i Foreworded of the Director First of all, let us thanks to Allah SWT

Transcription

Foreworded of the Director
First of all, let us thanks to Allah SWT who give us a mercy so that we can meet here
in this place to join an international seminar and workshop on ―Early Childhood Education for
a better nation.‖
Based on the act number 20, 2003 about national educational system. Education can
be held through three ways, which is formal, non-formal, and informal education that all of
them have the same role to educate Indonesia. The role of non-formal and informal
education is giving the educational service to all the indonesian community in which of the
specific condition they can not attend the formal education one. Therefore, the non-fomal and
informal are become as in order to fulfil the need of life long learning. The importance of
early childhood, non-formal, and informal education (PAUDNI) also stated through the rule
of the ministery of education and culture number 1, 2012 about organization and Work of the
ministery of education and culture Article 196 and 197.
Early childhood education reflects stimulations that are needed by children. However,
these stimulations should involve thoughtful consideration in order to achieve the desired
growth and developmental level. Studies suggested that the development of early childhood
has been significant and strategic investment to uplift manpower and human resources. This is
based on the belief that early childhood education stimulates growth and development to
prepare children at the learning stage that in turn could affect positively their productivity
when they are adult.
From historical point of view, Early Childhood Education or Pendidikan Anak Usia
Dini (PAUD) in Indonesia that covers children between 0 to 6 years of age has been
nationally regarded as a government program since 2002. Yet, the public response has been
excellent and within this period the number of raw participation rate or Angka Partisipasi
Kasar (APK-PAUD) has reached 15.3 million (53.6%). Nowadays, PAUD has become
―National Public Movement‖, where the program has been a common discussion topic among
people, especially the importance of eary childhood education to their children.
However, there are several prevalent obstacles that hinders the effort to diversivy the
opportunity, access, and enhance the quaity of PAUD in Indonesia. These challenges need to
be addressed utilizing crative yet innovative way of thinking. Those challenges are:
1. The large number of children who have no access to early childhood education (PAUD).
2. Learning infrastructure and physical facility that are limited partly due to lack of
creativity of the teachers in creating and developing learning resources and utilizing
cultural and natural potential.
3. Teachers’ competencies have been an issues as some of them might not posses adequate
early childhood background or have not undertaken relevant training related to concept
and practical implementation of PAUD.
4. The big gap of raw participation rate (APK) between PAUD participants in cities and
rural areas.
To address above challenges, the government has set continuous and sustainable
target. In 2004, it was recorded that the number of new established PAUD was 12.7 million
(27%) and in 2008 the number increased to 15.1 million (50.6%). It was predicted that in
2009 the number should have had reached 15.3 million (53.6%). Depart from those figures,
the government has set for the next 5 years the new established PAUD is expected to reach
21.3 million (72.6%).
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In comparison with other countries in terms of model and type of early childhood
education, Indonesia presents its unique features and characteristics. In developed countries,
early childhood education is usually implemented in Kindergarten/playgroup and day care. In
Indonesia, PAUD has four unique types:
1. Taman Kanak-Kanak (Kindergarten)
2. Kelompok Bermain (Play Group)
3. Taman Penitipan Anak (Day Care)
4. PAUD sejenis (Similar with Play Group)
Within those four types of PAUD children are not only provided with intellectual and
emotional quotient, aesthethic and social, but also opportunities to develop spiritual quotient
through three approaches: olah pikir, olah rasa, dan olah raga. Added to that, there is also
education and monitoring of health and nutrition of the children. Thus, PAUD in Indonesia
utilises "Holistic dan Integrative" approach.
Thus, the availability of qualified and professional teachers and teaching staff in early
childhood education (PTK PAUD) is unavoidably required. The issues evolved around
availability include qualification, competency, certificate programs, professional
development, appreciation and protection toward PTK PAUD. Considering te complexity of
challenges, we need strategic plan to address the increasing demand of PTK PAUD. The
needs of PTK PAUD can be seen from the availability, qualification gap, and competencies of
PAUD service delivery. This is due to the importance of the successful role of educators in
nurturing, nursing, protection, and education to optimise the connection of born-made brain
cells.
PAUD educators are professional personnel that making plan, running, and evaluating
the learning process as well as giving counselling, caring, and protecting the children.
Therefore, PAUD educators can held their responsibilities after completing the competence
and qualification. Government has regulation over the standard of PAUD educator’s
qualification which is based on the Act of the department No. 16, 2007 and No. 58, 2009.
There are three levels of PAUD educators, such as pengasuh, pendamping dan guru with
their different qualifications and competencies. Based on its competencies, each level has
different responsibilities in doing their jobs as PAUD educators.
Early childhood educators, particularly from non-formal level are highly varied from
its competencies and qualifcations. Although sometimes the educators background are only
from elementary or junior high school; but, some of them also have better educational
background such as diploma and bachelor degree although its major is not really relevant with
early childhood field.
On the other hand, the fact reveals that PAUD educators sometimes held their duties
over its responsibilities. As we can find PAUD teacher who just graduated from elementary
school act as the main teacher in the related school. Based on the illustration above, it is need
an effort that all PAUD educators’ duties and responsibilities are to be standardized based on
its qualification and competencies.
As a result, a directorate of development for early childhood, non-formal, and
informal education personnel (Dit. PPTK PAUDNI), Directorate General of Early Childhood,
Nonformal and Informal Education (Ditjen. PAUDNI) has a job to held and coordinate the
policy that help to facilitate the application of standard technique in term of educator and the
personnel who work for early childhood through the specific mission of Dit. PPTK
PAUDNI which give wider access, increase the the quality of PTK PAUDNI, and give a
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support to increase the quality assurance to be relevant with the need of the society. To
increase the the quality of educators and its service, government held some programs and
activities to stimulate the profesionalism of educators of PTK PAUD. In line with that issue,
government have done some programs which focus on the mission of PTK PAUD such as:
a) Professional development through the increase of competence PTK PAUD that include:
the teacher of kindergarten, playgroup (TK/KB/TPA/SPS), the school principle, and all
the personnel who run the early childhood education. In order to maintain the quality and
increase the competence of PTK PAUD, in fact government in cooporation with
organization who interested in giving the supervision towad the PTK PAUD, such as
profession organization, NGO and academicion from universities.
b) The directorate of PPTK PAUDNI runs some strategies to increase the quality of
educator for PAUDNI for instance by giving scholarship for PTK PAUDNI, financial
support to someone who is taking bachelor degree in early childhood education (PAUD);
master in the field of PAUD, credits transfer program (the government is now in
cooperation with 2 universities: Universitas Negeri Malang and Universitas Negeri
Yogyakarta). Afterward, the government will develop the program to increase the
qualification though the cooperation with the department of early childhood of
Universitas Terbuka and the department of Psychology of Universitas Indonesia.
c) To increase the welfare and acknowledgement of early childhood educators who have
dedication and good achievement, the government give the financial support, and
incentive toward them as well as appreciation that usually known as Jambore PTK
PAUDNI.
d) Creating a training handbook for various different levels for all early childhood
educators. This handbook is as an answer of the ACT about standard of competence that
all educators should have. On the other hand, we from the government also aware that we
still need some efforts to make it perfect in term of creating higly qualified educators for
early childhood, that finally can produce a high qualified generaion as well in the future.
Once again, I just wanna let you know that all programs that held by out directorate
can not run well without the help of all of you especially the universities. Therefore, we hope
that we can make an intensive cooporation to increase the quality of early childhood educators
in the future.
Dr. Nugaan Yulia Wardhani Siregar, M.Psi
A Director of Development for Early Childhood, Non-formal,
and Informal Education Personnel
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Foreword: Early childhood education for a better nation
There is no doubt that the education of the young, since the prehistoric to the modern
age, either in a religious or secular point of view, is the very concern of humankind. No
tradition and great civilization over on Earth idealizes and promotes children’s ignorance or
suffering.
Traditionally, children are much desired for they are regarded as the vehicle of social,
economic, and cultural reproduction of a family, society and even a nation. As such, so we
learn people take every effort in order to provide their offspring the best education and
training. It is this spirit that in the beginning of this century has given light and power to those
who gathered in Jomtien Thailand (1990) and later in Dakar Senegal (2000) light and power
to declare Education for All(World Education Forum, 2000).
Our common belief says that education is both the window and channel which
connect our young to values, good characters, knowledge, and skills necessary for their future
life, when they turn into adults and take over the roles we, adults, are now playing. The
formula is therefore simple: the sooner our children exposed to education the sooner they will
be ready for that transition. But, what does ―sooner‖ mean? Many have emphasized the
importance of primary education—started commonly when a child reaches his/her seventh or
eighth years of age. But research findings say that the first eight years of life, the early
childhood phase, is the ―golden age‖ for overall individual development. It is the most
progressive period for children to develop (Brewer, 2007). So, ―eight is too late‖, says
Evans(2006), to start growing up our ―future leaders‖ and therefore specific education
program for children prior to their formal schooling is undeniable.
Now, literally abundant reports have suggested the benefits of preschool program, not
only for the development of our children but also its positive impacts on the national economy
of the country. Those who attended such program were reported to have no significant
emotional disturbance during their adolescence and needed not necessary counseling services.
They are also reported to perform better at school and behave in socially more acceptable
manner—in short they are good citizens. In short, as an Indonesian report says, children are
an essential capital for nation.
Young children participation in the preschool program at the same time also provided
their mothers opportunities to work outside the home, and through so doing increased their
family incomes as well as the amount of the tax they had to pay—the very revenue for the
state to finance their national development agenda. Thus, preschool education, as Noble
(2005) says is ―the best economic development tool‖, and therefore an undeniable
―investment for a better life‖ according to World Bank (2006).
Beneath all praises and expectations for early childhood program, however, a series
of questions are waiting for discussion. If preschool program is really the way for creating
good citizens, and therefore a better future, what characteristics that make it so? What does
and should it offer to our children, so they become good citizens? On the other hand, if we
have to believe that teachers are traditionally one of the critical elements in education, so,
what characteristics, philosophies, knowledge, and skills that might give them power to bring
our young to that good end. Consequently what kind of training, preparation, and professional
development that might enables them to meet that expectation.
Following EFA declaration, countless policies on early childhood education were set
up. The Indonesian government for example put it as one of its major agendas in the
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amendment of its education bill in 2003, followed by a seemingly radical reform of its
national curriculum. In some parts of the world, however, early childhood education has
gained its strong position and recognition long time before the declaration was signed.
EFA was declared in light of the common spirit to create a better world through
education. And considering the position of early childhood education as one of EFA’s
frameworks of action, it is important for the practitioners, academics, researchers, and
policymakers in this field to learn with and from each other by sharing their practices and
experience in general. In light of this spirit, Semarang State University Department of Early
Childhood Teacher Education proudly presented the First Semarang Early Childhood
Research and Education Talks (SECRET) in the form of a workshop and an international
seminar from 25 to 26 May 2012. More than 250 people participated in the program, to whom
our deepest thanks have to go. The forum is expected to be an open learning space to enrich
and improve the early childhood professions’ contribution and relevance to the achievement
of ―creating a better future‖ agenda.
The program was of course impossible to succeed without the support of our
international and national colleagues as well as the organizing committee member. For this
reason, as the Program Chair I do thank Professor JoceNuttall of the Australian Catholic
University and Professor Yu Wei Lin of National Taiwan Normal University. They both
presented seminal papers on the way early childhood teacher professional development is
done in Australia, New Zealand, and Taiwan. One day before, in the workshop, NoanFrenoux
a Canadian teacher of Green School Bali and his partner, SuciRatriWardhani, presented the
way nature-based learning is conducted. Their presentation was accompanied by our
Singaporean colleague’s, Ms. Tan Beng Luan, presentation of her Creative O’Precshool Bay
experience of character building amongst the young children. There is no better words to
describe them other than ―they are great, inspiring educators‖, who made the forum lively and
meaningful. Above all, we also thank our colleagues who have spent their time to write
supporting papers for the seminar. We are happy to finally publish their papers together with
those of our international colleagues through this proceeding.
Another point I want to make is that the program would not be possible to happen
without the tremendous support of IbuLitaLatiana who was the Director of Semarang State
University Department of Early Childhood Teacher Education at the time when the forum
was conducted. SECRET was held just some months before she finished her term as the
Director. We hope to hold SECRET biennially, for which IbuLita has paved the way for us.
References
Brewer, J. A. (2007). Introduction to Early Childhood Education: Preschool through Primary
Grade. Boston, New York, and San Francisco: Pearson Allyn and Bacon.
Evans, M. (2006). Characterizations of Citizenship Education Pedagogy in Canada and
England: Implications for Teacher Education. Citizenship Teaching and Learning,
2(1), 40 - 54.
Noble, R. (2005). The Best Economic Development Tool. Business and Economic Review,
(April-June 2005), 3-6. Retrieved from
http://edweb.tusd.k12.az.us/kinder1resources/documents/EarlyChildhood.pdf
World Bank. (2006). Early Childhood Education and Development: An Investment for A
Better Life. Jakarta: The World Bank, Royal Embassy of Netherlands Jakarta,
Departemen Pendidikan Nasional Republik Indonesia.
v
World Education Forum. (2000). The Dakar Framework for Action Education for All U. P.
Barry & K. Brun (Eds.), Retrieved from
http://unesdoc.unesco.org/images/0012/001211/121147e.pdf
Ali Formen
Program Chair
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Tabel of Content
Foreword of the Director
i
Foreword of the Program Chair
iv
Table of Content
vii
1. The Paths to Early Childhood Teacher Professional Development: New
Zealand And Australia Experiences
Joce Nuttall
1
2. Early Childhood Teacher Preparation In Taiwan
Yu-wei Lin
7
3. Promoting Good Character In Young Children Through Curriculum Design –
An 22 Experience of Creative O Preschoolers’ Bay
Tan Ben Luan
22
4. Nature Knows Best Enhancing Education For Young Children Through
Nature Best Learning
Noan Fresnouck, Suci Ratri Wardhani
27
5. Some notes on the notions of children and childhood in Indonesia
29
in reference to Javanese culture
Ali Formen
6. Family-Based Character Education
Khoiriyah
41
7. Developing Children’s Character Through Islamic Guidance
and Counselling Developmentin the Family Setting
Anwar Sutoyo
48
8. Reading Readiness of Kindergarten Students at Taqwa Mosque
East Jakarta
Delfi Eliza
54
9. The Benefits of Early Childhood Education For Children Development
Desni Yuniarni
61
10. An Analyzing Of Students’ Emotional Intellegence
Fadillah
69
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11. Character Building for Young Children Based on the
values of cultural universality of Indonesia
Dadan Suryana
75
12. Benefits Of Early Childhood Education For Personal Development
And Children Social
Awalya
82
13. Management Activities in Early Childhood
Education Institutions
Rakimahwati
91
14. Knowing the Characteristics Behaviour of Early Childhren
Zulminiati
100
15. Developing Intrapersonal Intelligence Through Technique
"Make-Believe Play" In Order To Make Characterized Early Age Children
Nina Kurniah
105
16. Application Affection and Softness in Learning
Process in Kindergarten
Farida Mayar
113
17. Reformulating the Role of Educators In Ict Era
M. Miftah
117
18. Verbal Language Method Application In Effort Of Increasing
The Communicating Capability of Hearing-Impaired Child of Early
Age From 6-7 Years Old
Ni Luh Putri
124
19. Character Education Model for Early Chilhood
Based on E-Learning and Culture Of Java
Rafika Bayu Kusumandari
129
20. Early childhood reading learning based on Information technology
Yulsyofriend
138
21. Leadership Challenges Of Early Childhood Institutions
Nugroho
158
22. Social Studies Introduces ―Good Citizen‖ Since Kidergarten
Sukasih
164
viii
23. The Values Approach of Character Education to
Enhance Early Childhood Educator’s Competency
Rahma Hasibuan
171
24. Character Formation of Early Age Children Based on ―Baiti Jannati‖
(My Home Is My Heaven)
Dahliart
177
25. Toward Critical Educational Technology For Early
Childhood Education
Edi Subkhan
184
26. Developing Creative Mind For Toddler To Sharpen Special
Visual Intellectual By Drawing
Diana
193
27. Dance Arts Education For children’s character building
Atip Nurharini
199
28. Building Nation Through Character Education Based Ethics
Masitah
206
29. Developing Early Childhood’s Character Through
Javanese Traditional Game
Yuli Kurniawati Sugiyo Pranoto
216
30. Character Education Since Early Childhood In Family
Samsiah
222
31. Parent’s and Teacher’s View Of Gender Stereotype
Rina Windiarti
227
32. Identification and Intervention Program In Children with
Communication Disorders
Wulan Adiarti
233
33. Enhancing Creativity of Children Through Music Activity
Neneng Tasu’ah
239
34. Building Character Through Moral Conservation Since Early Years
Sugiyo
249
35. Character Education Model in Early Age Children
Sawa Suryana and Lita Latiana
257
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36. The Influence of Manipulative Toys To Math Learning Outcomes
Of 6-7 Years Old Children (An Eksperimen In 1th Class Of Teluk
Pucung Asri Viii Elementary School In Bekasi)
Pupung Puspa Ardini
271
37. Kidpreneur an Early Effort of Planting Entrepreneurship
In Children to Embrace the Future
Prasetyo Ari Bowo
276
38. Minangkabau Traditional Games For Early Childhood
―Tumbuak-tumbuak Lanang‖
Nenny Mahyuddin
281
39. Growing Role of Teachers in Independence Children Age 2-4 years
Yaswinda
291
40. Building of Early Childhood Character Through Authoritative
Parenting In Kindergarten
Izzati
298
41. The Importance of Music Experience as an Early Age
Children in Early Character Formation of a
Better Nation Indonesia
Eka Andaryani Titi
303
42. Building Character Through Early Age Children Dance Art Education
Ika Ratnaningrum
309
43. Curricullum of Early Childhood Education
(Efforts of Development the Early Childhood Character Educational)
Edi Waluyo
316
44. Role of teachers in coping with children in Deviant behavior kindergarten
Nurhafizah
320
45. Development Motor Skills on Early Childhood Education
(Early Childhood)
Delrefi. D
327
46. Individual Differences in Early Childhood Multicultural Education
Ratih Kusumawardani
335
47. Active Learning For Fine Motor Development Courses In Early
Childhood Faculty Of Teaching And Education, Bengkulu University
Sri Saparahayuningsih
339
x
48. Improving Profesionalism Of Ecd Educator Through Teacher
Certification In Position
Norman Syam
343
49. Development Of The Religion Values And Morality Of
Childhood Education (Paud)
Yulidesni
348
50. Information and Communication Technology as an Effort to Develop
Professional Teacher in Learning at Kindergarten
Hardjono
358
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THE PATHS TO EARLY CHILDHOOD TEACHER PROFESSIONAL
DEVELOPMENT: NEW ZEALAND AND AUSTRALIA EXPERIENCES
Joce Nuttall
Principal Research Fellow, Faculty of Education
[email protected]
Abstract
In this presentation I will share information and insights about early childhood teacher
professional development in Australia and New Zealand. I begin with three questions: What is
professional development? Where does early childhood professional development occur? And
what are the challenges facing early childhood teacher development in Australia and New
Zealand? These are important questions because there is research evidence that suggests
ongoing teacher development increases the quality of early childhood services and improves
later educational outcomes for children.
This research has been used in some countries (including New Zealand, the United Kingdom
and Australia) to increase funding and policy support for early childhood services. But this
increased support brings further questions, which form the second part of my presentation:
What are the most effective approaches to early childhood teacher development? Are there
approaches to professional development that are particularly appropriate for early childhood
teachers? And, finally, what might be some useful directions for researching professional
development in early childhood education?
I will present findings from recent research projects in Australia and New Zealand that are
attempting to answer these questions. I will argue that it is important to pay attention to issues
of teacher development at a number of levels including government policy, organisational
change, and the learning of individual teachers, because the changes resulting from effective
teacher development can be seen at each of these levels.
Introduction:
development?
What
is
teacher
Researchers have typically thought of
teacher development in three phases: preservice learning; the induction phase
(usually the first two-to-five years of
teaching); and post-induction continuing
professional learning. Various writers have
described this slightly differently, but all
essentially see teacher learning as a
positive progression from novice to expert.
However, recent work has begun to
challenge this rather simplistic view of
teachers learning in a direct progression
across time. As Reid (2011) has recently
suggested, some teachers may never reach
the status of expert; indeed, most teachers
may not progress beyond what we might
call proficiency. In his 1979 book ‗Fifteen
Thousand Hours‘, Rutter argues that, when
we set out to be teachers, we all think we
know what teaching looks like. This is
because, during the fifteen thousand hours
they spent in school, children arenot only
learning butclosely observing what
teachers do. Lortie(1975/2002) has called
this ‗the apprenticeship of observation‘.
But what can‘tbe seen whenwe simply
observe teaching is its enormous
complexity. Another problem with just
observing teaching is that, the more expert
the teacher, the easier they make it look.
Which leads finally to the working
definition of teacher development used in
this paper: the capacity to engage in
increasingly sophisticated ways with the
complexity of teaching.
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The purposes of teacher professional
development
However, to be able to define
teacher development is not enough; we
need to know what teacher development is
for.There is no greater privilege or more
pleasurable work than helping children
learn, and teachers are powerful
contributors to children‘s early and
ongoing
learning.
But
these
areclaimsabout how children learn, and
how children learn is not the only
motivation for investigating teacher
development. Research into teacher
development must also be driven by the
belief that teachers are entitled to learn in
their own right.
Australian Catholic
University is founded on a commitment to
the fundamental dignity of the human
person. Part of what it is to be human is to
continue to learn across the lifespan and
for many, perhaps even most, adults work
is one of the ways in which people figure
out who they are and what they know.This
means it is important to resist the idea that
the purpose of teacher development is
solelyto foster children‘s development.
Over the last decade this
assumption has grown as human capital
theory has gained increasing traction in
early childhood education policy. Human
capital theory takes the economic
principles of risk, investment and return
and applies them to the development of
future citizens. It views young children not
so much as citizens with rights, but as
future contributors to local and global
economies. Education ceases to be an
entitlement and becomes a strategy for the
management of future risk, particularly as
national
populations
age.
This
leadspoliticiansto focus on early childhood
participationas an investment in the future.
Children who don‘t participate in early
childhood services are positioned not as a
risk to themselves, but a risk to the
economy.It is true that early childhood
education is about the future person as
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well as the present citizen. However, the
United Nations Convention on the Rights
of the Child makes it clear that young
children have the right to learn and
develop where they are now. By treating
teacher development solelyas a technology
to grow human capital and avoid future
risk, the rights of teachers to develop in
and of themselvesare also eroded.This is a
challenge that can be bridged by asking
the question that underpins every branch
of philosophy: what is the nature of a good
life? Arguments about future risk are
popular with politicians and that‘s
understandable, but the need remains to
bridge the space between teachers and
children. The tools with which we build
this bridge are a sense of our own
humanity and a desire for a better life for
children now, not by being frightened of
thefuture.
Principles
for effective teacher
development in early childhood
education
My starting pointin this next
section is a recent review of the literature
on effective collaborative professional
learning in schools,conducted by Lorraine
Beveridge at the University of Newcastle.
Beveridge‘s
work
is
particularly
concerned with sustainable models of
professional learning or, as she terms it,
‗What makes learning ‗stick‘‘ (Beveridge,
2011).
One reason for drawing on
Beveridge‘s review is that it allows us to
pose the question of whether the principles
for effective teacher development in
schools also apply to early childhood
settings. No doubt some of them do, but
the distinctive cultural norms and
expectations of early childhood education
mean the early childhood field also has to
develop its own principles for fostering
ongoing teacher development. In thelater
part of this paperIoffer some thoughts
about what these additional or alternative
principles might be. Note that this section
is not aboutmodels of professional
development; models don‘t matter as
much the principles that underpin the
models.
Principle #1: Context matters
Context matters in multiple ways,
from the management expectations on
staff through to the wider community
context, because context provides multiple
affordances, as well as constraints, on
what learning is possible for teachers.
Principle #2: Teachers need to have a
sense
of
responsibility
and
accountability for children’s learning
The best teachers are highly
intentional, yet early childhood educators
have never been held accountable for
children‘s learning at the level expected of
schools. Nevertheless, teachers in early
childhood should have a well-developed
sense of responsibility for whether the
children
in
their
care
progress
developmentally.
Principle #3: Teachers need to perceive
that the professional development
program will make a difference
Even where there is rich support
for teacher development, the professional
development program itself, whatever the
methodology that is being used, has to be
worthwhile. Teachers everywhere are
time-poor and arewilling critics of
professional
development
programs.
Unless teachers perceive that the program
will make a difference to themselves and
to the children they teach, it‘s likely to
have limited value.
Furthermore, it is difficult to show
a direct relationship between teacher
development and children‘s learning
because this involves evaluating two
orders of learning: first, what and how the
teachers are learning and, second, what
and how the children are learning; then,
researchers have to show that one actually
causes the other. However, as a starting
point,it seems that our professional
development
programs
should
at
leastmake teachers not just knowledgeable
but more intentional.
Principle #4: Sustainable
development takes time
teacher
Mitchell and Cubey, in their 2003
review
of
effective
professional
development in ECE, argued that two
years
is
the
minimumcommitment
necessaryto sustain long-term change
through professional development. This
demands long-term commitment from
management, as well as staff, to see
programs through; this, in turn, demands
long-term funding. Mitchell and Cubey
also argued that, for early childhood
professional development to have an
impact on teaching, outside facilitation
was important, possibly because of this
next principle.
Principle #5: A culture of questioning,
curiosity, learning and collaboration is
essential
One of the limitations on
professional development that‘s often
identified,
particularly
in
long-day
childcare, is staff turnover. In a recent
three-year curriculum renewal project with
the Lady Gowrie Child Centre in
Melbourne, there were 17 teachers
involved at the start of the project. At the
end of the project, there were still 17
teachers involved, but only one of these
teachers had been there since the
beginning of the project. This would seem
to be a limiting factor but, because of the
prevailing culture of curiosity and
collaboration, the project was able to keep
moving with only the occasional need to
review progress. This was because new
staff members were both selected on the
3
basis of their own learning dispositions
and
effectively
acculturated
into
expectations of ongoing development as
soon as they started working in the centre.
Principle #6: Leadership matters
One of the findings of Beveridge‘s
(op. cit.) review was that the effectiveness
of professional development programs in
schools was enhanced when the principal
took an active part. Early childhood
services tend to have a flatter hierarchy
than in schools, and leadersare usually
enthusiastic participants in professional
development opportunities alongside their
teams. Through the 1990s there was a
strong
emphasis
on
leadership
development in early childhood in New
Zealand because of the demands being
made on centres to lift their approach to
governance and management. This was in
response to new funding models, to the
Revised Statement of Desirable Objectives
and Practices(Ministry of Education,
1996a), and to other forms of regulation.
But this was leadership with an emphasis
on structures and hierarchies, people
management, and developingpolicies.
Today
the
emphasis
is
shifting
topedagogical
leadership;that
is,
leadership that guides others to develop
how they teach.
Principle #7: There need to be
opportunities to question core beliefs
and shift teacher dispositions
However, the development of
pedagogical leadership is risky work. One
of the reasons why the involvement of
leaders is important is that leaders can
provide powerful models of willingness to
learn, to admit that they don‘t know the
answer, and to re-think beliefs and
practices they have long held dear. Several
of the centre leadersin one of my present
research projectshave expressed anxiety
that they don‘t have all the answers when
their teams question them about
4
Australia‘s newEarly Years Learning
Framework (DEEWR, 2009). Instead of
saying, ―I don‘t know‖, they‘re learning to
say, ―That‘s a terrific question. Let‘s
figure it out together‖, and use the
questions raised by their teams as a
stimulus for everyone‘s development,
including their own.
Principle #8: Teacher development
needs to cohere with institutional and
wider plans
One of the limitations of much of
the professional development available in
early childhood in New Zealand during the
last twenty years is that its content was
dictated by overarching government
policy. This saw an enormous amount of
work directed at understandings of
TeWhāriki (Ministry of Education, 1996b)
and particularly of narrative assessment
through Kei Tua o tePae(Ministry of
Education, 2004). But other innovations
might have been possible if centres and
professional developers had had a freer
hand in determining the content of
professional development at the centre
level. Nevertheless, it is important that
there is some coherence between the goals
and values of institutions and the learning
intentions of their staff.
So far, Beveridge‘s work had
identified some principles that seem to
apply
to
sustainable
professional
development in schools and possibly to
early childhood. I now propose some
additional principles that I think need to be
foregrounded in ECE.
Proposed ECE Principle #1: Effective
professional development is always
relational
Learning is not an individual
phenomenon;
it
is
fundamentally
relational.
First, good
professional
development enhances the relationship
teachers have with themselves as learners,
becauseit challenges and stimulates;
second, it fosters relationships with
colleagues as co-constructors of learning;
and third,good professional developers
show respect for participantsthrough
personal contact and generous hospitality.
professional development changes
systems as well as individuals
Historically,
programs
of
professional development have viewed the
individual as their target. Instead, the early
childhood field needs to begin thinking
about centres as systems in their own
right, each with their own cultural norms
and values. Individual learning is still
important, but this learning is most
effective if it‘s in collaboration with likeminded colleagues who are prepared to
think at a systems level.By constantly
questioning together what they exist to do
in early childhood education, teachers
contribute to the dignity and flourishing of
the human person, both for the children
and families with whom they work, and
for themselves and their colleagues.
professional development pays attention
to culture and diversity
How effectiveness is determined
depends in large part on how it is
measured, and what counts as effective
teaching and learning differs within and
between cultural groups. What counts as
successful teaching in a rural kindergarten
isn‘t necessarily the same as what counts
as successful teaching in the centre of a
large city, so why shouldn‘t professional
development programs also use different
measures
of
what
counts
as
success?Paying attention to difference
isn‘t easy but it does have the potential to
be a hallmark of effective professional
development.
professional development makes us
better teachers
Our work is to optimise learning.
This means that changing knowledge,
beliefs and dispositions are a necessary but
not sufficient outcome of professional
development. The best professional
development changes how teachers
teach.And
the
best
professional
development enhances the joy learners
experience when they get better at
whatever they set out to do.
Conclusion
I began by arguing that teachers
have the right to learn and grow for their
own sake. I also argued that the mark of
professional growth is the capacity to
engage in increasingly sophisticated ways
with the complexity of teaching. But what
I didn‘t touch on, and haven‘t included in
my
principles,is
the question of
motivation. Ultimately, I do think it‘s the
children and families that motivate us, not
only learning for our own sake. Without
the learner, there is no teacher. Many, if
not most, of us entered the teaching
profession because of our desire to
contribute to the lives of others and our
joy in engaging with children. As teachers,
we are charged with changing other
people. This is an awesome and ethical
responsibility and explains, for me, the
sacredness of teaching. The responsibility
of changing others brings with it the
responsibility to be prepared to change
ourselves along the way.
References
Beveridge, L. (2011, July). The
sustainability
of collaborative
professional learning in primary
schools. Paper presented to the
annual
conference
of
the
Australian Teacher Education
5
Association,
Australia, 3-6 July.
Melbourne,
Department of Education, Employment
and Workplace Relations. (2009).
Belonging, being and becoming:
The
early
years
learning
framework
for
Australia.
Canberra, ACT, Australia: Author.
Lortie, D. C. (1975/2002).Schoolteacher:
A sociological study. Chicago:
University of Chicago Press
Ministry of Education. (1996a). Revised
statement of desirable objectives
and practices (DOPs) for chartered
early childhood services in New
Zealand. The New Zealand
Gazette, 3 October.
Ministry
of
Education.
(1996b).
Tewhāriki.
He
whārikimātaurangamōngāmokopu
na o Aotearoa: Early childhood
curriculum. Wellington: Learning
Media.
Ministry of Education. (2004). Kei tua o
tepae. Assessment for learning:
Early
childhood
exemplars.
Wellington: Learning Media.
Mitchell, L., &Cubey, P. (2003).
Characteristics of professional
development linked to enhanced
pedagogy and children‘s learning
in early childhood settings: Best
evidence synthesis. Wellington,
New Zealand: Ministry of
Education.
Reid, J-A. (2011, July).A practice turn for
teacher
education?Keynote
presentation
to the annual
conference of the Australian
Teacher Education Association,
Melbourne, Australia, 3-6 July.
Rutter, M. (1979).Fifteen thousand hours:
Secondary schools and their
effects on children. London: Open
Books.
6
EARLY CHILDHOOD TEACHER PREPARATION IN TAIWAN
Yu-wei Lin
National Taiwan Normal University
Department of Human Development & Family Studies
Abstract
This paper explores early childhood teacher preparation in Taiwan, especially focuses on the
preparation of kindergarten teachers. It first reviews the history of early childhood teacher
preparation in China and in Taiwan, then presents its current status and identifies some of the
pressing problems in teacher preparation programs. Finally, suggestions for improving the
preparation early childhood teachers is presented.
Key words: early childhood education, teacher preparation (training), kindergarten
The Preparation of Early Childhood
Teachers in Taiwan
Introduction
Early childhood education has
developed at a rapid pace in recent years
in Taiwan, especially during the past
decade. The Ministry of Education (1996)
notes that there were 570 kindergartens in
Taiwan in 1970, compared to 2,581
kindergartens
in
1996;
91,984
kindergartners in 1970, compared to
240,368 in 1996; and 7,344 kindergarten
teachers in 1970, compared to 16,129 in
1996 (Ministry of Education, 1996). Thus,
the recent growth in kindergarten
education in Taiwan has been exponential.
In Taiwan, early childhood
education is considered education before
elementary school. There are a variety of
early childhood programs, including
kindergartens, nursery schools, and day
care centers. Of these, kindergartens and
nursery schools are the most popular. The
kindergarten is an educational institution
that serves children between the ages of
four and six. The nursery school is
considered a social welfare institution that
serves children from one month of age
through age six. According to Early
Childhood Education Act (1981) and
Child Welfare Act (1973, revised 1993),
kindergartens emphasize education, and
nursery schools emphasize care. A
distinction is also made in Taiwan among
early
childhood
practitioners.
Kindergarten practitioners are called
―teachers‖. Those who work in the nursery
schools and day care centers are called
―caregivers‖. Before the Regulations and
Qualifications
of
Child
Welfare
Professionals
is passed in 1995,
practitioners who are qualified to teach
kindergarten can teach in nursery school
and day care centers, right now, it is not
true any more.
This paper will focus on the
preparation of early childhood teachers,
especially in pre-service preparation
programs (including nursery school
caregivers and kindergarten teachers). It
will first briefly review the history of early
childhood teacher preparation in China
and in Taiwan, then present its current
status, identifying some of the pressing
problems in teacher preparation program.
Finally, suggestions for improving the
preparation of early childhood teachers
will be discussed.
A Brief History
Early
childhood
teacher
preparation in Taiwan is an outgrowth of
early childhood teacher preparation in
7
China before 1949. Tracing its history to
the beginning of the twentieth century can
help understand the current situation (Lin
& Spodek. 1992).
Early childhood teacher preparation in
China
The history of early childhood
teacher preparation begins about ninety
years ago. In 1903, the Imperial Chinese
government established ―Enlightenment
Centers‖ for children ages three to seven.
This was the formal beginning of early
childhood education in China. The
enlightenment centers, designed to help
family education, had a curriculum which
included play, nursery songs, stories, and
handicraft activities. Because women were
not enrolled in schools at that time, the
caregivers in these centers learned to teach
by reading books about childhood
education
(Wang,
1977).
One
enlightenment center was established in
1903 in Beijing along with a caregiver
normal school--the earliest early childhood
teacher preparation institution. The normal
school provided a five-year training
program. The original teachers in the
enlightenment center were brought from
Japan, as were the curriculum, teaching
methods and material.
At about this time, a group of
Japanese kindergarten teachers were
brought to Hubei Province in China to
establish kindergartens for 4- to 6-year-old
children and to train Chinese kindergarten
teachers. Later, caregiver training centers
were established in Shanghai, and Wuxi
(Yuan, 1948; Chang, 1933). In 1907, Wu
Zu-zhe, a Chinese educator who went to
Japan to study kindergarten education,
returned to establish a caregiver learning
center in Shanghai. She offered courses in
child psychology and early childhood
education to 36 students (Wang, 1980).
That same year, the government
established guidelines for four-year Girls‗
Normal Schools, reflecting a new concern
for women‘s education. During this
8
period, Froebelian kindergarten were also
established in China by American
missionaries.
In 1912, when the Republic of
China was founded, the government
created a Ministry of Education and
established a public education system.
According to the Teacher Education Law
and Primary School Organization of 1912,
girls‗ normal schools and primary schools
should establish enlightenment centers. In
addition, girls‘ normal schools should
include caregiver training programs. In
1916, the word ―kindergarten‖ first
appeared in the Education Law.
After World War I, John Dewey
and Bertrand Russell lectured in China and
had a significant influence on Chinese‘s
educational reform. In 1922, the Ministry
of Education promulgated a ―New
Educational System‖. The enlightenment
centers were renamed ―kindergartens.‖ In
1923, the first public early childhood
education departments were established in
Nanjing Girls‗ Normal School and
Denjing Girls‘ Normal Schools. In 1926,
the Teacher Education Law proclaimed
that every normal school should create a
two-year early childhood education
program. From that time, early childhood
education programs, rather than caregiver
training programs, became the primary
form of early childhood teacher
preparation. The caregiver training that
remained was delegated to in-service
activities in nursery schools and child care
centers (Wang, 1977).
Within a few years, many normal
schools established early childhood
education department. Four universities-Yangjing University, Jinling Women‗s
University, Qilu University and Huaxi
University--created
early
childhood
education courses in their home economic
and sociology department in 1930. This
was the first time that universities offered
early childhood education courses. A
standard teacher training curriculum was
established by the Ministry of Education
in 1935 (Ko, 1974).
In 1940, Chen He-qin, a
progressive educator, who had studied in
the United States from 1914-1919, had
established five experimental schools and
kindergartens in Nanjing . He also founded
an
Experimental
Early
Childhood
Education Normal School in Jingxi. This
became a national early childhood normal
school in 1943 (Hwang, 1976). In 1945,
the Jiangxi school was merged with the
Nanchang Women‗s Normal School and
was moved to Shanghai (Chung, 1979,
1981). During this period, Chang Hsuehmen, another famous early childhood
educator, was principal of the Benjing
Preschool Education Normal School. That
school stressed the relation of theory to
practice, the importance of teaching skills,
independent thinking for kindergarten
teachers, and their involvement in the
social life of the community.
Early childhood teacher preparation in
Taiwan
The
first
early
childhood
education department in Taiwan which
trained kindergarten teachers was founded
in Taipei Girls‗ Normal School in 1946.
This department enrolled junior high
school graduates and provided a three-year
training program (Hwang, 1976). Tainai
Provincial Normal School and Kaohsiung
Girls‘ Normal School followed that
example.
After
the
Kuomintang
government moved to Taiwan in 1950, the
Taipei Day Care Center established an
apprenticeship program. This type of
apprenticeship teacher training continued
until 1961. Although the Ministry of
Education revised the standard teacher
training
curriculum in 1952, the
preparation of early childhood teachers
was not given much attention during this
period.
In 1955, the Department of
Education of the Taiwan Provincial
Government ordered the Tainan Provincial
Normal School to close down the early
childhood education department in order
to train more elementary school teachers.
Kaohsiung Girls‗ Normal School followed
this example in the next year. In 1960,
owing to the change from normal schools
to normal junior colleges and the
improvement of elementary education, the
government proclaimed that the normal
junior colleges do away with early
childhood education departments. By
1965,
early
childhood
education
departments no longer existed in Taiwan
(Ko, 1974). From then until 1983, early
childhood teachers were prepared through
in-service education, offered in evening
and summer classes for kindergarten
teachers who lacked certification. (During
this period, elementary school teachers are
qualified to become kindergarten teachers,
though the reverse was not true). The
quality of early childhood education
declined during these years because of the
absence of professional preparation and
commitment in kindergarten teachers.
Owing to the high proportion of
working women and changes in social and
family life in Taiwan, the need for early
childhood education institutions increased.
With the increase in kindergartens and
nursery schools, the Government found it
necessary to again establish programs to
prepare kindergarten teachers. In 1983, the
Ministry of Education approved two-year
early childhood education programs) in
four normal junior colleges--Taipei
Municipal Normal Junior College, Taipei
Provincial Normal Junior
College,
Taichung Provincial Normal Junior
College and Chia-I Provincial Normal
Junior College. High school or vocational
school graduates were recruited for this
program. Two years later, the other five
normal junior colleges in Taiwan also
established two-year early childhood
education departments. Since then, the
preparation of early childhood teachers has
9
formally been a part of the teacher
education
system and
pre-service
education has been emphasized.
