The literature reveals that learning in early childhood emphasizes the variety of potential in terms of development , the formation of attitudes and behavior and the development of basic knowledge and skills children need to adjust to the environment and to face the development tasks further study . The success of a nation in obtaining tujuanya determined by the quality of its human resources . " Great nation can be seen from the quality / character of the nation ( human ) itself " . This study aimed to describe the competence of teachers in character education based learning in early childhood . The study used a descriptive method , by using purposive sampling in Kindergarten teachers .
ABSTRAK The purpose of the study is to develop a learning environment design that integrates indoor and outdoor playground to optimize multiple intelligences. Background research is the low ability of multiple intelligences of early childhood. The research approach uses research and development. Develop some of the intelligence needed to support the indoor learning environment and outdoor playground. Through the design of the learning environment setting indoor and outdoor playground to optimize multiple intelligences of early childhood. The implementation of main learning environments to develop multiple intelligences in early childhood education institutions. Key words: Learning environment, Indoor Outdoor Playground, Multiple Intelligences, EarlyChildhood.Tujuan penelitian untuk mengembangkan desain lingkungan belajar indoor dan outdoor playground terintegrasi untuk mengoptimalisasi multiple intelligences anak usia dini. Latar belakang penelitian adalah rendahnya kemampuan multiple intellegences anak usia dini. Pendekatan penelitian menggunakan penelitian dan pengembangan. Pengembangkan instrumen multiple intelligences diperlukan untuk mendukung pengaturan lingkungan belajar indoor dan outdoor playground. Melalui rancangan seting lingkungan belajar indoor dan outdoor playground untuk mengoptimalisasi multiple intelligences anak usia dini berdasarkan tahapan pengembangan. Implementasi rancangan lingkungan belajar indoor dan outdoor playground terintegrasi untuk mengembangkan multiple intelligences anak di lembaga pendidikan anak usia dini. Kata Kunci:Lingkungan Belajar, Taman bermain Indoor-outdoor, macam-macam kecerdasan, anak Usia dini.
Mathematics for early-childhood (4-6 years old) is a tool that can be used to increase the thinking ability, support the children to increase various of intellectual potential, as well as a medium to increase various attitude and positive habitual, in order to apply the basic personality as early as possible, such as critical and creative thinking ability, diligent, self-supporting, scientific, rational, etc. This qualitative study investigated children's tendency how their logical-mathematics intelligence work. It focused on analyzing how their abilities to understand the operational basics in mathematics with numbers and its principles, along with the sensitivity to see the pattern and cause-consequence relationship and its effectiveness. The subject is 5 children. The results explain that more than 50% of children intellectual potential has been formed since 4 years old and children can consider shapes, measurement, and things based on their interpretation and experiences.
The aim of the research is to develop an integrated indoor and outdoor playground learning design to optimizemultiple intelligences. Through research and development carried out two stages. The first stage, developingmultiple intelligence instruments is needed to support the design of an integrated learning environment. Thesecond stage, designing the setting design of integrated learning environment based on development stage. Theresults showed that the design of integrated learning environment management can optimize the multipleintelligence of early childhood.
Abstrak: Penerapan program sekolah inklusi pada Pendidikan Anak Usia Dini (PAUD) saat ini dirasa masih kurangnya kesiapan sekolah dalam menyenlenggarakan sistem inklusi. Salah satunya adalah penataan kelas di sekolah inklusi yang belum sepenuhnya inklusif. Penataan kelas inklusi baiknya yaitu dapat menciptakan dan menjaga komunitas kelas yang hangat, menerima keanekaragaman, dan menghargai perbedaan. Akan tetapi kemampuan guru dalam mengatur suasana kelas yang ramah untuk anak berkebutuhan khusus maupun anak regular seringkali masih kurang optimal. Untuk itu, penelitian ini bertujuan untuk mengetahui penataan kelas dan hambatan dalam penataan kelas inklusi di Taman Kanak-kanak Mutiara Bunda. Penelitian dilakukan menggunakan metode studi kasus dengan pendekatan kualitatif yang dilakukan di Taman Kanak-kanak Mutiara Bunda. Dengan menggunakan teknik pengumpulan data yaitu observasi, wawancara, dan studi dokumentasi. Adapun sebagai hasil temuan di lapangan sebagai berikut, penataan kelas indoor yang inklusi di PAUD yang inklusi yaitu adanya ruang stimulus sebagai tempat anak berkebutuhan khusus mendapatkan stimulasi yang sesuai dengan kebutuhannya, penataan kelas outdoor yang inklusi di PAUD yang inklusi yaitu adanya ruang,bahan yang aman dan aksesibilitas untuk anak berkebutuhan. Lingkup- lingkup yang terkait berupa pihak yang terlibat, desain dan sarana prasaana yang digunakan dalam penataan kelas serta SOP penataan kelas yang dimiliki TK Mutiara Bunda.
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