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Bronfenbrenner's Bioecological Theory: School Readiness for Children in the Context of Distance Learning During the Covid-19 Pandemic
Get PDFSchool readiness is an important factor that affects the child’s development. However, promoting children’s school readiness becomes even more challenging during the COVID-19 pandemic. There is a gap between the implementation of Distance Learning and the limited understanding about effect of Distance Learning to promote children’s school readiness. This study aims to find out how distance learning affects children's school readiness during the Covid-19 pandemic and to understand the role of the children’s environment in promoting children’s school readiness, in terms of Bronfenbrenner's Bio-ecological theory. This research uses a descriptive quantitative method. Data was collected by an online survey. There were 326 parents and 34 KG-B teachers from 16 private schools in Semarang who participated in this study. Data analysis uses descriptive analysis techniques and independent sample t-test. The result finds out that distance learning is less effective in promoting children's school readiness, especially in socio-emotional skills. The role of the ecological system also influences distance learning in promoting school readiness, so for promoting school readiness, both children’s skills and the roles of systems should be emphasized. The findings suggest the school needs to evaluate and review every strategy, planning and implementation of distance learning in their schools. The findings also suggest the kindergarten teachers need to enrich their competence in designing innovative, creative, and interesting distance learning activities, based on digital technology.
Keywords: early childhood, school readiness; distance learning
References:
Agustin, M., Puspita, R. D., Nurinten, D., & Nafiqoh, H. (2020). Tipikal Kendala Guru PAUD dalam Mengajar pada Masa Pandemi Covid 19 dan Implikasinya. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.31004/obsesi.v5i1.598
Ayudia, R., Febrialismanto, F., & Solfiah, Y. (2020). Persepsi Orangtua Terhadap Pembelajaran Daring Pada Anak Usia 5-6 Tahun Di Kecamatan Limapuluh Kota Pekanbaru. Jurnal Review Pendidikan Dan Pengajaran, 3(2). https://doi.org/10.31004/jrpp.v3i2.1222
Britto, P. R. (2012). School Readiness: A Conceptual Framework. United Nations Children’s Fund (UNICEF).
Ekyana, L., Fauziddin, M., Arifiyanti, N., Pendidikan, J., & Dini, U. (2021). Parents’ Perception: Early Childhood Social Behaviour During Physical Distancing in the Covid-19 Pandemic. Jurnal Pendidikan Usia Dini, 15(2), 258–280. https://doi.org/10.21009/JPUD.152.04
Fridani, L. (2014). School readiness and transition to primary school: A study of teachers, parents and educational policy makers’ perspectives and practices in the capital city of Indonesia. In Faculty of Education, Monash University, Australia.
Jalal, M. (2020). Kesiapan Guru Menghadapi Pembelajaran Jarak Jauh Di Masa Covid-19. Smart Kids: Jurnal Pendidikan Islam Anak Usia Dini, 2(1). https://doi.org/10.30631/smartkids.v2i1.61
Kokkalia, G., Drigas, A., Economou, A., & Roussos, P. (2019). School readiness from kindergarten to primary school. International Journal of Emerging Technologies in Learning, 14(11). https://doi.org/10.3991/IJET.V14I11.10090
Lutfiah, S. Z. (2020). Persepsi Orang Tua Mengenai Pembelajaran Online di Rumah Selama Pandemi Covid-19. Dealektik, 2(2).
