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How Teacher’s Gender Influence Student’s Gender Identity in Early Childhood
Get PDFThe development of gender identity in early childhood will influence how they accept their gender. Someone who confuses about their gender would be at risk to experience gender dysphoria. This study aimed to determine differences in gender identity among early childhood based on the presence of male and female teachers. The study used a quantitative approach with a cross-sectional study design. Data was collected using gender identity questionnaires from April until August 2023. The sample was 200 students (95 male; 105 female) in 23 preschool institutions (5.83 years old; SD: 0.50) in 5 regencies in East Java. Data from the two groups sample showed a difference in average scores (9.15 for children who had two gender teachers and 7.57 who only had one gender teacher). The results of statistical analysis using the Mann-Whitney U-Test showed a significance value of 0.00. The result shows significant differences in gender identity between the two groups. It shows the importance of the existence of male and female teachers in early childhood education because both have important complementary roles, especially for the children's gender identity. Researchers suggest schools, the government, or other policymakers provide regulations for the presence of male teachers in early childhood education institutions.
Keywords: early childhood; gender identity; teacher gender
References:
Al Baqi, S. (2021). Penguatan Identitas Gender pada Siswa Laki-laki Melalui Kehadiran Guru Laki-laki di Tingkat PAUD [Strengthening Gender Identity in Male Students Through the Presence of Male Teachers at the Early Childhood Education Level]. Martabat: Jurnal Perempuan Dan Anak, 5(2), 289–309. https://doi.org/10.21274/martabat.2021.5.2.289-309
Arikunto, S. (1983). Prosedur penelitian: Suatu pendekatan praktik [Research procedure: A practical approach]. PT. Bina Aksara, Jakarta. https://books.google.co.id/books?id=6PKbAQAACAAJ
Azizah, N. (2014). Pengenalan Identitas Gender pada Anak (Studi pada Taman Pendidikan Anak atau Day Care) [Introduction to Gender Identity in Children (Studies in Children's Education Parks or Day Care)]. Yin Yang, 9(1), 47–58.
Beek, T. F., Cohen-Kettenis, P. T., & Kreukels, B. P. C. (2015). Gender incongruence/gender dysphoria and its classification history. International Review of Psychiatry, 28(1), 5–12. https://doi.org/10.3109/09540261.2015.1091293
Boddington, Ellen. (2016). A qualitative exploration of gender identity in young people who identify as neither male nor female—ProQuest. May, 134.
Bryan, N., & Milton Williams, T. (2017). We need more than just male bodies in classrooms: Recruiting and retaining culturally relevant Black male teachers in early childhood education. Journal of Early Childhood Teacher Education, 38(3), 209–222. https://doi.org/10.1080/10901027.2017.1346529
Bussey, K. (2010). Gender Identity Development. In Handbook of Identity Theory and Research. Springer US.
Cervantes, J. C. (2018). Gender Identity in Early Childhood. KnE Life Sciences, 2018, 189–198. https://doi.org/10.18502/kls.v4i8.3276
Coxon, J., & Seal, L. (2021). Medical Management to Support Trans Men In A Gender Identity Clinic. In Men’s Health (pp. 260–265). CRC Press. https://doi.org/10.1201/9780429347238-32
Farquhar, S. (1997). Are Male Teachers Really Necessary? (9 Seiten).
Gianesini, G. (2016). Gender Identity. Encyclopedia of Family Studies, 5(10), 1–6. https://doi.org/10.1002/9781119085621.wbefs465
Koch, S., & Farquhar, B. (2015). Breaking through the glass doors: Men working in early childhood education and care with particular reference to research and experience in Austria and New Zealand. European Early Childhood Education Research Journal, 23(3), 380–391. https://doi.org/10.1080/1350293X.2015.1043812
Martin, R. (2017). Gender and Emotion Stereotypes in Children’s Television. Journal of Broadcasting and Electronic Media, 61(3), 499–517. https://doi.org/10.1080/08838151.2017.1344667
Maulana, R. A., Kurniati, E., Yulindrasari, H., No, J. S., Kec, I., Kota, S., & Barat, J. (2020). Apa yang Menyebabkan Rendahnya Keberadaan Guru Laki-laki di PAUD? [ What Causes the Low Presence of Male Teachers in ECE] 15(1), 23–32.
