technique. The data analysis techniqueused was data triangulation technique. The results of the study were generally known that the application of activity schedule of dull day school in instilling disciplinary in Primagama Creative Kindegarten Padang have been well implemented. The teachers have made planning, implementation, and evaluation that was able to develop children’s discipline attitudes through habituation with scheduled activities. So, it can be concluded that planning, implementation, and evaluation carried out in order to instill a discipline in children was accordance with the guidelines designed by the teachers.
{"title":"Jadwal Kegiatan pada Sekolah Sehari Penuh dalam Menanamkan Kedisiplinan","authors":"Zyaqiah Almuna Wara, Serli Marlina","doi":"10.21107/PGPAUDTRUNOJOYO.V6I1.5376","DOIUrl":"https://doi.org/10.21107/PGPAUDTRUNOJOYO.V6I1.5376","url":null,"abstract":"This study aims to describe about the application activity schedule of full day school in Primagama Creative Kindegarten Padang. This study used a descriptive method with a qualitative approach. Informants from this study were principal and full day teachers. The techniques of data collection in this study were observation technique, interview technique, and documentation technique. The data analysis techniqueused was data triangulation technique. The results of the study were generally known that the application of activity schedule of dull day school in instilling disciplinary in Primagama Creative Kindegarten Padang have been well implemented. The teachers have made planning, implementation, and evaluation that was able to develop children’s discipline attitudes through habituation with scheduled activities. So, it can be concluded that planning, implementation, and evaluation carried out in order to instill a discipline in children was accordance with the guidelines designed by the teachers.","PeriodicalId":34470,"journal":{"name":"Jurnal PGPAUD Trunojoyo","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81116280","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 : 2019-04-14DOI: 10.21107/PGPAUDTRUNOJOYO.V6I1.5375
Henifo Oktari, Serli Marlina
This research begins with the challenge of implementing gross motor development that has not supported coordinated body movement. This study aims to find out how to change the gross motoric skills of children in Jabal Rahmah Padang Kindergarten. This study uses quantitative compilation of Quasi Eksperiments. The study population was all children in Jabal Rahmah Padang Kindergarten, and the Purvosive Sampling sampling technique, namely classes B1 and B2 each of which could be contacted by 10 children. Thehtechniquehofhcollectinghdatahusinghahtesthconsists of 5 points of approval and a data collection tool using the approving sheet.hThenhthehdatahishprocessed by the difference test (t-test). Based on the data analysis, the average experimental class test is 85 and SD is 8.06 while the control class 77 and SD is 6,78 in the hypothesis testing obtained by tcount (2,279 and ttable of 2,100 at the real level = 0,05 and dk = 18. It can be concluded that the use of modified chicken dance opposes the gross motor development of children in Jabal Rahmah Padang Kindergarten 2018/2019.
{"title":"Pengaruh Tari Ayam Modifikasi Terhadap Perkembangan Motorik Kasar Anak di Taman Kanak-Kanak Jabal Rahmah Padang","authors":"Henifo Oktari, Serli Marlina","doi":"10.21107/PGPAUDTRUNOJOYO.V6I1.5375","DOIUrl":"https://doi.org/10.21107/PGPAUDTRUNOJOYO.V6I1.5375","url":null,"abstract":"This research begins with the challenge of implementing gross motor development that has not supported coordinated body movement. This study aims to find out how to change the gross motoric skills of children in Jabal Rahmah Padang Kindergarten. This study uses quantitative compilation of Quasi Eksperiments. The study population was all children in Jabal Rahmah Padang Kindergarten, and the Purvosive Sampling sampling technique, namely classes B1 and B2 each of which could be contacted by 10 children. Thehtechniquehofhcollectinghdatahusinghahtesthconsists of 5 points of approval and a data collection tool using the approving sheet.hThenhthehdatahishprocessed by the difference test (t-test). Based on the data analysis, the average experimental class test is 85 and SD is 8.06 while the control class 77 and SD is 6,78 in the hypothesis testing obtained by tcount (2,279 and ttable of 2,100 at the real level = 0,05 and dk = 18. It can be concluded that the use of modified chicken dance opposes the gross motor development of children in Jabal Rahmah Padang Kindergarten 2018/2019.","PeriodicalId":34470,"journal":{"name":"Jurnal PGPAUD Trunojoyo","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79077460","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 : 2019-04-13DOI: 10.21107/PGPAUDTRUNOJOYO.V6I1.5374
Heni Puspita
This article aims to describe the relationship between a child who is cared for in a Child Care Center and a caregiver. This study used a qualitative approach with phenomenological research methods with the subjects of the study as many as 2 caregivers in the Yasmin Jember Daycare and 6 children who were cared for with criteria for pure daycare for children and school landfill children. Child Care Center is a form of Early Childhood Education institution that functions to be a substitute carer for families with learning programs that place more emphasis on children's life skills according to the age stage. As a family substitute institution in parenting, it is common practice to form a pattern of attachment to the relationship between a child and a caregiver. Caregivers act as a substitute for parents having duties and functions to stimulate aspects of child development. In a relationship like this there is a form of acceptance or rejection that affects the closeness of the child to the caregiver.