The Department of Social Welfare
of the Taiwan Provincial Government
began to offered short-term training
programs to prepare caregivers in nursery
school in 1955. Then, some high schools
and vocational schools established
programs to prepare caregivers in nursery
school, but their graduates can not teach in
kindergarten. Right now, there are some
universities or colleges prepare caregivers
of nursery schools such as the Department
of Applied Sciences in Fu-Jang University
and
Shu-Chein
University;
the
Departments of Youth and Children
Welfare in the Chinese Culture University,
and in Jing-Yi University and so on. There
are also more than thirty-five vocational
schools and senior high schools with child
care departments in Taiwan which offer
three-year training programs. Graduates of
these programs are qualified to become
caregivers in nursery school, but are not
qualified to become kindergarten teachers.
In 1981, the government passed
the Early Childhood Education Act
(Ministry of Education, 1981) , the most
important law for early childhood
education in Taiwan. For the first time
early childhood education was given a
legitimate place in the educational system.
Two years after the passage of that law,
the Guidelines for the Selection and
Certification of Early childhood Teachers
and Directors (Ministry of Education,
1983) were issued. As a way to upgrade
the quality of early childhood teachers, the
government established criteria for
qualified kindergarten teachers. It also did
away with the role of assistant teachers
inkindergartens. Evening and summer
session
in-service teacher training
programs gradually ceased between 19851987. The normal junior colleges became
teachers colleges in 1987, and recruited
senior high school graduates. Prior to this
10
time, they had recruited junior high school
graduates and provided five-year teacher
training programs. The graduates of these
programs now are provided four-year
training programs and now earn bachelor‘s
degree.
They can become elementary
school or early childhood teachers. By
now,
early
childhood
education
departments however, only offered twoyear training programs. These programs
consist of at least 90 credits of study.
Students who were graduated from these
departments were qualified only as
kindergarten or nursery school teachers. In
order to improve the quality of early
childhood teachers, the government
established four-year early childhood
teachers training programs (the department
of early childhood education in 1990.
Taipei Municipal Teachers College was
the first college to establish such program.
Two years later, other teachers colleges
follow these example. In 1994, the
government passed the Teacher Education
Act
(Ministry of Education, 1994),
teacher preparation programs becomes
multiple. According to the Act, any
universities or colleges that plan to
establish educational programs in different
levels (secondary school education,
elementary school education, early
childhood education, or special education)
can submit their applications to the
Ministry of Education . The Council of
Teacher Education in the Ministry of
Education will examine the application.
Having been approved by the Council, the
universities and colleges can start
preparing their teacher training programs
and recruit students who plan to be (high
school,
elementary
school,
or
kindergarten) teachers to take extra teacher
education program courses. According to
the Act, it is required to take more than 26
credits to become prospective qualified
early childhood teachers (see Table 1, 26
Credits of Pre-school Teacher Training
Program). In addition, from 1994, the
graduates of universities or colleges need
to have a one-year internship. After having
completed this internship, they can finally
become teachers.
Table 1 26 Credits of Pre -school Teacher Training Program
Subjects
Credits
Basic professional courses
Children‗s language
Children‗s literature
Children ‗s play and physical activities
Children‘s nutrition
Children‗s natural science and mathematics
Children‗s sociology
Children‗s arts
Children‗s music
Foundations of Teacher Education
Children‗s development and care
Special children‗s education
The professional ethics of early childhood
practitioners
`
2
2
2
2
2
2
2
2
2~3
2
3
Methods and Curriculum
The introduction of early childhood
education
Early childhood education curriculum
design
Observation of children‗s behavior
Kindergarten‗s administration
Teaching environmental design for young
children
Application and design of teaching
materials
Parent education
Guidance of children‗s behavior
Practice
Teaching materials and methods
Student teaching
2~3
2~3
2
2
2
2
2
2
Required credits in this field
4~6
2~4
4~6
6~8
4~6
4
Elective courses
6
6
TOTAL
In summary, during the past 50
years, early childhood teachers in Taiwan
were originally prepared in pre-service
26
training programs. This preparation
changed as only in-service programs
became available. More recently, pre-
11
service training program has again been
established. Originally, pre-service teacher
preparation was limited to three-year
training programs in normal schools.
Later, kindergarten teachers were prepared
in two-year programs in normal junior
colleges and teachers colleges. Then, fouryear programs (the department of early
childhood education) in teachers colleges
are established. Now, early childhood
teachers can be prepared not only in nine
teachers colleges but also in other colleges
or universities that having provided 26
credits of pre-school teacher training
program.
While these changes have
occurred to meet the current need for
kindergarten teachers and to improve their
preparation, there are still problems in
these training programs. In the following
section, the current status and pressing
problems in the preparation of early
childhood teachers in Taiwan will be
discussed.
The Current Scene of Early Childhood
Teacher Preparation
Children between the ages of four
and six are educated in kindergartens in
Taiwan today. These kindergartens are
primarily private establishments, although
increasingly kindergartens are being
established as part of county or city
elementary schools. According to the
Bureau of Statistics of the Ministry of
Education (1996), three times as many
children
are
enrolled
in
private
kindergartens and preschools as in public
school kindergartens. Nearly ninety
percent of the private kindergartens are
independent of any elementary school
affiliation, while 97% of the public school
kindergartens are affiliated with public
elementary schools.Right now, there are
nine teachers colleges and five universities
(colleges) that prepare kindergarten
teachers in Taiwan. The typical four-year
normal teachers college program (the
department of early childhood education)
consists of at least 148 credits. This is
divided into 52 credits of general
education, including history, language,
philosophy, science; and 96 credits of
professional courses. The professional
courses include 26 credits of educational
foundations, 18 credits of curriculum and
methods, 10 credits of practice, and 42
credits of elective courses. The total hours
of this four-year programs is 196 (Table
2). Before the Teacher Education Act
(Ministry of Education, 1994) was passed
in 1994, nine teachers colleges are the
only institutions to prepare early childhood
teachers.
Table 2 Four-year Early Childhood Education Program in Teachers Colleges
Subjects
Credits
Totals
56
Required credits 36
General Education
elective credits 20
Foundations of Teacher Education
required courses:
Educational psychology
Principles of teaching
2
Educational philosophy
2
required credits 30
Teaching methods and materials of children‗s language
2
elective credits 10
Teaching methods and materials of children‗s social
2
sciences
4
Teaching methods and materials of children‗s play and
physical education
2
12
Teaching methods and materials of children‗s health
hygiene
Teaching methods and materials of children‗s arts
Practices (including field experience and student
teaching)
2
2
10
10
electives courses
Professional courses
required courses:
Introduction of early childhood education
Children‗s development and care
Early childhood education curriculum design
Observation of children‗s behavior
Kindergarten‗s administration
Parent education
History of early childhood education
Children‗s nutrition
Introduction of special education
2
3
2
2
2
2
2
2
3
elective courses:
Children‗s language
Children‗s literature
Children ‗s play and physical activities
Children‗s natural science and mathematics
Children‗s sociology
Children‗s arts
Children‗s music
The professional ethics of early childhood
practitioner
Guidance of children‗s behavior
Children‗s welfare
The classics on early childhood education
Audio-visual education
Sex education in early childhood education
Nursery rhymes
Comparative early childhood education
Family education
Kindergarten‗s accreditation
Children‗s folks
Case study
Computer education in kindergarten
Classroom management in kindergarten
Children‗s drama
Play therapy
Art therapy
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
required credits 20
elective credits 32
13
Independent study
Regulations of early childhood education
Supervision on early childhood education
Total
According to the Standards for
Establishing
Teacher
Preparation
Programsin the Universities (Ministry of
Education, 1995), 26 credits in pre-school
teacher training program are required.
Until now, there are five universities and
colleges have formally established this
program. This professional program is
divided into 20 credits of compulsory
(required) courses and 6 credits of elective
course. The former consists of 4-6 credits
of general education, 2-4 credits of basic
educational foundation courses, 4-6 credits
of curriculum and methods, and 6-8 credits
of practice. The universities and colleges
can independently design their 6 credits of
elective courses.
According to the Early Childhood Act
(1981) and the Guidelines for the Selection
and Certification of Early Childhood
Teachers and Directors (1983), graduates
of early childhood education programs in
teacher colleges, of programs related to
early childhood education in other colleges
or universities, of senior high schools who
have taken twenty credits of early
childhood
education
courses
in
government-designated school, or persons
who had a kindergarten certificate prior to
the Early Childhood Education Act can all
be kindergarten teachers. According to the
Act (1981) and Guidelines (1983) above,
although several universities and colleges
have programs related to early childhood
education, such as home economics, social
work, or child welfare, their graduates
were not allowed to become kindergarten
teachers. The Ministry of Education
(1983) stated that ―those departments
which are related to the early childhood
education in colleges and universities‖
14
2
2
148
noted in the guidelines refers to other
programs in normal teachers college and
in education departments in normal
universities, rather than in department with
programs related to early childhood
education in other institutions of higher
education. Thus, graduates of general
colleges or universities could not become
kindergarten teachers at that time. The
situation has changed however. According
to the Teacher Education Act (Ministry of
Education, 1994) and Guidelines for
Qualification and Interns of Kindergarten,
Elementary School and Secondary School
Teachers(Ministry of Education, 1995),
graduates of general colleges or
universities who have taken 26 credits in a
pre-school teacher training program can
become kindergarten teachers.
In order to upgrade the quality of early
childhood education and to solve the
problem of a kindergarten teachers
shortage, there is one other way to prepare
early childhood teachers right now. Nine
teachers colleges provide one -year postbaccalaureate
pre-school
teacher
preparation）(it‗s evening program) to
graduates of general colleges and
universities who are willing to become
kindergarten teachers. They need to take at
least 26 credits of early childhood
education courses. After completing this
program, as same as graduates in teachers
colleges and in general universities or
colleges, they still need to have a one-year
internship in order to receive teacher
certificate.
Most public kindergartens in Taiwan
are currently affiliated with elementary
schools. The teachers in these public
school kindergartens receive higher
salaries, higher employment benefits, and
better working conditions than do teachers
in private kindergartens. Most early
childhood teachers in Taiwan are women.
Although the government allowed men to
enter early childhood education programs
in 1985, until now only a few men have
enrolled. Unfortunately, few of them
became kindergarten teachers upon
graduation.
Current Issues of Early Childhood
Teacher Preparation
Currently there are a number of issues
related to the preparation of early
childhood teachers in Taiwan that need to
be resolved. Among the most pressing are
the following:
Insufficient good-quality early
childhood institutions for prospective
teachers to intern
Before Teacher Education Act (1994)
has been passed, the graduates of early
childhood education departments in
teachers colleges could certainly become
kindergarten teachers. They would receive
teacher certificate and would teach in
kindergartens, not in nursery schools. This
is not true any more.
According to the Teacher Education
Act (Ministry of Education, 1994) and
Guidelines for Qualification and Interns of
Kindergarten, Elementary School and
Secondary School Teachers (Ministry of
Education, 1995), the graduates of early
childhood education department in nine
teachers colleges, of pre-school teacher
training program in general colleges and
universities, and of one -year postbaccalaureate
pre-school
teacher
preparation in teachers colleges may not
immediately
become
kindergarten
teachers, they still need a one-year
internship in kindergarten. After having
successfully completing their internship,
they can formally become kindergarten
teachers. Giving prospective teachers one
more year to experience actual classroom
practice is a good idea to fully prepare
more competent kindergarten teachers, but
presently, the mentor system is not well
established in Taiwan. According to the
survey, half of kindergarten teachers are
not qualified and only a few kindergartens
are considered to be good-quality
institutions (Lin, 1994). This one-year
internship is assumed to allow prospective
teachers to learn more about teaching, to
construct their knowledge, skills and
personal professional theories and
understandings about teaching and
learning. They still need help in this
critical period, so having competent,
experienced kindergarten teachers to help
them is very important. But in fact there
are not enough qualified mentors in
kindergartens to help these prospective
teachers in their internship. This issue
needs to be resolved immediately, because
there will be almost one thousand
graduates of early childhood education
programs next year (1998) who will need
internships in order to qualify for the
kindergarten teacher certificate.
The other issue is that all graduates of
early childhood teacher preparation
programs have their intern only in
kindergarten. However, not all the
graduates of these programs teach in
kindergarten; some work in nursery
schools or day care centers; and some
work in related fields such as children‗s
book stores, or children‘s libraries.
Providing diverse internship settings
would allow the prospective teachers to
know more about different early childhood
education institution, so they can make an
appropriate career choice for their future.
Difference
in
standard
for
kindergarten teachers and nursery
school caregivers
Kindergartens and nursery schools are
both popular in Taiwan. The former serves
children from ages four to six, while the
15
latter serves children from on month to six
years of age. The two programs are
regulated
by
different
agencies-kindergarten by the local educational
authority, nursery schools by a social
welfare
agency--and
their
staff
requirements are different. Before 1997, a
caregiver must have a high school or
vocational school diploma with at least
three months of child care training, but
according to the Training Programs and
Regulations, Certifications of Child
Welfare Professionals(Ministry of Interior,
1997) the graduates of child care programs
or programs related to child care in high
school or vocational schools can only
become assistant caregivers. The graduates
of child welfare programs in universities
or colleges, of programs related to child
welfare in colleges or universities, of
colleges or universities with at least 350
hours child care courses in governmentdesigned school, or persons who passed
National Examination for Professional and
Technicians and received child care
professional training can all be caregivers.
As noted above, we can understand
that the preparation of caregivers in
nursery schools and teachers in
kindergarten is different. Before 1997,
individuals who qualified to teach in
kindergarten were also qualified to teach
in nursery schools, the reverse was not
true, but this has changed. Right now,
these two programs follow different
regulations and use different standards to
recruit staff. Whether nursery schools and
kindergartens, which both serve children
from age 4 to six, should be supervised by
the same agency or should have the same
requirements is an issue that needs to be
debated.
The shortage of kindergarten teachers
There are a number of factors which
contribute to the current shortage of early
childhood teachers in Taiwan. Many early
childhood teachers do not remain in
16
teaching. High teacher turnover and short
tenure are characteristics of the early
childhood field. Low salaries, few
employment benefits, poor working
conditions, heavy workloads, and no
opportunity for career enhancement are
some of the reasons for this high turnover.
According to one survey, of the 20.549
qualified kindergarten teachers in Taiwan,
only about 8,700 are currently teaching.
The annual turnover rate is 57.7% (Tsai,
1989).
A second factor contributing to the
shortage of kindergarten teachers is the
rapid increase in the number of programs
for young children. The number of early
childhood
programs,
including
kindergarten, nursery school, day care
center for young children doubles every
year in Taiwan (Provincial Taipei
Teachers College, 1989). However, only
about
500
qualified,
prospective
kindergarten teachers are graduated each
year. With the establishment of new
children‗s programs, the need for
professionally trained teachers increases.
The number of early childhood
teachers prepared each year is not
sufficient to staff these expanding
programs. As a result, the need for
kindergarten teachers is outstripping the
supply. The issue of how to provide
qualified kindergarten teachers for the
existing and evolving programs remained
unresolved.
Discussion and Suggestions
The history of early childhood
education in China is relatively short and
its history in Taiwan is even shorter. The
development of kindergartens has been
impressive as has been the development of
early childhood teacher education. As the
Republic of China moved to Taiwan in
1949, there began a forty-eight year
period of development when the island
went from a rural province to an
urbanized, industrialized country. Modern
educational
institutions,
including
kindergartens, which has a short history in
China, had to be reestablished all over
again as Taiwan went from a developing
area to a developed one.
The problems that are found in the
field are not unlike those found in other
developed nations. The preparation of
early childhood and elementary teachers in
the United States moved from normal
schools to normal colleges to multipurpose
colleges and universities some time ago.
England, Australia and Israel have more
recently moved the preparation of early
childhood and primary school teachers to
universities. All such developments
involve some degree of dislocation that
will probably be experienced as teacher
preparation in Taiwan continues the
process.
In the United States and in other
countries a similar distinction is made in
the standards established for nursery
schools and kindergartens, especially
when kindergartens are part of the public
school system. Higher salaries, greater
benefits and better working conditions for
teachers in the public school systems as
compared with teachers in private schools
also seem to exist in other countries. These
differences parallel differences in the
preparation of teachers in these types of
institutions and in the requirements for
their employment. The problems of early
childhood teacher preparation in Taiwan
can be better understood when seen in the
context of international developments in
the field. Out of the experience of early
childhood
teacher
education,
and
understanding of current condition, a
number of suggestions can be made for
improving the preparation of early
childhood teacher in Taiwan.
There are some clear-cut signs that
such improvement will be forthcoming.
During the past ten years, the Ministry of
Education has begun to pay increasing
attention to the preparation of the early
childhood teachers. For example, fouryear early childhood education programs,
pre-school teacher training programs, and
post-baccalaureate pre-school teacher
preparation programs
have been
established for kindergarten teachers, and
there is increasing recruitment for these
programs. In order to improve the quality
of kindergarten teachers quickly, other
reforms are necessary. These reforms
should include the following:
Establishing a suitable mentor system
According to the Teacher Education
Act (1994), the graduates of early
childhood department in teachers colleges,
of pre-school teacher training program in
general colleges and universities, and of
one-year evening post-baccalaureate preschool teacher preparation program in
teachers colleges can not certainly become
certified kindergarten teachers. If they
expect to be kindergarten teachers, they
still need to have a one-year internship in
kindergarten in order to receive
kindergarten teacher certificate. The
prospective teachers need to teach in one
certified kindergarten with experienced
mentor‗s guidance. Unfortunately, right
now, in Taiwan the mentor system is not
well established in other educational
institutions, not to mention in early
childhood education. According to
research (Bullough, 1989; Chiang, 1995),
the first-year teacher would encounter a lot
of problems, such as human relationship,
teaching skills, classroom management
and parent education. They do need help
from experienced teachers or from
university professors. This one-year
interns is assumed to provide prospective
teachers to learn more about teaching in
the actual teaching setting. It is really a
critical period for the prospective teachers
to know about teaching, so providing them
competent, experienced mentors is greatly
important.
17
In order to upgrade the quality of
kindergarten education, the Ministry of
Education needs to emphasize the early
childhood education accreditation, and
recruits more responsible early childhood
specialists in educational bureaus to
supervise
kindergarten
and
help
kindergarten teachers modify and improve
their practice. If there have enough
competent kindergarten teachers in
kindergarten, the prospective teachers will
receive help in their teaching practice, and
finally become formal, competent teachers
after
their internship. The local
educational bureaus can also provide inservice training programs to kindergarten
teachers, and encourage good-quality
kindergartens to provide opportunities for
the prospective teachers. The government
can also sign a long-term cooperative
contract with good kindergartens. In order
for that to be the case, providing economic
support, and providing guidance training
programs for these kindergarten teachers is
necessary too.
Establishing a flexible certification
system
At present, not only graduates of early
childhood education department in normal
teachers colleges in Taiwan are qualified
to teach kindergarten, but also graduates of
general universities or colleges can qualify
as kindergarten teacher if they have taken
26 credits in pre-school teacher training
program. After the Teacher Education Act
(1994) was passed, teacher preparation
programs become multiple. This allows
qualified
college
and
universities
graduates to become kindergarten
teachers.
This
should
strengthen
kindergarten education at the same time
that it opens up alternative preparation, a
move that could help relieve the
kindergarten teacher shortage.
Right now there are some alternative
certification programs to admit persons
with at least a bachelor degree and with a
18
commitment to kindergarten education.
One-year evening post-baccalaureate preschool teacher preparation program is
provided to them. After having completed
at least 26 credits of early childhood
education courses, they need to have oneyear internship in kindergarten, then they
can receive the kindergarten teacher
certificate. In order to maintain and
improve the quality of early childhood
education, admission to such alternative
programs should be done with care and the
courses that are offered to individuals in
such a program should be comparable to
those in regular early childhood teacher
education programs in teachers colleges.
Establishing the commonality between
the standards of kindergarten teachers
and nursery school caregivers
As noted above, there is different
regulations in kindergarten and nursery
schools. Revising the related regulation
about the standard of kindergarten teachers
and nursery school caregivers for the
children from age 4 to six is needed. This
would require that the education and social
welfare institutions compromise and create
a common standard for early childhood
practitioners who serve children of the
same age. This not a simple matter and
depends on economic as well as pedagogic
issues. Nursery school caregivers, who
have lower qualifications, also receive
lower salaries. It would not be reasonable
to have kindergarten teachers meet the
lower qualifications of the nursery school.
If nursery school teachers to be expected
to meet the same qualifications as
kindergarten teaches, then they ought to be
paid the same, with salaries comparable to
those in public school kindergarten. It is
suggested that kindergartens serve the
children from age 4 to 6, and nursery
schools serve children from one month to
four years of age. This is still an issue that
needs to be solved.
Improving the salaries and benefits for
kindergarten teacher and establishing
professional career lattice
Because of low salaries, poor working
conditions, and heavy workload, the
turnover among kindergarten teachers is
very high (Lin, 1994; Tsai, 1989). Many
prospective teachers do not consider early
childhood education as a long-term career
choice, and teachers leave their jobs.
Increasing salaries and benefits, creating a
career ladder, providing good working
condition
benefits, and reasonable
workload, offering further in-service
training or advanced education, and
benefits are needed. Fortunately, the
government is establishing more public
kindergartens which are affiliated with
elementary schools and serve children of 5
years of age. Teachers in these public
school kindergartens receive higher
salaries and higher employment benefits.
In order to upgrade the quality of early
childhood professionals, establishing the
lattice of early childhood professional
development is necessary. A conceptual
framework of early childhood professional
development must set high standards for
professional performance and distinguish
the specialized skills and knowledge of the
early childhood profession from those of
other professions. The idea of establishing
a career lattice system is allowing
kindergarten teachers to move through
stages to higher levels of professionalism.
A career lattice would provide for the
multiple roles and settings within the early
childhood profession, each allowing for
steps of greater preparation tied to
increased responsibility and compensation
within that role-setting, and allows for
movement across roles. Each strand of the
lattice is interconnected; all strands are a
part of the larger entity (the early
childhood
profession).
Kindergarten
classroom teachers should be able to
qualify for positions as supervisors and
teachers educators if they received
advanced degree. This is possible when
opportunities for advanced study in the
field of early child education are available.
Right now, there are few universities
which provide advanced degree programs,
such as the Division of Early Childhood
Education in Graduate Institute of Home
Economic in National Taiwan Normal
University, and the Graduate Institute of
Youth, Children Welfare in Chinese
Culture University. Fortunately, in 1998
the Ministry of Education approves the
other Graduate Institute of Early
Childhood Education in National HsinChu Teachers College, but it still only has
limited number. Most early childhood
teachers are seeking advanced education in
other countries.
Conclusion
This paper presented the history of
early childhood teacher preparation in
Taiwan. From the discussion above, we
can understand that during the past 50
years, early childhood teachers were
originally prepared in pre-service training
programs, then became in-service training.
More recently, pre-service training
program has again been established.
Originally, there was only three-year preservice teacher preparation in normal
schools. Later, early childhood teachers
were prepared in two-year programs in
normal junior colleges and teachers
colleges. Then, four-year programs (the
department of early childhood education)
in teachers colleges were established.
Now, early childhood teachers can be
prepared not only in teachers colleges but
also in general colleges or universities that
having established pre-school teacher
training program. In a word, there
becomes multiple ways to prepare early
childhood teachers right now.
Insufficient
good-quality
early
childhood institutions for prospective
teachers to have interns, difference in
standard for kindergarten teachers and
19
nursery school caregivers, and shortage of
kindergarten teachers are considered as
pressing issues in the preparation of early
childhood teachers. Some suggestions are
provided to improve the quality of early
childhood teachers: establishing a flexible
certification system, establishing a suitable
mentor
system,
establishing
the
commonality between the standards of
kindergarten teachers and nursery school
caregivers, and improving the salaries and
benefits for kindergarten teachers and
establishing professional career lattice.
Early childhood teacher preparation is
a relatively new field in Taiwan, and its
history is relatively short. Although there
are some problems in the current situation,
we believe these problems can be solved
in the future. Solutions, however, will
require the cooperation of government
officials and early childhood educators. It
will also require increased economic and
human resources. As Taiwan moves into
greater parity with western developed
countries, we believe that the education
establishment will realize the importance
of early childhood education as the
foundation of children‗s educational
development and will work to create the
necessary improvement.
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21
PROMOTING GOOD CHARACTER IN YOUNG CHILDREN THROUGH
CURRICULUM DESIGN - AN EXPERIENCE OF
CREATIVE O PRESCHOOLERS’ BAY
Tan Ben Luan
Founder and Principal In Creative O Prescholeers` Bay, Singapore
Abstract
Character is the inward motivation to do what is right - whatever the cost. We believe
that every child has the potential to acquire positive values such as attentiveness, obedience,
truthfulness, sincerity, diligence and responsibility. The Creative O Preschoolers Bay was one
of the preschoolers in Singapore who has big concern on Character Building Through
Curriculum. Located within the premises of the company Creative Technology
(www.creaf.com), Creative O Preschoolers' Bay is a childcare center managed by a
professional team of preschool and arts educators. We believe that ―Children learn best when
they have the interest to learn‖ and that wanting to learn is from the child‘s innate.
Kindergarten one and two use Project Approach to engage children in initiation, participation,
exploration, team work and creativity. We will share some of our experiences on children
activities that promote good character building in young children.
with the ministry of community, youth,
Introduction
Creative O Preschoolers bay were
and sports.
established in 1998. Located within the
The schools area and classroom type is of
premises of the company Creative
open concept. It does not have full height
Technology (www.creaf.com) Singapore,
separator between classroom age groups.
Creative O Preschoolers' Bay is a
These age groups are in the same single
childcare
center managed by a
large room, only separated with cabinets
professional team of preschool and arts
and containers and cardboards. Despite the
educators. Our school is around 1450 sqm
many age groups in the same large room,
(Square meter) wide. The schools current
children can still focus on their activities
capacity is 200 kids with 24 teachers and
because they have their own projects to
11 supporting staf, we also have four part
finish.The following table contains
time arts teacher from the arts community.
classification of age groups with details on
Creative O Preschollers bay was registered
number of classes and number of teachers
of each group.
Age
Level
Number of
Number of Teachers
Classes
3 years old
Playgroup
2
 4 English language teachers
 2 Chinese language teachers
 2 Teacher assistants
4 years old
Nursery
3
5 years old
Kindergarten 1
3
6 years old
Kindergarten 2
3
22
 2 Teacher assistants
In Creative O, we continue
working on Project Approach for the
kindergarten level. We believe that
―Children learn best when they have the
interest to learn‖ and that wanting to learn
is from the child‘s innate. Indeed, year
2005 proved to be a fruitful year for our
little ones, as they learnt to initiate,
participate, explore and create works that
were related to the topics concerned. For
the K2 level, the projects embarked were
―King‖, ―Zoo‖, ―Camping‖ and ―Primary
School‖. According to that, Our Mission
Statement strives to :
• provide
a
stimulating
learning
environment;
• cultivate basic values;
• develop the different intelligences
essential for a child's development;
• help children life through knowing
life, observation, and practice
• nurture the ability to think creatively,
imaginatively, analytically;
• encourage
confidence
and
individuality
• inculcate an appreciation and opennes
for culture and arts;
• awake childrens care and respect for
the environment
To achieve the aforementioned
goals we began by promoting good
character building in young children
through curriculum.
A.
Discussion
Ministry Of Education, Singapore
discribe There are four outcomes relating
to character building. Character building
starts from ―knowing thyself‖ — building
self-awareness and self management, to
enable the individual to achieve his or her
full potential. Building on this, to
―knowing others‖ — to be socially aware
and to interact well with others, and
nurture positive relationships. In dealing
with others, we need to focus on ―doing
the right things‖ — to apply moral
reasoning and take responsibility in
decision making, and have the integrity to
stand by our values. Finally, in the face of
individual,
community
or
national
challenges,
individuals
need
to
demonstrate resilience. This emphasis on
character building is part of our effort in
the holistic development of our pupils.
While we continue to help our pupils
acquire knowledge and skills, the best that
our pupils can acquire is self-confidence,
determination, resilience, a sense of
responsibility and the ability to work with
others. These are the qualities and
dispositions that will equip them to
succeed for life.
As for citizenship education, there
are also four outcomes. Firstly, our pupils
should grow up to be loyal citizens, with a
strong sense of belonging to Singapore
and a strong sense of national identity,
committed to the well-being, defence and
security of our nation. Secondly, they
should show care and concern for others,
and be willing to contribute actively to
improve the lives of others. Thirdly, in our
multi-racial society, our pupils need to be
socio-culturally sensitive and do their part
to promote social cohesion and harmony.
Finally, our pupils must have the ability to
reflect on and respond to community,
national and global issues, and to make
informed and responsible decisions.
According to that, we also believe
good citizens starts at preschool-character
education at early age. In fact, mostly
parents agree with that statement, but the
reality showed they also forced and
pushed children to become what they think
necessary for the children. Ex : spelling
many many words, writing, home work,
test or examine, more and more
knowledge. Honore (2009) explain the bad
affect in under pressure education culture
of hyper-parenting. ―With so much
anxiety, are we not in danger of losing
something precious from family life and
the process of growing up? We discover
23
how a new movement is encouraging us to
slow down and trust our instincts, finding
a natural balance between doing too much
and too little.‖
In our vision education included
three main area such as knowledege,
skills, and attitude is about behave with
people, work, environment. Education is
about nurturing the whole child. Education
means developing the child morally,
intellectually, physically, socially and
aesthetically. Related with Ministry of
Education statements, The outcomes of
education,
Confidence,
Independent
learner (active, thinking, creativity,
problem-solve),
Responsible
(moral),
Caring (moral).
Promoting good character in
young children need aways to develop.
Our concern in character building is about
daily programes. we want our children in
the school years to enjoy observing,
exploring and discovering the world. To
develop a thinking nation and life-long
learners, we need to nurture children from
the start, to learn to think and to think to
learn. No educational programme is
complete without a strong emphasis on
values. No man is an island. Children have
to learn to interact with others and to be
aware of their own feelings and needs, as
well as the feelings and needs of others.
Children need to feel confident and
comfortable about engaging in new
learning experiences, and it begin by
building good character.
Ministry Of Education Singapore
on Kindergarten Curriculum Framework
describe desired outcomes of preschools
education comprise :
1. Know what is right and what is wrong
2. Be willing to share and take turns with
others
3. Be able to relate to others
4. Be curious and able to explore
5. Be able to listen and speak with
understanding
24
6. Be comfortable and happy with
themselves
7. Have
developed
physical
coordination and healthy habits
8. Love their families, friends, teachers
and school
Concern with those all statements
learning
outcomes,
we
create
developmentally appropriate activities for
young children in character building.
B.
Method
1. Project and camping
The camp is part of our
Preparation Programme began in 2000, to
help strengthen the children‘s social skills
and prepare them for study life in primary
school. At the camp, the children were
given opportunities to put knowledge and
social skills into practice. 28 children from
the K2 class went with teachers and
volunteers to St John‘s Island for a 2night/3-day exploration.
This
year‘s
programme
emphasized on children‘s autonomy. The
children were asked to decide what they
would like to do in the camp, what they
would like to have for meals, what rules
they would like to observe and so on. The
children‘s active involvement in the
planning process was very different from
the previous two camps which had more
teachers‘ involvement in the planning..
The camp provided a real situation for the
children to apply their knowledge and
practice coping with new environment and
working with friends. To conclude the
learning experience, the children did a
presentation for parents by showing
photographs with captions, models of St
John‘s Island and their pictorial diaries.
Our camping abilities are :
 Discuss,
analyse,
negociate,
investigate, report, Plan, organise
 decision making, problem-solve
 Autonomy, responsibility




Confidence
Team work
Caring , helpful
Apply knowledge & experience
2. Grandparents project
Grandparents are important to
children in so many ways. They have
patience and time when parents are often
busy. They have stories to tell and
interesting games to play. They are also
good for treats and spoiling, which we all
need from time to time. Our children also
enthusiastic when they have a time
together with grandparents at school. They
would love to :
 Bring out the food
Our school always has a breakfast or
special snack with the grandparents.
Invitations are sent home inviting the
special grandparent to the function.
What we do is have the grandparent
join us for morning assembly then
come back to our room for a special
donut and orange juice snack where
we have more activities planned. I
have seen schools invite grandparents
to lunch as well.
 Art
Nothing makes a grandparent feel
more special then leaving with a
special token of love made by their
grandchildren. Here are some ideas to
get you started.
 Bookmark
Have the kids stamp their thumb in an
ink pad. Then let them make thumb
prints on a strip of construction paper
for a bookmark. Take a permanent
marker and draw legs to make a bug.
Allow the kids to place flower stickers
on and write the phrase, "Thumbody
Loves You!" at the top. Laminate and
every time they open their books they
will be reminded of your little
preschooler.
 Handprints
Have each child place their handprint
on a sheet of construction paper. Ask
the grandparent to do the same. Place
a picture of both of them in the center
and laminate.
 Music time
Have the children sing a special song
for their grandparents. There are
several online. Here are a few that we
have done over the years.
3. Daily Encounters
It mean identify qualities in a teacher
in relation to character building. This
programe include Teacher as a model
courtesy, respect, care, firmness and
fairness etc. Situation learning
dealing
with
people
and
circumstances, take challenges etc.
also Reading picture books, children
literature. We begin this activity by
identify situation in the class that can
be used for discussion.
4. Birthday Celebration
Celebration means basic human values
such as honesty, caring, responsibility,
respect,
endurance,
diligence,
confidence and independence will be
introduced in all programmes. Guide
Children to discuss and think (4 years
old and above)
1. Who matters to you when growing
up?
2. What can you do when you are a
3. year older?
4. Why do you eat healthy food?
5. How to share your birthday joy
with
6. friends?
In birthday celebration we
guide children Make a promise or a
commitment
- help to do house work
- sleep early
- eat by oneself and so on
5. Charity Act
It is best to inculculate the
"meaning of charity" from a young
25
age through direct involvement. In
Creative O Preschoolers' Bay, our
children are given such opportunity to
learn more about helping peopl who
are in need. Began on August 2000,
children had their Charity Fair at the
Bay. More than 120 parents and staff
of Creative Technology came to
support the event. They were
impressed by the art and craft items
designed and made by the children, as
well as amazed by children manning
the stalls. Items the were sold included
cards, accessories, collage, painted
bottles, arranged flowers, notice
boards, photo-frames, book marks, gift
boxes, diaries etc. Some parents and
staff of Creative Technology also
contributed home-made goodies for
sale at the fair. The children manages
to raise $2500 from the sale. The
senior management of Creative
Technology pledged a dollar for dollar
and the total amount raised was
$8650. One way to improve this
program is by monthly visit to old
folks home.
C. Conclusion
Education in our frame is include
knowledege, skills, and attitude is about
behave with people, work, environment.
Education is about nurturing the whole
child. Education means developing the
child morally, intellectually, physically,
socially and aesthetically. We all know
that every child has a spark. We have the
duty to kindle that spark in all our
children, through love, care and
encouragement.
The early childhood years are now
well-recognised for having great influence
on how an individual thinks and behaves,
through his school years and as an adult.
Whether our children become selfmotivated learners, and face the world
with confidence, depends to a good degree
on the stimulation, guidance and nurturing
26
they receive early in life. Our preschool
educators therefore play a critical role.
If learning is perceived to be both
fun and enjoyable, it would help set the
child on a journey of life-long learning,
and we also believe sucessful life-long
learning depends on young children being
given opportunities to develop personal
and social skills indeed character building.
D. References
1. Brewer, Ann Jo. Introduction To Early
Childhood Education Preschool
Through Primary Grades. USA :
Pearson, 2007.
2. Honore, Carl. Under Pressure
Rescuing Our Children From The
Culture Of The Hyper Parenting. USA
: Harpercollins, 2009.
3. Ministry Of Education Singapore.
Nurturing Early Learners : A
Framework For A Kindergarten
Curriculun In Singapore. Singapore :
Preschool Education Unit.
NATURE KNOWS BESTENHANCING EDUCATION FOR YOUNG CHILDREN
THROUGH NATURE BEST LEARNING
Noan Fresnouck
Suci Ratri Wardhani
Green School Teacher, Bali
Introduction
At first, science was a part of
human life. Humans learn from nature and
the environment. They live in the nature
not with the wild nature. They learn how
to defend and to maintain themselves
from nature. Learning for humans is one
way to help themselves, so that they can
live and evolve in the natural environment.
As a human being, a child is a unique
individual which can also learn to be able
to defend himself in a variety of things
when in a new environment. Children
learn by their sensory motor to be aware of
things around them. It is expected that
they may have a sense of having,
protecting and caring for the environment.
But the reality of the matter is the children
as learner in preschool institutions are
often learning about science without a
relationship with nature. The goal is solely
to make children become better industrial
society. The learning that children get only
focus on developing intellectual property
without having a sense of concern for the
natural environment. It is become
homework for teacher; how to instill love
for the natural environment, so that
children can learn and explore various
potential that exists within him in the
natural environment.
Discussion
The natural environment can be a
solution so that children can learn to be
able to grow the full potential to the
optimum. Children with a variety of
different characteristics to one another has
learning patterns are very unique as well.
In introducing the natural environment to
the child, the teacher can do this by:
1. Inquisitive
Child's curiosity is very high is the basis
for the teacher to be able to bring them to
nature. Never been to forbid children to
satisfy their curiosity, although it was
considered a danger to adults. But as an
adult, the teacher can facilitate the child's
curiosity well. Thus, the children no
longer feel "curious" and was satisfied
with what was described by his teacher.
2. Tactile
Preschoolers
learn
through
sensorimotornya. From curiosity they
always have the desire to be touched from
what he saw. Through this touch children
can learn many things that were not
previously known. With a touch too young
to feel the things that happen in their
environment.
3. Fun
For children all the things in the
environment is new, so what they do is
something that is exciting and fun for
them. Berajak from where teachers can
grab their attention with fun things to
bring children learn about the natural
environment. For children the natural
environment is a place of freedom and fun.
And all activities involving children with
the natural environment is a fun learning
process
4. Engaging
All parties who are within the child, such
as parents, teachers, and the community
around the need to be involved in
introducing children to the natural
environment. At school the teacher's role
as a facilitator of children is very
27
important for children to develop
children's ability to recognize and learn
from the natural environment. Teachers
and children are involved in activities
either sourced or how children can take
advantage of the natural environment in
the teaching-learning process.
5. Interactive
Children are expected to have a dominant
role in memnfaatkan natural environment
as a source of learning. Teacher as
facilitator to facilitate the child's curiosity
well. So intraksi between children and
teachers alike can learn from imbalance to
the natural environment. Children also
actively seeking diharpkan various
interesting things with a teacher while
studying the natural environment.
As a teacher, there are five things that can
help teachers to create lesson plans with
the natural environment according to his
age, among others. Teachers can create
questions related to
28
SOME NOTES ON THE NOTIONS OF CHILDREN AND CHILDHOOD IN
INDONESIA IN REFERENCE TO JAVANESE CULTURE
Ali Formen
Department of Early Childhood Teacher Education
Semarang State University
Background
As a part of the signatories of the
Jomtien‘s commitment of Education for
All (EFA), and later the Dakar Declaration
of the EFA framework for action,
Indonesia has recently introduced early
childhood education into its national
education programs. The state parties of
the Declaration claim that young children
service is an inseparable component of the
campaign for universal, basic education—
shown through their commitment to put
the expansion of preschool service as the
first plan of action. In Indonesia, the
commitment has been translated into an
article on early childhood education in the
new education regulation, namely the Act
No. 20 of 2003 on the National Education
System (Undang-Undang RI No. 20 tahun
2003 tentang Sistem Pendidikan Nasional,
especially Article 1: 14 and Article 28).
Yet, this does not mean that prior to 2003
preschool service was absent from the
landscapes of the Indonesian national
education. In fact, it might date back to the
past imperial era of the country. In
addition, prior to the enactment of the bill,
the country previously legislated some
legal frameworks and/or ratified several
international
commitments
regarding
children.
Any change, as transition, is
difficult and even sometime harmful. In
one hand, there must be demands and
needs for some, if not many, necessary
adjustments and adaptations of values and
practices that have established for long
time. Concomitantly, there must be
inevitable encounter with new, imported
values and practices. For the context of
Indonesia, it seems, the needs to be listed
might be literally endless. Since even
though the policy is not the first
experience for the country, and in fact it
has inherited a long-established tradition
of early childhood education, yet its new
policy is basically driven by the modern
propositions of children/childhood instead
of the country local teachings on children
and childhood. Not only are they modern
but also Western-minded or ―Eurocentric‖,
to use Soto and Swadener‘s (2002)
language. In short, they might be openly
different from, if not contradictive to, the
Indonesian perception and wisdoms of
children and childhood.
Departing from the above
landscapes, the present paper aims to
scrutinize
the
notions
of
children/childhood shared within the
context of Indonesian society. A core
hypothesis this paper assumes is that the
way children and childhood perceived
constitutes the way they are treated. This
assumption is derived from, amongst
others, the classical work of Philipe Ariès,
Centuries of Childhood—which is praised
as a brilliant attempt in demonstrating the
―idea of modern childhood‖ (Brown,
1967) and accepted as ―the first general
history of childhood‖ (Archard, 1993, p.
