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PEMANFAATAN SUMBER BELAJAR DENGAN LIMBAH KARDUS UNTUK MENGEMBANGKAN KONSEP MATEMATIKA PERMULAAN ANAK USIA 5-6 TAHUN (STUDI EKSPERIMEN DI TK TAMAN INDRIA SEMARANG) Hayuningtyas, Hesti
BELIA: Early Childhood Education Papers Vol 3 No 1 (2014): June 2014
Publisher : Jurusan PGPAUD FIP UNNES

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Learning process is closely related to interaction among the teacher, the students, and the source of the learning itself. The source of learning is frequently used by the teacher to support the learning activity. Introduction of basic mathematics concept should be given from an early age. One of the way to develop basic mathematics to children is by learning process at school. Learning process which is held in communities is the effective way to introduce basic mathematics concept. According to Sudjana and Rivai (Prastowo, 2012:2), source of learning is the energy that can be used to give simplicity to someone in his or her learning.The aim of this research is to know the usage of cardboard waste as the learning source in developing basic concept of mathematics. This research is kind of an experiment pretest-posttest control group design. The sampling process uses simple random sampling technic, as the samples are Taman Indria kindergarten as the experiment group and PGRI 02 Mlatiharjo 1 kindergarten as the control group. The t paired test between pretest and posttest in experiment group has obtained significant score (2-tailed) < 0,05 is that 0,000 that means there is a significant difference , however the t paired test between pretest and posttest in control group has obtained significant score (2-tailed) < 0,05 is that 0,018 that means there is no significant enhancement. The result test of t paired posttest in control and experiment group is that there are significant difference because it has significant score (2-tailed) < 0,05 is that 0,000 that means there is significant difference There is a distinction in basic concept of mathematics in children of experiment group before and after they are given the cardboard waste as the learning source. It is known that there is a difference comprehension of basic concept of mathematics between the children of experiment and control group after the treatment. Therefore, cardboard waste as the learning source is effective to develop basic concept of mathematics in 5-6 years old children. School as the education facilities should give another learning source or another literature to develop the basic concept of mathematics in order to children can get better basic concept of mathematics and they will have good understanding in it.

STRATEGI PEMBELAJARAN DISIPLIN PADA ANAK TK DI KECAMATAN BOJA KABUPATEN KENDAL Aristowati, Aristowati
BELIA: Early Childhood Education Papers Vol 3 No 1 (2014): June 2014
Publisher : Jurusan PGPAUD FIP UNNES

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Masa kanak-kanak merupakan masa yang paling terpeting. Pada masa ini anak perlu mendapatkan pendidikan yang baik demi kehidupannya di masa yang akan datang. Salah satu pendidikan yang diperlukan adalah pendidikan kedisiplinan. Kedisiplinan sangat penting diajarkan demi tercapainya kehidupan yang sesuai dengan norma yang ada, sehingga anak dapat membedakan perbuatan baik dan buruk sebagai makhluk sosial. Permasalahan dalam penelitian ini: (1) Bagaimanakah strategi pembelajaran disiplin yang dilaksanakan pada TK di Kecamatan Boja Kabupaten Kendal, (2) Bagaimanakah ragam praktik pembelajaran disiplin pada TK di Kecamatan Boja Kabupaten Kendal. Tujuan penelitian ini adalah (1) Strategi pembelajaran disiplin pada TK di Kecamatan Boja Kabupaten Kendal, (2) Bagaimanakah ragam praktik pembelajaran disiplin pada TK di Kecamatan Boja Kabupaten Kendal. Pendekatan yang digunakan dalam penelitian ini adalah dengan pendekatan deskriptif kualitatif. Latar (setting) dari penelitian ini adalah semua Taman Kanak-Kanank yang ada di lingkungan Kecamatan Boja Kabupaten Kendal. Penelitian ini melalui tahap :(1) penetapan subyek penelitian (2) observasi (3) wawancara mendalam dan (4) penggunaan dokumen. Subyek dalam penelitian ini berjumlah 22 TK. Hasil penelitian dari subyek-subyek tersebut kami menemukan beberapa strategi dan praktik-praktik pembelajaran yang dapat diterapkan di TK. Adapun strategi pembelajaran yang digunakan untuk mengenalkan dan membelajarkan disiplin kepada anak dengan (1) dibentuknya peraturan, (2) membiasakan anak berperilaku disiplin (3) adanya pengamatan terhadap perubahan dan pemahaman anak tentang disiplin. Sedangkan praktik yang diperoleh yaitu (1) pembelajaran disiplin melalui pembiasaan, (2) melalui cerita, (3) melalui kegiatan makan bersama, (4) melalui ibadah dan (5) dengan pemberian contoh. Hasil penelitian ini dapat disimpulkan bahwa strategi pembelajaran disiplin yang digunakan pada TK di Kecamatan Boja Kabupaten Kendal, dengan membelajarkan anak untuk selalu bersikap disiplin sesuai dengan moral dan etika yang ada sesuai dengan aturan yang telah disepakati bersama; dengan adanya contoh dari guru; dengan memilih tipe atau gaya yang digunakan untuk mengajarkan disiplin kepada anak dengan disesuaikan dengan lingkungan. Berdasarkan hasil penelitian, saran yang dapat diberikan: (1) orang tua dan pendidik untuk dapat mengontrol segala tindakan anak , (2) orang tua dan guru agar dapat memberikan pengajaran disiplin kepada anak sejak usia dini dan dapat mengajarkannya dengan cara yang tepat untuk anak.

