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All Journal Jurnal Ilmiah Universitas Batanghari Jambi Purwadita : Jurnal Agama dan Budaya Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Jurnal Pembelajaran dan Pengembangan Matematika Widya Kumara: Jurnal Pendidikan Anak Usia Dini
I Komang Sesara Ariyana
STAHN Mpu Kuturan Singaraja
Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Mathematics Other

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Model Pembelajaran CIRC (Cooperative Integrated Reading And Composition) sebagai Salah Satu Strategi Pembelajaran Matematika di Sekolah Dasar I Komang Sesara Ariyana; I Nengah Suastika
Jurnal Ilmiah Universitas Batanghari Jambi Vol 22, No 1 (2022): Februari
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jiubj.v22i1.2016

Abstract

Student's activities in learning mathematics in elementary schools are suggested to be more in reading, writing, communicating, making pictures, tables, and so on, to encourage problem solving, reasoning, and mathematical connection skills. This activity can be stimulated by giving word problems as mathematical problems that must be solved by students. Giving word problems is the right way when mathematics learning is ready to be accepted by students at the application level in everyday life. To support the strategy of giving word problems to stimulate student learning activity, the CIRC learning model can be applied. CIRC stands for Cooperative Integrated Reading and Composition, is a cooperative learning model that encourages active students to read and write in small groups. Word problems become a support system in learning mathematics by applying the CIRC learning model. By applying the CIRC learning model, students do more reading, writing, communicating, and even arguing and debating in math class. So that students' understanding of mathematics material will be stronger, and students' learning activities and mathematics outcomes will be better.
PEMBELAJARAN PRA-MATEMATIKA MELALUI BAHASA VERBAL UNTUK ANAK USIA DINI SELAMA BELAJAR DARI RUMAH I Komang Sesara Ariyana
Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 4, No 1 (2021)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/bhuwana.v4i1.1482

Abstract

The Covid-19 pandemic has an impact on the education sector, especially in the field of early childhood education in Indonesia. Some educational institutions have been facilitated with an online learning system, but others still have to do face-to-face learning with small study group sizes. Apart from educators in early childhood education, the role of parents is the key to the success of early childhood education during this pandemic. Early childhood has the characteristics of pre-concrete thinking, where concrete media is needed to be able to encourage children to pronounce the vocabulary, thus making it easier for young children to learn pre- math. The concrete media can be objects that are in the house or objects that exist in nature. As child get older, his/her vocabulary becomes richer, and a rich vocabulary will help children understand pre-math concepts. This paper discusses pre-math learning through verbal language for early childhood during learning from home, starting from how language is for early childhood, what verbal language is in pre-math learning, and how pre-math learning for early childhood while studying at home through verbal language.
SUBITIZING SEBAGAI KEMAMPUAN MENDASAR BAGI ANAK USIA DINI UNTUK MENGUASAI KONSEP BILANGAN I Komang Sesara Ariyana
Purwadita : Jurnal Agama dan Budaya Vol 2, No 2 (2018)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (983.86 KB) | DOI: 10.55115/purwadita.v2i2.88

Abstract

The concept of numbers is closely related to counting and arithmetic. Counting isconcerned with knowing how many of a given set of objects. To find out how many, maybe whatcan be done is just by counting one by one. However, if the set is small, say 1 to 4, or 5, then theviewer is able to state how many instantly, without counting it directly. This capability is knownas subitizing. Things relating to counting and arithmetic, should begin with an understanding ofsubitizing skills, because if we want to know how many by counting one by one, it will be lesseffective. It is possible that early children can do subitizing. Therefore, it is very important forteachers and also early children to understand the ability of subitizing as a fundamental abilityto perform calculations. With such understanding it is strongly recommended to teachers toprovide facilities that can practice the subitizing ability to early childhood. In this paper, wediscuss about the notion of subitizing, type of subitizing, what factor that make subitizing easyor hard, how the subitizing relationship with counting and arithmetic, and how to developsubitizing skills.Keywords: Arithmetic, Early childhood, Counting, Numbers, Subitizing
PENTINGNYA MEMBELAJARKAN KONTEN ALJABAR DAN KETERAMPILAN BERPIKIR ALJABAR UNTUK ANAK USIA DINI I Komang Sesara Ariyana
Jurnal Pembelajaran dan Pengembangan Matematika Vol. 2 No. 1 (2022): Jurnal Pembelajaran dan Pengembangan Matematika
Publisher : Prodi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan Unmas Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (270.895 KB) | DOI: 10.36733/pemantik.v2i1.3704

