ABSTRAK Aspek kemampuan literasi adalah salah satu potensi anak yang mesti dikembangkan semenjak dini. Pengembangan kemampuan literasi mesti seimbang dan terintegrasi dengan lingkup perkembangan anak lainnya. Optimalisasi pengembangan kemampuan literasi menuntut kesiapan para pendidik yang mampu memberdayakan berbagai fasilitas untuk menfasilitasi perkembangan literasi, termasuk perihal media pembelajaran. Pergeseran ke era digital terkadang menjadikan pembalajaran monoton berbasis teknologi komputer. Pada hal tidak tertutup peluang bagi pendidik untuk menggunakan media yang tidak berbasis komputer. Salah satunya adalah media moving flashcard. Media ini akan menfasilitasi anak baik yang memilii gaya belajar visual, audio apalagi kinestetik. Sehingga anak bisa secara bersama-sama belajar dengan fun dan menyenangkan. Selain itu anak juga bisa berkompetisi, bekerja sama sehingga pembelajaran lebih efektif. Kata Kunci: media moving flaschcard; literasi anak usia dini Abstract The aspect of literacy ability is one of the children's potential that must be developed early. The development of literacy skills must be balanced and integrated with the scope of other children's development. Optimizing the development of literacy skills requires the readiness of educators who are able to empower various facilities to facilitate the development of literacy, including about learning media. Shifting to the digital age sometimes makes monotonous learning based on computer technology. In the case of not being closed, opportunities for educators to use media that are not computer-based. One of them is flashcard moving media. This media will facilitate children who have visual, audio and kinesthetic style of learning. So that children can learn together with enjoyfull and fun. In addition, children can compete, working together so that learning is more effective. Keywords: Moving Flashcard; Literacy of early childhood
Kegiatan ekstrakurikuler merupakan penunjang dari kegiatan akademik di lembaga PAUD. Hal ini perlu diterapkan diseluruh lembaga ini. Oleh karena itu penelitian ini bertujuan untuk mengetahui pelaksanaan kegiatan ekstrakurikuler tari tradisional di Taman Kanak-kanak Sani Ashila Padang dalam rangka mengetahui penerapannya. Metode penelitian yang digunakan adalah deskriptif dengan pendekatan kualitatif. Hasil penelitian menunjukkan bahwa kegiatan ekstrakurikuler tari tradisional di TK Sani Ashila Padang belum sesuai dengan tahap-tahap pengenalan tari kepada anak. Namun dengan latihan yang rutin dapat mengantarkan TK Sani Ashila Menjuarai beberapa Lomba Tari. Melalui kegiatan ini juga sebagai wahana untuk memperkenalkan kebudayaan pada anak dan juga untuk membantu perkembangan motoriknya. Kendala yang sering terjadi adalah suasana hati anak yang berubah drastis, sehingga guru harus membujuk anak agar bersemangat kembali. Tempat latihan yang digunakan berukuran 4x4 m tidak sebanding dengan jumlah anak yang mengikuti kegiatan. Dari penelitian ini disimpulkan bahwa pelaksanaan kegiatan ekstrakurikuler tari tradisional di Taman Kanak-kanak Sani Ashila Padang belum berjalan dengan baik.