15). Ariès (1973)1 claims that before the
invention of the modern idea of
Ariès’ work Centuries of Childhood
was published for the first time in 1960.
Yet not until 1967, when Brown wrote an
article on Ariès’ thoughts on education,
was the book published in Australia. Six
years after Brown’s work, in 1973, the
book then was published in Australia—
and this is the version to which the author
refers this paper.
1
29
childhood—that is childhood as a unique,
separated stage of life—children were
simply portrayed as the ―little men‖ (p.
31). Other, recent work might be listed
here is Mindy Blaise‘s Playing It Straight
(Routledge, 2005). In this book Blaise
criticizes the developmental approach to
early childhood education/studies as
having failed to put the issue of social
justice as ―an integral part of ―good‖ early
childhood practice (p. 7). With respect to
the need for creating education as a site for
campaigning the social equity and justice,
the developmentalist paradigm is no
longer compatible. In response, she offers
gender and queer analysis to approach the
field.
Ariès
and
Blaise‘s
works
demonstrate
that
childhood
studies/education is not an immune field to
what Gage (1989) termed some two
decades ago as the ―paradigm wars‖. This
has been apparent since when, in response
to Ariès, Archard (1993) wrote a thesis on
children/childhood contradictive to that of
his predecessor. He argues that the idea of
childhood is neither the monopoly nor the
novel invention of modern society. Indeed,
it exists in ―all societies at all times‖ (p.
23), yet it has been seen differently across
cultures, considering that each cultural
group has its unique framework and
―paradigm‖ to construct its own
―childhood‖. This dispute, if not war, as
Soto & Swadener (2002) indicate, seems
to continue to emerge. It is in one hand an
inevitable
consequence
of
the
development of new insights and
approaches within the social studies,
which permeates the childhood studies; on
the other hand, it is a resistance to the
arrogance of the universality claim of a
certain, dominant paradigm.
Bringing the paradigm war theory
into the landscapes of the Indonesian
children service, this paper assumes that
there would be disputes and agreements
between
the
local
ideas
of
30
children/childhood against those of the
modern ideas. Before moving on to these
issues, however, this paper will first
clarify what it means by the ―local‖ and
―modern‖ ideas of children/childhood.
Such clarification is important with respect
to the following reasons. First, the
multicultural
nature
of
Indonesia
necessitates a certain degree of confidence
that a unique culture this paper explores is
representative to portrait the Indonesian
context in general. Secondly, the diversity
of frameworks and actors involved in the
modern
discourses
of
childhood
necessitates the existence of the dominant
actors and perspectives.
By the ―local‖ this paper refers to
the cultural and religious artifacts in
which the issues of childhood/children are
addressed. The inclusion of both cultural
and religious artifacts in this study is due
to their significance for the Indonesian
context of this study. More specifically,
this paper takes Java and Islam as the
point of departure. The use of Java as a
cultural sample refers to the fact that this
ethnic and cultural system is assumed as
the most influential in the dynamics of the
contemporary Indonesia. The same logic is
also for the use of Islam: that Indonesia is
the biggest Moslem country in the world.
More importantly, even though Indonesia
is not a theocratic state, yet since the late
1990s there has been a growing regional
demand to Islamize the state. Thus, Java
and Islam are used due to their formal and
informal responsibilities for the most
Indonesian policies. By the ―modern‖ this
paper refers to the images of
children/childhood held within the policy
documents or other related texts. This may
include, for example, documents or legal
product either by the Indonesian
government or international agencies.
In practice, this paper aims to map
the disputes and agreements between the
images of childhood/children hold by the
Javanese and Islamic artifacts and that of
the
modern
agencies‘ documents.
Specifically the following questions will
be discussed throughout this paper. How
are children/childhood perceived within
the Javanese and Moslem artifacts?What
are the aspects of both the Javanese and
Islamic artifacts that are in conflict
against the modern artifacts over the
images of children/childhood?Are there
any possible, intermediary media to bridge
the competing ideas on children in
Indonesia? In attempt to answer
these questions, this paper will first briefly
map the practice of children education in
Indonesia, the characteristics of Javanese
culture and the basic teachings of Islam.
Early
Childhood
Education
in
Indonesia
As it happens in many countries,
children service in Indonesia is not the
monopoly of the education sector. Indeed,
as Anning (2006) says, and even tough the
education authorities attempt to hold the
whole services, still, it is a ―patchwork‖ of
some related actors. As Unesco (2005, p.
10) reports, there at least seven
governmental bodies in charge of children
education and care services in Indonesia,
i.e. Ministry of National Education,
Ministry of Religious Affairs, Ministry of
Social Welfare, Ministry of Health,
Ministry for Women Empowerment,
Ministry of Home Affairs, and National
Family Planning Coordination Board.
Even the MONE has two different bodies
in charge of the service: the SubDirectorate of Kindergarten and the
Directorate
for
Early
Childhood
Education. The latter coordinates nonkindergarten services. In addition, just
very recently, the government established
the Indonesian Commission for Child
Protection.
The existing ―religious-secular‖
differentiation of the Indonesian education
system has formally divided early
childhood services into two different
lanes. The first lane is the religious,
―Islamic‖ institutions coordinated by the
Ministry of Religious Affairs, and the
other, ―secular‖, ―non-Islamic‖ ones, are
under the coordination of the Ministry of
National Education.2 The most common
form of children centers in Indonesia for
both lanes is kindergarten (Taman Kanak Kanak, TK). Most Islamic children
centers, however, use Arabic names:
Raudhatul Athfal or Bustanul Athfal
(RA/BA)—both have the same meaning
―children‘s garden‖, kindergarten.
Other forms of children centers
found in Indonesia include playgroup
(Kelompok Bermain, KB), and childcare
center (Tempat Penitipan Anak, TPA). The
MOSW and MONE share responsibilities
in the administration of these services, the
former is responsible for the supervision
whilst the later is in charge of the
―contents‖ services such as the curriculum
for playgroups activities and development
guideline for care centers. Playgroups may
be found both in rural and urban areas—in
the most cases they share the same place
with kindergarten and are run as the lower
grade prior to the kindergarten years.
Childcare centers, on the other hand, are
rarely found in rural areas. This might
understandably refer to fact that mothers
in the rural areas are less likely to access
the public sectors, the common
2
I personally do not agree with the
use of “Islamic” and “secular” since the term
“Islamic” seems to necessitate a binary
opposition: that “this” center is Islamic (good)
others are “un-Islamic” (evil). The term
“secular”
education
is
even
more
controversial for it might be misunderstood as
a group of education institutions promoting
the ideas of secularism. This categorization,
indeed, has nothing to do with such
assumption, and in fact religious teachings a re
taught in the secular lanes. In short, such
differentiation is used in this paper in its very
instrumental aim, for no other terms seem
suitable as well as commonly used by most
studies on the Indonesian education.
31
assumption that ―maternal employment is
a major reason for using supplemental
child care‖ (Atkinson, 1994).
Java and the culture of Java
Java is considered as the
Indonesia‘s most important island. Other
than its being of the most densely
populated island within the archipelago, at
the same time it is politically and
economically the heart of Indonesia. Since
the country independence in 1945, five out
its six presidents are Javanese. Politically
speaking, its supremacy is evident for
example through the growing demand for
a combination of Javanese and nonJavanese in the package of president and
vice-president candidacy. The island is
currently divided into six provinces,
namely West Java, Jakarta Capital
Territory, Banten, Central Java, East Java,
and the Special Province of Yogyakarta.
Data taken from the Indonesian Bureau of
Statistics (www.bps.go.id) says that until
2000 the total population of these regions
constitutes more than half of the national
population.
To define the truly ―Javanese‖
people, however, is a challenging, difficult
task, and there need to be some ―necessary
clarifications‖ (Magnis-Suseno, 1997, p.
9). To live in Java does not necessarily
mean to be a Javanese. People of West
Java, Banten, and part of East Java,
indeed, do not speak the same language
with that of people in Central Java and
Yogyakarta—factually they are not
Javanese. Accordingly, a group of people
speaking the same Javanese language and
live in the axis of Javanese culture, namely
Central Java and Yogyakarta, are not
necessarily the ―bearer of the Javanese
culture‖. To set a limit for this study,
therefore, this paper adopts the idea of
―Javanese
culture‖ or ―Javanism‖
(kejawen) employed by Magnis-Suseno
(1997), which is the practices extracted
from ―a two-thousand year long process of
32
integration of Buddhist, Hindu, and
Islamic elements‖ (p. 10). This syncretism
is the social category, which is termed as
―abangan‖ variant by Clifford Geertz more
than three decades ago in his The Religion
of Java(1960, p. 5). Yet, with respect to
the harsh criticisms against Geertz‘s
categorization of Javanese society within
contemporary Indonesian studies (Kim,
1996), this paper will not employ the term
abangan.
Studies into the Javanese culture,
either by the foreign or Javanese scholars,
have for long time identified two key
elements that constitute its uniqueness
compared to others, which are the
principle of rukun and hormat(H. Geertz,
1961; Magnis-Suseno & Reksosusilo,
1983; Magnis-Suseno, 1997). The idea of
―rukun‖ simply means ―harmony‖, whilst
―hormat‖ means ―respect‖. However, in
his English edition of Etika Jawa MagnisSuseno (1997, p. 42) tends to use ―conflict
avoidance principle‖ as the synonym of
―rukun‖ instead of ―the principle of social
harmony‖. He argues that the underlying
idea within the rukun principle is the
avoidance of ―all conduct which might
upset the social harmony‖. In addition to
these basic natures, in her study of three
different cultural groups in Indonesia,
Chandra (2004) found that the Javanese
culture is also characterized by the sense
of communalism, which views the
importance of group over oneself, and the
feudalist worldview. Moreover, she says
that the Javanese people tend to be
fatalistic to face the life whilst at the same
time perceive it as ―a series of events full
of miseries‖. Last but not least, the
Javanese seems to tend to look backward
in terms of their time orientation with only
a slight orientation of ―presentism‖ and
almost no sense of future. With these
teachings, then Javanese people are
expected to be andap asor (low profile)
toward others, especially those who hold
higher position. They are also taught to
―be content‖ in dealing with themselves
and their surroundings and try not to be
different from others or the existing
mainstream.
Considering the above pictures
one might find that Javanese culture is the
very stronghold of feudalism. Some
feminist studies have even accused it as
the part of repressive perpetuators of
patriarchal ideologies. And especially
prior and after ―Reformasi 1998‖, as
shown by Robertson-Snape (1999) it has
been accused of being the drive of the socalled KKN (korupsi-kolusi-nepotisme,
corruption-collusion-nepotism).
Yet,
compared to others in Asia, still, it is
amongst the greatest ones, writes MagnisSuseno (1984, p. 1). He said that over for
two thousand years history, it has been
flooded by myriad of strange values, yet it
was neither isolated nor swept away.
Sometime in the fourteenth century, Islam
came into the island thenseized its
kingdoms. Yet the new religion made Java
neither stunted nor perished, indeed, Java
has convincingly indigenized it and
eventually shape a new variant, which is
the ―Javanese Islam‖ according to
Woodward (2001).
The Voices of Children within the
Javanese Artifacts
Children or ―anak‖ in Java is a
general term commonly used to refer to
one‘s descendant. Thus, the idea of
―child/children‖ in Java does not link
directly to the idea of certain stage of life.
The Javanese also has the term ―bocah‖
which is specifically use to refer to a
―kid‖. Thus, when the word ―bocah‖ is
used to refer to an adult or a group of
adult, it almost certainly has a negative
intention or impoliteness. With regard to
the sociological suggestion that ―language
influences the way people of the same
culture perceive reality‖ (Kammeyer,
Ritzer, & Yetman, 1990, p. 73), Javanese
words
and
expression
regarding
children/childhood, therefore, are rich
sources to reveal the living views on
children in Java.
Expression such as “Kowe iku isih
bocah, ora kena…” (You still too young,
you shouldn‘t/mustn‘t…), indicates that
children and even young generation are
viewed to be ―incompetent‖, ―incomplete‖
creatures. In her ethnography, Hildred
Geertz (1961, p. 104) records a typical
Javanese expression of upset: “Kowe baji,
during ilang pupuk lumpujangmu, wani
karo wong tuwamu!—You infant, you still
have you pupuk lumpujang; how dare you
oppose your elders‖. 3 This of course does
not mean that adults are allowed to oppose
their parent. With the pervasive influence
of Javanese language on the national
language, this expression now is also
known in Bahasa Indonesia, which is
―anak bau kencur‖—you smell kencur. It
is used more or less in the same way with
the Geertz‘s finding.
This section aims to provide a
more detailed discussion of the Javanese
images and notions of/on children.
However, since the term ―notion‖ and
―image‖ might cover a huge range of
issues surrounding children/childhood, this
study will focus the discussion on the three
main issues, namely; (1) the values of
children in Javanese culture; (2) the range
of childhood; and, (3) issues regarding the
practices of children education.
The values of children in Javanese
culture
In java, writes Hildred Geertz in
1961, ―children are much wanted and
3
This ethnography was written using
the old Indonesian spelling system; currently
the word baji must be spelled bayi, as the
word lumpujang must be lumpuyang. Pupuk
lumpujang is a mixture of some herbs and
usually put on mbun-bunan (fontanel) of a
Javanese newborn during its first days. Kencur
is one of the herbs from which
pupuklumpuyang is made.
33
enjoyed‖ (p. 83). Gerrtz‘s finding was then
affirmed by a Javanese-origin scholar
Koentjaraningrat (1985, p. 100). He says
that not only are children much desired
amongst the Javanese families, at the same
time they are believed to ―give an
atmosphere of warmth (anget) to the
family‖. Moreover, the Javanese families
also believe that ―if there is warmth in the
family there is a calm and peace in the
heart (tentrem)‖. It is not a surprise
therefore that infertility is regarded as a
source of unhappiness for a family.
When the national program of
Keluarga Berencana (Family Planning,
birth control) has not been accepted in
Indonesia, and life has not been as
economically hard as the present time, it
was not uncommon to find people saying
―banyak anak banyak rejeki‖ meaning
―many children, much fortune‖ which is to
some extent could be understood too as the
more children you have the richer you will
be (Jellinek & Kiefer, 2002). Nowadays,
however, even though many still hold this
belief only a few of them practice it. Yet,
the value of children as the medium of
family‘s economic prosperity, however,
continues to exist within the Javanese
families.
The above description clearly
shows, at least, two fundamental values of
children shared amongst Javanese family.
The first, which is extracted from Geertz
and Koentjaranigrat studies, might be
formulated as the emotional value of
children. The second value of children,
derived from the notion of banyak anak
banyak rejeki, is the economic value of
children.
The emotional values of children
lay on the belief that their presence, as
mentioned previously, will provide a
family warmth and stability. The warmth
the children give to family for example is
documented in the cross-cultural study by
Suckow & Klaus (2002) on the value of
children of six different countries. Most of
34
Javanese couples believe that the presence
of children in their life brings about reason
to not get into conflict. Children therefore
act as a compensation for the potentially
disputing couple. The emotional value of
children in Javanese family is also clear in
the recent study of Andajani-Sutjahjo,
Manderson, & Astbury (2007). With
respect to the Javanese belief that life is a
series of misery, this study clearly portraits
the children role as the source of
psychological consolation. The authors,
for example record the following remark
by a typical Javanese lady:
Before I had the baby I
felt sad and sometimes
cried. After having him, I
do not feel sad anymore.
Now
I
just
have
arguments
with
my
husband, not a big deal.
Last time the fight was
about money. There is a
belief that children bring
rejeki(luck), isn‘t there?
Now I feel that our life is
better.
Studies into the economic values
of children in Java has been done so far,
for example, by Nag, White, & Peet
(1978) who did their research in the rural
areas of Yogyakarta and compared with
the highland villages in Nepal. This study
found that children in Java children have
started to do some jobs since their early
years, from around the age of 6 to 8. The
types of the job the Javanese children
involved
include
the
household
maintenance and activities, which are
directly productive. During their early
years, the rural Javanese boys and girls
have spent almost 4 hours per day working
for their family. Their working activities
include
both
unpaid,
household
maintenance activities and activities which
are directly productive for the family‘s
economy; nevertheless, most of their
working hours are for the household
maintenance activities. The boys seem to
do
more
economically
productive
activities, whilst the girls did more
domestic chores. Nevertheless, the girls
seem to be earlier, compared to boys, in
terms of their involvement in the directly
paid jobs. The researchers assume that this
is related to fact that the boys attend the
school service more than their female
siblings—a practice resulted from the
Javanese preference of boys to girls. Yet, a
report by Megawangi (1997) affirms that
there is an strong growing tendency that
boys and girl are equally desired amongst
Javanese family.
The economic values of children,
is currently changing from the family‘s
agents to the family economic burden.
This situation is clearly shown the in the
following story of Mimin, a pseudonym of
a Javanese lady, narrated by Jellinek &
Kiefer (2002):
Mimin
loved
being
surrounded by children. She
had twelve, of whom nine
survived, and she struggled
to provide for them. Three
of Mimin's children died of
cholera. She had taken each
to the hospital, but without
money, they were not
treated. From an early age,
each child was taught to be
responsible. Some sold
newspapers, or shined shoes
to add to the family's
income. Each child, even if
they worked, had to go to
school. Her view—many
children, much fortune
('banyak anak, banyak
rejeki')—was typical of
Indonesians at that time.
Other form of economic value of
children in Java is related to the parent‘s
old-age security. The practice of sending
elderly people to nursing house does not
exist in the Javanese society. It is even
considered to be a taboo. The economic
value of children related to old-age
security system in Javanese families has
been clearly revealed for example in the
study of Clifford Geertz (1960), Hildred
Geertz (1961), Koentjaraningrat (1985)
and Nag et al. (1978). Hildred Geertz (p.
83) notes, most Javanese think that ―Even
if you are very rich, the kind of care your
children give you cannot be bought‖.
According to Koentjaraningrat (p. 100)
this is because the Javanese ―feels more
secure and bolder the more people he has
about him‖. Certainly, this is something
has to do with the spirit of communalism,
as one of the Javanese axioms says
―mangan ora mangan kumpul‖ (either we
can eat or not the most important is we
gather).
The range of childhood
Even though the Javanese word
for ―child‖, anak, does not directly link to
a specific range of age, yet the idea of the
range of childhood has already existed.
The ethnography of Geertz (1961) found
that Javanese society perceive their
children under seven as ―durung djawa‖
(currently people tend to express it as
―durung njawani‖), means that they have
―not
yet
Javanese‖—even though
hereditarily they are Javanese.
The idea of ―durung djawa‖
indicates two important issues. Firstly, the
age of seven is viewed as the transition
phase to be a slightly competent
individual. It is not difficult to find out a
mother advising her son that if he was
seven years old, it means he is responsible
of his own bad deeds. The age of seven is
viewed as the transition to the stage of
ngerti dosa (applicable of sins). This idea
might be borrowed from the Islamic
35
tradition—as it is reported, once the
Prophet allowed parents to beat their
seven-year old children in case they are
reluctant to perform prayers. Yet whether
or not the Javanese has adopted Islamic
teachings in this matter, it needs further
studies to confirm. Even the idea of sin in
Islam is related to the idea of legal
maturity (mukallaf), which is based on the
individual bio-physical maturity. Thus, if
the stage ―durung njawani‖ is to be the
base for childhood range, it means that
childhood in Java ends at the age of six or
seven.
The second crucial issue is that
childhood is not only a biological or
chronological matter. Rather, it involves
the external, psychological and cultural
factors, which is the process of selfinternalization of the Javanese teachings in
general (Magnis-Suseno, 1997). Indeed,
within the idea of ―durung djawa‖ lays the
notion that a child is an ―incompetent‖,
―incomplete‖ creature. Even though
practically this idea is not wrong yet there
might be endless consequences of this
belief.
Seeing
that
children are
incompetent is at the same time means that
children are voiceless being. Consequently
they have neither specific needs to be
fulfilled nor rights to be deserved.
Javanese ideas of children education
The ultimate goal of Javanese
children education and developemnt, as
Geertz (1961) and Koentjaraningrat (1985)
indicate, it seems, is to guide children to
fully internalize the Javanese teachings
and
politeness
(njawani).
Ruslan
Abdulgani, (1974), shares his childhood
experience, which is typically Javanese
families‘ expectation over their children,
as follows:
Mother also asked that, after we
were
grown
up
and
independent,
we
children
remember to be sing Jowo,
36
which translates roughly as
"Javanese in thought" or simply
"truly Javanese." By giving us a
number of examples, Mother
made clear that "sing Jowo"
meant being polite, friendly and
open
towards
others,
cooperative, helpful, and so
forth. All this was especially
important when it came to the
relationship between children
and their parents, and in this
regard "sing Jowo" also meant
to be helpful to parents, to
support them when they were
no longer able to do so
themselves, and to give them
tender loving care. I often heard
my mother discussing with
some of her friends the sad
stories of certain children they
knew who, although they had
risen in society and were doing
well, paid no attention to their
parents. They were called ndak
Jowo, which literally meant
"not Javanese." The same term
was often used by kampung
people in a somewhat different
sense, meaning "crazy" (gila) or
"cracked" (sinting).
The story of Abdulgani points out
two important things within the practice of
Javanese education: the ―contents‖ of
education and children‘s ―position‖ within
the family. The contents of education in
Java, more or less, are equal to families or
parents‘ expectation over their children,
which is mostly the expectation of to be
―sing Jowo‖. It is expectation about what
means to be good (njawani) children,
which is according to the Abdulgani‘s
language means ―being polite, friendly and
open towards others, cooperative, helpful‖
to others not less importantly to the parent.
In this sense, the content of Javanese
education is seemingly more cultural and
ethical in nature instead of personal or
intellectual. It is more cultural since none
in what Abdulgani lists resembles the
voice of children as person. In a slightly
different language Farver & Wimbarti
(1995) state that the children education
and bearing in general emphasizes more
on the emotional development. Education
is aimed to push children to learn to be
rukun (harmonious, and consequently
conflict avoidant); to maintain the state of
slamet (order); to be manut (obedient),
and, to develop the attitude of tepaselira
(empathy). In line with these contents,
thus children‘s own voices are seemingly
less acknowledged. Children are viewed as
a small cultural being, part of the cultural
and social machine of the Javanese
culture. Yet, the relationship between the
part and the whole is seemingly not equal,
since children have to subject to their
surroundings‘ expectation.
Closing remark: tensions in the
Indonesian discourse of childhood
Along with the Javanese values of
children, there have been also in Indonesia
the values shared amongst the government
bodies. This paper defines the latter as the
official discourses of children. These
values of children have been translated
into some regulations or other legal
products. These may include some
regulation and acts such as the Act No. 20
of 1999 on the Enactment of the ILO
Convention
No.
138
Concerning
Minimum Age for Admission to
Employment (UU No. 20 tahun 1999
tentang Pengesahan Konvensi ILO No.
138 Mengenai Usia Minimum untuk
Diperbolehkan Bekerja), the Act No. 23 of
2002 on Children Protection (UndangUndang RI No. 23 tahun 2002 tentang
Perlindungan Anak). Also, the Act No. 20
of 2003 on the National System of
Education (Undang-Undang RI Nomor 20
Tahun 2003 tentang Sistem Pendidikan
Nasional) including its there-under
regulation of the Government Regulation
No. 19 of 2005 on the Standards of the
National Education (Pemerintah No. 19
Tahun 2005 tentang Standar Nasional
Pendidikan). Not less importantly is the
President Decree No. 23 of 2003 on the
Establishment
of
the
Indonesian
Commission for Children Protection.
Central to this official value is the
modern idea of childhood, which is based
on the principle of clear separation
between
childhood
and
adulthood
(Archard, 1993, p. 31). In addition, the
state‘s value of children is based on the
instrumental rationality, which sees
children as an economic agent. The
Indonesian government, as do other
governments of the world, believes that
children an potential citizens, and
therefore, young children education is
considered to be an ―investment for a
better life‖ (Chang et al., 2006), or even
the best ―economic development tool‖
(Noble, 2005; Gutama, 2006).
At a glance, the Indonesian
official values of children parallel—if not
shares the same idea with—that of the
Javanese one: that is children as the either
short or long term economic investment.
The difference is only on the scale of the
benefits expected from the children.
However, a deep look into these two
discourses will find at least two
differences and tensions that may be list as
follows.
Firstly, in the heart of the
government documents are the notions that
children are not only an economic
development tools, but also a unique
creature holding a set of specific natures
and rights to deserve. On the other hand,
the rights of children are less
acknowledged in the Javanese culture.
Children merely are taught to serve others,
to follow the mainstream.
Secondly,
the
government
documents are built on the notion of
individual freedom, whilst the Javanese
37
value of children is based on the principle
of social harmony. Bringing these two
contradictive principles into practice will
find a totally difference approach to
children; one will emphasize creativity,
self-independence, whilst the other
emphasizes the dominance of adult over
young children.
There need further study as well
as serious, more systematic effort to better
understand such contradicting values.
Such effort is of a crucial importance in
order to make sure that all of our
encounters with foreign values still will
benefit our young children.
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FAMILY-BASED CHARACTER EDUCATION
Khoiriyah
University of Muhammadiyah Jember.
Abstract
The individual character is someone‘s original identity life, which distinguishes him from
others. A good character of a person indicates him a good person. When a community
consists of good persons, it becomes ideal community.
The individual character is drawn trough the education, and the first major influential
education begins from early childhood in the family. So, the best character education is which
based on the family, related to the pattern of parenting used by the parents.
There are three kinds of parenting: permissive, authoritarian, and authoritative. According to
the character education the pattern of authoritative is better than the two others, which make
the children grow as an independent person but remain under the parent‘s control.
Keywords: character, education, family
Background
The family is the smallest unit of
society which individuals live and interact
one each other. As every individual (child)
first getting to know the world is from the
family and hence the family becomes a
miniature world. Parents as the primary
controller among the family have an
important role in determining the pattern
and colors of life for all individuals of the
family members, especially children. In
other words, the quality and character of
these individuals formed primarily through
family contact with parental control.
Everyone gets his early education
through the family, the education that
focuses on the basic needs of the very
simple daily life, related to health,
cleanliness, and comfort. Along with the
condition, character education and good
habits building with values measurement
can be done. The values are based on
traditions, norms, and religion or belief.
Through the family the parents are
preparing for their children being able to
live well and become the next generation
for their parents and families.
Basically every parent desires
their children grow and develop to be
healthy, intelligent, and well behaved.
Children who grow and develop healthy
and intelligent, and well behaved in their
daily lives, they will be superior and
strong to face many challenges in the
future. In order to prepare them to face
future challenges well, there should be
efforts done by parents or family, because
good next generation will not exist by
themselves. They need a social
environment deliberately created for it,
which allows the children potency to grow
optimally so they become more healthful,
intelligent and well behaved.
To reach the desires and hopes,
there are some things must be observed
and performed by the family or parents,
which is related to social and
psychological or spiritual aspects of the
individuals. Related to physical aspects
(health, food, shelter, etc.) and spiritual
ones
(religious, moral, intellectual,
educational, etc.), the mentioned items
should be concerned, mainly due to
changes of social values are character
building
or
moral
education.
41
The Concept of Character Education
Moral development or character
education is an ongoing process and
should last for lifetime. The children will
grow in a characterized personality if they
grow in an environment of characterized
as well. Thus, the nature of every child can
be
developed
optimally.
Qualified
characters need to be established and
nurtured from early childhood, as it is a
critical period for building a person's
character. The failure of character building
in someone‘s early age will cause troubled
personal future in his adult life.
(Megawangi, 2009: 21).
Akhmad Sudrajat (2010) states
that the character education a system of
character values building for the students,
includes the components of knowledge,
awareness or desire, and action to
implement the values, toward the
Almighty God, himself, others, and social
environment to be perfect individual. For
the character education in schools, all
components of stakeholders should be
involved, including the components of
education itself, namely the content of
curriculum, teaching
and
learning,
assessment, quality relationships, handling
or
management
subjects,
school
management, the activities implementation
or co-curricular activities, infrastructure
empowerment, financing, and all social
ethics and the school environment.
(http://akhmadsudrajat.wordpress.com/201
0/08/20/pendidikan-karakter-).
The word "character" belongs to
Karen Bohlin as quoted by Megawangi
(2009: 23) derived from Greek words
charassein means carve to form a pattern.
The
word
character
is
synonymous with "nature". The word
Nature means "the inner nature that affect
the thoughts and behavior; manners; basic
nature". Thus the character or nature in
this sense relates to human beings as
having an inner dimension more than the
physical dimension from the birth. In the
42
inner dimension the mind, behavior,
manner, and basic human nature is
determined by the character or personality
traits.
The word "karakter" in Bahasa
Indonesia also adapted from the word
"character" which means "a combination
of special circumstances to a person or a
place that makes it different from others",
as mentioned in the Cambridge Dictionary
Online: the particular combination of
qualities in a person or place That makes
them
different
from
others.(http://dictionary.cambridge.org/dic
tionary/british/character_1). It means that
the character is a distinctive manner or the
nature of a person, which makes it
markedly different from others. The
distinctive character and qualities that can
be displayed in speech, attitude, and deed.
As quoted from Thomas Lickona
by Megawangi (2009: 102), a character
contained of three parts which are
interrelated with each other, i.e. moral
knowing, moral feeling, and moral
behavior. Good character consists of
knowing the good, loving or desiring the
good, and good acting.
Moreover, it can be said that the
character or the manner is related to a set
of attitudes, behaviors, motivations, and
skills. With the character someone can
apply the value of kindness in the form of
action or good behavior, and therefore
called the "man of character" or "noble
character". Conversely, people who are
dishonest, cruel, greedy, and such
behavior, he is called "uncharacterized" or
"having bad character".
The noble individual is who has a
noble character that reflected in his
potential that comes with the noble and
positive values. Within the noble
individual there are noble and positive
values, such as: self-confident, rational,
critical, analytical, creative, innovative,
independent, healthy life, responsible,
patient, cautious, trustworthy, honest,
keeping promises, fair, humble, helpful,
forgiving, loyal, hard working, diligent,
persistent, thorough, initiative, discipline,
anticipation,
initiative,
visionary,
enthusiastic,
dynamic,
efficient,
dedicative, productive , friendly, aesthetic,
and so on.
Characterized
individual
or
superior individual is who constantly
strive to realize and do good thing and the
best, in relation to the Almighty God,
themselves, others, society, environment,
nation, country, and all mankind to
optimize the inherent potential with
awareness
and
good
motivation.
Dimensions of Character Education
The developed values in the
character education in Indonesia according
to Zubaedi (2011: 73) derived from four
sources: namely religion, the philosophy
of Pancasila, the national culture, and the
national educational goals.
a. Religious Values
Indonesian society is well known
as a religious society, whose the various
matters of their life are often based on
religious values or beliefs. So any
character education must be based on
norms and values embedded in religion
and
belief.
b. Values of Pancasila
Pancasila is the foundation of the
ideals of the Indonesian people life, which
there are values that govern political life,
legal, economic, social, cultural, and art.
Character education aimed for preparing
the students to become citizens who have
ability, willingness, and applying the
values contained in Pancasila for the
citizen
life.
c. Cultural Values
That no one lives among his
society that is having not relation to the
social culture. The cultural values are one
of the foundations of social life and mutual
communication between members of the
society, and thus cultural values become
important. The character education
introduce the students to appreciate the
noble values that are parts of the
community life.
d. National Education Goals
In Act No. 20 of 2003 on The
National Education System, stated that the
purpose of national education is, as
mentioned in Article 3, regarding the
function and purpose: "The function of
the National Education is to develop
ability and skills and form the character
and civilization of the nation's dignity in
the context of the intellectual life of the
nation, aimed to improve the potential of
learners in order to become a man of faith
and fear of God Almighty, noble, healthy,
knowledgeable,
skilled,
creative,
independent,
becoming
democratic
citizens, and responsible ".
The goal of the national education
is a formula that must be achieved, and the
quality belongs to every Indonesian
citizen, by developing potential through
kinds and ranks of education.
Furthermore, from the sources of
these values can be identified a number of
values in the character education (Zubaedi,
2011: 74-75) to achieve a good life, as
follows:
1. Religiosity or religious life, is the
attitude and behavior that obedient to
implement the teachings of religion
professed and believed, tolerate or
appreciate and be able to live in
harmony with other faith followers.
2. Honesty, the attitudes and behavior
based on an effort to make ourselves
as a trustworthy person in words and
actions.
3. Tolerance, the attitudes and actions
that respect the person or others
despite differences in religious
background, ethnicity, class, customs,
views, streams, and other primordial
backgrounds.
4. Discipline, namely attitudes and
actions that demonstrate the behavior
43
5.
6.
7.
8.
9.
10.
11.
12.
of an orderly and obedient to the rules
and regulations.
Spirit, the attitudes and actions that
show seriousness in dealing with
various problems and obstacles, and
seek problem solving.
Creativity, thoughts, attitudes, and
actions to find a new way of what was
existing to reach something better.
Independence, the attitudes and
actions that do not allow ourselves
depended on others in solving a
problem or deal with the tasks.
Democratic, the thoughts, attitudes,
and actions that respect the rights of
individuals who live together in social
society.
Nationalism, the attitudes and actions
based on an awareness to put the
interests of the nation and the country
beyond self-interest, group, or class.
Patriotism, the attitudes and actions
that reflect the willingness and loyalty
to nation and state.
Care, which reflects the attitudes and
actions alignments to something good
in relation to social and natural
environment.
Responsibility, the attitudes and
actions that reflect an awareness that
all words and actions which appear to
be followed by consideration of the
rights of both in the presence of fellow
human beings and in the presence of
God.
Family Role in the Character Education
Family is the closest environment
of every individual, as well as for children
where the parents are their firstly teachers.
In this case the family is the main support
character education for children. It is
suitable to statement of a prominent
Egyptian poet, Ahmad Syauqi, which
states that "the mother is like a school, if
you prepare her well means you prepare
the presence of a good nation".
(http://www.ebnmasr.net/
forum
/
44
t1080.html). In his other statement he
mentioned that "the existence of a nation
can be measured from the morality, if they
lose their morality means the nation has
gone". (http://ejabat.google.com/ ejabat /
thread? Tid = 70a594fbb58695ba).
The family plays a major role in
the character education as institution to
educate, nurture and socialize the children,
develop their ability to participate well in
the social life. The family becomes the
basis of character education. From the
family, from early age the children learn
and recognize the concept of good and
bad, appropriate and inappropriate, right
and wrong. That is, from the family,
individual know and learn values, norms,
morals, and ethics. The values trusted will
be reflected in the character, so from the
family the character education process
should begin. The education in this family
will determine how far a child will be
more mature, committed to the norms or
certain moral values, and determine how
he has awareness and sensitivity to the
environment.
In a family, father and mother as
the core subjects play the most important
role. With the role of father and mother the
children are expected to learn and to know
about love, so that the nuclear family
becomes a school of love or a place to
learn true love and compassion, as such
Ahmad Syauqi‘s statement.
Family-based character education
will achieve success or get failure
determined by pattern of parenting as
applied by the parents for their children.
Similarly, the success of character
education for the children depends on how
the parents take an approach of parenting.
John W. Santrock (2007: 133)
mentioned that in the moral development
of children related to the quality of
relationship and attachment between
parent and children. A secure attachment
may place a child in a positive path for the
purpose of socialization of parents and
family values.
There are three patterns of
parenting applied by parents in the
education of the family, namely:
permissive
parenting,
authoritarian
parenting, and authoritative parenting. As
quoted from http://organisasi.org, which
can
be
described
as
follows:
1. Permissive Parenting
Permissive parenting is a type of
pattern of parenting in which parents are
loose, giving liberty, not really caring to
the child. There is no guidance from the
parents, or parental control and
supervision is lacking. So whatever the
child do, is always allowed and condoned
by the parents. For example, children do
not go to school, doing a lot of immorality,
promiscuity
negative,
materialistic
attitudes, and so forth.
In this pattern, the child becomes
in a dominant position. Usually the pattern
of such parenting is caused by the
condition of the parents who are too busy
with work, or other matters that eventually
make the parents forget to educate and
nurture the children well. In this way the
needs of the child only fulfilled with
material or property only, and how the
child will grow up and develop into
anything is depended to the child.
The Child cared with such pattern
of parenting will develop to be child with
lack of attention, feeling no means,
inferior, bad, having poor social skills,
poor self-control, less respect for others,
and so on, weather in young or early age
or in adult, which finally he does not know
the rules and social norms, and has no
sense of responsibility.
2. Authoritarian Parenting
Authoritarian parenting is the
pattern of parenting that coercive, harsh,
and stiff. Parents make several rules rigid
and must be followed by the child without
considering the child‘s feelings or
condition. The parents will be angry and
express emotionally if the child doing
something not in accordance with the
wishes of the parents.
In this pattern the dominant power
is in the parents‘ side. The Child is
recognized as if he does not have a choice.
The parents‘ control of the child is very
tight. If a child commits an offense or not
comply with the provisions made by the
parents then the child will receive a mental
or physical punishment. The punishment
will be given to the child so that he is
obedient and disciplined and respect his
parents.
The child who grows like this way
usually is not happy, feel paranoid, or is
always in fear, easily upset and depressed,
happy to be outdoors, hate their parents,
and others. The child under the care of the
authoritarian parenting will be quiet, timid
and do not believe in themselves.
But behind this condition, it is
sometimes with the authoritarian parenting
the child can be more independent, can be
fit to his parents‘ expectation, more
disciplined,
and
having
more
responsibility
in
his
life.
3. Authoritative Parenting
Authoritative parenting is the
pattern of care where the parents give their
child the freedom to be creative and
explore different things according to the
ability of child, with either the control or
supervision of their parents. The pattern of
this parenting is a suited way and better
method to be applied by parents to their
children.
Authoritative
parenting
will
always appreciate the individuality, but
still emphasizes the need for rules and
regulation. They are very confident in their
parenting and appreciate the decisions
made by the child, interest and opinions
and personality differences of the children.
The parents who practiced this model will
give love to their children but remain firm
in keeping the rules. They also will give a
light punishment but in a warm situation
45
and a relationship of mutual support. They
explain all the actions and punishment that
they do.
The children who are cared in
such pattern will feel so calm and
comfortable. They will come to
understand that they are loved but at the
same time to understand what expected by
the parents. So the children from an early
age will become more independent, able to
control themselves, usually to be firm.
The children growing up with an
authoritative pattern of parenting will be a
cheerful,
fun,
creative,
intelligent,
confident and open to parents, respect and
honor to their parents, not being stress and
depression, getting well success, and
appreciated by their social environment.
In the family, the existence of a
mother emotionally and psychologically is
closer to her child. Therefore the mother
should be able to play good role as model
for her child either in spoken, attitude, and
action. As the statement "Mother is like a
school", so in this character building the
mother plays a big role.
While the existence of the father
as the head of household also must be
capable of being a good role model.
Because the father who is involved with
his children early will affect the
development potential of the child,
whether cognitive, affective, and motor,
and even improve a better ability more
than other children. The closeness with the
father of course also affects the child's
character building.
For the children, the existence of
mother and father is as a figure or role
model who will always be imitated by
children. Therefore, mother and father
should be able to show their attitude,
actions, and words of good that can be a
good example for children, giving the
good parenting and provide for the fair.
With the proper role of the parents
in educating and nurturing children, the
children will grow and develop in a good
46
and optimal development. With good
parenting the child will grow into a
characterized child, identify his identity,
so that the child develop into a good
personality.
Conclusion
The character is an identity of
each individual that distinguish one apart
from others. A good man is one with the
character or the noble spirit. Good of
society or nation is if the community or
nation is made up of people who have a
noble character. Instead the community or
nation is considered bad if the individuals
of them are people with a bad character.
The most ideal character building
is if expressed in terms of character
development or education from an early
childhood, when children are just
beginning to grow and develop. Growth
and development of children is ideal if
they get attention from their immediate
environment, the appropriate form of
parenting.
Family is first and foremost
environment known by the children, so in
the family the children know character and
personality which are formed, and will
affect the children‘s future development.
Such is the role of parents in
building the character and the child
development. Therefore the best option for
the parents then is to adopt an authoritative
parenting which treated in a balanced way
for children, not a pattern of abusive
parenting (authoritarian) or permissive
one.
With the prism of current state, it's
the time for the parents to make over the
role to develop character and give an
opportunity to grow optimally so that the
child becomes qualified generation. The
qualified children in the present is an asset
for the future of the family, community,
and nation.
References
Aqib, Zainal dan Sujak. 2011. Panduan &
Aplikasi Pendidikan Karakter.
Bandung: Yrama Widya.
Barnawi dan M. Arifin. 2012. Strategi dan
Kebijakan
Pembelajaran
Pendidikan Karakter. Yogyakarta:
Arruzz Media.
Gunawan, Heri. 2012. Pendidikan
Karakter
Konsep
dan
Implementasi. Bandung: Alfabeta.