Majzub, R. M., & Rashid, A. A. (2012). School Readiness Among Preschool Children. Procedia - Social and Behavioral Sciences, 46. https://doi.org/10.1016/j.sbspro.2012.06.098
Nurdin, N., & Anhusadar, L. (2020). Efektivitas Pembelajaran Online Pendidik PAUD di Tengah Pandemi Covid 19. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.31004/obsesi.v5i1.699
Nurhayati, W. (2019). Pengembangan Instrumen Kesiapan Bersekolah dan Pemetaan Kesiapan Bersekolah pada Anak Usia Dini di Indonesia. Indonesian Journal of Educational Assesment, 1(1). https://doi.org/10.26499/ijea.v1i1.4
Nurkolis, N., & Muhdi, M. (2020). Keefektivan Kebijakan E-Learning berbasis Sosial Media pada PAUD di Masa Pandemi Covid-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.31004/obsesi.v5i1.535
Pan, Q., Trang, K. T., Love, H. R., & Templin, J. (2019). School Readiness Profiles and Growth in Academic Achievement. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00127
Pangestuti, R., Agustiani, H., Cahyadi, S., & Kadiyono, A. L. (2018). Indonesian children ‘s readiness for elementary school: A preliminary study to the holistic approach to school readiness. Pedagogika, 132(4). https://doi.org/10.15823/p.2018.132.6
Ricciardi, C., Manfra, L., Hartman, S., Bleiker, C., Dineheart, L., & Winsler, A. (2021). School readiness skills at age four predict academic achievement through 5th grade. Early Childhood Research Quarterly, 57. https://doi.org/10.1016/j.ecresq.2021.05.006
Saodi, S., Herlina, H., & Irfan, M. (2021). The Effectiveness of Children’s Learning Time in Online Learning System During the Covid 19 Pandemic in Kindergartens. Journal of Educational Science and Technology (EST), 7(2), 148. https://doi.org/10.26858/est.v7i2.19538
Satrianingrum, A. P., & Prasetyo, I. (2020). Persepsi Guru Dampak Pandemi Covid-19 terhadap Pelaksanaan Pembelajaran Daring di PAUD. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.31004/obsesi.v5i1.574
Sibagariang, P. P., & S. Pandia, W. S. (2021). Teaching Approach and Teacher Self-Efficacy during Early Childhood Distance Learning. JPUD - Jurnal Pendidikan Usia Dini, 15(1), 41–59. https://doi.org/10.21009/jpud.151.03
Sit, M., & Assingkily, M. S. (2020). Persepsi Guru tentang Social Distancing pada Pendidikan AUD Era New Normal. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2). https://doi.org/10.31004/obsesi.v5i2.756
Snow, K. L. (2006). Measuring school readiness: Conceptual and practical considerations. In Early Education and Development (Vol. 17, Issue 1). https://doi.org/10.1207/s15566935eed1701_2
Wijaya, C., Anwar Dalimunthe, R., & Muslim. (2021). Parents’ Perspective On The Online Learning In Al-Azhar Kindergarden Model Medan. JPUD - Jurnal Pendidikan Usia Dini, 15(2), 300–318. https://doi.org/10.21009/jpud.152.06
Wijayanti, R. M., & Fauziah, P. Y. (2020). Perspektif dan Peran Orangtua dalam Program PJJ Masa Pandemi Covid-19 di PAUD. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(2). https://doi.org/10.31004/obsesi.v5i2.768
Wulandari, H., Purwanta, E., Anak, P., Dini, U., Yogyakarta, U. N., & Biasa, P. L. (2021). Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Pencapaian Perkembangan Anak Usia Dini di TK selama Pembelajaran Daring saat Pandemi Covid-19. Jurnal Pendidikan Anak Usia Dini, 5(1)
Stunting in Indonesian Children and Its Contributing Factors: Study through Bibliometric Analysis
Get PDFChildren's stunting is a problem because it is associated with an increased risk of pain and death, suboptimal brain development resulting in late motor development, and inhibition of mental growth. This study aims to examine the factors that influence the occurrence of stunting and risk in children in Indonesia. The research method used is a traditional review. The results of the review found that many factors cause the high incidence of stunting in toddlers, including energy intake, birth weight, maternal knowledge level, family economic status, parental parenting, and food security. WHO estimates the prevalence of stunting worldwide at 22 percent or as many as 149.2 million in 2020. According to the Indonesian Nutritional Status Study (SSGI) results of the Ministry of Health, the prevalence of stunting in children under five in Indonesia reached 24.4% in 2021. The prevalence of stunting of toddlers in Indonesia continues to show a decline. In 2018 the prevalence of stunting toddlers was still 30.8%. Then, it dropped to 27.7 in 2019 and continued to fall to 24.4% in SSGI 2024. The government even targets to drop to 14% by the end of 2024. Furthermore, WHO also recommends reducing stunting by 3.9% per year to meet the target of 40% stunting reduction by 2025.
