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UPAYA MENINGKATAN KECERDASAN BAHASA MELALUI MODEL COOPERATIVE LEARNING PADA SISWA KELOMPOK B DI RA MUSLIMAT NU DESA KANDANG KECAMATAN COMAL KABUPATEN PEMALANG. JURUSAN PENDIDIKAN GURU PENDIDIKAN ANAK USIA DINI -, Umaroh
BELIA: Early Childhood Education Papers Vol 1 No 1: June 2012
Publisher : Jurusan PGPAUD FIP UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar

AbstractPenggunaan Model Cooperative Learning dalam pelaksanaan proses belajar mengajar dalam Meningkatkan Kecerdasan Bahasa di RA Muslimat NU Desa Kandang Kecamatan Comal Kabupaten Pemalang belum dilaksanakan secara optimal. Hal ini disebabkan karena Masih banyak guru-guru RA Muslimat NU Desa Kandang yang kurang memahami pentingnya model pembelajaran dengan menggunakan Model Cooperative Learning. Metode yang digunakan dalam penelitian ini adalah metode PTK penelitian ini dilaksanakan dalam dua siklus, tiap-tiap siklus terdiri atas tahapan perencanaan, tindakan, observasi, dan refleksi. Analisis data dilakukan dengan analisis data kwantitatif, indikator keberhasilan semua aspek pencapaian masing-masing memiliki skor 90%. Berdasarkan analisis data penelitian pada siklus I diperoleh hasil nilai rata-rata siswa 2,908 dan ketuntasan belajar siswa mencapai 65,4%, aktivitas belajar siswa dalam ketidak hadiran 3%, keberhasilan dalam kerjasama dalam kelompok 100%, bicara lancar mencapai 75%, kekayaan kosa kata mencapai 59%, mengungkapkan gagasan 50%, kemampuan bercerita mencapai 43%. Sedangkan pada siklus II mencapai nilai rata-rata 3,254 dan ketuntasan belajar siswa mencapai 94%, aktivitas ketidak hadiran siswa 0 dengan aspek pencapaian kerjasama kelompok 100%, bicara lancar 91%, kekayaan kosa kata 91%, mengungkapkan gagasan 97% dan kemampuan bercerita 91%. Dari hasil penelitian tersebut, simpulan yang dapat diambil adalah model pembelajaran cooperative learning dapat meningkatkan kecerdasan. Saran bagi guru untuk meningkatkan kecerdasan bahasa sebaiknya menggunakan pembelajaran model cooperative learning, bagi sekolah untuk meningkatkan pengelolaan kegiatan belajar mengajar dengan melengkapi fasilitas pembelajaran untuk mendukung proses kegiatan belajar mengajar.Use of Cooperative Learning Model in the implementation of teaching and learning in Language Intelligence Increase in RA Cage Muslimat NU Village District Comal Pemalang not been implemented optimally. This is because many teachers are still Muslimat NU RA Cage village who do not understand the importance of learning models by using the Cooperative Learning Model. The method used in this study is the method of TOD study was conducted in two cycles, each cycle consisting of stages of planning, action, observation, and reflection. Data analysis was performed by analysis of quantitative data, an indicator of the success of all aspects of the achievement of each has a score of 90%. Based on the analysis of research data on the cycle I obtained the average value of 2.908 and completeness of students reached 65.4% of student learning, student learning activities in the absence of 3%, the success of the cooperation within the group 100%, 75% speak fluently, the richness of vocabulary word reached 59%, 50% expressed the idea, the ability to tell at 43%. Whereas in the second cycle reaches an average value of 3.254 and completeness reached 94% of student learning, student activity absences 0 with aspects of teamwork achievement of 100%, 91% speak fluently, the richness of vocabulary, 91%, 97% expressed the idea and the ability to tell 91 %. From this research, conclusions can be drawn is a learning cooperative learning model to improve intelligence. Suggestions for teachers to improve the intelligence of the language you should use a learning model of cooperative learning, for schools to improve the management of teaching and learning activities to complement learning facilities to support the process of teaching and learning activities.

