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All Journal ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal At-Tarbawi: Jurnal Kajian Kependidikan Islam
Anita Afrianingsih
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Religion Humanities Education Social Sciences

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Bahasa Jawa Krama Sebagai Fondasi Utama Perkembangan Moral Anak Usia Dini Dwiana Asih Wiranti; Anita Afrianingsih; Diah Ayu Mawarti
ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal Vol 6, No 1 (2018): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v6i1.4040

Abstract

AbstrakMoral anak perlu dibangun sejak usia dini agar berkembang dengan optimal. Perkembangan moral anak akan berkaitan erat dengan kebiasaan yang terbentuk dalam kehidupan sehari-hari. Mulai dari kebiasaan berperilaku dan bertutur kata. Seperti kata pepatah Jawa “Ajining dhiri saka lathi” yang berarti harga diri bisa nampak dari tutur kata, maka jelas bahwa bahasa menjadi faktor yang akan berperan dalam perkembangan moral anak. Membiasakan anak bertutur yang santun harus menjadi kesadaran utama bagi para orang tua. Salah satu fondasi dalam upaya membangun perkembangan moral anak usia dini adalah melalui bahasa Jawa krama. Bahasa Jawa krama merupakan bahasa yang mempuanyai nilai karakter yang dalam. Melalui pembiasan berbahasa Jawa krama, anak akan terbiasa menghormati lawan tutur, menghormati orang yang lebih tua, menyayangi teman sebaya, bahkan menghargai diri sendiri sejak dini. Akan tetapi, banyak orang tua yang merasa takut melatih anak berhasa Jawa krama kepada anak karena alasan sulit dan takut salah. Padahal ada cara strategis yang dapat dilakukan oleh para orang tua bahkan guru dalam membiasakan bahasa Jawa krama agar bisa terwujud sebagai fondasi perkembangan moral anak usia dini. Cara strategis tersebut melalui tahap kenali , amati, benahi diri, motivasi, melatih sejak dini, dan biasakan setiap hari.               
Penerapan Model Pembelajaran Jigsaw Sebagai Sarana Untuk Problem Solving Bagi Mahasiswa Pada Mata Kuliah Ilmu Pendidikan Anita Afrianingsih
At-Tarbawi: Jurnal Kajian Kependidikan Islam Vol. 4 No. 2 (2019): At Tarbawi
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK), Institut Agama Islam Negeri (IAIN) Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (626.466 KB) | DOI: 10.22515/attarbawi.v4i2.1473

Abstract

AbstrakThe objectives of this study are: 1) to know the implementation of the Jigsaw learning model that is used as a means for problem solving for students in educational science courses, 2) To measure the success rate of implementing the Jigsaw learning model that is used as a means for problem solving education science courses, 3) To find out student responses related to the implementation of the Jigsaw learning model that is used as a means for problem solving for students in educational science courses. This research method applies an experimental method with a type of non-equivalent control group design in answering the research problem formulation. The research location was at the Nahdlatul Ulama Islamic University of Jepara, with a population of 30 students. Data analysis techniques used to calculate the results of research using t-test (paired sample t-test and independent sample t-test). Instruments for collecting data using observation and questionnaires.The results of this study include: 1) the continued impact of this is a different level of understanding between active students and students who are passive in completing tasks / problems. active students will of course be better able to master the material, whereas students who are passive will find it difficult to carry out the material by using learning models like this (problem solving). This is indicated by the value of learning outcomes, observation sheet data problem solving process shows that 71% of students in meetings II and II, and 76% of students at meetings IV and V can attend learning well; 2) Based on the statistical data generated, it can be concluded that the initial capability data of the 3 classes of 2PGSD A.1 has identical means (not significantly different) because Sig. (0.232)> 0.05, and F count (1.479) < T table (3,072); and 3) students taught by using the Jigsaw learning model that is used as a means for problem solving for students in Educational Sciences courses can be setup cooperatively to provide higher learning outcomes compared to students taught with classical learning models as a means for problem solving that is set individually. This proves that the Jigsaw learning model through problem solving activities can provide strength that is able to support the improvement of learning outcomes and critical thinking skills and build an active role for student learning. 
Co-Authors Diah Ayu Mawarti Wiranti, Dwiana Asih