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All Journal Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Jurnal Konseling dan Pendidikan PAWIYATAN Jurnal Pendidikan dan Pemberdayaan Masyarakat Journal of Nonformal Education Prosiding Temu Ilmiah Nasional X Ikatan Psikologi Perkembangan Indonesia Indonesian Journal of Islamic Early Childhood Education Journal of Studies in Early Childhood Education (J-SECE) Abdimas UNWAHAS : Jurnal Pengabdian Masyarakat UNWAHAS Sentra Cendekia Annual Conference on Islamic Early Childhood Education Proceedings Series on Social Sciences & Humanities Pawiyatan Literacy : International Scientific Journals of Social, Education, Humanities MANGGALI Jurnal Abdimas Gifted: Journal of Early Childhood Education
Luluk Elyana
Universitas Ivet
Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Neuroscience Social Sciences Other

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Journal : Annual Conference on Islamic Early Childhood Education

 1 
Learning Management Self Regulated Learning Early Childhood Based Child Friendly Elyana, Luluk
ACIECE Vol 1 (2016): Annual Conference on Islamic Early Childhood Education
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga Yogyakarta

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Abstract

Learning management is management that consists of planning, organizing, briefing, and controlling in terms of why and how human undergo behavior changes as a result of experiences. Essentially, early childhood learning is curriculum development that tangible which contain some learning experience through playing. One of the importance of the learning process in PAUD has Self Regulated Learning (SRL) that will put the urgency of the children’s ability to learn discipline to organize, self- control, and study with their own initiative. To put out this initiation, one of the processes is the concept of Ramah Anak (child-friendly) which is understanding the meaningfulness of the children. The teacher should place herself to be a facilitator and a motivator by understanding the uniqueness that the children have that will show because of individual differences. This is due to family background, ethnic, language, and culture differences in children not same. The children will have a sense of empathy and always proud to identify the knowledge that appears from the differences. For example, played a harvest festival with Madura's traditional clothes or dancing an Aceh traditional dance with Aceh traditional clothes accompany by their traditional songs. The children are given the freedom to initiate and the opportunity to express their opinion about the learning activity and the activity that will be performed next. For the management of child-friendly learning SRL in early childhood should be applied as an effort for the early development of the children development in cultivating a sense of empathy and the potential that the children have through positive habits and awareness to do well in their own work and appreciate the differences.
Mewujudkan Pembelajaran Bermakna Melalui Kisah Elyana, Luluk
ACIECE Vol 3 (2018): Annual Conference on Islamic Early Childhood Education
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga Yogyakarta

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Abstract

Pemrosesan informasi dalam pembelajaran Anak Usia Dini (AUD) memerlukan strategi dan carayang tepat dengan menyelaraskan tahapan perkembangan usia anak. Mengembangkankapasitas anak secara bertahap untuk memproses informasi sehingga memungkinkan untukmemiliki pengetahuan dan keterampilan yang kompleks. Anak dalam perkembangannyamembutuhkan ruang berpikir yang dapat memenuhi upaya memahami dirinya, keluarganya danlingkungannya dalam multidimensi dan multiarah.Informasi yang diperoleh dan diproses dariwaktu ke waktu tidak hanya terhenti dalam memori jangka pendek saja akan tetapi dapatmengendap dan terefleksikan dalam memori jangka panjang anak sehingga dapat teraktualisasidalam bentuk tindakan dan perilaku sehari-hari. Pembelajaran bermakna diperlukan untukmengubah informasi menjadi pengetahuan adalah penting bagi anak. Mengolah pengetahuanyang didapatkan dari sebuah pemrosesan informasi membutuhkan strategi pembelajaran yangmenyenangkan dan bermakna bagi anak. Kegiatan berkisah (Storytelling) sebagai mediapembelajaran sangatrelevan bagi AUD. Berkisah mengajak anak-anak tidak hanya memusatkanperhatian kepada penyampai kisah akan tetapi padapemrosesan informasi akan berjalan lebihefektif dan membawa pengetahuan ke dalam lingkup memori jangka panjang anak danmemaksimalkan kerja otak. Artikel ini mengupas tentang pembelajaran bermakna melaluikisahpada anak usia 4-6 tahun di TK Laboratorium Belia IKIP Veteran Semarang
Co-Authors Abdul Latief Ahyani, Zaetun Aman Aman Annisaul Khasanah Wulandari Khasanah Wulandari, Annisaul Khasanah Wulandari Khasanah Apriliana, Viona Ashidiqiyah, Aminah Astini, Baik Nilawati Das, Rajib Kumar Dian Pramita Didik Ardi Santoso Didik Ardi Santoso Dwi Hardiyanti Ebtana Sella Mayang Fitri Etika Umi Romlah Indri Kurniawati Isti Hidayah Kurniawan, Ratna Dwi lenny kurniati, lenny Maria Denok Bekti Agustiningrum Marini . Masfuri, Sunny Annisa Maulidya Ulfah Mohammad Fauziddin Muniroh Munawar Nugrahastuti, Dewi Nunna, Bhanu Prakash Nurul Huda Radiana Fitriati Rajib Kumar Das Ramadan, Syahri ratna, dwi kurniawan Ratno Ratno Ririn Linawati, Ririn Risky Setiawan Rodhiyah Rodhiyah Sari, Ika Tyas Mustika Setya Winarni, Dyah Slamet . Soraya Rosna Samta Sri Redjeki Sri Sayekti Sukiram, Sukiram Umi Nafisah Winarni, Dyah Setyaningrum Yenti Juniarti Yuli Kurniawati Sugiyo Pranoto, Yuli Kurniawati Sugiyo Yuliantri, Rhoma Dwi Aria