Preliminary observations were made on children in B1 RA Persis 250 Cihamerang group that children's language development was not optimal. This proved that there were still obstacles for children who were not able to have listening skills. The purpose of this study was to determine the listening skills of children before and after the storytelling method was applied, and the application of the storytelling method to improve listening skills. The method used is Class Action Research (CAR) which consists of two cycles. PTK methods include: planning, acting, observing, and reflecting. The data collection techniques used are observation, performance, and documentation. The results showed that the listening skills of children before the method of telling stories were obtained with 32.29 with very few categories, while after applying the method of telling stories to cyclic I obtained a value of 52.71 with a less category, the second cycle obtained a score of 78.44 with a good category. The application of the storytelling method to improve listening skills to teacher activities in the first cycle was obtained an average of 71.88% with sufficient criteria, and in the second cycle obtained an average value of 90.63% with very good criteria. Similarly, the results of the analysis of children's activities in the first cycle obtained an average value of 61.88% with sufficient criteria, and in the second cycle obtained an average value of 77.88% with good criteria. Thus the proposed hypothesis is accepted, meaning that the storytelling method can improve children's listening skills.
The results of the preliminary study in RA Al-Wafi's group showed that, there were several problems related to the use of gadgets with language development including many parents who relied on gadgets to make their children become "calm" or not fussy by tipping video shows or opening youtube. The purpose of this study is to find out the use of gadgets; language development and the relationship between the use of gadgets and the development of early childhood language. The method used is quantitative correlation. Data collection techniques in this study were through interviews / conversations and observations. The results of calculations on variable X obtained an average value of 1.76. This value is in the interval 1.1 - 2.0 with sufficient categories. Whereas, the Y variable obtained an average value of 2.66. This value is in the interval 2.1 - 3.0 in the good category. The relationship between the use of gadgets and the development of early childhood language is obtained by the correlation coefficient of 0.08. This correlation coefficient number is included in the very weak category because it is in the interval 0,000 - 0,199. The results of the significance test obtained the price of tcount = 0.54 smaller than the price of t table = 2.012. This means that Ho is accepted, in other words there is no significant positive relationship between the use of gadgets and the development of early childhood language. The amount of contribution / influence of the use of gadgets to the development of the language of early childhood is only 0.64%. This shows that 99.36% of language development in early childhood is influenced by other factors.
Berdasarkan studi pendahuluan melalui kegiatan observasi diperoleh informasi dari guru RA Bustanul Aulad bahwa di kelompok A RA Bustanul Aulad terdapat 4 dari 7 anak yang mengalami hambatan kemampuan berbicara. Hal ini terlihat dari respon anak terhadap pertanyaan sederhana yang disampaikan oleh guru pada saat pembelajaran berlangsung, tidak semua anak mampu menjawab pertanyaan bahkan ada anak yang cenderung diam dan tidak merespon pertanyaan. Tujuan penelitian ini untuk mengetahui: 1) Kemampuan berbicara anak usia dini sebelum diterapkan metode bercakap-cakap di kelompok A RA Bustanul Aulad Permata Biru Cileunyi Bandung; 2) Penerapan metode bercakap-cakap di kelompok A RA Bustanul Aulad Permata Biru Cileunyi Bandung pada setiap siklus; dan 3) Kemampuan berbicara anak usia dini setelah diterapkan metode bercakap-cakap di kelompok A RA Bustanul Aulad Permata Biru Cileunyi Bandung pada setiap siklus. Metode yang digunakan adalah penelitian tindakan kelas dengan pendekatan gabungan dengan menggunakan teknik pengumpulan data berupa observasi dan unjuk kerja.. Hasil penelitian menunjukkan bahwa metode bercakap-cakap mampu meningkatkan kemampuan berbicara anak usia dini. Hal ini terbukti berdasarkan analisis data, bahwa kemampuan berbicara anak sebelum diterapkan metode bercakap-cakap memperoleh nilai rata-rata 40.91 dengan kategori gagal. Selanjutnya, kemampuan berbicara anak setelah diterapkan metode bercakap-cakap pada siklus I diperoleh nilai rata-rata sebesar 51.14 dengan kategori kurang. Sedangkan pada siklus II memperoleh nilai rata-rata sebesar 70.62 dengan kategori baik. Dengan demikian hipotesis yang diajukan diterima, artinya metode bercakap-cakap terbukti dapat meningkatkan kemampuan berbicara anak di kelompok A RA Bustanul Aulad Permata Biru Cileunyi Bandung.
