Ucik Hidayah Binsa Binsa
Institut agama islam ngawi

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UPAYA MENINGKATKAN KECERDASAN VISUAL SPASIAL MELALUI KEGIATAN MELUKIS PADA MEDIA TALENAN KELOMPOK B TK PGRI 3 NGAWI DESA MANGUNHARJO KECAMATAN NGAWI KABUPATEN NGAWI TAHUN PELAJARAN 2021/2022 Ucik Hidayah Binsa Binsa; Syarifatud Diyanah Diyanah
Kurikula : Jurnal Pendidikan Vol 6 No 2 (2022): Jurnal Kurikula Vol 8 No 2 Bulan Maret 2022
Publisher : Fakultas Tarbiyah Institut Agama Islam Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56997/kurikula.v6i2.701

Abstract

ABSTRACT : Education for early childhood is increasingly popular. Parents increasingly feel the importance of providing education to their children from an early age and compete to provide the best educational facilities for their children. These developments encourage the growth of preschool educational institutions or better known as Kindergarten schools. Visual-spatial intelligence is an intelligence possessed by a person to understand something by visualizing it using the sense of sight in the form of shape, color, and space and the result of that vision is that one of the children can paint it perfectly on a blank paper. The purpose of this study was to determine the visual-spatial intelligence of children in Group B in PGRI 3 Ngawi Kindergarten and efforts to improve visual-spatial intelligence through painting activities on the cutting board of Group B in PGRI 3 Ngawi Kindergarten. The approach used in this research is a qualitative approach where data is collected by interview, observation and documentation methods. Sources of information from this study were the Principal and Teachers of Group B TK PGRI 3 Ngawi. The results of this study are presented in the form of sentences, not in the form of numbers. The data analysis technique used in this research is observation and conclusion drawing. Based on the results of the study, painting activities using cutting boards can improve visual-spatial intelligence in children in TK PGRI 3 Ngawi, this can be seen in the increase in each cycle. Achievement in the pre-cycle percentage is 75% in the undeveloped category and only a few children are in the starting to develop the category. And after taking action during the first cycle, the score for increasing children's visual-spatial intelligence increased to 50% of children starting to develop and 25% of children developing as expected. Furthermore, in the second cycle, which was carried out by carrying out painting activities using a cutting board, there was an increase in children's visual-spatial intelligence to 50% with the category developing as expected and 25% with the category developing very well.
PAUD Inklusi Berbasis Sekolah Ramah Anak nurul fauziah; Ucik Hidayah Binsa Binsa; Khamim Zarkasih Putro Putro
Early Stage Vol. 1 No. 1 (2023): Januari 2023
Publisher : Institut Agama Islam Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56997/earlystage.v1i1.763

Abstract

Child-friendly school-based Inclusion PAUD is an institution that supports the realization of child-friendly cities. Inclusion PAUD itself consists of mixing normal children with children with special needs. The purpose of this research is to find out how child- riendly school-based Inclusion PAUD is in Aisyiyah Mutiara Bunda PAUD. The purpose of this research is to find out how PAUD Inclusion is based on child-friendly schools in PAUD Aisyiyah Mutiara Bunda. The research method used is a qualitative approach, with principals, teachers and students as respondents. Data collection techniques using observation, interviews and also documentation. In analyzing the data, the researchers used triangulation techniques in order to get a credible research. The results of this study are to support child-friendly-based PAUD Inclusion in PAUD Aisyiyah Mutiara Bunda applying three important components, namely: 1) facilities and infrastructure that support the operation of child-friendly-based PAUD Inclusion in PAUD, 2) supporting software in the form of curriculum, results declaration of child-friendly schools, and activity programs that improve children's skills, 3) existence of brainware or human resources that support the existence of PAUD Inclusion based on child- riendly schools, in collaboration with related parties.