Garuda - Garba Rujukan Digital

p-Index From 2021 - 2026

7.874

P-Index

This Author published in this journals

All Journal Cakrawala Pendidikan Imaji: Jurnal Seni dan Pendidikan Seni Jurnal Pendidikan Anak Usia Dini Undiksha Harmonia: Journal of Research and Education OKARA: Jurnal Bahasa dan Sastra Jurnal Pendidikan Usia Dini Indonesian Journal of Early Childhood Education Studies Al Ishlah Jurnal Pendidikan Panggung Metodik Didaktik Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Ilmiah POTENSIA Cakrawala Dini : Jurnal Pendidikan Anak Usia Dini Jurnal Pelita PAUD Aulad : Journal on Early Childhood JETL (Journal Of Education, Teaching and Learning) Acintya MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Journal of Dance and Dance Education Studies Prosiding Seminar Nasional Pengabdian Kepada Masyarakat PERDULI: Jurnal Pengabdian kepada Masyarakat JPTI (Jurnal Pendidikan Anak Usia Dini Taman Indonesia) International Journal of Performing Arts (IJPA) Jurnal Pendidikan Tari International Journal of Educational Development International Conferences On Early Childhood Education Proceedings International Journal of Educational Research International Journal of Studies in International Education Panggung Jurnal Pelita PAUD PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI Exploration In Early Childhood Research International Conferences on Early Childhood Education Proceedings

Elindra Yetti

Universitas Negeri Jakarta

Author-ID : 3581912

Religion Aerospace Engineering Arts Humanities Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Mathematics Neuroscience Public Health Social Sciences Other

Published : 90 Documents Claim Missing Document

Claim Missing Document

Articles

2 3 4 5 6

Improving English Language Ability of Children Aged 4-5 Years Old by Using Creative Dance Sabila Nur Masturah; Myrnawati Crie Handini; Sofia Hartati; Elindra Yetti
JETL (Journal of Education, Teaching and Learning) Vol 3, No 1 (2018): Volume 3 Number 1 March 2018
Publisher : STKIP Singkawang

The aim of this research is to know about how to improve English language ability of children aged 4-5 years old by using creative dance. The subjects of this research were seven children in group A at Bilingual Kindergarten Rumah Pelangi Pondok Bambu, East Jakarta. This research was held during April-June, 2016. The method used is classroom action research proposed by Kemmis and Taggart in two cycles. Each cycle consists of planning, acting, observing, and reflecting. The children’s English language ability was still low. The presentation of success dealt between the researcher and collaborator was 71%. The result of data analysis of pre-research was 42,1%. After being given the action, the percentage increased to 61,87%. The data got from the first cycle has not achieved its target, so the researcher conducted the second cycle. The result was 80,41%. Based on the result in the second cycle, the hypothesis is proved. Qualitatively, it is also admitted that the children’s English language ability could improve their creative movement.source language using the incorrect grammatical, the sentence is vague, the idea is not coherent and many pungtuations.

The Cognitive Style and Attachment on Early Childhood Speech Skills Evridawati, Beryana; Yufiarti; Yetti, Elindra
Jurnal Pendidikan Usia Dini Vol 14 No 1 (2020): Jurnal Pendidikan Usia Dini Volume 14 Number 1 April 2020
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Concurrently with the rapid development in digital society, the demand for communication skills was clear in childhood. Early childhood education needs to pay attention to children's speech skills development. This study aims to determine the effect of cognitive style and attachment on the ability to speak in early childhood speech development. The method used is a 2 x 2 factorial comparison design which is divided into two groups namely independent and dependent fields involving 138 samples. Re- search findings about differences in the ability to speak early childhood who have independent field cognitive style and children who have field dependent cognitive style in groups of children with high attachment obtained (A2B1), obtained Q count = 9.39 and Q table (0.05; 4: 10) = 4 , 33. 4). Differences in the ability to speak early childhood who have an independent field cognitive style and children who have a field dependent cognitive style in groups of children with low attachment obtained (A2B2), ob- tained Q count = 4.39 and Q table (0.05; 4: 10) = 4 , 33. It show that early children who have independent field cognitive style have higher speech skills scores than early children who have field dependent cog- nitive style while early children who are independent field cognitive style with low attachment have lower speech skills scores than early childhood the field dependent cognitive style with low attachment. Keywords: Cognitive style and Attachment, Early Childhood, Speech Skills Reference Aulya Purnama, R., & Wahyuni, S. (2018). Kelekatan (Attachment) pada Ibu dan Ayah Dengan Kompetensi Sosial pada Remaja. Jurnal Psikologi, 13(1), 30. https://doi.org/10.24014/jp.v13i1.2762 Berk, L. E. (2007). Child Development Boston. Pearson (seventh Ed). Boston: Pearson.Borich, G. D., & Tombari., M. L. (1996). Educational Psychology: A Contemporary Approach. New York: Harper Collins College Publishers. Boroujerdi, F. G., Kimiaee, S. A., Yazdi, S. A. A., & Safa, M. (2019). Attachment style and history of childhood abuse in suicide attempters. Psychiatry Research, 271, 1–7. https://doi.org/10.1016/j.psychres.2018.11.006 Braune, R., & Wickens, C. D. (1986). Time-sharing revisited: Test of a componential model for the assessment of individual differences. Ergonomics, 29(11), 1399–1414. https://doi.org/10.1080/00140138608967254 Brodin, J., & Renblad, K. (2019). Improvement of preschool children’s speech and language skills. Early Child Development and Care, 0(0), 1–9. https://doi.org/10.1080/03004430.2018.1564917 Davis, D. (2011). Child Development, Third Edition: A Practitioner’s Guide (Clinical Practice with Children, Adolescents, and Families) (Third Edit). New York London: The Guilford Press. Desmita. (2010). Psikologi Perkembangan Peserta Didik. Bandung: Rosdakarya. Ding, Y. hua, Xu, X., Wang, Z. yan, Li, H. rong, & Wang, W. ping. (2014). The relation of infant attachment to attachment and cognitive and behavioural outcomes in early childhood. Early Human Development, 90(9), 459–464. https://doi.org/10.1016/j.earlhumdev.2014.06.004 Evans, R., & Jones, D. (2007). Perspectives on oracy-towards a theory of practice. Early Child Development and Care, 177(6–7), 557–567. https://doi.org/10.1080/03004430701424938 Feeney, J. A. (2001). Becoming Parents: Exploring The Bonds Between Mothers, Fathers, And Their Infants Paperback. UK: Cambridge University Press. Gandasetiawan, R. Z. (2009). Mengoptimalkan IQ dan EQ Anak Melalui Metode Sensomotorik. Jakarta: PT BPK Gunung Mulia. Goodman, M. L., Gibson, D., Vo, T. T., Wang, A., Gitari, S., & Raimer, B. (2018). Early childhood attachment and suicidal ideation among young Kenyan men. Advances in Life Course Research, 35(February), 126–134. https://doi.org/10.1016/j.alcr.2018.02.001 Holmes, J. (2014). John Bowlby and Attachment Theory (2nd Editio). https://doi.org/https://doi.org/10.4324/9781315879772 Kerlinger, F. N. (1990). Asas-asas Penelitian Behavioral (3th ed.). Yogyakarta: Gajah Mada University Press. Larasati, N. I., & Desiningrum, dinie R. (2017). Hubungan Antara Kelekatan Aman Dengan Ibu Dan Regulasi Emosi Siswa Kelas X Sma Negeri 3 Salatiga. Empati, 6(3), 127–133. Lwin, M., Khoo, A., Lyen, K., & Sim, C. (2002). How to Multiply Your Child’s Intelligence: A Practical Guide for Parents of Seven-Year-Olds and Below. Singapore: Pearson Education Asia Pte., Ltd. Machado, J. M. (2012). Early Childhood Experiences in Language Arts: Early Literacy (10 edition). Belmont, USA: Wadsworth Publishing. Madyawati, L. (2016). Strategi Pengembangan Bahasa Pada Anak. Jakarta: Kencana. Mahabbati, A. (2013). Layanan Pendidikan untuk Anak Berkebutuhan Khusus dan Pendidikan Inklusif. Retrieved from http://staffnew.uny.ac.id/upload/132318126/pengabdian/ppmlayanan-pendidikan-untuk- anak-berkebutuhan-khusus. McLeod, S., Harrison, L. J., & Wang, C. (2019). A longitudinal population study of literacy and numeracy outcomes for children identified with speech, language, and communication needs in early childhood. Early Childhood Research Quarterly, 47, 507–517. https://doi.org/10.1016/j.ecresq.2018.07.004 Nasution, S. (2011). Berbagai Pendekatan Dalam Proses Belajar Dan Mengajar. Jakarta: Bumi Aksara. Nussipzhanova, B., Berdibayeva, S., Garber, A., Tuyakova, U., Mursaliyeva, A., & Baizhumanova, B. (2017). Cognitive development of pre-school children with language and speech disorders. The European Journal of Social and Behavioural Sciences, 21(1), 2570– 2583. https://doi.org/10.15405/ejsbs.227 Ormrod, J. E. (2009). Psikologi Pendidikan Membantu Siswa Tumbuh dan Berkembang (6th editio). Jakarta: Erlangga. Otto, B. (2015). Perkembangan Bahasa Pada Anak Usia DIni (third Edit). Jakarta: Prenadamedia. Papalia, D. (2008). Human Development. Jakarta: Kencana. Platokhina, N. A., Samarina, I. V., & Abashina, N. N. (2016). Preventive Measures against Speech Disorders in Early Childhood. Procedia - Social and Behavioral Sciences, 233(May), 247–251. https://doi.org/10.1016/j.sbspro.2016.10.212 Pudjaningsih, W. (2013). Pembelajaran Melalui Bermain Dalam Rangka Pengembangan Kemampuan Berbahasa Anak di TK Islam Al-Azhar Kota Jambi. Pena : Jurnal Pendidikan Bahasa Dan Sastra, 53(9), 1689–1699. Santrock, J. W. (2011). Life Span Development. New York: Mc Graw Hill.Shi, C. (2011). A Study of the Relationship between Cognitive Styles and Learning Strategies. Higher Education Studies, 1(1), 20–26. https://doi.org/10.5539/hes.v1n1p20Sternberg, R. J., & Williams, W. M. (2009). Educational Psychology (2nd Editio). Boston: Pearson.Sumantri, M. S., Supriyati, Y., & Nugroho, H. (2015). Pengaruh Kelekatan dan Self Esteem terhadap Kecerdasan Spiritual. Pps UNJ.Taylor, C. (2010). A Practical Guide to Caring for Children and Teenagers with Attachment Difficulties. London and Philadelphia: Jessica Kingsley Publishers. Uno, H. B. (2016). Orientasi Baru Dalam Psikologi Pembelajaran. Jakarta: Bumi Aksara. Waring, R., Liow, S. R., Eadie, P., & Dodd, B. (2019). Speech development in preschool children : evaluating the contribution of phonological short-term and phonological working memory. 1–21. https://doi.org/10.1017/S0305000919000035

