Rekonstruksi Pembelajaran Bagi Anak Usia Dini Melalui Konsep "Jati Diri"

Aghnaita, Aghnaita; Norhikmah, Norhikmah; Aida, Nur; Rabi'ah, Rabi'ah

doi:10.31004/obsesi.v6i4.2071

Cited by 5 publications

(4 citation statements)

References 16 publications

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“…As for creative elements, children will be stimulated so that they can produce original ideas through thought processes so that they can produce creative works (Kementerian Pendidikan dan Kebudayaan, 2022). Therefore, early childhood can understand and learn about national, regional, and individual identity based on various contextual learning themes (Aghnaita et al, 2022).…”

Section: Resultsmentioning

confidence: 99%

Creativity Development of Children 5-6 years old Through Loose Parts Media

Susanti,

Hidayati,

Aghnaita

et al. 2023

ThufuLA

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<p>Loose parts media is media that can be moved, combined, redesigned, aligned, separated, and put together in various ways that can develop children’s creativity. The purpose of this study is to describe the creativity of children aged 5-6 years through loose parts media. The research subjects were 1 class teacher and 14 class B2 students. The research methodology used is descriptive qualitative. The data collection techniques are through observation, interviews, and documentation. Based on the results of the study, the available loose parts media components were natural materials, plastics, used packaging, glass and ceramics, threads and fabrics, and metals. The development of creativity in class B2 children through loose parts media has been good, covering several indicators. Namely: likes to explore the environment, likes to observe, and hold everything, has great curiosity, spontaneously expresses thoughts and feelings, likes to experiment and try new things, rarely feels bored, and has high imagination power.</p>

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Section: Resultsmentioning

confidence: 99%

Creativity Development of Children 5-6 years old Through Loose Parts Media

Susanti,

Hidayati,

Aghnaita

et al. 2023

ThufuLA

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“…The project learning themes that have been set by the Ministry of Education and Culture to be implemented in early childhood education units include: (1) I Love Earth, (2) I Love Indonesia, (3) Play and Cooperate, and (4) My Imagination. In designing project learning activities, all of these themes can be further developed based on the actual situation of each education unit to make the objectives more specific (Aghnaita et al, 2022). Those are some things about realizing the Pancasila Student Profile in the Merdeka Curriculum.…”

Section: ) School Culturementioning

confidence: 99%

Analysis of the implementation of the Merdeka curriculum with Pancasila-profiled learners in early childhood education

Veryawan,

Hasibuan,

Anisaturrahmi

et al. 2023

Atfaluna

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Merdeka curriculum is interpreted as a learning design that provides learning opportunities for children to learn with freedom and creative thinking, creating a generation of lifelong learners following the values of Pancasila. This research aims to analyze the implementation of the Merdeka curriculum with Pancasila-profiled learners in early childhood education. This research uses a systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) with three steps: planning, conducting, and reporting the review. The procedure through stages is the development of a review protocol, definition of inclusion and exclusion criteria, literature search in predetermined databases, critical appraisal, data extraction, and information synthesis. The result shows that implementing the Merdeka curriculum with the Pancasila student profiled in early childhood education is carried out in intra-curricular, extra-curricular, and school culture learning, starting with understanding the Merdeka curriculum and learning outcomes. Future research might delve deeper into assessing the holistic impact of the Merdeka Curriculum's Pancasila-student profiling on various aspects of early childhood development beyond values integration, such as cognitive, social, and emotional growth.