MEMBANGUN PEMAHAMAN KARAKTER KEJUJURAN MELALUI PERMAINAN TRADISIONAL PADA ANAK USIA DINI DI KOTA PATI Lusiana, Ernita
BELIA: Early Childhood Education Papers Vol 1 No 1: June 2012
Publisher : Jurusan PGPAUD FIP UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar

PENGARUH PENDEKATAN MULTISENSORI TERHADAP KECERDASAN LOGIKA-MATEMATIKA PADA ANAK KELOMPOK A DI TAMAN KANAK-KANAK KABUPATEN KENDAL Fiani, Eva Agus
BELIA: Early Childhood Education Papers Vol 1 No 1: June 2012
Publisher : Jurusan PGPAUD FIP UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar

Logical-mathematical intelligence is important to be taught by teacher to kindergarten children so that they have skill in solving simple problems in daily life. Multisensory approach emphasizes the principles of teaching through visual, auditory, kinesthetic and tactile (VAKT). The purpose of this study was to determine whether there is influence multisensory approach to the logical-mathematical intelligence in kindergarten children. Paired t-test calculation results between the pretest and posttest the experimental group there was an increase by an average of 21.65 from 14.95 average pretest to 36.6 posttest. Paired t-test calculation results between the pretest and posttest control group contained an average increase of 11.3 from an average of 16.9 to 28.2 pretest posttest. Independent t-test results of the pretest experimental and control groups showed no significant differences as having value Sig. (2-tailed) > 0.05 is 0.631 > 0.05. That is logical-mathematical intelligence levels in children before using multisensory approach is same. Independent t-test results posttest experimental and control groups showed no significant difference because it has the Sig. (2-tailed) < 0.05 is 0.02 < 0.05. Based on the description, it was concluded that multisensory approach gives significant effect on logic-mathematical intelligence in kindergarten children. The results show that multisensory approach gives significant effect on logic-mathematical intelligence in kindergarten children. Average of logical-mathematical intelligence of students in using multisensory approach is higher than the average of logical-mathematical intelligence of students who do not use logic-mathematical approach. It is suggested to teachers in using multisensory approach to improve logical-mathematical intelligence in kindergarten children. Limitations of this study is the assistance of teachers, child emotional factor, and time constraints.

UPAYA MENINGKATAN KECERDASAN BAHASA MELALUI MODEL COOPERATIVE LEARNING PADA SISWA KELOMPOK B DI RA MUSLIMAT NU DESA KANDANG KECAMATAN COMAL KABUPATEN PEMALANG. JURUSAN PENDIDIKAN GURU PENDIDIKAN ANAK USIA DINI -, Umaroh
BELIA: Early Childhood Education Papers Vol 1 No 1: June 2012
Publisher : Jurusan PGPAUD FIP UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/belia.v1i1.317

AbstractPenggunaan Model Cooperative Learning dalam pelaksanaan proses belajar mengajar dalam Meningkatkan Kecerdasan Bahasa di RA Muslimat NU Desa Kandang Kecamatan Comal Kabupaten Pemalang belum dilaksanakan secara optimal. Hal ini disebabkan karena Masih banyak guru-guru RA Muslimat NU Desa Kandang yang kurang memahami pentingnya model pembelajaran dengan menggunakan Model Cooperative Learning. Metode yang digunakan dalam penelitian ini adalah metode PTK penelitian ini dilaksanakan dalam dua siklus, tiap-tiap siklus terdiri atas tahapan perencanaan, tindakan, observasi, dan refleksi. Analisis data dilakukan dengan analisis data kwantitatif, indikator keberhasilan semua aspek pencapaian masing-masing memiliki skor 90%. Berdasarkan analisis data penelitian pada siklus I diperoleh hasil nilai rata-rata siswa 2,908 dan ketuntasan belajar siswa mencapai 65,4%, aktivitas belajar siswa dalam ketidak hadiran 3%, keberhasilan dalam kerjasama dalam kelompok 100%, bicara lancar mencapai 75%, kekayaan kosa kata mencapai 59%, mengungkapkan gagasan 50%, kemampuan bercerita mencapai 43%. Sedangkan pada siklus II mencapai nilai rata-rata 3,254 dan ketuntasan belajar siswa mencapai 94%, aktivitas ketidak hadiran siswa 0 dengan aspek pencapaian kerjasama kelompok 100%, bicara lancar 91%, kekayaan kosa kata 91%, mengungkapkan gagasan 97% dan kemampuan bercerita 91%. Dari hasil penelitian tersebut, simpulan yang dapat diambil adalah model pembelajaran cooperative learning dapat meningkatkan kecerdasan. Saran bagi guru untuk meningkatkan kecerdasan bahasa sebaiknya menggunakan pembelajaran model cooperative learning, bagi sekolah untuk meningkatkan pengelolaan kegiatan belajar mengajar dengan melengkapi fasilitas pembelajaran untuk mendukung proses kegiatan belajar mengajar.Use of Cooperative Learning Model in the implementation of teaching and learning in Language Intelligence Increase in RA Cage Muslimat NU Village District Comal Pemalang not been implemented optimally. This is because many teachers are still Muslimat NU RA Cage village who do not understand the importance of learning models by using the Cooperative Learning Model. The method used in this study is the method of TOD study was conducted in two cycles, each cycle consisting of stages of planning, action, observation, and reflection. Data analysis was performed by analysis of quantitative data, an indicator of the success of all aspects of the achievement of each has a score of 90%. Based on the analysis of research data on the cycle I obtained the average value of 2.908 and completeness of students reached 65.4% of student learning, student learning activities in the absence of 3%, the success of the cooperation within the group 100%, 75% speak fluently, the richness of vocabulary word reached 59%, 50% expressed the idea, the ability to tell at 43%. Whereas in the second cycle reaches an average value of 3.254 and completeness reached 94% of student learning, student activity absences 0 with aspects of teamwork achievement of 100%, 91% speak fluently, the richness of vocabulary, 91%, 97% expressed the idea and the ability to tell 91 %. From this research, conclusions can be drawn is a learning cooperative learning model to improve intelligence. Suggestions for teachers to improve the intelligence of the language you should use a learning model of cooperative learning, for schools to improve the management of teaching and learning activities to complement learning facilities to support the process of teaching and learning activities.

