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A Modifying the Instrument of Self-Regulation in Early Childhood Assessment Pangestuti, Retno; Kadiyono, Anissa Lestari; Cahyadi, Surya; Agustiani, Hendriati
Jurnal Pendidikan Usia Dini Vol 13 No 1 (2019): Jurnal Pendidikan Usia Dini Volume 13 Nomor 1 April 2019
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Self-regulation for preschool children is very important to support children’s adjustments in all situations and conditions. The current problem is the instrument of self-regulation is more focused on regulation in learning which is not suitable for young children. This study aims to examine the validity and reliability of Preschool Self-Regulation Assessment (PSRA) in Indonesia by modifying several children self-regulation theories. The instrument was translated from English into Indonesian and it retranslated into the native language by linguists. The questions, then, were validated through a process of professional judgment and cognitive de-briefing. The study was carried out to 179 children aged 6 to 7 years old. Data were analyzed by using confirmatory factor analysis (CFA). It showed that there are 5 dimensions of children's self-regulation, namely: attentional focus, behavioral control, self-motivated, self-autonomy and emotional control. The result showed that the five-dimensional model is agreed with the data and prove to measure children’s self-regulation. Cronbach’s alpha coefficient value was 0.899, indicating high scale reliability. Thus, the preschool children’s self-regulation assessment has well psychometric for further use. Keywords: Children’s self-regulation, Confirmatory Factor Analysis, Construct validation, Pre-school self-regulation assessment, Reliability References Amanda, N. ., Antara, P. ., & Magta, M. (2016). Hubungan Pola Asuh Orangtua dengan Regulasi Diri Anak Usia 5-6 Tahun. Journal Pendidikan Anak Usia Dini Universitas Pendidikan Ganesha, 4(2), 1–11. Bentley, J. J. (2013). Parental Involvement, Parent-Child Warmth and School Engagement as Mediated by Self-Regulation. Brigham Young University. Bierman, K. L., Domitrovich, C. E., Nix, R. L., Welsh, J. A., Greenberg, M. T., Blair, C., … Gill, S. (2008). Promoting academic and social-emotional school readiness: The Head Start REDI program. Child Development, 79(6). Blair, C., & Diamond. (2008). Developing your Children Self-Regulation through Everyday Experiences. Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711–731. Eisenberg, N., Hofer, C., & Vaughan, J. (2007). Effortful Control and Its Socioemotional Consequences. In J. J. Gross (Ed.), Handbook of emotion regulation (hal. 287–306). New York: Guilford Press. Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-Related Self-Regulation and Its Relation to Children’s Maladjustment. Annual Reviews Clinical Psychology, 27(6), 495–525. Eisenberg, N., Valiente, C., & D.Eggum, N. (2010). Self-Regulation and School Readiness. Early Education Development., 21(5), 681–698. Goyette, P., Carrol, K., Smith-Donald, R., Metzger, M., Young, T., & Raver, C. C. (2006). Field Administration of an Emotional and Behavioral Assessment of Head Start Children:Preliminary Findings from the Preschool Self-Regulation Assessment. Grolnick, W. S., & Farkas, M. (2002). Parenting and the development of children’s self-regulation. In M. H. Bornstein (Ed.), Handbook of parenting (Vol. 5, hal. 89–110). Practical issues in parenting. Pino, D., & Whitebread, D. (2010). The Role of Parenting in Children’s Self-Regulated Learning. Educational Research Review, 5(3), 220–242. Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP’s impact on low-income preschoolers’ pre-academic skills: Self-regulation and teacher-student relationships as two mediating mechanisms. Child Development, 82(1), 362–378. Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L., & Brock, L. L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45(4). Rochmah, S. N. (2017). Hubungan Konsep Diri Guru Terhadap Regulasi Diri Anak Usia Dini. Jurnal Tunas Siliwangi SPS UPI, 3(2), 160–174. Smith-Donald, R., Carroll, K., Goyette, P., Metzger, M., Young, T., & Raver, C. C. (2006). Preliminary Validity of the Preschool Self-Regulation Assessment (PSRA). Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22(2), 173–187. Tanribuyurdu, Findik, E., Yildiz, & Guler, T. (2014). Preschool Self-Regulation Assessment (PSRA): Adaptation Study for Turkey. Education and Science, 39(176), 317–328. Wang, L., Hamaker, E., & Bergeman, C. (2014). Investigating inter-individual differences in short-term intra-individual variability. Psychological Methods, 17(4), 2012. Zimmerman, B. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70.

Whole-Language Approach: Improve the Speaking Ability at Early years School Level Yarmi, Gusti
Jurnal Pendidikan Usia Dini Vol 13 No 1 (2019): Jurnal Pendidikan Usia Dini Volume 13 Nomor 1 April 2019
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

