Implementasi Model Pembelajaran Sentra di TK Amal Insani Yogyakarta

Fatmawati, .; Latif, Muhammad Abdul

doi:10.14421/jga.2019.42-03

Cited by 7 publications

(7 citation statements)

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“…Faktor yang mempengaruhi pembelajaran sentra main peran ini didukung dengan penelitian-penelitian terdahulu dimana penataan lingkungan (Lailan, 2017), pemilihan kegiatan main (Sumiyati et al, 2020), sumber belajar yang menarik (Sumiyati et al, 2020), motivasi anak (Fitriana et al, 2018), jumlah anak (Fatmawati & Latif, 2019), dan kondisi emosi yang tidak stabil (Nurhasanudin & Santika, 2021) merupakan faktor-faktor yang memiliki pengaruh signifikan ketika melakukan pembelajaran sentra.…”

Section: Mood Anak Saat Kegiatan Mainunclassified

Alternative Pembelajaran Anak Usia Dini Pasca COVID-19: Stimulasi Perkembangan Sosial-Emosional Anak

Nadlifah

Latif

Sarah

et al. 2022

J. Obs. J. Pendidik. Anak Usia Dini

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Pembelajaran online memberikan dampak negatif pada perkembangan sosial-emosional anak. Penelitian ini bertujuan untuk menganalisis desain pembelajaran sentra main peran, pembelajaran sentra main peran pasca COVID-19, pencapaian sosial-emosional pada pembelajaran sentra main peran, dan faktor yang mempengaruhinya. Metode penelitian menggunakan jenis penelitian kualitatif field research (lapangan) dan peninjauan pustaka. Sumber data meliputi: kepala sekolah, fasilitator, dan anak-anak di RA Tiara Chandra. Pengumpulan data dengan observasi partisipasi pasif, wawancara semi-terstruktur dan dokumentasi. Analisis data menggunakan analisis Miles and Huberman. Hasil penelitian menunjukkan bahwa pembelajaran sentra main peran pasca COVID-19 di kelompok B RA Tiara Chandra berjalan secara optimal untuk menstimulasi perkembangan sosial-emosional anak. Adapun faktor-faktor yang mempengaruhi pembelajaran sentra main peran meliputi: penataan lingkungan, pemilihan kegiatan main, sumber belajar yang menarik, motivasi anak, jumlah anak, dan kondisi emosi yang tidak stabil.

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Section: Mood Anak Saat Kegiatan Mainunclassified

Alternative Pembelajaran Anak Usia Dini Pasca COVID-19: Stimulasi Perkembangan Sosial-Emosional Anak

Nadlifah

Latif

Sarah

et al. 2022

J. Obs. J. Pendidik. Anak Usia Dini

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“…Model pembelajaran ini hendak memberi pengalaman nyata kepada anak usia dini. Anak diberi pengalaman untuk mengaitkan antara pengetahuan dengan kenyataan empirik di sekitarnya dalam kehidupan sehari-hari (Fatmawati & Latif, 2019). Pembelajaran sentra berasumsi bahwa anak didik bermain sambil belajar dari benda-benda orang dan lingkungan sekitarnya.…”

Section: Hasil Dan Pembahasanunclassified

Best Practice Edupreneurship Berbasis Pembelajaran Sentra Berkebun Di Paud Darussalam Bojonegoro

Sriyanti

Zanki

2021

AL-HIKMAH INDONES J EAR CHILD ISLAMIC EDUC

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This qualitative research uses a case study approach. The data source was obtained by interviewing three gardening center teachers. This study aims to explain three things. (1) learning edupreneurship with gardening centers in PAUD Darussalam, (2) obstacles faced, (3) efforts to overcome these obstacles. The results obtained are as follows: first, edupreneurship learning in PAUD Darussalam was carried out by utilizing hydroponic plants in a green house. Second, the obstacles faced in learning edupreneurship in gardening centers: (1) the location on the roof of the building is hot, (2) there is no special nursery for each class, (3) the children cannot observe the development of plants step by step, ( 4) pests that attack plants, (5) access to narrow locations, (6) post-harvest sales and marketing processes that do not yet exist, (7) there are students who do not participate in activities properly, (8) there is no clear SOP for learning about gardening centers . Third, efforts are made to overcome obstacles during gardening center learning: (1) regulating learning hours so that children do not overheat, (2) providing learning support facilities for gardening centers, (3) clear class and hour division, (4) lifting green house management officers, (5) appoint special officers to assist teachers, (6) carry out marketing and collaborate with traders, (7) design activities in gardening centers to make them more attractive, (8) compile SOPs for learning gardening centers

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“…A learning center is a learning approach carried out in circle times and play centers (Rahmawati, 2019). A play center is a children's play area or zone equipped with a set of play tools that serve as the foothold needed to develop all children's essential potential in a balanced manner (Fatmawati & Latif, 2019). The learning center method is a method that uses a play approach, so children can gain knowledge and develop their abilities through playing activities or what is called learning by playing (Puspita et al, 2015).…”

Section: B Learning Center In Building Early Childhood Charactermentioning

confidence: 99%

Using Center Learning in Building Early Childhood Character

Ardin

Syafril

2021

Al-Athfaal

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Building children's character from an early age is important, because children's character is the main key to developing quality resources. One of the problems that is often encountered in building early childhood character is the use of learning methods that are not suitable for early childhood development. One of the learning methods that are suitable for early childhood development is the center learning method. Building the character of early childhood during the pandemic Covid-19 is a new challenge for teachers, because learning is done online. However, using face-to-face learning center learning methods can be done virtually by utilizing technology. Based on the analysis carried out from 98 scientific articles published in various reputable journals in various countries (Japan, Europe, Korea, China, India, Australia, England and Indonesia), it was found that center learning can be used as an alternative to help teachers build character. early childhood. Central learning is assumed to be in accordance with early childhood development which emphasizes the principle of learning while playing. For this reason, center learning can be an option for teachers in the learning process, especially in building early childhood character. In fact, teachers need to be given special skills related to how to apply this learning center, so that the process of character building for early childhood can still be done even though face-to-face learning is done virtually.

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Implementasi Model Pembelajaran Sentra di TK Amal Insani Yogyakarta

Cited by 7 publications

References 0 publications

Alternative Pembelajaran Anak Usia Dini Pasca COVID-19: Stimulasi Perkembangan Sosial-Emosional Anak

Alternative Pembelajaran Anak Usia Dini Pasca COVID-19: Stimulasi Perkembangan Sosial-Emosional Anak

Best Practice Edupreneurship Berbasis Pembelajaran Sentra Berkebun Di Paud Darussalam Bojonegoro

Using Center Learning in Building Early Childhood Character

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