Jurnal Pendidikan Usia Dini
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Evaluation of Content Curriculum in Kindergarten
Get PDFThis study aims to map the quality of the curriculum used by kindergartens in Jakarta. The mapping curriculum was done by looking at the suitability curriculum with stages of child development, accommodating children's needs, using child-centered learning processes, and utilizing technological developments. Subjects were 32 kindergarten institutions in Jakarta (North Jakarta and Jakarta Central), from 14 districts. Kindergarten institutions studied were chosen to represent each district. In collecting data, the researchers conducted an analysis content of curriculum and interview with respondents and informants in kindergarten institu-tions either principals or teachers in schools who selected as samples. The research team col-lected information as a result of observation and described in-depth interviews in the diary of researchers — the data collected from 16 kindergartens that are willing to research subject. The data consisted of curriculum documents, curriculum evaluation instruments and inter-views’ the results analyzed qualitatively from the beginning of the data collection process in-clude data reduction, data presentation, and conclusion.
Keyword: Content, Curriculum, Evaluation, Kindergarten
References
Burchinal, M. (2018). Measuring Early Care and Education Quality. Child Development Perspectives, 12(1), 3–9. https://doi.org/10.1111/cdep.12260
Dhieni, N., & Utami, A. D. (2013). Evaluasi Konten Kurikulum Taman Kanak-Kanak di DKI Jakarta Tahun ke 1 dari rencana 3 tahun. Jakarta: FIP press.
Dodge, D. T. (2004). Early Childhood Curriculum Models Why What and How Programs Use them. Exchange Organizational Behavior Teaching Journal, (February), 71–75.
Eliason, C., & Jenkins, L. (2008). A Practical Guide to Early Childhood Curriculum 8th. New Jersey: Pearson Prentice Hall.
Fox-turnbull, W. (2007). Implementing Digital Technology in The New Zealand Curriculum.
Gestwicki, C. (2007). Developmentally Appropriate Practice Curriculum, and Development in Early Education 3rd Ed. New York: Thomson Delmar.
Hainstock, E. G. (2002). Montessori untuk Prasekolah. Jakarta: Pustaka Delapratasa.
Hasan, S. H. (2008). Evaluasi Kurikulum. (U. & R. Rosdakarya, Ed.). Bandung.
Haslip, M. J., & Gullo, D. F. (2018). The Changing Landscape of Early Childhood Education: Implications for Policy and Practice. Early Childhood Education Journal, 46(3), 249–264. https://doi.org/10.1007/s10643-017-0865-7
Jackman, H. L. (2012). Early Education Curriculum: A Child’s Connection to the World Fifth Edition. Belmont: Wadsworth: Cengage Learning.
Jacman, H. (2012). Early Education Curriculum. Pedagogical Development Unit, (FEBRUARY 2011), 163. Retrieved from https://www.eursc.eu/Syllabuses/2011-01-D-15-en-4.pdf
Kostelnik, M. J., Soderman, A. K., & P, A. (2007). Whiren, Developmentally Appro-priate Curriculum: Best Practices in Early Childhood Education 4th. New Jersey: Pearson Prentice Hall.
Mak, B., Keung, C., & Cheung, A. (2018). Analyzing Curriculum Orientations of Kindergarten Curriculum. In Teacher Education, Learning Innovation and Accountability, (pp. 135–153). Singapore: Springer Singapore. https://doi.org/10.1007/978-981-13-2026-2
Odom, S. L., Butera, G., Diamond, K. E., Hanson, M. J., Horn, E., Lieber, J., … Marquis, J. (2019). Efficacy of a Comprehensive Early Childhood Curriculum to Enhance Children’s Success. Topics in Early Childhood Special Education. https://doi.org/10.1177/0271121419827654
Plowman, L., Stephen, C., & Mcpake, J. (2010). Growing Up with Technology (pp. 1–169). London and New York: Routledge.
