1,720,965 research outputs found
IMPLEMENTASI METODE BEKESAH PADA ANAK MELAYU SAMBAS
Full text linkThe bekesah or storytelling method is a method that can be used to internalize the values of early childhood education. Parents and the public must understand and know that preserving the bekesah method can have a positive impact on the development of children's character, and can maintain the existence of culture, such as folklore in the current era of modernization. Preserving folklore through the bekesah method can be done verbally (spoken), or story books. However, there are very few books on folklore, especially from the Sambas area, so they need to be redeveloped. Now folk tales have also been released into a song, such as the song Batu Ballah and the song Datok Kulub which is a Sambas folk song
INTEGRASI AGAMA DAN SAINS: Bukti Kebenaran Al-Qur’an
Full text linkReligion and science both have a very important role in human life. Religion is a guide or direction in life to lead an ethical, moral and civilized life. While science provides a lot of knowledge to humans, with the development of science it will advance the world with various discoveries that will facilitate and facilitate human survival. Integration seeks to create a conceptual unity between religion and science, thus leading to a re-formulation of the theological interpretation of religion. Religion is able to answer problems that science cannot answer. Religion can help science in developing scientific insights. Science can reveal the truths contained in the Qur'an, so that science can help mankind to increase their faith and devotion to Allah SWT
ESENSI METODE MONTESSORI DALAM KURIKULUM PENDIDIKAN ANAK USIA DINI
Full text linkThe Montessori method has been widely applied by teachers and even parents in providing education to early childhood. According to Montessori, children's education must be in accordance with the stages of child development. The Montessori view of children's education cannot be separated from the influence of other experts' thoughts, which emphasize the condition of a free and loving environment so that children's potential can develop optimally. The essence of the Montessori method in the PAUD curriculum includes all education, namely self-education, freedom, order, and the development of the senses. Meanwhile, the essence of the Montessori method based on the stages of development includes the Absorbent Mind, The Sensitive Periods, Children Want to Learn, Stages of Development, and Encouraging Independence
Pendampingan Penerapan dan Pengembangan Program Pendidikan Anak Usia Dini pada Lembaga PAUD di Daerah Kabupaten Sambas
Full text linkKegiatan “Pendampingan Penerapan dan Pengembangan Program Pendidikan Anak Usia Dini pada Lembaga PAUD di Daerah Kabupaten Sambas” bertujuan untuk meningkatkan kemampuan guru dalam menerapkan dan mengembangkan program pendidikan anak usia dini di Lembaga PAUD serta meningkatkan mutu lembaga PAUD di daerah Kabupaten Sambas. Hasil dari pengabdian kepada masyarakat ini, yakni: 1) Tahapan dalam merancang program dimulai dari pembagian tim, pemberian materi, menganalisis masalah, menentukan program dan presentasi program; 2) Pelaksanaan program pendidikan anak usia dini dilakukan dalam 3 tahap. Setiap tahapan selalu dilakukan pelaporan program, evaluasi dan tindak lanjut kegiatan. Kegiatan pengabdian ini juga diupload ke media sosial Facebook sebagai bahan pembelajaran kepada guru-guru lain; dan 3) Implikasi kegiatan ini diantaranya adalah peningkatan kemampuan guru dalam menerapkan dan mengembangkan program pendidikan anak usia dini serta peningkatan mutu pendidikan pada lembaga PAUD di daerah Kabupaten Sambas
Keterampilan Menggunakan Metode Cerita dalam Pembelajaran Pendidikan Agama Islam di TPQ
No full textThe story has a tremendous impact on the formation of a child\u27s character, especially if the story delivered can impress on the child. However, to convey interesting and memorable stories to children is not arbitrary. Skills using the story method are important to be mastered by the teacher to teach Islamic Education that is fun and memorable in the soul of the santri (students in Islamic school). There are several things that need to be considered in using story methods, including preparation, storytelling techniques and storytelling skills. Preparations that must be made before delivering the story include choosing the theme of the story, preparing teaching properties, and mastering the contents of the story. Then, the techniques that must be mastered by the teacher in conveying the story consist of opening story techniques, storytelling techniques with properties, techniques for dealing with disturbances in storytelling, and techniques for closing and evaluating stories. Storytelling skills that need to be mastered by teachers include movement, vocal and facial expressions as well as language and communication