Keywords: Indonesian children; stunting data; causes of stunting; the prevalence of stunting
References:
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de Onis, M., & Branca, F. (2016). Childhood stunting: a global perspective. Maternal & Child Nutrition, 12, 12–26. https://doi.org/10.1111/mcn.12231
Djauhari T. (2017). Gizi dan HPK 1000. Saintika Madika
Effendy, F., Gaffar, V., Hurriyati, R., & Hendrayati, H. (2021). Analisis Bibliometrik Perkembangan Penelitian Penggunaan Pembayaran Seluler Dengan Vosviewer. Jurnal Interkom: Jurnal Publikasi Ilmiah Bidang Teknologi Informasi Dan Komunikasi, 16(1), 10–17. https://doi.org/10.35969/interkom.v16i1.92
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Fitroh, S. F., & Oktavianingsih, E. (2020). Peran Parenting dalam Meningkatkan Literasi Kesehatan Ibu terhadap Stunting di Bangkalan Madura. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(2), 610. https://doi.org/10.31004/obsesi.v4i2.415
Handayani, F., Siagian, A., & Aritonang, E. Y. (2017). Mother’s Education as A Determinant of Stunting among Children of Age 24 to 59 Months in North Sumatera Province of Indonesia. IOSR Journal of Humanities and Social Science, 22(06), 58–64. https://doi.org/10.9790/0837-2206095864
Humphrey, J. H., Mbuya, M. N. N., Ntozini, R., Moulton, L. H., Stoltzfus, R. J., Tavengwa, N. V., Mutasa, K., Majo, F., Mutasa, B., Mangwadu, G., Chasokela, C. M., Chigumira, A., Chasekwa, B., Smith, L. E., Tielsch, J. M., Jones, A. D., Manges, A. R., Maluccio, J. A., Prendergast, A. J., … Makoni, T. (2019). Independent and combined effects of improved water, sanitation, and hygiene, and improved complementary feeding, on child stunting and anaemia in rural Zimbabwe: a cluster-randomised trial. The Lancet Global Health, 7(1), e132–e147. https://doi.org/10.1016/S2214-109X(18)30374-7
Ikeda, N., Irie, Y., & Shibuya, K. (2013). Determinants of reduced child stunting in Cambodia: analysis of pooled data from three Demographic and Health Surveys. Bulletin of the World Health Organization, 91(5), 341–349. https://doi.org/10.2471/blt.12.113381
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Leroy, J. L., & Frongillo, E. A. (2019). Perspective: What Does Stunting Really Mean? A Critical Review of the Evidence. In Advances in Nutrition (Vol. 10, Issue 2, pp. 196–204). Oxford University Press. https://doi.org/10.1093/advances/nmy101
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Muche, A., Gezie, L.D., Baraki, A.G.-E., & Amsalu, E. T. (2021). Predictors of stunting among children age 6 – 59 months in Ethiopia using Bayesian multi-level analysis. Scientific Reports, 11(1), 3759: https://doi.org/10.1038/s41598-021-82755-7
Musheiguza, E., Mahande, M. J., Malamala, E., Msuya, S. E., Charles, F., Philemon, R., & Mgongo, M. (2021). Inequalities in stunting among under-five children in tanzania: Decomposing the concentration indexes using demographic health surveys from 2004/5 to 2015/6. International Journal for Equity in Health, 20(1). https://doi.org/doi:10.1186/s12939-021-01389-3
Nugroho, M. R., Sasongko, R. N., & Kristiawan, M. (2021). Faktor-faktor yang Mempengaruhi Kejadian Stunting pada Anak Usia Dini di Indonesia. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2). https://doi.org/10.31004/obsesi.v5i2.1169
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Analysis of Student Engagement: ECE Educators Teaching Skills Strengthening Courses in Distance Education
Get PDFEarly childhood teacher education programs must figure out how to effectively educate the workforce as classrooms become more diverse due to children varied cultural backgrounds and skills. This study aims to analyse student involvement in the Strengthening of Early Childhood Educators Teaching Skills course in distance education. The research method used is descriptive qualitative. The research participants were 405 students of the Department of Early Childhood Education, consisting of 90% women aged between 20-55 years and an average age of 31 years. The research findings show that at the level of academic challenge, most students agree that the ECE Educators Teaching Skills Strengthening (TSS) course brings new ideas and certain experiences and is very helpful in applying theory or concepts to practical problems. Indicators of active/collaborative learning indicate that hands-on experiences help students work more effectively with others. Meanwhile, the student-faculty interaction component shows that they have carried out two-way discussions regarding material assessment and practice. Additionally, online tutorials have provided quick feedback on assignments and guidance in compiling practice reports. The student learning experience is greatly helped by the TSS course. Students acquire new knowledge and skills to support their profession as teachers.