Abstract

ABSTRACT This paper aims to describe the importance of teaching algebraic content and algebraic thinking skills for early childhood and how the learning strategies are used at the PAUD level. The method of writing is by reviewing literature on learning algebraic content and algebraic thinking for early childhood. Algebra is one content in mathematics that exists at every level of education. Algebra learning for early childhood includes learning about relationships, patterns, and arithmetic development. Algebra needs to be given from an early age so that children are able to have algebraic thinking skills from the beginning to know mathematics. The success of children understanding algebra and algebraic thinking skills from an early age really helps them to develop further than children who do not acquire them. Through this paper, it is hoped that educators in early childhood education can obtain information about the importance of algebra being taught from preschool age and inspiration about strategies for teaching algebraic content for early childhood so that they can develop algebraic thinking skills in children. Keywords: algebra; algebraic thinking; early childhood ABSTRAK Tulisan ini bertujuan untuk mendeskripsikan pentingnya membelajarkan konten aljabar dan keterampilan berpikir aljabar untuk anak usia dini serta bagaimana strategi pembelajarannya di jenjang PAUD. Metode penulisan yaitu dengan kajian literatur terhadap pembelajaran konten aljabar (algebra content) dan berpikir aljabar (algebraic thinking) untuk anak usia dini. Aljabar merupakan salah satu konten dalam matematika yang ada di setiap jenjang pendidikan. Pembelajaran aljabar untuk anak usia dini memuat pembelajaran tentang hubungan, pola, dan pengembangan aritmetika. Aljabar perlu diberikan sejak dini agar anak mampu memiliki keterampilan bepikir aljabar sejak awal mengenal matematika. Keberhasilan anak memahami aljabar dan keterampilan berpikir aljabar sejak dini sangat membantu mereka untuk berkembang lebih jauh daripada anak-anak yang tidak memperolehnya. Melalui tulisan ini, diharapkan para pendidik di PAUD dapat memperoleh informasi tentang pentingnya aljabar diajarkan sejak usia prasekolah dan inspirasi mengenai strategi membelajarkan konten aljabar untuk anak usia dini sehingga dapat mengembangkan keterampilan berpikir aljabar pada anak. Kata Kunci: aljabar; anak usia dini; berpikir aljabar
Mengembangkan Konsep Bilangan Melalui Media Benda-Benda Alam Pada Anak Usia Dini I Komang Sesara Ariyana; I Gusti Ayu Putu Oktariani
Widya Kumara: Jurnal Pendidikan Anak Usia Dini Vol 3, No 2 (2022)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/widyakumara.v3i2.2423

Abstract

Tulisan ini bertujuan untuk mengembangkan konsep bilangan melalui media benda-benda alam pada anak usia dini. Anak usia dini merupakan anak-anak dengan usia yang sangat belia. Pada usia ini, Pendidikan bagi anak usia dini menjadi relevan untuk diberikan kepada anak. Usia anak yang masih dini ini menjadi tunas yang bisa dilatih sedari dini, seperti untuk mengenalkannya pada lambang bilangan melalui media benda-benda yang bernuansa alam. Hal ini nantinya akan menjadi pembelajaran yang efektif dan edukatif bagi anak. Mengembangkan konsep bilangan melalui media-media alam bagi anak memiliki tujuan untuk mengembangkan daya kognitif anak dalam mengidentifikasi dari bilangan atau angka-angkat mulai dari angka 1 sampai 10 pada anak usia dini. Subjek dari penelitian ini tentunya anak-anak pendidikan anak usia dini (PAUD) dengan target keberhasilan ditunjukan melalui indikator keberhasilan anak mampu mengenali simbol angka 1 sampai 10.
Co-Authors I Gusti Ayu Putu Oktariani I Nengah Suastika