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“…Salah satu pembelajaran yang dilaksanakan di PAUD yakni membaca permulaan. Dalam meningkatkan kemampuan membaca permulaan ada beberapa solusi untuk mempermudah pemberian pembelajarannya, salah satunya adalah dengan dengan melalui penggunaan media yang menarik bagi anak (Aghnaita et al, 2022). Pembelajaran membaca permulaan di taman kanak-kanak merupakan salah satu alternatif dalam membantu dan membimbing anak Anak usia dini harus dipersiapkan untuk bisa membaca dengan belajar membaca permulaan, agar anak bisa mengenal huruf sesuai urutannya juga bisa mengenal Penulis melihat bahwa sebagian besar anak belum mengenal semua huruf.…”

Section: A Pendahuluanunclassified

Pengaruh Media Roda Baca Pintar untuk Meningkatkan Kemampuan Membaca Permulaan Usia 4-5 Tahun

Santi Nurbayani,

Asep Dudi Suhardini,

Dinar Nur Inten

2023

JRPGP

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Abstract. The background of this research is that students in group A of PAUD X have problems reading. In fact, children are not yet able, including children who cannot connect between the sound and the shape of the letters that the child sees. This study aims to improve the early reading skills of children aged 4-5 years through the media of smart reading wheels. The research method is a class action method. The average value of the Pracycle is 65.4. The research results in this Pracycle have said that there are 2 BSH students with a BSH percentage of 20%; students are still said to have MB as many as 5 students with an MB percentage of 50%, while students are said to have BB as many as 3 students with a BB percentage of 30%. The process of implementing learning through the smart reading wheel media to improve initial reading skills in group A PAUD X is carried out for three cycles. The conclusion from the results of observing the teacher's learning activities through the smart wheel game can be seen that there was an increase in Cycle I, Cycle II, and Cycle III. In Cycle I obtained an average value of 72.3% with BSH criteria (Developing According to Expectations). Furthermore, in Cycle II, it obtained an average value of 74.8% with BSH criteria (Developing According to Expectations). Then in Cycle III it obtained an average value of 81.3% with BSB criteria (Very Good Development). Abstrak. Penelitian ini dilatar belakangi oleh siswa di kelompok A Paud X yang mengalami masalah dalam membaca. Nyatanya anak-anak belum mampu diantaranya anak belum bisa menghubungkan antara bunyi dan bentuk huruf yang anak lihat, anak belum bisa mengurutkan susunan nama, anak masih ada yang belum bisa menirukan bentuk huruf-huruf abjad. Penelitian ini bertujuan untuk meningkatkan kemampuan membaca permulaan anak usia 4-5 Tahun melalui media roda baca pintar. Metode penelitian adalah metode tindakan kelas. Nilai rata-rata Prasiklus yaitu mencapai 65.4 hasil penelitian pada Prasiklus ini sudah dikatakan BSH sebanyak 2 siswa dengan presentase BSH 20% siswa masih dikatakan MB sebanyak 5 siswa dengan presentase MB 50% sementara siswa dikatakan BB sebanyak 3 siswa dengan presentase BB 30%. Proses pelaksanaan pembelajaran melalui media roda baca pintar untuk meningkatkan kemampuan membaca permulaan di kelompok A PAUD X dilaksanakan selama tiga siklus. Kesimpulan dari hasil observasi aktivitas pembelajaran guru melalui permainan roda pintar dapat terlihat bahwa adanya peningkatan di Siklus I, Siklus II, dan Siklus III. Pada Siklus I memperoleh nilai rata-rata72.3 % dengan kriteria BSH (Berkembang Sesuai Harapan). Pada Siklus II memperoleh nilai rata-rata 74.8 % dengan kriteria BSH (Berkembang Sesuai Harapan). Pada Siklus III memperoleh nilai rata-rata 81.3 % dengan kriteria BSB (Berkembang Sangat Baik).

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Rekonstruksi Pembelajaran Bagi Anak Usia Dini Melalui Konsep "Jati Diri"

Cited by 5 publications

References 16 publications

Creativity Development of Children 5-6 years old Through Loose Parts Media

Creativity Development of Children 5-6 years old Through Loose Parts Media

Analysis of the implementation of the Merdeka curriculum with Pancasila-profiled learners in early childhood education

Pengaruh Media Roda Baca Pintar untuk Meningkatkan Kemampuan Membaca Permulaan Usia 4-5 Tahun

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