Patacchini, E. (2019). Mothers, Peers and Gender-Role Identity Claudia Olivetti, Eleonora Patacchini and Yves Zenou. 1295.
Pujisatuti, T. (2014). Peran Orang Tua Dalam Pembentukan Identitas Gender Anak [The Role of Parents in Forming Children's Gender Identity]. Syi’ar, 14(1), 53–61.
Qosyasih, N. N. S., & Adriany, V. (2021). Constructing Gender Identity in Young Children. Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020), 538(Icece 2020), 177–179. https://doi.org/10.2991/assehr.k.210322.038
Salim, R. M. A., & Safitri, S. (2020). Parents as Teachers: The Influence of Internal and External Factors on Parenting Style Differences. Jurnal Psikologi Teori Dan Terapan, 10(2), 95. https://doi.org/10.26740/jptt.v10n2.p95-104
Santrock, J. W. (2011). Life-span Development (13th ed.). McGraw-Hill.
Smith, K. E. (1981). Male Teachers in Early Childhood Education: Sex-Role Perceptions. The Humanist Educator, 20(2), 58–64. https://doi.org/10.1002/j.2164-6163.1981.tb00078.x
Sovitriana, R. (2020). Kajian Gender Dalam Tinjauan Psikologi [Gender Studies in Psychological Review]. In Angewandte Chemie International Edition, 6(11), 951–952. (Vol. 13, Issue April).
Steensma, T. D., Kreukels, B. P. C., de Vries, A. L. C., & Cohen-Kettenis, P. T. (2013). Gender identity development in adolescence. Hormones and Behavior, 64(2), 288–297. https://doi.org/10.1016/j.yhbeh.2013.02.020
Sum, T. A., Tamo, A., & Talu, I. (2003). Faktor penyebab kurangnya minat laki-laki untuk menjadi guru paud di kabupaten manggarai [Factors causing men's lack of interest in becoming early childhood teachers in Manggarai district]. Missio, 10, 192–203.
VandenBos, G. R. (2015). APA Second Edition Dictionary of Psychology. American Psychological Association. https://doi.org/10.1515/9783111704227.1
Zucker, K. J., Bradley, S. J., Sullivan, C. B. L., Kuksis, M., Birkenfeld-Adams, A., & Mitchell, J. N. (1993). A Gender Identity Interview for Children. Journal of Personality Assessment, 61(3), 443–456. https://doi.org/10.1207/s15327752jpa6103_2
 
Active and Innovative Indonesian Language Learning Model for 8-Year-Old Children
Get PDFMastery of Indonesian language skills for children is still a challenge for teachers and parents. Teachers need an effective learning model to improve Indonesian language skills and knowledge. This research aims to develop an active and innovative Indonesian language learning model for children aged 8 years by collaborating with the Numbered Heads Together, Sample Non-Examples, and Guess Words (NET) learning models. This research is a test of the effectiveness of the learning model with a small group trial study carried out at MI Kompa, and a large group trial carried out at MI Adda'wah and MIN I Sukabumi Parungkuda. Data collection techniques were carried out using a mixture of two types of data, qualitative and quantitative. The research results show that the development of the NET learning model in Indonesian language subjects has succeeded in improving children's learning outcomes. Therefore, the results of this study can be used as a starting point for further research. This study has limitations in using descriptive statistical data that do not yet explain the factors that influence the success of the proposed learning model. The results can also provide a basic approach to support further analysis of the impact of using learning strategies in the classroom, both in increasing student and teacher activity.
Keywords: numbered heads together, non-examples, guess the words, Indonesian, eight-year-old children
References:
Bloom, B. S., Krathwohl, D. R., & Masia, B. B. (1984). Bloom taxonomy of educational objectives. In Allyn and Bacon. Pearson Education London.
Burns, M., Pierson, E., & Reddy, S. (2014). Working together: How teachers teach and students learn in collaborative learning environments. International Journal of Instruction, 7(1).
Hidayat, U. S. (2016). Model-Model Pembelajaran Efektif. Bina Mulia Publishing.
Iskatiana, E. (2017). Pengaruh Strategi Pembelajaran Problem Based Learning dan Kooperatif Tipe Number Head Together (NHT) terhadap Hasil Belajar Matematika pada Siswa Kelas V di SD Bangunharjo. Trihayu: Jurnal Pendidikan Ke-SD-An, 4(1).