Variasi Media Dalam Mengajarkan Calistung Di Raudlatul Athfal Babul Jannah Sambas
No full textCalistung (reading, writing and numeracy) learning in early childhood controversy among the public because it is considered a bad impact on child\u27s mental. RA Babul Jannah Sambas is one of the early childhood institutions that implement Calistung learning in early childhood by applying a variety of media learning. This study aims to describe empirically the use of variations of instructional media in teaching Calistung in RA Babul Jannah Sambas. This research use qualitative approach with data collecting technique through interview, observation and documentation. The results of this study concluded that: 1) the media is varied, i.e. human, APE, and programs/activities. Techniques variety of media consisting of: a) vary some of the learning media in all meetings, b) varying one media with several learning methods, c) use different media every day, d) using the media in the time index, and e) varying the use of media outside the classroom. Whereas, the activities of the variety of media in the learning process consists of planning, preparation, implementation and evaluation; 2) the use of a variety of instructional media in teaching Calistung have a considerable impact both on the development of early childhood; 3) the advantages of the use of a variety of media including sparking the interest and attention of the child, train the skills Calistung, and minimize the flavor saturated and bored. While, the drawback is the need to provide different media every day, while the number of media available is very limited. The efforts of teachers in overcoming the shortcomings, such as the teacher using the division of the group and turn in a media play
STRATEGI GURU DALAM MENGATASI PERILAKU AGRESIF PADA ANAK USIA 4-6 TAHUN DI TK TARBIYAH ISLAMIYAH TEBAS TAHUN PELAJARAN 2022-2023
Full text linkThe aim of this research is to describe and find out about: 1) forms of aggressive behavior carried out by children aged 4-6 years at Tarbiyah Islamiyah Tebas Kindergarten; 2) teacher strategies in dealing with aggressive behavior in children aged 4-6 years at Tarbiyah Islamiyah Tebas Kindergarten. This research uses a qualitative approach and the type of research used is a qualitative method with a case study approach. The data collection techniques used were observation, interviews and documentation. Then the data analysis techniques used in this research are data reduction, data display/data presentation, and drawing conclusions. Meanwhile, the technique for checking the validity of the researcher's data uses triangulation techniques and member checks. The results of this research show that: 1) Forms of aggressive behavior in children aged 4-6 years are as follows: a) predatory aggressive behavior such as kicking their friends with their feet, hitting their friends using objects and hands, pushing their friends' heads or limbs and biting. his friend's hand; b) aggressive behavior between males such as shouting at his friend with a loud voice and splashing his friend's face with water; c) offended aggressive behavior such as throwing chairs and throwing books; d) aggressive defensive behavior such as disturbing friends who are passing in front of them and disturbing friends who are studying; e) instrumental aggressive behavior of attacks that ends up hurting another person in an action and hitting a friend until he is injured. 2) The strategies used are the methods used by teachers in organizing and planning learning activities during the learning process in class. Teachers should pay attention to students with aggressive behavior, namely by marking the child in what way he experiences aggressive behavior and placing students with children who do not experience aggressive behavior, sitting in a place that has been controlled by the teacher, a system of approaches or actions carried out by the teacher, are as follows: a. expository learning strategies; b. heuristic learning strategies; c. reflective learning strategies
PERAN GURU DALAM MENGATASI PERILAKU TANTRUM PADA ANAK KELOMPOK B1 DI TK BNINNEKA DARMA WANITA PERSATUAN KABUPATEN SAMBAS TAHUN PELAJARAN 2021/2022