STRATEGI PEMBELAJARAN AGAMA ANAK MELALUI PENDIDIKAN MULTIKULTURAL DI PAUD CLARISTA KUDUS TAHUN 2013/2014 Husnita, Laila
BELIA: Early Childhood Education Papers Vol 3 No 1 (2014): June 2014
Publisher : Jurusan PGPAUD FIP UNNES

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Learning process is closely related to interaction among the teacher, the students, and the source of the learning itself. The source of learning is frequently used by the teacher to support the learning activity. Introduction of basic mathematics concept should be given from an early age. One of the way to develop basic mathematics to children is by learning process at school. Learning process which is held in communities is the effective way to introduce basic mathematics concept. According to Sudjana and Rivai (Prastowo, 2012:2), source of learning is the energy that can be used to give simplicity to someone in his or her learning.The aim of this research is to know the usage of cardboard waste as the learning source in developing basic concept of mathematics. This research is kind of an experiment pretest-posttest control group design. The sampling process uses simple random sampling technic, as the samples are Taman Indria kindergarten as the experiment group and PGRI 02 Mlatiharjo 1 kindergarten as the control group.The t paired test between pretest and posttest in experiment group has obtained significant score (2-tailed) < 0,05 is that 0,000 that means there is a significant difference , however the t paired test between pretest and posttest in control group has obtained significant score (2-tailed) < 0,05 is that 0,018 that means there is no significant enhancement. The result test of t paired posttest in control and experiment group is that there are significant difference because it has significant score (2-tailed) < 0,05 is that 0,000 that means there is significant difference There is a distinction in basic concept of mathematics in children of experiment group before and after they are given the cardboard waste as the learning source. It is known that there is a difference comprehension of basic concept of mathematics between the children of experiment and control group after the treatment. Therefore, cardboard waste as the learning source is effective to develop basic concept of mathematics in 5-6 years old children.chool as the education facilities should give another learning source or another literature to develop the basic concept of mathematics in order to children can get better basic concept of mathematics and they will have good understanding in it.Many early childhood education institution that accepts a wide range of diversity, both differences in ethnicity, race, culture, and religion. But in fact the field, which is not too much attention to early childhood diversity that exists, especially in terms of multireligious. Many educators or teachers in learning, teaching leveler way to develop childrens moral and religious. Clarista Kudus early childhood is one of the non-formal schools have multicultural school environment. In the process of learning, it have specific strategies and programs developed to teach moral values and religion of the child who has a multireligious within the scope of multicultural education. The purpose of the reseach describe the moral values and religion are taught, applied the concept of multicultural education, moral and religious learning strategies children through multicultural education in Clarista early childhood and constraints. This reseach used a qualitative case studies approach. Researchers used a observation method, interview, and documentation in collecting the data. Then to analyze the data in this reseach researchers used reduction data, display data, conclusion and verification. From the research, the researchers found that the moral values and religion in early childhood applied in there is basic faith, worship, love to Almighty God and loving Gods creatures and tolerance, mutual respect, empathy, forgiveness, honesty, discipline, responsibility, self-contained. The concept of multicultural education is applied is organizing a national based education through habituation and play of process interaction while learning creative by teaching children about the beauty of the difference for child to respect and loving differences or multicultural that exist in the surrounding environment that early enrollment nationally, accept children and multicultural environment (religious, ethnic, and cultural), provide religion learning facilities in accordance beliefs or the religious that are believed to child , and held a celebration of religious. Religious learning strategy used is the classical approach to learning according to the religion class each child through habituation and training strategies, learning strategies, strategies playing, exemplary strategies with learning methods lecture, question and answer, exemplary, sociodramas, as well as the method of travel works. These strategies are poured into all aspects of learning activities.There are two obstacles in the implementation of the strategy, the internal resistance of the attitude of children who are still unstable, easily bored, and external barriers that inadequate media and school management in terms of making plan learning activities that are less good.

