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<![CDATA[ANALISIS KEMAMPUAN KOGNITIF PEMECAHAN MASALAH ANAK DALAM BERMAIN BALOK ]]>
<![CDATA[Ratna Wahyu Pusari, Farida Nur Utami,]]>
<![CDATA[ JURNAL AUDI : Jurnal Ilmiah Kajian Ilmu Anak dan Media Informasi PAUD Vol 3, No 2 (2018): Jurnal AUDI :December 2018, 8 Articles, Pages 70 -134 ]]>
Publisher : <![CDATA[UNIVERSITAS SLAMET RIYADI ]]>
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DOI: 10.33061/ad.v3i2.2729
<![CDATA[Pendidikan Anak Usia Dini adalah upaya pembinaan yang ditujukan kepada anak sejak lahir sampai usia enam tahun yang dilakukan melalui pemberian rancangan pendidikan untuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar anak memiliki kesiapan dalam memasuki pendidikan lebih lanjut. Mengenai perkembangan kognitif, anak pada rentang usia ini masuk dalam perkembangan berpikir praoperasional konkret. Pada saat ini sifat egosentris anak semakin nyata. Anak mulai memiliki perspektif yang berbeda degan orang lain yang berada di sekitarnya. Perkembangan kognitif merupakan salah satu aspek yang penting untuk dikembangkan pada anak usia dini. Pemecahan masalah sebagai suatu proses banyak langkah dengan si pemecah masalah harus menemukan hubungan antara pengalaman (skema) masa lalunya dengan masalah yang sekarang dihadapinya dan kemudian bertindak untuk menjelaskan. Fokus dalam penelitian ini adalah analisis perkembangan kognitif pemecahan masalah anak dalam bermain balok dengan tujuan untuk mendeskripsikan kemampuan kognitif pemecahan masalah anak. Penelitian ini menggunakan penelitian kualitatif, penelitian kualitatif adalah metode penelitian yang berlandaskan pada filsafat postpositivisme, digunakan untuk meneliti kondisi obyek yang bersifat alamiah. Metode pengumpulan data menggunakan observasi, dokumentasi, dan wawancara. Teknik analisis data menggunakan pengumpulan data, seleksi data, menyajikan dan penerikan kesimpulan. Hasil penelitian menunjukkan ada beberapa tahapan dalam memecahkan masalah yang harus diselesaikan anak dalam bermain balok, yaitu membaca dan berfikir, mengeksplorasi dan merencanakan, memilih strategi, mencari jawaban, refleksi dan mengembangkan. Saran yang peneliti berikan kepada guru adalah memberikan kesempatan kepada anak untuk menyelesaikan masalahnya terlebih dahulu tanpa harus memberi bantuan dan juga saran untuk sekolah yakni memberikan ruang yang cukup luas saat anak bermain membangun.]]>
<![CDATA[EKSTRAKURIKULER TAEKWONDO DALAM MENGEMBANGKAN KARAKTER KERJA KERAS ]]>
<![CDATA[Wardani, Devi Listya]]>;
<![CDATA[Pusari, Ratna Wahyu]]>;
<![CDATA[Wakhyudin, Husni]]>
<![CDATA[ Journal of Education Technology Vol 3, No 3 (2019) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v3i3.21741
<![CDATA[Penelitian ini membahas bagaimana kegiatan ekstrakurikuler taekwondo dalam mengembangkan karakter kerja keras siswa. Tujuannya untuk mengetahui kegiatan ekstrakurikuler taekwondo dalam mengembangkan karakter kerja keras siswa. Penelitian ini menggunkakan pendekatan deskriptif kualitatif dengan mengambil data sesuai dengan fakta dilapangan. Data diperoleh dianalisis dan disajikan dalam bentuk deskriptif. Dari penelitian ini menunjukkan bahwa kegiatan ekstrakurikuler taekwondo di SD Negeri Candi 01 Semarang dapat mengembangkan karakter kerja keras siswa dengan baik. Karakter kerja keras tersebut diantaranya yaitu siswa bersungguh-sungguh saat pelatih memberikan materi taekwondo, siswa selalu bersemangat dalam mengerjakan tugasnya, siswa selalu bekerja keras agar mendapatkan tingkatan sabuk yang lebih tinggi. Siswa selalu mendengarkan dengan sungguh-sungguh ketika pelatih menerangkan materi. Siswa tidak mengeluh ketika ada gerakan/teknik taekwondo yang susah saat diajarkan pelatih dan siswa selalu berusaha menyelesaikan tugas dari pelatih dengan tuntas. Kata Kunci : Ekstrakurikuler, Taekwondo, Karakter Kerja Keras]]>
<![CDATA[KEEFEKTIFAN MODEL TGT BERBANTU PERMAINAN TEBAK GERAK UNTUK MENINGKATKAN KREATIVITAS PADA PEMBELAJARAN TEMATIK ]]>
<![CDATA[Wahyuningsih, Tri]]>;
<![CDATA[Pusari, Ratna Wahyu]]>;
<![CDATA[Prasetyo, Singgih Adhi]]>
<![CDATA[ JURNAL SINEKTIK Vol 3, No 1 (2020): JURNAL SINEKTIK:JUNI-2020 ]]>
Publisher : <![CDATA[Elementary School Teacher and Education (PGSD), Faculty of Teacher Training and Education ]]>
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DOI: 10.33061/js.v3i1.3761
