Pengembangan Model Pembelajaran Praktik Berbasis Kompetensi Berorientasi Produksi

Mursid, R

doi:10.21831/cp.v5i1.1257

Cited by 29 publications

(36 citation statements)

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“…19 Pendidikan sains sederhana pada anak dapat mengembangkan beberapa aspek perkembangan, karena dalam proses pembelajaran sains anak didik melakukan observasi, eksplorasi dan memecahkan masalah sesuai taraf perkembangan berpikir anak. 20 Dengan kegiatan sains anak dapat dilatih kemampuan berpikir kreatifnya, yaitu membuat kombinasi baru, membandingkan, memilih alternatif, berpikir kreatif, berpikir membalik, dan menganalisa desain rancangan. 21 Hasil penelitian dari Tanto Aljauharie Tantowie juga dapat digunakan sebagai kajian relevan, bahwa model pembelajaran berbasis neurosains secara umum efektif untuk mencapai kompetensi akademik peserta didik, dan efektif untuk meningkatkan karakter kreatif, dan kerja keras peserta didik.…”

Section: Jumlah Total 111unclassified

“…Tujuan dari model pembelajaran berbasis sains adalah meningkatkan enam aspek perkembangan anak usia dini, sebab dengan pembelajaran sains anak mendapat bekal ilmu pengetahuan tentang alam dan segala isinya yang memberikan makna terhadap kehidupannya di masa yang akan datang. 23 Hal ini bisa dikaitkan dengan strategi pembelajaran kecerdasan jamak/Multiple Inntelligences, bahwa semua anak menggunakan kecerdasannya untuk memecahkan masalah dan menghasilkan sesuatu. Pendekatan ini merupakan alat untuk melihat bagaimana pikiran manusia mengoperasikan dunia, baik itu benda-benda konkret maupun hal-hal yang abstrak.…”

Section: Jumlah Total 111unclassified

“…Pendekatan ini merupakan alat untuk melihat bagaimana pikiran manusia mengoperasikan dunia, baik itu benda-benda konkret maupun hal-hal yang abstrak. 24 Dalam model pembelajaran berbasis sains, peneliti menggunakan strategi pembelajaran kecerdasan jamak/Multiple Intelligences, dengan kecerdasan jamak semua anak didik adalah cerdas. Kecerdasan yang dimiliki anak berbeda-beda, sehingga strategi ini cocok digunakan pada pembelajaran untuk anak usia dini.…”

Section: Jumlah Total 111unclassified

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Pengembangan Model Pembelajaran Berbasis Sains untuk Anak Usia Dini

Zurqoni¹,

Hariyanie²

2018

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This research is a type of research and development. The development model used through the adaptation results from the Borg and Gall models. In this study carried out only with 8 stages: 1) Potential and Problems; 2) Information Collection; 3) Product Design; 4) Design Validation; 5) Design Revision; 6) Product Testing; 7) Product Revision; and 8) Usage Tests. The stages carried out in this study are: Phase 1, namely the potential and problems carried out with the aim of finding out the problems in the field about learning models that can improve six aspects of early childhood development. This stage was carried out in six PAUD institutions with observation, interview and documentation methods. Stage 2 is gathering information/data, taken from three sources, namely learning implementation plans (RPP), teaching teachers, and students in six PAUD 5-6 year age groups. Stage 3 is product design, namely developing an existing learning model into a science-based learning model. The purpose of developing this learning model is to improve six aspects of early childhood development. The basis of the development of this science-based learning model is the curriculum 2013, several references from science learning books, learning material taken from daily activities of students, and traditional games that are easily played by early childhood. The observation results from the teacher as a user based on the questionnaire are as follows: 1) PAUD Mutiara Ilmu Samarinda received an average of 4.2 with the category "Good"; 2) PAUD Palapa Samarinda gets an average of 5.0 with the category "Very Good"; 3) RA An Nur Al Ikhlas Kutai Kertanegara received an average of 4.2 with the category "Good"; 4) PAUD Media Sandika Balikpapan gets an average of 5.0 with the category "Very Good"; 5) PAUDBalikpapan Anggrek I received an average of 4.6 with the category "Very Good"; 6) Anggrek II ECD gets an average of 4.5 in the category of "Very Good". So that the observations from the teacher as a user based on the questionnaire as a whole got an average of 4.6 with the category "Very Good". Based on all of the above descriptions, the results of student and teacher testing as instructors are known to be effective science-based learning models used to improve six aspects of early childhood development.

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Section: Jumlah Total 111unclassified

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Pengembangan Model Pembelajaran Berbasis Sains untuk Anak Usia Dini

Zurqoni¹,

Hariyanie²

2018

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“…Learning science in early childhood is very important to provide the provision of knowledge to children about nature and all its contents that give meaning to life in the future. The purpose of science learning in children this early age [7], among others, as follows. (1) Helping to grow interest to know and study objects and events in the environment.…”

Section: Learning Objectives Of Science For Childrenmentioning

confidence: 99%

Science Learning in Early Childhood Education

Sutama¹,

Mumtahanah²

2017

Proceedings of the 9th International Conference for Science Educators and Teachers (ICSET 2017)

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Early children experience growth and development in a holistic and integrative way. All aspects of growth and development occur simultaneously, and require proper stimulation and direction. The introduction of science in early childhood is an attempt to provide immediate experience in children, so that children have the opportunity to explore the environment in its own way that is playing. This is because the introduction of science can provide hands-on experience in the form of scientific concepts, the science process, the development of attitudes and utilizing them in solving daily problems. The purpose of this article is to describe how to conduct science learning to early childhood education.

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“…Moreover, in the practicum activities of learning industrial electronics, the effective steps that have to be taken into account are planning, design of learning, and implementation of instruction, in which these steps are different from learning theory. The strategies of practical learning based on competence and production-oriented are planning, implementation, and evaluation [7].…”

Section: Introductionmentioning

confidence: 99%

Developing a Design of an Analog Electronics Practice Instruction as an Effort to Improve the Professionalism of Prospective Vocational Teachers

Purnamawati¹

2015

Advances in Social Science, Education and Humanities Research

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-This research aims at producing a design of an analog electronics practice instruction as an effort to improve the professionalism of prospective vocational teachers. This research is a development research employing the modified instructional development model of Thiagarajan. The results are as: Firstly, the design of an analog electronics practice instruction fulfills the criteria of good quality. It is found that: (1) the instructional design is valid; (2) the competency of the prospective vocational teachers in managing the instruction is good enough; (3) activities are effective; (4) responses towards the instructional components are positive; and (5) the practical assessment fulfills the criteria. Secondly, the results of analog electronic practices achieved by the prospective vocational teachers show that (1) improving the competence an analog electronics practice; (2) the competency in managing an instruction is effective; (3) the practical activities are implemented effectively; and (4) the responses towards the instruction is positive.

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Pengembangan Model Pembelajaran Praktik Berbasis Kompetensi Berorientasi Produksi

Cited by 29 publications

References 0 publications

Pengembangan Model Pembelajaran Berbasis Sains untuk Anak Usia Dini

Pengembangan Model Pembelajaran Berbasis Sains untuk Anak Usia Dini

Science Learning in Early Childhood Education

Developing a Design of an Analog Electronics Practice Instruction as an Effort to Improve the Professionalism of Prospective Vocational Teachers

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