Kagan, S. (1989). The structural approach to cooperative learning. Educational Leadership, 47(4), 12–15.
Kurniasih, I., & Sani, B. (2015). Ragam pengembangan model pembelajaran untuk peningkatan profesionalitas guru. Jakarta: Kata Pena, 71–72.
Kurniawan, M. I. (2015). Tri pusat pendidikan sebagai sarana pendidikan karakter anak sekolah dasar. PEDAGOGIA: Jurnal Pendidikan, 4(1), 41–49.
Listiadi, A., Sulistyowati, R., & Sakti, N. C. (2019). Improving learning quality through NHT cooperation model in Indonesian vocational schools. KnE Social Sciences, 884–902.
Nursyamsi, S. Y., & Corebima, A. D. (2016). The effect of numbered heads together (NHT) learning strategy on the retention of senior high school students in Muara Badak, East Kalimantan, Indonesia. European Journal of Education Studies.
Rahmawati, I., Shodiqin, A., & Sugiyanti, S. (2018). Efektivitas Model Pembelajaran Numbered Head Together Berbantuan Media Prezi Terhadap Kemampuan Pemecahan Masalah Matematis Siswa Kelas Viii. Senatik 2018.
Saadie, M. (2007). Strategi Pambelajaran Bahasa Indonesia. Jakarta: Unversitas Terbuka.
Santoso, H. (2011). Membangun minat baca anak usia dini melalui penyediaan buku bergambar. Universitas Negeri Malang.
Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4–33.
Solchan, T. W., Mulyati, Y., Syarif, M., Yunus, M., Werdiningsih, E., & Pramuki, B. E. (2008). Pendidikan Bahasa Indonesia di SD. Jakarta: Universitas Terbuka.
Susanto, H. (2016). Membangun budaya literasi dalam pembelajaran bahasa Indonesia menghadapi era mea. Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 1(1), 12–16.
Zulela, M. S. (2012). Pembelajaran Bahasa Indonesia Apresiasi Sastra di Sekolah Dasar. Bandung: Remaja Rosdakarya.
 
The Impact of Co-Viewing on Attachment Between Parents and Children
Get PDFWatching (screen viewing) has become a common activity carried out in early childhood. Generally, children aged 2-5 years do watching activities for about 3 hours more a day. This study aims to see how watching activities together can increase attachment between parents and children. This study uses a qualitative approach that produces descriptive data in the form of written words or messages from people and observed behavior and uses observation, interview, or document review methods. Observations were made on co-viewing activities carried out by a child and his parents at home because this activity was found to have an impact on the attachment relationship between the two parties. The selected respondent is one of the parents of a 3-year-old child (G) (Mrs. B). Data collection was carried out at the residence of Mrs. B and G for several weeks. The data collection techniques used were interviews and observations. The results show that watching activities together has a positive impact on the attachment between parents and early childhood. This can be seen from the characteristics of the safe attachment that children have after watching the activities together, after previously the attachment they had characterized as an avoidant attachment. It can also be seen how parents have a big role in the formation of this secure attachment.