Megawangi, Ratna. 2009. Pendidikan
Karakter Solusi yang Tepat untuk
Membangun Bangsa. Cimanggis:
Indonesia Heritage Foundation.
Santrock, John W. 2007. Perkembangan
Anak. Jakarta: Erlangga.
Undang-Undang RI Nomor 20 Tahun
2003 Tentang Sistem Pendidikan
Nasional.
Zubaedi. 2011. Desain Pendidikan
Karakter
Konsepsi
dan
Aplikasinya dalam Lembaga
Pendidikan. Jakarta: Kencana
Predana Media Group.
http://akhmadsudrajat.wordpress.c
om/2010/08/20/pendidikankarakterhttp://dictionary.cambridge.org/di
ctionary/british/character_1
http://ejabat.google.com/ejabat/thr
ead?tid=70a594fbb58695ba
http://organisasi.org
http://www.ebnmasr.net/forum/t10
80.html
47
DEVELOPING CHILDREN’S CHARACTERTHROUGH ISLAMIC GUIDANCE
ANDCOUNSELLING DEVELOPMENTIN THEFAMILY SETTING
Anwar Sutoyo
Lecturer of Guidance Councelling of Postgraduate
Program of Semarang State University
Abstract
In line with developments in information technology, there is the tendency of characters such
as polite, friendly, polite, religious, and like to work together (mutual aid) to be dwindling.
The opposite behaviors like rude, cruel, violent, unlawful, hostility between the groups
(ethnic, village, school, college, even among the faculty) are becoming increasingly
prominent. This phenomenon indicates that the character of this nation is declining. This is
possible because it treats the scenes of violence and asocial behavior that appears through the
electronic media that can be viewed and copied at any time. On the other hand, the role of
family in helping the development of children‘s potency is very important because the family
(father-mother) is the important place and area in which the children were born and raised,
from where children learn to develop a conscience and emotions, and in which children learn
about the environment and interact in ways appropriate. Although the role of family is so
important, but not all families are able to perform that role well. It may be caused by a
mistake in choosing a potential husband or wife, providing for the family, educating children,
crisis, and lack of parental supervision. Looking at the weaknesses of the above, for the idea
of prevention—in packaging development guidance and counseling –that might be done by
the family in helping develop the potential of biological, psychological, social and faith of a
child, the family can grow and develop optimally the children into individual noble character
as expected the nation, according to age level and also in line with the will of his Creator,
Allah the Almighty.
Key words: Developing Children‟s Character, Islamic Guidance and Counselling,
Family Setting
Background of the Problem
The family is the foundation stone
for the establishment of physical, spiritual
and faith of a child. The family (fathermother) formed a human candidate that
was born and raised. In a family
environment a child learns to recognize
names of objects and people around him,
and how to interact with all truely. From
the family a child can learn to develop a
conscience and his emotions. From the
family environment a child is also taught
to know God and worship Him, through
the example and advice of parents and
family members in everyday life.
Therefore, it is reasonable to say that the
48
family is part of the key of success for the
life of a child in the future.
Although the role of family is
important, but not all families understand
and are able to perform that role well, it is
possible because (1) a mistake in choosing
a future husband or wife, the result is not
obtained as expected offspring, (2)
providing for an error in the family, the
children grew up with food/drinks that are
not kosher, as a result children tend to
think bad, (3) errors in educating or
choosing a place of education for children,
as a result of a potential child cannot
develop optimally, (4) a model of family
crisis, especially those parents, as a result
of children would not have a handle or
reference to the right to develop
themselves, and (5) lack of parental
supervision leads children grow without a
clear direction because they are confused
blindly by what is happening in the
neighborhood.
Observing the mistakes of the
implementation guidance in the family and
its possible consequences as indicated
above, the ideas presented in this paper—
in packaging development guidance and
counseling—might be done by the family
in helping develop the potential,
biological, psychological, social and
faithful children. With the hope that they
can grow and develop optimally match the
age and also in line with the will of his
Creator. This paper was prepared with the
base principles of psychology and religion.
Psychology and religion are
important that can guide humans as the
creation of Allah the Almighty. God is
certainly more aware of strengths and
weaknesses. God is certainly more aware
of existing potentials in humans and how
to develop it properly, and God certainly
knows better the problems faced by
humans and how best to solve them.
Psychological theories can be used to
understand humans and also to understand
the verses of the Quran.
Good Character and Behaviour
Good character is generally seen
as a moral character and good behavior in
living this life. Individual whose behavior
does not correspond to the values of social
policies is seen as virtuous character. The
lack of manners on the behavior of a
person causes the person to be seen as
abnormal because of his behavior
incompatible
with
the
surrounding
environment. Therefore, people who do
not have a good character tends to be
shunned by their families and surrounding
communities.
In the Islamic perspective,
character is identical with the "morality",
the person who has a good character is
seen as a good people and the person who
has a bad character viewed as a bad
people. Equations on both relate to a
person's behavior that causes a person's
behavior is deemed good or bad. The
difference is the source of good or bad
judgment, the character comes from
customs, culture, social norms and laws of
the community, being the source of moral
norms are religious values.
Judging from the consequences,
people tend to be more virtuous character
is
received
by
the
surrounding
environment. People who do not do that
will get social punishment because of the
out of favor, not reprimanded, to the left
unchecked, even they could be jailed.
Being a good character people is
acceptable to God as "worship", and for
those who are not good character can
cause him hated by God and get a
reprimand or punishment from God.
Good moral character is important
for the lives of individuals in society and
in the presence of his Lord. Both can be
taught within the family, schools, and
communities through learning, training,
and example of the neighborhood since the
child is still an early age. Both also include
a very similar words, actions, thoughts,
attitudes, feelings, desires, and the work of
a person. Therefore, in assessing a person's
character whether is is virtuous or not,
good character or not can also be seen on
the good character coverage, whether in
some aspect of that is in conformity or not
with the norms of the reference.
Development
ofGuidanceandCounselling-Islami
InBlocher(1974:
6-7)—who
wrotea
book
entitled"Developmental
Counseling" -a formula thatis not
foundintactonthe
development
ofguidanceandcounseling, butthe core
49
ofthe
development
ofguidanceandcounselingwas found to
beaneffort
tohelp
individualsachieveindependence(humanfre
edom),fullyaware ofyourself, andhavethe
properwaysto respond toenvironmental
influences.
Schmidt(1999:
31)formulatesunderstandingdevelopmental
guidanceand counselingas
……. activities and services that
are designed to help student focus
on the attainment of knowledge
and skills for developing healthy
life goals and acquiring the
behaviors to reach these goals.
Sometimes these activities are
delivered in large or small group
guidance sessions appropriate for
all student, and other times they
are designed specially for targed
audiences
in
small
group
counseling sessions.
From the above formula can be
understood that the development of
guidance and counseling is a service or
activity that is designed to help individuals
develop the knowledge and skills to
achieve a healthy life and have the proper
behavior to reach that goal. Sometimes
this activity is done in the form of small or
large group guidance in accordance with
the conditions of students, and on another
occasion is performed in small groups.
In the perspective of Islamic
guidance and counseling, guidance and
counseling of Islamic development is
defined as "efforts to help individuals in
developing potential—physical, spiritual,
and faith—by empowering the faith,
reason, and the willingness of the favors of
Allah the Almighty. The study to
implement the guidance of Allah and His
Messenger is naturally exists in
individuals that develop in accordance
with the true and solid guidance of Allah".
50
From the above formula it appears
that the development of Islamic guidance
and counseling is the activity that is
"helping", because it helps individuals to
live according to God's direction (straight
path) that can save them. Because the
position of counselor to be helpful, then
the consequences of individuals who have
to actively learn to understand and
implement the guidance as well as Islam
(Al-Quran and the Sunnah of His
Messenger). In the end it is expected that
individuals survive and gain true
happiness in the world and the hereafter,
rather than the misery and squalor in the
world and the hereafter.
A person who helps the counselor is
a believer who has a deep understanding
and obeying God's guidance 2 . Assistance
is primarily shaped encouragement and
assistance 3 in understanding and the
practice of Islamic law. By understanding
and the practice of Islamic law that is
expected of all the potential that God gave
the individual may develop optimally.
Finally, individuals are expected to be a
servant of God as muttaqin mukhlasin,
mukhsisnin, and mutawakkilin; the farthest
from the temptations of Satan, furthest
from the action ma'siat, and sincerely
carry out the worship of God.
Individuals who assisted the
man—not an animal after death, no longer
the responsibility of the individual— is
seen as a "servant of God" that must
always be submissive and obedient to
Him. Man was created not just for fun, but
there are commands that must be done and
the restrictions that should be shunned,
and there are rules to be obeyed.
Therefore, through guidance activities,
individual need to introduce who he really
is, and rules must be obeyed and the ban
should be shunned, and they must be
responsible to what they did while living
in the world. In learning to understand
oneselves, to understand the rules to obey
God, they often fail, so they need special
help so-called "counseling".
The direction taken is towards the
development of nature or potential
includes the potential of faith in it,
physically, spiritually and nafs. From this
formula can be understood that the
encouragement and assistance to learn is
intended to gradually develop the
individual to be able to return to nature
and at the same time to develop the nature
which God gave him. From the above
formula it appears that the Islamic
guidance and counseling development is
not merely "developmental" but also
"clinical". The meaning in counseling
Quranic religious values (Al-Quran) is not
only used as a reference for the
development of nature but also a reference
in solving the problems faced by
individuals. The Islamic guidance and
counseling development is not just
oriented to traditional counseling, but
more than it is the potential for more
development in accordance with the
guidance of Allah, the Almighty.
There is some scholarly opinions
about the purpose of nature, they are
words are written in the letter ar-Rum
verse 30. Some argue that (1) nature in
question is the belief in the oneness of
Allah the Almighty. God has implanted in
every human being4 . (2) the nature of truth
and acceptance of individual stability in
the uptake, (3) nature as the creation of a
state or condition contained in man which
makes it potentially—through the nature
of it—being able to know God and His
Laws, and (4) nature as elements and
systems which Allah bestowed upon every
creature. In this paper the question is the
elements of nature are as a given and the
system of God to every human being, it
includes elements of physical, spiritual,
and nafs; in which the nature of "faith in
God" to his core. The potential of faith is
seen as "core" because if one's faith has
grown and functioning properly, then the
other potentials (physical, spiritual, and
nafs) will develop and function well too.
Therefore in this paper the discussion is
focused on developing the nature of faith.
Short-term goals achieved through
the guidance are that individuals
understand and comply with the guidance
of the Quran. With the achievement of
short-term it is expected that mentored
individuals have true faith, and gradually
improve the quality of obedience to Allah,
who appeared in the form of obedience to
God's laws in a vertical relationship with
God (hablum minallah) and horizontal
relationship with fellow humans (hablum
minannas). In conducting a relationship
with God and with man, there is God's
guidance that must be met, that is the
character (Ahlaq). Long-term goals
achieved through the development of
Islamic Guidance and Counceling is
individuals who are mentored could
gradually develop into a personal kaffah,
namely individuals who are smart and well
obey God ('pious and Salih), which in turn
could live happily in the world and the
hereafter.
In helping develop the individual
nature, which is used as the main reference
handbook, is the "Guide to God" is a book
of Holy Quran and the Sunnah of His
Messenger. The choice of "Guide to God"
as the main reference for the
consideration, that: (1) God is the Creator
of man, He is certainly more aware of
human‘s strengths and weaknesses, and to
manage the strengths and weaknesses. He
created the guide in the form of the Holy
Book and the Sunnah of His Messenger,
(2) God created human beings with all its
potential. It should be certainly more
aware of the purpose and benefits. Allah
knows best how your way to develop and
make it work, (3) the purpose of Allah
created human beings is as the caliph and
to worship Him and the worship should be
conducted in accordance with God's
guidance. If human behavior is guided by
51
God's guidance, then there goes the value
of his worship, and (4) scientifically it is
recognized that the Holly Book has the
absolute, universal truth value and applies
it throughout the ages; if counseling refers
to the values contained in the Holly Book
and the Sunnah, it is believed the the result
can be more optimal. However, the
Quranic counseling is not prohibited to use
reference from science, to the extent not in
conflict with the religious beliefs.
Human Characteristics According to
Al-Quran
Basing on the verses of the Quran
and statements of the Prophet, it is found
that there is a few "characteristics" that
distinguish humans with other creatures;
the characteristics are:
1. God created human beings composed of
two elements that cannot be separated
from one another, the physical
elements and the divine spirit (mind
and spirit) (The Quran, 38: 7). Physical
is the biological aspects of being
prepared as a spiritual place. Spiritual
element is not contained in the creature
type of the jinn, demons, and animals.
With the spiritual, man is able to know
God, feeling fine and noble berakhlaq.
2. Humans since the origin of events come
with a "nature religion" that recognizes
the oneness of Allah and submits to
Him (Quran, 30: 30).
3. God created human beings that are
equipped with a mind, which allows
humans able to distinguish between
right and wrong.
4. Allah has created human beings with
feelings that allow humans to know
things that are hidden and subtle.
5. Humans cannot know with certainty
what they earned tomorrow or what
they earned, yet they were obliged to
seek.
6. Allah has created human beings with a
conscience (fu'ad) and "qalb‖, unlike
other types of animals that only come
52
with hearing and vision. The heart
allows humans to think outside the
senses and the details. Then they drive
to a general nature, and in turn generate
the laws of a general nature and
thorough.
7. There is a place to stay for people born
before the father and the coccyx after
birth of the earth until settlement
deadline, there is also a storage place
before the birth is in the womb and
after birth to the world and then die and
the storage is in the grave before
heading to the life in heaven or hell.
8. To every individual there are two angels
who always follow by turns in front
and
behind,
they
keep
the
commandments of God. Humans are
not fully able to control and maintain
themselves because not a few things
that is beyond their means. There many
good things that people expect, but it
proves detrimental to his own. Man's
knowledge of himself is also limited.
9. People have been always watched by
two angels who keep records of what
was done, whether good or bad deeds.
Note that later will be offered to men in
the day then in the form of a charity
record book. Each individual will find
out later what was once done and
neglected during the life of the world.
10. Each individual will get a reward for
what he did, for individual who fears
God, and he was able to control his
desires, then his place is in heaven. If
there are individuals who are being sent
to hell, it is because of their own
actions, each individual who commits
sin is borne alone and consequently
cannot be charged to other individuals.
Conclusion and Suggestions
Based on the above presentation, it
can be concluded that (1) the development
of character is not only started since early
childhood, but early away from it can be
started from choosing a potential husband
or wife, the husband or the wife‘s true
faith, a descendant of a good,
knowledgeable and good (pious) personal
(2) that "the quality of seeds of the child"
(sperm cells and egg cells) must be good,
then all family members must be fed with
lawful property both substance and way of
getting it, (3) The main supervisor is the
person parents, and then supported by
family members who live at home or close
to the child, (4) things you can do as
mentors (both parents) to help developing
character are: to (a) implanting true
(aqeedah) with all its consequences, (b)
help the child understand his religious
guidance, (c) helping the child implement
the teachings of the religion of the little
things to major things that the appropriate
level of development, (d) each family
member should get used to behave the
guidance of religion in daily life so
exemplary son, and (e) pray that the child
would become a child of the 'pious and
righteous. (5) media that can be used are
the parents and family members as
models, peers, the stories in the Holy
Book, and the films that carry a moral
message according to the level of child
development, and (6) the ultimate goal to
be achieved is potential for physical,
spiritual, and faith of child that can be
developed optimally and ultimately, so the
child is expected to obtain true happiness
in the world and the hereafter.
The conclusions on the main
recommend are (1) to those who are
married; feed children with substance and
good luck lawful process, because the food
is raw "human potential", the food also
affects the mind and behavior of the
direction of someone good or bad
according to quality of food he eats, make
yourself and all family members good role
models, get used to edify each other in the
family for good business, and provide
adequate support for the development of
potential physical, spiritual, nafs, and the
faith of a child's needs and developmental
level. (2) for young people, who are ready
getting married, should pick a potential
husband or wife whose faith is true, a
descendant of a kind, knowledgeable, and
his personal good (pious). It is considered
important because parents are the primary
supervisor and the first for the child, if one
or both parents do not have these
requirements is very likely he had
difficulty in guiding children.
References
Al-Quran dan Terjemahnya, Khadim alHaramain
asy-Syarifain
Departemen Agama
Republik
Indonesia.
Al-Jurjawi, Syaikh ‗Ali Ahmad. (2003).
Hikmah & Falsafah di Balik
Penetapan Syari‟at. (Alih bahasa :
Yusuf Burhanuddin). Bandung :
Pustaka Hidayah
Anwar Sutoyo, (2009). Bimbingan dan
Konseling Islami : Teori &
Praktik. Semarang :Widya Karya.
Blochler, D.H (1974). Developmental
Counseling. New York : John
Wiley & Sons
Hamka, (1984), Tafisir Al Azhar, Juz I –
XXX .
Jakarta.: Pustaka
Panjimas.
Myrick, R.D. (1993).
Developmental
Guidance
and
Counseling.
Minneapolis : Educational Media
Corporation
Santrock, J.W. (2002). Life-Span
Development : Perkembangan
Masa Hidup
(alih bahasa :
Ahmad Chusyairi dan Juda
Damanik). Jakarta : Erlangga
Schmidt, J.J. (1999). Counseling in
School. Boston : Allyn & Bacon
Shihab, M.Q. (2000). Wawasan Al-Quran.
Tafsir
Maudhu‟I
atas
PelbagaiPersoalan Umat, Juz IXV . Bandung : Mizan.
---------,. (2002). Tafsir Al-Misbah :
Pesan, Kesan, dan Keserasian Al-
53
Quran.Juz I- XV Jakarta : Lentera
Hati.
54
READING READINESS OF KINDERGARTEN STUDENTS
AT TAQWA MOSQUE EAST JAKARTA
Delfi Eliza
PG-PAUD Padang State University
Abstract
This research is aimed at finding the relationship of visual and auditory perception Between
towards reading readiness of the second year student of Kindergarten.This research was
conducted at the East Jakarta Kindergarten At Taqwa. The samples of the research consisted
of 30 students were selected by who using simple random sampling technique was used at this
research. The data were collected by using visual and auditory perception test and reading
readiness test. The data of the study were analyzed by Applying multiple regression and
correlation techniques. The Research Findings That show: there is a significant correlation
between visual perception towards reading readiness of the second years of At Taqwa
Kindergarten student, East Jakarta. There is a significant correlations between both visual
perception and auditory perception towards reading readiness of the second years student of
the East Jakarta Kindergarten At Taqwa.
Background
Preschool education is a form of
formal education. As formal education
institutions, the main task of kindergarten
(TK) is preparing to introduce children to
a variety of knowledge, attitudes,
behavior, and intellectual skills to be able
to adapt to the actual learning activities in
elementary school (PP no. 27 th 1990).
The meaning is to introduce basic
knowledge in children's learning readiness
and forming attitudes, behavior and
intellectual skills.
In the implementation of early
childhood education aims to develop all
potential of children as a basis for further
education.
World
Declaration
on
Education for All (Jomtien, Thailand in
1990) states that all children have the right
to get learning needs, in line with the
UNESCO education for children of early
age aims to lay the foundations of learning
how to learn is to learn. In accordance
with the paradigm of education is to learn
the four pillars of education for learning;
learning to learn, learning to do, learn to
become your own self (learning to be) and
learn to life together. While the action
framework of education for all (Dakar,
Senegal in 2000) have agreed on goals
such as achieving 50% improvement in
levels of adult illiterate on 2015.
Based
on
government‘s
regulations, curriculum and educational
paradigms, Kindergarten is an educational
institution that develops pre-academic or
pre-scholastic that stimulate children's
early ability to later be adapted to real
learning. However, reading and writing are
not the main task of kindergarten but the
task is to prepare pre-scholastic or preacademic.
Development of basic skills in
kindergarten includes some aspects. one of
them is the
development of language
skills. Development of language skills in
kindergarten implemented by developing
listening, speaking, reading and writing
skill.
Surely the experts interpret the
reading readiness as a predisposition to get
the reading readiness of children learning
to read not only depends on intelligence,
physical maturity or maturity of muscle
and nerve, but also depends on hearing,
vision capabilities, the printed media
habits and knowledge to know the letters.
55
Reading is not a primary goal in
kindergarten but it is done through
learning by playing approach.. By doing
this approach it is expected kindergarten
students are ready and mature to read.
Learning basic reading, writing and
arithmetic in kindergarten is integrated in
the basic skills development program.
Accordance with circulars Director
General of the Primary and Secondary
education 6205/C/DS/1999 Ministry of
National Education dated July 27, 1999,
the skills of reading, writing and
arithmetic are not the main goal in
Kindergarten, but the learning readiness in
reading, writing and arithmetic to do while
playing.
This line of thought as they are not
always consistent and aply in kindergarten
educational practices in Indonesia. This
may be due to shift of responsibility
between elementary school‘s teacher and
kindergarten‘s teacher. Either overtly or
covertly, so that many primary schools are
proposed test requirements for entry into
primary school by using the concept of
academic, especially reading and writing.
As a result not uncommon in kindergarten,
no longer a park playground and befriend
a lot, but converted to "school of
kindergarten" within the meaning educate
children
at
an
early
stage.
In order to meet the developmental
needs and the child sensitive to aspects of
reading and writing can be organized and
developed through various forms of the
game. Piaget in Maxim (1989) says that
the play can improve children's cognitive
development, physical ability, social
interaction and emotional. Based on the
theory presented above are best developed
reading readiness through the usage of
various media to playing, so children are
expected to be ready and able for reading
later. This is consistent with the
constructivist view that children are able
to construct their own knowledge and
understanding of concepts through the
56
child's self-chosen activity through play.
Solehuddin (2000:9) argues that
this approach emphasizes the development
in terms of attitude, reading interests,
skills in the learning process, to explore
interests, creativity and experience in
solving the problem directly. Efforts
presenting learning materials are packaged
in an integrated and not separated from the
context of the child's life.
Reading Readiness
The importance of determining the
child's readiness to learn for the future
acquisition of learning, called maturation
of readiness as Havighurst says it "time to
teach" or teachable moment (Hurlock
1988). According to him the time or the
time being taught (learning) has arrived.
Teaching effort is wasted when it's done
before and will produce satisfactory results
when performed in the "right moment".
Meanwhile,
according
to
Thorndike a figure on which the study of
psychology is the sensory impression of
association with the impulse to act, then
one of the law is the law of readiness (Law
of Readiness), that is the tendency to act,
ready to act. So that, reading readiness or
readiness to read the level of maturity
began learning to read. Reading is an
activity to translate the symbols or letters,
into words or sentences that have meaning
for individuals. Purpose of reading is
being able to understand what is read The
initial stage of readiness to read, covers
the skills children are usually held before
the formal learning to read. To find out the
names of letters, children learn that spoken
words are composed of separate sounds
and that letters to represent sounds.
Research on reading readiness has
been conducted since 1925 by the National
Committee on Reading published a
reference on reading readiness. From the
research resulted in two different terms
regarding the readiness of children to read
(Teale & Sulzby, 1986). While one group
believes that reading readiness is the result
of maturity ("nature"), the other group
thinks that the appropriate experience can
accelerate the readiness ("nurture"). These
different perspectives based on different
philosophies characterized by research on
child
development
in
early life.
The reading readiness from the
perspective of "Nature" of the dominant
theories of the 1920s until the 1950s, the
view that reading readiness is the result of
biological maturity. From this perspective,
it is believed that the mental processes
necessary for reading will extend
automatically at a specific time period
(Teale & Sulzby, 1986). Therefore,
educators and parents are encouraged to
delay reading instruction until children
reach
a
certain
age.
While reading readiness from the
perspective of "nurture" during the 1950's
and 1960's the dominant theory of
switching from reading readiness as the
level of maturity to the reading readiness
as a product of experience. Saxon argues
that when children have appropriate
experience, readiness to read them will be
accelerated.
Readiness to read an entry in
behavior was a man in learning to read.
Initial capabilities have given the child
prior learning and readiness to accept the
new teaching materials in a learning
process. Read from the stream of cognitive
readiness, Ausibel stated: "One of the
most important factor influencing learning
is what learners already know," so the
child can adjust to the learning task. In
other words, reading readiness means to
adjust the child with the learning task.
Reading readiness is not the time
period in which children move from the
behavior of non-reading to early reading.
Reading readiness for children is to treat it
as a transition period. According to Clay
(1979) view of the transitional state of
readiness to read the idea that children
gradually changed from nonreader to early
readers.
Vygoutsky and Piaget said that
mental functions are learned through
social relationships. Children learn how to
appreciate what is happening around him.
Treating children and take in everything
that happened and combine them with the
knowledge he already has the structure
(zone proximal of development).
According to Piaget the child's
particular developmental stage may only
make a certain intellectual effort as well, is
a vain attempt to give an abstract
experience of the preoperational stage of
concrete. Piaget did not believe that the
development of maturation as a natural
course and more likely to argue that
children learn through interaction with the
world
(Morrow
1987).
Within the family is usually the
parent has provided a variety of media
play as the story books, word cards letters,
numbers, taking children to read stories
together, listening to stories, and invite
children to visit the library, take your child
to store all this book is how to get children
in reading readiness environment. Morrow
said in Akhadiah various studies conclude
that verbal interaction that occurs between
parents and children when reading a story
give a major influence on the development
of reading skills of children. Morrow
(1993) also suggested that interest or
concern of the children to the book will be
faster when they are read a story
The family environment plays an
important role in providing the experience
of reading readiness in children, there are
several other factors that can affect
children in developing reading readiness.
Furthermore Tampubolon (1991) says that
reading readiness is the level of maturity is
a child, which allows it to learn to read
without any negative consequences.
Maturity as used here includes physical
maturity, mental, linguistic (language) and
social. Meanwhile, according to Mayesky,
57
preparedness experience and other factors,
such as physical readiness, readiness
understanding,
cognitive
readiness,
readiness language, affective readiness
also influence the readiness to read
So reading readiness in children in
addition to depending on the level of
maturity,
environmental,
physical,
cognitive and affective, also affects a
child's readiness in reading
So reading
readiness in children in addition to
depending on the level of maturity,
environmental, physical, cognitive and
affective, also affects a child's readiness in
reading.
In other words the children will
reach or achieve certain levels of physical,
mental, emotional maturity to benefit
learning to read. Therefore, reading
readiness in fact, in the best sense as a
useful time to start learning. So in reading
readiness plan and let the environment
take into account the maturity of the child
background.
How we view and assess reading
readiness, plan early reading experiences,
and interact with children during the
teaching will build a solid bridge between
the interests, backgrounds, and skills as
well as a variety of children's early
confusion that is often experienced during
learning.
The early stages of reading readiness skills
typically include some children mastered,
before getting a formal teaching.
According to Clay, et all, Reading
readiness skills are some of the skills
needed someone to learn. Such as
awareness about phonemics, teaching
someone to be able to use the books
properly, use a pencil correctly,
understand and interpret the illustration of
the image, familiar forms, understand the
principles of the alphabet (Morrow. 1993).
While focusing on the reading
readiness
of
nurturing
(maturity),
suggesting that skills associated with
reading readiness, including auditory
58
discrimination, the ability to identify and
distinguish between similar sounds,
rhyming words, and sounds of letters;
visual discrimination, including the
introduction of color, shape, and letter
identification; left to right eye progression
and visual skills of the motor ..
Stevenson et.all (Lovitt 1989) states
that there are four verbal tasks related to
reading are: 1) mentions the letters and
match uppercase and lowercase letters, 2)
visual-auditory association, 3) Reversal of
children match the two or three-letter
combinations are presented in the correct
order and reverse, 4) categorization,
children categorize groups of three words.
Furthermore Richek said that the ability to
recognize the letters of the generic skills
that predict the success of children in
reading.
Based on opinion above ,it can be
concluded that, reading readiness is the
level of maturity of a child to learn to read
without any negative side effects, which
are influenced by various factors. Which
includes some of the skills, the awareness
of phonemic which include: the ability to
recognize and name letters of the alphabet,
recognize and distinguish the sounds of
letters, introducing a concept of a book
well, using a pencil correctly, understand
and interpret the illustration of the image,
familiar forms, understand the principles
of the alphabet.
Method
The research method used in this research
is survey with co relational method. This
technique is one type of research used to
determine the relationship between two
variables in population variables. In the
analysis involving three independent
variables: the capability of visual / spatial,
auditory discrimination ability, the ability
cognitive, was the dependent variable is
the ability to read of kindergarten students
Results of the Research
Overall results of this study provide
information according to the theories put
forward as the basis of reasoning, because
the two predictor variables studied had
significant relationship criterion variables.
Guided by the results of inferential
statistical analysis indicated that of the
three research hypotheses are tested
empirically, it was rejected Ho and accept
H1. This means that all three hypotheses
are having a positive correlation. For more
details, the discussion of each hypothesis
can
be
described
as
follows:
A. Visual perception of the relationship
between the variables (X1) with
Reading Readiness (Y)
Based on calculations from
empirical data obtained in the study of
visual perception of the value obtained an
average score of 36.00 and standard
deviation = 4.64, meaning that the scores
are relatively good visual perception. The
good visual perception scores kindergarten
At-Taqwa Mosque B is supported by the
learning activities provided by teachers in
accordance with the child's development,
supported by facilities and infrastructure
play in kindergarten At-Taqwa Mosque or
in the child‘s home .
This finding is supported by Morrow
(1993) states that include visual ability to
understand the direction (left to right eye
progression), recognize similarities and
differences, identify colors, shapes, words,
have the ability to see, and demonstrate
the ability of a sense perception of figureground, it is useful to
develop the reading readiness.
Based on calculations, can be
explained that the strength of the
relationship between visual perception in
reading readiness shown by simple linear
regression equation Y = 24.180 + X1
0510, at 95% confidence level. Of these
equations can provide information that
increases when the visual perception of the
reading readiness of the unit will increase
by 0.510 to 24.180 constants. This
suggests that the better the visual
perception of the readiness of children
read better, too.
B. Auditory perception of the
relationship between the variables (X2)
with Reading Readiness (Y)
Based on calculations from empirical
data obtained in studies of auditory
perception of the value obtained an
average score of 18.17 and standard
deviation = 3.39, meaning that the
auditory perception of relative value score
is high. The high score of auditory
perception of this suggests that auditory
perception is a significant factor in
developing reading readiness. Durell and
Murphy stated, "Although there are many
factors that combine to determine the
success of children learning to read, it is
clear that the ability to pay attention to the
separate sounds in spoken words is very
important" (Heilman; 45)
C. Visual perception of the relationship
between the variables (X1) and
Auditory (X2) In Together with
Reading
Readiness
(Y)
Based on calculations, can be
explained that the strength of the
relationship between visual perception in
reading readiness shown by multiple linear
regression equation Y = 34.470 + 0.460
X1. X2 + 0.465 at 95% confidence level.
Of these equations can provide
information that on average each one unit
increase or decrease in visual and auditory
perception score (X2) will be followed by
an increase of 0.460 and 0.465 readiness to
read.
In accordance with the theory has been
advanced visual perception and auditory
perception are factors that affect the
readiness of kindergarten children to read.
Although there are other factors that affect
the readiness of kindergarten children to
59
read. However this may be an important
element in improving the readiness of
kindergarten
children
to
read.
Conclusion
1. Visual perception (X1) and positively
related to reading readiness shown by
the correlation coefficient ry1= 0.490
and coefficient of determination. =
r2y1=244. This means that 24.40%
variable visual perception of variables
contributing to reading readiness. So
to improve the reading readiness of
visual perception needs to be
improved kindergartner.
2. Auditory
perception
(X2)
and
positively related to reading readiness
shown by the correlation coefficient of
ry2. = 0.389 and the coefficient of
determination r2y2 = 0.151. This
means that 24.40% variable auditory
perception of variables contributing to
reading readiness. It is necessary to
improve the reading readiness
kindergarten
auditory
perception
enhanced.
3. Of the three variables of the study,
obtained a positive relationship
between
visual
and
auditory
perception together with the reading
readiness of kindergarten children.
This is demonstrated by the
correlation coefficient R = 0.550 and
coefficient of R2 = 0.303 determinant.
This means that 30.30% variable
visual and auditory perception
together to contribute to the readiness
of kindergarten children to read. So to
improve the reading readiness needs to
be improved visual and auditory
perception kindergarten.
Implications.
Efforts
to
improve
visual
perception can be done to give attention
and stimulation to children, with various
activities, among others; Knowing that
there are various shapes of objects around
60
the child and recognize text. Introduce the
difference of words and letters. Knowing
the direction; orientation left-right, topdown, front-back, Moreover, it can be
done by observing, sort of events,
according to the sequence of events.
While for the efforts to improve auditory
perception through activities such as:
1. Listening to a variety of speech sounds
of nature, animals and variousobjects.
2. Alliteration play, playing with words
that sound the same beginning or end.
3. Raising awareness, in this case the
child can categorize various words and
letter sounds.
4. Teaching kids poetry and rhymes, this
will give a feeling of happy,
understanding the natural language to
children and developing a feeling
sensitive to the sounds of language.
References
Department of National Education.
Competence standards Education
Nursery school and Raudatul RA
(2003) Jakarta.
Ministry of Education. Games Reading
and Writing in Kindergarten
(2000) Jakarta. Ministry of
Education.
Department of Education and Culture.
Instructions of Teaching and
Learning Activities Preschool
(1988) Jakarta.Depdikbud.
Heilman, Arthur W. Principles of
Teaching Reading Practises Fifth
Edition (1981) Columbus. Charles
Merrill Publishing Company.
Hurlok, Elizabeth. Child Development.
(1981) Tokyo Mc.Graw-Hill
Kogagusha.
Jamaris, Martini. Development Child
Development and Kindergarten
(2005) Jakarta, Grasindo.
Kazt, Adrienne. GuidingChildrenLearn
toRead. (1995)Jakarta.
Lovitt,
ThomasC.IntroductionLearningDi
sabilities(1989)UnitedStatesofAm
erica.AllynandBacon.
Marta,
Dallmann.
TheTeachingof
ReadingSixEdition(1982)NewYor
k. Holt
RinehartandWinston
McCabe,
Allysa.
LanguageGamestoPlaywith
YourChild.(1992)Boston.
PlenumPublishingCorporation,
NewYork
Mayesky,
Marry,.
CreativeActivities
forYoungChildren(1990)NewYor
k,DelmarPunlisher.
Maxim,
GeorgeW.TheVeryYoung(1993)M
errillanImprint,
MacmillanPublishingCompany.
Morrow,
LesleyMandel.
LiteracyDevelopmentintheEarlyY
ears
Development.
(SecondEdition)
(1993) Boston.
AllinandBaconGuidelines
for
WritingThesis
andDissertation(2005)Program,
State University of JakartaPost
Padmonodewo,
Soemiarti.
EducationPreschoolChildren.
(1993)Jakarta.PT.RienekaNotices.
Raines,
ShirleyC.CanadyRobertJ.TheWho
leLanguageKindergarten.
(1990)TeacherCollege.
NewYork.ColumbiaUniversity.
Readence, JohnE.HelpingChildrenLearn
toReadThirdEdition(1994)Boston.
AllinandBaconRidwan
Dasar-base
Statistics. London(2003), Alfabeta
Sabarti,
Akhadiah.
Indonesian
LanguageLearningElementaryEdu
cation
Faculty
ofLanguages
andArts(1995)IKIPJakarta
Suryabrata,
Sumadi.
Educational
Psychology(1991)London:CVEagl
es
SeefeltCarolt,
NitaBarbour.
EarlyChildhoodEducation(1993)
MerrillanImprintMacmillandColle
gePublishingCompany.
Tampubolon. ReadingInterestsandHabitsin
Children(1991)Bandung.
Wolfgang,
MaryE.SchoolforYoungChildren(
1992)Boston.AllinandBaconZahle
r,
Kathy
ATwenty(50)How
toLeadChildrenToJoy
ofReading(2001)Jakarta.PrestasiLi
brary
61
THE BENEFITS OF EARLY CHILDHOOD EDUCATION
FOR CHILDREN DEVELOPMENT
Desni Yuniarni
Lecture in Teachers Training -Education for Young Learnerof FKIP Universitas
Tanjungpura Pontianak
Abstract
Children in early age based on Ministry Regulation number 58 in 2009 are the children who
are 0-6 of ages. Deborah Stipek as it was quoted by Lawrence E. Shapiro said that children in
early age have the highest passion to be succeeded in learning every single thing (Lawrence
E. Shapiro, 2004). It means the children can be taught to do everything and they have highest
confident eventhough it is bad in result even seems impossible.
By this thing, Maria Montessori suggested that at that time all the children get what she calls
as absorbent mind. Montessori‘s ideas which stated in that book are outstanding. One of her
ideas is the power of children‘s brain in chatch everything then they will mastery faster and
joyfully (Montessori, 2008).
Therefore, children in early age are in the Golden Ages. This golden period only get once in a
life time. It becomes a key of potential development and children intellegence for future.
Children in early age in Golden Ages need to get stimulation optimally. Education to them is
the important thing for optimalitation their Golden Ages development, particularly in this
globalization era
Introduction
One of the thought challenges for
education world in this globalization is
how to provide Indonesian people who are
smart, excellent and competence. By such
things we will be able to build up
relationship and compete in global level.
To provide kinds of such people,
we need a good education for children in
early age. It is very important as the
pioneer for improving education quality in
Indonesia.
Education given to the children
in early age should be matched with their
requirement and steps of children
development which can stimulate their
growth optimally. Playing is essential
necessary for children. When they are
doing a game, they are learning basicly.
Education for children in early age must
be kinds of learning and playing.
Combining both of them in a treatment is a
creative penetration. There should be
effective media which able to unite the
62
recreation and playing dimension with
learning dimension.
Learning while playing will
touch children conciousness and raise
their learning spirit stage by stage.
Forming the positive habit such as singing,
memorizing, exercising, imagining, and
being creative will make children more
happier and get development optimally.
This is fully responsibility of family and
education institute. The education institute
should care with the aspects of children
development. According to the laws
number 20 in year 2003 about National
Education
System
tentang
Sistem
Pendidikan Nasional section 1 number 14
states that Education for Young Learner is
an effort of educating which focused to
children since they are born until they are
six on ages that is provided through
giving of education stimulated to support
development and growth of physical and
spiritual in order to make children have a
supplies to get further education.Education
for young learner at this time has not got a
standard which is being a minimum
reference in holding an education for
young learner in education line formally
and informally. Therefore, to give a
quality services as needed by the children
development and growth, it is necessary to
form a standard in Education for Young
Learner.
Standard of Education for Young
Learner is an integral part of National
Standard of Education as stated in
Government Regulation Number 19 in
year 2005 about National Standard of
Education which was formed by
considering the characters of holding the
Education for Young Learner. They are
consisting of four groups, as in: (1)
Standard of Developing Attaintment; (2)
Standard for teacher; (3) Standar for
process, content, and scoring; and (4)
Standar for tools and equipments,
managing, and funding. Standard of
Developing Attaintment consists of
principle of developing and growth of
children in early age since they are born
until six of ages. Level of attaintment
which is reached is a potentioal actualizing
all the developing aspects that is expected
can be reached by them in every single
their developing steps, not an academic
level. Teachers‘ Standard (teacher,
supervisor, and caretaker) have a
qualifications
and
requirement
of
competencies. Standard for content,
process, and scoring consist of planning,
implementing, and programe scoring
which is applied integrally as the children
necessary. Standard for tools and
equipments, managing, and funding
manage the facilities requirements,
mangement, and funding in order to make
it run well.
In this case, we focus on standard
of children developing attaintment. In this
part has a development side that should be
paid our in attention in giving the
education for young learner, such as: (1)
moral and religion value, (2) motoric (soft
and hard motoric), (3) cognitive, (4)
language, (5) social emotion, where the
level of developing attatainment of each
child is different based on the age of them.
The Importance Of Education For
Young Learner
Education for young learner
become the best solution to feed them with
the ability in developing and improving
their talent. The purpose of education
implementing for young learners is
provide the education services, untuk
anak usia dini
adalah menyediakan
pelayanan pendidikan, children nutrient
and health holistically and optimizing the
children development based on their talent
which apply while playing. According to
Jamal Ma‘ruf Asmani (2010), in detail, the
purpose of education implementing for
young learners as follows:
1. Improving belief in religion
2. Improving good behavior in living
3. Developing socialism and emotional
sensitivity
4. Improving the discipline through
behavior forming
5. Developing ability in language and
communication
6. Improving knowledge and experience
through thinking ability
7. Developing soft motoric connection
and creativity in skill and art
8. Improving hard motoric in physical
ability
Beside, giving education in early
age has the benefits such as:
a. They get knowledge
Playgroup as one of the educational
unit will teach the student based on
age development, mentally, realigion
and morally matched with method and
material for teaching them everything.
b. Children can learning while they
are playing
63
1.
2.
3.
4.
64
Playing is a activity with or without
tools, produce information, giving
pleasure
and
develop children
imajination (Anggani Sudono, 2006).
