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INDONESIA
VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal
Published by Universitas Negeri Jakarta
ISSN : 19079176     EISSN : 26205254     DOI : -
Core Subject : Education, Social,
Education Social Sciences
Jurnal VISI is published on Juni and December every year which published by Fakultas Ilmu Pendidikan (FIP) Universitas Negeri Jakarta. This journal focuses on Early Childhood Education and Society Education. This journal warmly welcomes to articles contributions from scholars of related disciplines.
Arjuna Subject : -
Articles 371 Documents
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MODEL DESA TERPADU PAUDNI MEWUJUDKAN MASYARAKAT PEMBELAJAR SEPANJANG HAYAT Agus Sadid
Jurnal Ilmiah Visi Vol 9 No 1 (2014): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal
Publisher : Direktorat Pembinaan Guru dan Tenaga Kependidikan Pendidikan Anak Usia Dini Kementerian Pendidikan dan Kebudayaan bekerjasama dengan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (319.174 KB) | DOI: 10.21009/JIV.0901.7

Abstract

The pattern of rural development should move towards an integral-concept of development. Early childhood education program, (PAUDNI) has a huge potential to enhance people’s welfare. The village model of PAUDNI would be the best alternative solution of empowering community. The problem is how to develop the integrated village model that establishes a life-long learning community. This article describes, discusses, and explores the integrated village model of PUDNI. The conclusion is (1) the PAUDNI village is constructed by the andragogy theory by Knowles and Pannen, emphasizing the community empowerment on integral and integrated aspects; (2) the construction of PAUDNI village model includes community participations, cooperation, commitment, and integrity; (3) the implementation of the model should consider data and analysis, community participation, PAUDNI Units such as PKBM, LKP, PAUD and other non-formal and informal groups; (4) in supervision and guidance process, the model of PAUNI village should involve some related people or institutions. Implementing such a village model properly would create a life-long learning community and enhance the social welfare and the life quality of the community.
AKADEMI KOMUNITAS DAN PENERAPAN MASTER PLAN PERLUASAN DAN PERCEPATAN PEMBANGUNAN EKONOMI INDONESIA (MP3EI) Iskandar Agung
Jurnal Ilmiah Visi Vol 9 No 1 (2014): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal
Publisher : Direktorat Pembinaan Guru dan Tenaga Kependidikan Pendidikan Anak Usia Dini Kementerian Pendidikan dan Kebudayaan bekerjasama dengan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (453.901 KB) | DOI: 10.21009/JIV.0901.8

Abstract

The establishment of Community Academy (CA) as a vocational education diploma one and/or two stipulated in Law No. 12/2012 fit 59 is an effort to increase the Gross Enrollment Ratio (GER) for higher education (HE), to develop human resource quality, and to provide an opportunity for the region to have a public university. In addition, the establishment of CA is expected to support the implementation and expansion of regional economic growth, as set out in the MP3EI concept initiated by the government. However, the results obtained by the study, the establishment of CA is still reaping a number of problems related to determining the course, the accuracy of the location of the appointment and organization of the study program, and the pattern of development and the ongoing working relationship. Having critically analyzed the problems, this article recommends to (a) conduct an in-depth and thorough assessment to determine the program of study in CA; (b) negotiate the establishment of CA with ‘assignment’ type and provide the opportunities for private sector CA to participate; (c) substitute the courses conducted by CA in certain regions ; (d) change the distribution budgent patterns: and (e) set a special teamwork responsible directly to the Minister of Education and Culture.
PELAKSANAAN FUNGSI KEAGAMAAN KELUARGA DALAM MENANAMKAN NILAI ISLAMI PADA ANAK Rohita Rohita; Rizqi Maulida
Jurnal Ilmiah Visi Vol 13 No 2 (2018): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal
Publisher : Direktorat Pembinaan Guru dan Tenaga Kependidikan Pendidikan Anak Usia Dini Kementerian Pendidikan dan Kebudayaan bekerjasama dengan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (267.315 KB) | DOI: 10.21009/JIV.1302.1

