Abstrak. Penelitian ini dilatar belakangi oleh fakta di lapangan mengenai kondisi pembelajaran pendidikan jasmani saat ini, yang kecenderungannya masih menggunakan pendekatan konvensional. Proses pembelajaran ini cenderung membuat bosan dan kurang antusiasnya siswa dalam mengikuti proses pembelajaran. Penelitian ini dilakukan untuk mengetahui kontribusi pendekatan taktis dalam pembelajaran pendidikan jasmani terhadap motivasi, kebugaran jasmani dan kemampuan motorik. Penelitian ini menggunakan metode eksperimen dengan desain penelitian yang digunakan dalam penelitian ini adalah quasi eksperimen dengan bentuk Non equivalent Pretest-Posttest Control Group Design. Subjek siswa yang akan dilibatkan adalah siswa kelas V sekolah dasar di MI Asshulaha dan SD Sukamanah 2. Jumlah sampel dalam penelitian ini sebanyak 28 orang sesuai jumlah di kelas VB MI Asshulaha dan 28 orang di kelas V SD Sukamanah 2. Instrumen dalam penelitian ini menggunakan angket motivasi belajar, tes kebugaran jasmani dan tes kemampuan motorik. Hasil penelitian ini menunjukkan bahwa 1)
Maker-Centered Project Based Learning is one of the developed learning models that emphasize the concept of stimulation to develop students' creativity, productivity, and innovation. This learning model is suitable because it has a positive simulation value to encourage students to solve real-life problems. Therefore, this research focuses on examining the application of the Maker-Centered Project-Based Learning Model in student lecture activities to improve graphic design skills and student learning activities. This research uses a quasi-experimental method with a Posttest-only Control technique through a quantitative approach. A total of 68 students were involved in this research, with 34 students for each control class experimental class. The sampling technique used in this research is cluster random sampling. Student project assessment sheets consisting of 2 aspects, namely graphic design skills and Student Learning Activities, were used to collect data. The results showed that students' graphic design skills and active learning increased significantly after applying the Maker-Centered Project-Based Learning Model with a 95% confidence level. In its application, the Maker-Centered Project-Based Learning model can give real meaning to life for students. Realizing the goals of human life requires an active role from oneself, which is supported by the role of other individuals from outside oneself. In addition, the application of maker-centered project-based learning on the creator can significantly increase student learning activity. Received: 18 September 2021 / Accepted: 9 February 2022 / Published: 5 May 2022
Early childhood ability in managing self-emotion is part of the maturation of the child’s emotional development during the transition from pre-operation to a period of concrete operations. Early childhood abilities in managing their own emotions can be seen from the dimensions of children's capabilities in harnessing their emotions positively, emotion-managing ability in accordance with the situation and condition of themselves, and self-defense capability of the child itself in various forms of children's self issue positions properly. This research was conducted in Pertiwi kindergarten DWP Tawang Subdistrict, Tasikmalaya City that aimed to describe the ability of early childhood in managing self-emotions. The subjects in this study were 18 students from Group B1 that consist of 8 boys and 10 girls. This research used a quantitative approach with descriptive research method. Data collection techniques used in this research are observation, documentation, and field notes. The instrument used in this study are observation sheet and fieldnotes. The data collected was then processed as provided in attachment 1, attachment 2, attachment 3 and attachment 4.The results of the research that has been done in Groups B1 TK Pertiwi DWP Tawang Subdistrict, Tasikmalaya City related early childhood ability in managing self-emotions can be summed up as follows: the majority of early childhood group B1 in Pertiwi kindergartenDWP in terms of early childhood ability in managing self-emotions are on the level of achievement of development judged as DAE (developed as expected). Kemampuan anak usia dini mengelola emosi diri merupakan bagian dari pematangan perkembangan emosi anak dimasa peralihan dari pra operasional memasuki masa operasional konkrit. Kemampuan anak usia dini dalam mengelola emosi dirinya sendiri dapat dilihat dari dimensi kemampuan anak dalam memanfaatkan emosi diri secara positif, kemampuan mengatur emosi sesuai dengan situasi dan kondisi diri, dan kemampuan pertahanan diri anak itu sendiri dalam berbagai bentuk posisi persoalan diri anak secara wajar. Penelitian ini dilakukan di TK Pertiwi DWP Kecamatan Tawang Kota Tasikmalaya yang bertujuan untuk mendeskripsikan kemampuan anak usia dini mengelola emosi diri. Subjek dalam penelitian ini adalah siswa Kelompok B1 yang berjumlah 10 anak terdiri dari 8 anak laki-laki dan 10 anak perempuan. Penelitian ini menggunakan pendekatan kuantitatif dengan metode penelitian deskriptif. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah observasi, dokumentasi, dan catatan lapangan. Instrumen dalam penelitian ini menggunakan lembar obsevasi dan catatan lapangan. Dari data yang yang terkumpul kemudian diolah seperti yang tertera dalam lampiran 1, lampiran 2, lampiran 3, dan lampiran 4. Hasil penelitian yang telah dilakukan di Kelompok B1 TK Pertiwi DWP Kecamatan Tawang Kota Tasikmalaya terkait kemampuan anak usia dini mengelola emosi diri, maka peneliti ini dapat disimpulkan sebagai berikut: mayoritas anak usia dini pada Kelompok B1 di TK Pertiwi DWP dalam hal kemampuan anak usia dini mengelola emosi diri berada pada tingkat pencapaian perkembangan dinilai BSH (Berkembang Sesuai Harapan).