Playing for a child has a big role in
stimulate all of his developing aspects.
Playing will serve students in facing
their social environment. According to
Ali Nugraha and Yeni Rachmawati
(2008), habit which can be developed
through playing such as:
Social attitude
Playing pushes children to improve
the pattern in egocentrism thinking. In
children playing situation will be
―demanded‖ to consider a paradigm of
their mates so that the pattern in
egocentrism thinking will be less. In
such condition, they learn to work
together. They will have a chance to
postpone their own satisfying for a
while, in example when they are
waiting the turn to get involve in
playing. They also being motivated to
share, compete in fair way, win or
loose fairly, keep their right and care
to others rights. More over, they will
learn the meaning of team work and
team spirit.
Learn to communicate
To play well with others, children
should
understand
and
being
understandable by their friends. This
will push them how to build up the
good
communication,
social
relationship, and how to face and
solve the problems arise in that
relationship.
Learn to organize
While playing with others, they will
learn how to deal with the
―organization‖.
How they should
deviding ―role‖ among them, such as
who will be a teacher and the student.
Respect to others and the differences
Playing may provide the children to
develop their empathy. While in a
stage, a child for example is not only
act as the star, but also mind and
feeling of the star. Role playing helps
the
children
to
build
well
understanding to others, more tolerant,
also able to accept every single diverse
they meet.
5. Respect in harmony and democrachy
When they world wider and chance to
interact more often and various they
will realize in meaning of social role,
friendship, need to have a relationship
and diplomation in communicate with
others. Children will not take their
friend‘s toy intentionally because they
know the consequences such as he will
be left behind by others even being an
enemy for them.
Benefits of Playing
It has many benefits:
a. Cencoric motoric development
While playing, motoric activities are a
big component which used by children
and palying actively is important for
developing muscle function.
b. Intellegence development
Children deal with exploration to
everything which state in their
environment, especially recognizing
the colour, pattern, size, texture, and
defining object. While playing they
will treat themselves to solve the
problems.
c. Social development.
Social development is signed by the
ability
to
interact
with
the
environment. Playing with others will
help them to develop social interaction
and learn to solve the problems arise
of it. They learn to interact with their
friend, understand what the spoken
mate says, and learn about social
values in group.
d. Creativity development
Ability to create something and
provide it to the real object or aother
activities they do.
e. Awareness development
f.
They will develop their skill in
managing behavior. Children will
learn to know their skill and compare
it with others along with testing the
skill by trying new role and capture
the effect of this behavior for others.
Children learn about right or wrong
from their environment, especially
from parents and teacher. They will
get a chance to apply the values in
order to make them being accepted in
their environment and to be adaptable
with the existing rules in the group.
They will learn to take a responsibility
of what they do
The Benefits of Teaching Children
Through Playing
There are some benefits in teaching
children through playing (Malahayati and
Anita Hairunnisa, 2009):
a. No more command and prohibition
wordsCommand
and
prohibition
method will make children get trauma.
Beside, they do not get the reason why
they cannot do something, because
command and prohibition sometimes
do not tell them about the reason why
they can‘t do certain things. Therefore,
the prohibition and command do not
stimulate children‘s ability to think
logically. They are not taught about
cause-effect. Pattern of prohibition
and command make the children will
obey the rule only when they are
supervised, not because they know
exactly the meaning of any good
things for them or not. Command and
prohibition will obstruct the form of
positive values in children.
Learning while playing will make
children able to internalize positive
values of themselves and their
environment
joyfully
and
compulsively.
b. Create an enjoyable moment
In playing time, children will feel so
relax. They do it happily without
realize any positives things which are
put by teacher and parents during the
process of playing. According to
cognitive psychologist, human brain
will process the information faster and
better while the self atmosphere is
happy. For children, playing is their
world. When they are playing, they
will feel the happiness. The happiness
founded by them while playing is the
best time for teacher and parents to
feed all the positive values to them.
Because at that time children will be
easier to get it from their environment.
c. Feed the positive values for children
unconciousnessly
Doctrine to dhildren is not a good way
to feed the positive values. Parents
who close with their children and play
with them more often will be easier to
feed them instead of the parents who
rare in having time to play with their
children. Parents can give the advice
while their children play, where the
children feel that they do it by
themselves. Feed a moral value to the
child unconsciously will make the
process of their understanding about
morality faster.
Pattern of Playing
Through playing which doing by
the children, we can get the capture of
development steps and abilty for children.
The pattern of playing can be as social
interaction, play with a tool and play with
dramatical socio.
1. Social interaction
There are levels of social interaction
based on age and children social
development. Development of this
playing level will expand the
development of social skill which had
by children. Patmonodewo (1995:86)
said about five levels in social
interaction, such as:
a. Playing solitaire
65
Children will play in one room.
They do not disturb each other and
get focus on their own game. It
would seems like there is a child
who is enjoying his doll and the
rest also play their own things
such as puzzle or robot.
b. Playing as the observer
In this step, they start to pay
attention to others who are playing
in the same room although he is
playing his own doll. As long as a
child plays as the observer, he
seems passive beside he is
observing his friends and also
observing what they are playing
and about the result. He is could
be talking with his mother or
playing a beam. Meanwhile, in
this step he often to take a look
and observe his friends who really
enjoying their dolls.
c. Parallel playing
Some of children are playing with
the same doll in same room, but
what they are doing is not similar
and unconnected each other. If
there is a child leaves the arena,
the others keep on their track. In
play group we often see the
children bunch up in sand area.
Each of them is busy with their
imagination and their ideas. There
are some of them making a cake
and the other make a tower made
from sand. Beside, there are
children who make a pattern. Each
of them really enjoy such moment
and doing it independently. While
one of them already finished with
his game and move to other area,
the rest of them do not get affect
and keep on their track.
d. Assosiative playing
It is a game which consists of
some of children inside but it has
not organized well. Every child
does not get the specific role, so
66
that if there is a child who do not
follow the rule, the game keeps
running.
e. Cooperative interaction
Cooperative interaction is done in
group. Every child has a chance to
get the purpose of the game. In
example, they do the activities in
market where there is a child
being a buyer and other as the
seller. If one of them gets out of
the game, it should be stopped.
The other game is fortress game. It
is where the game consists of two
group which has similar member
in number. Each group should
work together and arrange the
strategy to defeat its enemy.
Beside, they should be able to
keep the fortress safe from the
enemy attack. If one of them gets
out from the game, it means the
game should be stopped because
the member is not balance.
2. Playing with object
Piaget in Soemiarti Patmonodewo
(2000:106) said that there are some of
laying types with the objects and also
cover the game in practical way,
playing a symbol and a game of the
rules.Game in practical way is a game
which the player doing some of
possibility in exploring the object
using. For example the children play
with cards. There are several
possibilities in playing it. Those cards
could be put in stand way become a
fence of wall.
Children play the cards in symbolic
way. In this case, said that the children
play a symbolic game. In this game,
children will use their imagination.
This game could be use stone which is
formed to be a tower. A game can be
played with the rule made by them.
How they run the game is depend on
their experiences. As mature as a child
means he will be able to use the tool in
symbolic game and run the game well
based on the rules.
3. Playing dramatical-socio
There are some components that can
be attention in dramatical-socio game:
a. Playing by imitating. The children
pretend to be the persons around
them by imitating their habit and
their spoken.
b. Pretending game as an object.
Children do the movement and
imitate the voice based on the
proper object. In example, they
pretend to be a car. They run and
sounding the sound of car.
c. Role play by imitating the
movement. Such as play to imitate
the conversation between teacher
and student or between parents
and the children.
d. Persistence. They do it at least in
ten minutes.
e. Interaction. At least there are two
people in an interaction.
f. Verbal communication. In every
part, there should be a verbal
interaction among the actors.
Playing
dramatical-socio
is
important
to
improve
the
creativity,
intelligence
development, and social skill. Not
all the children have the
experience in playing dramaticalsocio. Therefore, it is expected to
environment orund the children
can give such experiences to them.
Children can train their
independence
By entering children to school,
they will interact with fellows and
teacher. It will train their ability to
interact with others. Moreover,
they will their own activities such
as drawing, eating their meal, fit
the shoes, etc.
Knowing self talent
The talent of children will be
difficult to recognize if they only
stay at home. By attending the
class, they will get a chance to do
many activities and any different
things. Based on those activities
we will recognize their talent.
Create the social awarenes
Children can be trained to get
tollerance, share with friends, wait
their chance to do the activity, and
other things that they do not deal
with at home.
Discussion
Eventhough the education for
young learners have the strategies in
function to prepare their future, the
existence of education for young learner
still have many obstacles. There are some
obstacles in education development for
young learners, such as:
1. Government
The government still not focus in
provide
establishment
of
the
institution which focus on education
for young learners. It can bee seen
from the fund which still highest to
build up the institution focus on
education for young learners and get
less birocration facililties. They also
have no intention in motivating people
who get involve in education to
support and build the playgroup.
2. Parental awarenes
Parental awareness to make their
children involve in playgroup still low.
Most of parents still think that children
in early age have not been ready for
studying in school. It is not necessary
for their children, based on what the
parents think.
3. Teacher
It is an institute of education which is
expensive for the lower people. They
think so many times to enter their
children in education for young
learners. They also think that it is not
necessary because the teacher only
67
teach their children singing and
playing.
4. Funding
It is become one of the problems in
build up the playgroup. Such problem
also makes this education only
provided for the rich people.
5. Tools and equipments
The less of tools and equipments in
learning for children in early age will
cause the less of stimulation which is
given by teacher at school. It will
make the aspect of children
development is not maximum.
Conclusion
Children in early age will develop
optimally by stimulation given by the
parents and teacher. Many benefits can be
got by the children if they get education in
their early age. Those benefits such as: (1)
children will get much knowledge at
school; (2) they can learning while
playing; (3) they can do their activities in
school; (4) they will show the talent
because they have so many chances given
to them in every single thing they do in
school; (5) improving their social
awarenes, such as tollerance, share with
others, waiting the turn, discipline, obey
the rules, etc
Meanwhile, the existence of education for
young learners still has many obstacles,
such as: (1) the government has not
supported the existence of the institution
which focus on education for young
learners. It can bee seen from the fund
which still highest to build up the
institution focus on education for young
learners and get less birocration facililties.
They also have no intention in motivating
people who get involve in education to
support and build the playgroup; (2)
Parental awareness to make their children
involve in playgroup still low. Most of
parents still think that children in early age
have not been ready for studying in
school. It is not necessary for their
68
children, based on what the parents think;
(3) lack of teacher who has got degree in
education for young learners. It is an
institute of education which is expensive
for the lower people. They think so many
times to enter their children in education
for young learners. They also think that it
is not necessary because the teacher only
teach their children singing and playing;
(4) funding become one of the problems in
build up the playgroup. Such problem also
makes this education only provided for the
rich people; (5) The less of tools and
equipments in learning for children in
early age will cause the less of stimulation
which is given by teacher at school. It will
make the aspect of children development
is not maximum.
Those problems can be solved by these
treatments:
(1)
maximizing
the
government role so they can be a
facilitator and dynamisator in playgroup
development in Indonesia. If there is an
institution or peole that want to build up
the playgroup, the government should be
proactive.
Guiding
and
supporting
intensively for making them spirit in
building such institution for young
learners. Government has a strong
legitimation in playing the role because it
connects with administration process
according to the formality of institution;
(2) need socialization intensively to oung
learners and also the benefits that can be
got by the children if they go to school.
Parents should be given the complete and
proper information about the golden age of
of children in education, the ability of
young learners which is outstanding in
getting
the
knowledge
in
their
environment, curriculum in playgroup,
learning process, goals of learning,
teaching method, professional teacher,
facilities, well equipments and tools in
playgroup which can support the
development of young learners optimally;
(3) government needs to give the
information about how importance the
young learners being taught by the
professional teacher, in this case about the
level of education in university focused on
education for young learners that can be
taught the children according to the
characters of the children itself. Parents
also should have the awareness to support
and push their children to continue the
further education in university that has the
majoring in education for young learners;
(4) government is expected can gives the
financial support for the founder and
developer of playgroup, so it can be the
professional institution which is like by
many people; (5) there is a financial
support from the government which is
expected able to facilitate the lack of
facilities which needed by the institution
of education for young learners.
Those problems above should be
solved immediately in order to make the
generation of Indonesian youth who has
good quality and has competencies to
compete with the foreigners.
Shapiro,
Lawrance
E.
(2003).
Mengajarkan Emosional Intelligence
pada Anak. Jakarta: Gramedia.
Sudono, Anggani. (2006). Sumber Belajar
dan Alat Permainan. Jakarta:
Grasindo.
Undang-undang Nomor 20 Tahun 2003
tentang Sistem Pendidikan Nasional
Reference s
Asmani, Jamal Ma‘mur. 2010. Buku
Pintar
Playgroup.
Jogyakarta:
Penerbit Biru.
Crain,
William.
(2007).
Teori
Perkembangan;
Konsep
dan
Aplikasi.
Yogyakarta: Pustaka
Pelajar.
Montessori. (2008). Maria The Absorbent
Mind. Yogyakarta: Pustaka Pelajar.
Malahayati dan Hairunnisa, Anita. (2009).
Ibu Cerdas Anak Pintar. Depok:
Rumah Ide.
Nugraha, Ali dan Rachmawati, Yeni
(2008). Metode Pengembangan
Sosial
Emosional.
Jakarta:
Universitas Terbuka.
Patmonodewo, S. (2000). Pendidikan
Anak
Prasekolah.
Jakarta:
Depdikbud.
Peraturan Pemerintah Nomor 19 Tahun
2005 tentang Standar Nasional
Pendidikan
69
AN ANALYZING OF STUDENTS’ EMOTIONALINTELLEGENCE
(A Study to the Second Grade Students of PG-PAUD in Academic Year 2011/2012)
Fadillah
Abstract
This research entitled ―An Analyzing of Students‘ Emotional Intellegence in PG-PAUD‖,
who are going to be a teacher for education for young learners. This is important to build up
the characters that should be had to deal with the education world, especially as the teacher
for young learners. Beside, the result of analyzing the emotional intelligence will be a
reference to do the emotional intelligence development.
By using the instrument taken from DR. Baron Reuven, (Makmun Mubayidh, 2006) it has got
around 54,5 % of students who has got the highest score in EQ. It has the positive meaning
because the higehest score in EQ will color all their personal and social in living with others
along with living as the teacher. The rest is about 45,5 %, of students still need a training
continually and also they have many aspects that should be improved to make the emotional
running consistently and properly. From ten cases which have been offered to students, it‘s
only two cases that can be solved well. The rest shows about the unbalance emotional.
According to both instruments, emotional intelligence for students especially connects with
real-life moral dilemmas still need a training regularly. Emotional intelligence training which
being a part in improving a good moral need process of choosing, prizing dan behaving
(Raths et.al. ,1966) which guide someone to take the decision about the value. Emotional
intelligence training through learning needs a lecture that cares about. The appreciation shown
by holding the discussion because it will guide to understanding, empathy or respect
(Noddings, 2003; Owens & Ennis, 2005); and being a role model (Noddings, 2002; Chen,
2009).
Colleague as the place for getting knowledge is the condusive environment for distributing
the appreciation by integrating the value of learning in subject matter for improving the
emotional intelligence. This case should be explicited in order to make students‘ emotion run
properly according to the norm and custom which exist in citizen
Introduction
Intelligence and succeeded for
common people often considered as not a
special thing. But for the expert of human
intellegence, those cases are outstanding
because smart student in school or campus
with the good score or GPK must have not
to be a success people who give the
benefits in civilization. According to
Daniel
Goleman
(Pasiak,
2002),
intelligence only gives about 5 – 10
percent in succeed. The rest are
combination of various factors which one
of them is emotional intellengence.
Students of PG-PAUD are the
candidates prepared to be a teacher who
70
takes the responsibility in teaching for
young learners. Therefore, they not only
need the intelligencequestion (IQ), but
also the emotional question (EQ), and
spiritual question (SQ). Harmony of
emotional such as empathy; selfmotivation, self-controlling, and team
work should be had in order to give a
proper education for young learners.
By mastering number of subjects received
in campus will make them a good teacher
for young learners, and able to know the
potential intelligence and the essential of a
good behave in each child, especially
children in early age because in this time
development of a child running optimally.
Therefore, most of people call it thegolden
age. Graphic below shows those things:
Graphic taken from Dr.Erman Syamsuddin, (2012)
71
Discussion
By using the instrument taken
from DR.Baron Reuven (Makmun
Mubayidh, 2006), the researcher recorded
the characters had by the candidate of
students in PG-PAUD FKIP Untan, which
the result can be used for figuring the
emotional health. From 44 students, the
highest score in EQ is 54,5 %. It has the
positive meaning because the higehest
score in EQ will color all their personal
and social in living with others along with
living as the teacher. Some of them got
43,2 %, means though their understanding
in EQ is good but need guiding
continually in order to make them better.
Beside, the rest got 2,3 %, means has
many things should be improved in order
to make it proper and suitable. As its
translation, thanks to God there are not
students in lower score in EQ which
shows the problem in emotional, wheter in
personal life or in relationship with others.
Emotional intelligence had by the
students also measured by the attitude
while facing the condition in life which is
analyzed from case to case offered to
students, such as:
1. While facing an urgent situation, it has
around 77,3 % of students have the
highest awarenes in taking the urgent
case, in example pay attention the
guideline gein by and so on.
2. In a team work, it has around 25 % of
students able to show the ability of:
knowing the possibilities which may
happen in working place, able to
handle the situation by giving the
emotional response, and able to
explain the successful in working in
front of other people without any
underestimate to the rest.
3. While working at trading center, it has
about 54,7% of students able to show
their empathy and able to feel what the
customer feel too. This will make the
customer feel calm. They tell
everything clearly, especially about
72
4.
5.
6.
7.
8.
9.
10.
the complaint, so they will know
exactly what the customer wants.
Impolite spoken or kinds of self
assisstence will cause the customer
angrier.
While doing the assignment, it has
around 36,3 % of students give the
good answer, by finishing it with a
good planning as the material for
solving the problems and reach the
long terms goal.
In leading the meeting of an
organization which deal with the
equality and refusing discrimination, it
has around 34,1 % of students choosed
the best way to provide the condition
respect to pluralism by announcing to
the audiences that this organization do
not allow the practical cross by
principle of equality.
While working as the share holder,
only 18,2 % of students gave the
correct answers. They were optimistic
and handy. Those characters really
help to solve the problems faced by
trying the new trics and strategies.
Faced the careless driver on the road,
only 13,6 % of students can accepted.
The rest were being angry.
Imagined about the serious conflict
happens between husband and wife.
The best way to solve it by taking a
rest for about twenty minutes, after
that run the conflict again, but no one
agree with such case.
Lead a group of work which still stand
under the problems of work. The best
way to solve it is arranging the
schedule to have a meeting outside the
company for motivating the employee
to know each other. But it only has 9
% of students has such oppinion.
To lead other people well, it needs the
highest emotional, especially if the
leader has a willing that all the
member in a group give and show the
best achievement they got. But it has
only 27,3 % of students.
Based on both instruments,
emotional intelligence for students
especially connects with real-life moral
dilemmas still need a training regularly.
Emotional intelligence training which
being a part in improving a good moral
need process of choosing,prizing dan
behaving (Raths et.al. ,1966) which guide
someone to take the decision about the
value. Simon et.al. (1972) said that every
single way could be applied in order to
make the students realize about belief that
they are respected and activize them to
face kinds of various values. Because the
approach of explanation in value not only
gives the emphasizing for correct or wrong
answer, but also it gives the awareness for
students about the value they choosen.
Eventhough Fraenkel (1977) said that
there is no best value from others. But
Higgins (1995) opposite the statement by
said that ‗we will get difficulties to apply a
set of certain value to them if all of the
value is considered as relative‘. The
students have a chance to determine their
choice according to explanation and their
appreciation to the value they believe.
Therefore, the main important thing is the
role model given by lecture which can be
applied by the students, beside the
approach of value explanation to give such
awareness.
Emotional intelligence training
through learning need a lecture that
“Care‖ as Noddings said. ‗The mastering
in a lesson will be improved if it is taught
by the kindness lecturer‘ (Noddings, 1984,
2003). The kindness which is shown by
opening the discussion session will get
into the well understanding, empathy and
respectful ( Noddings, 2003; Owens &
Ennis, 2005); and be the role model
(Noddings, 2002; Chen, 2009). Noblit
(1993) said, through the kindness will
grow the social intelligence along with the
emotional intelligence. But, Kohn (2003)
reminded that the kindness for children
does not mean always give the
complement because it will have no
meaning for children if it is given at any
time.
Conclusion
In general, emotional intelligence
(EQ) is the accumulation of various
intelligence and ability which is evaluated
partially for the longer time and need the
regularly training.
Training through
learning which received by the students is
one of the forms of value and character
education by training the emotional
intelligence which integrated with the
subject matter. This integrating expect the
involvement all of us to form and apply
the vision and mission based on
understandable value and applied with
fully responsibility by all of us. To make
it happens, need a professional lecturer
and he pays much of attention on it,
translate the vision and mission in subject
he is taught. Beside, the students‘
involvement actively will be shown by the
moral engagement. It will make the
students able to obey all of the rules
arranged by the campus. Such thing will
guide the students to make all the good
things and feel it as the necessary thing in
life. By supporting all the people in doing
good things, it is expected to born the
generation that having the kindness and
sincere soul as the purpose of the national
education. The goal of national education
itself is provide the law abiding citizen
and having the best moral inside.
Colleague as the place for getting
knowledge is the condusive environment
for distributing the appreciation by
integrating the value of learning in subject
matter for improving the emotional
intelligence.
This case should be
explicited in order to make students‘
emotion run properly according to the
norm and custom which exist in citizen.
By considering this life that make
number of parents being busy to feed their
family or make the parents have no chance
73
to see and teach the emotional control to
their children. This case makes a colleague
being a place to learn how to improve the
emotional intelligence.
Through
several
situations,
learning inside the class or social
interaction
outside will give the
knowledge how to improve the emotional
intelligence. Basicly, the students will find
the moral dilemma in their life. By
interaction that happens in campus, it will
have possibilities for students to develop
themselves so they will get easier thing to
reach the prizing step. The students will
grow become confident persons and
appreciate their ability. Beside, they will
respect to the lecturer who has big efforts
to make them smart, respect their parents
which feeded them and respect to all of
their action to the environment. For the
further will get them into the behave
which appear to them.
In this case, campus can be the
front liner which can be counted as the
provider of condusive environment to
create the honest generation, having big
empathy, and act correctly according to
the best role model. The importance of
having the emotional intelligence in life
pushes the habit which implementing and
showing that the students acquire the value
taught by the lecturer. It also will guide
them to know the better things and loving
it along with apply everything which is
learnt. Moreover, they also can learn from
the mistakes they did at the past time.
Reference s
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Values Integrated Instructional
Model, Thailand,
Chulalongkorn University.
Budimansyah, D., (2010), Inovasi
Pembelajaran
Pendidikan
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Berpijak
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Theory,
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edisi
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Ahmad
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People, A caring alternative to
character education, New York,
Teacher Colledge Press
-----------,
(2003), Caring, a feminine
approach to ethics and moral
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dalam Pembelajaran, Jakarta,
Dirjen Dikti, Depdiknas.
Pasiak T., (2002) ; Revolusi IQ/EQ/SQ,
Menyingkap Rahasia Kecerdasan
Berdasarkan Al – Qur‟an dan
Neurosains Mutakhir, Bandung,
Mizan Pustaka
Phenix, P. H., (1964), Realms of Meaning
( A Phylosophy of the curriculum
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Penyunting),Ilmu dan Aplikasi
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Pedagogiana Press
75
CHARACTER BUILDING FOR YOUNG CHILDREN BASED ON THE
VALUES OF CULTURAL UNIVERSALITY OF INDONESIA
Dadan Suryana
Lecturer of Teacher Education Early Childhood Education
State University of Padang
[email protected]
Abstract
Early childhood education to serve children in developing aspects of the development
potential. Potential to be one of main goals of character development early childhood
education is very important. Character education in Indonesia is supported by the cultural
values contained in it. Universality of cultural values embbodied in the character of
indonesian cultur is the values of the behavior, manners, behavior, speech, unity and mutual
assistance which is based on the religious values. Character of early childhood education
through applied learning that is packed in the form of the game, and learn while playing.
Character education directly modeled by teachers and adults who have an environtment.
Character of early childhood education in Indonesia is very rich with cultures that are owned
by the people of Indonesia. Indonesia culture complete with traditional games positive
instructional character for early childhood in Indonesia.
Keyword:
Character building, early childhood, universality, cultural values
Introduction
The formation of character and
temperament or personality of the nation's
very important, even urgent and
absolute. It stands to reason. Why is
absolutely necessary? Because of the
ongoing crisis that has swept the nation
and our country up to now there is no
solution clearly and firmly, more in the
form of discourse as if the nation were
invited in a dream world.
Dealing with various problems
and challenges, the current national
education bear a multidimensional role. In
contrast to the role of education in
developed countries, which are essentially
more limited transfer of knowledge, the
role of national education in Indonesia
bear a heavier burden of Education serve
not only a means of knowledge transfer
alone, still more broadly as acculturation
(enkulturisasi) which of course the most
important thing and that acculturation is
76
the
formation
of character and
temperament (nation and character
building), which in turn is crucial to nation
building, or in more popular language to
reconstruction and nation states are more
advanced and civilized.
Therefore, education reform is
absolutely necessary to establish the
character or the character of a nation, even
an urgent need. Reform of national life in
a nutshell, in essence aims to build a better
Indonesia and Authentically Genuinely
democratic and civilized, so it really
becomes a new civil Indonesia, cohesive
(integrated). In addition, the role of
national education with various levels and
the track is the most strategic means for
nurturing, encouraging and developing
democratic citizens and have the
politeness (civility) ability, skills, ethos
and motivation and active participation, is
the most basic traits and characteristics
of an Indonesian civil society. Do not let
what happened instead of violence that
regenerates like brawl, teenagers are
falling prey to the life of drugs, crime,
promiscuity, and so forth. Character
education is now a pressing need in the
national education system. Indonesia was
the nation's character started to get run
over by Western culture. The virtues of
deprivation that exist due to the weakness
of the nation's cultural values in the nation,
and the formation of character must begin
at an early age. In this paper we discuss
about whom early childhood, how the
views of experts on early childhood
education, the nature of cultural values
which are universally used as the basis in
forming the character of the nation.
Review of The Theory of Learning in
The Formation of Character
Various theories of learning
related to the emphasis on environmental
influences and the influence of innate
potential. Innate potential. Potential is
usually the possibility of general ability. A
person is born genetically with an organ
called the general ability (intelligence) that
originates from the brain. If the structure
has been determined in biological brain,
brain functioning is strongly influenced by
interactions
with the environment.
Behaviorism was studied by behavioral
changes that occur through the process of
stimulus
and
response
is
mechanical. Therefore the environment in
a systematic, orderly and planned to give
effect (stimulus) is good so that humans
react
to
stimuli
and
respond
accordingly. Behaviorism is the stream
flow is believed that human beings learn
primarily due to environmental influences.
Two well-known figure in
Behaviorism who pioneered the theory and
have differences in explaining the process
of learning is Pavlov's talk about the
required stimulus (conditioning reflex) to
give the expected response by the
environment in accordance with the
demands of the environment (conditioned
reflex) hereinafter referred to as classical
conditioning, The second is a somewhat
different
stance
Skinner
with
Pavlov.Skinner assumes that human
behavior can be observed directly, the
consequences of previous actions. If
unpleasant consequences then it will
repeat again. Consequences of such is the
power of the repeater (reinforcement) to
do it again. This theory is known as
operant conditioning. Learning is the
result (a consequence, the power of the
repeater) of an act which brings the act
back. When the act was pleasing. (If
someone was hungry and then feeding and
satiety, then the next if hungry he will eat
(positive reinforcement. Conversely, if the
result is not enjoyable (example: if too
full), then it would not be compelled to
done again (negative reinforcement).
(Slavin 1986:155)
Constructivism different learning
theories according to behaviorism, which
is
one
view
of
cognitive
psychology. Bootzin said that learning is a
building (to construct) knowledge itself,
once understood, digested and an act of a
person (from within). In the act of learning
as an important lesson, but rather how to
use our mental equipment to control what
we learn. Knowledge is recreated and built
from within a person through experience,
observation, digestion (digest) and
understanding.
An experience in Klien process
resulting in a Relatively permanent change
in behavior can not be explained by That
temporary states, maturation or innate
tendence.Klein is Behavioristic although
influenced by phenomenology and refers
to experiential learning, needs to be called
a humanistic orientation. It means that
learning does not occur simply because of
the maturity of the course (tendences
innate, that is a genetic factor), but also
because the placement experience is
ekstensial. According Semiawan that
77
psychology study oriented humanistic
approach is influenced by the presence of
individual freedom that is based on the
potential talents and interests to develop a
focus on behavior and responsibility of his
own choice. (Semiawan 2007:24)
Learning is fundamental to
humans and is a process that will not
cease. Learning is a continuous process
that changes the learner in different
ways. Learning is different from instinct,
because, according to psychology, among
others, an instinct, learned behavior and
characterize the response of members of
certain species. Tendency or disposition to
respond in certain ways that are
characteristic of members of certain
species. A series of complex and
coordinated activities that are commonly
found in certain species, which occur
during the stimulation condition, the
condition of the drive (drive), and certain
developmental conditions. Trends have not
been studied and is hypothesized to
function as an innate driving force behind
human behavior is complex.
Nature of the Formation of CharacterBased Local Culture
Proverb says it takes a village to
raise a child, dibutuhakn entire village for
development of the child. We as adults are
well aware of the importance of
introducing a variety of science as
knowledge for early childhood and also
the surrounding environment to provide
supplies for the benefit of the life of a
child's later life. Early childhood education
needs, especially culturally diverse
environment that can support the growth
and perkembangnnya. Culture is important
in
the
life
of
the
nation
forward. Huntington clearly states that the
source of conflict in the future no longer
be ideological or economic, but the issues
surrounding culture. (Lemke 2008)
Various international experts,
among
others, Francis Fukuyama,
78
Lawrance Harrison, Robert Kaplan,
Seymour Martin Lipset, Obert Putnam,
Thomas Sowell, and Samuel P Hutington
agreed that the key to the success of a
country is determined by the extent to
which a State has a culture that is
conducive to progress. Cultural factors are
reflected by the values and behavior of
people is often referred to as "social
capital". (Fancis Fukuyama 2000: 25-26).
The concept of social capital was first
introduced
by
Francis
Fukuyama
describing cultural traits that have an edge
over the competition that exists today is
not a competition between the ideological
system, but competition between countries
that have high trust society. Countries that
have high social capital is in the show with
the behavior of people who each have a
high sense of togetherness and a sense of
trust either vertical or horizontal.
High social capital and sense of
conflict that lace can make a country can
move forward. He likens the trust as a
lubricating grease to be an existing group
or
organization
that
can
work
effectively. This will affect the confidence
level and determine whether a country can
lose or win in global competition. Victory
will only be achieved if individuals uphold
a sense of community, loyalty, honesty,
and trust in carrying out its obligations.
Culture as something abstract, will
be different when expressed in the form of
art, music, literature, fashion, asristektur,
food, sports, machinery and other things
that would be characteristic of a
society. (Wiiliam Cockerham 1995:96).
Through a culture of people living in the
group will develop a life with meaning and
common
understanding
about
themselves. This of course can be
observed in their daily lives, such as what
foods they eat, how where they take
shelter, how to model their clothes, and
socialize in the way they care for and
educate their children to someday be able
to be part of a responsible member of the
groupresponsibility.
Kymlicka try to explain the
concept of culture in the context of the
modern world as a form of social life
associated with a variety of fields such as
education, media, economy, government,
and so forth. He uses the term "Societal
Culture" which covers the behavior of
groups, ranging from youth gangs to the
global civilization of Societal Culture
refers to the institutional linkages and
activities shared. Culture is not just share
in the values of shared vocabulary but also
in social life. (Kymlicka 1995:76)
Thomas
Lickona,
character
education
expert
from
Courtland
University reveals that there are ten of our
time to watch. If a nation already has the
tenth sign, it means being towards the
brink of collapse. The signs in question
are: Increasing violence among teenagers,
membudayanya dishonesty, fanaticism
against the group (peer-group) in the
violence; lack of respect to parents and
teachers, the blurring of moral good and
evil; use bad language , increasing selfdestructive behaviors like drug use,
alcohol, and sex, decreased work ethos, a
sense of mutual suspicion and lack of
awareness among fellow. Is the tenth sign
of the Indonesian nation is almost perfect.
(Lickona 1992: 12-22)
Universality of Cultural Values of
Indonesia
Indonesian culture is rooted in the
social structure of a highly moralistic with
distinctive characteristics. Such a social
structure is the result of growth in the
dialectic of social systems and cultural
systems of several generations ago. At a
certain stage of development, the dialectic
of growth that had set the figure of a clear
structural and able to mobilize public
participation in the direction of progress,
and then give a separate identity for the
people of Indonesia. Characteristic of the
social structure of Indonesia relating to
values and the central concept of truth that
is overlooked and held in high esteem
among the people. Assessed the quality of
one's appearance in terms of this central
concept. Values such as self-esteem,
dignity, glory pendiriant firm, loyalty,
piety, courage, achievements, vast
pergaualan, and sincerity into the personal
characteristics in the community.
Religion as a guide of life, can not
be understood as a mere moral teachings,
but religion has a sub-sub system that
serves to maintain the continuity of
religious teachings, such as the existence
of God, man, nature, and religion
itself. This is what the value system, rather
religious value system. When the value of
religion to form the background of cultural
identity, which will come to the surface is
a religious culture and religion put in a
position that can not be abandoned. In life,
people attach great importance to
Indonesia of identity, family, religion, and
protect its assets. (Abdulah Adnan 2006)
When the values of Islam had
penetrated and dominated the entire fairy
community life, comes the phrase that the
mutual keterpautan very closely and are
not interchangeable between traditional off
Indonesia that has been shaped by the
teachings of Islam with the laws which are
then tested developed by humans. The
process was later formed a united
Indonesia customary law in public life and
is a separate system in Indonesia culture at
large.
Judging from the past, there are 5
(five) conditions and the unique cultural
characteristics scraping Indonesia, namely:
(1) the period before Islam came to
Indonesia, (2) the period after Islam
arrived in Indonesia and the Sultanate of
Indonesia, (4) the period the colonial
period, and (4) during the period of
independence, and (5) Recency period of
peace in Indonesia. Based on the earlier
period, the unique characteristics and
79
culture of Indonesia among the more
prominent is the union of Islamic law into
the traditional culture of Indonesia. This
condition can be seen that of the seven
elements of culture (cultural universal) is
expressed by Koentjaraningrat equipment
and human life, livelihood or economic
system, social system, language, art,
knowledge and religious systems) in
Indonesia mesyarakat it refers to the value
systemand behaviors that rely on the
teachings of Islam. This is then
transformed into a unique cultural
characteristics and Indonesia who then
diindentikkan with the native culture of
Indonesia. (Smith Hilly 1997:14)
1. The value of Religion and Belief
Islam presents the rules of life, in
which a human guide can maintain a
balance between rights and obligations,
tried, and the race of life for the sake of
the pleasure of Allah swt mencapaii. The
presence of Islam as the guide of life,
bringing the reliability of the Indonesian
community in undergoing the process of
civilization, because it is based on a
review of history, more than 13 centuries
ago, the people of Indonesia have been
familiar with the teachings of Islam and
put it in their lives. Originally within the
sangatl long, the people of Indonesia have
been advanced by Islam at their disposal
but when the process advances and
setbacks that occur one after another as the
nature of the laws to the present imbalance
is visible from all sides of life which he
had masyaraka Indonesia tread era of
modernization.
Differences in the intensity of
religious observance role in running the
show the difference in viscosity between
the religious values of the area and other
areas. Thus in a variety of social analysis
emerged the notion, that the society
residing in urban areas is often blamed as
the people who have been influenced by
foreign cultures, to those who are deemed
80
perkampunganlah still preserve religious
values, only they are considered to always
have the time to pray congregation to the
mosque, and they are considered to
preserve the culture through the teachings
of Islam in any pengaplikasinn upaca
which they held customary at any time.
One of our suspicion is the busy
man's subsistence is multisectoral, rapid
flow of information and technology at this
time to be a strong factor to shift the
values of religion in the cultural fabric of
Indonesian
society. However,
when
cultures met his greeting, and a variety of
sentence pronunciation like Insha Allah,
Astaghfirullah, O Allah, Subhan was still
part of community life.
2. Value of Education
Learning culture of Indonesia as a
culture, then we can say that culture can
educate the community to meet its goal,
namely to do good and avoid evil, and
educate the public so that his life useful to
others.
Cultural
values
are
the
conceptions which live in the natural mind
of most people, about things that they see
great value in life, and because it usually
serves as the ultimate guide for human
behavior.
Indonesian culture that teaches
that every person studying, trying to hard
working, diligent, and patient, others are
not willing to educate the public to be
powerful nation in the lives that were
increasingly severe. So is the advice to be
patient, sincere, honest and obedient to the
teachings of religion, He will give birth to
the Muslims as a people virtuous and
praiseworthy. Educational value in this
culture can also be seen from the teachings
contained in the traditional life, as an
expression of the message the old folks in
living life to the generation that will face
the challenge, that: we are all to put
something with a function, so what is the
purpose and aspired to achieve well, and
with ta wakkal to God.
3. Values of brotherhood
Lives hang in the community, who
care for one another, has created a close
bond between each individual rnasing, so
that the Indonesia phrases that describe
themselves as brothers, be a very strong
adhesive element to them, and this
expression is a major capital even though
they encounter in overseas though.
Cultural expressions of brotherhood in
Indonesia means having an emotional
closeness that is realized through mutual
assistance lifestyle, half-bear, hard and
happy to be shared without regard to the
relative close proximity, the distant ones,
and those who are not domiciled in
Indonesia, but Indonesia has, then all
members of the fraternity system.\
4. Value of Democracy
The arrival of Islam also brought
the
concept
of
democracy
itself. Democracy in Islam is more
entrenched in the culture of deliberation to
reach a consensus that democracy in AlQuran syawwara verbalized. Evolving
democratic culture is a culture of
deliberation to reach kemiifakatan. Habits
of deliberation undertaken by Rasululah
saw a reference of the scholars and
traditional leaders of Indonesia in its
leadership. Deliberation
cultural
cohesiveness and culture that gave birth to
a single word in a typical step in the
process of democratization of society,
where there will always be a process of
deliberation before malaksanakan an
activity together.
5. Ethical values
Further development of the culture
is the value of ethics, that is how a person
applies and against whom and what he has
to deal thus, is a society of rules to be
obeyed, if he wants to say people are
polite and "civilized".
These criteria can be perceived
importance of ethics in assessing a
person's character, so that person can be
said to be good. Once this value is also
used as a standard for the people of
Indonesia in determining who can be a
leader for them.
Culture fart in front of people
crowded a reflection of the less ethical,
thus lowering a person in front of
people. So is the meyepak heel in front of
people, and nudging the person next to the
fraudulent and malicious acts in Indonesia
and custom views contrary to the value of
politeness was, and people were not a
leader.
6. Aesthetic value
Cultural tendency is to display the
beauty of life, whether it is expressed
through the beauty of sound, language,
gestures, building architecture, as well as
used clothing.Culture of Indonesia, in
principle, it is rich in beauty expressed
through buildings and religious customs,
dances, games, food and so on, where a
beauty that is displayed does not escape
from the traditional philosophy itself.
7. The value of peace
a. Indonesia indigenous culture, full of
zeal to the values of peace, as ever
manifested in people's lives. The
procession of people's lives and
interactions Indonesia played in
reciprocal communication function
values into a single bond Mosque
cultural resources, among others:
a. Islamic
Aqeedah
(hablum
minallah). unity
and
cohesion
(dominant hablum nas).
b. communal
(please
help
and
silaturrahmi
/
rambateerata
/
togetherness).
c. ketauladanan leader.
d. panut the imam (leader).
81
e. honest, behaved.
f. ashamed of himself, shame on the
family / self-esteem
g. confidence / pride dignity (proud
kaom).
h. intelligent and proud of his work.
i. pacifist (forgiving).
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BENEFITS OF EARLY CHILDHOOD EDUCATION FOR PERSONAL
DEVELOPMENT AND CHILDREN SOCIAL
Awalya
Guidance and Counseling and Education Management
Abstract
Early childhood is a new child is born until the age of 6 years. Determine the age of the
formation of character and personality of children. Early Childhood Education, there are three
forms of the lines: (1) formal education, (2) non-formal education, (3) informal education.
Constraints early childhood are the knowledge and the readiness of parents to educate
children is not well grounded in developmental psychology, which in the preferred
activity of children, to educate the maximum. This problem is: how do the benefits of early
childhood education for personal and social development of children?
