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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan IPA Indonesia Indonesian Journal of Educational Review (IJER) Journal of Educational Science and Technology Jurnal Pendidikan Usia Dini AWLADY Jurnal Pendidikan Anak Indonesian Journal of Early Childhood Education Studies Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini EDUHUMANIORA: Jurnal Pendidikan Dasar JURNAL INDRIA (Jurnal Ilmiah Pendidikan Prasekolah dan Sekolah Awal) Indonesian Journal of Islamic Early Childhood Education PEDAGOGIA Indonesian Journal of Educational Counseling Jurnal Pelita PAUD Aulad : Journal on Early Childhood AL-ASASIYYA: Journal Of Basic Education JMIE (Journal of Madrasah Ibtidaiyah Education) Sarwahita : Jurnal Pengabdian Kepada Masyarakat Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Early Childhood Education (JECE) MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Jurnal AbdiMas Nusa Mandiri Jurnal Abdimas Prakasa Dakara Proceedings of The ICECRS Al Hanin Proceeding of International Conference on Science, Education, and Technology Nusantara Journal of Multidisciplinary Science Hexagon: Jurnal Ilmu dan Pendidikan Matematika International Conferences On Early Childhood Education Proceedings Jurnal Pelita PAUD PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI Exploration In Early Childhood Research International Conferences on Early Childhood Education Proceedings

Hapidin, Hapidin

Universitas Negeri Jakarta

Author-ID : 2682977

Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Neuroscience Nursing Physics Public Health Social Sciences Other

