GENIUS - Indonesian Journal of Early Childhood Education
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Penerapan Peraturan dan Prosedur terhadap Pembentukan Kedisiplinan Siswa Taman Kanak-Kanak dalam Pembelajaran Daring
No full textAbstract
Forming the discipline of kindergarten children is essential based on their development. They have not been able to think about the consequences of what they do. At this stage of development, students need educators with integrity to facilitate students in forming their discipline character. The fact of the problem was found by students’ behavior which less discipline by not obeying rules and procedures in the classroom. The purpose of writing is to determine the impact by rules and procedures that are applied consistently in forming kindergarten discipline during online learning through the qualitative descriptive method on practicum results and other relevant journals. Rules and procedures that are applied consistently in the classroom aim to familiarize students so that they can build their discipline. As a result, rules, and procedures that are applied consistently have a positive impact on changing the students’ behavior. The advice that the author gives to the kindergarten teacher in building students discipline is to be able to find other disciplinary methods.
Abstrak
Pembentukan kedisiplinan siswa TK merupakan hal penting, di mana berdasarkan perkembangannya, mereka belum dapat memikirkan konsekuensi atas tindakan yang dilakukannya. Pada tahap perkembangan tersebut, siswa TK membutuhkan seorang pendidik dengan integritas yang benar untuk dapat memfasilitasi pembentukan karakter kedisiplinan mereka. Fakta permasalahan yang didapati, adanya perilaku siswa yang kurang disiplin selama pembelajaran dengan tidak menaati peraturan dan prosedur yang berlaku. Tujuan penelitian penulisan paper ini ialah mengetahui pengaruh penerapan peraturan dan prosedur terhadap pembentukan kedisiplinan siswa Taman Kanak-Kanak pada pembelajaran daring, melalui metode penelitian deskriptif kualitatif terhadap hasil praktikum, dan jurnal-jurnal yang relevan. Peraturan dan prosedur yang diterapkan secara konsisten dalam kelas bertujuan untuk membiasakan siswa akan keteraturan sehingga hal tersebut dapat membentuk kedisiplinan siswa. Sesuai dengan hasil penelitian yang penulis lakukan pada salah satu kelas di sebuah Taman Kanak-Kanak, penulis mendapati bahwa penerapan peraturan dan prosedur secara konsisten, memberikan pengaruh terhadap perubahan perilaku kurang disiplin ke arah yang positif. Saran diberikan dalam membentuk kedisiplinan siswa untuk menggunakan metode pendisiplinan lain yang sesuai dengan karakter siswa TamanKanak-Kanak
Pola Kerjasama Keluarga dan Sekolah dalam Pendidikan Anak Usia Dini di Masa Pandemi
No full textAbstract
Humans are social beings who must interact to fulfill the needs of their personal lives and reach their goals. What we are discussing is about the relation between family or parents and school during the pandemic to achieve educational goals both nationally and institutionally. This is so crucial issue. We know both family social institutions and educational institutions have an important role in building and shaping the personality of each child. The purpose of this study is to explore how the collaboration carried out by schools and families or parents in accompanying and guding their children during the Covid-19 pandemic. The method used was a qualitative approach, where to see the phenomena occured in the online learning process and how the collaboration carried out by the teachers and parents made some effects. By taking a sample of one family, the datas collecting was carried out through observating, interviewing and documentating. The results of this study explainde that the collaboration between families and early childhood school during the pandemic can provide a better quality learning for students. The school provided the transforms of knowledge and noble values ??and also the development of children’s potentions. But the process of character building that is built by the school, of course, needed an active collaboration with others, especially the family. Early childhood school and family have the same strong responsibility to make sure that the learning objectives could be achieved together during the long distance learning in the pandemic period.