Movement and Song Idiom Traditional to Enhance Early Mathematical Skills: Gelantram Audio-visual Learning Media Hidayatulloh, Taufik; Yetti, Elindra; Hapidin
Jurnal Pendidikan Usia Dini Vol 14 No 2 (2020): Jurnal Pendidikan Usia Dini Volume 14 Number 2 November 2020
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Many studies have shown a link between being competent in early mathematics and achievement in school. Early math skills have the potential to be the best predictors of later performance in reading and mathematics. Movement and songs are activities that children like, making it easier for teachers to apply mathematical concepts through this method. This study aims to develop audio-visual learning media in the form of songs with a mixture of western and traditional musical idioms, accompanied by movements that represent some of the teaching of early mathematics concepts. The stages of developing the ADDIE model are the basis for launching new learning media products related to math and art, and also planting the nation's cultural arts from an early age. These instructional media products were analyzed by experts and tested for their effectiveness through experiments on five children aged 3-4 years. The qualitative data were analyzed using transcripts of field notes and observations and interpreted in a descriptive narrative. The quantitative data were analyzed using gain score statistics. The results showed that there was a significant increase in value for early mathematical understanding of the concepts of geometry, numbers and measurement through this learning medium. The results of the effectiveness test become the final basis of reference for revision and complement the shortcomings of this learning medium. Further research can be carried out to develop other mathematical concepts through motion and song learning media, and to create experiments with a wider sample. Keywords: Early Mathematical Skills, Movement and Song Idiom Traditional, Audio-visual Learning Media References An, S. A., & Tillman, D. A. (2015). Music activities as a meaningful context for teaching elementary students mathematics: a quasi-experiment time series design with random assigned control group. European Journal of Science and Mathematics Education, 3(1), 45–60. https://doi.org/10.1038/srep15999 An, S., Capraro, M. M., & Tillman, D. A. (2013). Elementary Teachers Integrate Music Activities into Regular Mathematics Lessons: Effects on Students’ Mathematical Abilities. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 9(1). https://doi.org/10.21977/d99112867 Austin, A. M. B., Blevins-Knabe, B., Ota, C., Rowe, T., & Lindauer, S. L. K. (2011). Mediators of preschoolers’ early mathematics concepts. Early Child Development and Care, 181(9), 1181–1198. https://doi.org/10.1080/03004430.2010.520711 Barrett, J. E., Cullen, C., Sarama, J., Miller, A. L., & Rumsey, C. (2011). Children ’ s unit concepts in measurement : a teaching experiment spanning grades 2 through 5. 637–650. https://doi.org/10.1007/s11858-011-0368-8 Basco, R. O. (2020). Effectiveness of Song, Drill and Game Strategy in Improving Mathematical Performance. International Educational Research, 3(2), p1. https://doi.org/10.30560/ier.v3n2p1 Bausela Herreras, E. (2017). Risk low math performance PISA 2012: Impact of assistance to Early Childhood Education and other possible cognitive variables. Acta de Investigación Psicológica, 7(1), 2606–2617. https://doi.org/10.1016/j.aipprr.2017.02.001 Buchoff, R. (2015). Childhood Education. January. https://doi.org/10.1080/00094056.1995.10521830 Clements, D. H. (2014). Geometric and Spatial Thinking in Young Children. In Science of Advanced Materials (Vol. 6, Issue 4). National Science Foundation. https://doi.org/10.1166/sam.2014.1766 Clements, D. H., Baroody, A. J., Joswick, C., & Wolfe, C. B. (2019). Evaluating the Efficacy of a Learning Trajectory for Early Shape Composition. XX(X), 1–22. https://doi.org/10.3102/0002831219842788 Clements, D. H., Swaminathan, S., Anne, M., & Hannibal, Z. (2016). Young Children ’ s Concepts of Shape. 30(2), 192–212. Cross, C. T., Woods, T., & Schweingruber, H. (2009). Mathematics Learning in Early Chidhood Paths Toward Excellence and Equity. The National Academies Press. Geary, D. C. (2011). Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study. Developmental Psychology, 47(6), 1539–1552. https://doi.org/10.1037/a0025510 Geary, D. C. (2012). Learning Disabilities and Persistent Low Achievement in Mathematics. J Dev Behav Pediatr., 32(3), 250–263. https://doi.org/10.1097/DBP.0b013e318209edef.Consequences Gejard, G., & Melander, H. (2018). Mathematizing in preschool : children ’ s participation in geometrical discourse. 1807. https://doi.org/10.1080/1350293X.2018.1487143 Harususilo, Y. E. (2020). Skor PISA Terbaru Indonesia, Ini 5 PR Besar Pendidikan pada Era Nadiem Makarim. https://pusmenjar.kemdikbud.go.id/ Hsiao, T. (1999). Romanticism with Deep Affection: Selected Articles About the Music of Hsiao Tyzen (Hengzhe Lin (ed.)). Wang Chun Feng Wen Hua Fa Xing. Kasuya-Ueba, Y., Zhao, S., & Toichi, M. (2020). The Effect of Music Intervention on Attention in Children: Experimental Evidence. Frontiers in Neuroscience, 14(July), 1–15. https://doi.org/10.3389/fnins.2020.00757 Kołodziejski, M., Králová, P. D. E., & Hudáková, P. D. J. (2014). Music and Movement Activities and Their Impact on Musicality and Healthy Development of a Child. Journal of Educational Revies, 7(4). Kristanto, W. (2020). Javanese Traditional Songs for Early Childhood Character Education. 14(1), 169–184. Litkowski, E. C., Duncan, R. J., Logan, J. A. R., & Purpura, D. J. (2020). When do preschoolers learn specific mathematics skills? Mapping the development of early numeracy knowledge. Journal of Experimental Child Psychology, 195, 104846. https://doi.org/10.1016/j.jecp.2020.104846 Logvinova, O. K. (2016). Socio-pedagogical approach to multicultural education at preschool. Procedia - Social and Behavioral Sciences, 233(May), 206–210. https://doi.org/10.1016/j.sbspro.2016.10.203 Lopintsova, O., Paloniemi, K., & Wahlroos, K. (2012). Multicultural Education through Expressive Methods in Early Childhood Education. Ludwig, M. ., Marklein, M. ., & Song, M. (2016). Arts Integration: A Promising Approach to Improving Early Learning. American Institutes for Research. Macdonald, A., & Lowrie, T. (2011). Developing measurement concepts within context : Children ’ s representations of length. 27–42. https://doi.org/10.1007/s13394-011-0002-7 Mans, M. (2002). Playing The Music- Comparing Perfomance of Children’s Song and dance in Traditional and Contemporary Namibian Education. In The Arts in Children’s Live (pp. 71–86). Kluwer Academic Publishers. Maričić, S. M., & Stamatović, J. D. (2017). The Effect of Preschool Mathematics Education in Development of Geometry Concepts in Children. 