Hifza, Sera Yuliantini, Asyruni Multahada, Astaman
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Third, teachers' understanding of professional competence was enhanced through the training, enabling them to incorporate traditional APE into their teaching practices effectively. Fourth, the development and utilization of learning themes through traditional APE became more widespread among teachers. Fifth, teachers better understood child development aspects that could be nurtured through traditional APE. Sixth, the training diversified teaching methods through traditional APE, resulting in more engaging and interactive learning experiences was essential. Seventh, teachers' ability to create stimulating learning environments improved. Finally, the training program gave teachers valuable experiences, knowledge, and motivation to enhance their instructional practices. 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引用次数: 0
摘要
本研究旨在探讨培训计划对PAUD教师在开发传统教育游戏工具方面的专业能力的影响。培训活动采用体验式学习模式,重点关注传统幼儿教育(Anak Usia Dini Pendidikan)发展的步骤:选择传统游戏,选择材料,将游戏融入幼儿教育,确定学习主题,与同龄人一起进行幼儿教育试点。研究结果揭示了培训计划对PAUD教师专业能力的几点影响。首先,教师的知识有了显著的提高,特别是在传统的APE方面。其次,教师们更加意识到传统的APE在幼儿教育中的重要性。第三,通过培训提高了教师对专业能力的理解,使他们能够有效地将传统的APE融入到教学实践中。第四,通过传统APE开发和利用学习主题在教师中更加普遍。第五,教师更好地理解了通过传统的APE可以培养的儿童发展方面。第六,通过传统的APE培训多样化的教学方法,从而产生更有吸引力和互动性的学习体验是必不可少的。第七,教师创造激励性学习环境的能力有所提高。最后,培训计划为教师提供了宝贵的经验、知识和动力,以加强他们的教学实践。本研究强调了培训PAUD教师开发传统教育游戏工具的积极成果,强调了传统APE在培养专业能力和丰富幼儿教育方面的重要意义。关键词:教育游戏,专业能力教师,传统教育游戏
Training for the Development of Traditional Educational Game Tools in Increasing the Professional Competence of Teachers
This study aimed to investigate the impact of a training program on the professional competence of Pendidikan Anak Usia Dini (PAUD) teachers in developing traditional educational game tools. The training activities employed the experiential learning model, focusing on the steps of traditional APE (Anak Usia Dini Pendidikan, or Early Childhood Education) development: selecting traditional games, choosing materials, adapting games into APE, determining learning themes, and piloting APE with peers. The findings revealed several implications of the training program on the professional competence of PAUD teachers. First, there was a significant increase in teacher knowledge, particularly in traditional APE. Second, teachers became more aware of the importance of traditional APE in early childhood education. Third, teachers' understanding of professional competence was enhanced through the training, enabling them to incorporate traditional APE into their teaching practices effectively. Fourth, the development and utilization of learning themes through traditional APE became more widespread among teachers. Fifth, teachers better understood child development aspects that could be nurtured through traditional APE. Sixth, the training diversified teaching methods through traditional APE, resulting in more engaging and interactive learning experiences was essential. Seventh, teachers' ability to create stimulating learning environments improved. Finally, the training program gave teachers valuable experiences, knowledge, and motivation to enhance their instructional practices. This study highlights the positive outcomes of training PAUD teachers in developing traditional educational game tools, emphasizing the significance of traditional APE in fostering professional competence and enriching early childhood education.
Keywords: Educational Game, Professional Competence Teachers, Traditional Educational Game