{"title":"Kelekatan Anak dengan Pengasuh Tempat Penitipan Anak","authors":"Heni Puspita","doi":"10.21107/PGPAUDTRUNOJOYO.V6I1.5374","DOIUrl":"https://doi.org/10.21107/PGPAUDTRUNOJOYO.V6I1.5374","url":null,"abstract":"This article aims to describe the relationship between a child who is cared for in a Child Care Center and a caregiver. This study used a qualitative approach with phenomenological research methods with the subjects of the study as many as 2 caregivers in the Yasmin Jember Daycare and 6 children who were cared for with criteria for pure daycare for children and school landfill children. Child Care Center is a form of Early Childhood Education institution that functions to be a substitute carer for families with learning programs that place more emphasis on children's life skills according to the age stage. As a family substitute institution in parenting, it is common practice to form a pattern of attachment to the relationship between a child and a caregiver. Caregivers act as a substitute for parents having duties and functions to stimulate aspects of child development. In a relationship like this there is a form of acceptance or rejection that affects the closeness of the child to the caregiver.","PeriodicalId":34470,"journal":{"name":"Jurnal PGPAUD Trunojoyo","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81652893","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 : 2019-04-12DOI: 10.21107/PGPAUDTRUNOJOYO.V6I1.5371
Mariana Ikun Rd Pareira, Naomi Habi Atal
Autonomy is important to be taught early because makes it will easier for children to carry out further education. Autonomy also leads children to have high self-esteem and intrinsic motivation. The most prominent problem in children at TK Tunas Harapan Emaus Liliba Kupang is autonomy. Autonomy can be promoted in various ways, one of them which is story telling. The purpose of this study is to find out whether there is an increase in autonomy of children ages 4-5 years after story telling. The research method used in this research is experimental method with quantitative approach. The research design used is a non-equivalent research design or also called "one group pre test and post test design" which is a research design used by giving before and after the activitiies test in a single group research sample. The results of this study indicate that by the Wilcoxon test showed a significant increase in autonomy of children ages 4-5 years (p0.05)
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Pub Date : 2019-04-12DOI: 10.21107/PGPAUDTRUNOJOYO.V6I1.5372
Endang Susri Ranti, Nurul Hazizah
The purpose of this study was to determine the creativity development of children 5-6 years old with herbarium activities in PAUD Kasih Ibu I Luar Parit. The creativity development activities in the field use dry leaf collage activities and serveral other activities such as drawing coloring, and forming fruits from plasticine. But the work produced is almost exactly the same as the teacher’s example. Through this herbarium activity researhers want to see the creativity development of children 5-6 years. Quantitative reasearch with experimental methods in the form of quasi experimental is a method in this study. All children in PAUD Kasih Ibu I Luar Parit totaling 34. Group B1 experimental sample and B2 control sample with 12 children each class. Purposive sampling. As for the technique of collecting data using deed test and oral test.statement instrumen grid is used as a data collection tool. The results of the average experimental 77,77 and the control 70,83. So the use of herbarium activities had a significant effect on the development of creativity of children 5-6 years old at the PAUD Kasih Ibu I Luar Parit academic years 2018/2019.