Keywords: secure attachment, co-viewing watching activities, parent-children interaction
References:
Arianda, V., Salim, I. K., & Ruzain, R. B. (2022). Secure Attachment (Kelekatan Aman) Ibu dan Anak dengan Perkembangan Sosial Emosional Pada Anak. Journal of Islamic and Contemporary Psychology (JICOP), 1(2), 67–74. https://doi.org/10.25299/jicop.v1i2.8603
Barr, R., Zack, E., Garcia, A., & Muentener, P. (2008). Infants’ Attention and Responsiveness to Television Increases with Prior Exposure and Parental Interaction. Infancy, 13(1), 30–56. https://doi.org/10.1080/15250000701779378
Belsky, J., & Nezworski, T. (1988). Clinical Implications of Attachment. L. Erlbaum Associates. https://books.google.co.id/books?id=NY1AQTAkhKAC
Crain, W. C. (2011). Theories of Development: Concepts and Applications. Prentice Hall. https://books.google.co.id/books?id=z0ZeRwAACAAJ
Dearing, E., McCartney, K., Weiss, H. B., Kreider, H., & Simpkins, S. (2004). The promotive effects of family educational involvement for low-income children’s literacy. Journal of School Psychology, 42(6), 445–460. https://doi.org/10.1016/j.jsp.2004.07.002
Elias, N., & Sulkin, I. (2017). YouTube viewers in diapers: An exploration of factors associated with amount of toddlers’ online viewing. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 11(3). https://doi.org/10.5817/CP2017-3-2
Haridakis, P., & Hanson, G. (2009). Social Interaction and Co-Viewing With YouTube: Blending Mass Communication Reception and Social Connection. Journal of Broadcasting & Electronic Media, 53(2), 317–335. https://doi.org/10.1080/08838150902908270
Hiniker, A., Suh, H., Cao, S., & Kientz, J. A. (2016). Screen Time Tantrums: How Families Manage Screen Media Experiences for Toddlers and Preschoolers. Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems, 648–660. https://doi.org/10.1145/2858036.2858278
Holloway, D., Green, L., & Livingstone, S. (2013). Zero to eight: Young children and their internet use (pp. 10–13). LSE, London and EU Kids Online.
Iskandar, T. P., & Nadhifa, R. A. F. (2021). Fenomena Penggunaan Youtube Channel Pada Anak Usia Dini di Masa Pendemic Covid-19 [The Phenomenon of Using Youtube Channels in Early Childhood During the Covid-19 Pandemic.]. Jurnal Ilmiah LISKI (Lingkar Studi Komunikasi), 7(2). http://journals.telkomuniversity.ac.id/liski
Kabali, H. K., Irigoyen, M. M., Nunez-Davis, R., Budacki, J. G., Mohanty, S. H., Leister, K. P., & Bonner, R. L. (2015). Exposure and Use of Mobile Media Devices by Young Children. PEDIATRICS, 136(6), 1044–1050. https://doi.org/10.1542/peds.2015-2151
Keene, J. R., Rasmussen, E. E., Berke, C. K., Densley, R. L., Loof, T., Adams, R. B., Mumma, G. H., & Marshall, A. (2019). The effect of plot explicit, educational explicit, and implicit inference information and coviewing on children’s internal and external cognitive processing. Journal of Applied Communication Research, 47(2), 153–174. https://doi.org/10.1080/00909882.2019.1581367
Kirkorian, H. L., Pempek, T. A., Murphy, L. A., Schmidt, M. E., & Anderson, D. R. (2009). The Impact of Background Television on Parent-Child Interaction. Child Development, 80(5), 1350–1359. https://doi.org/10.1111/j.1467-8624.2009.01337.x
Lemish, D., & Rice, M. L. (1986). Television as a talking picture book: A prop for language acquisition. Journal of Child Language, 13(2), 251–274. Cambridge Core. https://doi.org/10.1017/S0305000900008047
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Pempek, T. A., Demers, L. B., Hanson, K. G., Kirkorian, H. L., & Anderson, D. R. (2011). The impact of infant-directed videos on parent–child interaction. Journal of Applied Developmental Psychology, 32(1), 10–19. https://doi.org/10.1016/j.appdev.2010.10.001
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Rachmat, I. F. (2019). Pengaruh Kelekatan Orang Tua Dan Anak Terhadap Penggunaan Teknologi Digital Anak Usia Dini [The Influence of Attachment of Parents and Children to the Use of Digital Technology in Early Childhood]. Jurnal Jendela Bunda Program Studi PG-PAUD Universitas Muhammadiyah Cirebon, 6(1), 14–29. https://doi.org/10.32534/jjb.v6i1.546
Santrock, J. W. (2009). Child Development. McGraw Hill. https://books.google.co.id/books?id=I58GLwAACAAJ
Sims, C. E., & Colunga, E. (2013). Parent-Child Screen Media Co-Viewing: Influences on Toddlers’ Word Learning and Retention. Cognitive Science, 35.
Skaug, S., Englund, K. T., & Wichstrøm, L. (2018). Young children’s television viewing and the quality of their interactions with parents: A prospective community study. Scandinavian Journal of Psychology, 59(5), 503–510. https://doi.org/10.1111/sjop.12467
Tamis-LeMonda, C. S., & Rodriguez, E. T. (2015). Parents’ Role in Fostering Young Children’s Learning and Language Development. In Encyclopedia of the Centre of Excellence for Early Childhood Development (CEECD).
