Berdasarkan ilmu pengetahuan, literasi harus menjadi pijakan awal untuk mengembangkan segala aspek-aspek perkembangan sehingga literasi dapat terintegrasi dengan kegiatan pembelajaran. Tujuan penulisan ini untuk mengetahui strategi pembelajaran literasi sains anak usia dini guna memperoleh gambaran dan menganalisa dari perencanaan, pelaksanaan dan penilaian. Metode yang digunakan artikel ini adalah studi literatur, untuk persiapan awal dalam menyusun kerangka penelitian. Berdasarkan hasil penelitian sebelumnya diperoleh bahwa keberhasilan pembelajaran literasi sains dapat dilihat apabila peserta didik memahami apa yang dipelajari serta dapat mengaplikasikannya dalam menyelesaikan pelbagai kehidupan sehari-hari. Hasil penelitian tentang strategi pembelajaran literasi menyatakan penerapan strategi pembelajaran literasi sains pada pendidikan anak usia dini dimulai dari perencanaan yaitu memutuskan tujuan pembelajaran, menentukan material, dan setting lingkungan. Pelaksanaan ditunjang dengan media pembelajaran serta evaluasi dilakukan sesuai indikator perkembangan.
Penelitian ini mengkaji dari studi primer yang telah diteliti sebelumnya tentang blended learning terhadap hasil belajar. Hal ini menarik peneliti untuk mengkaji secara meta-analisis dengan 28 studi primer dari 40 studi sebab di era COVID-19 ini, pembelajaran secara tatap muka tidak mungkin dilaksanakan sehinggu perlu kombinasi pembelajaran secara online atau disebut blended learning. Hasil penelitian menunjukan bahwa terdapat pengaruh yang sangat signifikan karena korelasi rerata sebesar 1,63 yang kemudian kesalahan pengambilan sampel yang menunjukkan angka presentase yang kecil sebesar 12%. Selanjutnya, dampak kesalahan pengukuran atau variasi reliabilitas dalam studi meta-analisis ini sebesar 1,4%. Sehingga dapat dikatakan bahwa ada hubungan positif antara blended learning terhadap hasil belajar
Inclusive education is a real evidence that there is no discrimination in education. The government through regulations has promoted and demonstrated to support the implementation of inclusive education for each level of education in Indonesia. That means that inclusive education should also be applied in Early Childhood Education (ECE). Therefore, all components involved in ECE should be prepared to admit and implement an inclusive education system. The qualitative approach used to examine selected sample in three provinces in implementing inclusive education, there are Central Java, East Java, and West Java. Fifteen early childhood education teachers involved in this research, five teachers of each province. The data were obtained by interviewing the teachers. This study identifies how teachers understand the implementation of inclusive education, the challenges, and obstacles faced, specifically in implementations and expectations for better inclusive education. The findings showed that the teachers understood the importance of inclusive education but none of them have admitted children with special needs. Then, the lack of teachers' competencies and skills, such as designing a proper curriculum in dealing with children with special needs, is a major challenge in implementing inclusive education. The government support is needed, such as to hold inclusive education training to improve teacher's competencies.
This article aimed to obtain and to analyze the differences scores of scientific thinking ability between the children whom got the scientific literacy learning and classical learning. The background of the study is the lack of science activities in early childhood education due to several things: (1) Teacher competency towards knowledge of science concept; (2) Some teachers have not comprehended about planning and developing science activities, organazing learning environment, and devoting support to children in playing activities of science; (3) The lack of knowledge about scientific thinking ability of early childhood. It used quantitative approach with a quasi-experimental design. It was conducted at RA Nurul Huda, Bandung that involved 30 children, aged 5 to 6 years old, which divided into two classes, control and experiment. The data were obtained through questionnaire and it was analyzed by Independent Sample t-Test method. The results showed that there was a difference score between two classes towards scientific thinking ability of scientific literacy implementation since the p-value (0.00) is less than 0.05 and the avarage of N-Gain of experiment class (133,503) is greater than control class (130, 169). In conclusion, the implementation of scientific literay is able to enhance the scientific thinking ability of early childhood. For further studies, scientific literacy implementation might be developed to discover and to improve the critical thinking of early childhood.
Marginal vulnerable and exploitative is a term for marginalized because they do unclear jobs, careers, and also no hope whatsoever in the future. Vulnerable because of the risks that must be covered from time to time, in terms of health and social. Including exploitative because they usually have bargaining position is very weak, subordinated, and fishing into arbitrary objects of the family, the act of thugs or irresponsible officials irresponsible. The marginal people in Kampung Srirahayu work as scavengers, street singers, and prostitutes. This study aimed to describe the developing moral and development of moral early childhood children in marginal people of Kampung Srirahayu. The approach used in this research is a qualitative case study. This study involved parents, early childhood, TPA educators. The design used in this research a case study and used triangulation technique of validity and source. The results of this study indicated that the moral development of early childhood on marginal people in Kampung Srirahayu covered aspects of materials, educators, methods, and evaluation. Factors that encouraged moral development included: (a) the existence of Taman Pendidikan Alqur'an (TPA), (b) early childhood in Kampung Srirahayu following TPA activity, and (c) restriction from parents to children not to interact with children who dropped out.
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