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BELIA: Early Childhood Education Papers
Published by Universitas Negeri Semarang
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 13 Documents
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Search results for , issue " Vol 3 No 2 (2014): November 2014" : 13 Documents clear
PERILAKU ANAK BERKEBUTUHAN KHUSUS GANGGUAN AUTISME DI SLB NEGERI SEMARANG TAHUN 2014 Widiastuti, Diah
BELIA: Early Childhood Education Papers Vol 3 No 2 (2014): November 2014
Publisher : Jurusan PGPAUD FIP UNNES

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Abstract

Perilaku merupakan salah satu hal yang melekat pada diri manusia, respon terhadap stimulus, segala tindakan yang dilakukan, berbagai gerakan yang ada dalam diri kita baik disengaja maupun tidak.  Perilaku anak autisme tentu berbeda dengan anak normal biasa, karena autisme merupakan gangguan dimana anak sulit dalam berinteraksi dengan orang lain. Tujuan penelitian ini untuk mengetahui perilaku anak berkebutuhan khusus dengan gangguan autisme di SLB Negeri Semarang tahun 2014, mengetahui hubungan sosial dan komunikasi di lingkungan sekitarnya serta mengetahui intervensi terhadap perilaku anak dengan gangguan autisme. Jenis penelitian yang digunakan adalah penelitian kualitatif, teknik pengumpulan data yang digunakan teknik observasi, wawancara, dan dokumentasi.  Informan penelitian adalah   ibu dari anak autisme, guru dan terapis di SLB Negeri Semarang. Analisis datanya menggunakan reduksi data, penyajian data, kesimpulan dan verifikasi. Keabsahan data penelitian menggunakan teknik triangulasi. Hasil penelitian menunjukkan secara keseluruhan, perilaku mereka menampakkan perbedaan, DNA tergolong autisme ringan menunjukkan perilaku yang berkekurangan (deficient) dan ditunjukkan dengan ekolalia (pengulangan kata), sedangkan BGS yang tergolong kategori berat lebih menunjukkan perilaku yang berlebihan (excessive) seperti mengamuk, menjambak, berteriak. Hubungan sosial dan komunikasi kedua subjek juga sama seperti anak autis lainnya yakni mereka masih mengalami kesulitan berinteraksi dengan orang lain.  Seiring dengan perbedaan perilaku mereka, maka intervensi terhadap keduanya juga berbeda. Intervensi yang diberikan kepada DNA cenderung melalui ucapan, dengan cara penekanan terhadap suara yang jelas dan lantang seperti akan marah.  Sedangkan BGS yang tergolong kategori berat, intervensi yang diberikan kepadanya cenderung melalui tindakan fisik, karena perilakunya yang berlebihan seperti agresif, dan melukai orang lain, perlakuan melalui ucapan dengan penekanan tidak akan berpengaruh terhadap dirinya.The research problems are include (1)  How is the cooperative model type talking stick which is helped multimedia quiz creator to improve the senior high school students’ folklore attentive skill. (2) how is the principles of cooperative model type talking stick development which is helped by multimedia quiz creator to improve the  senior high school students’ folklore attentive skill. This research uses research and development design (R&D), this research developes model which  have been exist that is cooperative model type talking stick into cooperative model type talking stick which is helped by multimedia quiz creator. The results of the researches are : (1) the teacher and students’ need toward to cooperative model type talking stick which is helped by multimedia quiz creator. (2) cooperative model type talking stick priciples are (a) innovative learning strategy, (b) innovative learning media, (c) assessment. Behavior is one of the things that attach to human beings, response to stimulus, all the things that is done, our various possible movement whether deliberate or not. Behavior of autism children is clearly different to normal children, since autism is a disorder in which the children get difficulties in communicating with the others. The objectives of this study are to observe the behavior of the children with special needs of autism disorder in Semarang State Outstanding School in the year 2014, to understand the communication and social relationship in their surroundings, and to know the intervention of children’s behavior with autism disorder. The researcher used qualitative method, is that in collecting the data the researcher did observation, interview, and documentation technique. The informants were the teacher, mother, and the therapist of autism children in Semarang State Outstanding School. Meanwhile, in term of analysis researcher used data reduction, data presentation, conclusion, and verification. The data legality was defined by triangulation technique. The result of the study shows that both subjects of DNA and BGS are normal birth and do not show any differences of growth until their age entering 2-3 years old. Over all, their behavior shows contradiction, the DNA of mild autism shows deficient behavior and it is showed by ekolalia (word repeating), while BGS in serious category showing more excessive behavior such as rage violently, tufting, and screaming. Communication and social relationship of that two subjects also the same as the other autism children, they still get difficulties in interacting with the others. In a row with their behavior, the intervention to them is also different. Intervention that is given to DNA tends to by words, with strong stressing of clear voice and piercing. Whereas BGS with serious category, intervention that is given tends to physical treatment because of their excessive behavior, such as aggressive and hurting someone else, treating by words with stressing will not affect to themselves.
PERKEMBANGAN SOSIAL-EMOSIONAL ANAK USIA 4-6 TAHUN DI PANTI ASUHAN BENIH KASIH KABUPATEN SRAGEN Nugrahaningtyas, Ratna Dewi
BELIA: Early Childhood Education Papers Vol 3 No 2 (2014): November 2014
Publisher : Jurusan PGPAUD FIP UNNES