MEMBANGUN PEMAHAMAN KARAKTER KEJUJURAN MELALUI PERMAINAN TRADISIONAL PADA ANAK USIA DINI DI KOTA PATI Lusiana, Ernita
BELIA: Early Childhood Education Papers Vol 1 No 1: June 2012
Publisher : Jurusan PGPAUD FIP UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/belia.v1i1.1601

Berdasarkan data-data tentang tingkat korupsi di Indonesia, persoalan korupsi menjadi permasalahan besar yang harus diselesaikan. Salah satu cara yang bisa dilakukan adalah melalui pendidikan karakter. Ada salah satu nilai yang paling penting untuk membangun karakter anti korupsi yaitu nilai kejujuran. Penanaman pondasi karakter kejujuran harus ditanamkan sejak usia dini. Salah satu media yang tepat digunakan dalam implementasi pendidikan membangun karakter kejujuran adalah melalui metode bermain. Permainan yang bisa digunakan adalah permainan tradisional anak yang sudah cukup lama berkembang di negeri ini yang sarat dengan nilai budaya bangsa. Tujuan dari penelitian ini adalah untuk mengetahui permainan tradisional efektif atau tidak untuk membangun pemahaman karakter pada anak usia dini di kota pati. Jenis penelitian yang digunakan adalah penelitian eksperimental. Dalam penelitian ini desain yang digunakan adalah bentuk pre test and post test control group design. Populasi dalam penelitian yaitu lembaga dari satu yayasan, berusia 5-6 tahun. Pengambilan sampel menggunakan teknik simple random sampling, terambil dua sampel yaitu TK Pertiwi 03 Pati sebagai kelompok eksperimen dengan jumlah siswa 17 anak dan TK Pertiwi 01 Pati sebagai kelompok kontrol dengan jumlah siswa 17 anak. Analisis perhitungan t test posttest antara kelompok eksperimen dan kontrol menghasilkan nilai thitung sebesar 3,489 > ttabel sebesar 2,120. Nilai sig (2-tailed) < 0,05 yaitu 0,01 < 0,05. Hal tersebut menunjukkan bahwa Ho ditolak dan Ha diterima. Rata-rata atau Mean nilai posttest meningkat dari 40.1176 menjadi 46.0588. Hasil penelitian menunjukkan bah wa terdapat perbedaan pemahaman karakter kejujuran pada pretest dan posttest kelompok eksperimen, serta tidak ada perbedaan pemahaman karakter kejujuran pada pretest dan posttest pada kelompok kontrol. Hal ini menunjukkan bahwa permainan tradisional efektif digunakan untuk membangun pemahaman karakter kejujuran pada anak usia dini. Penelitian ini telah dilakukan sesuai dengan prosedur penelitian, namun masih terdapat keterbatasan dalam pelaksanaannya. Keterbatasan waktu dalam penelitian. Penelitian ini menggunakan tes cerita untuk mengetahui karakter kejujuran anak berdasarkan dari jawaban anak, bukan perilaku mereka, alangkah lebih baiknya apabila penelitian ini juga menggunakan metode observasi. Keterbatasan lahan yang ada di sekolah, Lahan yang luas dapat membuat permainan tradisional lebih maksimal untuk dimainkan. ___________________________________________________________________ Based on the data about the level of corruption case in Indonesia, the problem of corruption become the big problem which has to be solved. One of the alternative way is through the education. There is one value that is important to build the anti-corruption character, it is the honesty value. The honesty value must be taught to the children since early. One of the media that can be used to implement the character education is through the method of children games. One of the games which can be used is traditional game which has developed in this country full of the country’s culture. The aim of this research was to know whether the traditional game was effective or not to develop the children’s character in region of Pati. This research used experimental method, pretest and posttest control group design. The population was the institution of one foundation which aged 5-6. The sample was taken from the random sampling technique. The first sample as the experimental group from TK Pertiwi 03 with 17 students. The second sample