The purpose of this study was to find out the information whether the whole language ap-proach can improve the speaking ability for third-grade students’ elementary school. The subjects of this study were 22 of the third-grade students of elementary school Rawamangun, East Jakarta. The method of the study was action research conducting using model of Kemmis and Taggart. Data collection and analysis using data triangulation techniques. The results of the study show that speaking ability is one of the important skills used to communicate so it needs to be developed for grade 3 elementary school students. The result showed that the whole language approach can be applied as a method in improving students' speaking ability for third-grade elementary school. Therefore, teachers need to develop a whole language approach to language learning. So that it, can improve students' speaking ability. Keywords: Elementary student 1stgrade, Speaking ability, Whole language approach References Abu-Snoubar, T. K. (2017). On The Relationship between Listening and Speaking Grades of AL-Balqa Applied University English as a Foreign Language Students. International Education Studies, 10(12), 130. https://doi.org/10.5539/ies.v10n12p130 Bayat, S. (2016). The effectiveness of the creative writing instruction program based on speaking activities (CWIPSA). International Electronic Journal of Elementary Education, 8(4), 617–628. Buckingham, L., & Alpaslan, R. S. (2017). Promoting speaking proficiency and willingness to communicate in Turkish young learners of English through asynchronous computer-mediated practice. System, 65, 25–37. https://doi.org/10.1016/j.system.2016.12.016 Chen, L., Cheng, J., & Chou, M. (2016). Literacy Development in Preschool Children: a Whole Language Curriculum. European Journal of Language Studies, 3(1), 24–49. Goodman, K. (1986). What‟s whole in whole language. Portsmouth: NH: Heinemann. Goodman, K. (2014). What’s Whole in Language in The 21 st Century? New York: Garn Press. Harmer, J. (1991). The Practice of English Language Teaching. The 3th Edition. London and New York: Longman Inc. Herbein, E., Golle, J., Tibus, M., Schiefer, J., Trautwein, U., & Zettler, I. (2018). Fostering elementary school children’s public speaking skills: A randomized controlled trial. Learning and Instruction, 55(October), 158–168. https://doi.org/10.1016/j.learninstruc.2017.10.008 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Geelong, Australia: Deakin University Press. Khodadady, E., & Shamsaee, S. (2012). Formulaic sequences and their relationship with speaking and listening abilities. English Language Teaching, 5(2), 39–49. https://doi.org/10.5539/elt.v5n2p39 Leong, L., & Ahmadi, S. M. (2017). An Analysis of Factors Influencing Learners ’ English Speaking Skill. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34 Macintyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (2011). Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x Marzuki, M., Prayogo, J. A., & Wahyudi, A. (2016). Improving the EFL Learners’ Speaking Ability through Interactive Storytelling. Dinamika Ilmu, 16(1), 15. https://doi.org/10.21093/di.v16i1.307 Moghadam, J. N., & Adel, S. M. R. (2011). The Importance of Whole Language Approach in Teaching English to Intermediate Iranian EFL Learners. Theory and Practice in Language Studies, 1(11), 1643–1654. https://doi.org/10.4304/tpls.1.11.1643-1654 Ngalimun, & Alfulaila. (2014). Pembelajaran Keterampilan Berbahasa Indonesia. Yogyakarta: Aswaja Pressindo. Nunan, D. (2018). Teaching Speaking to Young Learners. In The TESOL Encyclopedia of English Language Teaching (First Edit). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0715 Park, Hyesook & Lee, A. R. (2014). L2 learners’ anxiety. Comp. Educ., 50(1), 45–57. https://doi.org/10.1080/03050068.2013.871832 Phadung, M., Suksakulchai, S., & Kaewprapan, W. (2016). Interactive whole language e-story for early literacy development in ethnic minority children. Education and Information Technologies, 21(2), 249–263. https://doi.org/10.1007/s10639-014-9318-8 Saepudin, E., Sukaesih, S., & Rusmana, A. (2018). Peran Taman Bacaan Masyarakat (Tbm) Bagi Anak-Anak Usia Dini. Jurnal Kajian Informasi Dan Perpustakaan, 5(1), 1. https://doi.org/10.24198/jkip.v5i1.10821 Schwarzer, D. (2001). Whole language in a foreign language class: From theory to practice. Foreign Language Annals, 34(1), 52–59. https://doi.org/10.1111/j.1944-9720.2001.tb02802.x Seong, Y. (2017). Assessing L2 Academic Speaking Ability: The Need for a Scenario-Based Assessment Approach. Working Papers in Applied Linguistics & TESOL, 17(2), 36–40. Stark, H. L., Snow, P. C., Eadie, P. A., & Goldfeld, S. R. (2016). Language and reading instruction in early years’ classrooms: the knowledge and self-rated ability of Australian teachers. Annals of Dyslexia, 66(1), 28–54. https://doi.org/10.1007/s11881-015-0112-0 Tarigan, & Guntur, H. (1981). Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa. Tuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High SchoolTuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School. Asian Journal of Educaitonal Research, 3(2), 8–23. Asian Journal of Educaitonal Research, 3(2), 8–23. Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge: Cambridge. University Press. Walter, C. (2010). Teaching ESL/EFL Listening and Speaking,. System, 38(1), 144–146. https://doi.org/10.1016/j.system.2009.11.002 Weaver, C. (1990). Understanding Whole Language from Principles to Practice. Toronto: Irwin Publishing. Wood, C., Fitton, L., Petscher, Y., Rodriguez, E., Sunderman, G., & Lim, T. (2018). The Effect of e-Book Vocabulary Instruction on Spanish–English Speaking Children. Journal of Speech, Language, and Hearing Research, 61(8), 1945–1969. https://doi.org/10.1044/2018_jslhr-l-17-0368 Yegani, H. (2017). The Effect of Task-based and Topic-based Speaking Activities on Speaking Ability of Iranian EFL Learners, 85–93.

Evaluation Model of Expertise Practice Programs for Early Childhood Educator Teachers Junanto, Subar; Utami, Tri
Jurnal Pendidikan Usia Dini Vol 13 No 1 (2019): Jurnal Pendidikan Usia Dini Volume 13 Nomor 1 April 2019
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

This study aims to create a model for developing expertise evaluation programs at the IAIN Surakarta PIAUD Department. The research method used is development research (Research and Development). The results showed that the EPPK model produced had two-dimensional constructs, namely processes and products. The dimensions of the process of publishing in-strument planning, implementation and output. The product dimensions are complete instru-ments of dance ability, musical ability, storytelling ability and artistic ability. This EPPPK model has approved the feasibility of criteria: a. has a good format (average 79.7%), b. has approved the substance of a good evaluation model (average 79.2%), c. has a good evalua-tion procedure (average 80%). The EPPK model has a very good success rate, it is proven that expertise program lecturers can use the EPPK model easily. The results of the evaluation using the EPPK model can provide a complete and comprehensive description of the pro-gram for conducting expertise in the Surakarta IAIN PIAUD Department. Key Words: Early Childhood Education (PIAUD), Evaluation Model, Expertise Practice Programs for Early Childhood (EPPK) References Amrein-Beardsley, A., Polasky, S., & Holloway-Libell, J. (2016). Validating Bvalue added^ in the primary grades: one district’s attempts to increase fairness and inclusivity in its teacher evaluation system. Educational Assessment, Evaluation and Accountability. Educational Assessment, Evaluation and Accountability. Borg, W. R., & Gall, M. D. (1989). Educational research. New York: Longman. Briggs, D. C., & Dadey, N. (2017). Principal holistic judgments and high-stakes evaluations of teachers. Educational Assessment, Evaluation and Accountability. Cizek, B. J. (2000). Pockets of resistance ini the assessment revolution. Educational Measurement Issues and Practice Journal, 192. Elliot, R. B. (2018). Understanding Faculty Engagement in Assessment through Feedback and Dialogues: A Mixed Methods Approach. International Journal of Evaluation and Research in Education, 7(2). Eseryel, D. (2002). Approaches to evaluation of training: Theory & Practice. Educational Technology & Society, 5(2). Hallinger, P., Heck, R., & Murphy, J. (2014). Teacher evaluation and school improvement: an analysis of the evidence. Educational Assessment, Evaluation and Accountability. Hasan, H. (2009). Evaluasi Kurikulum (II). Bandung: PT Remaja Rosdakarya. Herpich, S., & Pratoreus, K. A. (2018). Teachers’ assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model. Teaching and Teacher Education. Meng, L., & Muñoz, M. (2016). Teachers’ perceptions of effective teaching: a comparative study of elementary school teachers from China and the USA. Educational Assessment, Evaluation and Accountability.Ovretveit, J. (2002). Evaluation of quality improvement programmes. Quality and Safety in Health Care, 11(3), 270–275. https://doi.org/10.1136/qhc.11.3.270 Podsakoff, P. M., MacKenzie, S. B., Moorman, R. H., & Fetter, R. (2015). Transformational Leader Behaviors and Their Effects on Trust , Satisfaction , and Organizational Citizenship Behaviors. JAI Press Inc., (August), 107–142. https://doi.org/10.1016/1048-9843(90)90009-7 Roegman, R., Goodwin, A. L., & Reed, R. (2016). Unpacking the data: an analysis of the use of Danielson’s (2007) Framework for Professional Practice in a teaching residency program. Educational Assessment, Evaluation and Accountability. Seng, K.-H., Diez, C. R., Lou, S.-J., Tsai, H.-L., & Tsai, T.-S. (2010). Using the Context, Input, Process and Product model to assess an engineering curriculum. World Transactions on Engineering and Technology Education, 8(3). Skedsmo, G., & Huber, S. G. (2016). Teacher evaluation—accountability and improving teaching practices. Teacher Evaluation—Accountability and Improving Teaching Practices. Skedsmo, Guri, & Huber, S. G. (2018). Teacher evaluation: the need for valid measures and increased teacher involvement. Educational Assessment, Evaluation and Accountability, 30(1), 1–5. https://doi.org/10.1007/s11092-018-9273-9 Steinert, Y., Cruess, S., Cruess, R., & Snell, L. (2005). Faculty development for teaching and evaluating professionalism: From Programme Design To Curriculum Change. Medical Education. Stufflebeam, D. L. (2003). The CIPP model for evaluation. Oregon Program Evaluators Network. Uerz, D., Vorman, M., & Kral, M. (2018). Teacher educators’ competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education. Vrasidas, C. (2000). Constructivism Versus Objectivism: Implications for interaction, Course Design, And Evaluation In Distance Educatio. International Journal of Educational Telecommunications, 6(4). Wahyuni, A., & Kartawagirun, B. (2018). Developing Assessment Instrument Of Qirāatul Kutub At Islamic Boarding School. Jurnal Penelitian Dan Evaluasi Pendidikan, 22(2).

