The Structure of Responsibility of Preschool and Primary School Age Children

Dementiy, L. I.; Grogoleva, O. Yu.

doi:10.1016/j.sbspro.2016.10.161

Cited by 7 publications

(6 citation statements)

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“…Another support from locus control theory (Slavin, 2011) that personality traits (self-awareness) determine whether students are willing to link responsibility for their own failure or success to internal and external factors. Attempts to realize responsible behavior depend on their self-awareness in learning (Dementiy & Grogoleva, 2016;Eliasa, 2014). Responsibility reflects the motivation of learning on the one hand and encourages the development of scientific creativity on the other (Blascova, 2014).…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of Creative Responsibility Based Teaching (Crbt) Model on Basic Physics Learning to Increase Student’s Scientific Creativity and Responsibility

Suyidno

Nur

Yuanita

et al. 2018

JBSE

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The Creative Responsibility Based Teaching (CRBT) model is an innovative physics-teaching model designed to enhance students’ scientific creativity and responsibility. Therefore, this research aims to analyze the effectiveness of CRBT model to improve scientific creativity and first year students’ responsibility on Basic Physics learning in academic year 2016/2017. This research used one group pre-test and post-test design on 144 students divided into 4 groups at University of Lambung Mangkurat, South Kalimantan (Indonesia). The data collection methods were conducted by using: scientific creativity tests emphasized on unusual uses indicator, problem finding, product improvement, creatively science problem solving, creatively experiment designing, and creatively product design; questionnaire of responsibility emphasized on: participatory indicator, respecting others, cooperation, leadership, and delivering opinion; and interviews. The data analysis technique was done by using paired t-test / Wilcoxon test, n-gain, and ANOVA / Kruskal-Wallis test. The results showed that there was a significant increase in students’ scientific creativity and responsibility at α = 5%, with n-gain average of moderate category, and both were not different (consistent) for all four groups. Thus, the CRBT model is effective for enhancing students’ scientific creativity and responsibility. Keywords: creative responsibility based teaching, physics learning, responsibility attitude, scientific creativity, first year students.

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Section: Discussionmentioning

confidence: 99%

Effectiveness of Creative Responsibility Based Teaching (Crbt) Model on Basic Physics Learning to Increase Student’s Scientific Creativity and Responsibility

Suyidno

Nur

Yuanita

et al. 2018

JBSE

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“…One of the children mentioned that “ when I am playing in the village, I am careful not to lose or destroy my belongings .” Another child stated, “ When I want to go somewhere or see an animal up close, the first thing that I do is to ask for my parents’ permission, and if they do not let me leave, I won’t go .” Asking for parents’ permission is another instance of learning to take more responsibility by children while visiting open rural spaces, and all children mentioned it. Therefore, the findings of the study indicate that when traveling, children, unconsciously and on their own, start helping the family and their fellow travelers with packing the equipment, watching over them, or even moving small objects, which indicate they are learning to shoulder some type of responsibility (Dementiy and Grogoleva, 2016). Moreover, paintings drawn by children confirm the identified concepts in interviews to some extent.…”

Section: Resultsmentioning

confidence: 99%

A phenomenological study of the learning experience of children in rural tourism destinations

et al. 2021

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Increasing the level of awareness and knowledge of children is one of the families’ main goals and concerns. Informal learning through communication, experience, and objective observation during tourism can be one of the appropriate methods in this field. Particularly tourism in rural environments is a new, tangible, empirical, and observational experience. In this study, using a phenomenological approach, the learning experiences of 22 children in rural tourism destinations in the vicinity of the metropolis of Mashhad, Iran were interpreted through interviews and paintings. The descriptive phenomenological approach is a good qualitative method for studying children’s tourism experiences. Also, analysis of paintings and interviews conducted with children studied in rural tourism destinations showed that the experience of tourism outside the city, viewing life and activity in villages, observing other tourists, and playing in nature, led to the formation and increase of children’s learning. It is about taking responsibility, self-confidence, socialization, respect nature, tolerance, and patience, fostering creativity, and self-protection. The findings show that travel and tourism have a significant impact on increasing children’s environmental and social learning and can be an appropriate guide for parents of children and schools related to raising children in the use of tourism in rural areas as a way of environmental, experimental and observational learning. Thus, informal learning through tourism is a good way to develop children’s awareness and various skills such as familiarity with rural lifestyles, occupations and animals and plants, touching objects, the true size of phenomena, understanding environmental realities, communicating with others.

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“…Dini (2018) mengatakan terdapat macam tingkatan definisi mengenai sikap tanggung jawab yaitu : 1) Mengerjakan tugas, 2) Menyelesaikan tugas, 3) Konsekuensi, 4) Hasil maksimal. Pengertian lain tentang tanggung jawab menjelaskan bahwa tanggung jawab berarti melakukan penugasan yang dikerjakan secara baik (Dementiy and Grogoleva 2016). Selain itu terdapat keterangan lain mengenai tanggung jawab yaitu menerangkan bahwa pemberian tugas meningkatkan rasa tanggung jawab pada anak usia dini.…”

Section: Hasil Dan Pembahasanunclassified

Model Pembelajaran Kooperatif Tipe Numbered Head Together Terhadap Sikap Tanggung Jawab Anak Usia Dini

Dara

2021

JTK UNSRI

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Pendidikan karakter merupakan pendidikan yang penting, untuk membentuk atau menyempurnakan diri individu secara terus-menerus dan melatih kemampuan diri demi menuju kearah hidup yang lebih baik. Pendidikan karakter ini merupakan pendidikan yang penting bagi anak usia dini, salah satunya adalah tentang sikap tanggung jawab. Anak usia dini dikenal dengan masa golden age dimana mereka akan mudah untuk menerima informasi dan mudah untuk melakukan penanaman pendidikan karakter. Sehingga akan sangat penting sikap tanggung jawab ini ditanamkan sejak usia dini. Salah satu cara menumbuhkan sikap tanggung jawab adalah melalui model pembelajaran kooperatif tipe numbered head together. Penulisan artikel ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif tipe Numbered Head Together terhadap pengembangan sikap tanggung jawab pada anak usia dini. Metode penelitian yang digunakan yaitu menggunakan metode studi kepustakaan yang merupakan survei dan pembahasan literatur pada bidang tertentu dari suatu penelitian. Hasil penelitian menyatakan bahwa hasil belajar yang dilakukan melalui model pembelajaran kooperatif tipe Numbered Head Together berpengaruh terhadap sikap tanggung jawab pada anak usia dini.

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The Structure of Responsibility of Preschool and Primary School Age Children

Cited by 7 publications

References 0 publications

Effectiveness of Creative Responsibility Based Teaching (Crbt) Model on Basic Physics Learning to Increase Student’s Scientific Creativity and Responsibility

Effectiveness of Creative Responsibility Based Teaching (Crbt) Model on Basic Physics Learning to Increase Student’s Scientific Creativity and Responsibility

A phenomenological study of the learning experience of children in rural tourism destinations

Model Pembelajaran Kooperatif Tipe Numbered Head Together Terhadap Sikap Tanggung Jawab Anak Usia Dini

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