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BELIA: Early Childhood Education Papers
Published by Universitas Negeri Semarang
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
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Articles 399 Documents
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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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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.
Efficacy of Early Childhood Professionals Teacher Post Implementation Program Activity Against Childhood Cognitive Development 4-6 Years (A Case Study in Pos Paud Mawar I Sragen) Estirina, Rona; Adiarti, Wulan
BELIA: Early Childhood Education Papers Vol 5 No 1 (2016): June 2016
Publisher : Jurusan PGPAUD FIP UNNES

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Abstract

Education is one form or means in advancing science for society. At an early age children begin to work both through formal and informal environments. The quality of education itself is not only derived from the infrastructure but also of professional and competent educators in the field. Quality education is not only derived from the infrastructure but also of readiness of the volunteers or educators. Readiness or can be called with efficacy For most people do not understand what it is about the efficacy of both globally and efficacy in the field of education. The aim of this study was to determine the efficacy of early childhood professionals Heading towards the development of a teacher of cognitive abilities of children aged 4-6 years in Pos PAUD Mawar I Ngrampal, Sragen. In this research, using qualitative research methods, case study approach. Data collection technique used observation, interview and documentation in collecting data. Data analysis techniques with interactive models by triangulation as a technique for data validity. Based on the results of efficacy studies of  Pos PAUD professional teacher  Mawar I good enough that they can develop the cognitive abilities of students with a wide range of activities carried out by using the planning, implementation, evaluation and follow-up phases. The conclusion from this study is the efficacy of the Professional teacher Pos PAUD Mawar I of the program the organization of cognitive development Efficacy Professional teacher Pos PAUD Mawar I of the program activities of development of cognitive abilities indicated teachers to master the competence of educators by compose RKH, using various methods of learning, evaluating and assessment, establish communication or cooperation with communities, parents or fellow teachers.
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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Abstract

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 teacher’s 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 Qur’an 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.
IMPLEMENTASI PENDIDIKAN BERBASIS MULTIKULTURAL SEBAGAI UPAYA PENGUATAN NILAI KARAKTER KEJUJURAN, TOLERANSI, DAN CINTA DAMAI PADA ANAK USIA DINI DI KIDDY CARE, KOTA TEGAL Faiqoh, Nur
BELIA: Early Childhood Education Papers Vol 4 No 2 (2015): November 2015
Publisher : Jurusan PGPAUD FIP UNNES

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Pada saat Peneliti melakukan observasi, Permasalahan yang ditemui dilapangan adalah adanya anak yang saling mengejek mengenai status sosial, perbedaan budaya, perbedaan agama, warna kulit, dan perbedaan dialek. Terutama yang peneliti temui di lapangan, yaitu di Kiddy Care, Kota Tegal. Hal itu tidak dapat dibiarkan begitu saja karena dikhawatirkan akan menjadi karakter yang melekat pada diri anak saat dewasa nanti. Oleh karena itu, nilai-nilai karakter seperti sikap jujur, toleransi, serta cinta damai perlu diajarkan sejak usia dini. Peneliti menjumpai beberapa perbedaan cara berdo’a yang dilakukan oleh para siswa, walaupun demikian mereka tetap dapat mengikuti pembelajaran dengan baik. Karena Guru di sana selalu mengajarkan siswanya untuk saling toleransi satu sama lain. Ternyata, di Kiddy Care, Kota Tegal menerima peserta didiknya dengan 5 agama yang berbeda seperti Islam, Kristen, Katholik, Hindu, dan Budha. Anak usia 2-3 tahun merupakan masa yang potensial untuk mengambangan nilai-nilai karakter anak sekaligus masa kritis dalam tahapan kehidupan, yang akan menentukan perkembangan anak selanjutnya. Metode penelitian yang digunakan adalah metode pendekatan studi kasus. Selain itu, peneliti bermaksud memahami situasi sosial secara mendalam. Subjek penelitian disini yaitu Kepala Sekolah, Guru wali kelas Kindy, dan Orangtua wali murid dengan objeknya seluruh siswa di kelas Kindy. Teknik pengumpulan data peneliti menggunakan beberapa metode, yaitu wawancara, dokumentasi, serta observasi. Penelitian ini membahas tentang dasar acuan dalam implementasi pembelajaran berbasis multikultural di lembaga Kiddy Care, serta hasil pengimplementasian pendidikan berbasis multikultural dalam pembelajaran dan proses penanaman nilai-nilai karakter pada anak kelas Kindy, dan keterlibatan orangtua dalam pemantauan perkembangan anak saat di rumah, Sebab masa kanak-kanak adalah masa pembentukan pondasi dan masa kepribadian yang akan menentukan pengalaman anak selanjutnya. Pengetahuan tentang multikulturalisme dan peranan keluarga dan pendidik sebagai pranata kependidikan sangat penting dalam pengenalan nilai-nilai karakter sejak dini.During the observation, the problems found in reality, is a phenomenon of the kids who tend to mock each other about their different social status, cultures, religions, skin colours, and dialects, especially in the kindergarten of Kiddy Care, Tegal City. That phenomenon cannot be ignored since it can develop as the characters that will attach to the kids as they grow up. Therefore, the character values such as honesty, tolerance, and affection need to be taught since the early age. The researcher found that despite some differences in the way students pray, they can still follow the learning process in a good way because the teachers there always teach the students to be tolerant to each other. Furthermore, the kindergarten of Kiddy Care, Tegal City accepts the students from 5 different religions such as Islam, Christianity, Catholic, Hinduism, and Buddhism. 2 or 3 year-old children have a potential phase to develop their character values, and at the same time, it is a critical phase of life, that will determine the next development of the children. Research method used in this study is case studied since the concrete examples of implementation of multicultural-based education are still unclear, complex, and full of senses. Besides, the researcher means to understand the social situation in a deep way. The subjects of this research are the principal, homeroom teacher of Kindy, and students’ parents. The objects are all students of Kindy class. The researcher uses several methods as data gathering techniques; those are interview, documentation, and observation. This research discusses the base in implementing multicultural-based education at the kindergarten of Kiddy Care, the results of that implementation in the process of learning and building character values in Kindy students, and the parents’ involvement in monitoring children’s development at home. Childhood is a phase to create the base, and a character phase that will determine children’s next experiences. Knowledge of multiculturalism, and family’s and educator’s roles as institutions of education are necessary in introducing the character values since the early age.
PERBEDAAN KELEKATAN EMOSIONAL ANAK DENGAN ORANG TUA DITINJAU DARI LINGKUNGAN PENGASUHAN Nafisah, Ainun
BELIA: Early Childhood Education Papers Vol 2 No 1 (2013): June 2013
Publisher : Jurusan PGPAUD FIP UNNES