Syntactic Analysis of Language Acquisition in Three-Year-Old Children Based on Cultural Background Lailiyah, Nur; Wijaya, Intan Prastihastari
Jurnal Pendidikan Usia Dini Vol 13 No 1 (2019): Jurnal Pendidikan Usia Dini Volume 13 Nomor 1 April 2019
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

The variety of languages and cultures in the community will indirectly affect the acquisition and development of children's language. This will be seen when children change residence, where new dwellings, different variations or dialects. At the PAUD Nusantara University School Laboratory PGRI Kediri, most children from various regions, they are migrant fami-lies in the city of Kediri and need adaptation in the new environment including the language. This study uses a qualitative descriptive approach, the purpose of which is to describe the acquisition of language of three-year-olds in terms of cultural background and to describe the average length of speech of three-year-olds based on Mean Length of Utterance (MLU). The research subjects were four children from Tulungagung, Kediri, Malang and Surabaya. The results of speech analysis show that the average research subjects from Tulungagung, Ma-lang, Kediri and Surabaya had an average MLU of 2.92 in stage VI, which meant that they were still at a low stage, which at the age of three was already at the stage VII 3.0-3.5 words per speech. Based on the results of the analysis, it is recommended that teachers and parents improve stimulation and find appropriate strategies for the acquisition and development of children's language.Keywords: Acquisition of children's language, Cultural background, Syntax Analysis References Bachri, C., & Maya, R. (2012). Pemerolehan Bahasa Anak Usia 7 Tahun 3 Bulan dalam bidang Sintaksis. Jurnal Edukasi Kultural. Chaer, A. (2003). Psikolinguistik: Kajian Teoritik. Jakarta: PT Rineka Cipta. Chaer, A., & Agustina, L. (2004). Sosiolinguistik Perkenalan Awal. Jakarta: PT Rineka Cipta. Chater, N., & Christianshen, H. M. (2018). Language acquisition as skill learning. Behavioral Science. Creswell, J. C. (2012). Introduction to Research Methods in Education. Los Angeles: Sage Publication. Darjowidjojo, S. (2010). Psikolinguistik (Pengatar Pemahaman Bahasa Manusia). Jakarta: Yayasan Obor Indonesia. Hakim, U. (2016). Studi Pemerolehan Bahasa pada Anak Usia 4 tahun (Kajian Sintaksis). Jurnal Linguistik Terapan. Hetherington, P. (2003). Psikologi Perkembangan Anak dan Remaja Terjemahan Soemitro. Jakarta: Universitas Indonesia. Hutabarat, I. (2018). Pemerolehan Sintaksis Bahasa Indonesia Anak Usia Dua Tahun Dan Tiga Tahun Di Padang Bulan. Jurnal Dharma Agung, Xxvi(1). Mahsun. (2005). Metode Penelitian Bahasa. Jakarta: PT Raja Grafindo Persada. Moleong, L. (2007). Metodologi Penelitian Kualitatif. Yogyakarta: PT Remaja Rosdakarya. Nurjamiaty. (2015). Pemerolehan Bahasa Anak Usia Tiga Tahun Berdasarkan Tontonan Kesukaannya Ditinjau Dari Kontruksi Semantik. Jurnal Edukasi Kultura, 2(2). Owens, R. G. (2008). Organizational Behavior in Education (4th Ed) III. New York: Allyn&Bacon. Rahardi, K. (2001). Sosiolinguistik, Kode, dan Alih Kode. Yogyakarta: Pustaka Pelajar. Roni, N. S. (2016). Panjang Rata-Rata Tuturan Anak Usia 2 Tahun 7 Bulan Dalam Bingkai Teori Pemerolehan Bahasa Anak. Jurnal Pendidikan2016. Salnita, Y. E., Atmazaki, & Abdurrahman. (2019). Language Acquisition for Early Childhood. Jurnal Obsesi, 3(1). Smith, A. (2010). Development of Vocabularry and Grammar in Young America Speaking Children Assessed with aAmerica Language Development Inventory. Sumarsono. (2013). Sosiolinguistik. Yogyakarta: Pustaka Pelajar. Sumarsono, & Partana, P. (2018). Sosiolinguistik. Yogyakarta: Pustaka Pelajar. Vissiennon, K., Friederic, A. D., Brauer, J., & Wu, C.-Y. (2016). Functional organization of the language network in three- and six-year-old children. Neuropsychologia.

