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IMPLEMENTASI PEMBELAJARAN KARAKTER ANAK USIA DINI DI PAUD ANAK KITA PRESCHOOL SAMARINDA Heppy Liana; Budi Rahardjo; Hasbi Sjamsir
PENDAS MAHAKAM: Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol. 3 No. 1 (2018)
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

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This study aims to (1) To obtain in-depth information about the implementation of character learning conducted in Our Children Preschool (2) To obtain information about the supporting and inhibiting factors Planting the character values in our children Preschool Samarinda. The research approach used is qualitative descriptive. Data collection includes (1) Observation, (2) In-depth interview, (3) Field Records, (4) Documentation. Data analysis techniques used interactive analysis model developed by Miles and Huberman, namely data reduction, display data, and withdrawal of conclusions / verification. The results showed: (1) Implementation of Learning Values of early childhood characters in our children Preschool is done through daily learning activities in the center and activities supporting the theme of outdoor activity with the strategy approach through exemplary by giving a good example of behavior , the nature and the way of thinking, the method of habituation by way of character plantings that are done regularly and continuously to train the child to have good habits, the method of story, that is by using a story that contains the incident experienced by a person, group, or others, advice by using advice. (2) Supporting and inhibiting factors in learning Implementation Early Childhood Character Values in Our Children Preschool Samarinda, among others, from parents, students and educators.Keywords: Character Values, Learning, Early Childhood

UPAYA MENINGKATKAN KEMAMPUAN KOGNITIF ANAK USIA 5-6 TAHUN MELALUI PERMAINAN PENCAMPURAN WARNA DENGAN PERCOBAAN SAINS SEDERHANA DI TK ISLAM SILMI SAMARINDA Kartika Fajriani; Heppy Liana
PENDAS MAHAKAM: Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol. 4 No. 1 (2019)
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/pm.v4i1.394

Kemampuan kognitif diperlukan oleh anak dalam rangka mengembangkan pengetahuan tentang apa yang anak dengar, rasa, raba ataupun ia cium panca indera yang ia miliki.. Dalam pembelajaran kognitif khususnya pembelajaran sains masih banyak kendala yang terjadi di lapangan, salah satunya adalah kurangnya kreativitas guru dalam membuat media pembelajaran terutama dalam mengenalkan warna pada anak pada anak. Rumusan masalah dalam penelitian ini dapat di rumuskan sebagai berikut : Bagaimanakah meningkatkan kemampuan kognitif anak melalui kegiatan eksperimen pencampuran warna pada usia 5-6 tahun TK Islam Silmi ? b) Apakah kegiatan mencampur warna dapat meningkatkan kemampuan kognitif anak usia 5-6 tahun TK Islam Silmi ? Tujuan penelitian ini adalah sebagai berikut : untuk meningkatkan kemampuan kognitif anak melalui pencampuran warna dengan kegiatan percobaan sains sederhana pada usia 5-6 tahun TK Islam Silmi. Berdasarkan hasil observasi dan penelitian dilakukan dengan berpedoman pada beberapa aspek atau indikator yang meliputi: Anak mampu melakukan percobaan mencampur warna, anak mampu mencampur dengan kesesuaian warna, anak mampu menceritakan hasil percobaa sains sederhana. Setelah dilaksanakan penelitian yang berjalan selama dua siklus, terbukti bahwa ternyata ada perubahan setelah dilakukan tindakan atau setelah diterapkan metode yang sesuai saat bermain mencampur warna. Berikut ini adalah penjelasan peningkatan hasil belajar pada siklus I dan siklus II, pada siklus I dengan rata-rata nilai persentase ketuntasan rata-rata mencapai 50%, pada siklus II mengalami peningkatan dengan rata-rata nilai persentase ketuntasan mencapai 90%. Kesimpulan yang dapat diambil dari penelitian ini adalah pencampuran warna dengan percobaa sains sederhana dapat meningkatkkan perkembangan kognitif di bidang sains pada anak usia 5-6 tahun TK Islam Silmi di Samarinda Utara.