Abstract

This study aims to explain the implementation of the family’s religious functions in instilling the Islamic values to the children. The study was conducted in February - June 2018. The research method employed was the descriptive qualitative method. The data were collected using in-depth interviews and observations. The collected data were analyzed using the qualitative data analysis methods. The research subjects were 30 families whose parents had children aged 7-12 years and residing in the South Tangerang area. The research subjects were chosen using the purposive sampling procedures. The findings showed that 67.29% of the families had carried out their religious functions in instilling the Islamic values including the aspects of reading the stories of the prophets which done by the 60% of families, telling the family of the Messenger of Allah and the story of the Prophet’s companions which done by the 67% of families, teaching the names of the angels and their duties, and introducing the names of the scriptures which done by the 53% of the families, and the rest 32.71% of the family had not embedded the Islamic values in those aspects yet. Instilling the Islamic values as parts of the implementation of the family’s religious function was carried out in various ways according to the values which were implemented. Thus, the suggestion given is that parents as the implementers of the family’s religious functions have to learn continuously to improve their knowledge as well as to provide the sufficient time to instill the Islamic values in those aspects to their children. References Al Qur’anul Karim. Assobar Qur’an. Jakarta Timur: Pustaka Al-Mubin. Andayani & Koentjoro. (2004). Psikologi keluarga: Peran ayah menuju coparenting. Yogyakarta: Citra Media. Badan Pusat Statistik. (2017). Jumlah tenaga kerja perempuan di Indonesia. Diakses dari http://independen.id/read/data/429/jumlah-tenagakerja-perempuan-di-indonesia/ pada tanggal 18 September 2017. Djaelani, S. (2013). Peran pendidikan agama islam dalam keluarga dan masyarakat. Jurnal Ilmiah Widya, 1(2), 100-105. https://e-journal.jurwidyakop3.com/index.php/jurnal-ilmiah/article/view/140 Djamas, Nurhayati, Rohita, Fitria, & Nila. (2017). Perilaku islami remaja. Prosiding Epistemologi Islam dalam Perspektif Teori Ilmu Pengetahuan Modern. PII-MKU: November. Fachrudin. (2011). Peranan pendidikan agama dalam keluarga terhadap pembentukan kepribadian anak-anak. Jurnal Pendidikan Agama Islam-Ta’lim, 9(1), 1-16. http://jurnal.upi.edu/taklim/view/834/peranan-pendidikan-agamadalam--keluarga-terhadap-pembentukankepribadian-anak-anak.html Musrin, M. (2004). Sistem nilai dan pandangan hidup serta relasinya dengan ilmu pengetahuan. Jakarta: Wardah. Peraturan Pemerintah Republik Indonesia Nomor 21 Tahun 1994 tentang Penyelenggaraan Pembangunan Keluarga Sejahtera. Sunartiningsih. (2015). Menghidupkan 8 fungsi keluarga menuju keluarga sejahtera. Diakses dari http://yogya.bkkbn.go.id/_layouts/mobile/dispform.aspx?List=8c526a76-8b88-44fe-8f81-085df5b7dc7&View=69dc083c-a8aa-496a-9eb7-b54836a53e40&ID=289 Takariawan, C. (2016). 8 fungsi keluarga dan peran ibu. Diakses dari https://www.kompasiana.com/pakcah/8-fungsi-keluarga-dan-peranibu_585b42e3148773230c238763 Toha, C., dkk. (2004). Metodologi pengajaran agama. Yogyakarta: Pustaka Pelajar. Rozalinda. (2014). Ekonomi islam,teori dan aplikasinya pada aktivitas ekonomi. Jakarta: Raja Grafindo Persada. ‘Ulwan, A.N. (2012). Pendidikan anak dalam Islam. Solo: Penerbit Insan Kamil.
AKSESIBILITAS ANAK MENGIKUTI PENDIDIKAN ANAK USIA DINI DI KABUPATEN SUMEDANG Nugrahana Fitria Ruhyana
Jurnal Ilmiah Visi Vol 13 No 2 (2018): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal
Publisher : Direktorat Pembinaan Guru dan Tenaga Kependidikan Pendidikan Anak Usia Dini Kementerian Pendidikan dan Kebudayaan bekerjasama dengan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (349.74 KB) | DOI: 10.21009/JIV.1302.4