Roopnarine, J. L., & Johnson, J. E. (2005). Approaches to Early Childhood Education 4th Ed,. New Jersey: Pearson Prentice Hall.
Sarama, J., & Clements, D. H. (2019). From Cognition to Curriculum to Scale. Cognitive Foundations for Improving Mathematical Learning. https://doi.org/10.1016/b978-0-12-815952-1.00006-2
Wood, E., & Hedges, H. (2016). Curriculum in early childhood education: critical questions about content, coherence, and control. Curriculum Journal, 27(3), 387–405. https://doi.org/10.1080/09585176.2015.1129981
Yang, W., & Li, H. (2019). Changing culture, changing curriculum: a case study of early childhood curriculum innovations in two Chinese kindergartens. Curriculum Journal, 0(0), 1–19. https://doi.org/10.1080/09585176.2019.156826
Inculcation Religiosity in Preschoolers Local content curriculum
Get PDFMillennial era life is a big challenge, humans need a strong footing to face all the problems. Religion is God's guidance that becomes the handle of life and it is important to instill religious beliefs early on. The purpose of this study was to find the cultivation of religiosity in preschool children in Kindergarten Aisyiyah Branch and Kindergarten Santa Maria in Kartasura Regency. This study uses qualitative methods with data collection tools, namely interviews, direct observation, and document analysis. Data validated using triangulation of methods and sources. The results showed that the religiosity of planting in the TK Aisyiyah Kartasura branch had more burdens than in the Santa Maria Kindergarten. While its nature is more balanced between vertical ritual content and horizontal content in TK Aisyiyah Kartasura branches compared to TK Santa Maria. The cultivation of moral education is carried out through a step-by-step process starting with teaching to say and answer greetings (Islam), saying good morning and evening to non-Muslims and inviting children to always pray in every activity. Vertical ritual planting in TK Aisyiyah Kartasura branch has more burden through the practice of prayer, memorizing prayers and memorizing short letters from the Qur'an all in Arabic compared to TK Santa Maria only emphasizes the memorization of prayer in Indonesian.
Keywords: Inculcation religiosity, Pre-schoolers, Local content curriculum
References:
Adams, K., Bull, R., & Maynes, M. L. (2016). Early childhood spirituality in education: Towards an understanding of the distinctive features of young children’s spirituality. European Early Childhood Education Research Journal, 24(5), 760–774. https://doi.org/10.1080/1350293X.2014.996425
Arce, E.-M. (2000). Curriculum for Young Children: An Introduction. (New York: Delmar Thomson Learning.
Banerjee, K., & Bloom, P. (2015). “Everything Happens for a Reason”: Children’s Beliefs About Purpose in Life Events. Child Development, 86(2), 503–518. https://doi.org/10.1111/cdev.12312
Benson, P. L., Scales, P. C., Syvertsen, A. K., & Roehlkepartain, E. C. (2012). Is youth spiritual development a universal developmental process? An international exploration. Journal of Positive Psychology, 7(6), 453–470. https://doi.org/10.1080/17439760.2012.732102
Bridges, L. J., & Moore, K. a. (2002). Religion and Spirituality in Childhood and Adolescence. Child Trends, 1–59. Retrieved from http://www.childtrends.org/wp-content/uploads/2002/01/Child_Trends-2002_01_01_FR_ReligionSpiritAdol.pdf
Davies, T. (2019). Religious education and social literacy: the ‘white elephant’ of Australian public education. British Journal of Religious Education, 41(2), 124–133. https://doi.org/10.1080/01416200.2017.1324758
Departemen Pendidikan dan Kebudayaan Depdikbud. (2007). Pedoman Teknis Penyelenggaraan Pos PAUD:(Direktorat PAUD, 2006) Direktorat PAUD Grand Design Program Pendidikan Anak Usia Dini Non- formal tahun 2007-20015. Indonesia.
Eva L., E. (2013). Introduction to Early Childhood Education. Belmont: Wadsworth.
