Materi binatang laut selama ini dikenalkan oleh guru hanya menggunakan buku, majalah anak, dan gambar. Pada umumnya anak akan cepat merasa bosan dan susah fokus pada materi apabila hanya menggunakan media buku, majalah dan gambar. Penelitian ini bertujuan untuk mengembangkan media flashcard berbasis augmented reality pada materi mengenal binatang laut. Metode penelitian yang digunakan pada penelitian ini yaitu penelitian pengembangan Research & Development (R&D). Prosedur penelitian yang dilakukan dalam pengembangan ini diadaptasi dari langkah-langkah pengembangan yang dikembangkan oleh Borg and Gall dengan pembatasan. Subjek penelitian ini adalah anak usia dini pada kelompok B di RA Perwanida IV. Pengumpulan data dilakukan dengan wawancara, lembar angket dan lembar observasi. Teknik analisis data yang digunakan dalam penelitian ini teknik analisis kualitatif dan analisis kuantitatif. Hasil penelitian menunjukan bahwa media flashcard berbasis augmented reality yang dikembangkan sudah memenuhi kriteria valid, praktis dan efektif untuk digunakan pada materi pengenalan binatang laut bagi anak usia dini kelompok B di RA Perwanida IV.
The purpose of this study is to develop child friendly textbooks of Information, Communication, & Technology (ICT) that are valid, practical and effective in improving the professional competence of students in teacher early childhood education program, Sriwijaya University. This study uses the R&D research model with the type of ADDIE model which consists of five stages, namely analysis, design, develop, implementation, and evaluation. The sample in this study was students in early childhood teacher education program. In the implementation phase, field trials were carried out as a result of the development of child-friendly ICT-based teaching books with a sample of 42 people consisting of 12 samples for the small group test and 30 samples for the large group test. Based on the test results of data analysis, it was found that the "child-friendly ICT" textbook that had been developed was valid, practical and effective. The results obtained prove that childfriendly ICT textbooks contribute to improving the professional competence of students. Child-friendly ICT textbooks not only provide new understanding and knowledge of ICT use in child-friendly learning, but also enhance the skills of prospective teachers in using ICT-based teaching materials.
Adanya kesenjangan antara orang tua yang menginginkan anaknya segera terampil menulis dan fakta bahwa anak memerlukan kesiapan fisik yang matang dalam menulis. Kesenjangan tersebut menimbulkan pertanyaan apa saja keterampilan yang penting distimulasi sebelum anak siap menulis. Tujuan penelitian ini mengkaji literatur hasil penelitian tentang keterampilan sebelum anak siap menulis. Metode penelitian adalah studi literatur dari sumber primer. Hasil kajian literatur menyatakan terdapat: kekuatan otot inti, menyilangkan garis tengah, menggenggam pensil dengan benar, koordinasi mata-tangan, integrasi bilateral, kekuatan tubuh bagian atas, manipulasi objek, persepsi visual, dominasi tangan visual. Kebaharuan penelitian ini mengkaji informasi tentang sembilan keterampilan yang harus distimulasi sebelum anak siap menulis dari 45 hasil penelitian terbaru. Dampaknya guru dapat memfokuskan pengembangan keterampilan tersebut secara optimal sehingga anak tidak mudah letih saat menulis dan anak dapat menggunakan keterampilan pada aktivitas lebih kompleks. Simpulan pentingnya stimulasi keterampilan tersebut sebagai indikator kesiapan menulis anak.
Teachers need to understand the factors that influence the readiness of early childhood to learn their new language, especially English, to avoid inappropriate stimulation practices. This study aimed to examine early childhood English learning readiness factors based on relevant theories and research results. This research method was a qualitative literature review study. The literature review consists of 70 references related to the topic of early childhood English. This research method is a qualitative literature review study. As a result, children's readiness to learn is influenced by internal and external factors. Internal factors include cognitive abilities, mastery of the initial language, mastery of a new language, namely English, emotional maturity, and intrinsic motivation. At the same time, the external factors that influence include extrinsic motivation, family, social culture environment, and stimulation by playing.The novelty is to identify the influence of children's readiness factors in learning English both inside and outside the child. As a result, the teacher can consider the readiness of the child to avoid mistakes in introducing English as a new language for early childhood.
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