No abstract

Abstrak. Orang tua dan guru merupakan lingkungan terdekat bagi perkembangan anak usia dini. Perkembangan kecerdasan kognitif, emosional, dan motorik pada anak usia dini dibangun dari lingkungan dengan stimulus bermain sebagai cara anak belajar. Bermain sebagai kegiatan pembelajaran memerlukan media yang tepat untuk menyampaikan tujuan dari materi yang diajarkan, meskipun dilakukan dengan bermain. Perancangan mainan robot edukasi harus mampu mengakomodir kebutuhan sebagai media bermain sekaligus media pengajaran. Mainan yang menarik bagi anak dan membangkitkan rasa ingin tahu akan memotivasi mereka untuk bereksplorasi dan berkreasi. Mainan yang bisa mereka kendalikan dengan perintah melatih anak untuk berpikir dan memecahkan masalah. Hal ini difasilitasi dengan merancang mainan menggunakan teknologi robot sederhana sebagai media pengenalan teknologi. Merancang mainan dengan konsep yang dipandu oleh kebutuhan pengguna dan mengikuti peraturan SNI yang berlaku akan memastikan mainan digunakan dengan aman. Selain itu, pendekatan teknis yang diperoleh dari prinsip-prinsip desain mainan menggunakan teknologi membantu desainer mengembangkan ide konsep desain.Kata kunci: mainan robot edukasi, media pembelajaran bermain, panduan desain, desain mainan robot edukasi Abstract. Parents and teachers are the closest environment for early child development. The development of cognitive, emotional, and motor intelligence in early childhood built from the environment with the stimulus of play as a way for children to learn. Playing as a learning activity requires appropriate media to convey the objectives of the material taught, even though it done by playing. The design of educational robot toys must be able to accommodate the need as a playing medium as well as a teaching medium. Toys that are interesting for children and arouse curiosity will motivate them to explore and be creative. Toys that they can control with commands train children to think and solve problems. This facilitated by designing toys using simple robot technology as a medium for introducing technology. Designing toys with concepts that guided by the needs of users and following the applicable SNI regulations will ensure toys used safely. In addition, the technical approach obtained from the principles of toy design using technology helps designers develop design concept ideas.

Instructional strategy is one of important factors to achieve instructional objectives. The instructional strategy developed for a teaching and learning situation will be effective if instructional methods and models are appropriately selected. This article discusses some considerations upon the selection of appopriate instructional strategies and describes a case study in life skills training. The case proves the significant role of appropriate instructional strategies in achieving training objectives.

The design of cashew nut or cashew nut sheller uses appropriate or low technoshelly with consideration of low cost for tool material. This pengkacip tool will be used at Ngudi Koyo, Imogiri, Bantul, Yogyakarta. Cashew shell peeler or cippling device as a result of the design is a modification of the existing cashew shell peeler. Some parts of the existing tool are applied to several modified parts, namely the lever mechanism, picking knife, or lever knife. This paper will discuss the method of selecting a suppressor, lever and picking system on a tool using the morphological chart analysis method. Morphological charts will produce alternative designs for cashew nut peeler. The selection of alternative designs will be carried out by analyzing the results of testing in a technical mechanism, material strength, and alternative design quality values. Testing of alternative technical systems mechanisms is done by comparing the mechanical systems of existing tools. The size of the tool uses the anthropometric measurements of the female operator's body, because the operators in the Ngudi Koyo UKM are all women. The tool size adjustment

Children are more interested in learning if these activities are carried out while playing. So in learning for early childhood children need to learn about media while playing. On the other hand, children are introduced to technology even though it is a simple technology. Play involves creativity, an independent and fun activity, and creates curiosity to explore more. This learning to read robot uses an application RFID reader, which is operated by arranging letter cards as a word, then the reading robot will evaluate whether the word is correct, and is marked by the sound of the MP3 player. The method used to design the embodiment of the form and concept of the system for this reading robot is a morphological chart. Morphological charts allow the combination of parameters with choices as alternatif concepts. The alternatif concept is then selected by rating the achievement of the expected performance specifications.