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All Journal DEDIKASI: Community Service Reports Early Childhood Education and Development Journal
Nurul Kusuma Dewi
PG PAUD FKIP UNS
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Education Environmental Science Mathematics Mechanical Engineering Physics Social Sciences Other

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TPR (TOTAL PHYSICAL RESPONSE) METHOD ON TEACHING ENGLISH TO EARLY CHILDHOOD Ruli Hafidah; Nurul Kusuma Dewi
Early Childhood Education and Development Journal Vol 2, No 1 (2020): Early Childhood Education and Development Journal
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (548.045 KB) | DOI: 10.20961/ecedj.v2i1.45167

Abstract

This training is carried out to provide knowledge and skills to PAUD teachers in implementing English language learning for early childhood. The subjects of the training were 30 Kindergarten (Kindergarten) and PAUD teachers of Bendosari kindergarten. The training is carried out in 3 stages, namely: (1) strengthening of materials related to the TPR (Total Physical Response) method in early childhood learning; (2) implementation of the TPR (Total Physical Response) method in learning aged children; and (3) evaluation of the material for the TPR (Total Physical Response) method in learning children. Training on the application of the TPR (Total Physical Response) method in learning English for early childhood can improve the understanding, abilities and skills of Kindergarten and PAUD teachers in the District, Sukoharjo Regency in compiling, developing, and implementing English learning using the TPR (Total Physical Response) method. Where the deepening of the material for each training stage reaches 90%. This is evidenced by the results of practice and the implications of each material. Kindergarten and PAUD teachers in Bendosari Subdistrict, Sukoharjo Regency can develop themes and materials, create and use media, choose English vocabulary according to themes and materials, and apply English learning using the TPR (Total Physical Response) method.
THE UTILIZATION OF LOOSE PARTS MEDIA IN STEAM LEARNING FOR EARLY CHILDHOOD Siti Wahyuningsih; Adriani Rahma Pudyaningtyas; Novita Eka Nurjanah; Nurul Kusuma Dewi; Ruli Hafidah; Muhammad Munif Syamsuddin; Vera Sholeha
Early Childhood Education and Development Journal Vol 2, No 2 (2020): Early Childhood Education and Development Journal
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (443.18 KB) | DOI: 10.20961/ecedj.v2i2.46326

Abstract

STEAM-based learning (Science, Technology, Engineering, Arts, and Mathematics) has begun to be developed a lot recently. This learning is considered able to answer the challenges of the times to be able to develop learning in the 21st century. STEAM is not only developed for secondary to tertiary education but is also developed for learning in early childhood. The challenges for developing STEAM-based learning are not small. The teacher considers that to provide learning about technology, for example, one must use sophisticated computer-based learning media, so it requires expensive costs. Also, science and engineering learning has not been developed much in kindergarten (TK) learning because it is considered a difficult concept to understand and requires high costs for the learning media. Learning media for early childhood is diverse and does not have to all buy new materials at a high cost. Likewise with learning media that can be used to develop STEAM-based learning. Teachers can make use of items or materials that are easily available, such as rocks, tree branches, seeds, used bottle caps, dry leaves, clothespins, etc. These removable materials are called loose parts. Loose parts are loose objects that can be moved, manipulated, and how to use them is determined by the child. These removable materials as learning media can make children think creatively and imaginatively. Loose parts can also be used as media in STEAM learning.
Keterlibatan Orang Tua dalam Mewujudkan Pendidikan Anak Usia Dini Ramah Anak di Gugus Budi Mulia II Sukoharjo Adriani Rahma Pudyaningtyas; Anayanti Rahmawati; Ruli Hafidah; Warananingtyas Palupi; Nurul Kusuma Dewi; Vera Sholeha; Muhammad Munif Syamsuddin
DEDIKASI: Community Service Reports Vol 5, No 1 (2023): DEDIKASI: Community Service Report - January
Publisher : FKIP Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/dedikasi.v5i1.67052

Abstract

Child-Friendly Schools (SRA) prioritize children's rights in learning to actualize individuals who need to be educated with good treatment. The SRA concept is intended to create a safe and enjoyable learning atmosphere at all levels of education, including early childhood education. A comfortable learning atmosphere for students positively impacts physical and psychological well-being, which leads to optimal developmental tasks. There are six components in the implementation of child-friendly PAUD, namely 1)policy, 2)curriculum implementation, 3)educators and education staff, 4)infrastructure, 5)child participation, and 6)parent and community participation. The group needs help realizing child-friendly PAUD, one of which is that the activity programs carried out by these PAUD institutions must meet the SRA indicators. The activity program in question is more specifically an effort to involve parents in realizing SRA. Parenting activities that have been carried out so far have yet to be in harmony with the activities carried out by schools, especially in fulfilling children's rights. Therefore it takes school principals' and teachers' knowledge and skills to design parenting activity programs aligned with school activities to realize SRA. This community service aims to carry out training in preparing parenting activity programs. The method for implementing this activity program consists of five stages, namely: 1)analysis of problems in partner institutions; 2)socialization (brainstorming and equalization of perceptions); 3)workshops; 4)assisting the implementation of child-friendly PAUD activity programs; 5)evaluation.
Co-Authors Adriani Rahma Pudyaningtyas Anayanti Rahmawati Muhammad Munif Syamsuddin Novita Eka Nurjanah Ruli Hafidah Siti Wahyuningsih Vera Sholeha Warananingtyas Palupi