Abstrak
Manusia merupakan makhluk sosial yang membutuhkan interaksi untuk memenuhi kebutuhan dalam kehidupannya serta meraih tujuan yang diinginkan bersama. Demikian halnya dalam konteks mewujudkan kualitas pendidikan dibutuhkan hubungan baik interaksi yang dijalin dengan baik pula antara sekolah dengan pihak-pihak yang terkait, termasuk di dalamnya keluarga. Terlebih di masa pendemi, di mana proses belajar anak lebih banyak dilakukan dari rumah dan keluarga dituntut untuk lebih berperan aktif mendampingi anak dalam belajar. Kedua pihak, baik keluarga maupun sekolah mempunyai peran yang sama penting dalam membangun serta membentuk kepribadian seorang anak. Tujuan penelitian ini untuk mendalami bagaimana pola kerja sama yang dilakukan oleh sekolah dan orang tua dalam mendidik anak di masa pandemi Covid-19. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif, yang bertujuan melihat fenomena yang terjadi pada proses pembelajaran daring khususnya pada pola kerja sama yang dibangun antara sekolah dan orang tua, dengan mengambil sampel sebuah keluarga yanag putra-putrinya menempuh jenjang pendidikan anak usia dini. Hasil penelitian ini menunjukkan bahwa kerja sama antara keluarga dan lembaga pendidikan pada masa pandemi sangat mendukung dalam menunjang kualitas belajar anak di rumah. Sekolah memiliki tanggung jawab dala transformasi pengetahun dan nilai-nilai akhlak mulia sekaligus mengembangkan potensi anak usia dini. Namun proses pembentukan kepribadian dan karakter yang diupayakan oleh sekolah tentu sangat membutuhkan dukungan dan kerja sama yang baik dengan pihak-pihak yang lain, terutama keluarga. Oleh karenanya lembaga pendidikan anak usia dini dan keluarga memiliki peran yang sama kuatnya untuk memastikan bahwa tujuan pembelajaran anak usia dini dapat dicapai bersama selama pembelajaran jarak jauh pada masa pandemi
Studi Kasus Pemerolehan Bahasa Pertama Pada Anak Usia Empat Tahun
No full textAbstract
This case study focuses on the process of acquiring the language of a four year old Indonesian child. This study also analyzes several other factors and mechanisms that influence the acquisition of a first language. For nearly five months, data gained in this study by observing and recording subjects in producing sounds, words, and sentences during in the middle to the end of the 2019 year. We also see how the child interacts with various kinds of input sentences to see how he processes the language. In the end, we also observed him when he was interacting with other people to determine the level of constructing various kinds of language communication competencies. The analysis of the data was anchored on the confirmation or rejection of language acquisition theories, principles, and previous researches. Based on the findings in this study, the child who was the subject of this study obtained Indonesian as the first natural way. Evidence obtained from observations states that the child uses the Language Acquisition Device (LAD) well, which is the main thing that helps him acquire the first language. Also, the environment plays a vital role in activating innate capacity in language acquisition. Observations and interviews were carried out with her parents to ensure that she acquired the language by imitating and learning through corrections and reinforcement assistance, analogies, and grammar input from the parents. The child also proved that their environment greatly influenced difficulties in language and communication. Natural processes and environmental influences also play an essential role in acquiring the first language in children. Parents and teachers should consider this process by creating good language learning and development at all levels of learning.
Abstrak
Studi kasus ini terfokus pada proses pemerolehan Bahasa seorang anak Indonesia berusia empat tahun. Studi ini juga menganalisis beberapa faktor dan mekanisme lainnya yang mempengaruhi pemerolehan Bahasa pertamanya. Pengambilan data dilakukan selama hampir lima bulan sejak pertengahan sampai akhir tahun 2019 dengan cara mengamati dan merekam subjek dalam memproduksi suara, kata dan juga kalimat. Pengamatan juga dilakukan untuk melihat bagaimana anak tersebut berinteraksi dengan berbagai macam input kalimat yang ada untuk melihat bagaimana dia memproses bahasa tersebut, serta bagaimana ia berinteraksi dengan orang tua dan sekitarnya untuk dapat menentukan tingkat kemampuan mengkonstruk berbagai macam kompetensi komunikasi bahasanya. Analisis data dalam penelitian ini dilakukan dengan cara mengonfirmasi teori baik berupa mendukung ataupun menyanggah teori pemerolehan bahasa pertama, kemudian prinsip pemerolehan bahasa pertama serta penelitian terdahulu. Berdasarkan dari penemuan dalam studi ini, anak tersebut yang merupakan subjek dari penelitian ini memperoleh Bahasa Indonesia sebagai bahasa pertamanya dengan cara alamiah. Bukti yang didapat dari pengamatan menyatakan bahwa anak tersebut menggunakan Language Acquisitioning Device (LAD) dengan baik yang mana merupakan hal utama yang membantunya dalam memperoleh Bahasa pertama. Selain itu, dia dibantu oleh lingkungannya untuk mengaktifkan innate capacity dalam pemerolehan bahasa. Pengamatan dan wawancara dilakukan kepada orang tuanya untuk meyakinkan bahwa dia memperoleh bahasa tersebut juga melalui proses meniru dan belajar melalui bantuan koreksi dan penguatan, analogi dan juga masukan tata bahasa dari orang tuanya. Anak tersebut juga membuktikan bahwa kesulitan dalam berbahasa dan berkomunikasi sangan dipengaruhi oleh lingkungannya. Sudah sangat jelas bahwa proses alamiah dan pengaruh lingkungan berperan menting dalam pemerolehan bahasa pertama pada anak. Sehingga, proses tersebut harus benar-benar diperhatikan oleh orangtua an juga guru pada semua level pembelajaran untuk menciptakan pembelajaran dan pengembangan bahasa yang baik