Abstract

The early age is a substantial period in human development. The long-term benefit from participating in the early childhood education programs is increasing opportunities for the children to complete their higher education in order to get the better welfare future. In Sumedang regency - the location of this study - the children’s participations in joining the early childhood education programs had not been optimized yet. Approximately 47% of the children aged 4-6 years had not participated in the early childhood education programs yet. Thus, it was significant to seek out the factors influencing the children’s accessibilities to participate in the early childhood education programs in Sumedang regency in order to find out the alternative policy to increase their accessibilities to participate in the early childhoodeducation programs. The research was conducted in 2017 using the quantitative method. The data were obtained from the “2015 Susenas” which involved 300 respondents. The data analysis was performed by using the logistic regression with the 12th version of STATA software. The findings showed that the children’s accessibilities to participate in the early childhood education programs in Sumedang regency was determined by the educational background of the head of family, the marital status of the parents, the head of the family’s income, the number of the family members, and the children’s domicile. Giving knowledge about the importance of early childhood education to the lower educational background parents and enlarging the early childhood schools’ facilities and infrastructures especially in rural areas of Sumedang regency still needed to be improved in order to have better human resources in the future. References Abdulhak, I. (2003). Memposisikan pendidikan anak usia dini dalam sistem pendidikan nasional. Buletin PADU Jurnal Ilmiah Anak Dini Usia. Jakarta: Dir. PAUD, Dirjend. PLSP, Depdiknas. Apriana, R. (2009). Hubungan Pendidikan Anak Usia Dini (PAUD) dengan perkembangan kognitif anak usia prasekolah di Kelurahan Tinmojoyo Kecamatan Banyumanik Semarang. Skripsi. Semarang: Universitas Diponegoro. Aristin, N. F. (2015). Faktor-faktor yang berpengaruh terhadap anak putus sekolah tingkat Sekolah Menengah Pertama (SMP) di Kecamatan Bondowoso. Jurnal Pendidikan Geografi, 20(1). 30-36. doi: http://dx.doi.org/10.17977/pg.v20i1.5009 Bappeda Kab. Sumedang. (2015). Profil daerah Kabupaten Sumedang. Diakses melalui http://www.sumedangkab.go.id/ Berlinski, S. G., Galiani, S., & Gertler, P. (2006). The effect of pre-primary education on primary school performance. Diakses melalui http://eprints.ucl.ac.uk/15418/ Black, M. M., Walker, S. P., Fernald, L. C. H., Andersen, C. T., DiGirolamo, A. M., Lu, C., … Grantham-McGregor, S. (2017). Early childhood development coming of age: science through the life course. The Lancet, 389(10064), 77–90. doi: https://doi.org/10.1016/S0140-6736(16)31389-7 BPS. (2016a). Statistik daerah Kabupaten Sumedang 2016. Kabupaten Sumedang: Badan Pusat Statistik Kabupaten Sumedang. BPS. (2016b). Survey sosial ekonomi nasional. Diakses melalui https://microdata.bps.go.id/mikrodata/index.php/catalog/769 Chen, Y., & Feng, S. (2013). Access to public schools and the education of migrant children in China. ChinaEconomic Review, 26(1), 75–88. doi: https://doi.org/10.1016/j.chieco.2013.04.007 Dewi, N. A. K., Zukhri, A., & Dunia, I. K. (2014). Analisis faktor-faktor penyebab anak putus sekolah usia pendidikan dasar di Kecamatan Gerokgak tahun 2012/2013. Jurnal Jurusan Pendidikan Ekonomi, 4(1), 1-12. http://ejournal.undiksha.ac.id/index.php/JJPE/article/view/1898 Engle, P. L., Fernald, L. C. H., Alderman, H., Behrman, J., O’Gara, C., Yousafzai, A., … Iltus, S. (2011). Strategies for reducing inequalities and improving developmental outcomes for young children in low-income and middle-income countries. The Lancet, 378(9799), 1339–1353. doi: https://doi.org/10.1016/S0140-6736(11)60889-1 Fahmi, M., & Jewelery, P. G. N. (2015). The effect of pre-school education on academic achievement in Indonesia. Working Paper in Economics and Developments Studies, 201505, 1-18. http://ceds.feb.unpad.ac.id/wopeds/201505.pdf Finnie, R., & Mueller, R. E. (2008). The effects of family income, parental education and other background factors on access to postsecondary education in Canada: Evidence from the YITS. SSRN Electronic Journal, 1–52. doi: https://doi.org/10.2139/ssrn.2256114 Heckman, J. (2014). Early childhood development is a smart investment. Diakses melalui https://heckmanequation.org/assets/2014/04/The20Heckman20Curve_v2.jpg Kemdikbud. (2017). Data pokok pendidikan. Diakses melalui http://dapo.dikdasmen.kemdikbud.go.id/ Lake, A. (2011). Early childhood development - Global action is overdue. The Lancet, 378(9799), 1277–1278. doi: https://doi.org/10.1016/S0140-6736(11)61450-5 Majzub, R. M., & Rashid, A. A. (2012). School readiness among preschool children. Procedia - Social and Behavioral Sciences, 46, 3524–3529. doi: https://doi.org/10.1016/j.sbspro.2012.06.098 Mike, I. O., Nakajjo, A., & Isoke, D. (2008). Socioeconomic determinants of primary school dropout : The logistic model analysis. MPRA Paper, 7851, 1-25. https://mpra.ub.unimuenchen.de/7851/ Musyarofah. (2014). Urgensi pendidikan anak usia dini dalam membangun generasi bangsa yang berkarakter. Al-Fitrah, 9(1), 1-20. http://ejournal.iain-jember.ac.id/index.php/alfitrah/article/view/274 Patmonodewo, S. (2003). Pendidikan anak prasekolah (second). Jakarta: PT. Rineka Cipta. Perdana, N. S. (2015). Faktor-faktor yang berpengaruh terhadap aksesibilitas memperoleh pendidikan untuk anak-anak di Indonesia. Jurnal Pendidikan dan Kebudayaan, 21(3), 279–298. doi: http://dx.doi.org/10.24832%2Fjpnk.v21i3.191 Rahman, H. S. (2005). Pendidikan anak usia dini. Yogyakarta: Galah. Rao, N., Sun, J., Chen, E., & Ip, P. (2017). Effectiveness of early childhood interventions in promoting cognitive development in developing countries: A systematic review and meta-analysis. Hong Kong Journal of Paediatrics, 22, 14–25. http://www.hkjpaed.org/pdf/2017;22;14-25.pdf Syahra, R. (2003). Modal sosial : Konsep dan aplikasi perkembangan konsep modal sosial. Jurnal Masyarakat dan Budaya, 5(1), 1–22. doi: http://dx.doi.org/10.14203/jmb.v5i1.256 Todaro, M. P., & Smith, S. C. (2011). Pembangunan ekonomi di dunia ketiga (11th ed.). Jakarta: Erlangga. UNDP. (2015). Work for human development. Diakses melalui http://hdr.undp.org/en/content/human-development-report-2015-work-human-development Warsilah, H. (2017). Pembangunan inklusif dan kebijakan sosial di Kota Solo Jawa Tengah (Edisi Pert). Jakarta: Yayasan Pustaka Obor Indonesia. Yoshikawa, H., Weiland, C., Brooks-gunn, J., Burchinal, M. R., Espinosa, L. M., Gormley, W. T., … Zaslow, M. J. (2013). Investing in our future : The evidence base on preschool education. Society for Research in Child Development, (October), 1–24. https://www.fcd-us.org/assets/2013/10/20Base20on20Preschool20Education20FINAL.pdf Yusuf, A. A. (2017). Menyelesaikan darurat nutrisi anak sebagai prasyarat pertumbuhan inklusif. Diakses melalui http://sdgcenter.unpad.ac.id/menyelesaikan-darurat-nutrisi-anak-sebagaiprasyarat-pertumbuhan-inklusif/ pada tanggal 1 Maret 2018.
KEMAMPUAN MEMBACA PERMULAAN ANAK TUNARUNGU USIA DINI Murni Winarsih
Jurnal Ilmiah Visi Vol 13 No 2 (2018): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal
Publisher : Direktorat Pembinaan Guru dan Tenaga Kependidikan Pendidikan Anak Usia Dini Kementerian Pendidikan dan Kebudayaan bekerjasama dengan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JIV.1302.2