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Roll Book Media Roll Book for Early Physical Science Istiqomah, Nurul; Hapidin; Yetti, Elindra
Jurnal Pendidikan Usia Dini Vol 15 No 2 (2021): Jurnal Pendidikan Usia Dini Volume 15 Number 2 November 2021
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Studying physical science and then teaching it to children, as is known from decades of science education research, creates a huge problem of unknown origin. This study aims to develop a media and determine its effectiveness in increasing knowledge of physics for children. This research is a research and development with the stages of the ADDIE model to develop Roll Book media with the roll technique containing physical science material for early childhood. Data collection techniques were carried out through expert validation tests and field trial data. Analysis of effectiveness test data using a paired sample T-test statistical test. The results of the media effectiveness test showed an increase in knowledge of physics in the pre-test and pots-test. The summary of all the test results of the developed media shows that Roll Book products are effectively used to increase children's knowledge of physics. The concept of storybook media that has been developed in various interesting forms is expected to be an alternative solution for the scientific development of early childhood education studies. Keywords: Early childhood, Physical science, Roll book References: Angelica Torres, & Vitti, D. (2007). A Kinder Science Fair. Science and Children. Arsyad, A. (2013). Media Pembelajaran [Learning Media]. PT Raja Grafindo Persada. Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer Science Business Media. California Department of Education. (2012). California Preschool Learning Foundations (Vol. 3). Sacramento. Charlesworth, R., & Lind, K. K. (2012). Math and Science for Young Children. Cengage Learning. https://books.google.co.id/books?id=p5x-3ir8mz4C Citra, A., Hapidin, D., & Akbar, Z. (2019). Pengaruh Model Pembelajaran dan Kemampuan Berpikir Kritis terhadap Pemahaman Sains Fisik. 3(1), 18–29. https://doi.org/10.31004/obsesi.v3i1.136 Dewi, T. H. S., Gunarhadi, & Riyadi. (2018). The Important of Learning Media Based on Illustrated Storybook for Primary School. Proceeding of International Conference on Child-Friendly Education, 233–236. Eshach, H., & Fried, M. N. (2005). Should Science Be Taught in Early Childhood? Journal of Science Education and Technology, 14(3), 315–336. Featherstone, S. (2003). The Little Book of Investigations: Little Books with Big Ideas. Featherstone Education Ltd. Fleer, M. (2015). How Preschools Environments Afford Science Learning. In M. Fleer & N. Pramling (Eds.), A Cultural-Historical Study of Children Learning Science: Foregrounding Affective Imagination in Play-based Settings(pp. 23–37). Springer Netherlands. https://doi.org/10.1007/978-94-017-9370-4_2 Fridberg, M., Jonsson, A., Redfors, A., Thulin, S., Fridberg, M., Jonsson, A., Redfors, A., Thulin, S., Jonsson, A., Redfors, A., & Thulin, S. (2019). Teaching chemistry and physics in preschool: A matter of establishing intersubjectivity establishing intersubjectivity. 0693. https://doi.org/10.1080/09500693.2019.1689585 Gitomer, D. H., & Zisk, R. C. (2015). Knowing What Teachers Know. Review of Research in Education, 39(1), 1–53. https://doi.org/10.3102/0091732X14557001 Greenfield, D. B., Jirout, J., Greenberg, A., Maier, M., & Fuccillo, J. (2009). Early Education and Development Science in the Preschool Classroom: A Programmatic Research Agenda to Improve Science Readiness. October 2014, 37–41. https://doi.org/10.1080/10409280802595441 Gur, C. (2011). Physics in preschool. International Journal of Physical Sciences, 6(4), 939–943. https://doi.org/10.5897/IJPS10.653 Hsiao, C.-Y., & Chang, Y.-M. (2015). A Study of the Use of Picture Books by Preschool Educators in Outlying Islands of Taiwan. International Education Studies, 9(1), 1. https://doi.org/10.5539/ies.v9n1p1 Kalogiannakis, M., Nirgianaki, G. M., & Papadakis, S. (2018). Teaching Magnetism to Preschool Children: The Effectiveness of Picture Story Reading. Early Childhood Education Journal, 46(5), 535–546. https://doi.org/10.1007/s10643-017-0884-4 Kamii, C., & Vries, R. De. (1993). Physical Knowledge in Preschool Education: Implications of Piaget’s Theory. Teachers College Press. Kelemen, D., Emmons, N. A., Seston Schillaci, R., & Ganea, P. A. (2014). Young Children Can Be Taught Basic Natural Selection Using a Picture-Storybook Intervention. Psychological Science, 25(4), 893–902. https://doi.org/10.1177/0956797613516009 Larasati, A., & Yulianti, D. (2014). Pengembangan Bahan Ajar Sains (Fisika) Tema Alam Semesta Terintegrasi Karakter dan berwawasan Konservasi [Development of Teaching Materials for Science (Physics) Themes of the Universe Integrated Character and Conservation insight]. Unnes Physic Education Journal, 3(2), 26–33. Lind, K. K. (2005). Exploring Science in Early Childhood Education. Thomson Delmar Learning. Lorente, L. M. (2017). Implementation of early childhood physical activity curriculum (SPARK) in the Central Valley of California ( USA ). Procedia - Social and Behavioral Sciences, 237(June 2016), 319–325. https://doi.org/10.1016/j.sbspro.2017.02.097 Marton, F. (2014). Necessary conditions of learning. Routledge. Mutmainnah, M., Nessa, R., Bukhari, B., Farhana Mohd Radzif, N., & Kurniawati, R. (2021). Development of Learning Media for Acehnese Culture Picture Books to Get to Know Local Culture in Early Childhood. Al-Athfal: Jurnal Pendidikan Anak, 7(1), 53–72. https://doi.org/10.14421/al-athfal.2021.71-05 Oppliger, P. A., & Davis, A. (2016). Portrayals of Bullying: A Content Analysis of Picture Books for Preschoolers. Early Childhood Education Journal, 44(5), 515–526. https://doi.org/10.1007/s10643-015-0734-1 Oskarsson, M., & Karlsson, K.-G. (1970). Health care or Atom bombs? Interest profiles connected to a science career in Sweden. Nordic Studies in Science Education, 7(2), 190–201. https://doi.org/10.5617/nordina.242 Phillips, E. C., & Sturm, B. W. (2013). Do Picture Books About Starting Kindergarten Portray the Kindergarten Experience in Developmentally Appropriate Ways? Early Childhood Education Journal, 41(6), 465–475. https://doi.org/10.1007/s10643-012-0560-7 Pramitasari, Muktia., Yetti, Elindra., & Hapidin. (2018). Pengembangan Media Sliding Book untuk Pengenalan Sains Kehidupan (Life Science) Kelautan untuk Anak Usia Dini [Development of Sliding Book Media for Introduction to Marine Life Science for Early Childhood]. 12(November), 221–230. https://doi.org/10.21009/JPUD.122.09 Saçkes, M., Akman, B., & Trundle, K. C. (2012). A Science Methods Course for Early Childhood Teachers: A Model for Undergraduate Pre-Service Teacher Education. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 6(2), 1–26. Sari, N. E., & Suryana, D. (2019). Thematic Pop-Up Book as a Learning Media for Early Childhood Language Development. JPUD - Jurnal Pendidikan Usia Dini, 13(1), 43–57. https://doi.org/10.21009/10.21009/jpud.131.04 Sjøberg, S., & Schreiner, C. (2010). The ROSE project—Overview and key findings. March 1–31. Skibbe, L. E., Thompson, J. L., & Plavnick, J. B. (2018). Preschoolers’ Visual Attention during Electronic Storybook Reading as Related to Different Types of Textual Supports. Early Childhood Education Journal, 46(4), 419–426. https://doi.org/10.1007/s10643-017-0876-4 Solfiah, Y. S., Risma, D., Hukmi, & Kurnia, R. (2020). Early Childhood Disaster Management Media Through Picture Story Books. JPUD - Jurnal Pendidikan Usia Dini, 14(1), 141–155. https://doi.org/10.21009/141.10 Thorson, R. M. (2017). Physical Science Teacher’s Guide. Henry David Thoreau In Context.https://doi.org/Https"//Doi.Org/10.1017/9781316569214.025 Thulin, S., & Jonsson, A. (2014). Child Perspectives and Children’ s Perspectives – a Concern for Teachers in Preschool. Educare, 2, 13–37. Thulin, S., & Redfors, A. (2017). Student Preschool Teachers’ Experiences of Science and Its Role in Preschool. Early Childhood Education Journal, 45(4), 509–520. https://doi.org/10.1007/s10643-016-0783-0 Woodard, C., & Davitt, R. (1987). Physical Science in Early Childhood. Thomas Publications.