Pendidikan Akhlak pada Anak Usia Dini di PAUD Sayang Bunda Kecamatan Pace, Kabupaten Nganjuk
No full textAbstract
Children at earliest years of life have a strong grasping ability in receiving education. One of the influencing factors is the role of family, especially parents, which is very important to formthe children’s characters at various levels. Islamic education strives to encourage and develop human nature in order to realize a prosperous and happy human life, in line with Islamic values. In addition, other factors that are so importantare the religious values provided and the availability of a supporting environment such as friends and society who also participate in determining the children's personality. This research was conducted to uncover the teaching material of moral values for early children in PAUD Sayang Bunda Nganjuk and to describe the rules of instilling the values of akhlak for early children and the assessment of moral values education for early children in PAUD Sayang Bunda Nganjuk. This is a qualitative research conducted by observations, interviews and documentations. The collected research datas were analyzed with using of a qualitative and descriptive technique. The results showed that the materials of early childhood moral values education in PAUD Sayang Bunda refers to Islamic religious education principles and includes the integration of religious and non-religious materials, as well as the integration of education in school and education at home. The method of morality values teaching for children contains of giving advices, storytelling, conscientiousness transferring and habituation. The evaluation to the whole process of moral values education was conducted every day, once a week, the middle of the semester and the end of the semester.
Abstrak
Anak usia dini memiliki kemampuandaya tangkap yang baik untuk menerima pengetahuan dalam kegiatan pendidikan. Salah satu faktor yang mempengaruhinya adalah peran keluarga khususnya orang tua yang sangat penting bagi pembentukan karakteranak dalam berbagai tingkatan. Dalam konteks inilah pendidikan Islam memiliki visi yang sejalan dan mendukungpengembangan fitrah manusia untuk mengantarkannya pada kehidupan yang makmur dan bahagia, namun tetap sesuai dengan nilai-nilai Islam.Selain itu, faktor lainnya yang tak kalah penting ialah penanaman nilai-nilai agama dan tersedianya lingkungan sosial yang kondusif seperti teman dan masyarakat yang juga berperan serta dalam menentukan kepribadian anak.Penelitian ini dilakukan dalam rangka mengungkap bahan pengajaran akhlakbagi anak usiadini di PAUDSayang Bunda. Mengetahui kaidah menanamkan poin-poin akhlak anak usia diniPAUD Sayang Bunda Kabupaten Nganjuk, dan penilaian pengajaran akhlak anaki usiaa dini di PAUDSayang Bunda kabupaten Nganjuk. Penelitian ini merupakan penelitian kualitatif. Adapun tahap penggalian data dilakukan denganmelaksanakan observasi, wawancara sertateknik dokumenter.Data penelitian yang terhimpun dianalisis dengan teknik analisis deskriptif kualitatif.Hasil temuan penelitian menunjukkan bahwa materi pendidikan akhlak anak usia dini di PAUD Sayang Bundameliputi unsur-unsur pendidikan agama Islam, keterpaduan antara materi agama dan pengetahuan umum, serta keterpaduan antara pendidikan di sekolah dan di rumah. Metode penanaman nilai-nilai akhlak anak usia dini yang digunakan antara lainberupa nasihat, kisah atau cerita, keteladanandan pembiasaan. Sedangkan evaluasi pendidikan akhlak dilakukan setiap hari, satu minggu sekali, tengah semester dan akhir semester
Alat Bermain dan Bentuk Permainan Yang Merangsang Berkembangnya Kreativitas Pada Anak