Fisher, J. (2013). Assessing spiritual well-being: Relating with God explains greatest variance in spiritual well-being among Australian youth. International Journal of Children’s Spirituality, 18(4), 306–317. https://doi.org/10.1080/1364436X.2013.844106
Granqvist, P., & Nkara, F. (2017). Nature meets nurture in religious and spiritual development. British Journal of Developmental Psychology, 35(1), 142–155. https://doi.org/10.1111/bjdp.12170
Heiphetz, L., Lane, J. D., Waytz, A., & Young, L. L. (2016). How Children and Adults Represent God’s Mind. Cognitive Science, 40(1), 121–144. https://doi.org/10.1111/cogs.12232
Henderson, A. K. (2016). The Long Arm of Religion: Childhood Adversity, Religion, and Self-perception Among Black Americans. Journal for the Scientific Study of Religion, 55(2), 324–348. https://doi.org/10.1111/jssr.12262
Holloway, S. D. (1999). The Role of Religious Beliefs in Early Childhood Education: Christian and Buddhist Preschools in Japan. ERCP Early Chilhood Research and Practice, 1(2). Retrieved from http://ecrp.illinois.edu/v1n2/holloway.html
Kienstra, N., van Dijk-Groeneboer, M., & Boelens, O. (2018). Religious-Thinking-Through Using Bibliodrama: An Empirical Study of Student Learning in Classroom Teaching. Religious Education, 113(2), 203–215. https://doi.org/10.1080/00344087.2017.1403788
King, U. (2013). The spiritual potential of childhood: Awakening to the fullness of life. International Journal of Children’s Spirituality, 18(1), 4–17. https://doi.org/10.1080/1364436X.2013.776266
Rissanen, I., Kuusisto, E., Hanhimäki, E., & Tirri, K. (2018). The implications of teachers’ implicit theories for moral education: A case study from Finland. Journal of Moral Education, 47(1), 63–77. https://doi.org/10.1080/03057240.2017.1374244
Scott, K. (2014). Inviting young adults to come out religiously, institutionally and traditionally. Religious Education, 109(4), 471–484. https://doi.org/10.1080/00344087.2014.924790
Suyadi, Destiyanti, A. Z., & Sulaikha, N. A. (2019). Perkembangan Nilai Agama-Moral Tidak Tercapai pada Anak Development of Religious-Moral Values Not Reached in Basic Age Children : A Case Study in Class SD Muhammadiyah. 6(1), 1–12
Muslim Women’s Roles in Early Childhood Education
Get PDFThe role of Muslim women in early childhood education is very urgent in education because women are the first source of knowledge for children. There are many supporting and inhibiting factors for the role of Muslim women executors. This study aims to find the role of female educators in Islam as a dual function that functions as a teacher, parent, and community member. The research method uses qualitative with a phenomenological approach. The findings show the role of Muslim women is not ideal, including the role of women as educators in schools, parents, and education experts. Women's awareness of early childhood education is still very low. Suggestions for future research to dig deeper into the causes of the role of women is still low, and influence government policy in increasing the role of Muslim women or non-Muslim women.
Keywords: Role of Muslim Women, Early Childhood Education
References:
Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., … Bhutta, Z. A. (2017). Nurturing care: promoting early childhood development. The Lancet, 389(10064), 91–102. https://doi.org/10.1016/S0140-6736(16)31390-3
Edy, E., Ch, M., Sumantri, M. S., & Yetti, E. (2018). Pengaruh keterlibatan orang-tua dan pola asuh terhadap disiplin anak. Jurnal Pendidikan Usia Dini, 12(1). https://doi.org///doi.org/10.21009/jpud.122.03
Fauzia, S. N. (2017). Perilaku keagamaan Islam pada anak usia dini. Jurnal Pendidikan Usia Dini, 11(2). https://doi.org/://doi.org/10.21009/jpud.092.07
Frejka, T., Goldscheider, F., & Lappegård, T. (2018). The two-part gender revolution, women’s second shift and changing cohort fertility. Comparative Population Studies, 43, 99–130. https://doi.org/10.12765/CPoS-2018-09en
Islamiyati, I. (2018). Hubungan kerjasama orang tua dengan perkembangan anak usia dini di kelompok bermain. Jurnal Pendidikan Usia Dini, 12(1). https://doi.org/://doi.org/10.21009//jpud.121.06
Jamhari, I. R. (2003). Citra Perempuan dalam Islam. Jakarta: Gramedia Pustaka Utama.
