Strategi Pembelajaran Aktif Pada Anak Usia Dini

Jf, Nurul Zahriani; Azmi, Khairul

doi:10.24952/alathfal.v2i1.5312

Cited by 2 publications

(3 citation statements)

References 1 publication

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“…Selain itu, Active Learning dapat diperlihatkan dengan berbagai cara yang membuat siswa aktif sejak awal mula aktifitas-aktifitas, seperti membangun kerja kelompok untuk memahami mata pelajaran dala waktu singkat, memimpin belajar bagi seluruh peserta didik, diskusi, mempraktekkan keterampilan-keterampilan, mendorong adanya pertanyaanpertanyaan satu sama lain (Syaparuddin et al, 2020). Pembelajaran active learning memberikan banyak kesempatan kepada peserta didik untuk terlibat aktif dalam membangun pengetahuan dan optimalisasi potensi dengan melalui pengalaman belajar pada pelaksanaan aktivitas pembelajaran anak (Jf & Azmi, 2022). Aktivitas peserta didik menjadi ciri utama pada pembelajaran active learning.…”

Section: Hakikat Pembelajaran Active Learningunclassified

Strategi Active Learning dalam Pembelajaran Akidah Akhlak: Prinsip dan Urgensi Penerapannya di Madrasah Ibtidaiyah

Danuwara,

Maghribi

2023

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Madrasah Ibtidaiyah (MI) is a basic/primary education level where at this level, learning should begin to teach students to think actively, creatively, critically, so that they are trained from an early age to apply learning outcomes in their daily lives. Especially in the Aqidah Akhlak lesson, where the direction of achievement of this learning is not just understanding theories in terms of faith and behavior, but until students can apply good behavior as a habit that they carry out every day. Teachers of moral beliefs at the MI level need guidance on how to apply an active learning strategy or method so that learning objectives can be achieved successfully. The aim of this research is to present a discussion about the principles and urgency of implementing active learning strategies in learning moral beliefs for students at the MI level. The research method is library-research, where research data is taken from books and scientific articles from the internet that are relevant to the research discussion. The research results show that learning moral beliefs using an active learning strategy aims to make students more active, interesting and encouraging to attract interest in learning. Active learning can use the basic principles of speaking and listening, reading, writing and reflection methods on students. This strategy is urgent to implement because it can encourage students to become creative individuals in contextualizing the material they receive with their surroundings. In the context of learning moral beliefs, it will provide experience for students so that they are ready to face and answer problems that arise in an era that continues to develop by becoming polite, civilized, moral individuals who have faith and devotion to Allah SWT.

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Section: Hakikat Pembelajaran Active Learningunclassified

Strategi Active Learning dalam Pembelajaran Akidah Akhlak: Prinsip dan Urgensi Penerapannya di Madrasah Ibtidaiyah

Danuwara,

Maghribi

2023

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“…According to Leng et al (2022), active learning is an approach in which children can actively participate and have the authority to decide on their learning. Besides, active learning is defined as a focused approach to child-centred learning, as opposed to the traditional approach in which the children can passively receive the knowledge presented by the teacher (Jf & Azmi, 2022). In the active learning approach, teachers are responsible for creating meaningful educational experiences that can fully grab their attention in learning.…”

Section: Introductionmentioning

confidence: 99%

“…They need to set their academic goals for their studies to know what they have learned, understood, made mistakes, and achieved (Maidin, 2022). The most important thing in active learning is to participate actively so that the learners can do analysis, integration, evaluation, and reflection on their learning (Jf & Azmi, 2022;KARLIDAĞ, 2022). Chew and Ismail (2020) assert that the application of the active learning approach in the teaching and learning process is not a novel concept in Malaysia.…”

Section: Introductionmentioning

confidence: 99%

Relationship between Preschool Teachers’ Knowledge and Attitude with their Practice towards Active Learning Approach

Qi,

Mohamed

2024

IJARPED

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Active learning compatible with the 21st-century learning approach is an essential teaching and learning strategy to create a world-class educational system. The successful implementation of an active learning approach can establish a paradigm aimed at transitioning Malaysia's preschool education from a teacher-centered to a child-centered approach. As an effort to incorporate an active learning approach in the classroom, the readiness of the preschool teachers is the key to success. Based on the prior study, the research on the relationship between teachers' readiness level "active learning approach" in the early childhood education (ECE) field is still a gap. Therefore, this study was conducted to identify preschool teachers' readiness levels in the aspects of knowledge, attitude, and practice. The main aim of this study is to examine the relationship between preschool teachers' knowledge and attitude with their practice towards an active learning approach in private preschools. A quantitative approach with a cross-sectional survey design was used to achieve the research objective of this study. In total, this study consists of 362 private preschool teachers in the state of Johor, Malaysia, who were selected through the simple random sampling technique. In this study, a questionnaire was used as the data collection method. After completing data collection, SPSS was used to analyze the data in descriptive and inferential ways. The finding of this result indicates that preschool teachers' knowledge (mean = 3.24), attitude (mean = 3.19), and practice (mean = 3.17) level are only at a moderatehigh level. Besides, multiple linear regression tests showed a strong and significant relationship between preschool teachers' knowledge and attitude with their practice towards an active learning approach (R 2 = 0.519). In addition, it is suggested that further research could involve determining the preschool teachers' readiness level based on their demographic characteristics to provide a clearer picture of whether the teachers' knowledge, attitude and practice level influenced by their academic qualifications and teaching experience or not. In short, the stakeholders in the ECE field play an important role in providing preschool teachers adequate support towards the application of active learning activities which in turn help the children in holistic development.

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Strategi Pembelajaran Aktif Pada Anak Usia Dini

Cited by 2 publications

References 1 publication

Strategi Active Learning dalam Pembelajaran Akidah Akhlak: Prinsip dan Urgensi Penerapannya di Madrasah Ibtidaiyah

Strategi Active Learning dalam Pembelajaran Akidah Akhlak: Prinsip dan Urgensi Penerapannya di Madrasah Ibtidaiyah

Relationship between Preschool Teachers’ Knowledge and Attitude with their Practice towards Active Learning Approach

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