No full textOne aspect of development in early childhood that needs to be considered by teachers and parents is the creativity of children. The development of early childhood creativity is very important to note, because at this age, children are able to create something according to their wishes and imagination through objects around them. Children naturally have the potential for creativity, therefore children need activities that can encourage children's creativity. It can be seen from the importance of providing play tools and playing conditions that are right for children to encourage the development of creativity in children. This study aims to determine the tools and forms of play that stimulate the development of creativity in children. The research method used is the library method. This study explains that learning through play in early childhood is very important to encourage all aspects of child development. Children's learning facilities are through play activities, so the child's world is the world of play. Playing activities are very important to develop children's creativity, because through imaginative experiences, children are able to produce new and progressive perceptions, so that by doing play activities, children are able to grow their creativity. It is important for teachers and parents to know several types of playing tools and forms of play that can stimulate the development of creativity in children. Because by providing the right form of stimulation to children, the development of children's creativity can develop optimally.One aspect of development in early childhood that needs to be considered by teachers and parents is the creativity of children. The development of early childhood creativity is very important to note, because at this age, children are able to create something according to their wishes and imagination through objects around them. Children naturally have the potential for creativity, therefore children need activities that can encourage children's creativity. It can be seen from the importance of providing play tools and playing conditions that are right for children to encourage the development of creativity in children. This study aims to determine the tools and forms of play that stimulate the development of creativity in children. The research method used is the library method. This study explains that learning through play in early childhood is very important to encourage all aspects of child development. Children's learning facilities are through play activities, so the child's world is the world of play. Playing activities are very important to develop children's creativity, because through imaginative experiences, children are able to produce new and progressive perceptions, so that by doing play activities, children are able to grow their creativity. It is important for teachers and parents to know several types of playing tools and forms of play that can stimulate the development of creativity in children. Because by providing the right form of stimulation to children, the development of children's creativity can develop optimally
Peran Guru Dalam Meningkatkan Kecerdasan Interpersonal Anak Usia Dini Melalui Kegiatan Pretend Play
No full textInterpersonal intelligence is the intelligence possessed by individuals to establish relationships with others and maintain social interactions. The objectives of this study are (1) to describe the teacher's role as an educator in improving interpersonal intelligence through pretend play activities for B1 grade students at TK Muslimat NU 65 Wuluhan Jember (2) to describe the teacher's role as a facilitator in improving interpersonal intelligence through pretend play activities for participants. B1 grade students at Muslimat NU 65 Wuluhan Jember Kindergarten (3) Describe the teacher's role as a model in improving interpersonal intelligence through pretend play activities for B1 grade students at Muslimat NU 65 Wuluhan Jember Kindergarten. This research uses a qualitative research approach with the type of case study research. The data collection techniques used by researchers are: interview techniques, observation and documentation. Data analysis in this research is data condensation, data presentation, and conclusion drawing. While the validity of the data using source triangulation and method triangulation. The results of this study indicate: (1) The role of the teacher as a model educator in improving interpersonal intelligence through pretend play activities at TK Muslimat NU 65 Wuluhan Jember, namely (a) directly demonstrating the role that will be played by each child (b) providing examples of speech and movements that must be done by children when playing their role (c) provide examples of how to use supporting equipment for pretend play activities. in improving interpersonal intelligence through pretend play activities at TK Muslimat NU 65 Wuluhan Jember, namely (a) providing material explanations about pretend play (b) providing strengthening pretend play material (c) improving pretend play material with practice. (2) The role of the teacher as a facilitator in improving interpersonal intelligence through pretend play activities at TK Muslimat NU 65 Wuluhan Jember, namely (a) the teacher prepares tools according to the pretend play theme (b) chooses the right tool for pretend play material (c) helps children understand their role (d) provide assistance during pretend play activities (3) The role of the teacher as a model in improving interpersonal intelligence through pretend play activities at TK Muslimat NU 65 Wuluhan Jember, namely (a) directly demonstrate the role that will be played by each child (b) provide examples of speech and movements that must be done by children when playing their roles (c) provide examples of how to use supporting equipment for pretend play activities.