Toth, S. L., & Cicchetti, D. (2013). A Developmental Psychopathology Perspective on Child Maltreatment. Child Maltreatment, 18(3), 135–139. https://doi.org/10.1177/1077559513500380
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Teacher's Understanding of Project Learning Models through Children's Comics with STEAM Content in Indonesia
Get PDFComic media is one of the learning media that can contain messages and information about various knowledge, experiences, and events in a complete, interesting, and meaningful way. The contents of these stories can also accommodate a variety of learning content such as science, technology, engineering, art, and mathematics known as STEAM content (Science, Technology, Engineering, Art, and Math). This study aims to obtain information on teachers' understanding of the project learning model and STEAM content used in ECE units. Based on survey research and case studies, this research involved 34 ECE teacher participants representing teachers in the Seribu Islands district, DKI Jakarta. Data collection was carried out using a Google form questionnaire, participatory observation, focused discussions, and document analysis. The research produced several findings, first, comic media is very effective and interesting to provide an overview of STEAM project activities and content for ECE units. Second, learning projects containing STEAM content can be designed through learning tools and teaching modules based on maritime themes. Third, project learning with STEAM content can be one of the characteristics of the implementation of the independent curriculum in ECE units. Finally, the use of comic media in project learning with STEAM content can increase early childhood maritime cultural literacy. It is hoped that the use of comic media will help ECE educators in the Seribu Islands Regency improve their understanding of maritime cultural literacy in early childhood.
Keywords: teacher's understanding, ECE steam content, children's comics
References:
Almulla, M. A. (2020). The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning. SAGE Open, 10(3). https://doi.org/10.1177/2158244020938702
Asghar, A., Ellington, R., Rice, E., Johnson, F., & Prime, G. M. (2012). Supporting STEM Education in Secondary Science Contexts. Interdisciplinary Journal of Problem-Based Learning, 6(2). https://doi.org/10.7771/1541-5015.1349
Bagiati, A., & Evangelou, D. (2015). Engineering curriculum in the preschool classroom: The teacher’s experience. European Early Childhood Education Research Journal, 23(1), 112–128. https://doi.org/10.1080/1350293X.2014.991099
Brown, R., Brown, J., Reardon, K., & Merrill, C. (2011). Understanding STEM: Current Perceptions. Technology and Engineering Teacher.
Chen, Y.-L., Huang, L.-F., & Wu, P.-C. (2021). Preservice Preschool Teachers’ Self-efficacy in and Need for STEM Education Professional Development: STEM Pedagogical Belief as a Mediator. Early Childhood Education Journal, 49(2), 137–147. https://doi.org/10.1007/s10643-020-01055-3
Connor, A. M., Karmokar, S., & Whittington, C. (2015). From STEM to STEAM: Strategies for Enhancing Engineering & Technology Education. International Journal of Engineering Pedagogy (IJEP), 5(2), 37. https://doi.org/10.3991/ijep.v5i2.4458
DeJarnette, N. K. (2018). Implementing STEAM in the Early Childhood Classroom. European Journal of STEM Education, 3(3), 1–9. https://doi.org/10.20897/ejsteme/3878
EL-Deghaidy, H., Mansour, N., Alzaghibi, M., & Alhammad, K. (2017). Context of STEM Integration in Schools: Views from In-service Science Teachers. EURASIA Journal of Mathematics, Science and Technology Education, 13(6). https://doi.org/10.12973/eurasia.2017.01235a
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Gartrell, D. (2016). Developmentally Appropriate STEM: It’s STREAM! www.ChildCareExchange.com
Gebbie, D. H., Ceglowski, D., Taylor, L. K., & Miels, J. (2012). The Role of Teacher Efficacy in Strengthening Classroom Support for Preschool Children with Disabilities Who Exhibit Challenging Behaviors. Early Childhood Education Journal, 40(1), 35–46. https://doi.org/10.1007/s10643-011-0486-5
Hapidin, ., Dhieni, N., & Pujianti, Y. (2020). Transformative Education Perspective: The Maritime Cultural Literacy of the Society Kepulauan Seribu, Dki Jakarta, Indonesia. 168–174. https://doi.org/10.5220/0008996001680174
Hapidin, Nurjannah, & Hartati, S. (2018). Pengembangan Model Pembelajaran Tematik Integratif berbasis proyek dalam menerapkan pendidikan kelautan pada anak di Kepulauan Seribu. Jurnal Pendidikan Usia Dini, 12(1), 51–65. https://doi.org/10.21009/JPUD.121