8223(9), 6175–6187. https://doi.org/10.12973/eurasia.2017.01057a Missall, K., Hojnoski, R. L., Caskie, G. I. L., & Repasky, P. (2015). Home Numeracy Environments of Preschoolers: Examining Relations Among Mathematical Activities, Parent Mathematical Beliefs, and Early Mathematical Skills. Early Education and Development, 26(3), 356–376. https://doi.org/10.1080/10409289.2015.968243 Moreno, S., Bialystok, E., Barac, R., Schellenberg, E. G., Cepeda, N. J., & Chau, T. (2011). Short-term music training enhances verbal intelligence and executive function. Psychological Science, 22(11), 1425–1433. https://doi.org/10.1177/0956797611416999 Nketia, J. H. K. (1982). Developing Contemporary Idioms out of Traditional Music. Studia Musicologica Academiae Scientiarum Hungaricae, 24, 81. https://doi.org/10.2307/902027 Nyota, S., & Mapara, J. (2008). Shona Traditional Children ’ s Games and Play : Songs as Indigenous Ways of Knowing. English, 2(4), 189–203. Östergren, R., & Träff, U. (2013). Early number knowledge and cognitive ability affect early arithmetic ability. Journal of Experimental Child Psychology, 115(3), 405–421. https://doi.org/10.1016/j.jecp.2013.03.007 Pantoja, N., Schaeffer, M. W., Rozek, C. S., Beilock, S. L., & Levine, S. C. (2020). Children’s Math Anxiety Predicts Their Math Achievement Over and Above a Key Foundational Math Skill. Journal of Cognition and Development, 00(00), 1–20. https://doi.org/10.1080/15248372.2020.1832098 Papadakis, Stamatios, Kalogiannakis, M., & Zaranis, N. (2017). Improving Mathematics Teaching in Kindergarten with Realistic Mathematical Education. Early Childhood Education Journal, 45(3), 369–378. https://doi.org/10.1007/s10643-015-0768-4 Papadakis, Stamatios, Kalogiannakis, M., & Zaranis, N. (2018). The effectiveness of computer and tablet assisted intervention in early childhood students’ understanding of numbers. An empirical study conducted in Greece. Education and Information Technologies, 23(5), 1849–1871. https://doi.org/10.1007/s10639-018-9693-7 Papadakis, Stamatis, Kalogiannakis, M., & Zaranis, N. (2016). Comparing Tablets and PCs in teaching Mathematics: An attempt to improve Mathematics Competence in Early Childhood Education. Preschool and Primary Education, 4(2), 241. https://doi.org/10.12681/ppej.8779 Paul, T. (2019). Mathematics and music : loves and fights To cite this version. PISA worldwide ranking; Indonesia’s PISA results show need to use education resources more efficiently, (2016). Phyfferoen, D. (2019). The Dagbon Hiplife Zone in Northern Ghana Contemporary Idioms of Music Making in Tamale. 1(2), 81–104. Purpura, D. J., Napoli, A. R., & King, Y. (2019). Development of Mathematical Language in Preschool and Its Role in Learning Numeracy Skills. In Cognitive Foundations for Improving Mathematical Learning (1st ed., Vol. 5). Elsevier Inc. https://doi.org/10.1016/b978-0-12-815952-1.00007-4 Ribeiro, F. S., & Santos, F. H. (2020). Persistent Effects of Musical Training on Mathematical Skills of Children With Developmental Dyscalculia. Frontiers in Psychology, 10(January), 1–15. https://doi.org/10.3389/fpsyg.2019.02888 Roa, R., & IA, C. (2020). Learning Music and Math, Together as One: Towards a Collaborative Approach for Practicing Math Skills with Music. In I. T. (eds) Nolte A., Alvarez C., Hishiyama R., Chounta IA., Rodríguez-Triana M. (Ed.), Collaboration Technologies and Social Computing. Col (Vol. 26, Issue 5, pp. 659–669). https://doi.org/https://doi.org/10.1007/978-3-030-58157-2_10 Sarama, J., & Clements, D. H. (2006a). Mathematics, Young Students, and Computers: Software, Teaching Strategies and Professional Development. The Mathematics Educato, 9(2), 112–134. Sarama, J., & Clements, D. H. (2006b). Mathematics in early childhood. International Journal of Early Childhood, 38(1). https://doi.org/10.1007/bf03165980 Sarkar, J., & Biswas, U. (2015). The role of music and the brain development of children. 4(8), 107–111. Sheridan, K. M., Banzer, D., Pradzinski, A., & Wen, X. (2020). Early Math Professional Development: Meeting the Challenge Through Online Learning. Early Childhood Education Journal, 48(2), 223–231. https://doi.org/10.1007/s10643-019-00992-y Silver, A. M., Elliott, L., & Libertus, M. E. (2021). When beliefs matter most: Examining children’s math achievement in the context of parental math anxiety. Journal of Experimental Child Psychology, 201, 104992. https://doi.org/10.1016/j.jecp.2020.104992 Sterner, G., Wolff, U., & Helenius, O. (2020). Reasoning about Representations: Effects of an Early Math Intervention. Scandinavian Journal of Educational Research, 64(5), 782–800. https://doi.org/10.1080/00313831.2019.1600579 Temple, B. A., Bentley, K., Pugalee, D. K., Blundell, N., & Pereyra, C. M. (2020). Using dance & movement to enhance spatial awareness learning. Athens Journal of Education, 7(2), 153–167. https://doi.org/10.30958/aje.7-2-2 Thippana, J., Elliott, L., Gehman, S., Libertus, K., & Libertus, M. E. (2020). Parents’ use of number talk with young children: Comparing methods, family factors, activity contexts, and relations to math skills. Early Childhood Research Quarterly, 53, 249–259. https://doi.org/10.1016/j.ecresq.2020.05.002 Tsai, Y. (2017). Taiwanese Traditional Musical Idioms Meet Western Music Composition: An Analytical and Pedagogical Approach to Solo Piano Works by Tyzen Hsiao. http://aquila.usm.edu/dissertations/1398 Upadhyaya, D. (2017). Benefits of Music and Movement in young children. Furtados School of Music. https://www.linkedin.com/pulse/benefits-music-movement-young-children-dharini-upadhyaya Vennberg, H., Norqvist, M., Bergqvist, E., Österholm, M., Granberg, C., & Sumpter, L. (2018). Counting on: Long Term Effects of an Early Intervention Programme. 4, 355–362. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-148101 Verdine, B. N., Lucca, K. R., Golinkoff, R. M., Hirsh-, K., & Newcombe, N. S. (2015). The Shape of Things : The Origin of Young Children ’ s Knowledge of the Names and Properties of Geometric Forms. 8372(October). https://doi.org/10.1080/15248372.2015.1016610 Wakabayashi, T., Andrade-Adaniya, F., Schweinhart, L. J., Xiang, Z., Marshall, B. A., & Markley, C. A. (2020). The impact of a supplementary preschool mathematics curriculum on children’s early mathematics learning. Early Childhood Research Quarterly, 53, 329–342. https://doi.org/10.1016/j.ecresq.2020.04.002 Wardani, I. K., Djohan, & Sittiprapaporn, P. (2018). The difference of brain activities of musical listeners. 1st International ECTI Northern Section Conference on Electrical, Electronics, Computer and Telecommunications Engineering, ECTI-NCON 2018, 181–184. https://doi.org/10.1109/ECTI-NCON.2018.8378307 Winter, E., & Seeger, P. (2015). The Important Role of Music in Early Childhood Learning. Independent School. Zaranis, N., Kalogiannakis, M., & Papadakis, S. (2013). Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education. Creative Education, 04(07), 1–10. https://doi.org/10.4236/ce.2013.47a1001

