7 research outputs found
Konsep Bimbingan Konseling Anak Usia Dini Serta Alternatif Medianya Melalui Permainan Tradisional
No full textGuidance and counseling in early childhood institutions should not only be given to those who have problem behaviors, but must also be given to children who are in the process of growth and development. In early childhood, guidance and counseling is based on how to make the child's growth reach an optimal point, both physical motor, psychological and socio emotional. The process is mostly done by playing, singing, dancing and others. Traditional games can be used as a medium of guidance and counseling for early childhood. Types of traditional games are very good for children's development such as dexterity, creativity, social, and so on. In terms of benefits, traditional game is certainly very different from most modern games today, which do not use physical activity (silence) by staring at mobile screens and individualists, which of course results in the physical, and socio emotional development and physical growth of children not running optimally. For this reason, it is necessary to preserve the traditional game culture through creativity in order to preserve local wisdom as well as efforts to develop media for guidance and counseling for young children
PELATIHAN PENGENALAN BAHASA INGGRIS UNTUK ANAK USIA DINI MELALUI IGRA
No full textAbstract
This study used a descriptive method with a qualitative approach aimed to describe learning English for early childhood. Data collection used observation, interview, documentation techniques. The research subjects were 26 teachers in IGRA (Ikatan Guru Raudhotul athfal). The results of the study showed: (1) in English language learning planning there were themes, indicators, main activities, media adapted to the needs of students (2) in the implementation, the teacher carried out English language learning in accordance with RPPH, (3) supporting learning English process is the availability of English language learning media provided by institutions and teachers. (4) the inhibiting factor in learning to introduce English is that English is not the main language used by children so that teachers must be creative in teaching; class teachers do not have sufficient English knowledge; child development becomes a consideration so that children are not depressed.
Keywords: Learning English, introduction to English, early childhood
Abstrak
Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitif. Yang bertujuan untuk mendeskripsikan pembelajaran pengenalan bahasa Inggris. Pengumpulan data menggunakan teknik observasi, wawancara, dokumentasi dengan alat pengumpul data yaitu panduan wawancara, pedoman observasi, catatam lapangan, dan dokumen. Subjek penelitian yaitu 26 guru yang terhimpun dalam IGRA (Ikatan Guru Raudhotul Athfal). Hasil penelitian menunjukkan: (1) dalam perencanaan pembelajaran pengenalan bahasa Inggris terdapat tema, indikator, aktivitas utama, media yang disesuaikan dengan kebutuhan siswa (2) dalam pelaksanaan, guru melaksanakan pembelajaran pengenalan bahasa Inggris sesuai dengan RPPH, (3) faktor pendukung pembelajaran pengenalan bahasa Inggris yaitu ketersediaan media pembelajaran pengenalan bahasa Inggris yang disediakan oleh lembaga dan guru. (4) faktor penghambat dalam pembelajaran pengenalan bahasa Inggris yaitu bahasa Inggris bukan bahasa utama yang digunakan anak-anak sehingga guru harus kreatif dalam mengajar; guru kelas tidak memiliki pengetahuan Bahasa Inggris yang cukup; perkembangan anak menjadi pertimbangan agar anak tidak tertekan.
Kata Kunci: Pembelajaran bahasa Inggris, pengenalan bahasa Inggris, anak usia dini
 
EFEKTIFITAS BIMBINGAN DAN KONSELING ISLAM SOLUTION FOCUS BRIEF THERAPY (SFBT) GUNA MENINGKATKAN REGULASI DIRI MAHASISWA PROKRASTINASI DI STAIS MAJENANG
No full textPenelitian ini bertujuan untuk menguji efektifitas bimbingan dan konseling Islam solution focus brief therapy guna meningkatkan regulasi diri mahasiswa prokrastinasi di STAIS Majenang. Instrumen pengumpulan data menggunakan angket skala regulasi diri, skala prokrastinasi, observasi dan dokumentasi. Penelitian ini merupakan jenis penelitian mixed methods dengan menggunakan metode quasi eksperiment non equivalent pre test and post test two group design. Sampel dalam penelitian ini ditentukan dengan teknik purposive sampling sebanyak 35 mahasiswa (semester IV dan VI) STAIS Majenang. Sampel dibagi kedalam dua kelompok, yaitu 18 mahasiswa untuk kelompok eksperimen dan 17 mahasiswa untuk kelompok kontrol. Analisis data yang digunakan adalah T-test diantaranya paired sampel T-test untuk menghitung perbedaan pre test dan post test pada kelompok eksperimen dan kontrol. Sedangkan independent sample Ttest digunakan untuk menguji post test kelompok eksperimen dan kelompok kontrol. Hasil analisis data menunjukkan tingkat regulasi diri sebelum diberikan treatment, kelompok eksperimen berada pada skor rata-rata 62,18 dan kelompok kontrol berada dirata-rata 59,18. Setelah diberikan treatment, tingkat regulasi diri kelompok eksperimen mencapai skor rata-rata 