Persepsi Orangtua terhadap Pelaksanaan Belajar dari Rumah pada Pendidikan Anak Usia Dini

Handayani, Oktarina Dwi

doi:10.31004/obsesi.v5i2.975

Cited by 8 publications

(13 citation statements)

References 18 publications

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“…(Hamlet et al, n.d.) Keempat, strategi, cara tertentu yang ditempuh oleh pengajar dalam rangka efektifitas penguasaan pembelajar terhadap materi ajar yang disampaikan oleh pengajar. (Handayani, 2021) Kelima, media pembelajaran, sejumlah peralatan, baik yang bersifat elektronik, non elektronik yang digunakan oleh pengajar untuk mempercepat tingkat penguasaan pembelajar terhadap materi pembelajaran yang disampaikan pengajar. (Handayani, 2021) Keenam, suasana pembelajaran (meliau), kondisi lingkungan pembelajaran yang mempercepat tingkat penguasaan pembelajar terhadap materi pembelajaran yang disampaikan oleh pengajar.…”

Section: Kajian Teoriunclassified

“…(Handayani, 2021) Kelima, media pembelajaran, sejumlah peralatan, baik yang bersifat elektronik, non elektronik yang digunakan oleh pengajar untuk mempercepat tingkat penguasaan pembelajar terhadap materi pembelajaran yang disampaikan pengajar. (Handayani, 2021) Keenam, suasana pembelajaran (meliau), kondisi lingkungan pembelajaran yang mempercepat tingkat penguasaan pembelajar terhadap materi pembelajaran yang disampaikan oleh pengajar. (Hasan Baharun, 2015) Pada umumnya, belajar itu berbasis sekolah, dan rumah berfungsi melengkapi kegiatan pembelajaran di sekolah.…”

Section: Kajian Teoriunclassified

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Pengembangan Materi Pendidikan Agama Islam Berbasis Rumah

Suhardin

Hayadin²,

Sugiarti³

et al. 2021

EDUKASI

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This article aims to discuss the development of Islamic religious education materials available for parents at home. The significance of home-based materials was motivated by the paralysis of the school's function in serving the learning process, including children's religious education, when the COVID-19 outbreak hit the world. This article comes from research and development involving education stakeholders, especially teachers, supervisors, and parents. The activities in focus group discussions were carried out in three places, namely in Bandung, Serpong, and Surabaya. Awareness of the importance of minimal material for parents at home to teach and educate their children about Islam is one of the reasons why this research was conducted. The main question is, what is the minimum content of Islamic religious education that parents should teach at home. After going through a series of discussions at three workshop locations, it was concluded that the material for Islamic religious education at home should be more straightforward and complementary to the subject matter of Islamic religion at school. The materials include the creed of monotheism, aqidah (theology), which discusses Allah SWT; worship (ritual) includes prayer, fasting; muamalat, which includes the introduction of buying and selling and transactions in Islam; and morality. Abstrak Artikel ini bertujuan untuk mendiskusikan pengembangan materi minimal pendidikan agama Islam yang dapat digunakan oleh orang tua dan pendidik di rumah. Ini dilatarbelakangi oleh lumpuhnya fungsi sekolah dalam melayani proses pembelajaran termasuk pembelajaran pendidikan agama anak saat wabah covid-19 melanda dunia. Artikel ini berasal dari riset dan pengembangan yang melibatkan stake-holders pendidikan khususnya guru pendidikan agama Islam, pengawas pendidikan agama Islam, dan orang tua. Kegiatan pengembangan berbentuk fokus grup diskusi dilakukan pada tiga tempat yakni di kota Bandung, kota Serpong dan kota Surabaya. Kesadaran tentang pentingnya materi minimal bagi para orang tua di rumah untuk mengajar dan mendidik anaknya tentang agama Islam menjadi salah satu alasan mengapa riset ini dilakukan. Pertanyaan utamanya adalah, apa konten minimal pendidikan agama Islam yang harus diajarkan oleh orang tua di rumah. Setelah melewati serangkaian diskusi pada tiga lokasi workhop, disimpulkan bahwa materi pendidikan agama Islam di rumah mesti lebih sederhana, dan bersifat komplementer dengan materi pelajaran agama Islam di sekolah. Materi tersebut meliputi: akidah tauhid, aqidah (teologi) yang membahas tentang Allah SWT; peribadatan (ritual) mencakup Shalat, puasa, doa-doa; muamalat yang meliputi pengenalan jual beli dan transaksi dalam Islam; dan akhlaq.

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Section: Kajian Teoriunclassified

Pengembangan Materi Pendidikan Agama Islam Berbasis Rumah

Suhardin

Hayadin²,

Sugiarti³

et al. 2021

EDUKASI

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“…Thus, the role of parent as a second teacher is crucial. Parents has important role to deliver messages from educators to children (Handayani, 2021). Parents must be able to translate the message and instruction given by the teacher so that parents are able to explain the message to children at home (Irwanto, 2020).…”

Section: External Challengesmentioning

confidence: 99%

“…In other words, parents should have good understanding about learning materials, children development and technological literacy or skills. Communication and collaboration between parents and teachers is crucial (Handayani, 2021). The word of collaboration is a term that has the meaning of taking part or having a role on certain activity (Irwanto, 2020).…”

Section: External Challengesmentioning

confidence: 99%

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Barriers in Online Learning Based on the First and Second Graders’ Perspective

Ambarsari

Sartono

Jhon

2021

J. Obs. J. Pendidik. Anak Usia Dini

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Primary school children in grade 1 and 2 are children who need more attention and guidance from teachers and parents. However, primary school children in grade 1 and 2 faced many challenges in online learning. Therefore, we aimed to explore challenges that 22 primary school children in grade 1 and 2 (7-8 years old) faced in online learning during Covid-19 pandemic in 8 primary schools in Palembang, South Sumatra Province, Indonesia. This research is a qualitative research with a type of phenomenology. We found that first and second grade primary school children faced varied challenges both from the children themselves (internal challenges) and the environment such as parents, teachers and others (external challenges). Hopefully, this research is useful for teachers, principals, other school members and government of Indonesia in gathering information about challenges that happened in online learning during Covid-19 pandemic and its solutions.

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Adaptation of BCCT Learning Model in Developing Religious Aspects of Children

Wahid

Fajri²,

Baharun³

et al. 2022

J. Obs. J. Pendidik. Anak Usia Dini

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This study aims to find out and analyze the adaptation of BCCT learning models in developing religious aspects of children. With qualitative methods. The informants in the study were principals, class A teachers, and class B teachers taken with a purposive sampling approach. Preliminary observations in the field show that the implementation of early childhood learning still does not entirely refer to the stages of development and growth of children, especially in the religious aspects of children. The results of this study in implementing the BCCT learning model are the first environmental footing by preparing places and conditions before learning. Second, the footing of the experience before playing is also referred to as the opening activity before entering the core learning activities. Third, the footing when playing is the child's activity in playing a role according to the center. Fourth, footing after play is an activity carried out by teachers and children when they finish playing.

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Persepsi Orangtua terhadap Pelaksanaan Belajar dari Rumah pada Pendidikan Anak Usia Dini

Cited by 8 publications

References 18 publications

Pengembangan Materi Pendidikan Agama Islam Berbasis Rumah

Pengembangan Materi Pendidikan Agama Islam Berbasis Rumah

Barriers in Online Learning Based on the First and Second Graders’ Perspective

Adaptation of BCCT Learning Model in Developing Religious Aspects of Children

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