Abstract

The purpose of this article is to provide an overview of the ability to read early for children with hearing impairment in Extraordinary Kindergarten in DKI Jakarta. This research is motivated by the limitations of the language possessed by children with hearing impairment due to hearing difficulties they experience. Due to hearing impairments, children with hearing impairment does not experience the acquisition of language, so they experience various problems, one of which is learning to read. Characteristically children with hearing impairment use the visual senses in learning to read the beginning. Reading the beginning for deaf children begins with the process of identifying words through images and writing in the form of visualization. The research method used is a case study. This research was conducted at Pangudi Luhur Special School in March-April 2017. Based on the results of the research, the reading ability of children with hearing impairment is still low and the ability of nouns dominates in reading the beginning, so it needs to be optimized using special media specifically designed to read the beginning. References Allen, K. E., & Cowdery, G. E. (2009). The exceptional child: Inclusion in early childhood education. Clifton Park, NY: Thomson Delmar Learning. Bunawan, L., & Yuwati, C.S. (2007). Pemerolehan bahasa tunarungu. Jakarta: Yayasan Santirama. Chard, D. J., & Osborn, J. (2012). Phonics and word recognition instruction in early reading programs: Guideslines for accessibility. Diakses dari http://www.readingrockets.org/article/phonics-andword-recognition¬instruction-early-readingprograms-guidelines-accessibillity pada tanggal 24 Maret 2017 Choate, et all. (1992). Curriculum-bases assessment and programing. USA: Allyn and Bacon. Endaswara, S. (2012). Metodologi penelitian kebudayaan. Yogyakarta: Gadjahmada University Press. Santrock, J.W. (2008). Psikologi pendidikan. Jakarta: Kencana. Tjoe, J.L. (2013). Peningkatan kemampuan membaca permulaan melalui pemanfaatan multimedia. Jurnal Pendidikan Usia Dini, 7(1), 17-48. https://media.neliti.com/media/publications/118623-ID-peningkatankemampuan-membaca-permulaan.pdf Widuri, A. (2010). Kemampuan membaca pada anak tuna rungu di SLB-B Karnnamanohara Yogyakarta. Jurnal Mutiara Medika, 10(1), 29-36. http://journal.umy.ac.id/index.php/mm/article/view/1558 Winarsih, M. (2007). Intervensi dini bagi anak tunarungu dalam pemerolehan bahasa. Jakarta: Depdiknas Dirjen Dikti. Winarsih, M. (2017). Membaca ideovisual untuk siswa tunarungu. Jurnal Perspektif Ilmu Pendidikan, 31(2), 130-133. doi: https://doi.org/10.21009/PIP.312.8
PENGEMBANGAN PERANGKAT PEMBELAJARAN PENDIDIKAN KEAKSARAAN DASAR BERBASIS KEARIFAN LOKAL PADA KOMUNITAS ADAT TERPENCIL (KAT) SUKU DAYAK MERATUS Nunung Nurazizah
Jurnal Ilmiah Visi Vol 13 No 2 (2018): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal
Publisher : Direktorat Pembinaan Guru dan Tenaga Kependidikan Pendidikan Anak Usia Dini Kementerian Pendidikan dan Kebudayaan bekerjasama dengan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (266.165 KB) | DOI: 10.21009/JIV.1302.6

