Pengembangan Instrumen Kemampuan Kerjasama  Anak Kelompok B

Hadaina, Nia; Widiana, I Wayan; Astawan, I Gede

doi:10.23887/jlls.v4i1.31116

Cited by 4 publications

(5 citation statements)

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“…Permainan tradisional sebagai media stimulasi motorik fisik adalah bekel, benteng, engklek, lompat tali, petak umpet, congklak dakon, gobag sodor dan ular naga. Selain itu, permainan tradisional dapat meningkatkan keterampilan motorik anak usia 4-6 tahun terutama dalam keseimbangan, seperti pada permainan egrang tempurung/egrang bathok (Sintia, 2020).…”

Section: Hasil Dan Pembahasanunclassified

Permainan Gobak Sodor Untuk Mengembangkan Sikap Kerjasama Pada Anak Usia Dini

Febyarum,

Ichsan

2023

JEA

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Artikel ini memiliki tujuan guna mengetahui pengaruh permainan gobak sodor dalam mengembangkan Kerjasama pada anak usia dini. Metode yang digunakan pada riset kali ini yaitu menggunakan jenis penelitian kualitatif dengan pendektana deskriptif kualitatif. Subjek dalam penelitian ini adalah 10 orang anak di Desa Sidoharjo. Pada penelitian ini penulis sebagai instrumen pengumpulan data dengan cara observasi, wawancara dan dokumentasi. Analisis data dimulai dari pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Hasil temuan dari penelitian ini yakni permainan gobak sodor bisa mengembangkan karakter kerjasama pada anak usia dini. Dengan bermain gobak sodor, anak bisa mengetahui pentingnya kerjasama dalam tim untuk mencapai tujuan bersama. Penelitian ini hanya membahasa satu permainan tradisional yaitu “gobak sodor” untuk mengembangkan keterampilan Kerjasama pada anak usia dini. Guru dan orang tua memiliki peran penting dalam mengembangkan kerjasama pada anak usia dini dengan berbagai metode yang mereka punya maka penelitian ini memiliki kontribusi terhadap orang tua dan sektor pendidikan anak usia dini.

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Section: Hasil Dan Pembahasanunclassified

Permainan Gobak Sodor Untuk Mengembangkan Sikap Kerjasama Pada Anak Usia Dini

Febyarum,

Ichsan

2023

JEA

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“…Several studies on media development have been conducted including (Sintia, 2020) (Fitriyah et al, 2021) (Pertiwi et al, 2022) (Kirana et al, 2022. Learning media development is one of the efforts to improve the quality of learning.…”

Section: Introductionmentioning

confidence: 99%

“…Learning media development is one of the efforts to improve the quality of learning. In developing learning media, it should also be noted that the learning media developed must be able to support independent learning by students without being accompanied by a teacher, and can be accessed easily by students (Sintia, 2020) (Friwahyuni et al, 2022. In addition, the learning media developed must be developed on material whose phenomena are actually easily observed by students in everyday life (Rahmatia et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Development of 'Smart Egg Puzzle' as An Innovative Learning Media in Introducing Numbers to Early Childhood

Inkasari,

Kharismawati,

Priatiningsih

2024

j. paedagog. penelit. pengemb. pendidik.

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This study aims to develop a ‘smart egg puzzle’ as an innovative learning media to introduce numbers to 5-6-year-old children at TK Lab.School IKIP PGRI Jember. This research method used research and development with the ADDIE model, namely Analysis, Design, Development, Implementation, and Evaluation. The instruments used in this study included validation instruments, response questionnaires, pretests, and posttests. Quantitative data analysis was processed by presenting percentages using the Likert scale as a measurement scale. Expert validation in media and material has been conducted to assess the feasibility of developing the 'smart egg puzzle' learning media. Practicality testing was performed by evaluating practicality questionnaire sheets conducted by teachers. Effectiveness testing was carried out using pretests and posttests, with the first test conducted before using the 'smart egg puzzle' media (pretest) and the second test conducted after using the 'smart egg puzzle' media (posttest). The results of this study indicated that the ‘smart egg puzzle’ was found to be highly valid, with an 88.75% validation rate from media experts and an 83.92% validation rate from material experts. Additionally, practical assessments by teachers indicated that the learning media was very practical, with an average score of 90.38%. The effectiveness of the ‘smart egg puzzle’ was tested with pretests and posttests, showing a significant improvement in students' number recognition skills. Developing the ‘smart egg puzzle’ was effective and met the validity, practicality, and effectiveness criteria, making it a suitable learning tool for students at TK Lab.School IKIP PGRI Jember.

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“…The development model has yet to use an active, creative, effective, and fun learning model. At school, they only focus on children's worksheets and learning models that could be more creative, so when learning takes place, students seem not to care and are engrossed in themselves (Dini, 2021;Hadaina et al, 2021). In addition, educators only focus on children so that children refer to learning using children's worksheets.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of the Market Day Learning Model to Foster Entrepreneur Character in Early Childhood Education

Hanik,

Utaminingsih,

Widjanarko

2023

JPAI

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Conventional learning models that still need to be used cannot foster students' entrepreneurial character. Learning is only teacher-centered, making students passive objects in the teaching and learning process. This study aims to create a guidebook for the market day learning model to foster entrepreneurial character in early childhood. This type of research uses the R & D method and refers to the theory of Borg and Gall. The data collection techniques used are interviews, observations, and questionnaires using qualitative and quantitative analysis, including analysis of market-day learning models, learning observations, and product validation. The research subjects used 15 children and one teacher. The feasibility test results validated by material experts on the learning model presented in book form scored 88 points with an average final score of 3.25. In contrast, the results of language validation by subject teachers were lower than 13 statements in the product evaluation questionnaire. 44 points. The average final score is 3.30. From these results, all were declared feasible. Based on the N-gain calculation from the field test in Kindergarten, there was an increase of 53.3%, and Kindergarten and Al Ishlah also experienced an increase of 53.3%, so based on these calculations, the product of the market day learning model is to be like declared valid. The study results indicate the need for a learning model that can foster entrepreneurship.

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Pengembangan Instrumen Kemampuan Kerjasama Anak Kelompok B

Cited by 4 publications

References 0 publications

Permainan Gobak Sodor Untuk Mengembangkan Sikap Kerjasama Pada Anak Usia Dini

Permainan Gobak Sodor Untuk Mengembangkan Sikap Kerjasama Pada Anak Usia Dini

Development of 'Smart Egg Puzzle' as An Innovative Learning Media in Introducing Numbers to Early Childhood

The Effectiveness of the Market Day Learning Model to Foster Entrepreneur Character in Early Childhood Education

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