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Winda Gunarti
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Teacher's Understanding of Project Learning Models through Children's Comics with STEAM Content in Indonesia Hapidin; Yuli Pujianti; Erie Siti Syarah; Winda Gunarti
Jurnal Pendidikan Usia Dini Vol 17 No 1 (2023): Jurnal Pendidikan Usia Dini Volume 17 Number 1 April 2023
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (370.043 KB) | DOI: 10.21009/JPUD.171.06

Abstract

Comic media is one of the learning media that can contain messages and information about various knowledge, experiences, and events in a complete, interesting, and meaningful way. The contents of these stories can also accommodate a variety of learning content such as science, technology, engineering, art, and mathematics known as STEAM content (Science, Technology, Engineering, Art, and Math). This study aims to obtain information on teachers' understanding of the project learning model and STEAM content used in ECE units. Based on survey research and case studies, this research involved 34 ECE teacher participants representing teachers in the Seribu Islands district, DKI Jakarta. Data collection was carried out using a Google form questionnaire, participatory observation, focused discussions, and document analysis. The research produced several findings, first, comic media is very effective and interesting to provide an overview of STEAM project activities and content for ECE units. Second, learning projects containing STEAM content can be designed through learning tools and teaching modules based on maritime themes. Third, project learning with STEAM content can be one of the characteristics of the implementation of the independent curriculum in ECE units. Finally, the use of comic media in project learning with STEAM content can increase early childhood maritime cultural literacy. It is hoped that the use of comic media will help ECE educators in the Seribu Islands Regency improve their understanding of maritime cultural literacy in early childhood. Keywords: teacher's understanding, ECE steam content, children's comics References: Almulla, M. A. (2020). The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning. SAGE Open, 10(3). https://doi.org/10.1177/2158244020938702 Asghar, A., Ellington, R., Rice, E., Johnson, F., & Prime, G. M. (2012). Supporting STEM Education in Secondary Science Contexts. Interdisciplinary Journal of Problem-Based Learning, 6(2). https://doi.org/10.7771/1541-5015.1349 Bagiati, A., & Evangelou, D. (2015). Engineering curriculum in the preschool classroom: The teacher’s experience. European Early Childhood Education Research Journal, 23(1), 112–128. https://doi.org/10.1080/1350293X.2014.991099 Brown, R., Brown, J., Reardon, K., & Merrill, C. (2011). Understanding STEM: Current Perceptions. Technology and Engineering Teacher. Chen, Y.-L., Huang, L.-F., & Wu, P.-C. (2021). Preservice Preschool Teachers’ Self-efficacy in and Need for STEM Education Professional Development: STEM Pedagogical Belief as a Mediator. Early Childhood Education Journal, 49(2), 137–147. https://doi.org/10.1007/s10643-020-01055-3 Connor, A. M., Karmokar, S., & Whittington, C. (2015). From STEM to STEAM: Strategies for Enhancing Engineering & Technology Education. International Journal of Engineering Pedagogy (IJEP), 5(2), 37. https://doi.org/10.3991/ijep.v5i2.4458 DeJarnette, N. K. (2018). Implementing STEAM in the Early Childhood Classroom. European Journal of STEM Education, 3(3), 1–9. https://doi.org/10.20897/ejsteme/3878 EL-Deghaidy, H., Mansour, N., Alzaghibi, M., & Alhammad, K. (2017). Context of STEM Integration in Schools: Views from In-service Science Teachers. EURASIA Journal of Mathematics, Science and Technology Education, 13(6). https://doi.org/10.12973/eurasia.2017.01235a Farida, N., & Rasyid, H. (2019). The Effectiveness of Project-based Learning Approach to Social Development of Early Childhood. 