Abstract

The learning instruments that consisted of the teaching materials, syllabuses, lesson plans (RPP), learning guides, and evaluation guides of basic literacy educational learning at the remote indigenous community of Dayak Meratus tribe were composed for the completion of the basic literacy educational learning instruments in order to achieve course learning outcome of the basic literacy education in accordance to the regulation of the minister of education and culture no.86 2014. The research and development method was employed in developing the learning instruments. The tryouts in this research and development were conducted in PKBM Belimbing of Hulu Sungai Selatan (as the experiment group) and SPNF SKB Balangan (as the control group) from August to October 2017. The basic literacy educational learning instruments conceptual product validity test was obtained with the mean calculation of 82.8% which meant that validity level was very high. The attractiveness and conceptual literacy test was obtained with the mean calculation of 76,4% which meant that the attractiveness level was in the high category. The effect of the learning instruments’ implementation was intended that the learners could get the literacy in all aspects of their life. References Arsyad, A. (2003). Media pembelajaran. Jakarta: Raja Grafindo. Badan Pusat Statistik. (2016). Survei sosial ekonomi nasional tahun 2016. Diakses dari https://microdata.bps.go.id/mikrodata/index.php/catalog/SUSENAS Borg, W. R., & Gall, M.D. (1979). Educational research, an Introduction 3 ed. New York: Longman. Dinas Kependudukan dan Catatan Sipil Kabupaten Hulu Sungai Selatan. (2013). Data kependudukan. Diakses dari http://dukcatpil.hulusungaiselatankab.go.id/ Dinas Pendidikan Kabupaten Balangan. (2017). Data buta aksara tahun 2017. Diakses dari http://www.balangankab.go.id/?set=viewBk&flag_template2=1&flag=1&page=1&id=473 Dinas Pendidikan Kabupaten Hulu Sungai Selatan. (2016). Data buta aksara tahun 2016. Diakses dari http://disdik.hulusungaiselatankab.go.id/ Ella, Y. (2016). Tahun 2030 seluruh anak peroleh akses pendidikan pra-SD. Diakses dari https://www.kemdikbud.go.id/main/blog/2016/02/tahun-2030-seluruh-anak-peroleh-aksespendidikan-prasd Faidi, A. (2015). Suku dayak suku terbesar dan tertua di Kalimantan. Makassar: Arus Timur. Kalimantan Pos. (2016). Sambutan Gubernur Kalimantan Selatan pada Hari Aksara Internasional tahun 2016. Diakses dari http://pauddikmaskalsel.kemdikbud.go.id/index.php/berita-bp-paudni/496-upacaraperingatan-hari-aksara-internasional-provinsikalimantan-selatan Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 86 tahun 2014 tentang Penyelenggaraan Pendidikan Keaksaraan Dasar Peraturan Menteri Dalam Negeri Nomor 39 Tahun 2007 tentang Pedoman Fasilitasi Ormas Bidang Budaya, Keraton dan Lemadat Subdit Pendidikan Keaksaraan. (2005). Bahan ajar keaksaraan. Jakarta: Direktorat Pendidikan Masyarakat. Syahriansyah, dkk. (2011). Upacara adat dayak dan banjar Kalimantan Selatan. Banjarmasin: Antasari Press.
IMPLEMENTASI PEMBELAJARAN ORIGAMASAINS UNTUK MENUMBUHKAN KECINTAAN TERHADAP MATEMATIKA DAN SAINS SEJAK DINI Trisniawati Trisniawati; Ayu Rahayu; Nelly Rhosyida
Jurnal Ilmiah Visi Vol 13 No 2 (2018): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal
Publisher : Direktorat Pembinaan Guru dan Tenaga Kependidikan Pendidikan Anak Usia Dini Kementerian Pendidikan dan Kebudayaan bekerjasama dengan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (3398.528 KB) | DOI: 10.21009/JIV.1302.3