Web-Based Application to Measure Motoric Development of Early Childhood Chairilsyah, Daviq
Jurnal Pendidikan Usia Dini Vol 13 No 1 (2019): Jurnal Pendidikan Usia Dini Volume 13 Nomor 1 April 2019
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

ABSTRACT Parents and early childhood educators still find it difficult to find ways to self-identify children's motor development, there needs to be innovation that measures motoric development can be easily used by parents The purpose of this study is to identify indicators of motor development in early childhood, make measuring instruments, and create a web-based measurement application. This Research and Development methodology uses mix method data analysis. This research is located in Indonesia with a sample of 590 participants. The results of the study show that valid and reliable measurement instruments for motoric development from the results of testing as many as 97 indicators are considered high value. Applications made by Information Technology experts to produce a systematic performance measurement system, making it easier for users, teachers / parents who are famous to get the results of the examination quickly and accurately. The implications of research are expected to be able to build a measuring device with the application of technology that is more developed in aspects of child development in addition to motor development, to become a facility for assessing early childhood development that makes it easier for educators to use it. Keywords: Early Childhood, Motoric Development, Web Based Application Instrument. REFERENCES Ali, A. (2012). Persepsi guru terhadap penggunaan kurikulum berasaskan bermain bagi aspek perkembangan bahasa dan literasi murid prasekolah. Malay Language Education Journal (MyLEJ), 2(1). Azwar, S. (2014). Reliabilitas dan Validitas Edisi 4. yogyakarta: Pustaka Pelajar. Barnett, L. M., Stodden, D., Miller, A. D., Cohen, K. E., Smith, J. J., Dudley, D., … Morgan, P. J. (2016). Fundamental Movement Skills : An Important Focus Only Leads to a Limited Number, 219–225. Cairney, J., Clark, H. J., James, M. E., Mitchell, D., Dudley, D. A., & Kriellaars, D. (2018). The Preschool Physical Literacy Assessment Tool : Testing a New Physical Literacy Tool for the Early Years, 6(June), 1–9. https://doi.org/10.3389/fped.2018.00138 Carson, H. J., Collins, D., & Carson, H. J. (2016). The fourth dimension : A motoric perspective on the anxiety – performance relationship The fourth dimension : A motoric perspective on the anxiety – performance relationship, 9858(February), 0–21. https://doi.org/10.1080/1750984X.2015.1072231 Griffiths, A., Toovey, R., Morgan, P. E., Spittle, A. J., & Pe, M. (2018). Psychometric properties of gross motor assessment tools for children : a systematic review, 1–14. https://doi.org/10.1136/bmjopen-2018-021734 Hasnida. (2014). Analisis Kebutuhan Anak Usia Dini. Jakarta: Luxima. Helmawati. (2015). Mengenal dan Memahami PAUD. Bandung: PT Remaja Rosdakarya. Hiryanto. (2013). Pemetaan Tingkat Pencapaian Mutu Program Pendidikan Anak Usia Dini (Paud) Di Propinsi DIY. Yogyakarta. Hurlock, E. B. (1999). Perkembangan Anak Jilid I. (Erlangga, Ed.). jakarta. Loprinzi, P. D., Davis, R. E., & Fu, Y. (2015). Early motor skill competence as a mediator of child and adult physical activity Early / Middle Childhood. PMEDR, 2, 833–838. https://doi.org/10.1016/j.pmedr.2015.09.015 Malina, R. M. (2003). Motor Development during Infancy and Early Childhood : Overview and Suggested Directions for Research. International Journal of Sport and Health Science, 2(5), 50–66. Retrieved from http://www.soc.nii.ac.jp/jspe3/index.htm Monnas, L. B. (2018). Insight stories : Looking into teacher support in enhancing scientific thinking skills among pre-school students. Journal of Educational Sciences., 2(1), 19–25. Pendidikan, M., Kebudayaan, D. A. N., & Indonesia, R. Peraturan Menteri Pendidikan Dan Kebudayaan Republik Indonesia Nomor 137 Tahun 2014 Tentang Standar Nasional Pendidikan Anak Usia Dini (2014). Purna, R. ., & Kinasih, A. S. (2015). Psikologi Pendidikan Anak Usia Dini. Jakarta: PT. Indeks. Rao, N., Sun, J., Richards, B., Weber, A. M., Sincovich, A., Darmstadt, G. L., & Ip, P. (2018). Assessing Diversity in Early Childhood Development in the East Asia-Pacific. Richard, D. (2013). Aplikasi Teori Pembelajaran Motorik di Sekolah. yogyakarta: Diva Press. Rolina, N., & Muhyidin. (2015). Metode & Media Pembelajaran (jilid 4). In Ensiklopedia Pendidikan Anak Usia Dini. yogyakarta: Pustaka Insan Madani. Sani, N. A., & Yunus, F. (2018). Amalan Perancangan , Pelaksanaan dan Pentaksiran dalam Proses Pengajaran dan Pembelajaran Pranumerasi di Tadika Swasta. Jurnal Pendidikan Malaysia, 43(2), 101–110. https://doi.org/http://dx.doi.org/10.17576/JPEN-2018-43.02-10 Amalan Santioso, L. . (2016). Tes Minat dan Bakat Anak. Jakarta: Penebar Swadaya Group. Suyadi. (2014). Manajemen PAUD (TPA-KB-TK/RA). yogyakarta: Pustaka Pelajar.

Thematic Pop-Up Book as a Learning Media for Early Childhood Language Development Sari, Novi Engla; Suryana, Dadan
Jurnal Pendidikan Usia Dini Vol 13 No 1 (2019): Jurnal Pendidikan Usia Dini Volume 13 Nomor 1 April 2019
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