Early Childhood Education: Contextual Thematic Teaching Materials Based on Classroom Activities Juih, L. Julius; Yetti, Elindra; Dhieni, Nurbiana
Jurnal Pendidikan Usia Dini Vol 15 No 1 (2021): Jurnal Pendidikan Usia Dini Volume 15 Number 1 April 2021
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Contextual learning binds the content of the subjects in the classroom with the context of the children's daily lives. Learning in early childhood classes (0-8 years) is carried out using the thematic method, which combines several learning materials into one subject. Thematic teaching resources in early childhood classes are still limited in number and rely on textbooks provided by the government. This study aims to develop activity-based teaching materials to assess contextual thematic learning. This research method uses model development research by Borg and Gall with data collection techniques using panels and questionnaires on expert tests, one to one test, small-group test, and large-group test. The research data analysis technique used mixed methods, namely quantitative data tabulated in the form of percentages and described in the qualitative form. The expert test provides recommendations that the instrument can be used to assess student teaching materials and teacher guidance. Teaching materials and teacher guides are suitable for use, and further testing is carried out. Based on the results of the one-to-one test, small-group test, and large-group test, both teaching materials and teacher guides are readability and eligibility with an average of 85.00. The implication of this research, it is suggested that early childhood education institutions where the pilot can use teaching materials and teacher guides in developing and assessing activity-based contextual thematic learning for further research. Keywords: Early Childhood Education, Contextual Thematic, Classroom Activities References: Aini, Q., & Relmasira, S. C. (2018). Penerapan Pembelajaran Tematik Integratif Berbasis Kontekstual untuk Meningkatkan Keaktifan dan Hasil Belajar Siswa Kelas 1 SD. Sekolah Dasar: Kajian Teori Dan Praktik Pendidikan, 27(2), 124–132. https://doi.org/10.17977/um009v27i22018p124 Anggo, M., Kadir, Lambertus, Jazuli, L. O., Suhar, & Kansil, Y. E. (2015). Metacognitive strategies on mathematics learning to improve student’s environmental awareness. International Journal of Education and Research, 3(4), 133–142. Borg, W. R., & Gall, M. D. (2007). Educational Research An Introduction. Fourth Edition. Bacon Publishing. Crain, S., & Thornton, R. (2012). Syntax acquisition. Wiley Interdisciplinary Reviews: Cognitive Science, 3(2), 185–203. https://doi.org/10.1002/wcs.1158 Daryanto. (2011). Media Pembelajaran. Satu Nusa. Davidova, J. (2020). Thematic Approach as The Basis of Integrative Music Teaching/Learning in Preschool. 4177–4185. https://doi.org/10.21125/iceri.2020.0934 Fadillah, A., Dewi, N. P. L. C., Ridho, D., Majid, A. N., & Prastiwi, M. N. B. P. (2017). The Effect of Application of Contextual Teaching and Learning (CTL) Model-Based on Lesson Study with Mind Mapping Media to Assess Student Learning Outcomes on Chemistry on Colloid Systems. International Journal of Science and Applied Science, 1(2), 101–108. Fogarty, R. (1991). Ten Ways to Integrate Curriculum. Educational Leadership, 49(2), 61–65. Johnson, E. B. (2007). Contextual Teaching & Learning (I. Setiawan, Ed.). MLC. Krasovska, O., Miskova, N., & Veremchuk, A. (2020). Professional Training of Future Preschool Teachers in the Field of Artistic and Aesthetic Education by Means of Contextual Learning Technologies. Behavioral Sciences, 10(2), 50. https://doi.org/10.3390/bs10020050 Atwi Suparman. (2007). Desain Instruksional Modern: Panduan Para Pengajar dan Inovator Pendidikan. Erlangga. Majid, A. (2014). Pembelajaran Tematik Terpadu. Remaja Rosda Karya. Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Third edition). SAGE Publications, Inc. Mudlofir, A. (2011). Aplikasi Pengembangan Kurikulum Tingkat Satuan Pendidikan dan Bahan Ajar dalam Pendidikan Agama Islam. Raja Grafindo Persada. Ormrod, J. E. (2008). Psikologi Pendidikan Membantu Siswa Tumbuh dan Berkembang, Erlangga, 2008 (6th ed.). Erlangga. Prastowo, A. (2011). Panduan kreatif membuat bahan ajar inovatif. Diva Press. Puskur. (2018). Monitoring dan Evaluasi Pelaksanaan Pembelajaran Tematik. Puspita, A. M. I. (2018). The Effect of Contextual-Based Thematic Teaching Materials towards Student Learning Activity. Jurnal Inovasi Pendidikan Dasar, 3(2), 47–52. Sadjati, I. M. (2017). Hakikat Bahan Ajar (Vol. 3, Issue 1). Universitas Terbuka. https://doi.org/10.1017/CBO9781107415324.004 Semiawan, C. R. (2008). Belajar dan Pembelajaran Prasekolah dan Sekolah Dasar. Indeks. Slavin, RobertE. (2018). Educational psychology. In Psychological Bulletin (12th ed.). Pearson. https://doi.org/10.1037/h0075790 Soedijarto, Thamrin, Karyadi, B., Siskandar, & Sumiyati. (2010). Sejarah Pusat Kurikulum. Sukmawati, F. (2015). Pengembangan Bahan Ajar Biologi Berbasis Contextual Teaching Learning untuk Mengefektifkan Pembelajaran Bagi Siswa SMA. FENOMENA, 7(1), 145–154. Susialita, T. (2016). The Development of Audio-Visual Students Portofolio (LKS) Contextual Teaching and Learning-Based (CTL) on Sound Chapter of Science Subject for Deaf Students. Jurnal Pendidikan IPA Indonesia, 5(2), 192–198. Trianto. (2011). Desain Pengembangan Pembelajaran Tematik Bagi Anak Usia Dini TK/RA & Anak kelas awal SD/MI. Kencana Prenada Media Group. Ukala, C. C. (2012). Resource capacity for the implementation of early childhood Education in Public and private school in Rivers State. University of Port Harcourt.