Erikson, explained the concept of personal and social development theory, developed a
multilevel polarity. There are 8 (eight) stage of development. Every level, every person will
experience a conflict / crisis as a turning point in development. The conflict centers on the
development of psychological quality or failing to develop the quality. Theory of personal and
social development in early childhood Erikson only up to 4 stages, namely: (1) Trust vs.
Mistrust, (2) Autonomy vs. shame and doubt, (3) Initiative vs. Guilt (4) Industry vs.
inferiority.
Supported early childhood development benefits, it will be directed to build a feeling
competent and confident in their skills. When switching to the middle and late childhood,
then it will direct its energy towards the acquisition of knowledge, intellectual skills.
A.
Preliminary
Early childhood education (early
childhood) is the level of education prior
to primary education which is a
development effort aimed at children from
birth to age six years through the provision
of educational stimulus to promote the
growth and physical and mental readiness
of the child to have entered further
education, which was held in formal, nonformal and informal.
Early childhood education is one
form of education that focuses on laying
the foundation for growth, physical
development (fine and gross motor
coordination), intellect (the intellect,
creativity, emotional intelligence, spiritual
intelligence), socio-emotional (attitude and
behavior as well as religious) language
and communication, according to the
uniqueness and the developmental stages
through which early childhood.
The main purpose of convening of
early childhood education is to establish
the quality of Indonesian children; the
children grow and develop in accordance
with the level of development that has an
optimal readiness in entering primary
education and living life in adulthood.
Accompanying goal is to help prepare the
child to achieve learning readiness
(academic) at the school. Range of early
childhood, according to Article 28
paragraph 1 of the National Education
Law No.20/2003 is 0-6 years. Meanwhile,
according to the scientific study of early
childhood and family operate in some
countries, early childhood implemented
since the age of 0-8 years.
Formulation of the problem of this paper is
how the benefits of Early Childhood
Education for Personal and Social
Development of Children?
83
Benefits of Early Childhood Education
for Personal and Social Development of
Children
1. Early Childhood
a. Definition of Early Childhood
Early childhood is a new child is
born until the age of 6 years. This age
is an age that is crucial in the formation
of character and personality of the child
(Yuliani Sujiono Conscience, 2009: 7).
Early age is the age at which children
experience
rapid
growth
and
development. Early age called golden
age (golden age).
A balanced
nutritious diet and an intensive
stimulation are needed for growth and
development.
b. Nature of early childhood,
Nature of early childhood, by
Bredecam and Copple, Brener, and
Kellough (Masitoh et al., 2005: 1:12 to
1:13) were as follows: (1) Children are
unique, (2) Children express relatively
spontaneous behavior, (3) children are
active and energetic; (4) children's
self-centered, (5) children have a strong
curiosity and enthusiasm for many
things, (6) children are explorative and
adventurous, (7)
children are
particularly rich with fantasy; (8 )
children are easily frustrated; (9)
children are not considered in the act;
(10) children have short attention
resources;
(11) the children are
learning the most potential; (12)
children continued to show interest in
friends.
c. Principles
of
Early
Childhood
Development
The principles of early childhood
development in contrast to the
principles of development of the final
phase of childhood and beyond. The
principles
of
early
childhood
development according to Bredekamp
and Coople (Siti Aisyah et al., 2007:
1.17 to 1.23) is as follows.
84
1.
Development of physical, social,
emotional, and child cognitive
interrelated
and
mutually
influence each other.
2. Development
of
physical,
emotional, social, linguistic, and
cognitive development of children
occurs in a particular sequence of
relatively predictable
3. Developments took place in a
range that varies between children
and between the develop
4. ents of each function.Children's
early
experiences
have
a
cumulative and delayed effects on
child development.
5. Development occurs in the
direction of an increasingly
complex, specialized, organized
and internalized.
6. Child development and learning
occur and are influenced by social
context of cultural diversity.
7. Children are active learners, who
strive to build understanding about
the surrounding environment of
physical experience, social, and
knowledge gained.
8. Development and learning is the
interaction
of
biological
maturation and the environment,
both
physical
and
social
environment.
9. Play an important means for the
development of social, emotional,
and cognitive development of
children described the children as
well.
10. The development will accelerate if
the child had the opportunity to
practice acquired skills and
experience the challenges of a
higher level than the things that
have been mastered.
11. Children have different modalities
(some type of visual, auditory,
kinesthetic, or combination of
types of it) to find out something
so that they can learn different
things in the show are the things
he knows.
12. The best conditions for children
develop and learn in an
appreciative community, meet
their physical needs, and secure
physical and physiological.
up to six years old, such as TPA,
Group Play, and other forms of equal .
4. Early childhood pathway informal
education as a form of family
education or environmental education
organized by the training and
development for children from birth
(age three months) up to six years old.
2. Early Childhood Education
Early Childhood Education is one
the foundation to the growth and physical
intelligence, socio-emotional (attitudes
and behavior and religion), language, and
communication,
according
to
the
through which early childhood. As with
any other education, early childhood level
is the responsibility of governments,
communities and parents.
Early Childhood Education According to
Law No. 20 of 2003 on National
Education System, Early Childhood
Education is a development effort aimed at
children from birth to age six years
through the provision of educational
stimulus to promote the growth and
physical and spiritual so that children have
the readiness to enter further education.
1. Implementation of Early Childhood
Education Early implementation of
early childhood education is known
that there are three forms of execution
paths early childhood
2. Early childhood education that formal
education is structured for children
ages four years to six years as
kindergarten (TK), Raudhatul RA
(RA), and other forms of equals.
3. Non-formal early childhood education
track, which is conducting education
in a flexible learning program for
children from birth (age three months)
In Act No. 20 of 2003 mandated
that education is a shared responsibility
between Government, Society, and
Parents. In terms of organization of early
childhood today shows that more people
play, in which educational institutions are
built and
maintained by the more
numerous and diverse, reaching about 80
percent of which was built by the
government while only 10 percent of
existing institutions.
Management education is a shared
responsibility, education enrollment was in
Indonesia at various levels of education is
still low. Based on the Ministry of
Education data collection in 2004, only
about 15.6 percent of the 11.5 million
children aged 4-6 years who attend
kindergarten, while for children aged 0-3
years, only about 15.8 percent who moved
early childhood services.
These data indicate that an
increase in participation rates compared to
previous years. In 2002, 72 percent of
Indonesian children aged zero to six years
in Indonesia, early childhood education
has not been touched, because the year
was only 7.34 million or 28 percent of the
26.1 million children aged0-6 years of age
who received education early. Most of
them, namely 2.6million, get an education
with access to primary school at earlier
ages. As many as 2.5 million children
received education in BKB, 2.1 million
children attending
kindergarten or
Raudhatul Atfhal,
and approximately
100,000 children in play groups.
In contrast to some developed
countries are looking at early childhood
85
development is a process of preparation
for the empowerment of human resources
is critical, so Early Childhood Education
conducted a very intensive and very high
attention. The reason is not because their
parents work, but because the parents have
an embedded understanding that at an
early age children are the most ideal
position to receive support to develop the
personality and identity. With a good
empowerment at an early age, children
will be generated that the future is bright
as they become adults are creative and
have strong self-confidence.
Early Childhood Education
Early Childhood Education early
childhood Constraints experienced in the
organization of early childhood is the
knowledge and the readiness of every
parent to educate their children does not
have it right. A mother in caring for their
children, not grounded knowledge of child
development, child psychology, the
activities they like, and how best to
educate children to the maximum, but only
based on "tips" given, the local cultural
habits and ways to educate raising a child.
Sometimes that's due to ignorance, it is not
uncommon, in some ways parents treat
their children excessive force or by
teaching things which really is not the time
they receive so that it plunges the child's
own
Personal and Social Developments
Personal and social developments
in this paper develop the theory of
Erikson. Erikson became famous for his
efforts in developing a theory about the
stages of human development pioneered
by Freud. Erikson stated that human
growth goes according to the epigenetic
principle which states that human
personality is running according to the
eight stages. Development of human
beings from one stage to the next stage is
86
determined by successor unsuccessful in
taking the previous stage. The division of
these stages is based on a certain period in
human life: infants (0-1 years), toddlers
(2-3years), pre-school (3-6 years), school
age (7-12 years), adolescents (12 -18
years), youth (age 20-an), a middle-aged
(late 20's and 50's), and seniors(ages 50's
and so on). Erikson's theory of human
development known as the theory of
psycho-social development. Theory of
psychosocial development is one of the
best personality theories in psychology.
As Sigmund Freud, Erikson believed that
personality develops in a few levels. One
of the important elements ofErikson's
psychosocial theory are developmental
levels of ego
equations. Equation
conscious ego is a feeling that we develop
through social interaction. According to
Erikson, development of the ego is always
changing based on experience and new
information that we get to interact with
others. Erikson also believed that the
ability to motivate attitudes and actions
can help be a positive development, this is
the reason why the theory of Erikson
called the theory of psychosocial
development.
Erikson explains his theory
through the concept of the polarity of the
eight levels. There are 8 (eight) levels of
development that will be traversed by
man. His first book Childhood and Society
(1950), which became one of the classic
book in this field. As he continued clinical
work with young children, Erikson
developed the concept of crisis and sense
of identity as an inevitable conflict in
adolescence. The books of his work were:
Young Man
Luther (1958), Insight
and
Responsibility
(1964), Identity (1968),
Gandhi's Truth(1969): a win on the
Pulitzer Prize and a National Book
Award and Vital Involvement in Old Age
(1986).
Erikson describes his theory through the
concept of the polarity of the story. There
are 8 (eight) levels of development that
will be traversed by man. Interestingly that
this level is not a gradualist‘s. Humans can
rise to the level of the next even though he
does not completed at previous levels.
Each level in Erikson‘s theory relates to
the ability in the areas of life. If the level
handled properly, the person will feel
good. If the level is not handled properly,
the person will appear with a feeling of
harmony.
1)
Phase 1. Trust vs. Mistrust
Occurs at 0 s / d 18 months
The first level of Erikson's theory of
psychosocial development occurs between
birth to age one year and is the most basic
level in life. Therefore highly dependent
infants, the development of dependence
and trust are based on the quality of
caregivers to children. If the child
succeeded in building trust, he will feel
safe and secure in the world. Caregivers
who
are
inconsistent,
emotionally
unavailable, or refused, to encourage
feelings of self-confidence in children who
are in foster care. Failure to develop trust
will result in fear and belief that the world
is inconsistent and cannot be guessed.
2) Phase 2. Autonomy vs. shame and
doubt Occurred at the age of 18
months s / d 3 years
The second level of Erikson's theory
of psychosocial development occurs
during early childhood and focuses on the
development of self-control.
Such as Freud, Erikson believed that the
use of toilet training is a crucial part in this
process. However, the reason is quite
different from Freud Erikson. Erikson
believes that learning to control one's body
functions leads to a feeling of control and
independence.
Other important events include gaining
more control over the selection of food,
toys are preferred, and also the selection
of clothing.
Children who successfully pass this stage
will feel secure and confident, while others
were not enough and feel hesitant about
yourself
3) Phase 3. Initiative (Initiative) vs. guilt
(Guilt)Occurred at the age of 3 s / d
of 5 years.
a. During the preschool age began to
show strength and will control the
world through live games and other
social interactions. They are more
challenged in the face of wider social
world, then the required active and
purposeful behavior.
b. Children who succeed in this stage
feel capable and competent in leading
others. There is an increasing sense of
responsibility and initiative.
c. Those who fail to reach this stage will
feel guilt, feelings of doubt, and lack
of initiative. Unpleasant feelings of
guilt that can arise if the child is
given the trust and made to feel very
anxious.
d. Erikson believes that most guilt can
be replaced quickly by a sense of
success.
4) Step 4. Industry vs. inferiority
(persistent vs. inferiority)Occurs at 6 s / d
of puberty.
a. Through social interactions, children
begin to develop a sense of pride in
the successes and abilities.
b. Children are supported and directed by
parents and teachers build feelings
competent and confident with the
skills they have.
c. Children who receive little or no
support from parents, teachers, or
peers will doubt his ability to succeed.
d. Initiatives that achieved previously
motivated them to engage with new
experiences.
e. When switching to the middle and late
childhood, they direct their energies
toward mastery of knowledge and
intellectual skills.
87
f.
The problems that can arise in primary
schools is the development of low
self-esteem, feelings of competence
and unproductive.
g. Erikson believes that teachers have a
special
responsibility
for
the
development of children's persistence.
5)
Step 5. Identity versus identify
confusion (identity vs. identity confusion)
Occur in adolescence, the age of 10 s / d
20 years
a. During his teens explore their
independence and build a sense itself.
b. Children are faced with the discovery
of who they are, how they would be,
and where they are headed in life (to
the stage of maturity).
c. Children have faced a lot of new roles
and status as adults - work and
romance, for example, parents should
allow teens to explore many different
roles and the way in a particular role.
d. If teens exploring such roles with a
healthy and positive way to be
followed in life, positive identification
will be achieved.
e. If adolescent identities rejected by
parents, if teens are not adequately
explore the many roles, if a positive
future path is not explained, then the
identity confusion is rampant.
f. But for those who receive adequate
support for the personal exploration,
sense of self, a sense of independence
and control he will appear in this
stage.
g. For those who are not sure of the
confidence and desire, will come a
sense of insecurity and confusion of
the self and its future
6)
Step 6. Intimacy vs. isolation
(intimacy vs. isolation)Occur during early
adulthood (20s s / d 30 for the year)
a. Erikson believes these stages is
important, the phase one build a close
relationship and are ready to commit
to another person.
88
b. Those that succeed at this stage will
develop a committed relationship and
secure.
c. Erikson believes that a strong personal
identity is important to develop an
intimate relationship. Research has
shown that those who have little sense
of self tend to have a shortage of
commitment in a relationship and
more frequent emotional isolation,
loneliness and depression.
d. If it fails, it will display a sense of
alienation and distance in the
interaction with people.
7)
Step 7. Generativity vs. stagnation
Occurred during the middle adulthood
(40s s / d 50-year).
a. During this period, they continued to
build his life focusing on career and
family.
b. Those who succeed in this stage, it
will feel that they contribute to the
world with its participation in the
home and community.
c. Those who fail through this stage will
feel unproductive and not involved in
this world.
8)
Step 8. Integrity vs. despair
Occurred during late adulthood (60s years)
a. During this phase tend to make a
reflection on the past.
b. Those who did not succeed in this
phase, will feel that his life was
useless and had a lot of regret.
c. Individuals will feel bitterness and
despair
d. Those who successfully pass this
stage, meaning it can reflect the
successes and failures that have been
experienced.
e. This individual will achieve wisdom,
even in the face of death
In each level, Erikson believe
everyone will experience the conflict /
crisis was a turning point in development.
Erikson argues, these conflicts are
centered on the development of
psychological quality or failing to develop
the quality of it. During this period,
increasing the potential for personal
growth. So is the potential for failure.
From the theory of Personal and Social
Development
of
Early
Childhood
Erikson‘s theory is that it is appropriate in
early childhood education only up to 4
stages.
1. Phase 1. Trust vs. Mistrust
a. occurred at the age of 0 s / d 18
months
b. From birth to age one year and is
the most basic level in life.
c. Depends on the care of infants
d. If the child succeeded in building
trust, he will feel safe and secure
in the world
2. Phase 2. Autonomy vs. shame and
doubt
a. occurred at 18 months s / d 3 years
b. Early childhood and focuses on
the development of self-control.
c. The use of toilet training is an
important part
d. Other important events include
gaining more control over the
selection of
e. food, toys are preferred, and also
the selection of clothing.
f. Children who successfully pass
this stage will feel secure and
confident,
g. While others were not enough and
feel hesitant about yourself.
3. Phase 3. Initiative vs. guilt
a. occurred at the age of 3 s / d 5
years
b. The pre-school age starting to
show the power and control the
world through live games and
other social interactions. Children
who succeed in this stage feel
capable and competent in leading
others. There is an increasing
sense of responsibility and
initiative.
c. Those who fail to reach this stage
will feel guilt, feelings of doubt,
and lack of initiative.
d. Erikson believes that most guilt
can be replaced quickly by a sense
of success
4. Stage 4. Industry vs. inferiority
a. Occurred at 6 s / d of puberty
b. Through
social
interactions,
children begin to develop a sense
of pride in the successes and
abilities.
c. Children who are supported and
directed by parents and teachers to
build feeling competent and
confident with the skills they
have.
d. Children who receive little or no
support from parents, teachers, or
peers will doubt his ability to
succeed.
e. Initiatives achieved prior to
motivate them to engage with new
experiences.
f. When switched to the middle and
late childhood, they direct their
energies toward the mastery of
knowledge and intellectual skills.
g. Problems that can arise in primary
schools is the development of low
self-esteem,
feelings
of
competence and unproductive.
h. Erikson believes that teachers
have a special responsibility for
the development of children's
persistence.
Erikson's theory shows that a
phase of development will affect the
subsequent development. Someone who
can not pass through a stage with good
effect on subsequent developments. It is as
if to imply that the errors that occurred at
some stage may not be corrected at a
later stage. The question is whether human
life there is no opportunity to learn for the
second time?. This question is very
interesting to think about it, especially
89
since the human essence of lifelong
learning. Humans in general have always
had desire to be the best. In the adult stage
with a more mature concept of human
thinking with the level of awareness about
himself higher, humans are able to look
back to try to correct the mistakes of the
past into a better human future.
Early Childhood Education is one
the foundation to the growth and physical
intelligence), socio-emotional (attitude and
behavior as well as religious) language
and communication, according to the
through which early childhood.
What is the difference in children
who received early childhood education in
a quality institution with a child who did
not get early childhood education?
According to Byrnes (winning the title
Woman of the Year of Vitasoy in
Australia) in early childhood education
institutions are good, children will learn to
become an independent person, strong
sociable, confident, have a great curiosity,
can take an idea, develop ideas, go to
another school and ready to learn, quick to
adapt, and eagerness to learn.
Meanwhile, children who do not
receive early childhood education will
slow to accept anything. Children who do
not receive appropriate early childhood
education, would like a gasoline car that is
not empty. Children who are educated
early age appropriate to have a full tank,
the engine will direct the way so he's in a
new place. While children are not
educated early age would have trouble
starting the engine, would slow.
Therefore, it is undeniable that the
early childhood education is a fundamental
and
strategic
human
resource
development. Once the importance of
education is not surprising that many
90
countries are very big concern for
education is up to the Indonesian
government was providing free education
to junior level
Closing
Character-Based Education as a
national movement that started from the
early childhood through college, the early
childhood has an important factor in
shaping the character of children. Besides
forming the character of early childhood,
early childhood is also beneficial to the
development of personal and social
development. Suggest to optimize early
childhood development in personal and
social development are as follows:
1. The need for educational equity,
particularly at the level of formal and
non formal early childhood so that all
children in Indonesia aged 0-6 years in
early childhood can feel formal and
non formal. Educational equity in
questions to multiply the formal and
non
formal
early
childhood
institutions.
2. Need to optimize early childhood
socialization about personal and social
development of children.
3. It needs a curriculum that is
operationally led to optimize the
development of personal and social
development. Curriculum should be
tailored to the circumstances of eacheach area related to the diversity of
different traditions in Indonesia.
Reference s
Aisyah, Siti dkk., 2007, Perkembangan
dan Konsep dasar Pengembangan
Anak
usia
Dini, (Penerbit
Universiti Terbuka).
Byrnes,
Sandralyn,
Australia‘s
&
International Teacher of the Year
saat seminar kecil di acara Giggle
Playgroup Day 2011, Gelaran
Miniapolis
&
Giggle
Management, Jumat, 11 Februari
2011.
Clifford T. Morgan, et. Al, 1986, (Inggris)
Introduction to Psychology. New
York: McGraw-Hill Inc. P. 473.
Dewi
Rima
Arfatiningsih,
blog,
elearning.unesa.ac.id/tag/apamakna-hakikat-ips-untuk-anakusia-dini
http://www.haveford.edu/psych/dd
avis/p1099/erikson.stages.htm/.
"Erik Erikson, 1991, Psychoanalyst Who
Reshaped Views of Human
Growth, Dies", New York Times,
13 Maret 1994.
George Boeree, 2008.
(Indonesia)
Personality Theories: Melacak
Kepribadian
Anda
Bersama
Psikolog
Dunia, Yogyakarta:
Prismasophie, Hal. 74-78.
Jhon
W.
Santrock,
Life-Span
Development, University of Texas
at Dallas, 1995
Mulyadi, Seto, 2011, Peran PAUD dalam
Pendidikan,
Pentingkah
?
http://paudanakceria.wordpress.co
m/tag/taman-kanak-kanak/
Old. S., Feldman, Human Development,
Kencana Prenada Media Group,
Jakarta, 2008.
Sarlito W Sarwono, Berkenalan dengan
Aliran-aliran dan Tokoh Psikologi,
Bulan Bintang, Jakarta, 2002.
Singgih D. Gunarsa, Dasar dan Teori
Perkembangan Anak, Gunung
Mulia, Jakarta, 1990
Sujiono, Yuliani Nurani, 2009, Konsep
Dasar Pendidikan Anak Usia Dini,
Jakarta: PT Indeks.
Suryabrata, Sumadi, 2003, Psikologi
Kepribadian, PT. Raja Grafindo
Persada,
Jakarta:
Papalia.
D.http://ardycupu.wordpress.com/
2009/10/05/perbedaanpsikoanalisa-sigmund-freud-danerikson/.http://tiwipratiwi07.word
press.com/2011/02/14/teoripsikoanalisis-freud-dan-erikson/
91
MANAGEMENTACTIVITIESINEARLY CHILDHOOD
EDUCATION INSTITUTIONS
Rakimahwati
Lecturer at state University of Padang
Abstract
Early childhood educationis crucialto be implemented asthe basis for theformation ofhuman
personalityespecially good character, noble manners, bright, cheerful, skilled, and
devotedtoGod
Almighty.
Early
childhood
educationis
not
necessarily
expensiveorthroughaspecificevent, butearly childhood educationcanbeginat homeorinfamily
education.
The development of childrenin the first yearis criticalanddetermines his/her qualityinthe
future. Each of individualchildrenisdifferent, unique, andhas its own characteristicsaccording
to thestages ofhis/her age. Therefore,early childhooddevelopment effortsshould
beimplemented through games, due to playing is afun activityfor children,
throughplaying;childrenhave the opportunitytoexplore,discover, express feelings,andbe
creative. In addition,playingcanhelpchildrento know him/herself andwith whomtheylivesand
the environmentwherethey livesorresides.
Based on factsorempiricalstudythatcomes up a lotof questionssuch aswhyyoung
childrenneedearly
childhoodinstitution?
Whattype
of
services
providedbyearly
childhoodinstitutionsfor young children? Whereearly childhoodinstitutionscan beestablished?
Who
isallowed
tomanage
theearly
childhoodinstitution? How tomanageearly
childhoodinstitutionsin accordancewiththe needs of childrenand thecontextin whichyoung
childrenare or live? How todevelopthe management ofearly childhoodprogram? Then, many
questions willariseinourminds. To be able tolearn, weneed tostudy thescope ofthe
management ofearly childhoodinstitutions. In order to learn more about the management
oftheseactivitiesinearly childhoodinstitutions, especially in nurseryandgardennurserycanbe
clearly understood.
The scope ofmanagementactivities inearly childhoodinstitutionsin particularplaygroup,
nurserygardensandsimilarinstitutionsearly childhoodunits, such as postearly childhood, an
integrated health post, community developmenttoddlersfamily, al-qur'an educationalgardens,
parkspiouseducation,
andfaithbuildingwillhave
astrong
footholdifyouunderstand
thefoundations ofjuridical, philosophical, religious, andscientificbasis both empiricallyand
theoretically.
Keywords: management, activities, early childhoodinstitutions
Discussion
I. ManagementActivitiesinthe Nursery
National
developmentisessentiallycomplete
Indonesianhuman development. Toachieve
this goal, the government seeksto
preparequalifiedyoung
peoplewiththe
basicconcepts of fostering growth and
development of children in integrated and
holistic, covering aspects of health
education services, and nutrition is
92
directed towards the realization of the
improvement or advancement and child
survival.
The
studyof
earlychildhood
education
as
the
effortaimed
atfosteringearly
childhood0-6
years
oldinaspects
of
health,
nutrition,
andpsychosocial(cognitive,
social,
emotional)
conductedbyan
integrativeenvironment (family, schools,
institutions, andchild care, as well
aspeers).
This
integrativecoachingisveryimportantbecaus
e itwill affectgreatly tothedevelopment of
the
children.
Playgroups
as
an
indispensablepresencein an effortto help to
lay
thefoundationanddevelopment
ofmultimulti-potentional
intelligenceonevery childin the form
ofknowledge,
skills,
and
attitudesbeforechildren
enterfurthereducation. In addition, the
group also played a phenomenon of a
society that provides services in early
childhood education as a necessity driven
by the increasing dynamics of life in a
modern society.
The
Governmentisexpectingthe
participation ofcommunitiesin improving
theserviceorganization ofthe nurseryin
accordancewith
the
needs
oflocal
communities.Government also supportin
the
form
ofstimulusfunding,
equipmentdonations of educational games,
andtraining
fortutorsoreducatorsinearly
childhoodeducation,
nurserygardens,
andother similarunits ofearly childhood
education.
This
isaseriousform
ofgovernment attentionto improve the
quality offuturegrowth and development
ofearly childhoodin Indonesia.
A.
The
Foundations
of Play
GroupManagementActivities
1. Understandingtoddlers(infant of
three years old)
National Association for Education
of Young Learners (NAEYC)definesearly
childhoodas
aneducationalserviceto
8yearoldsforfullorhalfdayactivitiesathomeoroutsidethe institution
(Carol Seefelt & Nita Barbour, 1998: 13).
The Association of American Educators,
based in the age range defined by the
development of research in the field of
child developmental psychology indicates
that there is a predictable pattern
associated with the development that
occurred during the first 8 years of a
child's life. NAEYCalso servesas an
agency
thatprovides
guidancein
maintaininga
quality
of
early
childhoodprogramthat
isappropriateto
developmental
levelandindividualuniqueness.
The distribution of the age range based on
the uniqueness of the rate of growth and
development of early childhood in
Indonesia, are listed in the curriculum and
learning outcomes of early childhood is as
follows:
a. period of -12 months of age born
b. the 'toddler' or toddlers or infants aged
three years
c. the pre-school ages 3-6 years old
d. the initial class of elementary age 6-8
years
(Ministry
of
Education,
curriculum of early childhood learning
outcomes, 2002:1)
2. The concept of Play Group
Play group is a forum for business
development with emphasis on child
welfare activities and play a pre-school
education for children younger than 3
years old to enter elementary education
(early childhood Directorate, 2006).
Besides, play group is a form of early
childhood
education
in non-formal
education channels (Non-formal early
childhood) education programs as well as
the welfare program for children from
birth to 6 years old.
Early
childhoodis a figureof
individualswhoare undergoinga process
ofrapidandfundamentaldevelopmentsinthe
next life. Early childhoodin the range08years (NAEYC, 1992). Children08yearsduringthisperiodof
rapidexperienceinhumanlifespandevelopm
ent(Berk,
1992).
Early
childhood,
especially
on
thelevel
ofplaygroupfocusedonlaying
thefoundationto
thephysicalgrowth
andmotordevelopment;
bothgross
motorandfine motor skills, intelligent,
93
intelligence, language and communication
in accordance with the uniqueness and the
developmental stages through which early
childhood
(http://id.wikipedia.org/wiki/education),
andvice
versaactivities
providedmust
conform tothe development and needsof
eachchild.
In
fact,
most
parents
andeducatorsare
notaware
of
thetremendouspotentialheld
byearly
childhood. The condition wascaused by
thelimitations ofparents andeducatorsfor
knowledgeandinformation
relating
to
thecare and protectionof young children.
The limitationsultimatelyresulted inmultipotential andmulti-intelligence possessed
bythe childcan not developoptimally.
B. The Objectivesin the Group
Management Activities
The
general objectivein
the
managementof
activitiesat
playgroupisprovidingearly
childhoodplaygroup2-4
yearsinaccordanceto the constitution of
republic Indonesia1945lawNo.20of 2003
onnational
education
systemsChapterIIArticle
3,
namely―Functioningof nationaleducationto
developskillsandform
thecharacterandcivilization ofthe nation's
dignityin the context ofthe intellectual life
ofthe nation, aimed atdevelopingthe
potential
ofhumanlearnersto
becomeafaithful
and
devotedto
GodAlmighty, good manners, healthy,
knowledgeable, skilled, creative, andbe a
citizenof a democratic andresponsible‖
(Law No.20 of IndonesianRepublicin
2003).
Special-purposemanagement
ofactivitiesinplaygroupisprovidingearly
childhoodservicesin2-4
yearsatplaygroupas follows:
1. developed the religious life as early as
possible so that children have a moral
and virtuous character
94
2. developed self-reliance so that children
can serve themselves / self in everyday
life
3. developed language skills so that
children are able to communicate
actively and passively with the
environment
4. developed cognitive so that children
have the cognitive ability to connect
knowledge and experience already
possessed by them.
5. developed creativity so that children
become creative, smooth, flexible, and
has a spontaneity in spoken and
thought
6. developed a feeling or emotion that
children are able to control emotions
and pro-social behavior and can show a
reasonable reaction
7. developed social skills that children are
able to think and to develop pro-social
skills naturally and can increase
sensitivity to the social life
8. developed skills so that children can
develop fine motor skills in working
out their hand
9. developed a child's body in order to
develop gross motor skills in working
out the body for growth and health
10. improved the process of child
development in order to form a
reasonably qualified human resources
at an early age by learning through
playing
11. improved the managementactivities
anddevelopa
systematic,
holistic,
andintegrative
C. Approach in the Management of
Activities in the Playgroup
There are three principle approaches
in the management of activities at
playgroup.
The
following
is
an
explanation of these three principles.
1. The Principles ofEarly Childhood
Education
a. oriented
to
thechildren‘s
needsdevelopmentactivitiesshouldalwa
b.
c.
d.
e.
f.
g.
h.
ys beaimed at thefulfillment ofthe
individualchild's
development.
Everychildis
aunique
individualsoeachchildhasdifferentneed
sstimulation.
developmentactivitiescarried
outthroughplay. Playis an approachin
managingthe development ofchildren.
Playing
activitiescarried
outby
applyingthe methods, strategies, tools,
and
themedialearnthat
stimulatechildrento
explore,discoveranduse
theobjectsaround him/her.
stimulatethe
emergence
ofcreativityandinnovative
thinkingcreativityandinnovative
thinkingis
reflectedthroughthe
variousactivities
thatmake
childreninterested, focused, serious,
andthe concentrationuntila childcan
producesomething new
provide an environment thatsupports
thedevelopment process
environmentmust be createdto bea safe,
comfortable,
supportive,interestingandfun
forchildrenduringtheirplay
develop thelife skillsof children
life skillsgearedtohelpchildrenbecome
independent, disciplined, able to
socialize, andhave thebasic skillsthat
are useful forlater life
using
avariety
ofsourcesandmediadevelopmentin the
environmentaround the child
implemented in stageswith reference
to theprinciples ofchild development
stimulation of education covering all
aspects
of
development.
The
stimulation of holistic education
includes all aspects of child
development. When a child is actually
doing something he/she is developing
his/her intelligence.
2. The Principle of Child Development
a.Childrenwilllearn
best
whentheir
physical
needsmet
andfeelsafeandcomfortablein
its
environment
b.
Childbeginsto
learncontinuouslyfrombuildingan
understanding ofsomething, explore the
environment, to reinventthe concept
tosomethingcapable
of
makingsomething worthwhile
c.
Childrenlearnfromsocialinteractionwith
adults
andwith
peersin
their
environment
d.
Child'sinterest
andperseverancewillmotivate
their
learning
e.
Childdevelopmentand
learning
stylesshouldbe
consideredas
anindividualdifference
f.
Childrenlearnfrom
simpleto
complex,fromconcretetoabstract,
frommovementtoverbal,
andfrom
personal tothesocial.
3. The principle of education in the play
is learning through play
a. Every child is unique. They growth and
development of skills needs, desires,
experiences, and came from different
family backgrounds
b. Children aged 2-6 years is a child who
likes to play. For children, playing is a
way of learning. Therefore, playing
activities should facilitate diversity in a
fun way of learning, volunteering, and
caring about the environment
c.
Educatorwho
servedin
theplay
activitiesareeducators whohave the
willingnessandability
toeducate,
understand
thechild,
willing
to
developthe potential ofchildren, full
ofaffection andwarmth, andwilling
toplaywithchildren.
II. The Management of Child care
center
95
A. The Main Concept of the
Management of Child care center
Childcarecenteris thevehicle forthe
careof
socialwelfarethat
servesas
asurrogatefamilyfora certaintimefor the
parentswho was unableordo nothave
timeto servethe needsof their children.In
addition,childcarecenteris alsoreferred to
asa
vehicle
forfosteringeducationandwelfare
of
childrenwhoserve assurrogatefamiliesfora
period
of
timeforparentsunableordo
nothave enough timeto care forchildren
due to their job or other reasons.
The child‘s age from birth
toprimary educationby enteringagolden
periodof growthanddevelopmentas well
asthe
critical
periodin
human
lifethatwilldetermine
thefurtherdevelopment of thechild. This is
the right time growing up child and
develops their physical skill, language,
social-emotional, self concept, moral, and
religion values. The efforts to developthe
full
potentialrequirea
clearmanagementandactivitiesaimedspecifi
callyatchildcarecenter.
Children are also part of the present
and future owners where they will
continue the survival of this nation. Child
is an asset of families, communities, and
nations so that should get the care,
custody, and physical development,
mental, spiritual, social and optimally
from the outset. Based on the constitution
No 4 in 1979 states that all parents are
theprincipalandfirsteducators
who
responsible for therealization ofchild
welfare, physical, mental, spiritual, and
social.
This
is
triggeredby
theeconomic
conditionsdo
notallowthe
familyto
hireananny. Therefore, there was an
institution
thatreplacesthe
function
ofcareandeducation for thechildrenwhile
the parentswork. The need forchildcare
centeris increasingly importantbecause
ofthe presence ofthese institutionscanhelp
parentsshape
the
personality,
the
cultivation of religious values, norms,
manners, character, intelligence, tolerance,
ethics, andaestheticsin the child.
2. The LicensingofChildCareCenter
Licensingas alegalchildcare centeris
requiredas
a
form
ofprofessionalrecognitionandtheconstructi
on
effort.
Childcarecenterlicensingfunctionsas
follows
i. form of service quality in child care
center
j. provide protection to children
k. as the accountability of the
implementation in the works in
accordance with the regulations.
3. The FormandCharacter
ofChildCareCenter
There arethreetypes ofchildcare
centerbased onthe shapeand
characterthat is
a. childcare center for full day care,
around 9 hours
b. childcare center for half day care,
around 5 hours
c. childcare center for incidental day
care, around 1 or 2 hours, usually
incidental in shopping center
4.
B. The Main Concept of Child Care
Center
1. Child Care Center as basic needs
The basic need forchildcare
centerstartsfromthe
awarenessof the
importance
ofparentalcareandearly
educationinthe lower middleclass family.
96
The
Implementation
of
ChildCareCenter
The organization of child care
centers provides integrated services in the
areas of nutrition, health, and psychosocial to children ages birth to six years.
Welfare services at this time according to
law No. 4 of 1979 on the welfare of
children is defined as social welfarethatis
intendedtoguarantee thewelfare ofchildren,
especiallythe basic needs ofchildren.
Socialservicesfunctionsprovided:
a.
preventionisto
avoidyoung
childrenfromthe socialenvironmentthat
hasmany
obstacles
thatwillcause
theunmetneeds
of
childrenis
moreoptimal
b.
developmentthatenhancethe ability
ofyoung
childrenaccordingto
developmental level andability ofthe
social environmentin the process ofcare
giving
c.
rehabilitationisto
healandminimize
theimpact
ofvariousforms
ofneglectexperienced bychildren under
fiveand
simultaneouslysolve
theproblems experienced bythe child's
socialenvironmentand
restore
thepositionandrole
ofchildren
and
thesocial environmentin thelife of its
people
d. protectionisto preventvariousforms
ofinsecurityin
infantsandchildrento
besocialenvironmentcan
lead
toneglectand
problems
inthe
environment
e. supportthat issupportingthe efforts
madebyother
sectorsin preventing
andsolvingproblems andimproving the
welfare ofchildren under fiveandtheir
social environment
The shape ofthe organizationand the
services
providedthroughchildcarecentersare
as
follows
a. Social service; is given in various
programs
especially
in
social,
adaptation, integration, gaining aims
and pattern that is applied by parents
such as social service, story reading,
cognitive, and psychomotor.
b. care servicesprovidedin the form
ofcareandguidance
c. health services tohealth promotion,
treatment, health consultations, and
health care
d. bothconsultingservicesandcounselingp
sychologyand
healthto
the
childthrough
thefamily(parentsandchildrenof kin)
e. referral
servicesthatreceiveandsendchildrenfro
mother
social
serviceneedsof
childrenandfamilies
f. information services, namely the
promotionand
delivery
of
informationto
the
public
aboutchildren's services, includingthe
children's library, a means ofeducation
/trainingandresearch
g. children
must
mastery
sixcompetenciesafter
attending
achildcarecenteractivitiesinthe
following;
1) Moralandreligious values, for
example; canworship, know
andbelieve
inGod's
creationandlove of neighbor
2) Physicalmotor
skills,
e.g.managementskills, including
bodymovementsthat controlbody
movement, gross and fine motor,
also receive sensor motor
stimulus
3) Language, for example; using
passive language when learning
4) Cognitive,
e.g.
thinking
logically, critical, giving reasons,
solving problems, and finding
causal-comparative relations
5) Social-emotional,
example;
knowing
and understanding
natural environment, social, and
culture in order to develop self
concept, positive thinking, and
control emotion
6) Art, example; children know
much about rhyme, tone, sound,
clapping hand, also appreciate all
creativity results
5. TheChildCareCenterinthe Future
97
Legalityandrecognition
ofchildcareservicesis
increasinglyclearcentershould
be
in
linewiththe increasingquality ofservicein
the administration ofchildcarecenteritself.
b. can develop family roles especially
family education and welfare
1. The Significance ofChildCareCenter
Management for Children
a. can develop the religious life in
general as early as possible so that
children have a moral and virtuous
character
b. can develop self-reliance so that
children can serve themselves or be
independent in daily life
c. can develop linguistics intelligence in
order to communicate both passive
and active towards many people in
their environment
d. can develop logical intelligence so the
children are able to correlate the
background knowledge that they have
e. can develop visual-spatial in order to
make all children become creative,
flexible, and act spontaneously
f. can develop emotional intelligence in
order to be able to adapt in
environment surround
g. can develop social intelligence that is
interpersonal intelligence in society at
large
h. can
develop bodily kinesthetic
especially gymnastic and motor skill
i. can develop naturalist intelligence and
problem solving
towards
their
environment
j. can develop child‘s growth optimally
in order to improve qualified human
sources in the future start from early
childhood
a. giving motivation to the society that
complex welfare service are really
essential especially (health, nutrient,
psycho-social, religion, and education)
start from early childhood till 3 years
old in order to understood their
personal concept and environment
holistically
Management for Parents
a. can develop child‘s growth optimally
in order to improve qualified human
sources in the future start from early
childhood
98
Management for Society
D.The Approaches ofChildCareCenter
Management Activities
Basically the approaches of child
care center management activities as same
as in play group that consist 3 basic
principle as follows
1. The Principles ofEarly Childhood
Education
a. oriented to thechildren‘s needs
developmentactivitiesshouldalways
beaimed at thefulfillment ofthe
individualchild's
development.
Everychildis
aunique
individualsoeachchildhasdifferentneed
sstimulation.
b. developmentactivitiescarried
outthroughplay. Playis an approachin
managingthe development ofchildren.
Playing
activitiescarried
outby
applyingthe methods, strategies, tools,
and
themedialearnthat
stimulatechildrento
explore,discoveranduse
theobjectsaround him/her.
c. Stimulatethe
emergence
ofcreativityandinnovative thinking
creativityandinnovative
thinkingis
reflectedthroughthe
variousactivities
thatmake childreninterested, focused,
serious, andthe concentrationuntila
childcan producesomething new
d. Provide an environment thatsupports
thedevelopment
processenvironmentmust be createdto
bea
safe,
comfortable,
supportive,interestingandfun
forchildrenduringtheirplay
e. develop thelife skillsof children
life skillsgearedtohelpchildrenbecome
independent, disciplined, able to
socialize, andhave thebasic skillsthat
are useful forlater life
f. using
avariety
ofsourcesandmediadevelopmentin the
environmentaround the child
g. implemented in stageswith reference
to theprinciples ofchild development
h. stimulation of education covering all
aspects
of
development.
The
stimulation of holistic education
includes all aspects of child
development. When a child is actually
doing something he/she is developing
his/her intelligence.