296(Icsie 2018), 369–372. https://doi.org/10.2991/icsie-18.2019.67 Garba, S. A., Byabazaire, Y., & Busthami, A. H. (2015). Toward the use of 21stcentury teaching-learning approaches: The trend of development in Malaysian schools within the context of Asia Pacific. International Journal of Emerging Technologies in Learning, 10(4), 72–79. https://doi.org/10.3991/ijet.v10i4.4717 Gartrell, D. (2016). Developmentally Appropriate STEM: It’s STREAM! www.ChildCareExchange.com Gebbie, D. H., Ceglowski, D., Taylor, L. K., & Miels, J. (2012). The Role of Teacher Efficacy in Strengthening Classroom Support for Preschool Children with Disabilities Who Exhibit Challenging Behaviors. Early Childhood Education Journal, 40(1), 35–46. https://doi.org/10.1007/s10643-011-0486-5 Hapidin, ., Dhieni, N., & Pujianti, Y. (2020). Transformative Education Perspective: The Maritime Cultural Literacy of the Society Kepulauan Seribu, Dki Jakarta, Indonesia. 168–174. https://doi.org/10.5220/0008996001680174 Hapidin, Nurjannah, & Hartati, S. (2018). Pengembangan Model Pembelajaran Tematik Integratif berbasis proyek dalam menerapkan pendidikan kelautan pada anak di Kepulauan Seribu. Jurnal Pendidikan Usia Dini, 12(1), 51–65. https://doi.org/10.21009/JPUD.121 Hapidin, Nurjannah, S. H. (Universitas N. J. (2018). PENGEMBANGAN MODEL PEMBELAJARAN TEMATIK SERIBU. Pendidikan Usia Dini, 12(Marine Education), 51–65. https://doi.org/10.21009/JPUD.121 Herro, D., & Quigley, C. (2017). Exploring teachers’ perceptions of STEAM teaching through professional development: Implications for teacher educators. Professional Development in Education, 43(3), 416–438. https://doi.org/10.1080/19415257.2016.1205507 Horrace, R. (2021). STREAM into Online Play Groups How Children Adapt to Play in a Rapidly Digitized World. International Journal of the Whole Child, 6(1). https://libjournals.mtsu.edu/index.php/ijwc/article/view/2048 Ismuwardani, Z., Nuryatin, A., & Doyin, M. (2018). Implementation of Project Based Learning Model to Increased Creativity and Self-Reliance of Students on Poetry Writing Skills. Journal of Primary Education, 8(1), 51–58. https://doi.org/10.15294/jpe.v8i1.25229 Jamil, F. M., Linder, S. M., & Stegelin, D. A. (2018). Early Childhood Teacher Beliefs About STEAM Education After a Professional Development Conference. Early Childhood Education Journal, 46(4), 409–417. https://doi.org/10.1007/s10643-017-0875-5 Kim, H., Sefcik, J. S., & Bradway, C. (2017). Characteristics of Qualitative Descriptive Studies: A Systematic Review. Research in Nursing & Health, 40(1), 23–42. https://doi.org/10.1002/nur.21768 Lampe, M. (2012). Bugis–Makassar seamanship and reproduction of maritime cultural values in Indonesia. Jurnal Humaniora, 24(2), 121–132. Maiorca, C., Roberts, T., Jackson, C., Bush, S., Delaney, A., Mohr-Schroeder, M. J., & Soledad, S. Y. (2021). Informal Learning Environments and Impact on Interest in STEM Careers. International Journal of Science and Mathematics Education, 19(1), 45–64. https://doi.org/10.1007/s10763-019-10038-9 Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: A systematic literature review. International Journal of STEM Education, 6(1), 2. https://doi.org/10.1186/s40594-018-0151-2 Mengmeng, Z., Xiantong, Y., & Xinghua, W. (2019). Construction of STEAM Curriculum Model and Case Design in Kindergarten. American Journal of Educational Research, 7(7), 485–490. https://doi.org/10.12691/education-7-7-8 Prameswari, T., & Anik Lestariningrum. (2020). Strategi Pembelajaran Berbasis STEAM Dengan Bermain Loose Parts Untuk Pencapaian Keterampilan 4c Pada Anak Usia 4-5 Tahun. Efektor, 7(1), 24–34. https://doi.org/10.29407/e.v7i2.14387 Quigley, C. F., Herro, D., & Jamil, F. M. (2017). Developing