Parental Involvement and Mothers' Employment on Children's Independence During Covid-19 Pandemics Insani, Asri; Yufiarti; Yetti, Elindra
Jurnal Pendidikan Usia Dini Vol 15 No 1 (2021): Jurnal Pendidikan Usia Dini Volume 15 Number 1 April 2021
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

The pandemic that occurred this year created conditions that changed the activities of parents and children, the role of parents working outside the home often led to a lack of parental involvement in child development, especially the development of independence. The conditions of the Covid-19 pandemic have caused parents and children to be in one place at the same time. This study aims to determine the effect of parental involvement and maternal employment status on the independence of children aged 7-8 years in the Covid-19 pandemic situation. This quantitative research uses a comparative causal ex-post facto design, with groups of working mothers and groups of non-working mothers. The sample of each group was 60 people who were randomly selected. The findings of the study with the calculation of the two-way ANOVA test obtained the value of Fo = 4.616> F table = 3.92 or with p-value = 0.034 <α = 0.05, indicating that there is an interaction between parental involvement and maternal employment status on children's independence, and Based on the results of hypothesis testing, there is no effect of parental involvement and mother's work status on the independence of the child even though there are differences in the average results of children's independence. Keywords: Children's Independence, Parental Involvement and Mothers' Employment References: Areepattamannil, S., & Santos, I. M. (2019). Adolescent students’ perceived information and communication technology (ICT) competence and autonomy: Examining links to dispositions toward science in 42 countries. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2019.04.005 Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental Involvement and Adolescents’ Educational Success: The Roles of Prior Achievement and Socioeconomic Status. Journal of Youth and Adolescence, 45(6), 1053–1064. https://doi.org/10.1007/s10964-016-0431-4 Chusniatun, Kuswardhani, & Suwandi, J. (2014). Peran ganda pengembangan karier guru-guru perempuan. Jurnal Pendidikan Ilmu Sosial, 24(2), 53–66. Cohen, J. (1994). The earth is round (p < .05). (Vol. 49). American Psychologist,. DeLuca, C., Pyle, A., Braund, H., & Faith, L. (2020). Leveraging assessment to promote kindergarten learners’ independence and self-regulation within play-based classrooms. Assessment in Education: Principles, Policy & Practice, 27(4), 394–415. https://doi.org/10.1080/0969594X.2020.1719033 Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2020.105440 Eisenberg, N., Valiente, C., Morris, A. S., Fabes, R. A., Cumberland, A., Reiser, M., Gershoff, E. T., Shepard, S. A., & Losoya, S. (2003). Longitudinal relations among parental emotional expressivity, children’s regulation, and quality of socioemotional functioning. Developmental Psychology, 39(1), 3–19. https://doi.org/10.1037/0012-1649.39.1.3 Gassman-Pines, A., Ananat, E. O., & Fitz-Henley, J. (2020). COVID-19 and parent-Child psychological well-being. Pediatrics, 146(4). https://doi.org/10.1542/peds.2019-3211 Grolnick, W. S., Benjet, C., Kurowski, C. O., & Apostoleris, N. H. (1997). Predictors of Parent Involvement in Children’s Schooling. 11. Gürbüztürk, O., & Şad, S. N. (2010). Turkish parental involvement scale: Validity and reliability studies. Procedia - Social and Behavioral Sciences, 2(2). https://doi.org/10.1016/j.sbspro.2010.03.049 Gusmaniarti, G., & Suweleh, W. (2019). Analisis Perilaku Home Service Orang Tua terhadap Perkembangan Kemandirian dan Tanggung Jawab Anak. Aulad : Journal on Early Childhood. https://doi.org/10.31004/aulad.v2i1.17 Hatzigianni, M., & Margetts, K. (2014). Parents’ beliefs and evaluations of young children’s computer use. Australasian Journal of Early Childhood. https://doi.org/10.1177/183693911403900415 Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52. https://doi.org/10.1080/00131911.2010.488049 Iftitah, S. L., & Anawaty, M. F. (2020). Peran Orang Tua Dalam Mendampingi Anak Di Rumah Selama Pandemi Covid-19. JCE (Journal of Childhood Education), 4(2), 71. https://doi.org/10.30736/jce.v4i2.256 Jeynes, W. H. (2005). Effects of Parental Involvement and Family Structure on the Academic Achievement of Adolescents. Marriage & Family Review, 37(3), 99–116. https://doi.org/10.1300/J002v37n03_06 Kadir. (2017). Statistika Terapan. PT Raja Grafindo Persada. Komala. (2015). Mengenal dan Mengembangkan Kemandirian Anak Usia Dini Melalui Pola Asuh Orang Tua dan Guru. Tunas Siliwangi, 1(1), 31–45. Kumpulainen, K., Sairanen, H., & Nordström, A. (2020). Young children’s digital literacy practices in the sociocultural contexts of their homes. Journal of Early Childhood Literacy, 20(3), 472–499. https://doi.org/10.1177/1468798420925116 Levitt, M. R., Grolnick, W. S., Caruso, A. J., & Lerner, R. E. (2020). Internally and Externally Controlling Parenting: Relations with Children’s Symptomatology and Adjustment. Journal of Child and Family Studies, 29(11), 3044–3058. https://doi.org/10.1007/s10826-020-01797-z Lie, A., & Prasasti, S. (2004). Menjadi Orang Tua Bijak 101 Cara Membina Kemandirian dan Tanggung Jawab Anak. PT. Alex Media. Livingstone, S., Mascheroni, G., Dreier, M., Chaudron, S., & Lagae, K. (2015). How parents of young children manage digital devices at home: The role of income, education and parental style. 26. Mikelić Preradović, N., Lešin, G., & Šagud, M. (2016). Investigating Parents’ Attitudes towards Digital Technology Use in Early Childhood: A Case Study from Croatia. Informatics in Education, 15(1), 127–146. https://doi.org/10.15388/infedu.2016.07 Moonik, P., Lestari, H. H., & Wilar, R. (2015). Faktor-Faktor Yang Mempengaruhi Keterlambatan Perkembangan Anak Taman Kanak-Kanak. E-CliniC, 3(1), 124–132. https://doi.org/10.35790/ecl.3.1.2015.6752 Ogg, J., & Anthony, C. J. (2020). Process and context: Longitudinal effects of the interactions between parental involvement, parental warmth, and SES on academic achievement. Journal of School Psychology. https://doi.org/10.1016/j.jsp.2019.11.004 Pek, L. S., & Mee, R. W. M. (2020). Parental Involvement On Child’s Education At Home During School Lockdown. Jhss (Journal Of Humanities And Social Studies). https://doi.org/10.33751/jhss.v4i2.2502 Porumbu, D., & Necşoi, D. V. (2013). Relationship between Parental Involvement/Attitude and Children’s School Achievements. Procedia - Social and Behavioral Sciences, 76, 706–710. https://doi.org/10.1016/j.sbspro.2013.04.191 Raeff, C. (2010). Independence and Interdependence in Children’s Developmental Experiences. Child Development Perspectives, 4(1), 31–36. https://doi.org/10.1111/j.1750-8606.2009.00113.x Rantina, M. (2015). Peningkatan Kemandirian Melalui Kegiatan Pembelajaran Practical Life. Jurnal Pendidikan Usia Dini, 9, 181–200. https://doi.org/DOI: https://doi.org/10.21009/JPUD.091 Rihatno, T., Yufiarti, Y., & Nuraini, S. (2017). Pengembangan Model Kemitraan Sekolah Dan Orangtua Pada Pendidikan Anak Usia Dini. JPUD - Jurnal Pendidikan Usia Dini. https://doi.org/10.21009/jpud.111.08 Rika Sa’diyah. (2017). Pentingnya Melatih Kemandirian Anak. Jurnal KORDINAT, 16, 31–46. Yulianti, K., Denessen, E., & Droop, M. (2019). Indonesian Parents’ Involvement in Their Children’s Education: A Study in Elementary Schools in Urban and Rural Java, Indonesia. In School Community Journal. Zhang, D., Zhao, J. L., Zhou, L., & Nunamaker, J. F. (2004). Can e-learning replace classroom learning? Communications of the ACM, 47(5), 75–79. https://doi.org/10.1145/986213.986216

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.

Moving to The Beats: The Effect of Dance Education on Early Self-Regulation 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