Hapidin, Nurjannah, S. H. (Universitas N. J. (2018). PENGEMBANGAN MODEL PEMBELAJARAN TEMATIK SERIBU. Pendidikan Usia Dini, 12(Marine Education), 51–65. https://doi.org/10.21009/JPUD.121
Herro, D., & Quigley, C. (2017). Exploring teachers’ perceptions of STEAM teaching through professional development: Implications for teacher educators. Professional Development in Education, 43(3), 416–438. https://doi.org/10.1080/19415257.2016.1205507
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Ismuwardani, Z., Nuryatin, A., & Doyin, M. (2018). Implementation of Project Based Learning Model to Increased Creativity and Self-Reliance of Students on Poetry Writing Skills. Journal of Primary Education, 8(1), 51–58. https://doi.org/10.15294/jpe.v8i1.25229
Jamil, F. M., Linder, S. M., & Stegelin, D. A. (2018). Early Childhood Teacher Beliefs About STEAM Education After a Professional Development Conference. Early Childhood Education Journal, 46(4), 409–417. https://doi.org/10.1007/s10643-017-0875-5
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Lampe, M. (2012). Bugis–Makassar seamanship and reproduction of maritime cultural values in Indonesia. Jurnal Humaniora, 24(2), 121–132.
Maiorca, C., Roberts, T., Jackson, C., Bush, S., Delaney, A., Mohr-Schroeder, M. J., & Soledad, S. Y. (2021). Informal Learning Environments and Impact on Interest in STEM Careers. International Journal of Science and Mathematics Education, 19(1), 45–64. https://doi.org/10.1007/s10763-019-10038-9
Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: A systematic literature review. International Journal of STEM Education, 6(1), 2. https://doi.org/10.1186/s40594-018-0151-2
Mengmeng, Z., Xiantong, Y., & Xinghua, W. (2019). Construction of STEAM Curriculum Model and Case Design in Kindergarten. American Journal of Educational Research, 7(7), 485–490. https://doi.org/10.12691/education-7-7-8
Prameswari, T., & Anik Lestariningrum. (2020). Strategi Pembelajaran Berbasis STEAM Dengan Bermain Loose Parts Untuk Pencapaian Keterampilan 4c Pada Anak Usia 4-5 Tahun. Efektor, 7(1), 24–34. https://doi.org/10.29407/e.v7i2.14387
Quigley, C. F., Herro, D., & Jamil, F. M. (2017). Developing a Conceptual Model of STEAM Teaching Practices. School Science and Mathematics, 117(1–2), 1–12. https://doi.org/10.1111/ssm.12201
Relevansi, U. D. A. N., & Ahmad, T. A. (2017). Urgensi Dan Relevansi Pembelajaran Sejarah Maritim Untuk Wilayah Pedalaman. Paramita: Historical Studies Journal, 27(1), 113–126. https://doi.org/10.15294/paramita.v27i1.9190
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Shernoff, D. J., Sinha, S., Bressler, D. M., & Ginsburg, L. (2017). Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education. International Journal of STEM Education, 4(1), 13. https://doi.org/10.1186/s40594-017-0068-1
Simoncini, K., & Lasen, M. (2018). Ideas About STEM Among Australian Early Childhood Professionals: How Important is STEM in Early Childhood Education? International Journal of Early Childhood, 50(3), 353–369. https://doi.org/10.1007/s13158-018-0229-5
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Development of Zapin's Creative Dance to Improve Children's Kinesthetic Intelligence Aged 5-6 Years
Get PDFThe purpose of this study was to develop dance-based learning media created by Zapin to improve the kinesthetic intelligence of children aged 5-6 years. This study is motivated by the low level of kinesthetic intelligence in children aged 5-6 years because the learning activities carried out by the teacher do not attract children's interest, causing low kinesthetic intelligence in children. In developing creative dance movement learning media using the development stage based on the ADDIE model (Analyze, Design, Development, Implementation, and Evaluation). The feasibility test was carried out by 2 validators, namely dance experts and ECE experts. The test subjects in this study were children aged 5-6 years in Tanggamus Regency, which consisted of 20 children. Data collection was carried out using interviews, observation, questionnaires, and documentation. The media effectiveness test was carried out using the one-group pretest-posttest method. From the results of the effectiveness test, it can be concluded that the developed creative dance can improve kinesthetic intelligence in children aged 5-6 years which consists of aspects of whole-body coordination, balance, agility, and flexibility in children who have carried out learning to move creative dance using the developed media.