<![CDATA[In thematic learning the learning independence of students is still lacking and has not optimized the ability to think creatively to improve their creativity due to a lack of confidence so that they have not achieved maximum learning outcomes. Efforts to improve using the Team Games Tournament model are aided by guessing games. The method used in this study is quantitative research. This research is a pre-experimental design with one group pretest-posttest design. The research subjects were fifth grade students of Wonosoco Kudus Elementary School with a total of 20 students. The results of the study showed that learning using the Team Games Tournament model helped the Guess the Motion game to improve the creativity of class V children viewed from the pretest average of 60.55 and the posttest average of 83.35. This is evidenced by the t test of tcount (15,630)> t table (1,684) then H0 is rejected and Ha is accepted. So the conclusion is effective using the Team Games Tournament (TGT) model with the help of Guess the Motion game to Improve Children's Creativity in Thematic Learning.]]>
<![CDATA[Increasing Creativity on Early Childhood Education Teachers through Educational Toys ]]>
<![CDATA[Pusari, Ratna Wahyu]]>;
<![CDATA[DH, Dwi Prasetiyawati]]>
<![CDATA[ Indonesian Journal of Early Childhood Education Studies Vol 3 No 2 (2014): November 2014 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijeces.v3i2.9483
<![CDATA[Research on “Increasing Creativity On Early Childhood Education Teachers Through Educational Toys†aims to know the pedagogical competencies on the teachers of Early Childhood Education (ECE) in Ungaran; determine the level of creativity on ECE teachers; and know what the efforts is being done by ECE teachers to improve their pedagogic competence. The research procedure uses descriptive data in the form of words derived from a variety of data collection techniques used in this research is by using the method of observation, questionnaires and interviews. This research was conducted in four phases: Phase I: Preface/initial field observations carried out with; Phase II: Initial development, design to identify the level of creativity of ECE teachers in Ungaran; Phase III: Conducting interviews, filling the questionnaire about creativity in educational toys; and Phase IV: analyzing the creativity level of ECE teachers. The conclusions of this study are 1.The level of creativity ECE teachers in Ungaran is low; 2. The low of creativity in ECE teachers in Ungaran is due to (a) low of innovations  in learning; (b) teachers is not able to use the materials around as an aid to learning; (c) the assumption of the teachers that the success of learning is determined by using expensive and luxurious media; (d) openness to new information in the world of education, particularly in ECE; and 4. According to the motto of learning in early childhood “Learning while Playing†the media which is used for Educational Games is made from used/recycled materials.How to citePusari, R., & DH, D. (2014). Increasing Creativity on Early Childhood Education Teachers through Educational Toys. Indonesian Journal Of Early Childhood Education Studies, 3(2), 108-113. doi:10.15294/ijeces.v3i2.9483]]>
<![CDATA[The Effectivity of Language Games Method and Learning Motivation Toward the Language Competence of Early Children ]]>
<![CDATA[Pusari, Ratna Wahyu]]>;
<![CDATA[Karmila, Mila]]>
<![CDATA[ Indonesian Journal of Early Childhood Education Studies Vol 7 No 1 (2018): June 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijeces.v7i1.10179
<![CDATA[Language competence is a set of knowledge, attitude and skill which absolutely belongs since a child. Because it is an asset for being able to communicate in order to understand, get information, express mind and feeling, and develop knowledge. So that, language learning through a fun method with another supporting factor, like learning motivation is expected to influence the level of the early children language competence. The goals of this research are to test the differences of language competence between a group which gets treatment of language games and the group which gets conventional method, to test the differences of language competence between group which has a high motivation and group which has a low motivation, to test the influences of interaction between language games method and learning motivation toward language competence of child. This research uses quantitative approach with experiment method factorial designed 2x2 with four kindergartens in Tembalang as the samples. Normality test uses Lilifors Test, Homogenity uses Barlet Test and hypothesis test uses ANAVA two strips with t-Dunnet test with alpha = 0.5 as the level of belief are proven that the seven hypothesis are appropriate with the goals of research which can be received. As the result, the treatment of language games method and learning motivation are effective significantly in developing children language competence.]]>