Self-regulation in children is an important thing that needs to be prepared from an early age. Besides affecting children's school readiness, this also makes it easier for children to have good academic achievements. This study aims to determine the influence of moving to the beat of early childhood self-regulation. This research was conducted on kindergarten group B students in East Jakarta. The research method used is a quasi-experiment method with a sample of 20 students. The data collection technique uses observations by analysing paired t-test statistical data. The results of the study explained that there was a significant effect of moving to the beat of early childhood self-regulation. The significance level is 0.000 < 0.05, which means that H0 is rejected and H1 is accepted, this indicates a significant difference between the pre-test and post-test. For further research, it is recommended to look at the influence of other factors on early childhood self-regulation. Keywords: Beats, Early childhood, Moving, Self-Regulation References: Baltazar, M., Västfjäll, D., Asutay, E., Koppel, L., & Saarikallio, S. (2019). Is it me or the music? Stress reduction and the role of regulation strategies and music. Music & Science, 2, 205920431984416. https://doi.org/10.1177/2059204319844161 Blair, C., & Raver, C. C. (2012). Individual development and evolution: Experiential canalization of self-regulation. Developmental Psychology, 48(3), 647–657. https://doi.org/10.1037/a0026472 Blair, C., & Raver, C. C. (2015). School Readiness and Psychobiological Approach. August 2014, 1–21. https://doi.org/10.1146/annurev-psych-010814-015221 Blair, C., & Razza, R. P. (2007). Relating Effortful Control, Executive Function, and False Belief Understand... Child Development, 78(2), 647–663. https://doi.org/10.2307/4139250 Booth, A., O’Farrelly, C., Hennessy, E., & Doyle, O. (2019). ‘Be good, know the rules’: Children’s perspectives on starting school and self-regulation. Childhood, 26(4), 509–524. https://doi.org/10.1177/0907568219840397 Cadima, J., Verschueren, K., Leal, T., & Guedes, C. (2016). Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children. Journal of Abnormal Child Psychology, 44(1), 7–17. https://doi.org/10.1007/s10802-015-0060-5 Charissi, V., & Rinta, T. (2014). Children’s musical and social behaviours in the context of music-making activities supported by digital tools: examples from a pilot study in the UK. Journal of Music, Technology and Education, 7(1), XXXXX. https://doi.org/10.1386/jmte.7.1.39_1 Dalla Bella, S., Berkowska, M., & Sowiński, J. (2015). Moving to the Beat and Singing are Linked in Humans. Frontiers in Human Neuroscience, 9(December), 1–13. https://doi.org/10.3389/fnhum.2015.00663 Danielsen, A., Haugen, M. R., & Jensenius, A. R. (2015). Moving to the Beat: Studying Entrainment to Micro-Rhythmic Changes in Pulse by Motion Capture. 0315. Diamond, A. (2013). Functions, Executive. Annual Reviews Psychology, 29(146), 13–15. https://doi.org/10.1146/annurev-psych-113011-143750 Diamond, A. (2016). Why improving and assessing executive functions early in life is critical. In Executive function in preschool-age children: Integrating measurement, neurodevelopment, and translational research. (pp. 11–43). American Psychological Association. https://doi.org/10.1037/14797-002 Duckworth, A. L., Quinn, P. D., & Tsukayama, E. (2012). What No Child Left Behind Leaves Behind: The Roles of IQ and Self-Control in Predicting Standardized Achievement Test Scores and Report Card Grades. Journal Education Psycology, 104(2), 439–451. https://doi.org/10.1037/a0026280.What Edossa, A. K., Schroeders, U., Weinert, S., & Artelt, C. (2018). The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood. International Journal of Behavioral Development, 42(2), 192–202. https://doi.org/10.1177/0165025416687412 Eunhye, H., Cynthia, K. B., & Jeon, L. (2015). The Association Between Teachers’ Child-Centered Beliefs and Children’s Academic Achievement: The Indirect Effect of Children’s Behavioral Self-regulation. Developmental Psychology, 44, 309–325. https://doi.org/DOI 10.1007/s10566-014-9283-9 Flook, L., Smalley, S. L., Kitil, M. J., Galla, B. M., Kaiser-Greenland, S., Locke, J., Ishijima, E., & Kasari, C. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26(1), 70–95. https://doi.org/10.1080/15377900903379125 Fujii, S., & Schlaug, G. (2013). The Harvard Beat Assessment Test (H-BAT): a battery for assessing beat perception and production and their dissociation. Frontiers in Human Neuroscience, 7(November), 1–16. https://doi.org/10.3389/fnhum.2013.00771 Gammage, P. (2019). Early childhood education and care in context. In Early Years Education and Care. https://doi.org/10.4324/9781315768700-2 George, E. M., & Coch, D. (2011). Music training and working memory: An ERP study. Neuropsychologia, 49(5), 1083–1094. https://doi.org/10.1016/j.neuropsychologia.2011.02.001 Hallam, S. (2010). The power of music : Its impact on the intellectual , social and personal development of children and young people. https://doi.org/10.1177/0255761410370658 Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O. (2008). Ready to learn? Children’s pre-academic achievement in pre-Kindergarten programs. Early Childhood Research Quarterly, 23(1), 27–50. https://doi.org/10.1016/j.ecresq.2007.05.002 Jacobson-Chernoff, J., Flanagan, K. D., McPhee, C., & Park, J. (2007). Preschool: First findings from the preschool follow-up of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B). In National Center for Education Statistics. NCES Publication No. 2008-025. Lobo, Y. B., & Winsler, A. (2006). The effects of a creative dance and movement program on the social competence of head start preschoolers. Social Development, 15(3), 501–519. https://doi.org/10.1111/j.1467-9507.2006.00353.x Marsden, E., & Torgerson, C. J. (2012). Article in Oxford Review of Education ·. May 2016. https://doi.org/10.2307/41702779 McClelland, M. M., & Cameron, C. E. (2012). Self-Regulation Early Childhood: Improving Conceptual Clarity and Developing Ecologically Valid Measures. Child Development Perspectives, 6(2), 136–142. https://doi.org/10.1111/j.1750-8606.2011.00191.x OCDE. (2013). Education at a Glance 2013. https://doi.org/10.1787/gov_glance-2011-en Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2005). Features of Pre-Kindergarten Programs, Classrooms, and Teachers: Do They Predict Observed Classroom Quality and Child-Teacher Interactions? Applied Developmental Science, 9(3), 144–159. https://doi.org/10.1207/s1532480xads0903_2 Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A Structured Observation of Behavioral Self-Regulation and Its Contribution to Kindergarten Outcomes. Developmental Psychology, 45(3), 605–619. https://doi.org/10.1037/a0015365 Putkinen, V., Tervaniemi, M., & Huotilainen, M. (2013). Informal musical activities are linked to auditory discrimination and attention in 2-3-year-old children: an event-related potential study. European Journal of Neuroscience, 37(4), 654–661. https://doi.org/10.1111/ejn.12049 Putkinen, Vesa, Tervaniemi, M., Saarikivi, K., & Huotilainen, M. (2015). Promises of formal and informal musical activities in advancing neurocognitive development throughout childhood. Annals of the New York Academy of Sciences, 1337(1), 153–162. https://doi.org/10.1111/nyas.12656 Salisch, M. Von, Haenel, M., & Denham, S. A. (2015). Early Education and Development Self-Regulation , Language Skills , and Emotion Knowledge in Young Children From Northern Germany. July 2015. https://doi.org/10.1080/10409289.2015.994465 Schibli, K., Van Roon, P., MacDougall, K., & D’Angiulli, A. (2015). Practicing self-regulation through music: An ERP study comparing child musicians and nonmusicians. International Journal of Developmental Neuroscience, 47(2015), 97. https://doi.org/10.1016/j.ijdevneu.2015.04.265 Thomason, A. C., & La Paro, K. M. (2009). Measuring the Quality of Teacher–Child Interactions in Toddler Child Care. Early Education and Development, 20(2), 285–304. https://doi.org/10.1080/10409280902773351 Varela, W., & Abrami, P. C. (2014). Self-regulation and music learning : A systematic review. https://doi.org/10.1177/0305735614554639 Wiebe, S. A., Espy, K. A., & Charak, D. (2008). Using Confirmatory Factor Analysis to Understand Executive Control in Preschool Children: I. Latent Structure. Developmental Psychology, 44(2), 575–587. https://doi.org/10.1037/0012-1649.44.2.575 Williams, K. E. (2018). Moving to the Beat: Using Music, Rhythm, and Movement to Enhance Self-Regulation in Early Childhood Classrooms. International Journal of Early Childhood, 50(1), 85–100. https://doi.org/10.1007/s13158-018-0215-y Williams, K. E., Barrett, M. S., Welch, G. F., Abad, V., & Broughton, M. (2015a). Associations between early shared music activities in the home and later child outcomes: Findings from the Longitudinal Study of Australian Children. Early Childhood Research Quarterly, 31, 113–124. https://doi.org/10.1016/j.ecresq.2015.01.004 Williams, K. E., Barrett, M. S., Welch, G. F., Abad, V., & Broughton, M. (2015b). Associations between early shared music activities in the home and later child outcomes: Findings from the Longitudinal Study of Australian Children. Early Childhood Research Quarterly, 31, 113–124. https://doi.org/10.1016/j.ecresq.2015.01.004 Williams, K. E., & Berthelsen, D. (2019). Implementation of a rhythm and movement intervention to support self-regulation skills of preschool-aged children in disadvantaged communities. Psychology of Music, 47(6), 800–820. https://doi.org/10.1177/0305735619861433 Williford, A. P., Whittaker, J. E. V., Virginia, E., Downer, J. T., Williford, A. P., Whittaker, J. E. V., & Vitiello, V. E. (2013). Early Education and Development Children ’ s Engagement Within the Preschool Classroom and Their Development of Self-Regulation Children ’ s Engagement Within the Preschool Classroom and Their Development of Self-Regulation. Early Education and Development, 24, 162–187. https://doi.org/10.1080/10409289.2011.628270 Zachariou, A., & Whitebread, D. (2016). Musical play and self-regulation : does musical play allow for the emergence of self-regulatory behaviours ? 4937(February). https://doi.org/10.1080/21594937.2015.1060572 Zimmerman, B. J. (2010). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501

ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training Soffianningrum, Imbarsari; Yufiarti; Yetti, Elindra
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

ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. The implication of this research is that it is hoped that various parties will become more active in aligning ECE teacher training so that it can improve the performance of ECE teachers. Keywords: teaching experience, peer teaching ability, tiered basic training, ECE teacher performance References: Adeyemi, T. (2008). Influence of Teachers’ Teaching Experience on Students’ Learning Outcomes in Secondary Schools in Ondo State, Nigeria. African Journal of Educational Studies in Mathematics and Sciences, 5(1), 9–19. https://doi.org/10.4314/ajesms.v5i1.38609 Ahmad, N. J., Ishak, N. A., Samsudin, M. A., Meylani, V., & Said, H. M. (2019). Pre-service science teachers in international teaching practicum: Reflection of the experience. Jurnal Pendidikan IPA Indonesia, 8(3), 308–316. https://doi.org/10.15294/jpii.v8i3.18907 Andrin, G. R., Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Andrin, Glenn R, Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Armytage, P. (2018). Review of the Victorian Institute of Teaching. Bichi, A. A. (2019). Evaluation of Teacher Performance in Schools: Implication for Sustainable Evaluation of Teacher Performance in Schools: Implication for Sustainable Development Goals. December 2017. Campolo, M., Maritz, C. A., Thielman, G., & Packel, L. (2013). An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives. International Journal of Therapies and Rehabilitation Research, 2(1), 1. https://doi.org/10.5455/ijtrr.00000016 Clearinghouse, W. W. (2018). National Board for Professional Teaching Standards Certification. Colthart, I., Bagnall, G., Evans, A., Allbutt, H., Haig, A., Illing, J., & McKinstry, B. (2008). The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME Guide no. 10. Medical Teacher, 30(2), 124–145. Darling-Hammond, L. (2011). Teacher quality and student achievement. Teacher Quality and Student Achievement, 8(1), 1–215. https://doi.org/10.14507/epaa.v8n1.2000 Donaldson, M. L. (2009). So long, Lake Wobegon? Using teacher evaluation to raise teacher quality. Center for American Progress, 1–32. Fogaça, N., Rego, M. C. B., Melo, M. C. C., Armond, L. P., & Coelho, F. A. (2018). Job Performance Analysis: Scientific Studies in the Main Journals of Management and Psychology from 2006 to 2015. Performance Improvement Quarterly, 30(4), 231–247. https://doi.org/10.1002/piq.21248 Frye, E. M., Trathen, W., & Koppenhaver, D. A. (2010). Internet workshop and blog publishing: Meeting student (and teacher) learning needs to achieve best practice in the twenty-first-century social studies classroom. The Social Studies, 101(2), 46–53. Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education Review, 30(3), 466–479. Heryati, Y., & Rusdiana, A. (2015). Pendidikan Profesi Keguruan. Bandung: CV Pustaka Setia. John P. Papay Eric S. Taylor John H. Tyler Mary Laski. (2016). Learning Job Skills From Colleagues At Work: Evidence From A Field Experiment Using Teacher Performance Data (p. 49). Katz, L. G., & Raths, J. D. (1985). Dispositions as goals for teacher education. Teaching and Teacher Education, 1(4), 301–307. Kavanoz, S., & Yüksel, G. (2015). An Investigation of Peer-Teaching Technique in Student Teacher Development An Investigation of Peer-Teaching Technique in Student Teacher Development. June 2010. Kurniawan, A. R., Chan, F., Sargandi, M., Yolanda, S., Karomah, R., Setianingtyas, W., & Irani, S. (2019). Kebijakan Sekolah Dalam Penggunaan Gadget di Sekolah Dasar. Jurnal Tunas Pendidikan, 2(1), 72–81. Lim, L. L. (2014). A case study on peer-teaching. Open Journal of Social Sciences, 2(08), 35. Manchishi, P. C., & Mwanza, D. S. (2016). Teacher Preparation at the University of Zambia: Is Peer Teaching Still a Useful Strategy? International Journal of Humanities, Social Sciences and Education, 3(11), 88–100. https://doi.org/10.20431/2349-0381.0311012 Mansur, M. (2007). KTSP: Pembelajaran Berbasis Kompetensi dan Kontekstual, Jakarta: PT. Bumi. Marais, P., & Meier, C. (2004). Hear our voices: Student teachers’ experiences during practical teaching. Africa Education Review, 1(2), 220–233. https://doi.org/10.1080/18146620408566281 McFarland, J., Hussar, B., Wang, X., Zhang, J., Wang, K., Rathbun, A., Barmer, A., Cataldi, E. F., & Mann, F. B. (2018). The Condition of Education 2018. NCES 2018-144. National Center for Education Statistics. Meilanie, R. S. M., & Syamsiatin, E. (2020). Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model. Jurnal Pendidikan Usia Dini, 14(1), 15–31. Michael Luna, S. (2016). (Re)defining “good teaching”: Teacher performance assessments and critical race theory in early childhood teacher education. Contemporary Issues in Early Childhood, 17(4), 442–446. https://doi.org/10.1177/1463949116677932 Morgan, G. B., Hodge, K. J., Trepinski, T. M., & Anderson, L. W. (2014). The Stability of Teacher Performance and Effectiveness: Implications for Policies Concerning Teacher Evaluation Grant. Mulyasa, E. (2013). Uji kompetensi dan Penilaian Kinerja guru. Bandung: PT Remaja Rosdakarya. Nasrun, Dr., & Ambarita, D. F. P. (2017). The Effect of Organizational Culture and Work Motivation on Teachers Performance of Public Senior High School in Tebing Tinggi. Atlantis Press, 118, 320–326. https://doi.org/10.2991/icset-17.2017.53 Nguyen, M. (2013). Peer tutoring as a strategy to promote academic success. Research Brief. Noelke, C., & Horn, D. (2010). OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes-Hungary Country Background Report. OECD: PARIS. OECD. (2005). Teacher’s matter. Attracting, developing, and retaining effective teachers. Paris. OECD-Education Committee. Pablo Fraser, Gabor Fülöp, M. L. and M. S. D. (2018). I.  What teachers and school leaders say about their jobs. TALIS, 2, 1–7. Parihar, K. S., Campus, D., Principal, J., & Campus, D. (2017). Study Of Effect Of Pre Teaching Training Experience On. 5, 59–62. https://doi.org/10.5281/zenodo.1039595 Parsons, S. A., Vaughn, M., Scales, R. Q., Gallagher, M. A., Parsons, A. W., Davis, S. G., Pierczynski, M., & Allen, M. (2018). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 88(2), 205–242. Pillay, R., & Laeequddin, M. (2019). Peer teaching: A pedagogic method for higher education. International Journal of Innovative Technology and Exploring Engineering, 9(1), 2907–2913. https://doi.org/10.35940/ijitee.A9106.119119 Popova, A., Evans, D. K., & Arancibia, V. (2018). Training Teachers on the Job What Works and How to Measure It. Policy Research Working Paper, September 2016. Ramadoni, W., Kusmintardjo, K., & Arifin, I. (2016). Kepemimpinan Kepala Sekolah dalam Upaya Peningkatan Kinerja Guru (Studi Multi Kasus di Paud Islam Sabilillah dan Sdn Tanjungsari 1 Kabupaten Sidoarjo). Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(8), 1500–1504. Rees, E. L., Quinn, P. J., Davies, B., & Fotheringham, V. (2016). How does peer teaching compare to faculty teaching? A systematic review and meta-analysis. Medical Teacher, 38(8), 829–837. Sawchuk, S. (2015). Teacher evaluation: An issue overview. Education Week, 35(3), 1–6. Skourdoumbis, A. (2018). Theorising teacher performance dispositions in an age of audit. 1–16. https://doi.org/10.1002/berj.3492 Springer, M. G., Swain, W. A., & Rodriguez, L. A. (2016). Effective teacher retention bonuses: Evidence from Tennessee. Educational Evaluation and Policy Analysis, 38(2), 199–221. Staiger, D. O., & Rockoff, J. E. (2010). Searching for effective teachers with imperfect information. Journal of Economic Perspectives, 24(3), 97–118. Suyatno, H., & Pd, M. (2008). Panduan sertifikasi guru. Jakarta: PT Macanan Jaya Cemerlang. ten Cate, O. (2017). Practice Report / Bericht aus der Praxis: Peer teaching: From method to philosophy. Zeitschrift Fur Evidenz, Fortbildung Und Qualitat Im Gesundheitswesen, 127–128, 85–87. https://doi.org/10.1016/j.zefq.2017.10.005 Thurlings, M., & den Brok, P. (2018). Student teachers’ and in-service teachers’ peer learning: A realist synthesis. Educational Research and Evaluation, 24(1–2), 13–50. https://doi.org/10.1080/13803611.2018.1509719 Toch, T., & Rothman, R. (2008). Rush to Judgment: Teacher Evaluation in Public Education. Education Sector Reports. Education Sector. Ünal, Z., & Unal, A. (2012). The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers. International Journal of Instruction, 5(2), 41–60. Vasay, E. T. (2010). The effects of peer teaching in the performance of students in mathematics. E-International Scientific Research Journal, 2(2), 161–171. Weisberg, D., Sexton, S., Mulhern, J., Keeling, D., Schunck, J., Palcisco, A., & Morgan, K. (2009). The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness. New Teacher Project. Winters, M. A., & Cowen, J. M. (2013). Would a value‐added system of retention improve the distribution of teacher quality? A Simulation of Alternative Policies. Journal of Policy Analysis and Management, 32(3), 634–654.