Keywords: kinesthetic intelligence, dance movement creations, early childhood
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The Effect of Mathematics Learning Approaches and Self-Regulation to Recognize the Concept of Early Numbers Ability
Get PDFThe ability to recognize the concept of early numbers in early childhood is very important to develop so that children are ready to take part in learning mathematics at a higher level. This study aims to determine the effect of mathematics learning approaches and self-regulation to recognize the concept of early numbers ability in kindergarten. The study used an experimental method with a treatment design by level 2x2. The sample used was 32 children. Score data, ability to recognize number concepts, analyzed and interpreted. The results showed that: (1) The Realistic Mathematics Education approach is better than the Open Ended Approach in improving the ability to recognize children's number concepts; (2) There is an interaction effect between mathematics learning approaches and Self-Regulation to recognize the concept of early numbers ability; (3) The Realistic Mathematics Education approach is more suitable for children with high self-regulation, (4) The Open Ended approach is more suitable for children with low self-regulation. Subsequent experiments are expected to find mathematics learning approaches for children whose self-regulation is low on recognizing the concept of early numbers ability.
Keywords: mathematics learning approach, self-regulation, early number concept ability
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Validity Test of the Locomotor Learning Model in Children Aged 6-8 Years
Get PDFThe locomotor learning model for early childhood developed in Indonesia is still not innovative. Therefore, researchers intend to develop an innovative locomotion learning model. This research aims to obtain the validity of the locomotor movement learning model to improve locomotor movement in children aged 6-8 years. The validation data collection method used Focus Group Discussion (FGD) by 5 experts. The validity of the learning model is assessed based on content and construct validity. The content and construct validation results through expert FGDs show that the locomotor learning model for children aged 6-8 years is included in the very valid category. These findings suggest that, theoretically, it is sound and may be used to help kids between the ages of six and eight develop their locomotor skills. Researchers' locomotor movement learning model offers tremendous potential for academics and practitioners to conduct more studies based on its construct validity and content results. One area that warrants further investigation is the applicability and efficacy of the locomotor movement learning model for 6–8-year-old children.
Keywords: locomotor learning model, Children 6-8 years
References:
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Andriyani, F. D., Biddle, S. J. H., Arovah, N. I., & de Cocker, K. (2020). Physical activity and sedentary behavior research in Indonesian youth: A scoping review. International Journal of Environmental Research and Public Health, 17(20), 1–15. https://doi.org/10.3390/ijerph17207665
Bunketorp Käll, L., Malmgren, H., Olsson, E., Lindén, T., & Nilsson, M. (2015). Effects of a Curricular Physical Activity Intervention on Children’s School Performance, Wellness, and Brain Development. Journal of School Health, 85(10), 704–713. https://doi.org/10.1111/josh.12303
Dewolf, A. H., Sylos Labini, F., Ivanenko, Y., & Lacquaniti, F. (2021). Development of Locomotor-Related Movements in Early Infancy. Frontiers in Cellular Neuroscience, 14. https://doi.org/10.3389/fncel.2020.623759
Darni & Gusti Handayani. (2020). Development of Motor Learning Model Based on Game and Fun Activities. Proceedings of the 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019), 398–401. https://doi.org/10.2991/assehr.k.200824.09
Eddy Marheni, Firunika Intan Cahyani, & Eko Purnomo. (2021). Implementation of Motor Learning on Social Skills in Children. Proceedings of the 1st International Conference on Sport Sciences, Health, and Tourism (ICSSHT 2019), 83–87. https://doi.org/10.2991/ahsr.k.210130.016
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Sari, E. F. N., Sujarwo, & Sukiri, S. (2019). Basic Locomotor Movement of First Grade Students of Elementary School. Proceedings of the 5th International Conference on Physical Education, Sport, and Health (ACPES 2019). Proceedings of the 5th International Conference on Physical Education, Sport, and Health (ACPES 2019), Semarang, Indonesia. https://doi.org/10.2991/acpes-19.2019.42
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Learning Differentiation in ECE Based on Sensing, Thinking, Intuiting, Feeling and Instinct (STIFIn) Intelligence Test Results
Get PDFIn managing learning, teachers need information to meet children's different learning styles and interests. Recognizing children's intelligence from an early age can be determined through the Sensing, Thinking, Intuiting, Feeling, and Instinct Intelligence Test (STIFIn). This is useful for knowing the child's learning style, characteristics, and interests so that it can be said to be suitable for carrying out differentiated learning based on the child's characteristics. This research aims to identify children's interests and talents to help provide an overview of the potential components of each child's character and solutions for handling problematic children. The method used is a descriptive qualitative case study type with an inductive deductive pattern. The research results show that teachers can use the STIFIn test results as a basis for creating a learning environment that suits children's needs based on the characteristics recognized in each child, through predetermined differentiation of strategies, media, and evaluation of learning in early childhood. implemented to support development. early childhood according to their needs and potential.