Keywords: early childhood educators, engagement, teaching skill, distance education
References:
Ackerman, D. J. (2004). What do teachers need? Practitioners’ perspectives on early childhood professional development. Journal of Early Childhood Teacher Education, 24(4), 291–301. https://doi.org/10.1080/1090102040240409
Bolliger, D. U., & Martin, F. (2018). Instructor and student perceptions of online student engagement strategies. Distance Education, 39(4), 568–583. https://doi.org/10.1080/01587919.2018.1520041
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Motions and Songs to Improve Basic Literacy through Animation Videos
Get PDFThe government incurs huge costs because of low literacy rates, which are associated with higher crime rates, poor health, and higher welfare costs, therefore the stimulation of basic literacy from an early age is important. This study aims to examine the effectiveness of animated motion learning media and songs that are interesting, innovative, and effective for improving basic literacy aspects of early childhood. This mixed-method design with the research and development stages of the ADDIE model was tested for the effectiveness of the media through a paired sample test. The research was divided into three stages, starting from needs analysis, product development, and product evaluation, involving 11 respondents in the effectiveness test. The data collection technique was carried out using a basic literacy instrument grid questionnaire, for child development, while for the feasibility of the media or products being developed it was also through a questionnaire from experts. Data were analyzed qualitatively and quantitatively. The results of the study show that there is a significant increase in basic literacy values through learning media. The findings of the integration of quantitative and qualitative data form the basis for preparing the final product to revise and complement the deficiencies of movement and song-learning media.
Keywords: basic literacy, animation media, motion, and song, early childhood
References:
Abidin, Y. (2015). Multiliteracy Learning An Answer to the Challenges of 21st Century Education in the Indonesian Context [Pembelajaran Multiliterasi Sebuah Jawaban atas Tantangan Pendidikan Abad Ke -21 dalam Konteks Keindonesiaan (D. Sumayyah, Ed.)]. PT Refika Aditama.
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Tomblin, J. B., Oleson, J., Ambrose, S. E., Walker, E. A., & Moeller, M. P. (2020). Early Literacy Predictors and Second-Grade Outcomes in Children Who Are Hard of Hearing. Child Development, 91(1), e179–e197. https://doi.org/10.1111/cdev.13158
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Stunting and Factors Affecting Toddlers in Indonesia
Get PDFABSTRACT: Asia is the second region after Africa to have the tallest prevalence of stunting in the world. Indonesia is one of the countries in Southeast Asia with the fifth highest prevalence of stunting in the world at 37%, or nearly 9 million children who experience stunting. This study aims to examine the factors that influence and risk the occurrence of stunting in children in Indonesia. The research method uses a type of qualitative research with a traditional literature review. This study found that stunting is influenced by several complex factors not only at the individual level but also at the family and community levels. A comprehensive synthesis of the available evidence on the determinants of stunting in children in Indonesia outlines who is most vulnerable to stunting, which interventions are successful, and what new research is needed to fill knowledge gaps.
Keywords: Indonesian toddlers, stunting factors
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Reading Children's Drawings Through Analysis of Three Metafunctions
Get PDFFor researchers, early childhood educators, and art educators, the contribution of this article is to expand meaning in drawing activities. Perspective in reading pictures using visual culture theory, especially visual grammar. This study aims to share knowledge and experiences in reading early childhood pictures from different perspectives. This research method uses a qualitative descriptive approach through visual material data collection techniques and analysis of three metafunctions. The objects of research are three pictures of children aged 7-8 years, namely the works of winners of the I-III children's painting competition held by PP-IPTEK TMII in 2018. Aspects of the representation structure, interaction system, and composition of each image are analyzed. The research findings conclude that the ideational function of the three images shows a narrative structure of representation and raises the discourse of resistance to the actual situation. The interpersonal function of the three images places the image maker in the real world and as an object of display impersonally. The textual functions of the three images position social life on other planets as a reflection of hope for real social life.Keywords: children's drawings, visual culture, visual system, three metafunctions
References:
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de Lautour, N. (2020). The Visual Arts and Children’s Thinking and Theorising in Early Childhood. Www.Elp.Co. Nz/Articles, 13.