本研究的目的是探讨5-6岁儿童在植物标本馆活动后的创造力发展。现场的创造力开发活动使用干叶拼贴活动和其他一些活动，如绘画着色，用橡皮泥形成水果。但是所做的工作与老师的例子几乎完全相同。通过这个植物标本馆活动，研究人员希望看到5-6岁儿童的创造力发展情况。准实验形式的定量研究是本研究的一种方法。PAUD Kasih Ibu I Luar Parit的所有儿童总数为34人。B1组实验样本和B2组对照样本，每班12人。立意抽样。在数据收集技术方面，采用契约测试和口头测试。报表仪表是使用网格作为数据收集工具。实验结果平均77、77，对照组70、83。因此，植物标本馆活动的使用对PAUD Kasih Ibu I Luar Parit 2018/2019学年5-6岁儿童的创造力发展具有显着影响。
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Pub Date : 2019-04-11DOI: 10.21107/PGPAUDTRUNOJOYO.V6I1.5370
D. Lestari
The purpose of this research is how to increase creativity through fun cooking in group A RA Az Zahra Kebayoran Baru South Jakarta. This study was carried out in 4-5 years old group A children of 16 children. This research is an action research with Kemmis and Taggart model which consists of 4 stages namely (plan, action, observation and reflection). This study consisted of 2 cycles, with each cycle as many as 8 meetings. Data collection techniques are using observation, field notes, and documentation. Data analysis uses quantitative and qualitative. Quantitative data analysis is carried out with statistical descriptions to compare pre cycles to cycles II. The stages of qualitative analysis are data reduction, data display and verification. The results showed that there was an increase in creativity through the method of fun cooking. The results of the study in cycle I, and cycle II, the results of which increased significantly from before the action only 37.5% of the number of children in the class increased to 81% in cycle 2. The average value of the percentage in the pre-action was 33.20%; cycle 1 is 59.76% and cycle 2 is 84.375%. The increase from cycle 1 to cycle 2 reached 24.615%.
本研究的目的是如何通过有趣的烹饪来提高A组RA Az Zahra Kebayoran Baru South Jakarta的创造力。本研究是在4-5岁A组16名儿童中进行的。本研究是采用Kemmis和Taggart模型的行动研究，分为计划、行动、观察和反思4个阶段。本研究由2个周期组成，每个周期多达8次会议。数据收集技术是使用观察、实地记录和文件。数据分析采用定量和定性两种方法。通过统计描述进行定量数据分析，比较预周期和周期II。定性分析的三个阶段是数据还原、数据显示和验证。结果表明，通过有趣的烹饪方法，创造力有所增加。在第1周期和第2周期的学习结果中，其结果明显增加，从行动前班里只有37.5%的孩子人数增加到第2周期的81%。预行动中所占百分比平均值为33.20%;周期1为59.76%，周期2为84.375%。从第1周期到第2周期的增幅达到24.615%。
{"title":"Peningkatan Kreatifitas Melalui Funcooking pada Kelompok A RA Az Zahra Kebayoran Baru Jakarta Selatan","authors":"D. Lestari","doi":"10.21107/PGPAUDTRUNOJOYO.V6I1.5370","DOIUrl":"https://doi.org/10.21107/PGPAUDTRUNOJOYO.V6I1.5370","url":null,"abstract":"The purpose of this research is how to increase creativity through fun cooking in group A RA Az Zahra Kebayoran Baru South Jakarta. This study was carried out in 4-5 years old group A children of 16 children. This research is an action research with Kemmis and Taggart model which consists of 4 stages namely (plan, action, observation and reflection). This study consisted of 2 cycles, with each cycle as many as 8 meetings. Data collection techniques are using observation, field notes, and documentation. Data analysis uses quantitative and qualitative. Quantitative data analysis is carried out with statistical descriptions to compare pre cycles to cycles II. The stages of qualitative analysis are data reduction, data display and verification. The results showed that there was an increase in creativity through the method of fun cooking. The results of the study in cycle I, and cycle II, the results of which increased significantly from before the action only 37.5% of the number of children in the class increased to 81% in cycle 2. The average value of the percentage in the pre-action was 33.20%; cycle 1 is 59.76% and cycle 2 is 84.375%. The increase from cycle 1 to cycle 2 reached 24.615%. ","PeriodicalId":34470,"journal":{"name":"Jurnal PGPAUD Trunojoyo","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77893120","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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