96,88, terjadi peningkatan yang cukup signifikan yakni rata-rata sebanyak 34,7. Berbeda dengan kelompok kontrol yang tidak diberikan treatment, skor rata-rata setelah post test hanya mencapai 59,59, artinya tidak ada peningkatan atau perubahan yang berarti antara post test dan pre test pada kelompok kontrol. Tingkat prokrastinasi sebelum diberikan treatment, kelompok eksperimen berada pada skor rata-rata 74,88, kelompok kontrol berada dirata-rata 78,35. Setelah diberikan treatment, kelompok eksperimen mencapai skor rata-rata 58,71, terjadi penurunan yang cukup signifikan yakni rata-rata sebanyak 15,97. Berbeda dengan kelompok kontrol yang tidak diberikan treatment, skor rata-ratanya masih diangka 77,94, artinya tidak ada penurunan atau perubahan kondisi yang berarti antara post test dan pre test pada kelompok kontrol. Berdasarkan uji hipotesis regulasi diri pada kelompok eksperimen menggunakan uji statistik Mann Whitney Wilcoxon diketahui bahwa hasil dari Asymp. Sig. (2-tailed) = 0,000 0,05 dan Z -3.623a. Dengan demikian Ho ditolak dan H1 diterima, artinya ada perbedaan yang signifikan skor regulasi diri antara pre test dan post test pada kelompok eksperimen. Begitu juga yang terjadi pada aspek prokrastinasi, berdasarkan out put pada kelompok eksperimen, diketahui bahwa Asymp. Sig. (2-tailed) = 0,000 0,05 dan Z -3.622a. Dengan demikian Ho ditolak dan H1 diterima, artinya ada perbedaan yang signifikan skor prokrastinasi antara pre test dan post test pada kelompok eksperimen. Dengan kata lain, bimbingan dan konseling Islam solution focus brief therapy efektif dalam meningkatkan regulasi diri mahasiswa prokrastinasi di STAIS Majenang
KONSEP BIMBINGAN DAN KONSELING ISLAM SOLUTION FOCUSED BRIEF THERAPY (SFBT) UNTUK MEMBANTU MENYEMBUHKAN PERILAKU PROKRASTINASI MAHASISWA
No full textThis article describes about concept of Islamic guidance and counseling through SFBT (Solution Focused Brief Therapy) approach to review helps cure procrastination student behavior. SFBT is a form of brief therapy that builds on the strengths of the counselee to help raise and construct a solution to the problem. The concept of guidance and counseling Islam through SFBT approach is a comprehensive approach so that more leverage in helping cure procrastination behavior. Procrastination is the tendency of delaying completion of a task or work related academic activities. Islamic SFBT its essence lies in the counseling phase focused on solutions rather than on problems so counselee more energy is used to find a solution. There are stages of intervention in the form of a question miracle (miracle question), the counselee is directed to find the magic solution that comes from Allah Swt. That with Allah, nothing is impossible if people want to try. Wisdom and the role of Allah Swt always "presented" to engage in the process of this therapy. Intervention practices covering Islamic SFBT; Changes in pre-session; Search exception; Search competence; Miracle questions; The use of scale (scaling); Reframing; and closure of the session
Effect of Pressure Gradients on Plate Response and Radiation in a Supersonic Turbulent Boundary Layer
No full textUsing the model developed by the author for zero-pressure gradient turbulent boundary layers, results are obtained for adverse and favorable pressure gradients. It is shown that when a flexible plate is located in an adverse pressure gradient area, it vibrates more than if it were in a favorable pressure gradient one. Therefore the noise generated by the plate in an adverse pressure gradient is much greater than that due to the plate in a favorable pressure gradient. The effects of Reynolds number and boundary layer thickness are also analyzed and found to have the same effect in both adverse and favorable pressure gradient cases. Increasing the Reynolds number is found to increase the loading on the plate and therefore acoustic radiation. An increase in boundary layer thickness is found to decrease the level of the high frequencies and therefore the response and radiation at these frequencies. The results are in good qualitative agreement with experimental measurements
EFEKTIFITAS SOLUTION FOCUSED BRIEF THERAPY (SFBT) ISLAMI GUNA MENINGKATKAN REGULASI DIRI MAHASISWA YANG MENGALAMI PROKRASTINASI
No full textThis study is the result of research which examined the effectiveness of guidance and counseling of Islamic solution focus brief therapy in order to improve self regulation of students procrastination in STAIS Majenang. Self-regulation scale questionnaires, procrastination scales, observation and documentation are used as the data collection instruments. This research was done in research mixed methods using quasi experimental method non equivalent pre test and post test two group design. The sample of the research are 35 STAIS Majenang students which are determined by using purposive sampling technique. Samples were divided into two groups, i.e 18 students for the experimental group and 17 students for the control group. Data analysis used T-test paired sample T-test to calculate the difference of pre