IMPLEMENTASI METODE BERCERITA MENGGUNAKAN CERITA DALAM MENGEMBANGKAN BAHASA RESEPTIF ANAK USIA 5-6 TAHUN DI TK ISLMIC CENTER SAMARINDA Yomi Rohmah, Siti; Liana, Heppy; Hidayah, Lailatul
Journal of Sustainable Transformation Vol. 2 No. 01 (2023)
Publisher : Universitas Nahdlatul Ulama Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59310/jst.v2i01.12

Language skills in receptive children have been developed from an early through various methods of learning by telling stories. This study aimed to determine the implementation of telling stories methods using the story of Uut & Uti as well as the development of the language-receptive children aged 5-6 years in the kindergarten Islamic Center Samarinda. This research was qualitative research with the subject of research being six students aged 5-6 years in the level of kindergartens. Collecting data was carried out using observation, interview, and documentation. The Analysis technique used Milles and Huberman's analysis. The result was delivered by using the props. The steps of this result were to set children's preparation in receiving the story, set a seat position of children, tell the introduction of the story and the characters in the story, and deliver the contents using children's language clearly and fluently, at the end of the story, the teacher asked questions. The result shows that the ability of receptive language in the range of 5-6 years improved well in giving attention, understanding the command and the contents of the story then also retelling the story.

Pembentukan Karakter Anak Usia Dini melalui Permainan Tradisional Balogo Fajriani, Kartika; Pancasilawati, Abnan; Hasmawaty, Hasmawaty; Liana, Heppy
Antroposen: Journal of Social Studies and Humaniora Vol. 1 No. 2 (2022): Desember 2022
Publisher : Universitas Terbuka

This study aims to determine the stages and rules of the game, as well as the values of character education contained in the traditional Balogo game from South Kalimantan Province. The approach in this research is a qualitative approach. The subjects in this study were students who were in Kindergarten institutions ranging in age bfrom 6-7 years. Data collection techniques used are observation, interviews, and documentation. The collected data is processed through data reduction, data presentation, data classification, and drawing conclusions. The results showed that the traditional Balogo game played by Kindergarten students aged 6-7 years consisted of 8 stages of the game and 8 game rules. The values of character beducation in the Balogo game include: honesty, tolerance, discipline, hard work, independence, democracy, love for the homeland, respect for achievement, friendly/communicative, peace-loving, social bcare, and responsibility

Strategi Pembelajaran Karakter Anak Usia Dini model Daring di masa Pandemic Covid-19 (Studi kasus pada PAUD Anak Kita Preschool Samarinda) Heppy Liana
BEduManagers Journal : Borneo Educational Management and Research Journal Vol. 2 No. 1 (2021): BEduManagers Journal : Borneo Educational Management and Research Journal
Publisher : Manajemen Pendidikan Program Doktor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/bedu.v2i1.642

This study aims to describe how the strategy of early childhood educators in carryingout early childhood character learning during the coronavirus19 disease 19 when learningactivities are carried out at home. The researcher used a qualitative descriptive approach with acase study method to gain an understanding of the strategies of early childhood educators inimplementing early childhood character learning. Data collection techniques used are interviewsand documentation. The data collected was then analyzed using an interactive model with dataanalysis steps, namely data reduction, data presentation, conclusion drawing, and verification.The results showed that there were changes in learning activities carried out before and duringthe covid-19 pandemic, First: the strategy of implementing learning through collaborationbetween educators and parents by sharing tasks, namely, educators as planners and assessment oflearning outcomes while for the task of implementing learning carried out by parents, so thatparents become partners during learning activities at home, including the task of parents is toprepare tools and play materials that are lent by the school and added to the tools and playingmaterials that are around the house, accompanying children, motivating children anddocumenting activities that children do then send the documentation to the homeroom teacher tobe analyzed and reported as a child development report carried out PAUD educators are assistedby parents at home, secondly: Educator's Strategy in instilling character values through learningactivities from At home during the COVID-19 pandemic, there are 11 character values that canbe developed in Anak Kita Preschool, including: 1) Religious, 2) Honest, 3) Tolerance, 4)Discipline, 5) Hard work, 6) creative, 7) independent, 8) curious, 8) friendly/communicative, 9)likes to read, 10) cares about the environment, and 11) is responsible. These eleven charactersvalues are developed through stimulation, storytelling, facilitation and good habituation fromadults, namely educators and parents and are evaluated based on six aspects of childdevelopment.

Implementasi Pengembangan Anak Usia Dini Holistik Integratif di Kota Balikpapan Provinsi Kalimantan Timur tahun 2022 Heppy Liana; Hasbi, Sjamsir; Rusnaida; Ummah, Nursalimil
BEduManagers Journal : Borneo Educational Management and Research Journal Vol. 3 No. 2 (2022): BEduManagers Journal : Borneo Educational Management and Research Journal
Publisher : Manajemen Pendidikan Program Doktor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/bedu.v3i2.1847