PERBANDINGAN TINGKAT KONSENTRASI BELAJAR ANAK SEKOLAH DASAR DILIHAT DARI KEBIASAAN MAKAN PAGI Rahmawati, Dewi Arifiani
BELIA: Early Childhood Education Papers Vol 3 No 1 (2014): June 2014
Publisher : Jurusan PGPAUD FIP UNNES

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Breakfast very important for children. Breakfast with the good menu can optime the brainâs work so that children wiil have well concentrate. This should be supported by physical condition and adequacy of energy. It is appropiate with the purposes of this study to determine differences level of learning concentration of elementary school students (first year of elementary school) seen from the habit of breakfast. This study uses quantitative research methods with study comparative research design. The research data retrieval using questionnaires completed by parents and students. This study population are 388 students, while the sample of this study are 162 students. The results showed that there are learning concentration level differences of children having breakfast and not. Based on the test of normality that has been done, it can be seen from the significant probability value that all normal variables as worth more than 5 % or 0.05. Breakfast habits variabel of first year Elementary School have significance 0.067 greater than 0.05. Whereas variable of learning concentration level of students has a significance value 0.20, which means greater than 0.05. While the results of homogeneity test showed significanace value 0.288. Results of analysis hypotheses using t-test to see the comparation between children learning concentration having breakfast and not showed significance valeu 0,297 > @ (0,05) so Ha is accepted. This means that there are differences in learning concentration levels between children having breakfast and not. It is recommended for students, parents, teachers and the general public in order to raise awareness of the importance of children having breakfast and its influences in the learning process can also indirectly affect student achievement.

MANAJEMEN KURIKULUM PAUD BERBASIS ALAM (Studi Kasus di Paud Alam Ar-Ridho Semarang Tahun Pelajaran 2013/2014) Mughiyati, Jayanti; Waluyo, Edi
BELIA: Early Childhood Education Papers Vol 3 No 1 (2014): June 2014
Publisher : Jurusan PGPAUD FIP UNNES

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Curriculum management is a management of curriculum to develop childrens intelligence. The curriculum management of nature-based school has differences with the management of the school curriculum in general. The purpose of the study is to describe the curriculum management of nature-based early-childhood education institution Ar-Ridho and to describe the involvement of teachers, parents, school committees, and people around in the curriculum management of nature-based early-childhood education institution Ar-Ridho. The study used a qualitative approach with case study research design. The subjects of the study as the source of data were: principals, teachers, parents, school committees, and people around. Methods of collecting data were: observation, interviews, and documentation. Besides, this study used stages of data collection, data reduction, data presentation, and drawing conclusions as the data analysis techniques. Validity of the data was source triangulation techniques and triangulation methods. The results of the study can be summarized as follows curriculum management of nature-based early-childhood education institution Ar-Ridho includes planning to compose lesson plans of spider web, weekly, daily and children worksheets. The management, selection, and development of themes and indicators was adjusted with the school of nature. Sub-themes used directly introduce children to the subject in nature. In the learning inside or outside the class, nature as the green lab and character building for caring the environment are taught by small habituations. Evaluation of the curriculum is done once a year by the director, principals, and teachers by looking the vision and mission of the school. The involvement of teachers, parents, and school committees in the curriculum management could be seen by inviting parents in the theme changing and discussing about child development. Moreover, school committees provide both funds and personnel support during the implementation of teaching and learning process. However, the involvement of people around in the curriculum management has not been seen yet.

PENGARUH PEMBELAJARAN BERWAWASAN LINGKUNGAN SEBAGAI SARANA MENINGKATKAN KECERDASAN NATURALIS PADA ANAK USIA 5-6 TAHUN DI TK PERTIWI KECAMATAN GUNUNGPATI SEMARANG Ulfa, Dewi Maria
BELIA: Early Childhood Education Papers Vol 3 No 1 (2014): June 2014
Publisher : Jurusan PGPAUD FIP UNNES

