<p class="8Abstractcontent">The ability to improve students’ 21<sup>st </sup>century skills using creative writing is truly one of the most revolutionary developments in modern creative English education. This type of education, however, is not without its challenges, the way of using creative projects as the creative media to improve writing skills experiences showed the students and the teachers as well that to improve ‘21<sup>st</sup> century skills’ through creative writing is imaginative, and creative way. This study conducted an observation of design students at the University of Indraprasta PGRI Jakarta, especially their projects and literature study. The qualitative method with an integrated creative approach of 4C’s is used to analyze the creative writing elements of students’ creative projects as a creative media. The results of this study are useful to be used as a reference in improving students’ 21st century skills and creative writing skills as well by using those Creative Writing projects as a creative media. Furthermore, the results show most of the students have improved their 4C’s skills which is called 21<sup>st</sup> century skills, grow their language skills by writing the projects creatively and innovatively.</p><p> </p><strong>Keywords:</strong> 21<sup>st</sup> century skill, creative writing, media
ABSTRAKGuru adalah salah satu komponen pendidikan yang ikut berperan aktif dan strategis memperlancar proses belajar mengajar di sekolah. Mengingat posisinya yang begitu penting, guru harus memiliki berbagai kompetensi sesuai dengan tugas dan tanggung jawabnya. Tanpa bermaksud mengabaikan salah satu kompetensi yang harus dimiliki seorang guru, kompetensi kepribadian kiranya harus mendapatkan perhatian yang lebih. Sebab, kompetensi ini akan berkaitan dengan idealisme dan kemampuan untuk dapat memahami dirinya sendiri dalam kapasitas sebagai pendidik. Penelitian ini menggunakan pendekatan penelitian kualitatif dengan strategi penelitian studi kasus. Penelitian ini dilakukan di TK Mutiara Tapos, Depok. Metode pengumpulan data dilakukan dengan cara wawancara, observasi dan dokumentasi. Proses analisis data meliputi reduksi data, data display dan penarikan kesimpulan. Hasil penelitian menunjukan bahwa dengan kepribadian guru yang penyayang, sabar, menyenangkan, adil, dan perhatian dapat membuat anak didik memiliki kemandirian di sekolah.Kata Kunci: Kompetensi, Kepribadian, Guru, Kemandirian, Anak Usia Dini PENDAHULUANGuru dalam proses pembelajaran di kelas dipandang dapat memainkan peran penting terutama dalam membantu peserta didik untuk membangun sikap positif dalam belajar, membangkitkan rasa ingin tahu, mendorong kemandirian dan ketepatan logika intelektual, serta menciptakan kondisi-kondisi untuk sukses dalam belajar.Mengharapkan inisiatif dari anak yang tidak mandiri cukup sulit, karena anak membutuhkan peran orang-orang disekelilingnya untuk mengambil inisiatif bagi dirinya.Anak-anak ini bisaanya juga membutuhkan kedekatan fisik dengan orang tua dan pengasuhnya Coles (dalam Hurlock, 1990). Lebih lanjut bahwa tanda lain yang bisa muncul pada anak usia prasekolah yang masih sangat tergantung pada orang tua adalah seringnya ia menangis ketika ditinggal sebentar saja oleh ibunya. Untuk mendapat bantuan dari orang
Specific phobias such as COVID-19 are new and are believed to have developed rapidly since the beginning of the Pandemic established by the WHO in March 2020. Unfortunately, the development of psychological measurement tools related to COVID-19 Phobia is still inadequate in Indonesia. This study aims to validate the Indonesian version of the Phobia scale against COVID-19 (C19P-S). It was recorded that 220 respondents from various groups were involved in this study. The data collected were analyzed by means of the Rasch Model to determine the accuracy of the validated psychometric properties of the scale. The study findings show that the Indonesian version of C19P-S has sufficient psychometric properties and can measure phobia against COVID-19 in the sample group tested. Of the 20 items of the C19P-S, we recommend 18 items that are suitable for use by users of this scale.
<p>“Picture tells a thousand words“. It is important that teachers help the students organize their writing which they are learning to build and enhance their writing skill. Graphic organizer is a creative great media for comparing and contrasing text or story and can easily be applied to any kind of topic to help the students understand the differences between the texts or stories. Beside that aim, graphic organizer also helps the students to organize their writing skill and enhance their writing skill well. Graphic organizer is considered to enhance student’s writing skill, also expresses the students creativity by using the all kind of text, image and graphics, so the research employing observation and carried by descriptive research method. By implementing the strategy of using graphic organizer in students’s writing project, teacher will hopefully get the insight of using creative media to enhance students’ writing skill.</p><p> </p>Key words: graphic organizers; media, writing
Role Playing Method in Learning of Educational Professionals. This study aims to evaluate the influence of the role playing method on student learning outcomes and activities. This research was conducted on the students of English Education Study Program of Indraprasta PGRI University in the first semester used Classroom Action Research (PTK) method, which was consisted of 65 students. Data collected techniques used observation and evaluation. The results showed that the role playing method gave a significant influence in the lecturing education proffesion subject. In other words, the student's learning outcomes and activity were increasing. These results can be seen from each cycle, 72% for the first cycle and 86% for the second cycle.
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