Abstrak
Kecerdasan interpersonal adalah kecerdasan yang dimiliki individu untuk menjalin hubungan dengan orang lain serta mempertahankan interaksi sosialnya. Tujuan penelitian ini adalah (1) Mendeskripsikan peran guru sebagai pendidik dalam meningkatkan kecerdasan interpersonal melalui kegiatan pretend play pada peserta didik kelas B1 di TK Muslimat NU 65 Wuluhan Jember (2) Mendeskripsikan peran guru sebagai fasilitator dalam meningkatkan kecerdasan interpersonal melalui kegiatan pretend play pada peserta didik kelas B1 di TK Muslimat NU 65 Wuluhan Jember (3) Mendeskripsikan peran guru sebagai model dalam meningkatkan kecerdasan interpersonal melalui kegiatan pretend play pada peserta didik kelas B1 di TK Muslimat NU 65 Wuluhan Jember. Penelitian ini menggunakan pendekatan penelitian kualitatif dengan jenis penelitian studi kasus. Adapun teknik pengumpulan data yang digunakan oleh peneliti yaitu: teknik wawancara, observasi dan dokumentasi. Analisis data dalam penelitian ini yaitu kondensasi data, penyajian data, dan penarikan kesimpulan. Sedangkan keabsahan datanya menggunakan triangulasi sumber dan triangulasi metode. Hasil penelitian ini menunjukkan: (1) Peran guru sebagai pendidik model dalam meningkatkan kecerdasan interpersonal melalui kegiatan pretend play di TK Muslimat NU 65 Wuluhan Jember yaitu (a) mendemonstrasikan secara langsung peran yang akan dimainkan oleh setiap anak (b) memberikan contoh ucapan dan gerakan yang harus dilakukan oleh anak saat memainkan perannya (c) memberikan contoh cara menggunakan peralatan penunjang kegiatan pretend play. dalam meningkatkan kecerdasan interpersonal melalui kegiatan pretend play di TK Muslimat NU 65 Wuluhan Jember yaitu (a) memberikan penjelasan materi tentang pretend play (b) memberikan penguatan materi pretend play (c) menyempurnakan materi pretend play dengan praktik. (2) Peran guru sebagai fasilitator dalam meningkatkan kecerdasan interpersonal melalui kegiatan pretend play di TK Muslimat NU 65 Wuluhan Jember yaitu (a) guru menyiapkan alat yang sesuai dengan tema pretend play (b) memilih alat yang tepat untuk materi pretend play (c) membantu anak memahami peran mereka (d) melakukan pendampingan selama kegiatan pretend play berlangsung (3) Peran guru sebagai model dalam meningkatkan kecerdasan interpersonal melalui kegiatan pretend play di TK Muslimat NU 65 Wuluhan Jember yaitu (a) mendemonstrasikan secara langsung peran yang akan dimainkan oleh setiap anak (b) memberikan contoh ucapan dan gerakan yang harus dilakukan oleh anaksaat memainkan perannya (c) memberikan contoh cara menggunakan peralatan penunjang kegiatan pretend play
Pembangunan Karakter dan Motorik Anak Melalui Permainan Tradisional di Rumah Belajar Kali Bedadung Jember
No full textAbstract
This study aims to describe games that have the potential to build children's character, as well as describe the development of fine gross motor skills of children who play at the foundation for your little one USK, on the banks of the Bedadung Jember. This research uses a descriptive qualitative research approach. The subjects in this study were an owner of the Kali Bedadung Sumbersari Jember learning house, two teachers, six children or students participating in the study and three parents of the children studying in the learning house and three children who took part in the online game. Data collection methods used in this study was documentation, interviews, and observations. Character building in children at the Untukmu Si Kecil Foundation located in Sumbersari Jember is done by teaching the rules contained in each traditional game such as gobak sodor, engklek, playing top, playing stilts and hula hoop. Some of the characters developed through traditional games at the USK foundation include sportsmanship, hard work, leadership, courage, mutual help, communicative, and creative. Traditional games can train children's motor skills, but they dominate more on gross motor skills. Part of the traditional game at USK that can be used to practice fine motor skills is the activity of winding a rope on a gasing game. Meanwhile, in more detail, fine motor skills can be trained through other activities.