This study aims to improve the ability to recognize the symbol of the number 1-10 through the medium blocks of cuisenaire in children aged 4-5 years in kindergarten At TK At-Toyyibah, District Sukarame, Tasikmalaya. The type of research used is classroom action research done collaboratively with Kemmis and Mc Taggart research models. This study was carried out in three cycles. Research subjects were teachers and children aged 4-5 years with a total of 12 children, namely: 9 boys and 3 girls. The instrument used is the observation sheet (check list), which consists of teacher activity observation sheet and children activity. Data collection techniques through observation, interviews, and documentation. Data analysis technique is done d descriptively qualitative. The indicator of success in this study, if the ability to recognize the symbol of the number 1-10 in children reached 75% percentage. The ability to recognize the 1-10 number symbols in 4-5 years old children has a significant increase each cycle. The results of observations from pre-action to cycle I showed an increase of only 1% with the average percentage of pre-action by 35% of capable children and 65% of children who have not been able to cycle I by 36% of capable children and 64% of children has not been able to. From cycle I the average percentage of 36% of children are able and 64% of children who have not been able to cycle to 65% capable children and 35% of children who have not been able. Then from cycle II the average percentage of 65% of children capable and 35% of children who have not been able to cycle II of 83% capable children and 17% of children who have not been able and have achieved success indicators. Thus, it can be concluded that the media blocks of cuisenaire can increase the ability to recognize the symbol of the number 1-10 in children aged 4-5 years in kindergarten At-Toyyibah, District Sukarame, Tasikmalaya. Penelitian ini bertujuan untuk meningkatkan kemampuan mengenal lambang bilangan 1-10 melalui media balok cuisenaire pada anak usia 4-5 tahun di TK At-Toyyibah, Kecamatan Sukarame, Kabupaten Tasikmalaya. Jenis penelitian yang digunakan yaitu penelitian tindakan kelas yang dilakukan secara kolaboratif dengan model penelitianKemmis dan Mc Taggart. Penelitian ini dilaksanakan ke dalam tiga siklus. Subjek penelitian yaitu guru dan anak usia 4-5 tahundengan jumlah 12 anak, yaitu: 9 anak laki-laki dan 3 anak perempuan. Instrumen yang digunakan yaitu lembar observasi (check list), yang terdiri dari lembar observasi aktivitas guru dan aktivitas anak.Teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Teknik analisis data dilakukan secara deskriftif kualitatif. Indikator keberhasilan dalam penelitian ini, apabila kemampuan mengenal lambang bilangan 1-10 pada anak mencapai persentase 75%. Kemampuan mengenal lambang bilangan 1-10 pada anak usia 4-5 tahun mengalami peningkatan yang signifikan setiap siklusnya. Hasil observasi dari pra tindakan ke siklus I menunjukkan peningkatan walaupun hanya 1% dengan rata-rata persentase pada pra tindakan sebesar 35% anak yang mampu dan 65% anak yang belum mampu ke siklus I sebesar 36% anak yang mampu dan 64% anak yang belum mampu. Dari siklus I rata-rata persentase sebesar 36% anak yang mampu dan 64% anak yang belum mampu ke siklus II sebesar 65% anak yang mampu dan 35% anak yang belum mampu. Kemudian dari siklus II rata-rata persentase sebesar sebesar 65% anak yang mampu dan 35% anak yang belum mampu ke siklus III sebesar 83% anak yang mampu dan 17% anak yang belum mampu dan telah mencapai indikator keberhasilan. Dengan demikian, dapat disimpulkan bahwa media balok cuisenaire dapat meningkatkan kemampuan mengenal lambang bilangan 1-10 pada anak usia 4-5 tahun di TK At-Toyyibah, Kecamatan Sukarame, Kabupaten Tasikmalaya.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.