Playing with children can optimize child development, provide life experience and is the fundamental right of children, however, pencil and paper have become a regular activity for children in this era. Although many studies have concluded that learning to read, write and count is not necessary for early childhood, there are many Early Childhood Education (ECE) still applying it. It happens because of a dilemma between the curriculum and the willingness of parents. This article is the result of qualitative descriptive research that discussed why it happened and how to overcome it. Data collected from ECEs in Karanganyar, Indonesia and Wat Donmuang School in Bangkok, Thailand. The results show that the desire to teach reading, writing and counting to children is not from the ECE, but from the parents who consider that the smart child is a child who can read, write and count. Beside it, several excellent primary schools require the prospective students able to read, write and count. The practical implication of this paper is to widen the perspective of ECE that they don't need academic achievement only but affection and maturation should be the foundation of education.
Penelitian bertujuan mengkaji pelaksanaan stimulasi kemampuan menulis anak usia 5-6 tahun di TK Negeri Pembina Manahan Surakarta. Penelitian dilaksanakan menggunakan pendekatan kualitatif dengan jenis penelitian studi etnometodologi. Subjek penelitian adalah guru dan anak yang berusia 5-6 tahun. Teknik pengumpulan data yang digunakan yaitu wawancara, observasi, dan dokumentasi. Teknik uji validitas dengan triangulasi sumber dan triangulasi teknik. Teknik analisis data menggunakan model analisis interaktif Milles and Huberman. Hasil penelitian menunjukkan bahwa TK Negeri Pembina Manahan melakukan stimulasi kemampuan menulis melalui kegiatan pembelajaran sesuai pedoman Kurikulum 2013 yang diterapkan. Stimulasi tersebut melalui kegiatan menulis dan kegiatan penguatan kemampuan menulis (menggambar, mewarnai, dan menggunting). Pembelajaran tematik dengan pendekatan saintifik mendukung stimulasi kemampuan menulis yang variatif. Kegiatan tersebut dapat mendukung perkembangan kemampuan menulis anak, antara lain: (1) anak mampu menjepit pensil; (2) menulis nama diri; dan (3) menulis kata dan angka.
Penelitian ini bertujuan menghasilkan produk berupa EMORISH yang layak digunakan dalam pembelajaran Fisika untuk meningkatkan keterampilan pemecahan masalah peserta didik. Jenis penelitian yang digunakan adalah penelitian dan pengembangan melalui model ADDIE dengan desain uji coba one group pre-test post-test design. Subjek uji coba pada penelitian ini ialah 25 orang peserta didik kelas X program MIPA SMAN 6 Banjarmasin. Penilaian mengenai kelayakan produk yang dikembangkan ditinjau berdasarkan tiga aspek yang meliputi validitas, kepraktisan, dan efektivitas. Teknik pengumpulan data diperoleh melalui instrumen tes dan non-tes. Instrumen non-tes meliputi penilaian validator untuk mengukur validitas EMORISH dan angket respon peserta didik untuk mengukur kepraktisan EMORISH. Sementara instrumen tes meliputi penilaian hasil belajar peserta didik saat pre-test dan post-test untuk mengukur efektivitas EMORISH. Analisis data diperoleh melalui rata-rata uji validitas, rata-rata skor angket respon peserta didik, dan uji N-gain pada tes hasil belajar. Hasil penelitian menunjukkan bahwa EMORISH berkategori sangat valid dengan skor 3,54, EMORISH berkategori praktis dengan skor 2,86, EMORISH dinyatakan efektif berdasarkan perolehan n-gain dengan skor 0,37 dan berkategori sedang, sehingga EMORISH layak digunakan dalam proses pembelajaran untuk meningkatkan keterampilan pemecahan masalah peserta didik.THE DEVELOPMENT OF EMORISH TO IMPROVE STUDENTS’ PROBLEM-SOLVING SKILLS IN PHYSICS LEARNING This research aims to produce EMORISH (electronic module on simple harmonic motion subject) which is eligible to be implemented in physics learning process to improve students' problem solving skills. This research used research and development through the ADDIE model within a one group pre-test post-test design. The research subjects in this study were 25 students X grade of MIPA program at Senior High School 6 Banjarmasin. The assessment of the eligibility of the product is based on three aspects including validity, practicality, and effectiveness. Data collection techniques were obtained through test and non-test instruments. Non-test instruments include validator assessments to measure EMORISH validity and student response questionnaires to measure EMORISH practicality. Meanwhile, the test instrument is student learning outcomes during pre-test and post-test to measure EMORISH effectiveness. Data analysis was obtained through the average validity test, students' questionnaire responses average score, and the N-gain score on learning outcomes test. The research showed that EMORISH was in the very valid category with a score of 3.54, EMORISH was in the practical category with a score of 2.86, EMORISH was declared effective based on the acquisition of n-gain with a score of 0.37 and was in the moderate category, so that EMORISH was eligible to be implemented in physics learning process to improve students' problem solving skills.
The purpose of this research was examined the implementation of writing skill stimulation at TK Negeri Pembina Manahan Surakarta. The research used a qualitative approach with ethnomethodology study. The subject of research were teachers and children aged 5-6 years. The data collecting techniques used interview, observation, and documentation. The techniques for testing the data validity by triangulation of technique and source. The data analysis technique used the interactive data model by Milles and Huberman.The research result showed that TK Negeri Pembina Manahan did the writing skill stimulation through the learning activity based on the Early Childhood Education Curriculum of 2013. The stimulation did through writing activity and writing skill reinforcement activity (drawing, coloring, and cutting). The thematic learning with scientific approach supports the varied writing skill stimulation. These activities are able to support the children’development of writing skill, including: (1) the children are able to grip the pencil; (2) writing the self-name; and (3) writing word and number.
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