2. The Principle of Child Development
a. Childrenwilllearn
best
whentheir
physical
needsmet
andfeelsafeandcomfortablein
its
environment
b. Childbeginsto
learncontinuouslyfrombuildingan
understanding ofsomething, explore
the environment, to reinventthe
concept
tosomethingcapable
of
makingsomething worthwhile
c. Childrenlearnfromsocialinteractionwit
hadults
andwith
peersin
their
environment
d. Child'sinterest
andperseverancewillmotivate
their
learning
e. Childdevelopmentand
learning
stylesshouldbe
consideredas
anindividualdifference
f. Childrenlearnfrom
simpleto
complex,fromconcretetoabstract,
frommovementtoverbal,
andfrom
personal tothesocial.
3. The basicphilosophy of educationin
theplay group
Tocreatea qualityearly childhood,
advanced,
independent,
democratic,
andachievement,theplay groupis based on
thephilosophyof
educationisdefinedasforging, sharpening,
compassionandcare.The followingis an
explanation
a. Forging
Forgingis
the
effort
madetorealizeandenhance
thephysicalquality ofthe childthrough the
efforts ofhealth care, improving the quality
ofnutrition, regular exercise, andphysical
educationso
that
childrenhave
thecharacteristic
values
are:physicalstrength,agility,
endurance,anddiscipline.The
efforts
madetoachievethese
characteristicsincludethe following
1)Sports
Exerciseaimed
atimproving
the
healthandphysical fitnessas well as
supportingthe
establishment
ofdiscipline, responsibility, hard work,
endurance,
andsportsmanship.
In
addition, exercise alsoaimedtoimprove
the performance ofbothnational and
international levelthat couldevokea
sense
ofnational
pride.
Implementationis
done throughthe
provision ofsports facilities and
infrastructuresareadequatein
theplaygroupandalsoenhancethe
knowledgeandskillsof thesportforyoung
children.
2) Health
Health in early childhood aimed at
raising awareness of healthy living for
educators, families, and loved ones.
Efforts to improve child health will be
improved
including through the
prevention
and
eradication
of
communicable diseases, environmental
99
health, nutrition, clean water, maternal
and child health counseling, and
provision
of
adequate
health
infrastructure in the playgroup and at
home.
3)Nutrition
Improving the quality of nutrition
intended for young children can grow
and develop naturally and continuously
pursued. The program is pursued
through the provision of healthy and
nutritious food that is high, and the
provision of adequate facilities and
infrastructure within the playgroup and
at home, as well as a variety of
counseling/ providing information for
early childhood nutrition to parents and
the community around the child.
b. Sharpening
Sharpeningis
intendedforyoung
childrenhave
a
conditionthat
developsin
an
optimalintellectual,
healthy, andquality. This can be
donewitheducationthroughvariousprogr
amsof
activitiesin
theplaygrouparedesignedandplannedas
possibleso
that
it
canhelpchildrendevelop
thepotential,
interests,
talents,
appreciation,
perception, andintellectualcreativityon
an ongoing basisandpurpose.
c. Compassion and care
Compassionandcareis
basically
acompanionandprotection
ofyoung
children.compassionis
also
anefforttorealizeandensure
thefulfillment ofthe needs of children,
right tosurvival,emancipation, growth
and developmentrights, the right to be
protectedagainstinfluencesthat
can
harmthe growthanddevelopment of
children,
such
asharassment
andexploration.
Moreover,compassionis
also
anadvanceddevelopmenteffortthat
prioritizesdevelopmenteffortscontinued
100
togive priority tothe principle ofbest
interests of thechild, realizingthe rights
of
childrentoparticipate
fullyandutilization
oftheirleisure
timeusefully.
KNOWING THE CHARACTERISTICS BEHAVIOUR
OFEARLY CHILDHREN
Zulminiati
Lecturer at State University of Padang
Abstract
In essence, the development ofearly childrenbehaviorfollows thestagesthrough
whicheveryindividu.Kecepatandevelopment of everychildis different,so theformation
ofdifferent characteristicspula. Achild cango fasterprogresscompared toapeerfriends,
whileothersin the fieldis slower.This is whatled to the developmentof eachchild is unique., but
basicallythere arecertaincharacteristicsthat characterizetheir behaviorateach stage. Behavioral
characteristics ofearly childhoodis the formation ofa number ofpositivebehaviors, through
aprocess
oflearningin
education, withchildrento
cultivateawarenessof
himselfto
maturityandtheDAPTkedewasaan.Halobtainedthroughobservation,
keteladanandansocialinteraction. Behavior thatdevelopsin early childhoodamong whichis,
self-concept,
self-centered,
empathy,
problem solving, physical /movement,
thoughtandlanguage.
A. Introduction
Play is the hallmark of early
childhood activities, almost all of their
activities involve playing. Play in the early
period not only without meaning, because
it is through play children learn. Learn
about many things, including studying the
physical device itself memamfaatkan,
learn to know the meaning of friends,
learned to communicate with the same
verbal language with the language of the
neighborhood, and learn to behave in
accordance with the procedures of control
rules. Play while you learn and learn as
you play a phrase that sums up the
characteristics of physical activity and
early
childhood
mental.
Elizabeth
Hurlock, said that early period was a
period of golden (golden age) in child
development manusia.Anak had an
amazing leap of progress, not only
physically advances such as running,
jumping and flexible to use your fingers
too emotional and not a baby sosial.Anak
Again, he is an "I" who is beginning the
process of searching dirinya.Anak human
embryo has become an increasingly
clever, but because of the increase
"intelligence", then the child is now
becoming increasingly difficult diatur.Ia
began to realize that he is a man of
independent, then-I want to show to her,
saying "no" is the way children are most
apt to oppose the will of the people
lain.Perkembangan child starts looking for
independence and their peers. Children
have a variety of motor skill, able to
organize the inputs to address the problem
to an end. Children also get richer
emotions he felt and expressed, as well as
attached in love with someone close
dengannya.Anak feel what he feels, what
he can do and what he can not do.
Children also have the language
skills, perbendaraan word that dominated
the child is able to communicate his
wishes, so the child begins to smoothly
communicate with people around him. In
essence, the development of the child's
behavior following the steps taken by each
individual, although the speed of different
child-beda.Laju different development
allows for the different characteristics
between a child with a lainnya.Seorang
children can go faster than my friends
peers in one area, while in others it is more
lambat.Karena, the development of each
child is unique. Although every child is
101
unique, has a different speed of
development, but basically there are
certain characteristics that color the child's
behavior for each stage. Early childhood
behavioral characteristics seen in the selfconcept begins to develop, in addition to
coloring too egocentric behavior. Learn to
empathize,
there
is
a
curiosity,
imagination, solve problems, physical
effects and the development of thinking
and language development of children's
behavior.
B. Discussion
1. Characteristics Behavior of Early
Children Education
Characteristics of each individual is
different, because each individual is a
unity of body and mind to manifest itself
fully in its uniqueness (Ali and Asrori,
2011).
Uniqueness
and
individual
differences are also influenced by innate
factors and lngkungan owned by each of
the individual differences individu.Dengan
The implications and imperatives of each
educational
services
provided
in
accordance with the essence and nature
manusia.Manusia created unique, different
from each other and each individual has
different characteristics of individual
premises
which
an
individual
lainnya.Perbedaan nature is natural.
Various aspects of developing the
individual through a variety of ways,
resulting in changes of varying individual
characteristics.
Kitayama and Cohren, 2010, said the
strong influence of human culture
padapembentukan in aspects of cognition,
perception, memory, emotions, behavior,
taste and personality. Canfield and Wells,
1975 explaining the success in the
academic field is determined by whether
or not the successful conduct of education,
especially
regarding
the
concept
diri.Thoha, 2008 said human behavior is
as a function of the interaction between the
individual
and
the
environment.
102
Pai, 1993 said regarding the behavior of
human qualities, such as, self-esteem and
believe diri.Perilaku is the result of
learning. Because behavior is the result of
learning to bring some consequences.
First, efforts should be made terrencana,
systematic and aims to establish a positive
attitude. Second, efforts should be based
on the synthesis and lead to the integrity of
the individual. Third, the formation of
behavior associated with the academic
field, as determined by the behavior of
academic success. Children who behave
positively, like, open to criticism and
willing to accept the changes will succeed
in academic learning. Bandura says, one
child behave based on a model that he
lihat.Kemudian Vaugham and Hogg, 1995
said the establishment of the child's
behavior will be effective, if they are
given the opportunity to participate and
explore and express dang develop ideas in
a warm, friendly and enthusiastic. Some of
the above description it can be concluded
that early childhood karakteristi behavior
is the formation of a number of positive
behavior through learning outcomes in
education. Education to establish early
childhood behavior requires methods and
strategies, in which there is experience,
example, and the interaction sosial.Model
and the chosen strategy puts the growth of
awareness of children about him towards
maturity
and
adulthood.
2. Some Aspects of the Development of
Early Age Be havior of Children
a. Growth of Self Concept
Early in the life of the child to feel
that the self and the environment together,
but in his understanding of life berlahan
berkembang. Anak realize that he is
different with others, he began to
recognize him as the "I" and has a range of
feelings to himself. Along with an
understanding of the differences in
identity, children are also beginning to
realize that another party has an identity
sendiri.Anak also been aware of the
different roles.
b. Egocentric
Although the children realize that
other people have their own feelings, but
egocentric child is still strong. Strong
egocentric behavior will also affect
children at bermain.Hal can be seen,
where the children play with other
children with no interaction, children are
reluctant to lend, or otherwise refused to
return the toy pinjamannya.Perilaku paves
the conflict or dispute in play activities
bersama.Piaget told how to think children
are selfish is considered correct what he
thinks, although not correspond to reality.
c. Overflow of Curiosity
Naturally, early childhood have a
great curiosity to know besar.Rasa in
various fields, including the sexual field.
The child asked the baby where it came
from and sebagainya.Menurut Sigmund
Freud, a psychoanalyst said the child will
form a bond with the parents of the other
sex berbada. Children prempuan close to
his father, while the boy close to her
mother. Children begin to understand
gender differences and feel the sense of
being a boy and a girl.
d. The rich world of imagination
Early childhood behavior is
heavily influenced by imajinasi.Ia still
difficult to distinguish between a child's
imagination with realitas.Seperti busy
telling "experience" is actually just a
fantasy, because children can not
distinguish between reality and fantasy.
Delusion may lead to an illogical fear,
anxiety. But imagination also has an
important function in life anak.Imajinasi is
a tool to explore the world, a tool for
experimenting with the experience and
feelings anak.Khayalan usually give birth
to imaginary friends or imaginary friend
for anak.Seperti see children talking
themselves, in fact the child is talking to
imajinernya.Hal friends can freely pour
out his feelings, when upset, scolded, and
so on, children can let go of tension. So
the rich imagination of children in
everyday life is a reflection of the child's
development
and
imagination
will
gradually shrink as the child's growing
understanding of reality.
e. Considering Learning Pain
Early childhood interest in peers
began to grow, and be able to choose
friends dekatnya.Anak began to enter the
associative play. It can be seen the child
involved in play groups with his friend,
anakmeningkat
socialization
skills,
although still modest level. Children begin
to develop empathy, he began to feel what
is perceived by others. Child's awareness
of the feelings of others is part of the
development of the ability to separate
between himself and others. Awareness of
the nature or the world around, so that the
child is interested in the environment.
Children will try to adjust their behavior to
be accepted in its environment. If
previously to be reactive and spontaneous
child, the child finally able to "see" the
result
will
tindakannya.Karenanya
children carefully and weigh the result of
his actions.
f.
Problem Solving.
In line with the increased
understanding of reality, the child's ability
to solve problems started kelihatan.Anak
express wishes and feelings of joy, joy,
and not in a way acceptable to the
environment. Children have started to read
the facial expressions of others, so the
child can respond with either, because the
children already know which one is right
danmana, and feelings of internal
muncul.Kontrol malupun is easy to get
along
with
your
child
in
sebayanya.Umumnya child is able to enter
the stage play cooperative, children are
103
able to cooperate with temannya.seperti;
listen and respond tepat.Akhirnya children
can be emotionally self-contained, ready
to enter the environment and adjust their
behavior to the broader standards of
behavior.
3.
Physical influences, Cognition
and Language Behavior Against
From early childhood karakteristi
above, it is clear that at an early age is an
important
period
for
children's
development
selanjutnya.Menurut
Sigmund Freud "the first five years of
experience of one's life really define
mental health and ability to adapt in later
life". Indeed the development of the child's
behavior does not stand alone, but in line
with the development of other aspects of
the physical, cognitive and language
development.
a. Physical Development
Increasing children's physical abilities
will affect children's behavior, he was
able to fend for himself or
independent, even give help to people
lain.Karena that sometimes your child
refuses help, because kids want to do
sendiri.Meningkatnya
physical
abilities of children by encouraging
the increased mobility of the child, so
children almost never silent. always
wanted to move on to see and
experience many hal.Montessori said
physical movement / motor will make
the child direct the meaning of
freedom and make the children
become more calm, happy and feel
satisfaction.
b. Development of Thinking.
In the early preschool years, children
begin to develop an understanding of
the ability perpikir logical, but still
limited.
While
curiosity
overwhelming, this will result in the
child's behavior. For example, kids are
104
so annoying because it always asking
this and oitu, but difficult given the
understanding
that
sesuai.Ferrari
(2010) said that knowledge and
cognition can develop well in a
contextual experience, specific and
situsiasional then Montessori viewed
education as a means to provide
assistance to the life of one child in the
child's
developmental
process
anak.Ikutilah mind, that by following
the development of children, teachers
can
adjust
teaching
methods,
curriculum
and
children
well.
c. The development of Languages.
Child's vocabulary is meningkatpada
early age, language development is
very important in the lives of children
selanjutnya.Anak
be
able
to
communicate better, to express wishes
verbally. That is why children need
peers, so that children can melatif
vocabulary by playing along with
temannya.Montessori
said
the
importance of language development
in children is that he is better able to
express
feelings
and
himself.
Anonymous said then physical / motor
and language will support the
establishment of the whole personality
of the child.
Conclusion
1. Development of early childhood
behavior follow the stages through
which every individu.Kecepatan every
child is different, so the formation of
different
karakteristikyang
pula.Seorang children can go faster
progress than their peers, while in
other areas more lambat.Hal is what
causes the development of every child
is unique.
2. Karakteristi early childhood behavior
is the formation of a number of
positihf behavior through learning
outcomes in education to develop
awareness of children about him sticks
ripeness and maturity, gained through
experience, example, and social
interaction.
3. Behavior that develops in early
childhood include, self-concept, selfcentered, empathy, problem solving,
movement / physical way of thinking
and language.
References
Ali dan Asrori (2011). Psikologi Remaja
Perkembangan Peserta Didik.
Jakarta : Bumi Aksara
Ferrari, Michel dan Ljiljana Vuletic
edc.(2010).Developmental
Relations mong Mind, Brain and
Education. London : Springe.
Izzaty, Rita Eka (2005) Mengenali
Permasalahan Perkembangan
Anak
Usia
TK,
Jakarta:
Depdiknas.
Jaipaul.L.
Roopnarine
dan
James
E.Johnson,2011.Pendidikan Anak
Usia Dini: dalam berbagai
pendekatan, Jakarta: Kencana
Premada Media Group.
Putra, Nus dan Dwi LestariNinim
(2011).Penelitian
Kualitatif
PAUD, Jakarta: Raja Grafindo
Persada.
Thoha ,Miftah (2008). Perilaku Organisasi
Konsep dan Aplikasi, Jakarta:
Raja Grafindo Persad.
105
DEVELOPING INTRAPERSONAL INTELLIGENCE THROUGH
TECHNIQUE "MAKE-BELIEVE PLAY" IN ORDER TO MAKE
CHARACTERIZED EARLY AGE CHILDREN
Nina Kurniah
FKIP University of Bengkulu
[email protected]
Abstract
This
study
aimstodevelopintrapersonalintelligencein
realizingthecharacterized early
childhood, throughthe technique of "Make-believeplay" inlearning, meanwhile, the focusof
the
problem
ishow
to
optimize
theintrapersonalintelligenceinlearning
by
usingthesetechniques. This study is aClassAction Research(Classroom ActionResearch),
followed by smallexperiments toseethe effectiveness ofactions taken. Subjectswere
24children aged5-6 years old ingroupB, in thekindergartenAl-Muhajirin BengkuluCity.
Selected activitiesin developingthe character isthe technique of "make-believe play" in
theclassroom. The research dataobtainedwere processed usinga percentage. The analysis
showedthattheapplication
of"make-believe
play"
inlearning,
itcandevelopintrapersonalintelligencein an effortto make characterizedearly childhood.
Key words: Intrapersonal intelligence, technique “make-believe play” and character
Intrapersonal Intelligence Develop
Through Technique "Make-Believe
Play"Early Children In Making
Character
Introduction
Develop character education in
early childhood is an effort that is
appropriate and essential to lay the
foundation for further growth and
development, therefore the Government
has given serious attention to include it
explicitly in a separate article (Article 28),
Law System Education No. 20 of 2003,
whereas in Article 1, point 14 stated that
"A development effort aimed at children
from birth to age 6 years through
educational stimulus to promote the
of the child to have entered the educational
more information. This is a manifestation
of that has been mandated by the 1945
Constitution, the nation's intellectual life.
The Birth of Law. 20 of 2003 also
complements a No. Constitution. 23 of
2002 on Child Protection which is also
106
confirmed al that every child has the right
to education and learning in the context of
personal development and level of
intelligence in accordance with the
interests and talents (article 9, paragraph
1).
Intelligence of children have a
high ability to help deal with the problems
experienced in his life. Actually,
intelligence has been owned by a child
from birth and need to be developed
through a variety of stimulation provided
continuously until adulthood, as it will
provide great benefits for the children
themselves in the next life in everyday
society. In line with this, comes a new
theory of Howard Gardner on multiple
intellegences the view that children have
multiple intelligences, which include
(linguistic,
visual
spatial,
logicalmathematical,
kinesthetic,
natural,
interpersonal, intrapersonal, musical, and
spiritual). The theory has been aware of
how many each child has a real chance to
be great according to his field.
Furthermore Gardner suggests that
intelligence is (1) the ability to solve the
problem: (2) the ability to generate new
problems to be solved, (3) the ability to
create something or pay tribute to
someone (htt: www. Infed.org / thinkers /
gardner.htm, downloaded on May 3,
2012).
What matters now is "How to
develop intelligence efforts in Optimal
early childhood.? In this study focuses on
intrapersonal
intelligence,
because
intelligence is closely related to the
character development of the child's
personality, in line with the program being
promoted by the Government at every
level of education in Indonesia.
Moreover, as we witnessed a
phenomenon that occurs frequently in
Indonesia,
which
showed
low
intrapersonal intelligence has, among
others: the fragility of social solidarity
between the members, mutual suspicion,
no respect, no trust, no discipline, no
responsibility, selfish individual interests
above the interests of the people. Conflic
occurred between tribes, races and
religions. conflic between students,
between communities, and so on. More
ironic is the moral and religious values are
not used as a guide in everyday life.
The fact also shows as well
informed through the daily newspapers
compass (10 July 2010) and television
media, that sexual abuse in early
childhood, whether committed by children
under the age of adulthood, or by adults
themselves even by their own parents.
early children have dared to parents, so
parents physically abused such as ironing,
and burn it, eventually died, and many
other cases.
Facing the future of early
childhood as the next generation of
development in various aspects, and so
protected from the violence of the outside
(external) of the children, is also needed to
develop the character of learning is
primarily concerned with moral values and
religious values in themselves (internal )
since early childhood.
The results of observations of the
author on one of the Kindergarten(Almuhajirin) in the city of Bengkulu,
obtained information that already exists
for the development of intelligence efforts,
but the teachers feel difficulty in choosing
appropriate methods or techniques and fun
activities for teaching learning, due to the
limited ability of teachers to develop play
activities appropriate to their level of
development and grow early childhood at
any age service, therefore teachers feel the
need for assistance / donations innovative
thinking, particularly in determining the
activities of play in early childhood as an
effort to develop intellect and character
formation of the child, to realize the
environmental quality of graduates in
kindergarten al-muhajirin better.
On the basis of anxiety
experienced by these teachers, this study
focuses on the formulation of the problem:
"How to develop intrapersonal intelligence
in teaching learning to realize the
character in early childhood through
make-believe play techniques"? The
choice of make-believe play as one of the
solutions in developing intrapersonal
intelligence to realize the character in
early childhood, because it is based on
theories proposed by Piaget and Smilansky
in Dockett and Fleer (1999:59-60) on the
stages of play in early childhood, asserts
that the techniques make-believe play or
dramatic play called also very important in
developing social skills and emotional,
cognitive, and intellectual creativity of
children, also further stated that with the
play activities of children can develop the
ability to solve problems, study shows the
role that can be received an Environmental
social skills, honest, responsible, able to
adjust with peers, social groups in society
in accordance with the values or norms.
107
Methods
The method used in this study is
action research methods class (classroom
action research) model John Elliot.
Classroom action research is research that
is reflective to perform certain actions, in
order to improve and or enhance the
practices of professional learning in the
classroom. Nc. Niff. (1992) suggested that
a class action research goal is to enhance
or improve the practice of learning to be
more effective. In Handbook in Research
and Education, suggested that action
research aims "to develop new skills or
new approaches and solve problems with
direct application to the classroom or
world setting". In this study, an improved
system of learning is related to the
application of make-believe play in the
classroom, which is used by teachers to
develop intrapersonal intelligence to
realize that characterized early childhood,
kindergarten in Al-muhajirin Bengkulu
City. Once research is completed action,
followed by testing the effectiveness of the
field through a simple experiment using a
model of "One-Group Pretest-posttest
design".
The subject of this study were
children of kindergarten Al-muhajirin in
the age range is more or less 5-6 years. in
group B, totaling 24 children. While the
role of researcher acted as the design of
actions, the instructor in preparing the
learning scenario, set to be used in the
assessment of learning, as an observer in
the implementation of the action. In
addition, researchers assisted by two
teachers as an observer, to help observe
the interaction between children in the
learning process during the procedure, as
inputs for subsequent learning process.
sources in this study are: the ability of
teachers in designing and implementing
learning by applying the technique makebelieve play, children in learning activities
to develop intrapersonal intelligence,
according to the indicators to be achieved
108
by each child in learning, and assessment
used to measure target.
Analisisis technique is done as a
whole, is quantitative
on learning
outcomes were processed and analyzed
descriptively using percentages, while the
qualitative about the learning process
were analyzed inductively with the "flow
analysis" (Borg and Gall, 1989:26-27). Of
both types of analysis (quantitative and
qualitative) will be integrated to produce
meaningful conclusions.
Results and Discussion
The experiment was conducted in
2010-2011 school year, beginning with the
pretest / initial assessment prior to
implementation of the action, then the
implementation of action for two cycles
and every cycle, each consisting of three
meetings.
Intrapersonal
intelligence
indicators were observed in each cycle is
self-confident, independent, following the
agreed rules, discipline, courtesy, show a
sense of caring and responsibility. While
the
techniques
make-bilieve
play
performed by children playing there are
three titles are: "I like school", "boarding
school girl" and "defenders of the nation
and my religion."
1. The results of the initial assessment
Before being implemented action
research, first conducted the initial
assessment of the child's intrapersonal
intelligence, intrapersonal intelligence
obtained the result that the child is still
relatively low, it is envisaged based on
the average of the three assessors (P1 =
1.40, P2 = 1.42, P3 = 1.43). Based
reliabilitas antartater, describing the third
rater consistency is high (rxx = 0.965).
2. Description of the First cycle
Based on intervention measures in cycle
1, the following are the results of each
indicator
intrapersonal
intelligence, which suggests that
Intrapersonal intelligence. Capability, can
learning is implemented by using makebe seen in the following table:
believe play, to develop early childhood
Tables. 1 The observation of Intrapersonal intelligence in learning the technique of
make-believe play in Cycle 1
Intrapersonal
Respondents
intelligenceaspects
criteria
Meeting 1
Meeting 2
Meeting 3
F
%
F
%
F
%
Confidence andindependence Good
2
8
4
17
6
25
Enough
8
33
12
50
13
54
Less
14
59
8
33
5
21
Following
Good
2
8
4
17
6
25
thedisciplinaryrules agreed
Enough
8
33
12
50
13
54
Less
14
59
8
33
5
21
Courtesypoliteinaction
Good
6
25
7
29
10
42
Enough
14
58
15
63
12
50
Less
4
17
2
8
2
8
Responsible
Good
10
42
12
50
13
54
Enough
12
50
10
42
9
38
Less
2
8
2
8
2
8
Show hisconcern
Good
2
8
4
17
6
25
Enough
8
33
12
50
13
54
Less
14
59
8
33
5
21
Based on the above table, can be explained
that learning to use the technique of makebelieve play children can develop
intrapersonal intelligence. This can be
seen from the observation that the learning
activity at a meeting, to aspects of selfconfidence, independence, and discipline
to follow the rules indicate the similarity
of achieving the criteria of "good", as
much as 8%, at a meeting of 2 increased to
17%, and at the meeting to 3 increased to
25% of all children in the classroom.
Furthermore, as many as 33% of children
who reach the criteria of "sufficient" at the
meeting 1. At the meeting of 2 increased
to 50% and at a meeting of 3 increased to
54%.
As
for
the
aspectCourtesypoliteinaction in the first
act at the meeting, children who reach the
criteria of "good", as much as 25%, at a
meeting of 2 to 29%, and the act of 3
increased to 42% of all children in the
classroom. Furthermore, as many as 58%
of children who reach the criteria of
"enough" in the first meeting, the meeting
of 2 to 63% while at the confluence of
three children who reach the criteria of "
enough " 50%. Responsibility aspects,
shows that children achieve well at
meeting 1 reached 42%, meeting 2,
meeting 50% and 3 reached 54%, while
for the aspects of a sense of concern at the
meeting of 1 indicates either 8%, 2
meeting, to 17% and at the meeting of 3
increased to 25%.
At each end of the meeting on the
first cycle, was held to discuss the
reflection with kolabolator weaknesses
encountered during the observation and
produce recommendations that will be
followed up / repaired at a second
meeting, and so on, until the end.
3. Description of the Second Cycle
109
Observations on two cycles, can be
110
presented in the following table:
Tables. 2 Observations Intrapersonal intelligence in learning the technique of
make-believe play in Cycle 2
Intrapersonal
intelligenceaspects
Confidence andindependence
Following
thedisciplinaryrules agreed
Courtesypoliteinaction
responsible
Show hisconcern
criteria
Good
Enough
Less
Good
Enough
Less
Good
Enough
Less
Good
Enough
Less
Good
Enough
Less
Based on the above table, can be
explained that learning to use the
techniques make-believe play children can
develop intrapersonal intelligence. It can
be seen from the observation of learning
activities, to aspects of self-confidence,
independence, and discipline to follow the
rules indicate the similarity of achieving
the criteria of "good", as much as 42%, at
a meeting of 2 increased to 50%, and 57%
and at the meeting to 3 increased to 54%
and 63% of the total children in the
classroom. Furthermore, for the courtesy
aspect of the act, showing the results as
much as 58% of children received either
criterion, the first meeting, and meetings 2
to 63% of childen get a good criterion. For
the aspect of responsibility, the child who
gets good at meeting criteria 1, 58% to 3%
in the second meeting and the meeting to
3, to aspects show his concern the fisr
meeting showed either 42%, meeting 2, to
57% and at a meeting 3 increased to 63%.
Meeting 1
F
10
12
2
10
12
2
14
8
2
14
8
2
10
12
2
%
42
50
8
42
50
8
58
34
8
58
34
8
42
50
8
Respondents
Meeting 2
F
%
12
50
10
42
2
8
13
57
11
43
1
15
63
8
34
1
4
15
63
8
34
1
4
13
57
11
43
1
P Meeting 3
F
%
13
54
9
38
2
8
15
63
9
37
15
63
9
37
15
63
9
37
15
63
9
37
-
4. The final assessment
After completion of the action research
activities in the two cycles, then held
postes / final assessment with the results
showed that intrapersonal intelligence of
children classified as "good", it is reflected
from the average of the three assessors,
namely: (P1 = 2.73, P2 = 2, 72, and P3 =
2.72), based on the calculation of
reliability between raiter, describing the
third rater consistency rating of high (rxx
'= 0.996). Thus it can be informed that the
average increase children's learning
outcomes, after using the make technique
beliaeve play in early childhood learning.
5. The effectiveness of the action
(From Mean Difference)
From the results of action research
that has been noted above, testing the
effectiveness of the action. Efektitivitas
result of actions carried out by testing the
mean differences (t-test) between the
111
results of the initial assessment prior to
implementation of the action, with a final
assessment after the act of learning by
using the make technique beliaeve play, to
develop
intrapersonal
intelligence,
obtained by t-test calculation results of the
observation
scale
of
intrapersonal
intelligence in the child's learning by using
the make technique beliaeve play, which is
at a significance level of 0.05 (95%
confidence level) and the degrees of
freedom (df) 23, obtained t count (-15.40)
whereas t-table with the the same
significance and df, obtained 2.068 t-table.
There is a significant mean difference
between before and after done actions in
the learning, the aspect of self-confidence
and independence, following the agreed
rules, discipline, Courtesypoliteinaction,
showing a sense of caring and
responsibility.
The following is a presentation
between the increase in the initial
assessment with the final assessment,
which is displayed in the histogram below:
Kecerdasan Intrapersonal (Kel.Action)
Hasil Pengamatan
35
30
25
Pretest
20
Siklus 1
15
Siklus 2
10
5
0
1
2
3
4
5
6
7
8
9
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
Responden
Figure 1: Histogram increase Intrapersonal intelligence in children with learning
using the technique "make beliaeve play"
Visualization above shows an increase
of the whole subject of research, the
development of intrapersonal intelligence.
The improvements from one child to
another, according to its potential, and
support from various parties in the child's
environment.
6.
Factors that support and hinder the
learning by using the make
beliaeveplay technique.
Based on the results of the
implementation of measures and analysis
in both quantitative and qualitative, can be
put forward supporting factors and
constraints in implementing the learning
by using the make beliaeve play, in an
effort to develop an early chilhdren
intrapersonal intelligence, kindergarten in
Al-Muhajirin Bengkulu City that :
112
a. Supporting Factor
Internal factors of children, namely (1)
The ability, anthusiasm, high curiosity of
children as research subjects in the study,
can be observed from the start to the
second meeting, children who are always
proposed to implementation the make
beliaeve play techniques (2) sense of fun
and interest son of figures which will be
played (3) The spirit of children to play is
quite high, so the techniques makebeliaeve play as if they were playing,
when in fact learned. (4) Children class B3
(the study) included children who "active,
creative, and spirit".
External factors (1) The support of the
Head of kindergarten places conducive to
research, and active participation of
teachers in particular kolabolator 1 and 2
are accompanied during the study from
start to finish (2) Good cooperation and
harmony among the teachers with the
researcher, so the advice and input to
support the implementation of learning (3)
high motivation and spirit of kolabolator 1
and 2 to improve the quality of learning,
so learning is always eager to make
innovation by supporting the intervention
action. (4) support and cooperation of
parents of children with a pretty good
school, and give full attention to their
children's education in accord with school
programs.
b. Inhibitors Factor
Factors which have obstructed the
implementation of learning by using the
make beliaeve play are (1) The limited
time available to implement the
curriculum demands and expectations of
parents, so learning to use these
techniques, carried out only certain times
only. (2) Limitations of the required means
and media in learning.
Conclusions and Recomendations
Based processing, analisis, and
discussion of research findings in advance,
in general it can be concluded that the
"make-beliaeve techniques can develop
intelligence Intrapersonal play in early
childhood kindergarten in al-muhajirin
city of Bengkulu, as depicted on the
outcomes of learning as an instructional
(instructional effects) in terms of
confidence and independence, following
the
agreed
rules,
discipline,
Courtesypoliteinaction,Show
hisconcern
and responsibility, which is as much as
63% of all children in the class to learn the
results obtained with the criteria of
"good", and 37 % reached the criteria of
"Enough" Furthermore, the study of the
impact naturnal (naturn effects) in the
intrapersonal dimension, can be displayed
in the daily activities at school, such as
awareness
and
knowledge
about
themselves, patiently
waiting their
turn,defendent, and may determine their
own choices. There are several factors
both for and inhibit the implementation of
learning, both internally and externally.
Suggestions based on this research
in particular to teachers kindergarten
make-believe play that the techniques
appropriate alternative techniques to
develop intrapersonal intelligence in early
childhood efforts to create a character.
References
Catron, Carol E., & Alen, Jan., Early
Childhood
Curriculum
A.
Creative-play Modell., second
edition, Merill, Prentice-Hall,
Upper Saddle River, New Jersel
Columbus, Ohio, 1999.
Chesler Mark and Robert Fox, RolePlaying Method s in the
Classroom, Chicago: Science
Research Associates, Inc., 1966.
Depdiknas, Kurikulum 2004, Standar
Kompetensi Taman Kanakkanak dan Raudhatul athfal,
Jakarta : Depdiknas, 2004
Elliot, J., Action Research for Education
Change,
Milton
Keynes,
Philadelphia : Open University
Press, 1993
Gagne, Robert, M., dan Leslie J. Briggs
and
Walter
W.
Wager,
Principles of Instructional
Design, New York : Harcout
Brace
Jovanovich
College
Publishers, 1992
Gardner, Howard, Multiple Intelligences,
Kecerdasan Majemuk, Teori
dalam Praktek , (Alih bahasa ;
Alexander
Sindoro),
Interaksana, 2003.
Gardner, Howard, Intelligence Reframed,
Basic Books, New York, 1999
Gardner, Howard, Multiple Intelligence,
and
Education,http//www.
Infed.org/thinkers
/gadner.htm.2004
113
Jamaris, Martini,
Perkembangan dan
Pengembangan Anak Usia
Taman
Kanak -Kanak,
Jakarta,Grasindo, 2000
Joyce, B., and M.Weil, Model of
Teaching,
Role
Playing:
Studying Social behavior and
value, New Jersel, london, 1999
Mc. Niff, Jean, Action Research:
Principles
and
Practice,
London: Routledge, 1991
Kelompok Kerja Penyususn PNBI 2015,
―Program Nasional Bagi Anak
Indonesia (PNBAI) 2015‖ Buku
II, Jakarta:BAPENNAS, 2004
Mayer, Richard E. Designing Instruction
For Constructivist Learning.
Dalam Charles M. Reigeluth.
Instructional-Design Theories
And
Strategis.
A.
New Zaini,
Paradigma of Instuctional
Theory. Volume IL (Lawrence
Associates, Publishers, Mahwah,
New Jersey, London, 1999
114
Musfiroh, Tadkiroatun, Cerdas Melalui
Bermain
Cara
mengasuh
Multiple Intelligences Pada
Anak Usia Dini, Gramedia,
Jakarta, 2008.
Santoso Singgih, Mengatasi Berbagai
masalah Statistik dengan SPSS
versi 11,5 , Jakarta, Gramedia,
2003
Semiawan,
Conny,
Belajar
dan
Pembelajaran dalam tarap Usia
Dini: Pendidikan Prasekolah
dan Sekolah Dasar, Jakarta,
2002.
Shaftel, Fannie, and George, Role Playing
for Social Value: DecisionMaking in the Social Studies,
Englewood
Cliffs,
N.J.:
Prentise-Hall, Inc., 19
Hisyam, Bermawi Munthe, Aryani,
Strategi Pembelajaran Aktif,
Cetakan ke satu, CTSD (Centre
for Teaching Staff Development)
Yogyakarta, 2002.
APPLICATIONAFFECTION AND SOFTNESS INLEARNING
PROCESS IN KINDERGARTEN
Farida Mayar
Lecturer PGPAUD FIP UNP
Abstract
Affection and tenderness of affection and tenderness that is indispensable to the realization
that conducive learning and fun for children of kindergarten (hereafter TK), thus giving
greater possibility in the development of all the potential that a kindergartner. But the reality
of love and tenderness are still low by teachers in the learning process is optimal.
Based on the above conclusion can be put forward suggestions to between another
kindergarten teacher in order to add insight, knowledge, understanding, and skills to apply the
affection and tenderness in the process of learning and training seminars.
To institutions such as LPTK advised to give more supplies to teachers and prospective
teachers about the techniques of interpersonal relationships special affection and tenderness
over the deepening of the psychology of learning materials on kindergarten children.
A. Preliminary
In an attempt to glorify the human
through the learning process carried out in
this educational staff, teachers who have a
qualification
aspececial
professional,
intellectual and moral integrity so high
that teachers have sufficient capital to
children through the learning.
Learning is essentially an effort to
form a human disposition through means
use of materials chosen for something
excellence. Teachers provide learning
thing that matters to children, and children
took this meaning in a particular situation
social. Therefore, teachers must be able to
develop the learning process.
Development of the learning
process in kindergarten (TK) as the
learning process at other levels of
education, teachers can do, among others,
by applying the affection and tenderness in
the learning process. Attitude of the above
application may only be realized when
teachers appreciate the potential as a live
answering, namely develop
optimum
potential of children with developmental
tasks in accordance with the characteristics
of children in kindergarten and in
accordance with humanity.
Kindergarten age is the age of 4-6
years of age that contains a golden age for
the physical and mental development of
children. At this time a very sensitive child
receives all the influence exerted by the
environment. Children at an early age may
be analogous to not care whether the water
is dirty or clean. Therefore, the TK was an
influential time for children's development
in the future. Success through the
international children in this period
became the foundation for the child's
future success.
Child's
development
efforts,
especially the kindergarten children by
parents, teachers and related parties will be
more successful if accompanied by the
outward appearance of an insight into the
development and the development of the
child through education.
Education, especially through the
learning process are essentially efforts to
provide assistance and services for
students. In order for these services change
the behavior of children towards optimal
personal growth, then that service should
be tailored to the nature and the nature and
characteristics of learners, in this case the
child in kindergarten. Relationships of
teachers and learners in the learning
115
process that is expected is that in which
human elements involved and tenderness
affection.
Relations educators do not occur
randomly, but to grow and develop
through
unrevealed
affection
and
tenderness which is one element in it high
touch relationship between educator and
child.
In many cases it can be seen that
the relationship between the two sides
would lead to a situation which is contrary
to the objective meaning educators
themselves, as occurs rudeness, hatred and
anger of teachers in the process learning. It
is very possible due to lack of
understanding of the Characteristics of
kindergarten teachers are understanding
and knowledge of educators about the
application of fiber affection and
tenderness is still low, which in turn lead
to the fate of one child and less or even not
appreciate the human values that have
children,
therefore,
understanding
educators about the love and tenderness as
well as its application in the process of
learning in kindergarten is necessary.
B. Discussion
1. Application of affection and
tenderness in the learning process.
Educators are expected to be able to
color the lesson with a sense of affection
and tenderness which is the remedy the
atmosphere in the relationship between
educators and kindergarten children.
Affection and tenderness in Prayitno
(2002) as contained in the Working Group,
the development of science teachers
(2005) is an attitude, treatment and
communication educators to students
based on socio-emotional relationships are
close and familiar open, sensitive,
constructive and permissive nature of
development. Basis and this relationship is
love and carring to focus all geared to the
interests and happiness of the students in
116
accordance with the principles of
humanistic.
The characteristics of the humanistic
education according to Paterson (Pyayitno,
2008), among others: (1) to talk with
honest and candid, do not hide your
feelings and not blaming others and take
responsibility for feeling it, (2) to share
opinions openly , and (3) does not make
students fear but respect.
Love according Prayitno (2008) is
the radiance of love of one person to
another, or to any subject that you want
the person who wants to love his beloved
subjects are in a happy condition. While
tenderness is a remedy for the
operationalization of the flavor and
attitude of love is an affectionate irony is
realized through arrogance, denial, denial,
resistance, anger and such antagonistic.
Prayitno (2005) also suggested that
with affection and tenderness close
relationship between educators and
learners will happen and productive.
Affection and tenderness which is owned
by the educator will promote the
establishment of communication attitude
and treatment of children based on socioemotional relationships with a basic love
relationship carring.
Teachers can realize the love and
tenderness through various forms. With
regard to the form and the affection and
tenderness. Hasan (2005) states that the
affection and tenderness can be realized
through sincerity, appreciation and
understanding of sara empathetic toward
learners as a person. Hali's, all can not be
achieved
through
violence, anger,
arrogance, hypocrisy, or in activities
directly or indirectly, covertly come true,
to the detriment or difficult learners in the
learning process.
Kindergarten teachers are very noble
task, namely to stimulate and develop the
potential emergence of intelligence.
Therefore, a kindergarten educators need
to understand the characteristics of
learners, Herawati (2005) describes as
follows: (1) children are not miniature
adults, (2) the child is still growing up
stage, (3) every child is unique, ( 4) the
world is the world's children play, (5)
children do not know the correct one, (6)
any valuable work of students, (7) give
every child needs a sense of affection, (8)
security, (9) every child is a researcher and
inventor.