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Gernhardt, A., Rübeling, H., & Keller, H. (2013). “This Is My Family”: Differences in Children’s Family Drawings Across Cultures. Journal of Cross-Cultural Psychology, 44(7), 1166–1183. https://doi.org/10.1177/0022022113478658
Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting Education in “Educational” Apps: Lessons from the Science of Learning. Psychological Science in the Public Interest, 16(1), 3–34. https://doi.org/10.1177/1529100615569721
Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449–473. https://doi.org/10.1007/s40692-015-0043-0
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Digital Storytelling Trends in Early Childhood Education in Indonesia: A Systematic Literature Review
Get PDFDigital storytelling is often used in various contexts today, especially in the world of education. Many educators have followed this trend in early childhood education (ECE). This study examines the application of digital storytelling in ECE in Indonesia. Using a systematic literature review (SLR) a method, this research is a qualitative approach which is also known as a meta-synthesis. The literature reviewed was 15 articles from 56 articles that researchers found in the Google Scholar database. The results show that digital storytelling serves as an important method and medium to ensure children's learning experiences are enjoyable. In general, it is used in ECE in Indonesia through simple technology. This technology can enhance a story or fairy tale by making it more fun, interesting, communicative, and dramatic. However, the findings of this review of studies and methodological gaps have implications for ECE policy, practice, and research in Indonesia.
Keywords: digital storytelling, early childhood education, storytelling trend in Indonesia
References:
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Malik, M., Altaf, F., & Gull, M. (2020). Challenges Faced by Teachers in Teaching through Storytelling and Play-Way Method at Early childhood Education Level. Global Educational Studies Review, V(III), 152–165. https://doi.org/10.31703/gesr.2020(v-iii).16
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Robin, B. R., & McNeil, S. G. (2019). Digital Storytelling. The International Encyclopedia of Media Literacy, 1–8.
Rosyidah, A., & Putri, A. (2019). Digital Storytelling Implementation for Enhancing Students’ Speaking Ability in Various Text Genres. International Journal of Recent Technology and Engineering, 8(4), 3147–3151. https://doi.org/10.35940/ijrte.d8002.118419
Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487–506.
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Tatli, Z., Uğur, N., & Çakiroğlu, Ü. (2018). Peer assessment through digital storytelling: Experiences of pre-service IT teachers. The International Journal of Information and Learning Technology.
Tri Aprilia, W., & Hasibuan, R. (2021). Pengaruh Dongeng Digital Terhadap Kemampuan Kosakata Bahasa Jawa Krama Anak Usia 5-6 Tahun di Tk Dharma Wanita Ngimbang Lamongan. Jurnal Pendidikan Indonesia, 2(7), 1283–1294. https://doi.org/10.36418/japendi.v2i7.230
Tridinanti, G. (2017a). English Introduction Through Digital Storytelling in Early Childhood. Ijlecr - International Journal of Language Education and Culture Review, 3(1), 49–55. https://doi.org/10.21009/ijlecr.031.06
Tridinanti, G. (2017b). Enhancing Children’S English Vocabulary Acquisition Through Digital Storytelling of Happy Kids Kindergarten of Palembang. International Journal of Educational and Pedagogical Sciences, 11(11), 2727–2730. https://doi.org/doi.org/10.5281/zenodo.1314514
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Father's Involvement in Children's Distance Learning during the Pandemic
Get PDFThe involvement of fathers in children's distance learning is very necessary, considering that Indonesia is included in the third fatherless country category. The purpose of this study was to find out how much the child's response to the father's involvement in children's distance learning was affected during the pandemic. By using a quantitative descriptive survey research design, the sample for this study was sixty-eight children. Data collection techniques include observation, questionnaires, interviews, and documentation. The results from this study are that the children's response to father involvement in children's distance learning during the pandemic is in the high category, which includes aspects of paternal engagement, accessibility, and responsibility. Engaging in children's learning can be seen as an important part of the responsibility. The results of this study help provide support for fathers to be involved in educating and educating their children in a way that is appropriate to the cultural context and current situation.