Instilling Children's Ocean Literacy Through Comic Media: STEAM to R-SLAMET Learning Design for ECE educators Hapidin; Syarah, Erie Siti; Pujianti, Yuli; Gunarti, Winda
Jurnal Pendidikan Usia Dini Vol 16 No 1 (2022): Jurnal Pendidikan Usia Dini Volume 16 Number 1 April 2022
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Ocean literacy is currently at the forefront of the development of the notion of marine environmental sustainability. It is critical to compare ocean literacy ideas in curriculum standards. Comics Convey various messages of maritime insight content on integrated, contextual, and meaningful learning. This study aims to design STEAM (to R-SLAMET; Religion, Science, Literacy, Art, Math, Engineer, and Technology) learning that contains ocean literacy messages in a comic media. Through the qualitative research method with study case type, researchers seek to aid early childhood education (ECE) educators in designing R-SLAMET learning through the media to overcome maritime cultural literacy problems. The participants of this study consisted of three educators and 43 children. The findings show that the natural play experience of early childhood can be a source of inspiration to find ocean literacy through R-SLAMET learning activities. Contextual play by children becomes a reference for designing comic-based R-SLAMET learning. Comic media can integrate R-SLAMET learning in improving children's ocean literacy. Keywords: children ocean literacy, comic media, STEAM to R-SLAMET learning design References: Arthur, J. (1990). Cultural Literacy. College English, 52(3), 281–281. JSTOR. https://doi.org/10.2307/377758 Campbell, D. T., & Stanley, J. C. (2015). Experimental and Quasi-Experimental Designs for Research. Ravenio Books. https://books.google.co.id/books?id=KCTrCgAAQBAJ Castek, E. J., Hagerman, M. S., Woodard, R., Bonine, K., Coiro, J., Graville, C., Jordan, M., Mencher, R., Olivares, M., Smith, B. E., Stornaiuolo, A., Sult, L., Tan, E., Tucker-raymond, E., & Wen, W. (2019). Principles for Equity-centered Design of STEAM Learning-through-Making. 34–35. Chang, C.-C., Hirenkumar, T. C., & Wu, C.-K. (2021). The Concept of Ocean Sustainability in Formal Education—Comparative Ocean Literacy Coverage Analysis of the Educational Standards of India and the USA. Sustainability, 13(8), 4314. https://doi.org/10.3390/su13084314 Chujan, W., Kilenthong, W. T., Patricia, A., Robert, J., Richard, C., Charles, D., John, D., Jere, E., Leslie, A., Jerome, S., Robert, C., Bancroft, K., Lee, J., Carol, S., Lees, N., Mills, R., Haley, S., Eleanor, E., Robert, P., … Erden, F. T. (2019). An early evaluation of a HighScope-based curriculum intervention in rural Thailand. International Journal of Innovation, Creativity and Change, 12(103), 17–25. https://doi.org/10.7822/omuefd.604939 Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fifth edition). Pearson. Fortner, R. W., & Mayer, V. J. (1989). Marine and aquatic education – a challenge for science educators. Science Education, 73(2), 135–154. https://doi.org/10.1002/sce.3730730203 Hapidin, Gunarti, W., Pujianti, Y., & Siti Syarah, E. (2020). STEAM to R-SLAMET Modification: An Integrative Thematic Play Based Learning with R-SLAMETS Content in Early Child-hood Education. JPUD - Jurnal Pendidikan Usia Dini, 14(2), 262–274. https://doi.org/10.21009/jpud.142.05 Hapidin, Nurjannah, S. H. (Universitas N. J. (2018). Pengembangan Model Pembelajaran Tematik Seribu. Pendidikan Usia Dini, 12(Marine Education), 51–65. https://doi.org/10.21009/JPUD.121 Hartley, B. L., Thompson, R. C., & Pahl, S. (2015). Marine litter education boosts children’s understanding and self-reported actions. Marine Pollution Bulletin, 90(1), 209–217. https://doi.org/10.1016/j.marpolbul.2014.10.049 Hawthorne, M., & Alabaster, T. (1999). Citizen 2000: Development of a model of environmental citizenship. Global Environmental Change, 9(1), 25–43. https://doi.org/10.1016/S0959-3780(98)00022-3 Hermawanti, O., & Susilaningsih, S. (2020). Development of Educational Comic Media Based on PowerPoint Class III Indonesian Language Content. Elementary School Teacher, 4(2), 5. https://doi.org/10.15294/est.v4i2.29027 Hidayat, S., & Ridwan. (2017). Kebijakan poros maritim dan keamanan nasional indonesia: Tantangan dan harapan. Pertahanan & Bela Negara, 7(3), 107–121. Koutníková, M. (2018). The Application of Comics in Science Education. Acta Educationis Generalis, 7(3), 88–98. https://doi.org/10.1515/atd-2017-0026 Melliou, K., Moutafidou, A., & Bratitsis, T. (2014). Digital Comics Use to Develop Thinking Dispositions in Early Childhood Education. 2014 IEEE 14th International Conference on Advanced Learning Technologies, 502–504. https://doi.org/10.1109/ICALT.2014.148 Mogias, A., Boubonari, T., Realdon, G., Previati, M., Mokos, M., Koulouri, P., & Cheimonopoulou, M. Th. (2019). Evaluating Ocean Literacy of Elementary School Students: Preliminary Results of a Cross-Cultural Study in the Mediterranean Region. Frontiers in Marine Science, 6, 396. https://doi.org/10.3389/fmars.2019.00396 Mokos, M., Realdon, G., & Zubak Čižmek, I. (2020). How to Increase Ocean Literacy for Future Ocean Sustainability? The Influence of Non-Formal Marine Science Education. Sustainability, 12(24). https://doi.org/10.3390/su122410647 Ntobuo, N. E., Arbie, A., & Amali, L. N. (2018). The Development of Gravity Comic Learning Media Based on Gorontalo Culture. Jurnal Pendidikan IPA Indonesia, 7(2), 246–251. https://doi.org/10.15294/jpii.v7i2.14344 Oliver, K. L. (1998). A Journey into Narrative Analysis: A Methodology for Discovering Meanings. Journal of Teaching in Physical Education, 17(2), 244–259. https://doi.org/10.1123/jtpe.17.2.244 Pramitasari, M., Yetti, E., & Hapidin, H. (2018). Pengembangan Media Sliding Book Untuk Pengenalan Sains Kehidupan (Life Science) Kelautan Untuk Anak Usia 6-7 Tahun. JPUD - Jurnal Pendidikan Usia Dini, 12(2), 281–290. https://doi.org/10.21009/jpud.122.09 Puspitorini, R., Prodjosantoso, A. K., Subali, B., & Jumadi, J. (2017). Penggunaan Media Komik Dalam Pembelajaran Ipa Untuk Meningkatkan Motivasi Dan Hasil Belajar Kognitif Dan Afektif. Jurnal Cakrawala Pendidikan, 3(3). https://doi.org/10.21831/cp.v3i3.2385 Rahmatullah, R., Inanna, I., Rakib, M., Mustari, M., & Rabania, R. (2020). Developing Tematic Economic Comic with Characters for Early Childhood. Journal of Educational Science and Technology (EST), 293–300. https://doi.org/10.26858/est.v6i3.14949 Rina, N., Suminar, J. R., Damayani, N. A., & Hafiar, H. (2020). Character education based on digital comic media. International Journal of Interactive Mobile Technologies, 14(3), 107–127. https://doi.org/10.3991/ijim.v14i03.12111 Santoro, F., Santin, S., Gail, S., Fauville, G., & Tuddenham, P. (2017). Ocean Literacy for All; A toolkit. UNESCO United Nations Educational. Steel, B. S., Smith, C., Opsommer, L., Curiel, S., & Warner-Steel, R. (2005). Public ocean literacy in the United States. Ocean & Coastal Management, 48(2), 97–114. https://doi.org/10.1016/j.ocecoaman.2005.01.002 Syarah, E. S., Yetti, E., Fridani, L., Yufiarti, Hapidin, & Pupala, B. (2019). Electronic comics in elementary school science learning for marine conservation. Jurnal Pendidikan IPA Indonesia, 8(4), 500–511. https://doi.org/10.15294/jpii.v8i4.19377 Tatalovic, M. (2009). Science comics as tools for science education and communication: A brief, exploratory study. Journal of Science Communication, 8(4). Tuddenham, P., Schoedinger, S., Cava, F., & Strang, C. (2005). Science Content and Standards for Ocean Literacy: A Report on Ocean Literacy. https://doi.org/10.13140/RG.2.2.12126.84804 Visbeck, M. (2018). Ocean science research is key for a sustainable future. Nature Communications, 9(1), 690. https://doi.org/10.1038/s41467-018-03158-3 Yulianti, D., Khanafiyah, S., & Sulistyorini, S. (2016). Inquiry-Based Science Comic Physics Series Integrated with Character Education. 7. Yunandar, Y. (2018). Budaya Bahari Dam Tradisi Nelayan di Indonesia. Sabda: Jurnal Kajian Kebudayaan, 1(1), 22. https://doi.org/10.14710/sabda.v1i1.13243

