Earthquakes are vibrations or shocks that occur on the surface of the earth. Earthquakes are caused by the movement of the earth's plates. Most earthquakes are caused by the release of energy produced by the pressure made by moving plates. The longer the pressure gets bigger and finally reaches a state where the pressure cannot be restrained. This study aims to find earthquake disaster mitigation game models using circuit games made with natural materials to increase children's self awareness. The research approach uses modified Research and Development (R and D) in three research steps, namely: Preliminary research, model development and model validation tests. The preliminary study contains a literature study for the theme of disaster mitigation learning and study planning document B TK learning at BKB Mawar. Model development has three steps developed from three concepts, namely identification of themes into sub-themes, analysis of themes into activities and planning unit themes. The model validation test is expert validation. The result is significant, effective and feasible. The finding of this study is the creation of an earthquake disaster mitigation circuit game, this mitigation circuit game is a game used to help children understand how the earthquake disaster responds. This game can be given to those in Indonesia and can be applied in all regions that have the same geographical situation, which aims to improve children's self-awareness of disasters.Keywords: Games, Mitigation Circuits, Earthquakes, Self Awareness, Early Childhood
This study aims to improve children's self-awareness in disaster response, especially volcanic eruptions with result that children are able to understand the danger of volcanic eruptions since early and have an awareness through a disaster. The subjects were children in group B TK Pertiwi 1 and 2 Samiran, aged 5-6 years. The study was carried out in the village of Samiran because it was an area under the foot of Mount Merapi and Merbabu. This study uses "Action Research" with 2 implementation cycles. This uses Kemmis and MC Taggart procedure which consist of four components, includes: a) planning, b) acting, c) observing, d) reflecting The results are expected that eruption of mountain disaster mitigation videos can improve self-awareness in disaster response so that children have the provision to save themselves and preserve the environment so that the small number of victims because the understanding of disaster mitigation has been obtained since childhood early.
Pendidikan multikultural sangat efektif diberikan pada anak usia dini karena kesadaran tentang keberagaman sebagai dasar sikap toleran mulai berkembang pada usia 5 tahun. Sehingga guru AUD memerlukan kemampuan, keterampilan dan sikap positif yang tepat untuk mengajarkan pendidikan multikultural. Penelitian ini bertujuan untuk menemukan strategi meningkatkan kemampuan mahasiswa PG-PAUD dalam membuat perencanaan dan media pembelajaran multikultural AUD. Pendekatan penelitian menggunakan Penelitian dan Pengembangan (R and D) yang dimodifikasi dalam tiga langkah penelitian yaitu: studi pendahuluan berisi studi pustaka materi perkuliahan, dan studi latar belakang sosial budaya mahasiswa; pengembangan model yaitu identifikasi tema multikultural sesuai latar belakang budaya mahasiswa, perencanaan dan media pembelajaran multikultural; dan tes validasi model berupa validasi asesmen kemampuan mahasiswa membuat perencanaan dan media pembelajaran multikultural. Hasilnya adalah signifikan, efektif dan layak. Temuan penelitian ini, komunikasi dan partisipasi mahasiswa dalam kelompok kolaboratif adalah faktor yang berpengaruh untuk meningkatkan kemampuan mahasiswa membuat perencanaan pembelajaran multikultural.
Indonesia is a country that has many volcanoes, about 150 mountains in Indonesia is still an active volcano. Volcanoes in Indonesia are part of the Pacific fire ring. The most active volcanoes are Kelud and Merapi on Java Island, which is responsible for thousands of deaths from its eruption in the region. Early childhood is the golden age of children, so it takes education self-awareness of children around the volcano in the prevention and mental readiness of children in the event of a disaster. This study aims to find the model of learning planning Mitigation of eruption of mountain erupted by using Interactive CD volcanic learning media to improve self-awareness of children. Research approach using Research and Development (R and D) which modified in three step of research that is: Preliminary research, model development, and validation test model. The preliminary study contains literature studies for the learning themes of Disaster Mitigation and the study document of Rural PAUD learning planning in Samiran village, Boyolali district, Central Java. The development of the model has three steps developed from three concepts, namely the identification of themes into subthemes, theme analysis into activities and the planning of the theme unit. The model validation test is an expert validation. The result is significant, effective and feasible. The findings of this research are the creation of learning media in the form of disaster mitigation videos, game tracks, and tracks that can be adapted to the eruption of existing volcanoes in Indonesia and can be applied in all regions with similar geographical conditions, aiming to increase self-awareness of children against disasters.
The interaction of kindergarten students with others is dominant in individual activities. It causes low early reading skills. The application of innovative learning media would attract students' interest in interacting with other children and optimize children's interpersonal intelligence. The study examined the effect of instructional media and interpersonal intelligence on early reading skills. This study used to design treatment by level 2 x 2. The selection of this method is based on the existence of treatment with variable attributes based on Interpersonal intelligence levels. Using simple random sampling 44 children were divided into four groups —data Analysis of Variance (ANOVA) and Tukey test. The study concluded that there was a significant difference between the effect of instructional media and media fun thinkers and big books for early reading skills. There was a significant interaction between instructional media and interpersonal intelligence on the early reading skills, (3) for a group that has a high degree of interpersonal intelligence and use fun thinkers media the effect early reading skills is higher than that used big books treatment media. For groups who have lower levels of interpersonal intelligence and used media fun thinkers treatment early reading skills lower than that used big books treatment media
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