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Naturalist intelligence is an ability that is associated with the knowledge to care,preserve and prevent environmental issues. The low of childrenâs awareness in the naturalist environment, as shown by the presence of a child who complained pet, pick flowers or damage the plant and has not been able to maintain their hygiene, themselves and the surrounding environment. Environmental Learning is a way to educate children through naturalist setup to create fun learning. The purpose of this study was to determine the environmental impact study or not on naturalist children aged 5-6 years. This research uses experimental quantitative research that is included true-Experimental Designs with Pretest-Posttest Control Group Design. The sampling was Purposive Random Sampling which states that the sampling is done at random. The test of t paired between pretest and posttest in experimental group produces the Sig 0,00 < 0.05 which means that there are significant differences between the controlgroup and the experimental group. Based on the value of 7,989> 1.714 indicates thatthere is a difference between the paired and pretest of the experimental group. The calculation results of t paired test between the pretest and posttest of experimental andcontrol groups indicates that there is significant difference because it has the Sig 0,00 <0.05 which means that there are significant differences between the control and experimental group. Based on the value of t count 4.437 > t table value, so that the 1,714 t count > t table, indicating that there is a difference between the results of the posttest of control group and the posttest of experimental group.Based on these results, the writer concludes that there are differences in the level of child naturalist intelligence in the experimental group before and after given environmental learning. Then it can be concluded that environmental learning gives effect in improving childrens naturalist intelligence and gives advice that the environmental learning can be developed as one way to improve childrens naturalist intelligence.

PEMAHAMAN DAN IMPLEMENTASI ICT PADA GURU TK YANG TELAH MEMILIKI KOMPUTER DALAM MEMBUAT PERANGKAT PEMBELAJARAN DI KABUPATEN TEGAL DAN BREBES Astuti, Marcilia Dwi
BELIA: Early Childhood Education Papers Vol 3 No 1 (2014): June 2014
Publisher : Jurusan PGPAUD FIP UNNES

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The use of Information and Communication Technology ( ICT ) in learning is very important in education, especially implemented early childhood education. Kindergarten teacher comprehension ability in the use of ICT is need for mastery of ICT strongly support the learning activities in each school . The purpose of this study to determine comprehension of Tegal and Brebes kindergarten teachers in the district and Brebes in the use of ICT, to know the implementation of the use of ICT to make learning devices carried by kindergarten teachers in Tegal regency and Brebes, and to identify barriers faced by teachers and kindergarten in Tegal Brebes in understanding and implementing the use of ICT to make learning device. The method in this research is descriptive quantitative survey approach. The population used in this study is a kindergarten teacher ( S1 ) and kindergarten institutions that already have a computer/laptop in Tegal regency and Brebes totaling 89 people from 22 institutions. The results showed that kindergarten teachers in Tegal regency and Brebes are known to have understood the use of ICT by the total percentage of 74.8 % understood categories. As for the results of the implementation of the use of ICT to make learning device with a total percentage of 75.9 % category often ( once a week ). Barriers faced by kindergarten teachers in Tegal regency and Brebes in understanding and implementing the use of ICT is the internal resistance of a teacher lies in memory and in terms of time, while the external obstacle lies in the facility computer / laptop that is still lacking. It can be concluded that the kindergarten teachers in the district comprehension of Tegal and Brebes in the use of ICT to communicate, develop themselves, to the benefit of the delivery of an educational activity has been well understood in accordance with professional and pedagogical competence. As for implementation, kindergarten teachers have to apply and utilize ICT to communicate, for the sake of organizing educational activities in accordance with good professional and pedagogical competence.Keywords : Deaf Children; Application of Language Development; Language Development

PERAN GURU DAN KEIKUTSERTAAN ORANG TUA DALAM MENANAMKAN NILAI AGAMA ISLAM PADA ANAK USIA 5-6 TAHUN Sufa, Faila
BELIA: Early Childhood Education Papers Vol 3 No 1 (2014): June 2014
Publisher : Jurusan PGPAUD FIP UNNES