Teacher's Understanding of Project Learning Models through Children's Comics with STEAM Content in Indonesia Hapidin; Yuli Pujianti; Erie Siti Syarah; Winda Gunarti
Jurnal Pendidikan Usia Dini Vol 17 No 1 (2023): Jurnal Pendidikan Usia Dini Volume 17 Number 1 April 2023
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Comic media is one of the learning media that can contain messages and information about various knowledge, experiences, and events in a complete, interesting, and meaningful way. The contents of these stories can also accommodate a variety of learning content such as science, technology, engineering, art, and mathematics known as STEAM content (Science, Technology, Engineering, Art, and Math). This study aims to obtain information on teachers' understanding of the project learning model and STEAM content used in ECE units. Based on survey research and case studies, this research involved 34 ECE teacher participants representing teachers in the Seribu Islands district, DKI Jakarta. Data collection was carried out using a Google form questionnaire, participatory observation, focused discussions, and document analysis. The research produced several findings, first, comic media is very effective and interesting to provide an overview of STEAM project activities and content for ECE units. Second, learning projects containing STEAM content can be designed through learning tools and teaching modules based on maritime themes. Third, project learning with STEAM content can be one of the characteristics of the implementation of the independent curriculum in ECE units. Finally, the use of comic media in project learning with STEAM content can increase early childhood maritime cultural literacy. It is hoped that the use of comic media will help ECE educators in the Seribu Islands Regency improve their understanding of maritime cultural literacy in early childhood. Keywords: teacher's understanding, ECE steam content, children's comics References: Almulla, M. A. (2020). The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning. SAGE Open, 10(3). https://doi.org/10.1177/2158244020938702 Asghar, A., Ellington, R., Rice, E., Johnson, F., & Prime, G. M. (2012). Supporting STEM Education in Secondary Science Contexts. Interdisciplinary Journal of Problem-Based Learning, 6(2). https://doi.org/10.7771/1541-5015.1349 Bagiati, A., & Evangelou, D. (2015). Engineering curriculum in the preschool classroom: The teacher’s experience. European Early Childhood Education Research Journal, 23(1), 112–128. https://doi.org/10.1080/1350293X.2014.991099 Brown, R., Brown, J., Reardon, K., & Merrill, C. (2011). Understanding STEM: Current Perceptions. Technology and Engineering Teacher. Chen, Y.-L., Huang, L.-F., & Wu, P.-C. (2021). Preservice Preschool Teachers’ Self-efficacy in and Need for STEM Education Professional Development: STEM Pedagogical Belief as a Mediator. Early Childhood Education Journal, 49(2), 137–147. https://doi.org/10.1007/s10643-020-01055-3 Connor, A. M., Karmokar, S., & Whittington, C. (2015). From STEM to STEAM: Strategies for Enhancing Engineering & Technology Education. International Journal of Engineering Pedagogy (IJEP), 5(2), 37. https://doi.org/10.3991/ijep.v5i2.4458 DeJarnette, N. K. (2018). Implementing STEAM in the Early Childhood Classroom. European Journal of STEM Education, 3(3), 1–9. https://doi.org/10.20897/ejsteme/3878 EL-Deghaidy, H., Mansour, N., Alzaghibi, M., & Alhammad, K. (2017). Context of STEM Integration in Schools: Views from In-service Science Teachers. EURASIA Journal of Mathematics, Science and Technology Education, 13(6). https://doi.org/10.12973/eurasia.2017.01235a Farida, N., & Rasyid, H. (2019). The Effectiveness of Project-based Learning Approach to Social Development of Early Childhood. 296(Icsie 2018), 369–372. https://doi.org/10.2991/icsie-18.2019.67 Garba, S. A., Byabazaire, Y., & Busthami, A. H. (2015). Toward the use of 21stcentury teaching-learning approaches: The trend of development in Malaysian schools within the context of Asia Pacific. International Journal of Emerging Technologies in Learning, 10(4), 72–79. https://doi.org/10.3991/ijet.v10i4.4717 Gartrell, D. (2016). Developmentally Appropriate STEM: It’s STREAM! www.ChildCareExchange.com Gebbie, D. H., Ceglowski, D., Taylor, L. K., & Miels, J. (2012). The Role of Teacher Efficacy in Strengthening Classroom Support for Preschool Children with Disabilities Who Exhibit Challenging Behaviors. Early Childhood Education Journal, 40(1), 35–46. https://doi.org/10.1007/s10643-011-0486-5 Hapidin, ., Dhieni, N., & Pujianti, Y. (2020). Transformative Education Perspective: The Maritime Cultural Literacy of the Society Kepulauan Seribu, Dki Jakarta, Indonesia. 