Abstract

This study aims to provide an overview of how the learning using origamasains can emerge fondness to mathematics and science subjects from the early age. The result of the study was expected to become the input for the upcoming learning and the reference for developing the learning at the basic level especially for the mathematics and science subjects. In order to get the accurate research result, the qualitative research method was employed. The data were analyzed using the data collection, data reduction, data presentation, and data validity check procedures. The research was conducted in May - September 2018 at Jageran Yogyakarta early childhood school. The primary data being analyzed were the impression of the students to the given learning and the results of the interviews to the students. The finding showed that the students could learn better using the origamasains learning. In this first activity,80% of the students showed fondness to the given learning activity, while 20% of the students expressed normal impressions and 0% of the students showed dislike. In this second activity 100% of the students showed fondness to the given learning activity. Meanwhile in the third activity, 75% of the students showed fondness to the given learning activity, 20% of the students expressed normal impressions and 0% of the students showed dislike. In that third activity, the classroom’s good atmosphere was destructed by the crying from some students. References Cossentino, J. (2005). Ritualizing expertise: A non-Montessorian view of the Montessori method. American Journal of Education, 111(2), 211-244. doi: http://dx.doi.org/10.1086/426838 Depdiknas. (2006). Peraturan Menteri Pendidikan Nasional No. 22 tahun 2006 tentang standar isi mata pelajaran matematika. Elytasari, S. (2017). Esensi metode Montessori dalam pembelajaran anak usia dini. Bunayya: Jurnal Pendidikan Anak, 3(1), 59-73. http://jurnal.ar-raniry.ac.id/index.php/bunayya/article/view/2045 Fajarwati, I. (2014). Konsep Montessori tentang pendidikan anak usia dini dalam perspektif pendidikan Islam. Jurnal Pendidikan Agama Islam, 11(1), 37-52. doi: http://dx.doi.org/10.14421/jpai.2014.111-03 Hijriati, H. (2017). Tahapan perkembangan kognitif pada masa early childhood. Bunayya: Jurnal Pendidikan Anak, 1(2), 33-49. https://jurnal.ar-raniry.ac.id/index.php/bunayya/issue/view/289. Kartono, K. (2007). Psikologi anak (Psikologi perkembangan). Bandung: Mandar Maju. Lang, R. & Iverson, P. W. (2016). Origami 5: Fifth international meeting of origami science, mathematics, and education. Florida, Amerika: CRC Press. Lillard, A., & Else-Quest, N. (2006). The early years: Evaluating Montessori education. Science, 313(5795), 1893-1894. doi: https://doi.org/10.1126/science.1132362 Mariana, I. M. A. (2009). Hakikat IPA dan pendidikan IPA. Jakarta: PPPPTK Untuk Program BERMUTU. Mayer, E. R. (2003). Handbook of psychology, vol. 7 educational psychology 2003. Hoboken: John Wiley & Sons, Inc. Moleong, L. J. (2005). Metodologi penelitian kualitatif. Bandung: PT Remaja Rosdakarya. Sanjaya, W. (2009). Strategi pembelajaran berorientasi standar proses pendidikan. Jakarta: PT Kencana. Sugiyono. (2011). Metode penelitian kuantitatif, kualitatif, dan r & d. Bandung: Alfabeta. Suherman, E. (2003). Strategi pembelajaran matematika kontemporer. Bandung: JICA Universitas Pendidikan Indonesia. Susanti, L. (2013). Pembelajaran berbasis origami untuk meningkatkan visualisasi spasial dan kemampuan geometri siswa SMP. MATHEdunesa, 2(2). http://jurnalmahasiswa.unesa.ac.id/index.php/mathedunesa/article/view/2697 Westwood, P. (2004). Learning and learning difficulties: A handbook for teacher. Camberwell: Acer Press. Yusuf, S. (2014). Psikologi perkembangan anak dan remaja. Bandung: PT Remaja Rosdakarya.
PENYELENGGARAAN PEMBELAJARAN VOKASI BERDASARKAN MINAT PESERTA DIDIK PADA MATA PELAJARAN KETERAMPILAN FUNGSIONAL PAKET C Ivo Yani
Jurnal Ilmiah Visi Vol 13 No 2 (2018): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal
Publisher : Direktorat Pembinaan Guru dan Tenaga Kependidikan Pendidikan Anak Usia Dini Kementerian Pendidikan dan Kebudayaan bekerjasama dengan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JIV.1302.8

Abstract

The package C equality education has the distinctiveness of entrepreneurship skills that are put in the functional skills subjects. During this time, the selection of the vocational types (skills) is determined by the package C manager and without the certificate of competence even though the vocational types can be determined based on the student’s interests through the Rothwell Miller Interest Blank (RMIB) test. After completing the competency tests, the graduate students can obtain the competency certificates from the Competence Certification Institutiton (LSK). This study aims to investigate (1) the students’ interest in vocational learning and (2) vocational learning outcomes in package C’s functional skills subjects. The research was conducted to the 26 research subjects of the 6th level of 2nd advanced competency degree in four PKBM at North Sumatra from August to October 2017. In order to seek out the field validation, the quasi experimental design method with pretest and post-test was used. The data collection instrumentswere in the form of tests with 15 items of multiple choice questions. The program significance was tested with the correlated t-test. The finding showed that the value of the t > ttable was (7.01> 2.06). Therefore, it could be concluded that there was a significant difference in values obtained by the students from before and after participating in sewing learning at a 5% significance level. Thus, in determining the vocational interest, the students should pay attention to the availability of the competency test places. References Badan Pengembangan Sumber Daya Manusia Pendidikan dan Kebudayaan dan Penjaminan Mutu Pendidikan.(2013). Pedoman peminatan peserta didik. Diakses melalui http://bk.fip.uny.ac.id/sites/ psikologi-pendidikanbimbingan.fip.uny.ac.id/files/PEDOMAN%20PEMINATAN%20SMA-SMK.pdf Departemen Pendidikan Nasional. (2003). Undang-Undang Republik Indonesia no. 20 tentang sistem pendidikan nasional. Jakarta. Departemen Pendidikan Nasional. (2005). Peraturan pemerintah no. 19 tentang standar nasional pendidikan. Jakarta. Direktorat Pembinaan Kursus dan Pelatihan. (2015). Kurikulum kursus dan pelatihan tata busana jenjang 2 dan 3 berbasis kerangka kualifikasi nasional Indonesia. Jakarta. Djamarah, S. B. (2008). Psikologi belajar. Jakarta: PT. Rineka Cipta. Heri, P. (1998). Pengantar perilaku manusia. Jakarta: EGC. Peraturan Menteri Pendidikan Nasional Nomor 14 Tahun 2007 tentang Standar Isi untuk Program Paket A, Program Paket B, dan Program Paket C. Peraturan Menteri Pendidikan Nasional Nomor 70 Tahun 2008 tentang Uji Kompetensi Bagi Peserta Didik Kursus dan Pelatihan dari Satuan Pendidikan Nonformal atau Warga Masyarakat yang Belajar Mandiri. Pusat Data dan Statistik Pendidikan dan Kebudayaan. (2016). Ikhtisar data pendidikan 2015/2016. Jakarta: Kemendikbud. Rothwell. (1947). Tes RMIB. Diakses melalui http://file.upi.edu/Direktori/FIP/JUR._PSIKOLOGI/195010101980022-SITI_WURYAN_INDRAWATI/TES_RMIB.pdf. Slameto. (2003). Belajar dan faktor-faktor yang mempengaruhinya. Jakarta: PT. Rineka Cipta.
MENINGKATKAN KEMAMPUAN MENULIS CERITA PENDEK MELALUI MEDIA KLIPING KORAN UNTUK SISWA PAKET C SETARA SMA Agus Sadid
Jurnal Ilmiah Visi Vol 13 No 2 (2018): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal
Publisher : Direktorat Pembinaan Guru dan Tenaga Kependidikan Pendidikan Anak Usia Dini Kementerian Pendidikan dan Kebudayaan bekerjasama dengan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (243.242 KB) | DOI: 10.21009/JIV.1302.7