Abstrak
Penelitian ini bertujuan untuk mendeskripsikan permainan yang berpotensi membangun karakter anak, serta mendeskripsikan perkembangan motorik kasar halus anak yang bermain di Yayasan Untukmu Si Kecil, bantaran Kali Bedadung Jember. Penelitian ini menggunakan pendekatan kualitatif dan jenis penelitian yang dilakukan adalah deskriptif. Subyek dalam penelitian ini adalah seorang pemilik rumah belajar Kali Bedadung Sumbersari Jember, dua orang pengajar, enam anak atau siswa peserta belajar dan tiga orang tua dari anak peserta belajar di rumah belajar tersebut serta tiga anak yang mengikuti game online. Metode pengumpulan data yang digunakan dalam penelitian ini adalah dokumentasi, wawancara dan observasi. Pembentukan karakter pada anak di Yayasan Untukmu Si Kecil Sumbersari Jember dilakukan dengan mengajarkan aturan-aturan yang terdapat pada masing- masing permainan tradisioanal seperti gobak sodor, engklek, bermain gasing, bermain egrang dan hula hoop. Beberapa karakter yang dilkembangkan melalui permainan tradisional di yayasan Untukmu Si Kecil antara lain sportif, bekerja keras, berjiwa pemimpin, berani, saling membantu, komunikatif dan kreatif. Permainan tradisional dapat melatihkan kemampuan motorik anak, namun lebih mendominasi pada kemampuan motorik kotor. Bagian dari permainan tradisional di Yayasan Untukmu Si Kecil yang dapat digunakan untuk melatihkan motorik halus adalah aktivitas melilitkan tali pada permainan gasing. Sedangkan secara lebih detail, kemampuan motorik halus dapat dilatihkan melalui aktivitas yang lain
Implementation of Playdate with OBO Event Program to Increase Service Satisfaction at OBO Studio n' Play
No full textAbstract
Careful program planning to provide services for children's learning and play activities is an important thing to note. Because it will greatly affect the social, cognitive, sensory, and motor growth of children. With the aim of increasing revenue and demand as well as maximum service satisfaction, planning programs event marketing can be carried out by companies. Using qualitative research methods and data collection by distributing questionnaires based on the dimensions of service quality, namely Tangible, Empathy, Reliability, Responsiveness, and Assurance (TERRA). The results of the questionnaire were obtained from the parents of children who participated in the Playdate With OBO event produce outputs in the form of Terms of Reference containing programs regarding children's activities and stages of implementation. The activities of pre-school children contained in the Terms of Reference based on the advice of child psychologists and program planners for pre-school age children.
Keywords: event marketing, kids preschool activity, preschool program, service qualit
Pengelolaan Open and Distance Learning di TK Muslimat NU 41 Wuluhan Jember
No full textGenerally, education is a process of communication and transfer of information from educators to students. Online learning is a special education service that is carried out inclusively with a kind of separate learning model between educators and students. The purpose of this study is describing and analyzing the management of distance learning and open learning in Kindergarten of Muslimat NU 41 Gawok Dukuh Dempok Wuluhan. The method used is qualitative descriptive analysis with case study approach. The researchers used interviews to collect datas and triangulations to check the datas validity. The model of data analyzing and validity checking was based on the theory by Miles and Huberman. The results of the study showed : (1) Planning: school coordinates with parents via Whatsapp group and teachers prepares the themes of learning for creating learning flexibility. (2) Implementation: the teachers accompany parents through Whatsapp with some themes of discussion. (3) Evaluation: the evaluaton is carried out daily and weekly indirectly through Whatsapp group, the media used for interaction between teachers to students, teachers to teachers and also interviews to parents, or by giving assignments and visiting works.
Pendidikan secara umum merupakan suatu proses komunikasi dan transfer informasi dari pendidik kepada peserta didik. Pembelajaran daring merupakan layanan pendidikan khusus secara inklusif yang dilaksanakan dengan model pembelajaran terpisah antara pendidik dan peserta didik. Tujuan dari penelitian ini untuk mendeskripsikan dan menganalisis tentang pengelolaan pembelajaran open and distance learning di TK Muslimat NU 41 Gawok Dukuh Dempok Wuluhan. Metode yang digunakan dalam penelitian ini dengan pendekatan kualitatif deskrptif dan jenis penelitian studi kasus. Metode pengumpulan data menggunakan tehnik wawancara. Sedangkan metode analisis data menggunakan model analisis data Miles dan Huberman. Keabsahan data dengan trianggulasi. Hasil dari penelitian menunjukkan: (1) Perencanaan: sekolah berkoordinasi dengan wali murid, guru menyiapkan tema pembelajaran, sekolah menyiapkan group Whatsapp, fleksibilitas belajar anak di rumah. (2) Pelaksanaan: guru mendampingi orang tua melalui media Whatsapp, tema dapurku, tema belajar anak pintar, anak hebat dan anak cerdas, tema sahabat bermain, tema rajin ibadah. (3) Evaluasi: pemanfaatan grup Whatsapp untuk evaluasi harian dan mingguan melalui grup Whatsapp, baik evaluasi dengan dialog langsung antar anak dan guru maupun guru dengan guru, maupun interview guru dengan orang tua, serta melalui penugasan dan hasil karya wisata.