168–174. https://doi.org/10.5220/0008996001680174 Hapidin, Nurjannah, & Hartati, S. (2018). Pengembangan Model Pembelajaran Tematik Integratif berbasis proyek dalam menerapkan pendidikan kelautan pada anak di Kepulauan Seribu. Jurnal Pendidikan Usia Dini, 12(1), 51–65. https://doi.org/10.21009/JPUD.121 Hapidin, Nurjannah, S. H. (Universitas N. J. (2018). PENGEMBANGAN MODEL PEMBELAJARAN TEMATIK SERIBU. Pendidikan Usia Dini, 12(Marine Education), 51–65. https://doi.org/10.21009/JPUD.121 Herro, D., & Quigley, C. (2017). Exploring teachers’ perceptions of STEAM teaching through professional development: Implications for teacher educators. Professional Development in Education, 43(3), 416–438. https://doi.org/10.1080/19415257.2016.1205507 Horrace, R. (2021). STREAM into Online Play Groups How Children Adapt to Play in a Rapidly Digitized World. International Journal of the Whole Child, 6(1). https://libjournals.mtsu.edu/index.php/ijwc/article/view/2048 Ismuwardani, Z., Nuryatin, A., & Doyin, M. (2018). Implementation of Project Based Learning Model to Increased Creativity and Self-Reliance of Students on Poetry Writing Skills. Journal of Primary Education, 8(1), 51–58. https://doi.org/10.15294/jpe.v8i1.25229 Jamil, F. M., Linder, S. M., & Stegelin, D. A. (2018). Early Childhood Teacher Beliefs About STEAM Education After a Professional Development Conference. Early Childhood Education Journal, 46(4), 409–417. https://doi.org/10.1007/s10643-017-0875-5 Kim, H., Sefcik, J. S., & Bradway, C. (2017). Characteristics of Qualitative Descriptive Studies: A Systematic Review. Research in Nursing & Health, 40(1), 23–42. https://doi.org/10.1002/nur.21768 Lampe, M. (2012). Bugis–Makassar seamanship and reproduction of maritime cultural values in Indonesia. Jurnal Humaniora, 24(2), 121–132. Maiorca, C., Roberts, T., Jackson, C., Bush, S., Delaney, A., Mohr-Schroeder, M. J., & Soledad, S. Y. (2021). Informal Learning Environments and Impact on Interest in STEM Careers. International Journal of Science and Mathematics Education, 19(1), 45–64. https://doi.org/10.1007/s10763-019-10038-9 Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: A systematic literature review. International Journal of STEM Education, 6(1), 2. https://doi.org/10.1186/s40594-018-0151-2 Mengmeng, Z., Xiantong, Y., & Xinghua, W. (2019). Construction of STEAM Curriculum Model and Case Design in Kindergarten. American Journal of Educational Research, 7(7), 485–490. https://doi.org/10.12691/education-7-7-8 Prameswari, T., & Anik Lestariningrum. (2020). Strategi Pembelajaran Berbasis STEAM Dengan Bermain Loose Parts Untuk Pencapaian Keterampilan 4c Pada Anak Usia 4-5 Tahun. Efektor, 7(1), 24–34. https://doi.org/10.29407/e.v7i2.14387 Quigley, C. F., Herro, D., & Jamil, F. M. (2017). Developing a Conceptual Model of STEAM Teaching Practices. School Science and Mathematics, 117(1–2), 1–12. https://doi.org/10.1111/ssm.12201 Relevansi, U. D. A. N., & Ahmad, T. A. (2017). Urgensi Dan Relevansi Pembelajaran Sejarah Maritim Untuk Wilayah Pedalaman. Paramita: Historical Studies Journal, 27(1), 113–126. https://doi.org/10.15294/paramita.v27i1.9190 Sharapan, H. B. (2012). From STEM to STEAM: How Early Childhood Educators Can Apply Fred Rogers’ Approach. Young Children, 67, 36–40. Shernoff, D. J., Sinha, S., Bressler, D. M., & Ginsburg, L. (2017). Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education. International Journal of STEM Education, 4(1), 13. https://doi.org/10.1186/s40594-017-0068-1 Simoncini, K., & Lasen, M. (2018). Ideas About STEM Among Australian Early Childhood Professionals: How Important is STEM in Early Childhood Education? International Journal of Early Childhood, 50(3), 353–369. https://doi.org/10.1007/s13158-018-0229-5 Smith, K. L., Rayfield, J., & McKim, B. R. (2015). Effective Practices in STEM Integration: Describing Teacher Perceptions and Instructional Method Use. Journal of Agricultural Education, 56(4), 182–201. https://doi.org/10.5032/jae.2015.04183 Srikoom, W., Hanuscin, D. L., & Faikhamta, C. (2017). Perceptions of in-service teachers toward teaching STEM in Thailand. Asia-Pacific Forum on Science Learning and Teaching, 18(2). Wahyuningsih, S., Nurjanah, N. E., Rasmani, U. E. 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Efektivitas Penggunaan Media Permainan Engklek Maritim untuk Meningkatkan Kesadaran Lingkungan Maritim Anak Usia Dini Inneke Octafia Utami; Sri Wulan; Hapidin Hapidin
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol 7, No 2 (2023)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v7i2.4183