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Abstract

Anak merupakan individu yang memiliki bakat dan masih  harus dikembangkan. Anak mempunyai karakteristik yang khas dan berbeda dengan orang dewasa serta akan berkembang menjadi manusia dewasa seutuhnya. Dalam hal ini anak merupakan seorang individu yang memiliki pola perkembangan dan kebutuhan tertentu serta berbeda dengan orang dewasa. Proses perkembangan anak untuk menjadi manusia dewasa melewati masa perkembangan. Anak pada usia 4-6 tahun mengalami perubahan perkembangan sosial-emosional. Perkembangan sosial-emosional ditandai dengan semakin kompleksnya pergaulan anak. Perkembangan sosial emosional merupakan perkembangan tingkah laku anak untuk merasakan, memahami orang lain dan dalam proses menyesuaikan diri dengan aturan-aturan yang berlaku di masyarakat. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Penelitian ini akan menggambarkan atau mendeskripsikan tentang perkembangan sosial-emosional anak usia 4-5 tahun di panti asuhan. Dalam penelitian ini menggambarkan suatu subjek penelitian apa adanya. Adapun pengumpulan data dalam penelitian ini menggunakan metode observasi, wawancara dan dokumentasi. Berdasarkan hasil penelitian yang dilakukan oleh peneliti menunjukan bahwa anak-anak yang tinggal di Panti Asuhan memiliki perkembangan  sosial emosional yang berbeda. Anak yang sudah memiliki perkembangan sosial emosional yang baik ketika anak sudah mampu menunjukkan aspek-aspek perkembangan dengan baik, seperti halnya anak dapat menunjukkan rasa empati, rasa kasih sayang, bersikap gigih, mengenal tata karma yang baik dapat bersikap toleran terhadap teman. Anak yang masih memiliki perkembangan sosial emosional yang kurang baik ketika anak belum bisa menunjukkan sikap-sikap dalam sosial emosional. Masih memiliki ego yang tinggi dan tidak memperdulikan teman lain. Ada yang sudah memiliki perkembangan sosial emosional yang baik dan ada yang masih kurang. Perkembangan sosial emosional anak di Panti Asuhan berbeda dengan perkembangan sosial emosional anak di Sekolah. Perbedaan tersebut disebabkan karena adanya perbedaan lingkungan di Panti Asuhan dan di Sekolah. Ketika di Panti teman-temannya mempunyai latar belakang yang sama sehingga anak bias bersosialisasi dengan baik. Berbeda  dengan di Sekolah, anak-anak harus bersosialisasi dengan anak yang latar belakangnya berbeda.Children are individuals who have the talent and yet to be developed. Children have distinct characteristics and are different from adults and will develop into an adult human whole. In this case the child is an individual who has a developmental pattern and particular needs and are different from adults. The process of development of the child to be an adult through a period of development. Children at the age of 4-6 years experience changes in social-emotional development. Social-emotional development is characterized by increasing complexity child relationships. Social development emotional development of the childs behavior is to sense, understand others and in the process of adjusting to the rules in force in the community. This study used a qualitative descriptive approach. This study will illustrate or describe the socio-emotional development of children aged 4-5 years in an orphanage. In this study describes a research subject is. The data collection in this study using observation, interview and documentation. Based on the results of research conducted by the researchers showed that children living in orphanages have different emotional social development. Children who already have a good emotional social development when children are able to demonstrate aspects of the development well, as does the child can show empathy, compassion, be persistent, know that good manners can be tolerant of friends. Children who still have social emotional development is not good when children can not demonstrate social attitudes in emotional. Still has a high ego and not considering other friends. There are already having social emotional development is good and there is still lacking. Social emotional development of children in orphanages in contrast to the social emotional development of children in school. The differences are due to differences in the environment and in the School Orphanage. When at the center of his friends have similar backgrounds so biased children to socialize well. Unlike in school, children need to socialize with children of different backgrounds.
PEMANFAATAN HASIL EVALUASI PEMBELAJARAN DALAM PENGEMBANGAN PROGRAM PEMBELAJARAN ANAK USIA DINI Akhsanti, Munika Sarri
BELIA: Early Childhood Education Papers Vol 3 No 2 (2014): November 2014
Publisher : Jurusan PGPAUD FIP UNNES