<![CDATA[The Role of PAUD Teachers in Implementing The Holistic Environment Based on Children's Health, Nutrition and Safety ]]>
<![CDATA[Dewi Sagala, Anita Chandra]]>;
<![CDATA[Pusari, Ratna Wahyu]]>;
<![CDATA[Karmila, Mila]]>
<![CDATA[ Indonesian Journal of Early Childhood Education Studies Vol 7 No 2 (2018): November 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijeces.v7i2.28550
<![CDATA[The aim of this study is to describe the role of the teacher in creating an atmosphere that provides a good environment for children’s health, nutrition and safety. The teachers must be able to provide a protection during teaching and learning in schools by creating a healthy environment and awareness of the importance of nutrition, health and safety in children development. To complete this task, the teacher must focus on three basic areas: security, health and nutrition for children. The PAUD teachers integrate health, safety, and nutrition into the curriculum. This means that the teacher includes this program every day. This research was conducted in 2017 at Daqu School Semarang. The research methodology used naturalistic qualitative. The result is the role of the teacher in preparing a holistic environment including: (1) minimizing the risk of children's health, nutrition and safety, (2) utilizing education as tool of heath promotion and reducing the risk for children and parents, (3) understanding the importance of guidelines, standards, and laws for children's health, nutrition and safety, (4) practicing the culture competence, (5) developing partnership with family for giving a concern to the society.]]>
<![CDATA[KEEFEKTIFAN MODEL TGT BERBANTU PERMAINAN TEBAK GERAK UNTUK MENINGKATKAN KREATIVITAS PADA PEMBELAJARAN TEMATIK ]]>
<![CDATA[Wahyuningsih, Tri]]>;
<![CDATA[Pusari, Ratna Wahyu]]>;
<![CDATA[Prasetyo, Singgih Adhi]]>
<![CDATA[ Eduscience : Jurnal Ilmu Pendidikan Vol 5, No 1 (2019): Eduscience: Jurnal Ilmu Pendidikan ]]>
Publisher : <![CDATA[Universitas Esa Unggul ]]>
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<![CDATA[AbstractIn thematic learning the learning independence of students is still lacking and has not optimized the ability to think creatively to improve their creativity due to a lack of confidence so that they have not achieved maximum learning outcomes. Efforts to improve using the Team Games Tournament model are aided by guessing games. The method used in this study is quantitative research. This research is a pre-experimental design with one group pretest-posttest design. The research subjects were fifth grade students of Wonosoco Kudus Elementary School with a total of 20 students. The results of the study showed that learning using the Team Games Tournament model helped the Guess the Motion game to improve the creativity of class V children viewed from the pretest average of 60.55 and the posttest average of 83.35. This is evidenced by the t test of tcount (15,630)> t table (1,684) then H0 is rejected and Ha is accepted. So the conclusion is effective using the Team Games Tournament (TGT) model with the help of Guess the Motion game to Improve Children's Creativity in Thematic Learning.Keywords: TGT model, children's creativity, thematic learning AbstrakDalam pembelajaran tematik kemandirian belajar peserta didik masih kurang dan belum mengoptimalkan kemampuan berfikir kreatif untuk meningkatkan kreativitasnya karena kurangnya rasa percaya diri sehingga belum mencapai hasil pembelajaran yang maksimal. Upaya meningkatkan menggunakan model Team Games Tournament berbantu permainan tebak gerak.Metode yang digunakan dalam penelitian ini adalah penelitian kuantitatif. Penelitian ini merupakan penelitian pre-Experimental design dengan jenis one group pretest-posttest design. Subjek penelitian adalah siswa kelas V SD Negeri Wonosoco Kudus dengan jumlah 20 siswa.Hasil penelitian menunjukkan bahwa pembelajaran menggunakan model Team Games Tournament berbantu permainan Tebak Gerak untuk meningkatkan kreativitas anak kelas V di lihat dari rata-rata pretest 60,55 dan rata-rata posttest 83,35. Hal tersebut dibuktikan dengan uji t sebesar thitung (15,630)>ttabel (1,684)maka H0 Ditolak dan Ha Diterima. Jadi kesimpulannya efektif menggunakan model Team Games Tournament (TGT) berbantu permainan Tebak gerak Untuk Meningkatkan Kreativitas Anak Pada Pembelajaran Tematik. Kata kunci : Model TGT, kreativitas anak, pembelajaran tematik]]>