Holistic-Integrative Early Childhood Development (PAUDHI) is an early childhood development effort undertaken to meet the diverse and interrelated essential needs of children simultaneously, systematically, and integrated Ly. Includes education, health, nutrition, care, care, protection and welfare services. (PERPRES Number 60 of 2013). Formulation of the problem: 1) How is the implementation of HI ECD in Balikpapan city? 2) What are the obstacles faced in implementing HI ECD?, 3) What are the solutions in implementing HI ECD. The results of the study 1) The 2022 HI ECD implementation in Balikpapan City, East Kalimantan Province was carried out well and smoothly. The Balikpapan Office has carried out BIMTEK HI PAUD HI to 100 PAUD managers and PAUD teachers in Balikpapan city and the technical guidance participants are required to carry out an imitation of the 10 nearest PAUD units 2) obstacles encountered: a) PAUD units do not yet have a curriculum that is integrated with the implementation of PAUD HI. b) Collaboration with elements of partners and OPD has not been supported by a cooperation agreement. c) Activities involving parents in the unit have been carried out, although not all of them have been carried out considering that learning activities have only started to be active again after the pandemic period (Online 2 years). 3) efforts to overcome obstacles in implementing HI PAUD in Balikpapan city a) Prepare a plan to increase the competence of educators and related education personnel to develop HI PAUD-based curriculum together with the Education Office and PAUD Units, b) Make a cooperation agreement/MOU with Local Government Organizations (OPD) smart one. C) Designing activities with parents, Conclusion the PAUD unit in Balikpapan has implemented PAUD HI services including as a liaison for various services to fulfil children's essentials, OPD involvement has been carried out but some units have not collaborated with the population and civil registration services because the NIK requirements have been met. PAUD units are forced to accept children with special needs (ABK), who are only found out when they start learning. Some PAUD Units already have a follow-up program on students' health checks with the involvement of parents.

Improving Fine Motor Skills Through Weaving Activities in Children Aged 5-6 Years at Keledang Kindergarten Loa Janan Ilir Samarinda Tri Mukti, Novita; Liana, Heppy; Aslina, Yeni
BEduManagers Journal : Borneo Educational Management and Research Journal Vol. 4 No. 2 (2023): BEduManagers Journal : Borneo Educational Management and Research Journal
Publisher : Manajemen Pendidikan Program Doktor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/bedu.v4i2.3332

School as a formal educational institution carries out a series of planned and organized activities, including activities in the teaching and learning process in classrooms at school, directing students to gain understanding, skills, attitudes and values, all of which support student development. The success or failure of achieving educational goals depends a lot on the teaching and learning process that occurs at the learning process point in the classroom, the main factor being the students. The type of research used in this research is classroom action research (PTK). Which aims to improve fine motor skills through weaving activities. The research subjects consisted of class B4, totaling 16 students, consisting of 8 girls and 8 boys at Keledang Loa Janan Ilir Samarinda Kindergarten. The research object was to improve fine motor skills through weaving activities in Keledang Kindergarten students. The percentage is used to describe the increase in student learning outcomes from cycle I and cycle II using the formula according to Daryanto (2011: 192) namely Students who complete their studies in (times) x 100% in (divide): total number of students. in the weaving activities of students in cycle I, meeting I obtained Developing Values According to Expectations (BSH) as many as 3 students and meeting II obtained Developing Values According to Expectations (BSH) as many as 7 students and meeting III was still the same as meeting II with Developing Values According to Expectations (BSH) as many as 7 Students. In cycle II, meeting I obtained Developing Values According to Expectations (BSH) of 8 students and meeting II obtained Developing Values According to Expectations (BSH) of 11 students and meeting III obtained Developing Values According to Expectations (BSH) of 14 students. The graph of the increase in student weaving activities at the Keledang Loa Janan Ilir Samarinda Kindergarten from February and March from cycle I to Cycle II. Weaving activities using origami paper in the B4 group of Keledang Loa Janan Ilir Samarinda Kindergarten have increased. From the results of observations of students' weaving activities, it can be seen that there was an increase in students in each action cycle, in cycle I with a Developing Value According to Expectations (BSH) and a percentage of 43.57% in the sufficient category, and in cycle II with a Developing Value According to Expectations (BSH) and a percentage of 87.5% in the good category

IMPLEMENTATION OF EARLY CHILDREN'S CHARACTER EDUCATION THROUGH CONGKLAK GAMES FOR CHILDREN AGED 5-6 YEARS AT AISYIYAH KINDERGARTEN BUSTANUL ATHFAL 5 SAMARINDA SEBARANG Ali, Suriani; Liana, Heppy; Aslina, Yeni
BEduManagers Journal : Borneo Educational Management and Research Journal Vol. 5 No. 1 (2024): BEduManagers Journal : Borneo Educational Management and Research Journal
Publisher : Manajemen Pendidikan Program Doktor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/bedu.v5i1.3693