Keywords: learning differentiation, early childhood, STIFIn intelligence test
References:
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Abramczyk, A., & Jurkowski, S. (2020). Cooperative learning as an evidence-based teaching strategy: what teachers know, believe, and how they use it. Journal of Education for Teaching, 46(3), 296–308. https://doi.org/https://doi.org/10.1080/02607476.2020.1733402
Aisyah, N., & Sholehatun mahdia. (2023). Penerapan Metode STIFIN Dalam Memahami Gaya Belajar Siswa. Pedagogika, 4(1), 29–45. https://doi.org/10.37411/pedagogika.v14i1.2202
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Smartphone Addiction, Executive Function, and Mother-Child Relationships in Early Childhood Emotion Dysregulation
Get PDFEarly childhood emotional dysregulation is critical in recognizing and preventing psychological well-being disorders, laying the groundwork for developing healthy emotional behaviors early on. This study aims to determine the direct influence of smartphone addiction, executive function, and the mother-child relationship on emotional dysregulation in early childhood in West Sumatra. This research method is a quantitative survey. The data collection technique in this research uses a questionnaire design on 309 parents who were selected using a simple random sampling method. This data processing tool uses the SmartPLS software. The results of the study indicate that smartphone addiction has a significant impact on emotional dysregulation in early childhood, executive function has a positive and significant effect on emotional dysregulation in early childhood, and the mother-child relationship has a positive and significant influence on emotional dysregulation in early childhood. The findings of this research can offer valuable insights into improving the understanding of the factors that influence emotional dysregulation in early childhood and intervention strategies to address the issues that arise as a result.
Keywords: smartphone addiction, executive function, mother-child relationship, emotional dysregulation, early childhood
References:
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Early Childhood Teacher Job Satisfaction in Terms of Technostress and Work-Family Conflict in Indonesia
Get PDFTeachers have an important and primary role in the education system. The achievement of the teacher's role in education will have an impact on job satisfaction. This study aims to analyze the job satisfaction of Early Childhood Education teachers in terms of variables of technostress and work-family conflicts among teachers who are married. This study was designed with a correlational quantitative design. Data collection is done online with the assistance of Google forms-distributed throughout Indonesia. One hundred and fifty-seven teacher respondents who fit the criteria became the research sample. The data analysis technique uses hierarchical regression. The results of the analysis stated that there was a relationship between technostress and job satisfaction. The findings show that two of the five aspects of technostress that techno-overload and techno-insecurity have a negative correlation with job satisfaction, while techno-uncertainty has a positive correlation. In addition, two aspects of technostress namely techno-invasion and techno-complexity do not correlate with job satisfaction. next to the relationship between work-family conflict with job satisfaction. The findings show that one of the two aspects of work-family conflict is strain negatively correlated with job satisfaction while time and behavior do not correlate with job satisfaction. Based on the results of this study it can be concluded that early childhood teachers are more affected by their job satisfaction technostress/techno-overload compared to work-family conflict.
Keywords: early childhood teacher, job satisfaction, technostress, work-family conflict
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