a Conceptual Model of STEAM Teaching Practices. School Science and Mathematics, 117(1–2), 1–12. https://doi.org/10.1111/ssm.12201 Relevansi, U. D. A. N., & Ahmad, T. A. (2017). Urgensi Dan Relevansi Pembelajaran Sejarah Maritim Untuk Wilayah Pedalaman. Paramita: Historical Studies Journal, 27(1), 113–126. https://doi.org/10.15294/paramita.v27i1.9190 Sharapan, H. B. (2012). From STEM to STEAM: How Early Childhood Educators Can Apply Fred Rogers’ Approach. Young Children, 67, 36–40. Shernoff, D. J., Sinha, S., Bressler, D. M., & Ginsburg, L. (2017). Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education. International Journal of STEM Education, 4(1), 13. https://doi.org/10.1186/s40594-017-0068-1 Simoncini, K., & Lasen, M. (2018). Ideas About STEM Among Australian Early Childhood Professionals: How Important is STEM in Early Childhood Education? International Journal of Early Childhood, 50(3), 353–369. https://doi.org/10.1007/s13158-018-0229-5 Smith, K. L., Rayfield, J., & McKim, B. R. (2015). Effective Practices in STEM Integration: Describing Teacher Perceptions and Instructional Method Use. Journal of Agricultural Education, 56(4), 182–201. https://doi.org/10.5032/jae.2015.04183 Srikoom, W., Hanuscin, D. L., & Faikhamta, C. (2017). Perceptions of in-service teachers toward teaching STEM in Thailand. Asia-Pacific Forum on Science Learning and Teaching, 18(2). Wahyuningsih, S., Nurjanah, N. E., Rasmani, U. E. E., Hafidah, R., Pudyaningtyas, A. R., & Syamsuddin, M. M. (2020). STEAM Learning in Early Childhood Education: A Literature Review. International Journal of Pedagogy and Teacher Education, 4(1), 33. https://doi.org/10.20961/ijpte.v4i1.39855
The Impact of Co-Viewing on Attachment Between Parents and Children Winda Gunarti; Raden Sri Martini Meilanie; Happy Karlina Marjo
Jurnal Pendidikan Usia Dini Vol 17 No 1 (2023): Jurnal Pendidikan Usia Dini Volume 17 Number 1 April 2023
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (225.427 KB) | DOI: 10.21009/JPUD.171.03

Abstract

Watching (screen viewing) has become a common activity carried out in early childhood. Generally, children aged 2-5 years do watching activities for about 3 hours more a day. This study aims to see how watching activities together can increase attachment between parents and children. This study uses a qualitative approach that produces descriptive data in the form of written words or messages from people and observed behavior and uses observation, interview, or document review methods. Observations were made on co-viewing activities carried out by a child and his parents at home because this activity was found to have an impact on the attachment relationship between the two parties. The selected respondent is one of the parents of a 3-year-old child (G) (Mrs. B). Data collection was carried out at the residence of Mrs. B and G for several weeks. The data collection techniques used were interviews and observations. The results show that watching activities together has a positive impact on the attachment between parents and early childhood. This can be seen from the characteristics of the safe attachment that children have after watching the activities together, after previously the attachment they had characterized as an avoidant attachment. It can also be seen how parents have a big role in the formation of this secure attachment. Keywords: secure attachment, co-viewing watching activities, parent-children interaction References: Arianda, V., Salim, I. K., & Ruzain, R. B. (2022). Secure Attachment (Kelekatan Aman) Ibu dan Anak dengan Perkembangan Sosial Emosional Pada Anak. Journal of Islamic and Contemporary Psychology (JICOP), 1(2), 67–74. https://doi.org/10.25299/jicop.v1i2.8603 Barr, R., Zack, E., Garcia, A., & Muentener, P. (2008). Infants’ Attention and