INCREASING CHILDREN'S CONFIDENCE THROUGH STIMULUS METHODS AND DEMONSTRATION METHODS IN DANCE LEARNING AT SANGGAR PURI RANGGPATI TANGERANG BANTEN Putri Asih Julianti; Elindra Yetti; Kartika Mutiara Sari
Journal of Dance and Dance Education Studies Vol 3, No 1 (2023): March
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jddes.v3i1.56330

This study aims to 1) describe the application of stimulus methods and demonstration methods in dance learning to improve the child's confidence in Sanggar Puri Rakumatati Tangerang, 2) improve the child's confidence through stimulus methods and demonstration methods in dance learning in Sanggar Puri Rakumatati Tangerang. The study used class action research methods and Kurt Lewin's action research design. Data collection techniques use observations and field record methods with qualitative data analysis techniques descriptions and statistical quantifications. The study was conducted on 10 children aged 4 to 6 at the Puri Ranggatati Studio, Tangerang, Banten. Triangulation techniques use triangulation methods, theories, and time. The results of this study show increased confidence in children. The pre-cycle assessment received an average value (34.45), the I cycle received an average value (64.6) and the II cycle received an average value (91.95). The use of stimulus methods and demonstration methods gives a positive change to the child's behavior, and gift giving can give the child motivation to strengthen their confident behavior. The confidence of the child in the respiratory tract can be improved through stimulus methods and demonstration methods seen from the increase in pre-cycle, cycle I, and cycle II scores. The coach should be able to find and apply the right dance learning methods for children.

Pelatihan pendidikan multikultural melalui tari pendidikan bagi guru paud di desa bobojong kabupaten cianjur Elindra Yetti
PERDULI: Jurnal Pengabdian kepada Masyarakat Vol 4 No 01 (2023): PERDULI: Jurnal Pengabdian kepada Masyarakat
Publisher : LPPM Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/perduli.v4i01.34121

Pengabdian masyarakat merupakan salah satu tridarma perguruan tinggi yang bertujuan untuk mengaplikasikan ilmu kepada masyarakat. Tujuan pengabdian kepada masyarakat untuk meningkatkan kemitraan pemerintah, sekolah dan masyarakat. Peningkatan kemitraan sangat diperlukan untuk mencapai tujuan pendidikan yangoptimal. Kegiatan yang dilakukan yaitu pelatihan pendidikan multikultural melalui tari pendidikan bagi guru PAUD di desa Bobojong Kecamatan Cianjur. Permasalahan yang dihadapi mitra adalah masih rendahnya kompetensi guru PAUD sehingga kualitas pembelajaran belum memadai, seperti halnya kemampuan guru dalam menyiapkan media, materi, model dan strategi pembelajaran khususnya dalam mengimplementasikan pendidikan multikultural yang perlu ditingkatkan. Solusi untuk menyelesaikan permasalahan mitra tersebut yaitu melaksanakan pelatihan difokuskan untuk meningkatkan potensi guru PAUD di Desa Bobojong Cianjur dalam hal proses dan cara pembelajaran di PAUD. Melalui pengabdian masyarakat ini partisipasi masyarakat akan makin meningkat dan mutu pendidikan makin baik

Co-Authors Ade Dwi Utami Aini, Wafda Ambarwati, Rania Anjani, Helena Lidya Annisa Nur Wahyuningsih Aris Ciptaningtyas Asep Supena Asep Supena. Astermis Biduri Muham, Mia Ayu Niza Machfauzia Azhara, Azka B. Kristiono Soewardjo CH, Myrnawati Cici Ratna Sari Dede Hikmah Dede, Dede Hikmah DEDEN HAERUDIN Dewi Hannie H. P DEWI SARTIKA Dewi Sartika Dian Herdiati Diana Putri Amalia. M Dina Christina, Dina Dinny Devy Triana Edy Edy Evridawati, Beryana Farny Sutriany Jafar Fasli Jalal Fridani, Lara Hapidin, Hapidin Hapsah Rahayu Hestilia Oktama Yurita Ida Bagus Ketut Sudiasa INDAH JUNIASIH, INDAH Insani, Asri Iva Sarifah Ivana, Esa Aura Juih, L. Julius Juriana Juriana Kartika Mutiara Sari KHAIRIAH, ICHA KRISTIANA MARYANI, KRISTIANA Lidia Anjelina Dey Putri Luki Mei Aprida, Astita M. Rafli Akbar Masud, Sitti Habiba Mohamad Syarif Sumantri Mukarromah, Mukarromah Mulya Sari Mulyati Mulyati MYRNAWATI CRIE HANDINI Myrnawati Crie Handini Myrnawati Myrnawati Natalina Purba Naur, Angela Yuliani Nila Mayang Sari Novita Eka Nurjanah, Novita Eka Novitasari, Yesi Nur Wahyuningsih, Annisa Nurbiana Dhieni Nursilah Nursilah Nurul Istiqomah Ojang Cahyadi Panjaitan, Nur Qomariah Pramitasari, Muktia Pratiwi, Stefi Winda Prihanita Kusuma Wardani Putri Asih Julianti Putri Fatmawati Arinal Hasanah Putri Rahmatika Rahmi Tasty Rosandi Raudhatul Janah Reni Tiar Linda Purba Rizki Febriandani Rizki Taufik Rakhman Rizky Taufik Rakhman Roebianto, Adiyo Rohita Romi Nursyam Sabila Nur Masturah Safrina, Rien Sarajar, Michelle Selly Oktarini Shabrina Dwi Hany Shalma, Indah Reina Shinta Fierda Kus Edwin Siregar, Nofi Marlina Siti Alsyamsari Abriyanti Siti Fatonah Soffianningrum, Imbarsari Sofia Hartati Sri Indah Pujiastuti Sri Wulan Sri Wulan Sri Wulan, Sri Stefi Winda Pratiwi Sumadi, Tjipto Syarah, Erie Siti Syarfina Syarfina Tjipto Sumadi Trully Kusumawardhani, Trully Veithzal Rivai Zainal Widiarti Widiarti Wuryani, Wuryani Yetti Supriyati Yetti Supriyati Yohana, Berthanica Youmi Ayu Prima Sihaloho Yufiarti Yuliani Nurani Zarina Akbar

Title

Found 90 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 90 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 90 Documents
Search