Jum’ah, A. (2006). ). Sayyidinā Muhammad Rasulillah ila al-‘Alamin. Cairo: Dār al-Farouk.
Kementrian Pendidikan dan Kebudayaan. (2013). Petunjuk Teknis Penyelenggaraan Pendidikan Anak Usia Dini. Jakarta: Direktorat Pembinaan Pendidikan Anak Usia Dini.
Khan, M. Z. (2003). Woman in Islam and Her Role in Human Development. In The Muslim World. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1478-1913.1914.tb01384.x/abstract
Kohli, R., Lin, Y. C., Ha, N., Jose, A., & Shini, C. (2019). A way of being: Women of color educators and their ongoing commitments to critical consciousness. Teaching and Teacher Education, 82, 24–32. https://doi.org/10.1016/j.tate.2019.03.005
Mansur. (2009). Pendidikan Anak Usia Dini dalam Islam. Jakarta: Pustaka Pelajar.
Masnipal. (2013). Siap Menjadi Guru dan Pengelola PAUD Professional. Jakarta: PT Elex Media Komputindo.
Megawangi, R. (1996). Perkembangan Teori Feminisme Masa Kini dan Mendatang serta Kaitannya dengan Pemikiran Keislaman, dalam Man-sur Fakih, et. al. Membincang Feminisme: Diskur-sus Gender Persfektif Islam. Jakarta: Risalah Gusti.
Miles, M. B., & Huberman, A. M. (1984). Qualitative Data Analysis. London: Sage Publication.
Moeslichatoen. (2004). Metode Pengajaran di Taman Kanak-kanak. Jakarta: PT Rineka Cipta.
Shihab, M. Q. (2001). Tafsîr al-Mishbâh. Jakarta: Lentera Hati.
Siregar, N. M. (2018). Peningkatan kecerdasan interpersonal melalui aktivitas fisik anak usia 4-5 tahun. Jurnal Pendidikan Usia Dini, 12(2). https://doi.org/://doi.org/10.21009/jpud.122.10
Sujiono, Y. N. (2012). Konsep Dasar Pendidikan Anak Usia Dini. Jakarta: PT Indeks.
Sumantri, M., & Syaodih, N. (2006). Perkembangan Peserta Didik. Jakarta: Universitas Terbuka.
Suryana, D. (2014). Dasar-dasar Pendidikan TK. Jakarta: Universitas Terbuka.
Suyadi. (2011). Pegangan Bimbingan Konseling untuk PAUD. Yogyakarta: Diva Press.
Tafsir, A. (n.d.). Pendidikan Agama dalam Keluarga. Bandung: PT Remaja Rosdakarya.
Yamin, M., & Sanan, J. S. (2010). Panduan Pendidikan Anak Usia Dini (PAUD). Jakarta: Gaung Persada (GP) Press.
