Claim Missing Document
Check
Articles

Found 5 Documents
Search

PEMBELAJARAN GERAK SENAM BER-IRAMA DAPAT MENINGKATKAN KECERDASAN KINESTETIK TK ABA 3 SUMBERSARI Bahtiar Hari Hardovi; Misyana Misyana; Ahmad Bahriyanto; Dinda Putri Toyibah
JPM PAMBUDI Vol 4 No 01 (2020): PAMBUDI
Publisher : Pusat Penelitian dan Pengabdian Kepada Masyarakat (P2M) IKIP Budi Utomo Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/pambudi.v4i01.827

Abstract

Early childhood Education (Paud) is one of the satu efforts to improve its physical, cognitive, social, spiritual and emotionalchanges. TK ABA III located in the village of kelurahan sumbersari, jember District is the educational place for children . Every Schooling definitely There are no a prob growingissues. The problems of the school ABA 3 Sumbersari Kindergarten school through interviews with the headmaster , Mrs . Erna Sri Rahayu., S. Pd menutit: First, the manpower of lack of rhythmic gymnastics knowledge . Second Lack of knowledgeable bahwasanya The watering gymnastics can improve kinesthetic. With a thus Required implementation of Empowerment pelatihan RHYTHM training in Kindergarten School ABA 3 Sumbersari. Then need to be adanya of pelatihan Gymnastics training is rhythmic to the ada education Personnel in lingkungan TheSchool environment. In the Skeletal pengembangan Model development and teknologi Learningtechnology. Then Teams Devotion Deliver Training rhythmic motion of Gymnastics . Includes a step foot motion technique that needs to be noticed by the participants, then participants follow and memorize and perform the movement repeatedly. Then the sculpte gives the technique of arm swing and the Pesesrta to perform repeatedly. And the last participant performs the movement in a rhythm. With a rhythmic gymnastics training the teachers become aware of the rhythmic gymnastics that is bungan by increasing the Kinestetian intelligence of early childhood.
MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MELALUI BERMAIN SAINS PADA ANAK TK A DI LABORATORIUM PAUD YASMIN KABUPATEN JEMBER TAHUN AJARAN 2018/2019 Misyana Misyana; Indah Mayasari
EARLY CHILDHOOD : JURNAL PENDIDIKAN Vol. 2 No. 2b (2018): Early Childhood : Jurnal Pendidikan
Publisher : Pendidikan Guru PAUD, FKIP, Universitas Muhammadiyah Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (524.714 KB) | DOI: 10.35568/earlychildhood.v2i2b.289

Abstract

ABSTRAK Pada abad 21 dimana masyarakat sudah menggunakan teknologi, layak kalau anak-anak usia dini juga dipersiapkan untuk memiliki kemampuan yang lebih baik, utamanya di kemampuan berpikir. Sudah saatnya anak diberikan kegiatan yang lebih menantang dan menggunakan strategi yang tepat sehingga kemampuan anak benar-benar dapat meningkat lebih baik. Salah satu upaya untuk meningkatkan kemampuan berpikir kritis anak melalui bermain sains, salah satu permainan yang disukai anak yaitu bermain balon. Strategi yang dipergunakan untuk meningkatkan kemampuan anak, pemecahan masalah (problem solving) dan penemuan terbimbing (Guided Discovery). Masalah yang akan dipecahkan pada tindakan ini adalah bagaimana permainan sains dapat meningkatkan kemampuan berpikir kritis anak, pada kelompok A (4-5 tahun) di Laboratorium Paud Yasmin Jember tahun ajaran 2018/2019. Adapun jenis penelitian yang dilakukan peneliti adalah tindakan kelas, metode pengumpulan data yang digunakan dalam penelitian kali ini peneliti sebagai guru dan guru sebagai observer, wawancara dan dokumentasi. Data yang dikumpulkan berupa aktivitas anak selama kegiatan bermain sains, hasil wawancara dengan anak dan guru kelompok A. Berdasarkan hasil penelitian dapat disimpulkan bahwa bermain sains dapat meningkatkan keterampilan berpikir kritis secara signivikan. Secara klasikal dari 15 anak terdapat 13 anak yang berkembang kemampuan berpikir kritisnya secara individual dan 2 anak yang belum berkembang. Diketahui perkembangan kemampuan berpikir kritis anak secara klasikal yang diperoleh 86,66% yang berarti perkembangan kemampuan berpikir kritis anak kelompok A secara klasikal tercapai. Kata Kunci: berfikir kritis, bermain sains, PAUD. ABSTRACT In the 21st century where people have used technology, it is feasible that early childhood are also prepared to have better abilities, especially being able to think. It's time for children to be given more challenging activities and use the right strategies, and the children ability can really improve better. One of the efforts to improve children's critical thinking skills through playing science, one of the games that children love is playing balloons. Strategies used to improve children's ability, problem solving and guided discovery. The problem that will be solved in this action is how the game of science can improve children's critical thinking skills, in group A (4-5 years) in the Laboratory of Paud Yasmin Jember 2018/2019 academic year. The type of lecturers conducted is class action lectures, data collection methods used in this lecture are observation, interviews and documentation. Data collected in the form of children activities during science playing activities, results of interviews with children and teacher of group A. Based on the results of lecturers, it can be concluded that playing science can improve critical thinking skills in a significant way. Classically from 15 children there are 13 children who develop their critical thinking skills, and 2 children are undeveloped. It is known that the development of children critical thinking abilities classically is 86.66% which means that the development of children critical thinking abilities in group A is classically achieved. Keywords: Critical thinking, science games, PAUD.
Fostering Halal and Thoyyibah Food in Early Childhood Education Wahju Dyah Laksmi Wardhani; Sawitri Komarayanti; Tri Endang Jatmikowati; Misyana Misyana
IJECA (International Journal of Education and Curriculum Application) 2018: Proceeding of The 1st International Conference on Halal Tourism, Products, and Services 2018
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (77.686 KB) | DOI: 10.31764/ijeca.v0i0.2011