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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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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.
EFEKTIVITAS PEMBERIAN REWARD MELALUI METODE TOKEN EKONOMI UNTUK MENINGKATKAN KEDISIPLINAN ANAK USIA DINI Mufidah, Umri
BELIA: Early Childhood Education Papers Vol 1 No 2: November 2012
Publisher : Jurusan PGPAUD FIP UNNES

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Dicipline is one of the to remedy a mistaken behaviour. Dicipline does encourge guide, and help children togain a feeling of contenment through loyality obdience, and educate children to think on a regular basis.Hurlock states that in childhood stage, appreciation has its own instructive value. Everytime children showtheir submission, a reward or token economy which can be collected and later be exchanged with sometningvaluable. The aim of this study is to find out wheter or not this token economy is effective in increasing childrendicipline. This research is a quasi experiment nonequivalent control group design. The sampling techniquewhich is conducted is nonprobability sampling, although kind of sample that use in this experimen is purposivesampling. The t-paired  posttest of experimented and controled group resulting some proof that show significantdifferences because it has < 0,05 significant value (2-tailed), wich is 0,00 meaning that there are significantdifferences. Based on t-count was 9,470 > was the 2,065 showed that there was diferrence result posttestexperiment group and control group, which experiment group produces value of posttest higher than controlgroup
The Study of Caregiving with Babysitter on the Ability of Speaking of 2-3 Years Old Children (Descriptive Study is in Puri Hijau Housing Estate Purwokerto, Regency of Banyumas) Wahyuningtyas, Nuraini; Adiarti, Wulan
BELIA: Early Childhood Education Papers Vol 5 No 1 (2016): June 2016
Publisher : Jurusan PGPAUD FIP UNNES

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The aim of this study is to describe the caregiving form by babysitter as well as supporting and inhibiting factors of caregiving with babysitter that influence the ability of speaking of 2-3 years old children in Puri Hijau Housing Estate Purwokerto, Regency of Banyumas. This research is a qualitative research of descriptive study research and using methods of observation, interviews and documentation in collecting data. Data analysis techniques is interactive model. Technique of authenticity of data using triangulation technique. According to the result of the research there are some substantive theories that have emerged, namely among others that (1) The Form of Babysitter Caregiving on Speaking Ability of 2-3 years old Children include: Duties as a children’ playing friend and surrogate parents, explaining new words, storytelling contains a message, the nature of authoritarian, democratic and permissive, caregiving combination between parents and babysitter, conversing, eye contact and showing direction, understanding 2 orders, love to asking, storytelling about experience, quiet, argue and cry. (2) Supporting and inhibiting factors affection of caregiving with babysitter on the ability of speaking of 2-3 years old children include: The interference of parents in stimulus, nature and attitude of children to babysitter, cooperation between caregivers and parents, the performance of babysitter, babysitter knowledge about the children speaking ability, babysitter’s patience dealing with children, facilities and infrastructure as well as a family environment, unruly children behavior, attitude of parents, lack of patience babysitter  in the face of a hyperactive child, communication between parents and the babysitter, the minimum caregivers’ knowledge, attitude and nature of the babysitter towards the children.
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.
PENGARUH PERSEPSI TERHADAP KESEJAHTERAAN GURU PAUD DENGAN MINAT MENJADI GURU PADA MAHASISWA PG PAUD FIP UNNES Susiani, Ida
BELIA: Early Childhood Education Papers Vol 2 No 1 (2013): June 2013
Publisher : Jurusan PGPAUD FIP UNNES

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