Yusmawati, & Lubis, J. (2019). The Implementation of Curriculum by Using Motion Pattern. Jurnal Pendidikan Usia Dini. https://doi.org/DOI:https://doi.org/10.21009/10.21009/JPUD.131.1
The Implementation of Curriculum by Using Motion Pattern-Based Learning Media for Pre-school Children
Get PDFThis study aims to determine the implementation of curriculum in learning activities of pre-school children and develop motion pattern-based learning media for pre-school children. This research was carried out in thirty kindergartens in East Jakarta. It was conducted in 4 months, from June to October 2018. This research is included in the development and evalu-ation research (mixed method). The scope of the research is the implementation of curricu-lum and the development of learning media for pre-school children by using customized tools. Data was collected by using questionnaires and analyzed by using Guttman scale and Likert scale. Percentage of the implementation of learning for preschoolers in Kindergarten in East Jakarta is very good. The goal dimension got 98.2%, the content dimension got 99.3%, the method dimension got 99.3% and the evaluation dimension got 98.3%. The product of this study is a learning media that is adjusted to the implementation of motion pattern-based learning activities for pre-school children.
Keywords: Early childhood education curriculum, Motion Pattern-Based Learning Media, Pre-school children
References
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A Modifying the Instrument of Self-Regulation in Early Childhood Assessment
No full textSelf-regulation for preschool children is very important to support children’s adjustments in all situations and conditions. The current problem is the instrument of self-regulation is more focused on regulation in learning which is not suitable for young children. This study aims to examine the validity and reliability of Preschool Self-Regulation Assessment (PSRA) in Indonesia by modifying several children self-regulation theories. The instrument was translated from English into Indonesian and it retranslated into the native language by linguists. The questions, then, were validated through a process of professional judgment and cognitive de-briefing. The study was carried out to 179 children aged 6 to 7 years old. Data were analyzed by using confirmatory factor analysis (CFA). It showed that there are 5 dimensions of children's self-regulation, namely: attentional focus, behavioral control, self-motivated, self-autonomy and emotional control. The result showed that the five-dimensional model is agreed with the data and prove to measure children’s self-regulation. Cronbach’s alpha coefficient value was 0.899, indicating high scale reliability. Thus, the preschool children’s self-regulation assessment has well psychometric for further use.
Keywords: Children’s self-regulation, Confirmatory Factor Analysis, Construct validation, Pre-school self-regulation assessment, Reliability
References
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Goyette, P., Carrol, K., Smith-Donald, R., Metzger, M., Young, T., & Raver, C. C. (2006). Field Administration of an Emotional and Behavioral Assessment of Head Start Children:Preliminary Findings from the Preschool Self-Regulation Assessment.
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Implementation of Mathematics Learning Through Media Arrange Smart Dice to Improve Counting Ability in Early Childhood
Get PDFThe implementation of mathematics learning in some kindergartens in the city of Padang has not developed optimally. While in Rahmah Abadi Kindergarten that learning mathematics, especially numeracy has been well developed. The purpose of this study was to describe the implementation of mathematical learning using smart dice media for children's numeracy in Rahmah Abadi Kindergarten. The research method used was descriptive approach qualitative. Data collection techniques used are observation, interviews, and documentation. The re-sults showed that the implementation of mathematics learning using smart dice stacking media in kindergarten Rahmah Abadi was a child who was able to recognize numbers, count numbers 1-10 and simple summation.
Keywords: Media Arrange Smart Dice, Counting Ability
References
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Development of Activity-Based Science Learning Models with Inquiry Approaches
Get PDFThis study aims to develop an activity-based science learning model with an inquiry learning approach for early childhood that can be used to increase the sense of curiosity and sci-entific thinking in children aged 5-6 years. This study was conducted with research and de-velopment / R & D research methods. Data was collected through interviews, observations, questionnaires, pre-test and post-test for children. Data analysis using paired t-test. The re-sults showed that children were interested and enthusiastic in the learning process by using a science-based learning model with the inquiry approach, Sig. (2-tailed) showing results of 0.000, so the value of 0.000 <0.05 was different from before and after the use of learning models . Results show children can understand the material, more confident and has initiative to find answers for the teacher's questions about science, the child's curiosity increases to ex-amine the information provided by the teacher, the child's understanding of work processes and procedures from science learning with the inquiry approach getting bet-ter. It was con-cluded that an activity-based science learning model with an inquiry approach for children aged 5-6 years used an activity model with an inquiry learning approach based on children's interests and children's needs so that children's curiosity would emerge and continue to be optimally stimulated.