Abstract

This study aims to construct the idea or thought regarding the importance of introducing halal and good food through early childhood education. Little children, including those of Muslims, generally do not have adequate knowledge about halal and good food according to Islamic jurisprudence (fiqh Islam). Children’s pattern of consumption, types of food they eat, and the ingredients of food cooked for them are generally determined by their parents or influenced by their social and cultural environments. By means of early childhood education, the knowledge of halal and good food is introduced earlier to the children in gradual steps in line with their age and developmental phases. Through constructivist-interpretive approach, this study is intended to analyze the importance of introducing, disseminating, and internalizing the knowledge, attitude, and skill about halal and good food to the children. The study also provides the children with graded lessons to identify halal and good food. The ultimate end the analysis is expected to yield integrated lessons on halal and good food within the curriculum of early childhood education.
Increasing Teacher Knowledge and Skills in Learning to Play Projects in PAUD Wahju Dyah Laksmi Wardhani; Syahrul Mubaroq; Misyana Misyana
JATI EMAS (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat) Vol 7 No 2 (2023): Jati Emas (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat)
Publisher : Dewan Pimpinan Daerah (DPD) Perkumpulan Dosen Indonesia Semesta (DIS) Jawa Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36339/je.v7i2.753

Abstract

This service activity aims to improve the competence of ECCE teachers in the implementation of the Independent Curriculum. The launch of the Independent Curriculum in 2022 has an impact on schools to change the learning strategies applied. Project play strategy is a new form of learning implemented in the application of the Independent Curriculum. This difficulty is experienced by partners, because of limited understanding of the implementation of play projects that do not just mean assigning assignments to students. The solution offered is assistance for the construction of knowledge and skills discourse in designing project play activities as an integrative learning process. Mentoring methods include the stages of Identifying Needs, Designing Teaching Modules and Implementing Classes. The activity was carried out in one of the partner kindergartens of the Faculty of Teacher Training and Education, University of Muhammadiyah Jember, attended by 10 teachers. The results of this activity are expected by teachers to be able to compile teaching modules based on the Profil Pelajar Pancasila which are integrated into learning activities based on learning objectives.
Implementasi Proyek Penguatan Profil Pelajar Pancasila Siti Nuriya; Tri Endang Jatmikowati; Misyana Misyana
Jurnal Teknologi Pendidikan Vol. 1 No. 1 (2023): September
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jtp.v1i1.35

Abstract

The implementation of the Pancasila student profile project is designed with several stages. First, it begins with problem identification, followed by topic selection, topic approval, and topic execution. Finally, an evaluation is conducted for improvement. The implementation of the project to strengthen the Pancasila student profile is guided by the six dimensions within the Pancasila student profile. This approach makes it easier for teachers to assist in the character development of children. The application of the Pancasila student profile project requires a high level of creativity from teachers to make the learning process engaging and enjoyable for students, preventing the class from becoming monotonous. In the implementation carried out by teachers in the project to reinforce the Pancasila student profile, there are continuous activities. This means that the project is not completed in a single instance. The Pancasila student profile is also a response provided by the government to address questions regarding what kind of profile or competencies are produced by the education system in Indonesia. This research employs a qualitative descriptive approach, which is used to describe the implementation of the Pancasila student profile project that references the six dimensions of the Pancasila student profile.