Penelitian ini dilatar belakangi pentingnya anak usia dini untuk melestarikan lingkungan maritim agar lingkungan tidak rusak. Tujuan penelitian adalah mengembangan media permainan engklek maritim untuk meningkatkan kesadaran lingkungan anak usia dini. Studi ini menggunakan model ADDIE dengan metode pre eksperimen dengan one group pretest – posttest design dengan responden sebanyak 20 anak. Hasil penelitian berupa media permainan engklek maritim yang dapat digunakan guru maupun anak. Hasil uji efektivitas menggunakan SPSS 16 diketahui bahwa t hitung sebesar 35.606 dati t tabel 2.09 dengan nilai signifikansi 0.000 sehingga nilai sig. (2-tailed) 0.000 0.05. Berdasarkan hasil penelitian dapat disimpulkan bahwa penggunaan media permainan engklek maritim efektif digunakan untuk meningkatkan kesadaran lingkungan maritim anak usia dini, yang dimana anak terlihat dapat dengan mudah memainkan media permaianan engklek maritim bersama teman – temannya, serta pengetahuan anak terhadap kerusakan lingkungan maritim lebih meningkat.

STRATEGI GURU DALAM PEMBELAJARAN LITERASI KELOMPOK A DI ERA PANDEMI COVID-19 Dian Jawharah Qalby; Hapidin Hapidin; Indah Juniasih
Al Hanin Vol 3, No 1 (2023): Al Hanin
Publisher : STIT Al-Marhalah Al-Ulya Bekasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38153/alhanin.v3i1.215

ABSTRACTThis study aims to describe the Teacher's Strategy in Learning Literacy Group A at TK Aisyiyah 21 Rawamangun which is a sekolah penggerak and the learning is carried out using blended learning. This study uses a descriptive method in group a in TK Aisyiyah 21 Rawamangun. Data collection procedures were carried out by means of observation, interviews, and documentation. Data analysis uses data reduction, data display, and data verification. Data checking is done by triangulation. The findings of the research show that the objectives of literacy learning are to develop reading, listening, speaking, and writing skills in the form of writing and pictures, developing good character, critical thinking skills, arithmetic and problem solving. The process of activities that take place in literacy learning are literacy activities that are integrated into the theme and the development of the theme is already in the form of a theme project that produces work. The methods used are lecturing, question and answer, singing, telling stories, and habituation. The media used are books, letter cards, word cards, literacy trees, talking dolls, smart boards, youtube videos, songs, worksheets, props, and media made by teachers such as pizza puzzles, attaching ropes, and others. The material provided is based on the ongoing theme. Evaluation is carried out by observing children during learning, testing children one by one, evaluating portfolios, and viewing learning records. The research findings have their respective advantages online and offline.Keywords: Teacher strategy, literacy learning, group a, covid-19 pandemic

Children's Leadership in Natural Schools (Case Study at Al Ghifari School, West Java, Indonesia) Erik Erik; Fasli Djalal; Hapidin
International Conferences on Early Childhood Education Proceedings Vol 1 No 1 (2023): International Conference on Early Childhood Proceeding
Publisher : Universitas Panca Sakti Bekasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51714/icec.v1i1.63