Keywords: Inquiry approach, Learning model, Science Learning
References
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Duran, M., & Dökme, I. (2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills. Eurasia Journal of Mathematics, Science and Technology Education, 12(12), 2887–2908. https://doi.org/10.12973/eurasia.2016.02311a
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Yahya, A., & Ismail, N. (2011). Factor in Choosing Courses and Learning Problems in Influencing The Academic Achievment of Student`s Technical Courses in Three Secondary School in The State of Negei Sembilan. Journal of Technical, Vocational & Eginereing Education.
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Using Environmentally Friendly Media (Happy Body) in Early Childhood Science: Human Body Parts Lesson
Get PDFThe knowledge of the science of human body parts for early childhood is very important so that children have the ability to recognize and support the cleanliness and health of members of the body, as well as so that they recognize their identity. In addition, introducing environmentally friendly material for early childhood teachers to enrich learning media. This study aims to improve student learning outcomes in science using environmentally friendly media. The topic raised in this search was about recognizing body parts and their benefits and treatments. This type of research is action research. Respondents involved 19 early childhood students. The results showed that there was an increase in subjects' understanding of swallowing extremities and treatment 60% in the pre-cycle phase, 80% in the first cycle and 93% in the second cycle. The findings show that the use of happy body media has a positive effect on limb recognition. Further research is recommended on environmentally friendly media and ways of introducing limbs to early childhood through media or strategies suitable for the millennial era.
Keywords: Media (Happy Body), Early Childhood Science, Human Body Parts
References:
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The Effectiveness of Using Mind Mapping Method to Improve Child Development Assessment
Get PDFThis study aims to determine the effectiveness of using mind mapping method in improving early childhood educator’s skill in mastering the child development assessment. This research is quasi-experimental using a pre-test and post-test design. The population was the entire classes of early childhood education training held by LPK Yayasan Indonesia Mendidik Jaka Sampurna at Cileungsi, Bogor. The participants were 45 early childhood educators. This study used three research methods which are implemented from learning methods in child development assessment was as pre-test and post-test. Data were collected by using two instruments to measure early childhood educators for child development assessment. The data were analyzed by using t-test to measures the differences data in pre-test and post-test. The results showed that the use of mind mapping methods can help early childhood educators to improve their mastery of the development assessment concept which averages 51.9 percent. It showed significant results with t-test value is 18,266 (N = 10, α = 0,0). This capacity build-ing is reinforced by various qualitative findings which arise from early childhood educators’ awareness to change the old learning style into learning by mind mapping method as a learn-ing method that follows how the brain works. This study also found that early childhood educators as adults who are in the stage of formal thinking have shown an understanding that mind mapping method are appropriate, fast, easy and practical in mastering various devel-opment assessment concepts. Early childhood educators believe that they can use the method for mastering other material concepts.
Keywords: Assessment, Brain-based teaching, Mind mapping
References
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Playing "CABE" (Searching and Whispering) to Increase Children’s English Vocabulary
Get PDFThis study aims to increase children English vocabulary aged 5-6 years old by playing CABE or searching and whispering. This research is classroom action research that was conducted in Marsudirini Sang Timur Kindergarten, Salatiga. The Subjects of the study were 20 B1 kin-dergarten children. Data was collected by teaching English vocabulary by playing CABE in some cycles which includes four stages in the form of cycles, there are (1) planning; (2) im-plementation; (3) observation; and (4) reflection. Research instruments used in this research was in sheets observation checklist. The results of a percentage of pre-cycle was 13 %, cycle I was 31 % in first meeting and was 66 % in the second meeting, cycle II was 75 % per-formed in only one meeting. There is an improvement in pre-action and any action on each meeting until it reaches 75 %.
Keywords: Early childhood, English vocabulary, “CABE” method, Learning English
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