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Minimum 0-6 years of golden age at the same time is critical in the life cycle, which will determine the next child development, this period was the right time to put the foundations of the development of physical abilities, language, social-emotional, self-concept, morals, and values religion. The role of teachers and parents determine the childs subsequent behavior. The purpose of this study (1) To know how the teacherâs role and the participation of parents in instilling Islamic values in children 5-6 years old in early childhood in PAUD Sekar Nagari UNNES in a family environment, (2) To know the factors driving and inhibiting teachers in instilling religious values Islam in children aged 5-6 years in early childhood Nagari UNNES Sekar, (3) To know the factors of driving and inhibiting the parents in instilling Islamic values in children 5-6 years old in a family environment. The method of this research was qualitative descriptive approach is housed in PAUD Sekar Nagari UNNES. Sources of research data is teachers and parents also the documents that used as RKM and RKH. The methods of data collection are observation, interviews, and documentation. The result of the research showed that the teachers role in instilling Islamic values in early childhood education teaching Sekar Nagari about faith , morality , worship , and the qiroatul Qurâan was good . Meanwhile , the participation of parents in instilling Islamic values in the family environment on the education of worship , reading the Quran , good moral , and faith did well good . The driving factor in instilling Islamic values in early childhood Sekar Nagari is the motivation of parents and the childs motivation , while inhibiting factor is the lack of existing infrastructure and the level of activity of parents . The driving factor in instilling Islamic values in society is parental support , school support , and community support , while inhibiting factor is the family environment , school environment , and the environmental community.

KESIAPAN TAMAN KANAK-KANAK DALAM PENYELENGGARAAN KELAS INKLUSI DILIHAT PROGRAM KEGIATAN PEMBELAJARAN Mastuti, Devi
BELIA: Early Childhood Education Papers Vol 3 No 1 (2014): June 2014
Publisher : Jurusan PGPAUD FIP UNNES

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Education for all began intensively conducted by the Indonesian government, one of them through inclusive education . Inclusive education needs to take place from pre- school level, it is that children with special needs receive appropriate care from an early age. Based on observations in the field, there are several kindergartens who have children with special needs in the classroom. Providing education inclusion criteria, one of which is a program of learning activities. This makes researchers interested in carrying out research on learning activity programs in kindergarten who have children with special needs in the classroom. This study aims to determine the extent of readiness of preschool inclusion class in organizing visits of program learning activities. This type of research is descriptive qualitative. Research informants were teachers, principals and parents kindergarten class organizers Gajahmungkur inclusion in the District of Semarang. Methods of data collection through interview,observation and documentation. The validity of research data using triangulation. Data analysis using data reduction, data display and data verification. Results showed that planning activities in the classroom with special needs children who are still at the planning of learning activities for regular kindergarten. The existence of children with special needs in the classroom becomes a special concern for teachers, but does not necessarily change the curriculum applied in the institution. Implementation of learning activities that occur in kindergarten inclusion class organizers conducted by classroom teachers to deliver innovations that are expected to stimulate children with special needs. Indirectly provide service teachers to encourage children to do activities such asfriends, but limited capabilities that can be done with special needs.

PEMAHAMAN DAN IMPLEMENTASI ICT PADA GURU TK YANG TELAH MEMILIKI KOMPUTER DALAM MEMBUAT PERANGKAT PEMBELAJARAN DI KABUPATEN TEGAL DAN BREBES Astuti, Marcilia Dwi
BELIA: Early Childhood Education Papers Vol 3 No 1 (2014): June 2014
Publisher : Jurusan PGPAUD FIP UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/belia.v3i1.3272

The use of Information and Communication Technology ( ICT ) in learning is very important in education, especially implemented early childhood education. Kindergarten teacher comprehension ability in the use of ICT is need for mastery of ICT strongly support the learning activities in each school . The purpose of this study to determine comprehension of Tegal and Brebes kindergarten teachers in the district and Brebes in the use of ICT, to know the implementation of the use of ICT to make learning devices carried by kindergarten teachers in Tegal regency and Brebes, and to identify barriers faced by teachers and kindergarten in Tegal Brebes in understanding and implementing the use of ICT to make learning device. The method in this research is descriptive quantitative survey approach. The population used in this study is a kindergarten teacher ( S1 ) and kindergarten institutions that already have a computer/laptop in Tegal regency and Brebes totaling 89 people from 22 institutions. The results showed that kindergarten teachers in Tegal regency and Brebes are known to have understood the use of ICT by the total percentage of 74.8 % understood categories. As for the results of the implementation of the use of ICT to make learning device with a total percentage of 75.9 % category often ( once a week ). Barriers faced by kindergarten teachers in Tegal regency and Brebes in understanding and implementing the use of ICT is the internal resistance of a teacher lies in memory and in terms of time, while the external obstacle lies in the facility computer / laptop that is still lacking. It can be concluded that the kindergarten teachers in the district comprehension of Tegal and Brebes in the use of ICT to communicate, develop themselves, to the benefit of the delivery of an educational activity has been well understood in accordance with professional and pedagogical competence. As for implementation, kindergarten teachers have to apply and utilize ICT to communicate, for the sake of organizing educational activities in accordance with good professional and pedagogical competence.Keywords : Deaf Children; Application of Language Development; Language Development

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