as the control group from TK Pertiwi 01 with 17 student. The analysis of t-test in posttest between the experimental group and control group, the result showed that t-count was 3.4897> t-table was 2.120. the score of sig (2-tailed) < 0.05, meant 0.01<0.05. It showed that Ho was rejected and Ha was accepted. The mean of posttest score improved from 40.1176 became 46.0588. The finding of the research showed that there was the difference understanding of honesty character between pretest and posttest result of experimental group, and there was not difference understanding of honesty character between pretest and posttest result of control group. It showed that the traditional game was effective to build the understanding of honesty character to the early childhood. This research was conducted based on the procedure of research, although there was limitation of the research. The limitation of time in the research. This research use the story test to know the honesty character of the children based on their answers, not from their behavior. It had better if this research also used the observation method. The limitation of the school yard, the wider school yard could make the traditional game effective to be played.

PENGARUH PENDEKATAN MULTISENSORI TERHADAP KECERDASAN LOGIKA-MATEMATIKA PADA ANAK KELOMPOK A DI TAMAN KANAK-KANAK KABUPATEN KENDAL Fiani, Eva Agus
BELIA: Early Childhood Education Papers Vol 1 No 1: June 2012
Publisher : Jurusan PGPAUD FIP UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/belia.v1i1.1675

Logical-mathematical intelligence is important to be taught by teacher to kindergarten children so that they have skill in solving simple problems in daily life. Multisensory approach emphasizes the principles of teaching through visual, auditory, kinesthetic and tactile (VAKT). The purpose of this study was to determine whether there is influence multisensory approach to the logical-mathematical intelligence in kindergarten children. Paired t-test calculation results between the pretest and posttest the experimental group there was an increase by an average of 21.65 from 14.95 average pretest to 36.6 posttest. Paired t-test calculation results between the pretest and posttest control group contained an average increase of 11.3 from an average of 16.9 to 28.2 pretest posttest. Independent t-test results of the pretest experimental and control groups showed no significant differences as having value Sig. (2-tailed) > 0.05 is 0.631 > 0.05. That is logical-mathematical intelligence levels in children before using multisensory approach is same. Independent t-test results posttest experimental and control groups showed no significant difference because it has the Sig. (2-tailed) < 0.05 is 0.02 < 0.05. Based on the description, it was concluded that multisensory approach gives significant effect on logic-mathematical intelligence in kindergarten children. The results show that multisensory approach gives significant effect on logic-mathematical intelligence in kindergarten children. Average of logical-mathematical intelligence of students in using multisensory approach is higher than the average of logical-mathematical intelligence of students who do not use logic-mathematical approach. It is suggested to teachers in using multisensory approach to improve logical-mathematical intelligence in kindergarten children. Limitations of this study is the assistance of teachers, child emotional factor, and time constraints.

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Contact Name
-

Contact Email
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Phone
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Journal Mail Official
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Editorial Address
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Location
Kota semarang,

Jawa tengah

INDONESIA