This study aims to describe how the introduction of the basics of leadership in early childhood at Kindergarten Alam Al Ghifari Kuningan, Responsible Indonesia. This research is a qualitative research with a case study approach with the research subjects being all the children and the social situation in TK Alam Al Ghifari Kuningan, Answerarat. Data collection methods used are in-depth interviews and observation. The process of data analysis is data reduction, identifying themes, mapping the interrelationships between themes, and concluding ﬁndings. The conclusions of this study are (1) We can introduce the basics of leadership in early childhood through a nature-based learning approach, (2) The participation of teachers and parents in introducing the basics of leadership is needed in eﬀorts to condition the child's social environment, (3 ) Games in groups will help children to introduce the basics of leadership, (4) Through gamesoutboundin the ﬁeld helps children in growing self-conﬁdence as a basis possessed by someone who is prepared to become a leader in the future

Preschool Teachers’ Perspective Regarding the Urgency of Marine Environmental Education Materials Through Educative Learning Media in Bogor City Muhammad Rusvendy Doddyansyah; Sri Wulan; Hapidin Hapidin
International Conferences on Early Childhood Education Proceedings Vol 1 No 1 (2023): International Conference on Early Childhood Proceeding
Publisher : Universitas Panca Sakti Bekasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51714/icec.v1i1.89

Indonesia's wealth of marine natural resources, according to The World Bank, can provide state revenues of up to 27 billion US dollars which meet up to 50 percent of animal protein needs, and employ more than 7 million of its citizens. The situation on the field shows that Indonesian education, from preschool to senior high school, is still directed toward the mainland, not toward the sea, as evidenced by the lack of maritime materials in schools. The Director General of Preschools at the Ministry of Indonesia has issued a maritime materials handbook as a teacher's guide for developing marine environment materials, but teachers are having difficulties because there are no gradual directions and media. Pre-schoolers are not familiar with Indonesia's living and non-living marine natural resources, which have an impact on empowering the sea properly and wisely in the future. The purpose of this study is to explore the perspective of preschool teachers regarding the urgency of marine environmental education materials through the use of educative learning media. Researchers used a qualitative approach with a phenomenological design. The research subjects were five teachers at three schools in Bogor, with data collection in the form of interviews, documentation, and observation. The result of the study shows that from the perspective of preschool educators, many have received environmental or maritime material but have difficulty developing and making suitable media according to the needs of the theme. The study concludes that every preschool teacher tries to apply environmental education to learning, including about the sea. Furthermore, from the perspective of preschool teachers, they need help in several ways; 1) Guidelines include the stages of making a learning plan; 2) Selection of simple but interrelated materials from organisms, professions, to means of transportation; 3) Use of appropriate media and according to the learning theme; and 4) Parental support outside of school as a form of marine environment education habituation.

A Perspective of ECE Teachers in Introducing Maritime Cultural Literacy for Early Childhood Fahmy Ulfah Mawaddah; Hapidin; Rien Safrina
International Conferences on Early Childhood Education Proceedings Vol 1 No 1 (2023): International Conference on Early Childhood Proceeding
Publisher : Universitas Panca Sakti Bekasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51714/icec.v1i1.96

Indonesia is a maritime culture country but its population is more dominated by the land sector, if it continues to be allowed Indonesia will leave its culture which is a maritime culture. This study aims to describe the perspective of early childhood education teachers in introducing maritime cultural literacy in early childhood. The type of research used is descriptive qualitative. The method used is a case study. The research location was at Al-Hikmah Kindergarten, Kalaotoa Island. The research was conducted in April-June 2021. Data collection using interviews, observation and documentation. Interviews were conducted in depth with six early childhood education teachers who are native to the islands. The results showed that early childhood education teachers on the islands had a lack of access to maritime cultural literacy media for early childhood, therefore it was concluded that to improve maritime cultural literacy it was necessary to develop learning media that was appropriate and easily accessible to teachers. Learning media to facilitate early childhood education teachers can be done, among others, 1) a special website for early childhood maritime cultural literacy, 2) digital picture story media, or 3) visits to education units in the islands to introduce learning methods to improve maritime cultural literacy.

STRATEGI GURU DALAM PEMBELAJARAN LITERASI KELOMPOK A DI ERA PANDEMI COVID-19 Jawharah Qalby, Dian; Hapidin, Hapidin; Juniasih, Indah
Al Hanin Vol. 3 No. 1 (2023): Al Hanin
Publisher : LPPM Sekolah Tinggi Ilmu Tarbiyah Al Marhalah Al Ulya Bekasi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38153/alhanin.v3i1.33

This study aims to describe the Teacher's Strategy in Learning Literacy Group A at TK Aisyiyah 21 Rawamangun which is a sekolah penggerak and the learning is carried out using blended learning. This study uses a descriptive method in group a in TK Aisyiyah 21 Rawamangun. Data collection procedures were carried out by means of observation, interviews, and documentation. Data analysis uses data reduction, data display, and data verification. Data checking is done by triangulation. The findings of the research show that the objectives of literacy learning are to develop reading, listening, speaking, and writing skills in the form of writing and pictures, developing good character, critical thinking skills, arithmetic and problem solving. The process of activities that take place in literacy learning are literacy activities that are integrated into the theme and the development of the theme is already in the form of a theme project that produces work. The methods used are lecturing, question and answer, singing, telling stories, and habituation. The media used are books, letter cards, word cards, literacy trees, talking dolls, smart boards, youtube videos, songs, worksheets, props, and media made by teachers such as pizza puzzles, attaching ropes, and others. The material provided is based on the ongoing theme. Evaluation is carried out by observing children during learning, testing children one by one, evaluating portfolios, and viewing learning records. The research findings have their respective advantages online and offline.