Abstract

Writing is one of the four skills studied in the Indonesian language lesson. Unfortunately, many students find that it is difficult to make a short story. Writing needs the media to pull out ideas when the students write the short stories. This study aims to investigate the usage of the newspaper clipping media to improve the students’ short story writing skills. The research method employed was a quantitative approach with a quasi-experiment design and the new version of SPSS data analysis. The research was conducted from April to May 2017 at SKB Sumbawa regency. The findings showed that (1) by using the newspaper clipping media, there was a significant improvement of the package C (equal to Senior High School Level) students’ short story writing skills in SKB Sumbawa regency, (2) there was an increase of the post-test result to 80% (Good), (3) the result of t-test was 13.253>1ttable=2.021 which meant that there was a significant correlation of using the newspaper clipping media (x1) to the short story writing skill (x2). Based on the research the result, it is suggested that (1) it is important to use the newspaper clipping media in the writing lesson, (2) a joyful learning should use a media and (3) the usage of the newspaper clipping media is strongly recommended to improve the package C (equal to Senior High School Level) students’ short story writing skill. References Arsyad, A. (2003). Media pembelajaran. Jakarta: PT. Rajawali Pers. Arikunto, S. (2010). Prosedur penelitian suatu pendekatan praktik. Jakarta: Rineka Cipta. Aminuddin. (2014). Pengantar apresiasi karya sastra. Bandung: Sinar Baru Algensindo. Dalman, H. (2012). Keterampilan menulis. Jakarta: Raja Grafindo Persada. Daryanto. (2013). Media pembelajaran. Yogyakarta: Penerbit Gava Media. Kementerian Pendidikan dan Kebudayaan. (2014). Buku siswa bahasa Indonesia ekspresi diri dan akademik (edisi revisi 2014). Jakarta: Pusat Kurikulum dan Pembukuan, Balitbang Kemdikbud. Poerwadarminta, W.J.S. (1986). ABC karang mengarang. Yogyakarta: U.P.Indonesia. Rani, A., Arifin, B., & Martunik. (2013). Analisis wacana: Tinjauan deskriptif. Malang: Surya Pena Gemilang. Syafi’ie, I. (1990). Pragmatik dalam pengajaran bahasa Indonesia dalam antilan purba (ed. Kepragmatikan). Medan: IKIP Medan. Tarigan, H.G. (2008). Menulis sebagai suatu keterampilan berbahasa. Bandung: Penerbit Angkasa. Wahidah. (2015). Efektivitas penggunaan model picture and picture dalam keterampilan menulis cerpen siswa kelas X SMA Islam Diponegoro Wagir tahun ajaran 2014/2015. Skripsi. Malang: Universitas Islam Malang. Wahyuni, S., & Ibrahim, A.S. (2012). Asesmen pembelajaran bahasa. Malang: PT.Refika Adiatma.
PENDIDIKAN KESELAMATAN DIRI ANAK USIA DINI Tri Widayati
Jurnal Ilmiah Visi Vol 13 No 2 (2018): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal
Publisher : Direktorat Pembinaan Guru dan Tenaga Kependidikan Pendidikan Anak Usia Dini Kementerian Pendidikan dan Kebudayaan bekerjasama dengan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (293.952 KB) | DOI: 10.21009/JIV.1302.5