Keywords: distance learning, early childhood, father involvement
References:
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Enhancing Children's Vocabulary Mastery Through Storytelling
Get PDFSignificant language development differences occur in preschoolers, resolving these differences is a key objective of preschool education because young children's language abilities at the start of school, particularly their vocabulary abilities, are a strong predictor of later academic ability. Storytelling is one of the methods used to teach English, it makes the learning environment more interesting, energetic, and conversational. This study aims to examine storytelling in increasing children's vocabulary. The research method is a case study that uses observation, interviews, and documentation as data collection tools. The participants are an English teacher and seven children aged 4-5 years. Although, many early childhoods English teachers state that one of the weaknesses of children in learning English is a lack of vocabulary mastery because it can hamper the learning process. The findings show that storytelling is effective in increasing children's vocabulary. Vocabulary is the foundation for improving children's ability to speak English, both orally and in writing. Second language vocabulary is important to learn and develop for the quality of early childhood learners in language education.
Keywords: early childhood, vocabulary, storytelling
References:
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Dewi, E. N. F., Hasanah, N., & Nurul, M. F. (2022). Enhancing Students’ Vocabulary Through Story Telling. EDULEC JOURNAL: Education, Language, and Culture.
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Evaluation of Distance Learning in Pre-schools During the New Pandemic Era
Get PDFDistance learning at the pre-school level requires evaluation action considering that this form of learning is a new process for most elements of education in early childhood education. The purpose of this study is to evaluate virtual learning, namely planning, implementation, and assessment, as well as revealing the obstacles that occur in online learning in Kendari City Kindergarten. This study uses descriptive quantitative research methods with data collection techniques through surveys. The results showed that planning for online learning had been carried out by coordinating between teachers and parents, as well as drafting a learning plan from home starting from standard learning operations, semester programs, weekly and daily lesson plans. The implementation of learning uses several facilities, including WhatsApp application (62.50%), Zoom meeting application (12.50%), learning videos (12.50%), Google Meet (6.25%), and YouTube (6.25%). Children's learning methods currently include giving assignments (32.26%), performance (25.81%), demonstrations (22.58%) and experiments (19.35%). While the media used are video, picture media and children's worksheets. The assessment used by the teacher is in the form of portfolio assessment (50%), performance (30%) and observation (20%). The obstacles faced by teachers during distance learning are the lack of cooperation from parents when accompanying children to study at home, parents who are often late in collecting their children's assignments (portfolios), and the lack of smart phone facilities owned by parents. In response to this, good communication and collaboration between teachers and parents are needed, and parents must be able to pay attention and motivate children during the distance learning process, especially in the new pandemic era.
Keywords: pre-school, distance learning, ECE evaluationReferences:
Ariswari, N. K. R., & Tirtayani, L. A. (2021). Survei Kesiapan Orang Tua dalam Mendampingi Proses Pembelajaran Anak Usia Dini Berbasis Daring [Survey on Parental Readiness in Assisting the Online-Based Early Childhood Learning Process]. 5(1), 10.
Atiles, J. T., Almodóvar, M., Chavarría Vargas, A., Dias, M. J. A., & Zúñiga León, I. M. (2021). International responses to COVID-19: Challenges faced by early childhood professionals. European Early Childhood Education Research Journal, 29(1), 66–78. https://doi.org/10.1080/1350293X.2021.1872674
Bassok, D., Michie, M., Cubides-Mateus, D. M., Doromal, J. B., & Kiscaden, S. (2020). The Divergent Experiences of Early Educators in Schools and Child Care Centers during COVID-19: Findings from Virginia. 28.
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Bigras, N., Lemay, L., Lehrer, J., Charron, A., Duval, S., Robert-Mazaye, C., & Laurin, et I. (2021). Early Childhood Educators’ Perceptions of Their Emotional State, Relationships with Parents, Challenges, and Opportunities During the Early Stage of the Pandemic. Early Childhood Education Journal, 49(5), 775–787. https://doi.org/10.1007/s10643-021-01224-y
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