AbstrakPenelitian ini dilatarbelakangi terdapatnya beberapa anak yang menggunakan ucapan kasar dan berteriak-teriak dengan keras ketika bermain bersama temannya. Penelitian ini bertujuan mengetahui bagaimana komunikasi guru dan orang tua dalam mengembangkan pembiasaan ucapan yang baik terhadap anak di Taman Kanak-Kanak Aisyiyah Bustanul Athfal Padang Panjang. Jenis penelitian ini adalah deskriptif kualitatif, subjek penelitian ini yaitu enam orang guru kelas dan sepuluh orang wali murid kelas B1 Taman Kanak-Kanak Aisyiyah Bustanul Athfal Padang Panjang. Cara untuk mengumpulkan data yang peneliti gunakan adalah observasi, wawancara dan dokumentasi, sedangkan teknik analisis data dilakukan dengan teknik triangulasi data. Penelitian ini menemukan bahwa memang adanya komunikasi guru dan orang tua dalam mengembangkan pembiasaan ucapan yang baik terhadap anak. Strategi atau cara yang dilakukan guru yaitu memahami karakterstik anak, menjalin kelekatan, menjadi teladan bagi anak, menggunakan metode bernyanyi dan bercerita, mengaitkan setiap pembelajaran dengan pembiasaan ucapan yang baik, serta menjalin kolaborasi dengan orang tua untuk mengembangkan pembiasaan ucapan yang baik tersebut dirumah. Sedangkan strategi atau cara yang dilakukan orang tua yaitu menjadi model dan mencontohkan kepada anak ucapan-ucapan yang baik. Maka dapat disimpulkan bahwa komunikasi guru dan orang tua dalam mengembangkan pembiasaan ucapan yang baik terhadap anak di Taman Kanak-Kanak Aisyiyah Bustanul Athfal Padang Panjang sudah mulai berjalan dengan baik karena jalinan komunikasi yang dilakukan guru dan orang tua terhadap anak serta adanya kerjasama dari guru dan orang tua dalam upaya mengembangkan pembiasaan ucapan yang baik di sekolah maupun di rumah. AbstractThis research was motivated by the presence of several children who used harsh speech and shouted loudly when playing with their friends. This study aims to determine how the communication between teachers and parents in developing good speech habits for children in Aisyiyah Bustanul Athfal Kindergarten, Padang Panjang. This type of research is descriptive qualitative, the subjects of this study are six class teachers and ten guardians of class B1 Aisyiyah Bustanul Athfal Kindergarten, Padang Panjang. The way to collect the data that the researcher uses is observation, interview and documentation, while the data analysis technique is done by using data triangulation technique. This study found that there is indeed teacher and parent communication in developing good speech habits for children. The strategies or methods used by the teacher are understanding children's characteristics, establishing attachment, being role models for children, using singing and storytelling methods, linking each learning with good speech habits, and collaborating with parents to develop good speech habits at home. Meanwhile, the strategy or method used by parents is to become a model and give examples to children good words. So it can be concluded that the communication between teachers and parents in developing good speech habits for children in Aisyiyah Bustanul Athfal Kindergarten, Padang Panjang has started to run well because of the communication between teachers and parents towards children and the cooperation of teachers and people. parents in an effort to develop good speech habits at school and at home.
This study aims to describe how the management of religious and moral activities at the Padang Schools TK. The method used by the researcher in this research is descriptive method with a qualitative approach. Data collection techniques by means of observation, interviews and documentation. The analysis technique carried out is data triangulation. The results of the study at Padang TK TK Schools, that the religious and moral activities at the Padang Telkom Schools TK had been carried out in accordance with the planned plans. Activities carried out such as shaking children, pledging and praying, ablution, reading the Asmaul Husna, short letters, prayer, humming al-Quran, tahfidz, reading prayers before washing hands and eating, reading prayers after eating, and reading daily prayers before going home school. Furthermore, after the child has carried out the activities the teacher conducts an evaluation by means of daily assessment, weekly assessment, and final semester assessment.
This study aimed to describe the teachers’ strategies in teaching Al-Qur’an recitation to Kindergarten students. This research was a qualitative descriptive research, with the research subject being Sabihisma 4 Kindergarten teachers. Data were collected by observation, interviews, and documentation. The interviews were conducted with six teachers and the principal. The data analysis technique was done by collecting data, reducing data, presenting data and drawing conclusions. While the data validity technique used method triangulation. The results showed that the strategies carried out by the teachers in teaching Al-Qur’an recitations were 1) In planning the teaching, the teachers identified the characteristics of students and designed the lesson plan; 2) In implementation, the teachers used singing methods and question and answer methods. The teachers also used hijaiyah cards and colorful card media to help them teach; and 3) In evaluation, Al-Qur’an recitation examinations were conducted in several steps.
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