Kata Kunci: perencanaan, pelaksanaan, evaluasi, pembelajaran jarak jau
Identifikasi Keterampilan Proses Sains pada Siswa PAUD Usia 4-5 Tahun di Kecamatan Rambipuji Kabupaten Jember
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Keterampilan proses sains merupakan sejumlah keterampilan yang harus dikuasai dalam memahami berbagai fenomena sains. Keterampilan ini harus mulai dikembangkan sejak usia dini. Penelitian ini bertujuan untuk mengetahui tingkat capaian keterampilan proses sains pada anak usia dini terutama untuk tiga sub keterampilan yaitu mengamati (observasi), mengklasifikasi (mengelompokkan), dan berkomunikasi. Penelitian ini merupakan penelitian deskriptif. Subjek penelitian ini adalah siswa PAUD yang berada pada kelompok usia 4-5 tahun yang berasal dari 4 lembaga PAUD di wilayah kecamatan Rambipuji dengan jumlah 51 siswa. Data penelitian diperoleh dari data capaian siswa dalam Laporan Pencapaian Perkembangan Anak Didik (LPPA) atau raport semester I tahun ajaran 2019/2020. Berdasarkan analisis data yang telah dilakukan diperoleh hasil bahwa sebagaian besar siswa sudah menguasai keterampilan proses sains AUD. Hal ini ditunjukkan oleh persentase tertinggi masuk pada kategori Baik dengan capaian 56,26%, sementara untuk kategori Cukup mencapai 41,93% dan untuk kategori kurang hanya 1,81%. Untuk sub keterampilan mengamati sebanyak 58,04% siswa sudah menguasai dengan capaian kategori Baik sementara untuk kategori Cukup 40,00% dan untuk kategori Kurang hanya 1,96%. Untuk sub keterampilan mengklasifikasi sebanyak 67,97% siswa sudah menguasai dengan capaian kategori Baik sementara untuk kategori Cukup 30,72% dan untuk kategori kurang hanya 1,31%. Untuk sub keterampilan berkomunikasi, sebagaian besar siswa cukup menguasai keterampilan berkomunikasi. Hal ini ditunjukkan oleh persentase tertinggi masuk pada kategori Cukup dengan capaian 50,59 %, sementara untuk kategori Baik mencapai 47,45% dan untuk kategori kurang hanya 1,96 %
Kata kunci: anak usia dini, keterampilan, proses sains
Abstract
Science process skills are a number of skills that must be mastered in understanding various scientific phenomena. This skill must begin to be developed from an early age. This study aims to determine the level of achievement of early childhood on science process skills, especially for the three sub-skills, namely observing (observing), classifying (grouping), and communicating. This research is a descriptive research. The subjects of this study were PAUD students in the 4-5 years age group who came from 4 PAUD institutions in the Rambipuji sub-district area with 51 students. The research data were obtained from student achievement data in the Student Achievement Development Report or report cards for the first semester of the 2019/2020 school year. Based on the analysis of the data that has been done, the results show that most students have mastered the AUD science process skills. This is indicated by the highest percentage in the Good category with an achievement of 56.26%, while for the Fair category it reaches 41.93% and for the less category only 1.81%. For sub-skills observing as much as 58.04% of students have mastered the achievements of the Good category while for the category of 40.00% and for the Less category only 1.96%. For sub-skills classifying as much as 67.97% of students have mastered the achievements of the Good category while for the Fair category is 30.72% and for the less category is only 1.31%. For sub-communication skills, most students are sufficient to master communication skills. This is indicated by the highest percentage in the Fair category with an achievement of 50.59%, while for the Good category it reaches 47.45% and for the less category only 1.96%.
Key words: early childhood, science process, skills