Responsiveness to Television Increases with Prior Exposure and Parental Interaction. Infancy, 13(1), 30–56. https://doi.org/10.1080/15250000701779378 Belsky, J., & Nezworski, T. (1988). Clinical Implications of Attachment. L. Erlbaum Associates. https://books.google.co.id/books?id=NY1AQTAkhKAC Crain, W. C. (2011). Theories of Development: Concepts and Applications. Prentice Hall. https://books.google.co.id/books?id=z0ZeRwAACAAJ Dearing, E., McCartney, K., Weiss, H. B., Kreider, H., & Simpkins, S. (2004). The promotive effects of family educational involvement for low-income children’s literacy. Journal of School Psychology, 42(6), 445–460. https://doi.org/10.1016/j.jsp.2004.07.002 Elias, N., & Sulkin, I. (2017). YouTube viewers in diapers: An exploration of factors associated with amount of toddlers’ online viewing. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 11(3). https://doi.org/10.5817/CP2017-3-2 Haridakis, P., & Hanson, G. (2009). Social Interaction and Co-Viewing With YouTube: Blending Mass Communication Reception and Social Connection. Journal of Broadcasting & Electronic Media, 53(2), 317–335. https://doi.org/10.1080/08838150902908270 Hiniker, A., Suh, H., Cao, S., & Kientz, J. A. (2016). Screen Time Tantrums: How Families Manage Screen Media Experiences for Toddlers and Preschoolers. Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems, 648–660. https://doi.org/10.1145/2858036.2858278 Holloway, D., Green, L., & Livingstone, S. (2013). Zero to eight: Young children and their internet use (pp. 10–13). LSE, London and EU Kids Online. Iskandar, T. P., & Nadhifa, R. A. F. (2021). Fenomena Penggunaan Youtube Channel Pada Anak Usia Dini di Masa Pendemic Covid-19 [The Phenomenon of Using Youtube Channels in Early Childhood During the Covid-19 Pandemic.]. Jurnal Ilmiah LISKI (Lingkar Studi Komunikasi), 7(2). http://journals.telkomuniversity.ac.id/liski Kabali, H. K., Irigoyen, M. M., Nunez-Davis, R., Budacki, J. G., Mohanty, S. H., Leister, K. P., & Bonner, R. L. (2015). Exposure and Use of Mobile Media Devices by Young Children. PEDIATRICS, 136(6), 1044–1050. https://doi.org/10.1542/peds.2015-2151 Keene, J. R., Rasmussen, E. E., Berke, C. K., Densley, R. L., Loof, T., Adams, R. B., Mumma, G. H., & Marshall, A. (2019). The effect of plot explicit, educational explicit, and implicit inference information and coviewing on children’s internal and external cognitive processing. Journal of Applied Communication Research, 47(2), 153–174. https://doi.org/10.1080/00909882.2019.1581367 Kirkorian, H. L., Pempek, T. A., Murphy, L. A., Schmidt, M. E., & Anderson, D. R. (2009). The Impact of Background Television on Parent-Child Interaction. Child Development, 80(5), 1350–1359. https://doi.org/10.1111/j.1467-8624.2009.01337.x Lemish, D., & Rice, M. L. (1986). Television as a talking picture book: A prop for language acquisition. Journal of Child Language, 13(2), 251–274. Cambridge Core. https://doi.org/10.1017/S0305000900008047 Moleong, L. J., & Surjaman, T. (1989). Metodologi penelitian kualitatif. Remadja Karya. https://books.google.co.id/books?id=YXsknQEACAAJ Papalia, D. E., Olds, S. W., & Feldman, R. D. (2007). Human Development. McGraw-Hill. https://books.google.co.id/books?id=tGHmxgEACAAJ Pempek, T. A., Demers, L. B., Hanson, K. G., Kirkorian, H. L., & Anderson, D. R. (2011). The impact of infant-directed videos on parent–child interaction. Journal of Applied Developmental Psychology, 32(1), 10–19. https://doi.org/10.1016/j.appdev.2010.10.001 Pempek, T. A., Kirkorian, H. L., & Anderson, D. R. (2014). The Effects of Background Television on the Quantity and Quality of Child-Directed Speech by Parents. Journal of Children and Media, 8(3), 211–222. https://doi.org/10.1080/17482798.2014.920715 Pires de Sá, F. (2015). The co-viewing 2.0: Detaching from History and Applying