Full text linkPenelitian ini berawal dari melihat fenomena yang terjadi saat pembelajaran di kelas, ada sebagian siswa perilakunya lain dari siswa biasanya di kelas yaitu adanya siswa berprilaku tantrum, oleh sebab itu guru berperan untuk mengatasi anak tantrum tersebut. Tujuan untuk memperoleh informasi yang jelas tentang: 1) Mengetahui dan menganalisis cara guru dalam mengatasi perilaku tantrum pada anak TK Bhinneka Bhinneka Darma Wanita Persatuan Sambas. 2) Faktor pendukung dan penghambat guru dalam mengatasi perilaku tantrum pada anak TK. Bhinneka Darma Wanita Persatuan Sambas. Subjek penelitian ini yaitu: Guru sejumlah 2 orang dan anak TK Bnineka Darma Wanita Persatuan kelompok B1. Mendapatkan data yang berhubungan dengan fokus penelitian, peneliti mengadakan wawancara, observasi dan dokumentasi dengan menggunakan pedoman wawancara, pedoman observasi sebagai alat pengumpul datanya. Teknik analisis data yang digunakan adalah analisis data kualitatif. Peneliti menggunakan dua teknik yaitu: 1) Teknik Triangulasi, 2) Teknik Member Check. Hasil penelitian: 1) Cara guru dalam mengatasi perilaku tantrum pada anak dengan cara: mencari tahu penyebab anak mengalami tantrum, memberi pengertian atau nasehat kepada anak, mengalihkan perhatian anak, memberikan kegiatan bermain lain kepada anak, memisahkan tempat main anak yang sedang tantrum dengan anak yang lain, mendekap agar anak merasa nyaman. 2) Faktor pendukung dan penghambat guru dalam mengatasi perilaku tantrum pada anak yaitu: Faktor Pendukung: Temper tantrum merupakan salah satu cirri anak bermasalah dalam perkembangan emosi seperti marah berlebihan, ingin merusak diri, dan barang-barangnya, tidak dapat mengungkapkan yang diinginkan, takut yang sangat kuat sehingga mengganggu interaksi dengan lingkungannya. Juga sering kali memperlihatkan malu hingga menarik diri dari lingkungan, dan hipersensitif maksudnya sangat peka sulit mengatasi perasaan tersinggungnya, dan pandangannya cenderung negative bersikap murung. Adapun yang menjadi faktor pendukung dalam menangani anak tantrum yaitu: kesehatan anak, minat dan motivasi, cara belajar anak, pergaulan yang baik di lingkunngan tempat tinggal, keluarga yang harmonis. Faktor Penghambat: Pendidik belum mampu menerapkan strategi yang tepat agar anak tidak mengulangi tantrum mereka secara terus menerus, kurangnya kerjasama antara pendidik dan orang tua dalam mendidik anak, masih kurangnya pemahaman pendidik tentang anak usia dini dan kurangnya kemampuan pendidik dalam mengontrol emosi ketika menghadapi perilaku tantrum anak
PROGRAM PELATIHAN GURU DALAM PEMBUATAN DAN IMPLEMENTASI MEDIA CERITA BERGAMBAR PADA ANAK USIA DINI DI PUSAT KERJA GURU (PKG) KECAMATAN SEMPARUK
Full text linkThis Community Service Activity (PKM) aims to provide training for early childhood Islamic education (PAUD) teachers in creating and implementing illustrated story media for early childhood at the Teacher Work Center in Semparuk District. The training will be held on July 29, 2021, from 10.00 WIB to 14.30 WIB. The activity begins with a pre-test, which is testing the insights of the training participants regarding learning media. After that, it was continued by giving short material from the three speakers, namely Mrs. Eliyah, Mrs. Asyruni and Mr. Astaman. The next event is the practice of making picture story media. Finally, the participants who were previously made into groups, presented (practiced) the results of the practice of making the illustrated media. The results of the training show that in general PAUD teachers are able to make storytelling media with pictures very well. However, there are still shortcomings that must be improved such as in terms of language style that is less attractive to students, slightly stiff body gestures, poor intonation and articulation, and the stories chosen must be more contextual for early childhood children
UPAYA GURU DALAM MENINGKATKAN MINAT BELAJAR SISWA PASCA PEMBELAJARAN DARING PADA MATA PELAJARAN AGAMA ISLAM KELAS VIII DI SMP NEGERI 08 TELUK KERAMAT TAHUN PELAJARAN 2021/2022
Full text linkPenelitian ini bertujuan untuk mengetahui bagaimana minat belajar siswa pasca pembelajaran daring khususnya di SMP Negeri 08 Teluk Keramat yang merupakan salah satu sekolah yang menerapkan proses pembelajaran daring selama covid-19. pada era new normal kabupaten sambas sudah memasuki zona kuning dan telah memulai kembali aktivitas pembelajaran tatap muka dengan sistem menerapkan protokol Kesehatan. Penelitian ini bersifat deskriftif kualitatif dan teknik pengumpulan data dari penilitian ini adalah wawancra, observasi, dan dokumentasi. Hasil penelitian menunjukkan:1.Minat belajar siswa baik, yaitu dengan menunjukan indikator minat belajar perasaan senang, keterlibatan siswa, ketartarikan siswa, dan perhatian siswa; 2.kendala yang di hadapi guru pendidikan agama islam dalam meningkatkan minat belajar siswa pasca pembelajaran daring adalah waktu belajar yang sedikit, intelegensi yang rendah, motivasi yang rendah, faktor keluarga dan masyarakat.; 3. Usaha yang dilakukan guru pendidikan agama Islam dalam meningkatkan minat belajar siswa pasca pembelajaran daring adalah dengan memberikan pujian, melakukan pendekatan kepada siswa, melakukan mimik/ gerak badan, memberikan metode pembelajaran yang bervariasi, melakukan kegiatan yang dapat menyenangkan hati siswa
- …