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Abstract

Evaluasi merupakan salah satu komponen pokok yang harus dipahami guru. Artinya evaluasi dianggap penting dan strategis karena hasil evaluasi berkatian dengan kepentingan semua pihak seperti guru, siswa, orang tua, pemerintah dan masyarakat luas. Disamping itu hasil evaluasi juga digunakan untuk perbaikan program pembelajaran. Tujuan penelitian ini adalah untuk mengetahui pelaksanaan evaluasi pembelajaran di TK Al-Mubaarok, untuk mengetahui pemanfaatan hasil evaluasi pembelajaran dalam pengembangan program pembelajaran di TK Al-Mubaarok, serta mengetahui faktor pendukung dan penghambat pemanfaatan hasil evaluasi pembelajaran dalam pengembangan program pembelajaran di TK Al-Mubaarok. Jenis penelitian yang digunakan adalah deskriptif kualitatif. Informan penelitian adalah guru dan kepala sekolah TK Al-Mubaarok. Metode pengumpulan data yang digunakan yaitu wawancara, observasi dan dokumentasi. Keabsahan data penelitian menggunakan tringulasi sumber. Analisis data yang digunakan yaitu reduksi data, display data dan verifikasi data. Hasil penelitian menunjukkan  bahwa pelaksanaan evaluasi pembelajaran di TK Al-Mubaarok sudah sesuai dengan pedoman yang digunakan oleh TK Al-Mubaarok yaitu model penilaian kelas dan standar penilaian dalam PERMEN 58 Tahun 2009.  Pemanfaatan hasil evaluasi pembelajaran dalam pengembangan program pembelajaran dilakukan oleh guru TK Al-Mubaarok yaitu hasil evaluasi dimanfaatkan untuk mendiagnosis kesulitan belajar anak, melakukan bimbingan terhadap anak, memotivasi anak, menetukan tujuan pembelajaran, mengembangkan materi, mengembangkan kegiatan pembelajaran menyenangkan, menentukan metode yang akan digunakan, mengembangkan media, merencanakan evaluasi berikutnya serta pengorganisasian kelas. Faktor pendukungnya adalah kepemimpinan kepala sekolah yang baik, faktor penghambatnya adalah kendala waktu dan semangat guru yang fluktuatif sehingga berakibat pada pemanfaatan hasil evaluasi kurang maksimal.The research problems are include (1)  How is the cooperative model type talking stick which is helped multimedia quiz creator to improve the senior high school students’ folklore attentive skill. (2) how is the principles of cooperative model type talking stick development which is helped by multimedia quiz creator to improve the  senior high school students’ folklore attentive skill. This research uses research and development design (R&D), this research developes model which  have been exist that is cooperative model type talking stick into cooperative model type talking stick which is helped by multimedia quiz creator. The results of the researches are : (1) the teacher and students’ need toward to cooperative model type talking stick which is helped by multimedia quiz creator. (2) cooperative model type talking stick priciples are (a) innovative learning strategy, (b) innovative learning media, (c) assessment. Evaluation is one of the basic components that must be understood teacher. That meaning is an important and strategic evaluation because the results of the evaluation association with the interests of all parties such as teachers, students, parents, government and the wider community. Besides, the results of the evaluation are also used for the improvement of learning programs. The purpose of this research was to determine the evaluation of learning in kindergarten Al-Mubaarok, to examine the use of evaluation results in the development of learning in learning program at kindergarten Al-Mubaarok, and to know the factors supporting and inhibiting the utilization of evaluation results in the development of learning in learning program at kindergarten Al-Mubaarok. This type of research is descriptive qualitative. The informants are teachers and principal of kindergarten Al-Mubaarok. Data collection methods used were interviews, observation and documentation. The validity of research data using tringulasi source. Data analysis used the data reduction, data display and data verification. The results showed that the implementation of the evaluation of learning in kindergarten Al-Mubaarok is in conformity with the guidelines used by the kindergarten Al-Mubaarok the model class and assessment standards in the assessment of Mnistrial Regulation No. 58 of 2009. Using the findings of the evaluation of learning in the development of learning programs conducted by teacher of kindergarten Al Mubaarok the results of the evaluation are used to diagnose a childs learning difficulties, conduct counseling to children, to motivate children, determine the learning objectives, developing materials, develop fun learning activities, determine the method to be used, develop a media plan for subsequent evaluation and organization of classes. Supporting factors is a good school leadership, the inhibiting factor is time constraint and spirit teachers fluctuating resulting in less than the maximum utilization of the evaluation results.

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