<![CDATA[ANALISIS PEMANFAATAN ALAT PERMAINAN EDUKATIF (APE) DALAM MENCIPTAKAN PEMBELAJARAN BAHASA DI TK TUNAS RIMBA II KOTA SEMARANG ]]>
<![CDATA[Ratna Wahyu Pusari]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 6, No 1 (2016): MALIH PEDDAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v6i1.1118
<![CDATA[Pembelajaran bahasa sangat penting ditanamkan sejak usia dini, karena bahasa merupakan alat komunikasi yang penting. Untuk mendukung perkembangan bahasa maka diperlukan alat permainan guna mendukung terstimulasinya perkembangan bahasa anak usia dini. Tidak semua sekolah memiliki APE yang sesuai dengan rasio anak, usia anak, perkembangan anak; sehingga pembelajaran menjadi menjemukan, anak menjadi bosan dan saling menggangu satu sama lain. Selain APE, pusat pembelajaran yang masih berpusat pada guru juga menambah tingkat kejenuhan anak dalam belajar. Penelitian ini menggunakan metode deskriptif kuliatatif untuk menggambarkan bagaimana pemanfaatan APE dalam menciptakan pembelajaran bahasa di TK Tunas Rimba II Kota Semarang. Berdasarkan hasil observasi, TK Tunas Rimba II Kota Semarang masih menggunakan pusat pembelajaran yang berpusat pada guru, model pembelajaran kelompok, dan kurang dalam pemanfaatan APE dalam pembelajaran bahasa.]]>
<![CDATA[BAHASA DAN KECERDASAN ANAK ]]>
<![CDATA[Ratna Wahyu Pusari]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 1, No 2 (2011): MALIH PEDDAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v1i2.304
<![CDATA[Languageis a communication tooltoconveyone'sintent orpurpose. In this paper, language development is veryimportant to supportother developments. Today, children?óÔé¼Ôäós language development haslessserious attention. Because mostpeople assumeifchildren can notspeakis a natural thing. Butcommunicationbetween the childcan bewell maintainedwiththe languageso the child canbuild a relationship, and it is notsurprisingthat the languageis consideredasoneindicatorof successof a child. Childrenthat hasa lot oftalking, sometimesreflected ofan intelligentchild. This intelligenceis anabilitytouse wordseffectively, whether oral or written. In other words, coveredall thewaytocommunicate, wherethoughtsandfeelingsexpressed inthe form ofa symbolorsymbolstoexpressasense, such as usingoral, written, signnumbers, painting, and themimicface.]]>
<![CDATA[UPAYA MENINGKATKAN KEMAMPUAN BERBAHASA ANAK MELALUI METODE BERCERITA DENGAN MEDIA BONEKA TANGAN PADA KELOMPOK B DI RA AL MUTA’ALLIMIN METESEH TAHUN AJARAN 2017/2018 ]]>
<![CDATA[Suwartiningsih Suwartiningsih]]>;
<![CDATA[Purwadi Purwadi]]>;
<![CDATA[Ratna Wahyu Pusari]]>
<![CDATA[ PAUDIA : Jurnal Penelitian dalam Bidang Pendidikan Anak Usia Dini Vol 7, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/paudia.v7i2.3268
<![CDATA[Masalah dalam penelitian ini tentang upaya meningkatkan kemampuan berbahasa anak melalui metode bercerita dengan media boneka tangan kelompok B RA AL-Muta’allimin Meteseh Tahun Ajaran 2017/2018. Tujuan penelitian ini adalah untuk meningkatkan kemampuanberbahasa anak melalui metode bercerita dengan media boneka tangan.Jenis penelitian ini adalah penelitian tindakan kelas dan pengumpulan databerupa perencanaan, pelaksanaan, observasi, dan refleksi. Penelitian ini dilakukan di RA Al Muta’allimin Meteseh.Berdasarkan hasil penelitian dapat disimpulkanbahwa kemampuan berbahasa anak dapat ditingkatkan melalui metode bercerita dengan media boneka tangan. Kata kunci : kemampuan berbahasa, metode bercerita, media boneka tangan. Abstract The problems of the research are effort of improving ability childrens’ languange through story telling with puppet’s hand in group of RA Al-Muta’allimin Meteseh in the academic year 2017/2018. The objectives of the research is to find out ability children language through story telling with puppet hand media. The kind of this research was action research. The setting of the research was RA Al Muta’allimin Meteseh, the conclusion of the research was the ability of children language can improve by story telling with hand puppet’s media. Key words : language’s ability, story telling method, hand puppet’s media ]]>