in the New Media Age. КУЛТУРА/CULTURE, 5(11). Rachmat, I. F. (2019). Pengaruh Kelekatan Orang Tua Dan Anak Terhadap Penggunaan Teknologi Digital Anak Usia Dini [The Influence of Attachment of Parents and Children to the Use of Digital Technology in Early Childhood]. Jurnal Jendela Bunda Program Studi PG-PAUD Universitas Muhammadiyah Cirebon, 6(1), 14–29. https://doi.org/10.32534/jjb.v6i1.546 Santrock, J. W. (2009). Child Development. McGraw Hill. https://books.google.co.id/books?id=I58GLwAACAAJ Sims, C. E., & Colunga, E. (2013). Parent-Child Screen Media Co-Viewing: Influences on Toddlers’ Word Learning and Retention. Cognitive Science, 35. Skaug, S., Englund, K. T., & Wichstrøm, L. (2018). Young children’s television viewing and the quality of their interactions with parents: A prospective community study. Scandinavian Journal of Psychology, 59(5), 503–510. https://doi.org/10.1111/sjop.12467 Tamis-LeMonda, C. S., & Rodriguez, E. T. (2015). Parents’ Role in Fostering Young Children’s Learning and Language Development. In Encyclopedia of the Centre of Excellence for Early Childhood Development (CEECD). Toth, S. L., & Cicchetti, D. (2013). A Developmental Psychopathology Perspective on Child Maltreatment. Child Maltreatment, 18(3), 135–139. https://doi.org/10.1177/1077559513500380 Vaala, S. E., & Hornik, R. C. (2014). Predicting US Infants’ and Toddlers’ TV/Video Viewing Rates: Mothers’ Cognitions and Structural Life Circumstances. Journal of Children and Media, 8(2), 163–182. https://doi.org/10.1080/17482798.2013.824494 Vandewater, E. A., Bickham, D. S., & Lee, J. H. (2006). Time Well Spent? Relating Television Use to Children’s Free-Time Activities. Pediatrics, 117(2), e181–e191. https://doi.org/10.1542/peds.2005-0812 Zimmerman, F. J., Christakis, D. A., & Meltzoff, A. N. (2007). Television and DVD/Video Viewing in Children Younger Than 2 Years. Archives of Pediatrics & Adolescent Medicine, 161(5), 473–479. https://doi.org/10.1001/archpedi.161.5.473
Penerapan Model Pembelajaran Proyek Bermuatan Konten STEAM melalui Media Komik dalam Implementasi Kurikulum Merdeka di Satuan PAUD Hapidin Hapidin; Winda Gunarti; Yuli Pujianti; Suharti Suharti
Jurnal Abdimas Prakasa Dakara Vol. 3 No. 2 (2023): Pengembangan Pendidikan dan Keterampilan Masyarakat
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/japd.v3i2.1781

Abstract

Media komik sebagai alat pembelajaran dapat mengkomunikasikan pesan dan informasi dengan komprehensif, menarik, dan bermakna. Cerita dalam komik mampu mengakomodasi berbagai materi pembelajaran seperti sains, teknologi, rekayasa, seni, dan matematika (konten STEAM). Pendidik PAUD perlu memahami penerapan komik ini dalam pembelajaran proyek untuk mengintegrasikan konten STEAM dan pengalaman bermain anak. Penggunaan komik diharapkan meningkatkan pemahaman literasi budaya maritim pada anak usia dini di Kabupaten Kepulauan Seribu. Metode pelaksanaan pengabdian masyarakat ini didasarkan pada metode pelatihan partisipatif, diskusi terfokus dan kegiatan workshop di TK Negeri 01 kelurahan Pulau Untung Jawa dan TK Negeri 01, Pulau Kelapa, Kabupaten Kepulauan Seribu. Kegiatan menghasilkan beberapa temuan yakni (1) Media komik sangat efektif dan menarik untuk memberikan gambaran tentang kegiatan proyek dan konten STEAM untuk satuan PAUD, (2) Pembelajaran proyek bermuatan konten STEAM dapat dirancang melalui perangkat pembelajaran dan modul ajar berbasis tema kemaritim, (3) Pembelajaran proyek bermuatan konten STEAM dapat menjadi salah satu penciri implementasi kurikulum merdeka di satuan PAUD, dan (4) penggunaan media komik dalam pembelajaran proyek bermuatan konten STEAM dapat meningkatkan literasi budaya maritim anak usia dini.
Co-Authors Erie Siti Syarah Hapidin Hapidin . Happy Karlina Marjo Raden Sri Martini Meilanie Suharti Suharti Yuli Pujianti Yuli Pujianti