The challenge for early childhood educators to be able to provide a touch of education that is creative, innovative, smart, and fun to develop children's intelligence optimally. This study aims to develop Thematic Pop-Up Book products as learning media for the development of Early Childhood languages. The research subjects were 15 participants in class B6 of Khaira Ummah Islamic Kindergarten in the City. The research and development used data analysis using descriptive statistical analysis techniques. The results of the validity test and the practi-cality of the development of Pop-Up Book media at Khaira Ummah Islamic Kindergarten in Padang City were declared valid by media experts with an average score of 95%. Media Thematic Pop-Up Books, about Healthy and Unhealthy Foodstuffs were also declared valid by material experts with an average score of 95%. The results of the trial of thematic Pop-Up book products in Khaira Kindergarten Islamic Ummah were stated as a practical medium for children with a percentage increase in the test reaching 96%. Based on these results indicate that Pop-Up Book media products get a positive response from children and teachers. Media Pop-Up Book for further research can be used as a medium to improve children's cognitive, and interest in reading. Key Words: Early Childhood Education, Language Development, Thematic Pop-up Book References Arsyad, A. (2017). Media Pembelajaran. PT Raja Grafindo Pursada. Beceren, B. Ö. (2010). Determining multiple intelligences pre-school children (4-6 age) in learning process. Procedia - Social and Behavioral Sciences, 2(2), 2473–2480. https://doi.org/10.1016/j.sbspro.2010.03.356 Berman, R. A. (2018). Language Development and Literacy. Encyclopedia of Adolescence, (October), 2093–2103. https://doi.org/10.1007/978-3-319-33228-4_19 Chaparro-Moreno, L. J., Reali, F., & Maldonado-Carreño, C. (2017). Wordless picture books boost preschoolers’ language production during shared reading. Early Childhood Research Quarterly, 40, 52–62. https://doi.org/10.1016/j.ecresq.2017.03.001 Dato, A., & Radmilovic, V. (2010). Interactive Book With Detachable, Pop-Up Device. Patent Application Publication, 1(19), 20–25. https://doi.org/US 2007/0293118A1 Helmawati. (2015). Mengenal dan Memahami PAUD. Bandung: PT Remaja Rosdakarya. Lin, R. (2012). Creative Thinking for Picture Book Creation. IERI Procedia, 2, 30–35. https://doi.org/10.1016/j.ieri.2012.06.047 Montag, J. L., Jones, M. N., & Smith, L. B. (2015). The Words Children Hear. Psychological Science, 26(9), 1489–1496. https://doi.org/10.1177/0956797615594361 Nazaruddin, M. A., & Efendi, M. (2018). The Book of Pop Up Augmented Reality to Increase Focus and Object Recognition Capabilities for Children with Autism. Journal of ICSAR, 2(1), 9–14. https://doi.org/10.17977/um005v2i12018p009 Obiweluozo, E. P., & Melefa, O. M. (2014). Strategies for Enhancing Language Development as a Necessary Foundation for Early Childhood Education. Journal of Education and Practice, 5(5), 147–155. Retrieved from www.iiste.org 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 Putra, N. (2011). Research & Development. Jakarta: Raja Grafindo Persada. Rahmawati, D. I., & Rukiyati, R. (2018). Developing Pop-Up Book Learning Media to Improve Cognitive Ability of Children Aged 4-5 Years. Atlantis Press, 249(Secret), 60–69. https://doi.org/10.2991/secret-18.2018.10 Ros, R., & Demiris, Y. (2012). Human Behavior Understanding, 7559, 40–51. https://doi.org/10.1007/978-3-642-34014-7 Safitri, D., & Hartati, T. A. W. (2016). Kelayakan Aspek Media dan Bahasa Dalam Pengembangan Buku Ajar dan Multimedia Interaktif Biologi Sel. Florea, 3(2), 9–14. Sahlan, Asmaun, Angga, & Prastyo, T. (2016). Desain Pembelajaran Berbasis Pendidi-kan Karaker. Yokyakarta: Ar-Ruzz Media. Sari, S. A. (2017). The Development of Pop-up Book on the Role of Buffer in the Living Body. European Journal of Social Sciences Education and Research, 10(2), 213. https://doi.org/10.26417/ejser.v10i2.p213-221 Sudjana, N., & Rivai, A. (2011). Media Pengajaran. Bandung: Sinar Baru Algensindo. Walter-Laager, C., Brandenberg, K., Tinguely, L., Schwarz, J., Pfiffner, M. R., & Moschner, B. (2017). Media-assisted language learning for young children: Effects of a word-learning app on the vocabulary acquisition of two-year-olds. British Journal of Educational Technology, 48(4), 1062–1072. https://doi.org/10.1111/bjet.12472 Wilcox, M.J., M., K.M, Bacon, C. K., & Thomas, S. (2001). Enhancing Children ’ s Language Development in Preschool Classrooms Using Literacy to Target Verbal Language Goals Enhancing Children ’ s Language Development in Preschool Classrooms Encouraging Complex Verbal Reasoning. Arizona. Retrieved from http://icrp.asu.edu Wiyani, & Ardy, N. (2016). Konsep Dasar PAUD. Yokyakarta: Gava Media. Yu, X. (2009). Levels of meaning and children: An exploratory study of picture books’ illustrations. Library and Information Science Research, 31(4), 240–246. https://doi.org/10.1016/j.lisr.2009.07.003

Implementation of Mathematics Learning Through Media Arrange Smart Dice to Improve Counting Ability in Early Childhood Nofriyanti, Yelva; Sari, Heni Meila
Jurnal Pendidikan Usia Dini Vol 13 No 1 (2019): Jurnal Pendidikan Usia Dini Volume 13 Nomor 1 April 2019
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

The implementation of mathematics learning in some kindergartens in the city of Padang has not developed optimally. While in Rahmah Abadi Kindergarten that learning mathematics, especially numeracy has been well developed. The purpose of this study was to describe the implementation of mathematical learning using smart dice media for children's numeracy in Rahmah Abadi Kindergarten. The research method used was descriptive approach qualitative. Data collection techniques used are observation, interviews, and documentation. The re-sults showed that the implementation of mathematics learning using smart dice stacking media in kindergarten Rahmah Abadi was a child who was able to recognize numbers, count numbers 1-10 and simple summation. Keywords: Media Arrange Smart Dice, Counting Ability References Arikunto, S. (2014). Prosedur Penelitian. Jakarta: Rineka Cipta. Azhar Arsyad. (2013). Media Pembelajaran. Jakarta: Rajawali. Bowman, B. T., Donovan, M. S., & Burns, M. S. (2001). Eager to Learn. Eager to Learn. Washington DC: NAtional Academy Press. https://doi.org/10.17226/9745 Darmadi, H. (2014). Metode Penelitian Pendidikan Sosial. Bandung: Alfabeta. E Sovia. (2015). Buat Anak Anda Jago Eksakta (Rahasia Membuka Kecerdasan Eksakta Sejak Dini). Yogyakarta: Diva Press. Harris, B., & Petersen, D. (2017). Developing Math Skills in Early Childhood. Issue Brief. Mathematica Policy Research, Inc., (February), 1–6. Retrieved from http://ezproxy.library.uvic.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED587415&site=ehost-live&scope=site Kustandi. (2013). Media Pembelajaran Manual dan Digital. Jakarta: Ghalia Indonesia. Mashar, R. (2011). Emosional Anak Usia Dini dan Strategi Pengembangannya. Jakarta: Kencana. Mulyani, N. (2016). Dasar-dasar Pendidikan Anak Usia Dini. Yogyakarta: Kalimedia. Newzealand, G. (2013). Number: Early Learning Progression. Oktriyani, N. (2017). Peningkatan Kemampuan Berhitung Anak Usia Dini Melalui Permainan Lingkaran Angka Di Taman Kanak-Kanak Qatrinnada Kecamatan Koto Tangah Padang. Lectura: Jurnal Pendidikan Anak Usia Dini, 1(1), 82-96. Rohmah, N., & Waluyo, E. (2014). Arithmetic Dice Media as Counting Concept Introduction Media in Early Childhood Setting. Indonesian Journal of Early Childhood, 3(2), 127–133. https://doi.org/10.15294/ijeces.v3i2.9486 Rutherford, K. (2015). Why Play Math Games? US. Smith, S. S. (2009). Early Childhood Mathematics. USA: Pearson. Sudarna. (2014). Pendidikan Anak Usia Dini Berkarakter. Jakarta: Perpustakaan Nasional RI. Sugiyono. (2016). MetodePenelitianPendidikan:PendekatanKuantitatif,Kualitatif, dan R&D. Bandung: Alfabeta. Sujiono, Y. N. (2008). Metode Pengembangan Kognitif. Jakarta: Universitas Terbuka. Suryana, D. (2013). Pendidikan Anak Usia Dini (teori dan praktik pembelajaran). Padang: UNP Press. Susanto, A. (2017). Pendidikan Anak Usia Dini (Konsep dan Teori). Jakarta: Bumi Aksara. Suyanto, S. (2003). Konsep Dasar Pendidikan Anak Usia Dini. Yogyakarta: UNY Press. Trianto. (2011). Desain Pengembangan Pembelajaran Tematik Bagi Anak Usia Dini TK/RA & Anak kelas awal SD/MI. Jakarta: Kencana Prenada Media Group. Triharso, A. (2013). Permainan Kreatif dan Edukatif untuk Anak Usia Dini. Jakarta: Gaung Persada Press Group. Ulfah., S. dan M. (2013). Konsep Dasar PAUD. Bandung: PT Remaja Rosdakarya.