Observasi awal yang dilakukan pada anak di kelompok A RA Jadaria bahwa keterampilan motorik kasar anak belum optimal. Hal ini terbukti masih adanya anak yang belum mampu menggerakkan otot besarnya. Tujuan penelitian ini untuk mengetahui keterampilan motorik kasar anak sebelum dan sesudah diterapkan kegiatan senam ritmik, dan penerapan kegiatan senam ritmik untuk meningkatkan motorik kasar. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang terdiri dari dua siklus. Metode PTK meliputi: planning, acting, observing, and reflecting. Teknik pengumpulan data yang digunakan ialah observasi, unjuk kerja, dan dokumentasi. Adapun hasil penelitian menunjukkan bahwa keterampilan motorik kasar anak sebelum diterapkan kegiatan senam ritmik diperoleh nilai 46,17 dengan kategori kurang sekali, sedangkan setelah diterapkan kegiatan senam ritmik pada siklus I diperoleh nilai 55,28 dengan kategori kurang. Siklus II diperoleh nilai 78,35 dengan kategori baik. Adapun penerapan senam ritmik untuk meningkatkan keterampilan motorik pada aktivitas guru siklus I diperoleh rata-rata 75% dengan kriteria cukup, dan pada siklus II diperoleh rata-rata 95% dengan kriteria sangat baik. Demikian pula hasil analisis aktivitas anak pada siklus I diperoleh rata-rata 49,65% dengan kategori kurang sekali, dan pada siklus II diperoleh rata-rata 71,82% dengankategori cukup. Dengan demikian hipotesis yang diajukan diterima, artinya kegiatan senam ritmik dapat meningkatkan keterampilan motorik kasar anak.
Spiritual and social attitudes are important competencies that must be obtained by students through direct or indirect learning. Among the factors that determine the success of strengthening spiritual and social attitudes in learning are teaching materials that enable students to understand the experiences gained. The focus of this study is to strengthen students' spiritual and social attitudes through teaching materials that can make students give meaning to learning experiences. This research was conducted by observing and open questionnaire filling by students regarding the meaningfulness of teaching materials used in learning Islamic education (PAI) to strengthen the competency of spiritual attitudes and social attitudes of students. The results showed that the use of teaching materials in the student's book to reflect learning experiences and follow-up to improve their spiritual and social behaviour had fulfilled the need to reflect the values of spiritual and social attitudes from their learning experiences.AbstrakSikap spiritual dan sosial adalah kompetensi penting yang harus diperoleh oleh siswa melalui pembelajaran langsung atau tidak langsung. Di antara faktor-faktor yang menentukan keberhasilan penguatan sikap spiritual dan sosial dalam belajar adalah bahan ajar yang memungkinkan siswa untuk memahami pengalaman yang diperoleh. Fokus penelitian ini adalah memperkuat sikap spiritual dan sosial siswa melalui bahan ajar yang dapat membuat siswa memberi makna pada pengalaman belajar. Penelitian ini dilakukan dengan mengobservasi dan pengisian quesioner oleh siswa mengenai kebermaknaan bahan ajar yang digunakan dalam belajar PAI untuk menguatkan kompetensi sikap spiritual dan sikap sosial siswa. Hasil penelitian menunjukkan bahwa pemanfaatan bahan ajar yang ada pada buku siswa untuk memaknai pengalaman belajar dan tindak lanjut bagi perbaikan perilaku spiritual dan sosial mereka, belum memenuhi kebutuhan refleksi nilai-nilai sikap spiritual dan sosial dari pengalaman belajar mereka. How to Cite: Nursobah, A., Suhartini, A., Basri, H., Hayat, T. (2019). Strengthening Student’s Spiritual Attitude Through Reflecting Learning Experiences by Teaching Materials Utilization. TARBIYA: Journal of Education in Muslim Society, 6(2), 117-133. doi:10.15408/tjems.v6i2. 11915.
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