Abstract

The background of this study is the frequent occurrence of early childhood accidents. Children as objects of protection need to be equipped with knowledge and attitudes and behaviors related to their safety. One way to avoid early childhood hazards is to increase their understanding of hazards and ways to overcome hazards through personal safety education. The study aimed to describe the implementation of early childhood self-education education and find out the results of the assessment in the Gaharu Plus KB. This research is a case study with a qualitative exploratory approach. This research was conducted from July to September 2018 involving all children (63 people). The results showed that the method of self-safety education in KB Gaharu Plus was PAUD Watching method. This method is the result of the development of the model at BP PAUD & Dikmas East Kalimantan. The stages include learning hazards, hazard surveys, hazard maps and ways to avoid hazards. Children can attend the process of self-education education. However, there were still 18.60% of new children began to develop in telling the results of the description related to potential hazards. Personal safety education in KB Gaharu Plus can improve children’s understanding of hazards and how to avoid them. References Amelia, L. (2012). Metode kindergarten watching siaga bencana gempa bumi terhadap stimulasi kecerdasan visual spasial dan kecerdasan kinestetik anak usia dini di TK Syeikh Abdurrauf Blang Oi Banda Aceh. Jurnal Tematik, 5(2), 165-179. doi: https://doi.org/10.24114/jt.v5i02.3207 Arikunto, S. (1995). Manajemen penelitian. Jakarta: Rineka Cipta. Balitbangkes Kementerian Kesehatan RI. (2013). Riset kesehatan dasar. Diakses melaui http://www.depkes.go.id/resources/download/general/Hasil%20Riskesdas%202013.pdf Bolig, G., Wahl, H.A., & Svendsen, M.V. (2009). Primary school children are able to perform basic life-saving first aid measure. Journal of Resuscitation, 80, 689-692. Direktorat Pembinaan PAUD Dirjen PAUD & Dikmas. (2015). Pedoman pengelolaan pembelajaran pendidikan anak usia dini: Pedoman implementasi kurikulum 2013 PAUD. Jakarta: Kemdikbud. Direktorat pembinaan PAUD Dirjen PAUD & Dikmas. (2015). Petunjuk teknis penyelenggaraan PAUD holistik integratif di satuan PAUD. Jakarta: Kemdikbud. Effendi, A. (2016). Kegiatan menggambar pada anak usia dini. Diakses melalui http://paudunia.blogspot.co.id pada tanggal 16 September 2017. Hartati, S. (2005). Perkembangan belajar pada usia dini. Jakarta: Departemen Pendidikan Nasional. Indarwati, R.D. (2011). Hubungan antara pengetahuan dan sikap orang tua tentang bahaya cedera dan cara pencegahannnya dengan praktik pencegahan cedera pada anak usia toddler di kelurahan Blumbang Kecamatan Tawangmangu Kabupaten Karanganyar. GASTER, 8(2), 750-764. http://www.jurnal.stikes-aisyiyah.ac.id/index.php/gaster/article/view/26 Istifada, R., & Permatasari, H. Keselamatan diri anak SMP terhadap resiko terjadinya kecelakaan di sekolah. Diakses melalui http://lib.ui.ac.id/naskahringkas/2015-09/S52892-Rizkiyani%20Istifada pada tanggal 31 Oktober2018. Istiqomah, A. (2015). Upaya meningkatkan perhatian anak melalui metode bercerita dengan media boneka tangan pada anak kelompok A TK ABA Jogoyudan Yogyakarta. Pendidikan Guru PAUD S-1, IV(7), 1-8. http://journal.student.uny.ac.id/ojs/index.php/pgpaud/article/view/365 Kuschithawati, S., Magetsari, R., & Ng, N. (2007). Faktor risiko terjadinya cedera pada anak usia sekolah dasar. Berita Kedokteran Masyarakat, 23(3), 131-141. doi: https://doi.org/10.22146/bkm.3620 Lamb, et.al. (2006). Children’s acquisition and retention of safety skills: the lifeskills program. Injury Prevention,12(3),161-165. doi: http://dx.doi.org/10.1136/ip.2005.010769 Muchtamadji, A. (2004). Konsep dan penerapan pendidikan keselamatan. Jakarta: Direktorat Jenderal Olahraga. Nugratmaja, A.S. (2011). Penatalaksanaan pencegahan kecelakaan anak usia prasekolah di Dusun Geblagan Kecamatan Kasihan Kabupaten Bantul. Tesis. Yogyakarta: Universitas Muhammadiyah Yogyakarta. Ogawa, Y. (2005). Town watching for disaster reduction for effective and successful risk communication. United Nations World Conference on Disaster Reduction Kobe, Japan. OHSAS. (2007). Sistem manajemen keselamatan dan kesehatan kerja-persyaratan (occupational health and safety management systemsrequirements). Diakses melalui https://nuruddinmh.files.wordpress.com/2013/08/ohsas-18001-2007-dual-language.pdf pada tanggal 22 Oktober 2018. Sandy, W. (2012). Tingkat pengetahuan tentang keselamatan pada siswa sekolah dasar. Skripsi. Depok: Universitas Indonesia. Sari, S. A., & Khatimah, K. (2015). The application of school watching method to increase the earthquake disaster preparedness of primary school students MIN Blang Mancung, Aceh. Journal of Education and Learning, 9(3), 241-245. doi: http://dx.doi.org/10.11591/edulearn.v9i3.2301 Sumargi, A.M., dkk. (2005). Apa yang diketahui anakanak sekolah dasar tentang keselamatan dirinya: Studi pendahuluan tentang pemahaman akan keselamatan diri. INSAN Media Psikologi, 7(3), 226-249. http://journal.unair.ac.id/INSAN@apa-yang-diketahui-anakanak-sekolah-dasar-tentang-keselamatandirinya-article-1167-edia-8-category-10.html Sumargi, A.M., & Simanjuntak, E. (2010). Pemahaman dan sikap orang tua pada keselamatan diri anak-anak usia dini. Temu Ilmiah Nasional IPPI, IPS & Fakultas Psikologi UNAIR. Vinje, M.P. (1991). Children as pedestrian: abilities and limitations. Accident, Analysis and Prevention, 13(3), 225-240. doi: https://doi.org/10.1016/0001-4575(81)90006-3

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