Model Pembelajaran Pendidikan Multikultural melalui Pendekatan Proyek Kolaboratif

Soekmono, Roostrianawahti; Ningtyas, Dhita Paranita

doi:10.31004/obsesi.v4i2.444

Cited by 7 publications

(7 citation statements)

References 6 publications

(6 reference statements)

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“…When the child understands by mentioning the greatness of God, the introduction of science will be carried out. One way to mention God's greatness is by introducing heavenly bodies humans cannot make (Soekmono & Ningtyas, 2020). Children will begin to understand the greatness and many things that exist on this earth because of the greatness of God Almighty (Daulay & Salminawati, 2022;Widiawati et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Implementation of Religion and Astronomy for Children Through the Reggio Emillia Learning Model

Tunas,

Amalia Rabiatul Adwiah,

Maemonah

2023

JP2

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Developing religion and science in early childhood requires the right stimulation to develop optimally. This study aims to analyze the influence exerted by the Reggio Emilia learning model in developing religion and the science of astronomy in children. This research belongs to the quantitative research in quasi-experimental using the posttest-only control group design. The population in this study were 18 early childhood children aged 5-6 years. Sampling was done using a saturated sample technique, in which all population members were used as research samples. Data collection in this study was carried out using non-test methods in the form of observation, interviews, and questionnaires. The research instrument used was in the form of children's religious and scientific ability instruments. The data obtained in the study were then analyzed using quantitative descriptive analysis techniques through validity testing, reliability testing, normality testing, and hypothesis testing. The results of the data analysis show that the calculated f value is 3.789 and a significance value of 0.007. The hypothesis is accepted by the results obtained with the sig <0.05 and f count > f table; this study has a sig value of 0.007 <0.05 and f count of 3.789> 3.63. Based on these results, the Reggio Emilia learning model positively and significantly influences astronomy's religious and scientific values in early childhood.

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Section: Discussionmentioning

confidence: 99%

Implementation of Religion and Astronomy for Children Through the Reggio Emillia Learning Model

Tunas,

Amalia Rabiatul Adwiah,

Maemonah

2023

JP2

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“…The importance of teaching methods in creating a harmonious multicultural environment cannot be overlooked. Teachers facilitate the internalization of multicultural values by fostering a climate of mutual respect within the school environment and employing teaching methods such as multicultural storytelling, introduction to customs and cultures, religious festivals, field trips, traditional games, and collaborative projects involving children from diverse backgrounds (Dini, 2022;Junanto & Fajrin, 2020;Soekmono & Ningtyas, 2020). Syahrul (2020) founds four effective approaches in multicultural classrooms: contribution, additive, transformation, and social action.…”

Section: Implications For Curriculum and Policymentioning

confidence: 99%

Insights into Multicultural Competence of Early Childhood Teacher Candidates in Indonesian Islamic Higher Education

Pratiwi,

Dwiningrum,

Riwanda

et al. 2024

EDUKASI

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This study investigates multicultural attitudes among 168 ECE teacher candidates from four state Islamic universities in Indonesia, using a quantitative descriptive design and the Multicultural Attitudes Survey for Teachers. Results indicate a high average multicultural attitude score of 74.12, with candidates demonstrating confidence in managing multicultural classrooms and promoting cultural pride among children. However, their attitudes are primarily based on personal interactions rather than formal coursework. Interviews with 27 respondents further explore multicultural education practices during teaching practicum, revealing a need for improved collaboration with parents and greater emphasis on multicultural education in both teacher education and ECE curricula. Practical implications include integrating multicultural education into teacher education programs, fostering experiential learning for attitude development, and expanding multicultural education coverage in ECE curricula to enhance children's multicultural awareness.

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“…Rustini mengungkapkan bahwa konsep "Jati Diri" dapat diperkenalkan bagi anak usia dini sehingga anak menjadi pribadi yang memiliki nilai-nilai kebangsaan yang dapat diimplementasikannya dalam kehidupan seharihari (Rustini, 2012). Selain itu menurut Soekmono & Ningtyas, pada usia 5 tahun anak telah memiliki rasa kesadaran akan keberagaman yang sudah mulai berkembang sehingga memerlukan kemampuan, keterampilan dan sikap yang baik untuk mengarahkan anak (Soekmono & Ningtyas, 2020). Penelitian yang dilakukan oleh Sumual, dkk mengungkapkan salah satu cara untuk menanamkan sikap solidaritas kebangsaan pada anak usia dini yaitu permainan.…”

Section: Pendahuluanunclassified

Rekonstruksi Pembelajaran Bagi Anak Usia Dini Melalui Konsep "Jati Diri"

Aghnaita

Norhikmah

Aida

et al. 2022

J. Obs. J. Pendidik. Anak Usia Dini

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Anak usia dini sebagai penerus bangsa dapat menjadi tolak ukur terhadap kemajuan bahkan harkat dan martabat bangsanya, sehingga pengenalan identitas nasional dalam konsep “Jati Diri” menjadi suatu upaya dalam menjaga keunikan bangsa Indonesia serta sebagai langkah preventif untuk menghindari pergesekan sosial antar budaya sejak dini. Tujuan pada penelitian ini untuk mengkaji mengenai rekonstruksi pembelajaran bagi anak usia dini melalui konsep "Jati Diri". Metode penelitian yang digunakan adalah kajian pustaka dengan teknik pengumpulan data yaitu dokumentasi melalui 46 referensi kepustakaan yang relevan. Referensi yang digunakan minimal terbitan 10 tahun terakhir yakni mulai tahun 2012-2022 berupa buku, modul, jurnal, tugas akhir, kebijakan, dan referensi lainnya. Berdasarkan hasil penelitian diperoleh bahwa rekonstruksi pembelajaran bagi anak usia dini melalui konsep "Jati Diri" yaitu dengan memetakan tema pembelajaran yang meliputi 3 ruang lingkup: Jati Diri Nasional, Wilayah, dan Individu.

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Model Pembelajaran Pendidikan Multikultural melalui Pendekatan Proyek Kolaboratif

Cited by 7 publications

References 6 publications

Implementation of Religion and Astronomy for Children Through the Reggio Emillia Learning Model

Implementation of Religion and Astronomy for Children Through the Reggio Emillia Learning Model

Insights into Multicultural Competence of Early Childhood Teacher Candidates in Indonesian Islamic Higher Education

Rekonstruksi Pembelajaran Bagi Anak Usia Dini Melalui Konsep "Jati Diri"

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