Development of Activity-Based Science Learning Models with Inquiry Approaches Meilani, R. Sri Martini; Faradiba, Yasmin
Jurnal Pendidikan Usia Dini Vol 13 No 1 (2019): Jurnal Pendidikan Usia Dini Volume 13 Nomor 1 April 2019
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

This study aims to develop an activity-based science learning model with an inquiry learning approach for early childhood that can be used to increase the sense of curiosity and sci-entific thinking in children aged 5-6 years. This study was conducted with research and de-velopment / R & D research methods. Data was collected through interviews, observations, questionnaires, pre-test and post-test for children. Data analysis using paired t-test. The re-sults showed that children were interested and enthusiastic in the learning process by using a science-based learning model with the inquiry approach, Sig. (2-tailed) showing results of 0.000, so the value of 0.000 <0.05 was different from before and after the use of learning models . Results show children can understand the material, more confident and has initiative to find answers for the teacher's questions about science, the child's curiosity increases to ex-amine the information provided by the teacher, the child's understanding of work processes and procedures from science learning with the inquiry approach getting bet-ter. It was con-cluded that an activity-based science learning model with an inquiry approach for children aged 5-6 years used an activity model with an inquiry learning approach based on children's interests and children's needs so that children's curiosity would emerge and continue to be optimally stimulated. Keywords: Inquiry approach, Learning model, Science Learning References Abdi, A. (2014). The Effect of Inquiry-based Learning Method on Students’ Academic Achievement in Science Course. Universal Journal of Educational Research, 2(1), 37–41. https://doi.org/10.13189/ujer.2014.020104 Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 11–12. Bell, R. L., Smetana, L., & Binns, I. (2005). Simplifying inquiry instruction: Assessing the inquiry level of classroom activities. The Science Teacher, 72(7), 30–33. Borowske, K. (2005). Curiosity and Motivation-to-Learn (hal. 346–350). Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington D.C.: National Academy Press. Buday, S. K., Stake, J. E., & Peterson, Z. D. (2012). Gender and The Choice of a Science Career: The Impact of Social Support and Possible Selves. Sex Roles. Diambil dari https://doi.org/10.1007/s11199-011-0015-4 Bustamance, S. A., White, J. L., & Grienfield, B. daryl. (2018). Approaches to learning and science education in Head Start: Examining bidirectionality. Early Childhood Science Quarterly. Caballero Garcia, P. A., & Diaz Rana, P. (2018). Inquiry-Based Learning: an Innovative Proposal for Early C hildhood Education. Journal of Learning Styles, 11(22), 50–81. Cridge, B. J., & Cridhe, A. G. (2011). Evaluating How Universities Engage School Student with The Science: a Model Based on Analysis of The Literature. Australian University Review. Darmadi. (2017). Pengembangan Model dan Metode Pembelajaran dalam Dinamika Belajar Siswa. Yogyakarta: Deepublish. Doǧru, M., & Şeker, F. (2012). The effect of science activities on concept acquisition of age 5-6 children groups. Kuram ve Uygulamada Egitim Bilimleri, 12(SUPPL. 4), 3011–3024. Duran, M., & Dökme, I. (2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills. Eurasia Journal of Mathematics, Science and Technology Education, 12(12), 2887–2908. https://doi.org/10.12973/eurasia.2016.02311a Falloon, G. (2019). Using simulations to teach young students science concepts: An Experiential Learning theoretical analysis. Computers & Education, 135(March), 138–159. https://doi.org/10.1016/j.compedu.2019.03.001 Gerli Silm, Tiitsaar, K., Pedaste, M., Zacharia, Z. C., & Papaevripidou, M. (2015). Teachers’ Readiness to Use Inquiry-based Learning: An Investigation of Teachers’ Sense of Efficacy and Attitudes toward Inquiry-based Learning. International Council of Association for Science Eduacation, 28(4), 315–325. Ginsburg, H. P., & Golbeck, S. (2004). Thoughts on the future of research on mathematics and science learning and education. Early Childhood Research Quarterly, 19(1), 190–200. Gross, C. M. (2012). Science concepts young children learn through water play. Dimensions of Early Childhood, 40(2), 3–11. Diambil dari http://www.proxy.its.virginia.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=78303868&site=ehost-live&scope=site Guo, Y., Piasta, S. B., & Bowles, R. P. (2015). Exploring Preschool Children’s Science Content Knowledge. Early Education and Development, 26(1), 125–146. https://doi.org/10.1080/10409289.2015.968240 Halim, L., Abd Rahman, N., Zamri, R., & Mohtar, L. (2018). The roles of parents in cultivating children’s interest towards science learning and careers. Kasetsart Journal of Social Sciences, 39(2), 190–196. https://doi.org/10.1016/j.kjss.2017.05.001 Jirout, J. J. (2011). Curiosity and the Development of Question Generation Skills, (1994), 27–30. Justice, L. M., & Kaderavek, J. (2004). Embedded-explicit emergent literacy I: Background and description of approach. Language, Speech, and Hearing Services in Schools, 35, 201–211. Lind, K. K. (1998). Science in Early Childhood: Developing and Acquring Fundamental Concepts and Skills. Retrieved from ERIC (ED418777), 85. Diambil dari http://files.eric.ed.gov/fulltext/ED418777.pdf Lind, K. K. (2005). Exploring science in early childhood. (4 ed.). New York: Thomson Delmar Learning. Lindholm, M. (2018). Promoting Curiosity ? Possibilities and Pitfalls in Science Education, (1), 987–1002. Lu, S., & Liu, Y. (2017). Integrating augmented reality technology to enhance children ’ s learning in marine education, 4622(November), 525–541. https://doi.org/10.1080/13504622.2014.911247 Lukas, M. (2015). Parental Involvement of Occupational Education for Their Children. International Multidicilinary Scientific Cocerence on Social Science and Arts. Maltese, A. V, & Tai, R. H. (2011). Pipeline Persistence; Examining The Association of Educational with Earn Degrees i STEM Among US Students. Science Education. Nugent, G., Barker, B., Welsch, G., Grandgenett, N., Wu, C., & Nelson, C. (2015). A Model of Factors Contributing to STEM Learning and Career Orientation. International Journal of Science Education. Pluck, G., & Johnson, H. L. (2011). Stimulating curiosity to enhance learning. Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. Journal of the Learning Sciences, 13(3), 273–304. Sackes, M., Trundle, K. C., & Flevares, L. M. (2009). Using children’s literature to teach standard-based science concepts in early years. Early Childhood Education Journal, 36(5), 415–422. https://doi.org/10.1007/s10643-009-0304-5 Walin, H., & Grady, S. O. (2016). Curiosity and Its Influence on Children ’ s Memory, 872–876. Wang, F., Kinzie, M. B., McGuire, P., & Pan, E. (2010). Applying technology to inquiry-based learning in early childhood education. Early Childhood Education Journal, 37(5), 381–389. https://doi.org/10.1007/s10643-009-0364-6 Wu, S. C., & Lin, F. L. (2016). Inquiry-based mathematics curriculum design for young children-teaching experiment and reflection. Eurasia Journal of Mathematics, Science and Technology Education, 12(4), 843–860. https://doi.org/10.12973/eurasia.2016.1233a Yahya, A., & Ismail, N. (2011). Factor in Choosing Courses and Learning Problems in Influencing The Academic Achievment of Student`s Technical Courses in Three Secondary School in The State of Negei Sembilan. Journal of Technical, Vocational & Eginereing Education. Youngquist, J., & Pataray-Ching, J. (2004). Revisiting ‘“play”’: Analyzing and articulating acts of inquiry. Early Childhood Education Journal, 31(3), 171–178.