test and post test in experiment and control group. While independent sample T-test is used for post test of experimental group and control group. The result of data analysis showed that the level of self regulation before treatment, the experimental group was on average score 62,18 and the control group was averaged 59,18. After the treatment, the self-regulation rate of the experimental group reached an average score of 96.88, a significant increase of 34.7. Unlike the control group that was not given treatment, the mean score after the post test only reached 59.59, meaning there was no significant increase or change between post test and pre test in the control group. The level of procrastination before treatment, the experimental group was on average score 74.88, the control group was averaged 78.35. After treatment, the experimental group achieved an average score of 58.71, a significant decrease of 15.97 on average. Unlike the control group that was not given treatment, the average score was still 77.94, which means no significant change in condition between post test and pre test in the control group. Based on self regulation hypothesis test in experimental group which used Mann Whitney Wilcoxon statistic test, the result was known that Asymp. Sig. (2-tailed) = 0,000 <0,05 and Z -3.623a. Thus Ho is rejected and H1 accepted, meaning there is a significant difference self-regulation score between pre test and post test in the experimental group. Similarly, in the case of procrastination, based on out put on the experimental group, it is known that Asymp. Sig. (2-tailed) = 0,000 <0.05 and Z -3.622a. Thus Ho is rejected and H1 accepted, meaning there is a significant difference between procrastination score pre test and post test in the experimental group. In other words, Islamic guidance and counseling solution focus brief therapy is effective in improving self-regulation of students procrastination in STAIS Majenang
KONSTRUKSI PENDIDIKAN KARAKTER PAUD INKLUSI (Kajian di TK Pedagogia UNY dan TK Islam Pelangi Anak Yogyakarta)
No full textCharacter education must be instilled in early childhood, apart from physical education, children also need spiritual education. Considering the importance of the role of character in the life of individuals and society, to make this happen is no other than placing character education as the most important basic factor. This research aims to analyze the depth of early childhood character education in inclusive PAUD in Yogyakarta City. This research is field research with the nature of qualitative descriptive research. The results of the research show that in the implementation of inclusive PAUD character education there are 3 levels of education, namely the implementation of first level inclusive PAUD character education (First Level Inklusi), middle level inclusion (Middle Level Inklusi) and top level inclusion (Top Level Inklusi). Top Level Inclusion level PAUD character education (Top Level Inclusion) in the content standards has local institutional content which contains character education, PTK standards have professional accompanying teachers who focus on aspects of the teacher's personality, and in infrastructure standards there are facilities and infrastructure intended for ABK children which are accessible for all children. The implementation of early childhood character education in Yogyakarta City only touches on 2 levels of education, namely the implementation of first level inclusive PAUD character education and middle level inclusion.Keywords: Inclusion, Character, PAUDAbstrakPendidikan karakter wajib ditanamkan pada anak usia dini, di samping pendidikan jasmani anak juga membutuhkan pendidikan rohani. Mengingat pentingnya peranan karakter bagi tata kehidupan perseorangan maupun masyarakat, maka untuk mewujudkannya tidak lain hanyalah dengan menempatkan pendidikan karakter sebagai faktor dasar yang paling penting. Penelitian ini bertujuan untuk menganalisis kedalaman pendidikan karakter anak usia dini pada PAUD inklusi di Kota Yogyakarta. Penelitian ini merupakan penelitian lapangan (field research) dengan sifat penelitian deskriptif kualitatif. Hasil penelitian menunjukkan bahwa pada pelaksanaan pendidikan karakter PAUD inklusi terdapat 3 level pendidikan, yaitu pelaksanaan pendidikan karakter PAUD inklusi tingkat pertama (First Level Inklusi), inklusi tingkat menegah (Middle Level Inklusi) dan inklusi tingkat atas (Top Level Inklusi). Pendidikan karakter PAUD level inklusi tingkat atas (Top Level Inklusi) pada standar isi terdapat muatan lokal lembaga yang memuat tentang pendidikan karakter, standar PTK terdapat guru pendamping yang profesional yang nenekankan pada aspek kepribadian guru, serta pada standar sarpras terdapat sarana dan prasarana yang diperuntukan untuk anak ABK yang bersifat Aksesible bagi seluruh anak. Pada pelaksanaan pendidikan karakter anak usia dini di Kota Yogyakarta hanya menyentuh pada 2 level pendidikan, yaitu pelaksanaan pendidikan karakter PAUD inklusi tingkat pertama dan inklusi tingkat menengah.Kata Kunci: Inklusi, Karakter, PAU