This research aims to implement early childhood character education through the congklak game for children aged 5 - 6 years at the Aisyiyah Bustanul Atfhal 5 Samarinda Seberang kindergarten. The method used in this research is qualitative research. Qualitative research is a research method based on positivism or interpretive philosophy, used to examine the condition of natural objects, where the researcher is the key instrument. Data collection techniques include observation, interviews and documentation. Test the validity of the data using triangulation techniques. The research subjects in this study were 6 students of Aisyiyah Bustanul Atfhal 5 Kindergarten. Based on the data obtained from the research results, it shows that the implementation of character education through the congklak game for early childhood at the Aisyiyah Bustanul Atfhal 5 Samarinda Seberang Kindergarten achieved the character of religious, honest, cooperative, disciplined, responsible development according to expectations after going through three assessments according to researcher analysis. Efforts are made by educators to strengthen children's character by using congklak game media through habituation, continuous example by applying congklak play to children by including in the learning plan to play congklak twice a week during the research. This is an effort to make it easier for educators to implement children's character education. In this way, educators can assess children's character of honesty, patience, responsibility, and discipline through playing congklak

Parental Role: Internalization of the Development of Independent, Disciplined, and Responsible Character Values for Children Aged 5-6 Years Sjamsir, Hasbi; Rozie, Fachrul; Ayu Dewi, Safnah; Liana, Heppy
JURNAL PENDIDIKAN USIA DINI Vol 18 No 1 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 1 April 2024
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.181.02

Parents play a crucial role in shaping the character of their children, and the character of children is closely tied to the involvement of both parents. This study aims to examine how parents function as educators, motivators, role models, controllers, and providers (facilitators) in cultivating character values, discipline, and responsibility in children. The research was conducted using qualitative methods with a sequential and phenomenological approach. Photovoice, combined with thematic analysis, served as the type and source of data. Data collection involved interviews and observations, with six pairs of parents with 5-6-year-old children participating in the study. The analysis revealed that parents, through their various roles, internalize the development of independent, disciplined, and responsible character values in their children. The study concludes that children aged 5-6 exhibit character values learned through a process of observation and imitation. 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Eksplorasi Media Edukasi untuk Peningkatan Kemampuan Bahasa Anak Usia Dini: Studi Kasus Kualitatif di Desa Dayak Pampang Kartika Fajriani; Adinda Adinda; Heppy Liana
Jurnal Pendidikan Indonesia Vol. 5 No. 9 (2024): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v5i9.4712

Pendidik sering memanfaatkan berbagai jenis media edukasi untuk mendukung proses pengajaran dan meningkatkan efektivitas kemampuan bahasa anak usia dini di lembaga Taman Kanak-Kanak (TK). Penelitian ini bertujuan untuk mengidentifikasi media edukasi yang digunakan oleh pendidik serta menganalisis kendala yang dialami oleh peserta didik dalam memanfaatkan media tersebut. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan angket. Observasi dan wawancara dilakukan dengan pendidik untuk mengetahui jenis-jenis media edukasi yang digunakan dalam subelemen anak mengenali dan memahami berbagai informasi, mengomunikasikan perasaan dan pikiran secara lisan, tulisan, atau menggunakan berbagai media serta membangun percakapan. Sementara itu, angket disebarkan kepada 6 guru untuk mengidentifikasi kendala yang mereka hadapi dalam menggunakan media tersebut. Data dikumpulkan dari 2 TK di Desa Dayak Pampang. Hasil penelitian menunjukkan bahwa media edukasi yang digunakan oleh guru terdiri dari buku cerita (32%), video edukasi (14%), Flashcard (8%), boneka tangan (8%), gambar (16%), lagu (12%), LKPD (2%) dan bermain peran (8%). Penggunaan beragam media edukasi ini memberikan pengalaman pembelajaran yang lebih kaya dan menarik anak. Namun, anak menghadapi beberapa kendala kurangnya ketuntasan belajar anak dan kurangnya motivasi anak berbahasa karena pembelajaran masih berorientasi pada buku teks. Hal ini menyebabkan pendidik lebih banyak menggunakan metode penugasan, ceramah, dan LKPD, sehingga progresivitas pemahaman mengenal huruf, membaca huruf dan menulis menjadi kurang optimal dalam menggunakan media edukasi tersebut, seperti keterbatasan aksesibilitas, kurangnya keterampilan teknologi, minimnya dukungan teknis, gangguan distraksi, serta kesulitan dalam beradaptasi dengan media pembelajaran yang tersedia.

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