The Implementation of Multi-sensory Learning at Elementary Schools in Jakarta Suryaratri, Ratna Dyah; Prayitno, Eko Hadi; Wuryani, Wuryani
Jurnal Pendidikan Usia Dini Vol 13 No 1 (2019): Jurnal Pendidikan Usia Dini Volume 13 Nomor 1 April 2019
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

This research aims to identify the implementation of multisensory learning at elementary schools in Jakarta. The method used through surveys to 50 elementary schools’ teachers in 5 schools. Data was collected by using questionnaire that revealed the implementation of multisensory learning. The result of this study showed that the use of multisensory learning could be more effective in maximizing learning. Through multisensory learning, teacher can in-volve students actively in the learning process and facilitate all students with different learning styles. Multisensory learning can be used in all lesson that integrated with curriculum and has significant implications in the real-life learning. The obstacle in implementing this learning model is founded about the lack of using of audiovisual technology and many schools do not implemented the multisensory learning. Keywords: Multisensory learning, Elementary School, Audiovisual Media. References Aja, S. N., Eze, P. I., Igba, D. I., Igba, E. C., Nwafor, C. C., & Nnamani, S. C. (2017). Using multi-sensory instruction in managing classroom for effective teaching and learning. International Journal of Applied Engineering Research, 12(24), 15112–15118. Blomert, L., & Froyen, D. (2010). Multi-sensory learning and learning to read. International Journal of Psychophysiology, 77(3), 195–204. https://doi.org/10.1016/j.ijpsycho.2010.06.025Child1st. (2019). What is multisensory learning why it so effective. Retrieved April 25, 2019, from child1st.com website: https://child1st.com/blogs/resources/what-is-multisensory-learning-why-is-it-so-effective Finotti, G., Migliorati, D., & Costantini, M. (2018). Multisensory integration, body representation and hyperactivity of the immune system. Consciousness and Cognition, 63(October 2017), 61–73. https://doi.org/10.1016/j.concog.2018.06.009 Gorjian, B., Hayati, A., & Barazandeh, E. (2012). An evaluation of the effects of art on vocabulary learning through multi-sensory modalities. Procedia Technology, 1, 345–350. https://doi.org/10.1016/j.protcy.2012.02.072 Heikkilä, J., & Tiippana, K. (2016). School-aged children can benefit from audiovisual semantic congruency during memory encoding. Experimental Brain Research, 234(5), 1199–1207. https://doi.org/10.1007/s00221-015-4341-6 Jurban, S. (2011). Using Multi Sensory Approach for Teaching English Skills and Its Effect on Students ’ Achievement at Jordanian School. European Scientific Journal, 8(22), 50–61. Komalasari, M. D. (2005). Metode Multisensori untuk Meningkatkan Kemampuan Membaca pada peserta didik Disleksia di Sekolah Dasar. Proseding Seminar Nasional PGSD UPY, 97–110. Yogyakarta. Krueger Fister, J., Stevenson, R. A., Nidiffer, A. R., Barnett, Z. P., & Wallace, M. T. (2016). Stimulus intensity modulates multisensory temporal processing. Neuropsychologia, 88, 92–100. https://doi.org/10.1016/j.neuropsychologia.2016.02.016 Matusz, P. J., Wallace, M. T., & Murray, M. M. (2017). A multisensory perspective on object memory. Neuropsychologia, 105, 243–252. https://doi.org/10.1016/j.neuropsychologia.2017.04.008 Morin, A. (2019). Multisensory Instruction: What You Need to Know. Retrieved April 25, 2019, from https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/multisensory-instruction-what-you-need-to-know Nidiffer, A. R., Stevenson, R. A., Krueger Fister, J., Barnett, Z. P., & Wallace, M. T. (2016). Interactions between space and effectiveness in human multisensory performance. Neuropsychologia, 88, 83–91. https://doi.org/10.1016/j.neuropsychologia.2016.01.031 Nurjanah, E. (2017). Metode Multisensori Terhadap Kemampuan Mengenal Lambang Bilangan 1-10 Pada Anak Autis. Jurnal Pendidikan Khusus, 1–10. Olivia, P. F. (1992). Developing the Curriculum (Third Edit). New York: Harper Collins Publishers Inc. Praveen, A. V. (2019). What is Multisensory Teaching Techniques? Retrieved April 25, 2019, from https://www.lexiconreadingcenter.org/what-is-multisensory-teaching-techniques/ Shams, L., & Seitz, A. R. (2008). Benefits of multisensory learning. Trends in Cognitive Sciences, 12(11), 411–417. https://doi.org/10.1016/j.tics.2008.07.006 Taljaard, J. (2016). A review of multi - sensory technologies in a Science , Technology , Engineering , Arts and M athematics ( STEAM ) classroom. Journal of Learning Design, 9(2), 46–55.