PERSEPSI ORANG TUA TENTANG PERKEMBANGAN MEMBACA PERMULAAN ANAK USIA 5-6 TAHUN (PENELITIAN SURVEI DI TAMAN KANAK-KANAK (TK) WILAYAH GUGUS III KECAMATAN CIBINONG, KABUPATEN BOGOR) Sabillah, El; Hapidin, Hapidin; Syamsiatin, Eriva
Al Hanin Vol. 1 No. 1 (2021): Al Hanin
Publisher : LPPM Sekolah Tinggi Ilmu Tarbiyah Al Marhalah Al Ulya Bekasi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38153/alhanin.v1i1.38

This experiment was intended to describeparents perception about early reading development of children 5-6 years old. The sample of this experiment was 100parents at Kindergarten in Gugus III area In The District of Cibinong, Bogor. The technique of getting sample was quota sampling. Data were collected throught questionnaire. The results of the study of parents' perceptions of the development of early reading of children aged 5-6 years by 76% are in the category of "good" and as much as 24% in the category of "enough". In a more specific description, the perception of parents has several sub-aspects. In the sub- aspect of the meaning of early reading development of children aged 5-6 years the results show that 77% of parents are in the "good" category, and 23% of parents are in the moderate category. In the sub-aspects of the characteristics of early reading development of children aged 5-6 years the results show that 46% of parents are in the "good" category, and 54% of parents are in the "sufficient" category. In the sub-aspects of the aspects of early reading development of children aged 5-6 years, the results showed that 62% of parents were in the "good" category, and 38% were in the "sufficient" category. In the sub-aspects of parental strategies in developing early reading development of children aged 5-6 years, the results show that 77% of parents are in the "good" category and 23% of parents are in the moderate category.

Co-Authors Ade Dwi Utami Ade Tria Lestari Aghnesia Hafaz Kiasatina Agustina, Winarti Ai Listriani Akmal, Yenina Anggieta Suci Wardani Anggraini, Vivi Asep Supena Asep Supena Asla De Vega Ayu Citra Dewi Catur Wulandari Dewi, Meidiana Sonya Rachma Dian Jawharah Qalby Dini Nurmalina Firsty Dwi Putri, Wara El Sabillah Elas Sutihat Elina Sitompul Elindra Yetti Elza Dwi Yulia Erik Erik Eriva Syamsiatin Eti Rahmawati Fahmy Ulfah Mawaddah Fahmy Ulfah Mawaddah Faraniesya, Itsna Fasli Djalal Firdausi, Melisa Indah Firsty, Dini Nurmalina Fridani, L. Garaika Gunarti, Winda H, Myrnawati C Hafaz Kiasatina, Aghnesia Hikmah Hikmah Hikmah Hikmah Hikmah Ifina Trimuliana Ika Tyas Mustika Sari Indah Firdausi, Melisa Indah Juniasih INDAH JUNIASIH, INDAH Inneke Octafia Utami Intani Dewi Kartika Sari Is Diana Towoliu Itsna Faraniesya Iva Sarifah Jawharah Qalby, Dian Karnadi Kartika Sari, Intani Dewi Khairiyah, Umi Lailatul Aisi Alhq Lara Fridani Lutfiah Zuhra Mega Ria Agustina Meilani, Sri Martini Muhammad Rusvendy Doddyansyah Myrnawati C.H Myrnawati Crie Handini Myrnawaty Handini Nada Ghaitsa Salsabila Nasution, Riskha Hanifa Ndeot, Felisitas Nevi Rahardyanti Nila Mayang Sari Noormala, Noormala Nur Rochimah Nurbiana Dhieni Nurjannah Nurjannah Nurul Istiqomah Octavian Dwi Tanto Pramitasari, Muktia Pupala, B. Putri, Lusianawati Eka Qorina Widuri R. Sri Martini Meilanie, R. Sri Martini Rahardyanti, Nevi Rahayu, Yuyun Tri Rd. Ranie Damayanti Rien Safrina Rien Safrina Rizki Winitri Roliana, Eva Sabillah, El Safrina , Rien Safrina, Rien Sakina Sofia Hartati Sri Wulan Sri Wulan Sri Wulan, Sri Suci Wardani, Anggieta Suharti Suharti Supena , Asep Syamsiatin, Eriva Syamsul Arifin Syarah, E. S. Syarah, Erie Siti Syifa Aulia Tisya Permatasari Tjipto Sumadi Trimuliana, Ifina Tuti Tarwiyah Adi Sam Ulfah Mawaddah, Fahmy Ulya, Syarifatul Utara, Adiis Retna Veithzal Rivai Zainal Vitriyana, Riyanti Wara Dwi Putri Winda Gunarti Yenina Akmal YENINA, YENINA Yetti Yetti Yetti, E. Yufiarti Yuli Pujianti Yuli Pujianti YULI PUJIANTI Yuliani Eka Putri Yuliani Nurani Yuliati, Chariroh Yuniwanti, Ririn Zarina Akbar

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