The Effectiveness of Using Mind Mapping Method to Improve Child Development Assessment Hapidin, Hapidin; Pujianti, Yuli; Juniasih, Indah
Jurnal Pendidikan Usia Dini Vol 13 No 1 (2019): Jurnal Pendidikan Usia Dini Volume 13 Nomor 1 April 2019
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

This study aims to determine the effectiveness of using mind mapping method in improving early childhood educator’s skill in mastering the child development assessment. This research is quasi-experimental using a pre-test and post-test design. The population was the entire classes of early childhood education training held by LPK Yayasan Indonesia Mendidik Jaka Sampurna at Cileungsi, Bogor. The participants were 45 early childhood educators. This study used three research methods which are implemented from learning methods in child development assessment was as pre-test and post-test. Data were collected by using two instruments to measure early childhood educators for child development assessment. The data were analyzed by using t-test to measures the differences data in pre-test and post-test. The results showed that the use of mind mapping methods can help early childhood educators to improve their mastery of the development assessment concept which averages 51.9 percent. It showed significant results with t-test value is 18,266 (N = 10, α = 0,0). This capacity build-ing is reinforced by various qualitative findings which arise from early childhood educators’ awareness to change the old learning style into learning by mind mapping method as a learn-ing method that follows how the brain works. This study also found that early childhood educators as adults who are in the stage of formal thinking have shown an understanding that mind mapping method are appropriate, fast, easy and practical in mastering various devel-opment assessment concepts. Early childhood educators believe that they can use the method for mastering other material concepts. Keywords: Assessment, Brain-based teaching, Mind mapping References Anthony, J. N. (2001). Educational Assesment of Student. New Jersey: Merril Prentice Hall. Armstrong, T. (2009). Multiples Intelligences in the Classroom. Virginia: SCD. Bagnato, S. J. (2007). Authentic Assessment for Early Childhood Intervention. New York: The Guilford Press. Bellman, M., & Byrne, O. (2013). Developmental assessment of children, (January), 4–9. https://doi.org/10.1136/bmj.e8687 Blessing, O. O., & Olufunke, B. T. (2015). Comparative Effect of Mastery Learning and Mind Mapping Approaches in Improving Secondary School Students’ Learning Outcomes in Physics. Science Journal of Education, 3(4), 78–84. Bowman, B. T., Donovan, M. S., & Burns, M. S. (2001). Eager to Learn. Eager to Learn. Washington DC: NAtional Academy Press. https://doi.org/10.17226/9745 Bricker, D., & Squires, J. (1999). Ages and stages questionnaires: A parent completed, child-monitoring system (2nd editio). Baltimore, MD: Brookes Publishing. Buzan, T. & Buzan, B. (1996). The mind map book: How to use radiant thinking to maximize your brain’s untapped potential. New York: Plume. Buzan, T. (1974). Use Your Head. Innovative Learning and Thinking Techniques to Fulfil Your Mental Potential. BBC books. Choo, Y. Y., Yeleswarapu, S. P., How, C. H., & Agarwal, P. (2019). Developmental assessment: practice tips for primary care physicians. Singapore Medical Journal, 60(2), 57–62. https://doi.org/10.11622/smedj.2019016 DIKMAS, D. (2015). Pedoman Penilaian Hasil Pembelajaran. Jakarta, Indonesia. Feeney, S. D. C., & Moravcik, E. (2006). Who Am I in The Live Of Children. New Jersey: Pearson Merill Prentice Hall. Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational Research: An Introduction (4th ed.). New York: Longman Inc. Goel, P. S., & N. Singh. (1998). Creativity and innovation in durable product development. Computers & Industrial Engineering, 35(1–2), 5–8. https://doi.org/http://dx.doi.org/10.1016/S0360- 8352(98)00006-0 Hartati, S. (2012). Tingkat Pengetahuan Guru TK tentang Asesmen Perkembangan Anak Usia Dini di TK Kelurahan Rawamangun, DKI Jakarta. Jakarta. Indonesia, D. P. dan K. Menteri Pendidikan dan Kebudayaan, Pub. L. No. No. 146 (2014). Indonesia. Jensen, E. (2008). Brain-Based Learning. Pembelajaran Berbasis Kemampuan Otak. Yogyakarta: Pustaka Pelajar. Jones, B. D., Ruff, C., Tech, V., Snyder, J. D., Tech, V., Petrich, B., … Koonce, C. (2012). The Effects of Mind Mapping Activities on Students ’ Motivation. International Journal for the Scholarship of Teaching and Learning, 6(1). Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2007). Developmentally Approriate Curriculum, Best Practice In Early Childhood Education. New Jersey: Pearson Education Inc. Lienhard, D. A. (n.d.). Roger Sperry ? s Split Brain Experiments ( 1959 ? 1968 ). The Embryo Project Encyclopedia. Meisels, S. J. (2001). Fusing assessment and intervention: Changing parents’ and providers’ views of young children. ZERO TO THREE, 4–10. NAEYC. (2003). Early Childhood Curriculum, Assessment, and Program Evaluation. Riswanto, & Putra, P. P. (2012). The Use of Mind Mapping Strategy in the Teaching of Writing at SMAN 3 Bengkulu , Indonesia. International Journal of Humanities and Social Science, 2(21), 60–68. Sandy, M. G. (1992). Pice of Mind. Jakarta: Gramedia Pustaka Utama. Slentz, K. L. (2008). A Guide to Assessment in Early Childhood. Washington: Washington State. Suyadi, S. (2017). Perencanaan dan Asesmen Perkembangan Pada Anak Usia Dini. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 1(1), 65–74. Retrieved from http://ejournal.uin-suka.ac.id/tarbiyah/index.php/goldenage/article/view/1251 Thomas, H. S. (2007). Today’s topics on creativity engineering system division. Massachusetts. Thornton, S. (2008). Understanding Human Development. New York: Palgrave, Macmillan. Windura, S. (2013). Mind Map Langkah Demi Langkah. Jakarta: Elex Media Computindo. Wortham, S. C. (2005). Assesment in Early Childhood Education. NewJersey: Pearson. Wycoff, J. (1991). Mindmapping: Your Personal Guide to Exploring Creativity and Problem-Solving. Berkley; Reissue edition. Yunus, M. M., & Chien, C. H. (2016). The Use of Mind Mapping Strategy in Malaysian University English Test (MUET) Writing. Creative Education, 76, 619–662.

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jpud.unj@gmail.com

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Gedung Bung Hatta Lantai 4 R 403 Pascasarjana, Universitas Negeri Jakarta Jalan Rawamangun Muka, Jakarta Timur 13220

Location
Kota adm. jakarta timur,

Dki jakarta

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Erie Siti Syarah

Contact Email syarah.erie@gmail.com

Phone +628128030360

Journal Mail Official jpud.unj@gmail.com

Editorial Address Gedung Bung Hatta Lantai 4 R 403 Pascasarjana, Universitas Negeri Jakarta Jalan Rawamangun Muka, Jakarta Timur 13220

Location Kota adm. jakarta timur, Dki jakarta INDONESIA

Abstract

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Abstract

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Abstract

Abstract

Abstract

Abstract

Abstract

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Contact Name
Erie Siti Syarah

Contact Email
syarah.erie@gmail.com

Phone
+628128030360

Journal Mail Official
jpud.unj@gmail.com

Editorial Address
Gedung Bung Hatta Lantai 4 R 403 Pascasarjana, Universitas Negeri Jakarta Jalan Rawamangun Muka, Jakarta Timur 13220

Location
Kota adm. jakarta timur,

Dki jakarta

INDONESIA