Interaction in the learning process is
something that interpersonal relationships
to develop into a pattern of cooperation is
both necessary requirements as follows:
(1) the attitude of trust, (2) sportsmanship
and (3) being open in communication
(Sulo et al, 2005). with the attitude of
trust, sportsmanship and will open
relationship or interaction leads to learning
that fosters mutual respect, respect that
will ultimately lead to the emergence of
affection or educators and children in
learning. Uhbiyati (2001) suggested that
the attitude of love and tenderness is
admirable, and as his opponent is the
attitude of hatred and anger, stubborn and
mean stone. The stubborn attitude of
hatred is as dank Natijah (fruit) of anger,
while the affection and tenderness is the
result of embedded noble character. This
attitude needs to be applied by educators
in providing education and learning in
kindergarten children because as a model
of the implant daily habituation days.In
connection with the foregoing Made
(2000) reveals that education should be
able to build a conscience, where
educators must contain affectionate
tenderness and self-control, if the students
with love and tenderness he would love
others also.
Application of affection and tenderness
in the learning process is currently in
kindergarten
Based on the above description of
the affection and tenderness noted that the
application of love and tenderness in the
process of learning in kindergarten is
needed in the development potential of
children through a fun learning process
based on the principle of playing while
learning and learn to play.
However, the reality on the
ground is still evolving phenomenon
implement instructional practices that are
less affectionate and tenderness. This
condition is indicated by, among others,
there are still attitudes that tend to show
educators comonication poor, angry and
injustice against children in kindergarten.
Conditions of application of the
affection and tenderness which was
lacking at the top, of course, result in a
less conducive learning and fun for
children. This is of course very evolve the
optimum condition is caused less by
LPTK correlation Education or related
institutions that have not. fully paying
attention
to
education,
especially
kindergarten education has to provide
knowledge
about
interpersonal
relationships in the learning process well
in kindergarten.
Based on the above explanation
about love and tenderness above can be
stated that the application of love and
tenderness in the process of learning in
kindergarten is needed in the development
potential of children through a fun
learning process based on the principle of
playing while learning and learn while
playing.
So however, the reality was still a
lot of growing phenomenon implement
instructional practices that are less
affectionate and tenderness. These
conditions, among others, indicated by the
attitudes are still many educators who are
likely to show anger, injustice, denial, and
sometimes there bahhkan educators who
are less happy to kindergarten children.
Conditions of application of the
affection and tenderness which was
lacking at the top, of course, lead to less
learning and please conducive for
117
kindergarten children. This of course is
very
detrimental
to
children
in
kindergarten, because of its potential can
not be unfurled by as optimal possible.
Conditions with the role LPTK and
institutions that have not fully paying
attention
to
prospective
teachers,
especially kindergarten teachers with
supply knowledge of interpersonal
relations in the learning process as well.
B. Conclusion
From the above description may
concluded that affection and tenderness of
affection and tenderness that is
indispensable to the realization that
conducive learning and fun for children in
kindergarten, so as to give greater enable
in the development of all the potential of
the child. But the reality of love and
tenderness has not been implemented by
teachers in the learning process is optimal.
Based on the above conclusion can
be put forward suggestions to between
another kindergarten teacher in order to
add insight, knowledge, understanding,
and skills to apply the affection and
tenderness in the process of learning and
training seminars.
To institutions such as LPTK
advised to give more supplies to teachers
and prospective teachers about the
techniques of interpersonal relationships
of affection and tenderness special
deepening of the material through the
international psychology of learning about
a kindergartner.
References
Hartati, Netti. , 2005. Early Childhood
Education. New York: UNRI
Uhbiyati, and Ahmadi Abu Nur. Of 2001.
Science Education. New York:
Reneka Notices
Pidarta, Made. Of 2002. Educational
foundation. New York: Reneka
Notices
118
Education Development Working
Group Scholarly Mat. , 2005.
Map of Scientific Education.
Jakarta: Ministry of Higher
Education
Prayitno. Of 2002. Relations Education.
Jakarta: Directorate General of
Higher Education Ministry
--------- 2005. The figure of Scientific
Education. Padang: FIP UNP
Hasan Tholib. , 2005. Basics of Education.
New
York: Press Studia
Lasulo Tirtaharja S.L and Umar.
2005. Introduction Education.
New York: Rineka Notices
REFORMULATING THE ROLE OF EDUCATORS IN ICT ERA
M. Miftah
Balai Pengembangan Multimedia Pendidikan Kemdikbud,
email: [email protected]
Abstract
Contribution or support of information technology toward education technology is necessarily
needed to reach the learners wherever they are. Besides, it also functions to serve most
learners who haven‘t got the chances to learn, to accomplish the need of learning in order to
keep abreast of the changing times, and to improve efficiencies and effectiveness of learning
and academic services.
This article aims at reformulating roles and functions of educators in the era of information
and communication technology (ICT). This article discusses: (1) the changing of academic
advising services through ICT; (2) the ICT-based academic guidelines and advising system;
(3) the advantages and weaknesses of academic advising through on-line model; (4) the ICTbased academic advising roles and services; (5) the ICT-based academic advising ethic.
Keywords: reformulate, educators, ICT, guidance.
A. Introduction
The development of information
technology gives the real impacts towards
the process of academic advising and
services to university students. Academic
advising services is not only conducted
through face to face meeting, but also
through various communication and
information media like telephone, internet,
chat rooms, or videos which are known as
cyber counseling. Information technology
which is mostly used in academic advising
services is internet. Through internet
services, the filling of KRS can be done
without meeting the academic advisors
face to face.
Academic
advising
through
internet certainly gives the positive and
negative impacts. The positive one is
students can do the advising process
quickly and easily and the process of
academic advising can be done anywhere
as long as the internet media is available.
On the other hand, it creates the
diminishing of student and academic
advisor‘s meeting which makes the
completion of academic problems and the
control of students‘ behavior get more
difficult.
Academic
advising
services
process through internet or on-line system
has been widely applied in many schools
or universities. This system gives easiness
in storingdata, information search, and
recovering data. The easiness found in this
online academic system does not imply
that it has no weaknesses.
Some of the weaknesses are:
personal data can be hijacked by other
students and any hijackers can delete and
change the value, randomize the programs,
or tuck the bully programs since the
academic information system is not
protected and updated. To avoid the
misuse of advising facilities through
internet, it‘s necessary to reformulate the
role of academic advisors. Reformulating
roles needs the system which involves
academic advisor and it‘s officially
regulated. One important thing to control
in on-line academic service system is
academic ethic. In this case, though
students get the freedom to conduct
academic advising through internet, the
involvement of academic advisor is still
119
needed in the term of academic document
legalization and agreement.
Therefore, reformulating the role
of educators in ICT (information and
communication
technology)
era
is
extremely important and needed by
schools or universities since it gives the
following benefits; it can give the change
on advising services through technology, it
can be the ICT-based advising system and
academic guideline, it gives the
advantages and weaknesses on academic
counseling through on-line model, and it
gives the efficiency through ICT-based
academic advising services.
B. Discussion
1. The Changing of Academic Advising
Services through ICT
Since computer entered the world
of
education,
learning
technology
experienced the rapid change. Technology
helps human works to be more practical
and easy. Almost all works in education
Before
Face to face communication
Limited time and space
Learning sources are text
books.
Two-way interaction
Close system, only the
concerned person who knows
Simple planning and
evaluation
Lecturers always monitor
students‘ learning progress
and help their difficulties
Teacher oriented
120
world can be helped by computer, starting
from storing and retrieving documents to
displaying them. Nowadays, computer is
not only used to create documents, but
also used as a very fast and cheap
information media. Through sophisticated
data based system, computer can display
data and information which is needed
through various ways of retrieving. This
data based system is later used to serve
many kinds of needs, like academic
advising service process.
The changing of academic advising
system can also change the interaction
between
students
and
lecturers.
Independent students assume that the
presence of lectures is no longer necessary
since information and learning sources can
be obtained from other sources. Some of
the changes symptoms which can be
observed before and after information
technology entered the world of education
are as the following:
After
Long distance
communication
Unlimited time and
space
Learning sources are
text books and
electronics ones.
Interaction is not
always the case
Open system, other
person can see this
More complex
planning and
evaluation
Lecturers cannot
monitor and help the
students
Subject oriented
Expectation
Flexible, it may integrate between
the two of them.
Unlimited, but it still refers to the
norms and ethics prevailed.
Learning sources depends on
contextual matters.
Combination for both two-way
interaction and one-way report.
Protecting the secure of the system
which can‘t be misused by others.
Holistic planning, evaluation is
conducted based on standard
Lectures are expected to monitor
students‘ learning progress and help
their difficulties
Adjusting the needs
According to Senn J (2004),
information technology refers to items
variation width and ability which is used
to result, to save, and to spread data and
information as the knowledge obtained by
universe. Then, it is further explained that
there are six functions of information
technology, they are: to capture, to
process, to generate, to store/relieve, and
to transmit. Academic advising uses the
function of information technology to
capture students‘ data, and to process, to
store, to deliver, and to generate those
filled data.
2. ICT-based Advising System and
Academic Guideline
The use of internet technology in
academic advising service system is
relatively a new system. According to
Bloom, academic advising process which
uses electronic devices to communicate
(cyber-counseling) is a practical advising
and the delivery of information occurs as
counselor or advisor and student are in
separated place or remote location, but it‘s
still under controlled. Cyber-counseling
consists of two forms, electronic mail
(email) and dynamic website. Advisor and
student can communicate one another
through email service or fill the data form
via internet. The messages or problems
discussed by the advisor can be delivered
though they are separated in faraway
places. The message through this
electronic media is needed especially for
data transmission (Morrisay, M. 1977).
The changing of academic
advising system from the traditional one
(face to face meeting) to the modern one
(on-line system) needs some adjustment.
Academic advisor as the person involved
within the system is required to master the
update academic advising technology
before giving academic service to
students. Even so, not all academic
advisors pay serious attention to the new
system and sometimes they get confused
with the sudden change of technology.
Therefore, the changing of academic
advising system requires the readiness of
academic advisors so that they can take a
part in developing new technology.
Academic
advising
process
through internet opens an opportunity for
students to leave their academic advisors.
Science and academic information in
internet is generally far more complete
than those provided by academic advisors.
Likewise
in
guardianship
process,
students‘ data has been recorded by
computer and that is why the printed and
legalized data by the academic advisor is
no longer needed.
Here is the importance of
reformulating the role of academic
advisors in academic service process.
Academic advising regulation through
internet becomes a very interesting issue.
Some of the questions found are as the
following: (1) Who will guarantee the
advising result through internet?; (2) Has
the advising system been considered
thoroughly?; (3) Do the academics believe
to accept the result of academic advising
from internet?; (4) If there is a mistake on
filling the data and suggestion, is there
anyone who will evaluate and remind it?;
(5) Can the internet become the save
channeling messages?; (6) If cybercounseling facilities are not available,
where will the students and lectures can
access the message?; (7) Can the academic
advisors differ when someone uses him to
be the other user or to fill others‘ data?; (8)
Anticipation towards predator-typed who
tends to use the internet to gain benefits
from the advised-students or to deceive the
advisor (Law, M.B., 2001).
Due to some questions which
usually appeared when academic advising
done through on-line internet, it requires a
traditional
assistance.
The
on-line
academic advising through internet must
fulfill some ethic requirements. Therefore,
academic advising system needs to look
121
back to the ethic and some academic
requirements
which
are
officially
prevailed. This information should be
known by students so they will understand
the limit of academic advising authority
through internet. Academic advisors and
students should make an agreement on
other system of academic advising instead
of using internet. Students and lecturers
must know the opportunities of failed
technology to happen and they should be
able to solve the problems.
3. The strengths and weaknesses of
academic consultation by online
model
The
most
often academic
consultation done by internet is in
supervising and learning process. In
supervising process, Study Plan Card
(SPC) can be performed in internet
network whereever we are by opening the
related university website. Secret codes
(PIN) given by the students after paying
tuition are used for opening SPC form
page. In this sense, the students must
consult with their academic supervisors
before filling the SPC. The SPC is
approved by them then given to the subdevision of education to get validation in
the form of stamp. Unfortunately, through
the internet most students do not do this
kind of validation procedure.
The
uses
of internet in
communication between lecturers and
students or in other communities definitely
have strengths and weaknesse. Tavani
(2004) states that we can learn positive
and negative efects in using online way:
(1) students have strength to choose their
own community, but it can reduce a
chance to be face-to-face between them
and the lecturers; (2) students can present
although the location is far away to
interract regularly in the same community,
but there is no tolerance in physical
community; (3) internet tends to give
122
individual freedom and enhance social and
politic fragmentation (Tavani, H.T. 2004).
According to Bambang Warsita
(2011), the use of learning service using
internet can make it easier to get data, send
news, etc. Also, he explains that there is
much internet application facility, so it can
support academical needs (Bambang
Warsita, 2011).
In academic supervising, the most
often thing happening is that if there are
similar identities (students‘ name, course
code), computer will provide similar data
when calling is done. It even occurs
although from different users. It is
suggested for the students who have the
same name to add other identities, such as
students‘ number, study program, etc to
prevent incorrect data and important
information possessed by the students.
4. The Role and Services of ICT-Based
Academic Consultation
The final aims of education in
school/university are assisting students to
grow to be good-personality-human, to be
able to do their work in society
professionally, and to have good manner
and qualified scientific competence.
Therefore, it needs a condusive climate, a
healthy academic society life, to attain the
aims.
Lecturers/academic supervisors
have essential roles in academic life of
univeristy. As one of instrumental input,
academic supervisors can influence any
students‘
activities. However, this
condition never happens if there is no
intensive communication between them
and students. Although some of them have
been represented by the computer, their
presence is still required to encourage the
students‘ interest as the subject of both
active and creative learning. Amien (1995)
states that to creat competent graduates
lecturers are called for:
a. Being aware of the functions of the
academic staffs as the facilitator in
teaching learning process as well as
helping the students‘ life.
b. Being able to develope self-ability and
continously to excellence (focus on
excellence)
c. Performing supervising and training to
the students according to their roles and
functions as academic staffs.
Therefore, educators are called for
their sincerity and dedication. According
to Amien (1995), there are some things
needed to establish ideal academic society.
They are: (a) healthy, harmonious, and
good relationship between members in
academic society environment; (b) healthy
academic norms which are harmonious
with norms in the society; (c) every
member in academic society (students,
college students, teachers, lecturers,
employees) must understand, appreciate,
and practice their roles comprehensively.
An Academic Supervisor (AS) is a
teacher who is permanent, appointed, or
assigned to supervise the students‘
assignments. The supervising aims for
assisting students to develop their
competence so that they get optimum
results and finish their study as they
expected. Academic supervisors‘ main
role is to help the students when they
study in campus. This position is
irreplaceable by anyone else. There are
some essential roles possessed by
academic supervisors. According to
academic regulations, there are some
duties conducted by academic supervisors
as follows.
a. They must advice and help them to
behave as well-educated students in
developing academic independence
according to their field.
b. They are responsible for adding study
load taken in the beginning of every
semester by the students to fill the SPC
as well as for giving enough
explanation on courses taking decision.
c. They have to monitor and advice the
students during the semester. Besides,
they must help them solve their
problems whether is academic-related
or non-academic-related which are
predicted to be able to bother their
effort to reach their good performance.
If the students have no interest, they
must consult with the supervisors to
find solution. The supervisors must
even call them if needed.
d. In the end of every semester, the
academic supervisors should determine
or decide whether the students can
attend final examination.
According to the mentioned
academic supervisors‘ duties description
above, it is very obvious that not all
academic services can be conducted by
internet network (online). The students
still definitely need their academic
supervisors to help them.
The academic supervisors are still
required until the students finish their
study. Their interraction can be arranged
by good cooperation. Regulations from
academic supervisors in any universities
make them have comprehensive job to
help the students. However, most
supervisors can only help the students in
legalizing the students‘ SPC. When it is
completed by computers, they think they
that they are not needed anymore.
Actually, academic supervisors do
not only give signature on the SPC in
every semester. They actually have more
important job, helping the students to
finish their study fast. In fact, the
academic supervisors have been so busy.
Therefore, supervising activities can be
assisted by information technology
(internet). In this sense, they must provide
their time for students and arrange it with
them not only in SPC filling.
Supervising activities, including
some suggestions needed for the students
or Faculty/Study Program, can be reported
to head of Faculty/Study Program.
Function reformulation and academic
supervisors‘ role can be gradually
123
managed, starting from narrow scope
(contact regulations between supervisors
and students) to wide scope in study
program, faculty, and university level.
5. ICT-Based Academic Supervisors’
Ethics
Ethics are directed standard and
someone‘s moral behavior which are
expected to be followed up. Personal
ethics are in term of daily activitiy in
personal life. In academic supervising
services, there is a range between ethics
behavior and legal one. Ethics behavior
refers to expected one, while legal
behavior refers to charged one. A behavior
may be legal but not ethic or it may be
ethic but illegal.
Students‘ ethics in academic
supervising
is
obeying
prevailing
academic regulations. ICT uses (e.g.:
phone, sms, e-nail, facebook, etc) are
conducted after a collective agreement
between lecturers and students. In far scale
communication, students must employ
polite words. They must be able to choose
the right time to phone and send text
message.
There are some lecturers‘ ethics in
giving academic supervising. They are: (a)
having high moral and personality
integrity as well as having big
responsibility towards this nation, (b)
possessing exemplary behavior and being
able to be honest, objective, energetic,
responsible for, and avoiding impolite
words and behavior, and (c) having
clannish and sense of togetherness towards
all academics as well as administration
staff.
In addition to the mentioned
ethics, lecturers are expected to help ICTbased academic supervising services. In
this sense, academic supervisors should
have e-mail which can be informed to their
students. Moreover, they should also use
available academic information.
124
C. Conclusion and Suggestion
Academic supervising using ICT
needs to be supported because it is
appropriate with the future technology
development. Supervising services using
internet has showed positive results, faster,
and
more
effective.
Internet
communication definitely saves time
because lecturers must not meet students
directly. Also, the students get information
in wider range.
However, academic supervising
using ICT needs to be guided by
traditional way. It is so because some
problems encountered by the students
must be overcomed by meeting directly.
The academic supervisors‘ ask is not only
in gicing signature on (SPC) but also being
charged to give consulation in nonacademic case to help the students.
Thus, reformulation of educators
in ICT era must consider some following
aspects: a) advantages that will be gained
by the lecturers and students to develop
quality; b) infrastructure development cost
and tools and software availability; c)
operational and maintainance cost; d) good
human resources to develop and manage
learning network and system; e) effisience
and effectiveness of academic services.
References
Amien, 1995. Proses belajar mengajar di
perguruan
tinggi.
IKIP
Yogyakarta
Bambang Warsita, 2011. Landasan teori
dan teknologi informasi dalam
pengembangan
teknologi
pembelajaran, Jakarta: Teknodik.
Law, M. B., 2001. Cybercounseling
Characteristics and Barriers for
Use in
School Counseling
Programs. Cybercounseling RD.
Morrissey,
M.,
1997.
NBCC
webcounseling standards unleash
intense debate. C T Online.
American Counseling Association
website:
http://www.counseling.org/ctonline/
Purbo, Onno W., 1996, Internet untuk
dunia
pendidikan,
makalah,
bandung:
Institut
Teknologi
Bandung.
Rosemarie, H. S., 2001. Ethics and
regulations of cybercounseling.
ERIC Clearinghouse on Counseling
and
Student
Services
http://www.ericdigests.org/20013/ethics.htm
Senn, J., 2004. Information technology:
principles, practices, opportunities,
3rd. Ed. New Jersey: Pearson
Prentice Hall.
Tavani, H. T., 2004. Ethics and
technology: ethical issues in an age
of international communication
technology. USA: John Wiley and
Sons, Inc.
125
VERBAL LANGUAGE METHOD APPLICATION IN EFFORT OF INCREASING
THE COMMUNICATING CAPABILITY OF HEARING-IMPAIRED CHILD OF
EARLY AGE FROM 6-7 YEARS OLD
(Action Research in PoyowaBesar Primary School of Special Needs of Poyowa,
Kotamobagu City, North Sulawesi)
Ni Luh Putri
Abstract
This research aims to increase communicating capability of hearing-impaired child of early
age through verbal language method. This research was implemented at PoyowaBesar
Primary School of Special Needs at Kotamobagu City. The research method used in this
research was action research. Conclusion of this research result was that there was increase of
communicating capability on two hearing-impaired children researched at cycle I it obtained
outcome percentage of 10 %, at cycle II it obtained 20%, and at cycle III there was 80%.
Based on that analysis result data, it says that percentage of preliminary research from cycle I,
to cycle II and cycle III underwent the increase.
Key words: Verbal Language Method, Communicating Capability and Hearing-Impaired
Child of Early Age.
Introduction
Background of Problem
To train the communicating
capability through oral (lip) language is
preliminary activity or basic provided by
teacher. Communicating capability is an
obsolute demand that must be mastered
properly by a learner, it is in effort of
training the communicating capability that
teachers themselves find rather basic
difficulties.
Based on observation done in
PoyowaBesarschool of special need in
Kotamobagu City, it was in fact hearingimpaired child classified as mild, some of
them after passing through preparatory
class, in the beginning are not having well
commnicating capability. After it was
searched furthermore and attempted to
observe from used approach of teaching
thus new teachers applied oral lanuage
communication (oral communication) with
numerous techniques. According to
Crittwright and Ward, one of approached
usable to train hearing-impaired child in
communication is oral language method
(oral
communication).
(19898:34).
126
Method
application
of
oral
communication, in fact is not yet purely
implemented and sometimes mingled with
a beckoning language method. Oral (lip)
language method is not yet ever applied,
oral language methode has contribution to
the communicating capability for hearingimpaired child.
Observing that symptom, it will
attempt to apply oral communication (oral
language). This method will be seen from
its contribution toward communicating
capability increase, is oral language
method applied can have contribution to
communicating capability for mildly
hearing-impaired child.
It is necessary to take learning
service individually for hearing-impaired
child, namely the service is supposed to
refer to existence and needs of hearingimpaired child can be seated as effort to
maximize remainder of his or her hearing
and his or her communicating capability
that is an instrument in effort of
developing talent and capability that he
has.
Problem Identification
Based on background of problem
having been described, it resulted in
identified problems that will be observed
and given with treatment through
research,namely:
1. Teaching method used by teacher in
training of communicating capability
of mildly hearing-impaired child by
using oral (lip) language method and
not yet ever implemented separately.
2. Hearing-impaired child after passing
through
preparatory class and
attending or primary first grade, has
no communicating capability.
Problem limitation
In accordance with background
and problem identification having been
described, thus it is necessary to do
problem limitation that will be researched.
This research will only limit a problem on
the the communicating capability increase
for mildly hearing-impaired child of
primary first grade.
Problem Formulation
Based on background of problem,
problem identification and problem
limitation that will be observed and given
with treatment through this research,
namely
―How
to
increase
the
communicaitng capability of mildly
hearing-impaired child through oral (lip)
language method ?
Use of Research
1. Theoritically
Through this research it is
expected that this research result present
certain reference in effort of studying
teaching patern commensurate with mildly
hearing-impaired child.
2. Practically
This research result is expected to
present certain contribution for teachers in
implementation of teaching practices and
for university student conducting teaching
practices.
Theoritical Study
A. Oral Communication Method
Oral communication method is
method of oral utterance, meaning that
hearing-impaired child receives message
through the oral utterance. For hearingimpaired child, someone‘s pronounciation
is hard to understand, since a lot of
pronounciation is not explicitly expressed
or exposed orally (through a lip).
Hearing-impaired
child
must
know how the location and forms of
speech instrument are, when one of sound
instruments is pronounced by speaker.
There are some speech organ not visible
by the eyes in pronouncing lingual sound
for instance:
(1) lip location, velum,
invisible sound membrane, (2) small
alteration of mouth muscles takes effect on
sound pending alteration. A small
alteration, if we pronounce a word such as
nail (paku) and palu (hammer), (3) There
is lingual sound pronounced by same lip
form, such as difference between b and p
is caused by sound membrane. Difference
between m and b is caused by velum
movement. Velum and sound membrane
are not visible.
On speech exercise at the
classroom of hearing-impaired child, the
speech exercise shall be accompanied with
lip-reading exercise, there are some
directions of lip-reading exercise as
follows: (1) speaking with face on same
height with a child‘s face, (2) it is
suggested that speaker faces toward the
light so that his or her face is more clearly
visible, (3) it is suggested to look at the
face of speaker, (4) speaking clearly and
strongly, but don‘t move lip excessively
and don‘t yell.
In teaching practice, oral (lip)
language method uses a word global
method. Instance of word global teaching
is as follows:
(1). In front of the teacher for
127
instance there were four books known
familiarly by learner. First step, teacher
said ―which one was book‖ (it can be
coupled with normal sign, the two hands
on the next), then a child was called,
teacher held finger of child and guided
finger of child to show the intended book.
It was the children trained to show an
object that they read with a name. Second
step, teacher said which was the book and
the children themselves showed that book.
(2) Tecacher showed picture of ―car‖ and
child must seek another card with the same
picture located at one of places in the
cllassroom. The longer the time the sooner
the card was shown and at the end they
were told ―to seek the car‖. (3) In front of
the class there were table and chair.
Children were asked to place something
on the table, ―put the dress on the chair‖.
In this teaching, one more emphasized was
global method, but if there is difficulty
faced by hearing-impaired child is
necessary to provide with exercise of
syllable.
B. Basic concept of hearing-impairment
1. Meaning of Hearing-Impairment
According to Hallahandan
Kaufman, hearing-disability is a
general term showing hearingdifficulty including overall difficulty
from the mild to the serious, classified
as deaf and lack of hearing. Smith
defines that someone is supposed to
categorize as deaf if he or she
undergoes
hearing
damage
fin
serious/heavy level so that his or her
hearing does not function. Meanwhile
person lack of hearing according to
Smith is he or she undergoes hearing
damage but his hearing instrument still
functions.
From the above interpretation
it concludes that inability of hearing in
all sound tone intensity or sound. This
situation is usually called as total
deafness or condition of not hearing at
128
all or dysfunction of hearing instrument
even though with hearing aid or
without hearing aid. It can be
categorized as deaf. Meanwhile
condition of not hearing is only on
certain intensity from sound or tone.
Situation like this can be categorized as
lack of hearing or deaf partly. This
means there is remainder hearing, since
his or her hearing instrument still
functions although with or without
hearing aid. This can be categorized as
lack of hearing.
1. Classification of Hearing-Impaired
Child.
Classification
of
hearingimpaired child based on hearing
capability loss level of people‘s speech
is grouped into 5 groups namely: (a)
very mild condition of 27-40db namely
difficulty of hearing far sounds, (b)
mild condition of 41-55db namely
understanding of speech language, (c)
moderate condition of 50-70db namely
condition of only hearing from near
distance, (d) heavy/severe condition of
71-90db namely condition of only
hearing very near distance, (e) extreme
condition of over 91db or deafness
namely awareness probability of
exisitng sound or tone or vibration.
Based on the afoementioned
description, which said that hearingimpaired child has hearing capability
loss started from lack of hearing to
deafness. However in this research
researched is mildly hearing-impaired
child.
Method of Research
A. Objective of Research
This research is aimed at
increasing communicating capability of
hearing-impaired child through verbal
language method.
B. Place and Time of Research
Research
is
done
at
PoyowaBesar Primary School of
Kotamobagu City, North Sulawesi
C. Method of Research
Method of research used in
research is action research.
Design of Research
This Action Research uses
working procedure developed by
Kemmes and Taggard (1998) namely
spiral cycle. Spiral cycle intended is
one activity cycle encompassing steps
of each cycle, namely (1) planning, (2)
action and observation and (3)
reflection, furthermore it takes replanning that is a basic to solve further
problem.
Role and Position of Researcher in
Research
Role and position of researcher
in this reseach as a designer as well as
research executor. Researcher will
design and execute action as well as
observe action implementation, record
important things used as improvement
for nect cycles. Position of researcher
in this research serves as active
participant in conduct of observation.
D. Subject Involved in Research
This subject of research is
hearing-impaired student of primary first
grade from PoyowaBesar Primary School
of Special Need at Kotamobagu City. This
subject of research amounts to 5 (five)
children of mildly hearing-impairment.
Reason used to select this subject of
research is that hearing-impaired student
unable to communicate sufficiently, and
teaching approach used by teacher in
training of mildly hearing-impaired child‘s
communicating
capability,
mainly
approach with the usage of verbal
language method not yet ever done purely.
Participant in Research
Participant in this research is
principal and teacher of primary first grade
from PoyowaBesar Primary School of
Special Need at Kotamobagu City.
E. Data and Data Source
However data in this research is
quantitative data, this data is obtained
from assessment test, done in amount of
two times preliminary test and final test.
Meanwhile qualitative data is data
describing learning process obtained
through observation.
F. Data Collecting Technique
Data collcting technique in this
research is observation, assessment, field
notes, and documentary analysis.
Result Of Research
A. Description of Research Result
Based on result of pre-research,
data was obtained that the two hearingimpaired children showing communicating
capability was still difficult or still low.
From percentage ratio of communicating
capability on pre-research with data of
cycle I there occurred increase of hearingimpaired child‘s communicating capability
of 10% after action was done namely by
exercising to read letter, read word, and
short sentence. The result showed that
hearing-impaired
child
underwent
difficulty of communicating, it meant that
this increase was not too significant. Based
on research result obtained, researcher
would optimize the communicating
capability increase by exercising or
drilling speech instrument of hearingimpaired child in order to read or
pronounce the letter, word and short
sentence by using verbal language method.
Based on the result, researcher would
continue the research by performing the
cycle II to obtain the communicating
capability increase of hearing-impaired
child to become more optimal again, since
results of increase percentage obtained
does not yet undergo significant increase.
From research data of cycle II it obtained
increase result of 80%. Based on result
obtained at this research of cycle III,
teacher research ended this research up to
cycle III.
129
B. Research Data Analysis
Preliminary
research
mplementation
of
cycle
I
on
communicating capability of hearingimpaired child did not undergo significant
increase. This means that hearing-impaired
child was not able to read or pronounce
letter, word, and sentence properly. At
cycle II, children capability in reading
letter, word, and simple sentence
underwent increase of only 20%. Cycle II
was necessary to conduct since hearingimpaired child did not undergo significant
increase, it means that child is still
necessary to practice or drill again. At
cycle III the two hearing-impaired children
researched underwent increase. This was
seen from indicator of communicating
capability undergoing increase at cycle III.
This means that communicating capability
of the two hearing-impaired children
increased.
Conclusion, Implication And Suggestion
A. Conclusion
Based on data analysis result on the
preliminary research, there is increase of
the communicating on two hearingimpaired children researched at cycle I it
obtains percentage result of 10%, at cycle
II of 20%, and at cycle III of 80%. Based
on that analysis result data, it is said that
percentage from preliminary research from
cyle I, to cycle II and cycle III undergoes
the increase.
C. Research Data Analysis
This research is said to be
successful if there is increase in the
communicating capability of hearingimpaired child from the preliminary
research result. Based on data analysis
result at cycle I with increase percentage
of 10%. This analysis result is assessed as
not yet optimal, thus action at cycle II
needs to continue.
Data analysis result of cycle II
obtains increase of 20%. It means that
hearing-impaired child‘s communicating
capability of hearing-impaired childis not
yet optimal, Based on analysis result of
cycle II, it wis necessary to do action of
cycle II. The result is analyzed at cycle III
thus it obtains increase of 80%, it means
that
there
occurs
communicating
capability increase from cycle I, cycle II
and cycle III of 50%. Based on percentage
result of cycle III, teacher and researcher
decides to discontinue this research due to
the increase having been commensurate
with target expected.
C. Suggestion
In accordance with conclusion of
this research result, it comes up with the
following suggestions:
1. For teacher. Teachers are supposed to
take the meaning of this research
result in effort of attempting to apply
verbal language methods more
systematically and programmed in
practice or drill of mentally hearingimpaired
child‘s
communicating
capability.
2. For parent, they are supposed to pay
attention deeply on practice or drill of
their children in the sense of always
asking the children to communicate by
using verbal language.
3. For researcher. It is necessary to do
further research at different places
with subjects having the characteristic
in common, by re-adapting the
material taught so that it is
commensurate
with
student‘s
preliminary capability.
130
B. Implication
1. Application of verbal language method
can increase communicating capability
for mildly hearing children.
2. To increase the communicating
capability of hearing-impaired child in
pronounciation or reading of letter,
word, sentence needs to do repetitively
so that it obtains result expected.
CHARACTER EDUCATION MODEL FOR EARLY CHILHOOD
BASED ON E-LEARNING AND CULTURE OF JAVA
Rafika Bayu Kusumandari
Educational Technology Department
Abstract
Character education will be more meaningful if carried out since early childhood. This is
because early childhood education is the foundation of the character formation of children. In
the implementation of early childhood character education tailored to the characteristics of
each school and the emphasis of each agency arrangements for early childhood education,
culture-based Java. Javanese culture needs to be introduced early on to avoid losing out to
erode the culture that goes along with globalization. In addition, Java is promoting cultural
etiquette and manners are very suitable for the character formation of children's early
childhood.
Key words :Character Education, Early Chilhood
A. Introduction
Character building is an effort to
mandate the embodiment of Pancasila and
1945 Constitution against the backdrop of
the reality of a growing national problem
today, such as disorientation values of
Pancasila; limitations of integrated policy
tools in realizing the values of Pancasila;
shifting of ethical values in the life of the
nation and state; waning awareness of
national cultural values; threat of national
disintegration, and the weakening of
national independence (Parent Book
Character Development The National
Policy 2010-2025). To support the
realization of the ideals of character
development as mandated by the Pancasila
and 1945 Constitution as well as address
the current problems of nationality, the
government made the development of
character as one of the priority programs
of national development in which the
characters are placed education as the
foundation for national development
vision, namely "realize the noble, moral,
ethical, cultured, and civilized by the
philosophy of Pancasila."
In order to further strengthen the
implementation of character education has
been identified 18 values derived from
religion, Pancasila, cultural, and national
education goals, namely: (1) Religious, (2)
honest, (3) tolerance, (4) Discipline,
(5) Hard work, (6) Creative, (7)
Independent,
(8)
Democratic,
(9)
Curiosity, (10) The spirit of nationality,
(11) Love the country, (12) Rewarding
Achievement,
(13)
Friendly
/
Communicative , (14) Love of Peace, (15)
Joy of Reading, (16) Care for the
Environment, (17) Social Care, & (18)
Responsibility
(Curriculum
Center.
Development and Character Education
Culture & People: Guidelines for Schools.
2009:9 - 10). Although there have been 18
forming the national character, but the
educational unit to determine its
development priorities in a way to
continue the preconditions are reinforced
with a priority value of 18 values above. In
its implementation, the number and type of
the selected character will certainly be
different from one area or one school to
another. It depends on the interests and
condition of each educational unit. Among
the various values that are developed, the
implementation can be started from the
essential, simple, and easily implemented
in accordance with the conditions of each
school / area, which is clean, neat,
131
comfortable, disciplined, polite and
courteous.
Character education will be more
meaningful if carried out since early
childhood. This is because early childhood
education is the foundation of the
character formation of children. In the
implementation
of
early
childhood
character education tailored to the
characteristics of each school and the
emphasis of each agency arrangements for
early childhood education, culture-based
Java. Javanese culture needs to be
introduced early on to avoid losing out to
erode the culture that goes along with
globalization. In
addition,
Java
is
promoting cultural etiquette and manners
are very suitable for the character
formation of children's early childhood.
B. The Character Development of
National Policy
Character education has indeed
become a major issue of education, in
addition to being a part of the process of
forming the child's morals, character
education is also expected to be a major
foundation in the success of Indonesia
Gold
2025.
Kemdiknas
own
neighborhood, character education became
the focus of education at all levels of
education
are
cultivated. Character
development is a basic human needs in the
state and nation. Since the beginning of
independence, Indonesia was determined
to make the character development of the
nation as an important and integral part of
national development.
Recognizing the current condition
of the community character, the
government took the initiative to
mainstream the development of the
nation's character. This was reflected in
the National Long Term Development
Plan of 2005-2025, which put the
character education as the first mission of
the eight missions in order to realize the
vision of national development. On many
132
occasions the President of the Republic of
Indonesia also expressed the importance of
character
development
(character
building), because we want to build a
human being a certain character, virtuous
manners and good behavior.
The Character Development of
National Policy was developed as the
implementation of the mandate of the
National Long Term Development Plan of
2005-2025 and the implementation of
directives as well as the President of the
Republic of Indonesia. The National
Policy on Character Development is
organized jointly by the various ministries,
agencies and NGOs related, among other
national scouts and National Identity
Foundation. In preparing the National
Policy also explore input from experts,
practitioners, community leaders, religious
leaders, humanists, and those who have
concern for the development of the
nation's character. For it has made a
national workshop on January 14, 2010,
attended
by
over
200
experts,
practitioners, observers and followed by
discussions and other gatherings in various
parts of Indonesia. In addition, also
conducted in-depth study in several
schools and educational institutions that
have pioneered the character education
with
its
variations. The
Character
Development of National Policy is
intended as a guide in designing,
developing,
and
implementing
the
National Action Plan (NAP) Character
Development Nation by encouraging the
active participation of the various
components of the nation.
C. Main Design Character Education
Kemdiknas
Character education is actually not
new. Since the beginning of independence,
the old order, the new order, and the
reforms already carried out with the names
and different forms. But as recent events
have shown that optimal results, as
evidenced by the social phenomena that
show behavior that is not characterized as
mentioned above. The Law. 20 of 2003 on
the education system Naional has affirmed
that "the National Education functions to
develop skills and form the character and
civilization of the nation's dignity in the
context of the intellectual life of the
nation, aimed at developing the potential
of learners in order to become a man of
faith and fear of God Almighty, have a
certain noble, healthy, knowledgeable,
skilled, creative, independent, and become
citizens of a democratic and accountable.
"But it seems that educational efforts
undertaken by the institution and other
institutions have not fully direct
supervisors and comprehensive attention
on efforts to achieve national education
goals .
In the midst of anxieties that plague the
various components of the nation, in fact
there are several educational institutions or
schools that have implemented character
education successfully with a model that
they developed on their own.These are the
best practices in the implementation of
character
education
in
Indonesia. However, it is certainly not
enough, because of ongoing sporadic or
partial influence nationally and not so
great. Therefore there should be a national
movement
of
character education
systemically programmed and integrated.
D. The purpose, function and Media of
Education Character
Character education at its core the
aim to form a tough, competitive, noble,
moral, tolerant, worked together, patriotic
spirit, developing a dynamic, oriented
science and technology are all animated by
faith and piety to God Almighty on
Pancasila.Function of character education
(1) develop the basic potential to be good,
think good, and good behavior, (2)
strengthen and build a multicultural nation
of behavior, (3) improving the competitive
civilization
in
the
association
world.Character education through various
media that include family, educational
units, civil society, political society,
government, business, and the mass
media.
E. Forming Character values
Education units have actually been
to develop and implement a characterforming values through the operational
program of each educational unit. This is a
precondition of character education in the
educational unit to the next at this time by
18 amplified the results of empirical
studies Curriculum Center. Precondition
value (the existing values) is, among
others, piety, clean, neat, convenient, and
courteous. In order to further strengthen
the implementation of character education
has been identified 18 values derived from
religion, Pancasila, cultural, and national
education goals, namely: (1) Religious, (2)
honest, (3) tolerance, (4) Discipline,
(5) Hard work, (6) Creative, (7)
Independent,
(8)
Democratic,
(9)
Curiosity, (10) The spirit of nationality,
Achievement,
(13)
Friendly
/
Communicative , (14) Love of Peace, (15)
Environment, (17) Social Care, & (18)
Responsibility
(Curriculum
Center.
2009:9 - 10). Although there have been 18
development priorities in a way to
continue the preconditions are reinforced
with a priority value of 18 values above. In
its implementation, the number and type of
the selected character will certainly be
different from one area or one school to
another. It depends on the interests and
condition of each educational unit. Among
the various values that are developed, the
133
school / area, which is clean, neat,
comfortable, disciplined, polite and
courteous.
F. Character Education Strategy
Detailed strategy is explained as follows:
1) Stream Top Down
Lane / first flow more initiatives taken
by the Government / Ministry of
Education and supported synergistically
by local government in this province
and district education office / town. In
this stream of government are carried
out using the five strategies are
coherent, ie:
a) Socialization
This activity aims to build a
collective consciousness about the
importance of character education in
the scope / national level, collective
motion and declaration of character
education for all.
b) Development of regulation
To continue to accelerate and the
grounding
of
the
National
Movement of Character Education,
Ministry of Education moves to
consolidate ourselves in the internal
level to make efforts in developing
the regulations to provide strong
legal
protection
for
the
implementation
of
policies,
programs and character education
activities.
c) Development Capacity
Ministry of National Education will
be comprehensive and massive
efforts of capacity building of
character education resources. Need
to put up a training system for
character education stakeholders
who will be the leading actor in
developing character values.
d) Implementation and co-operation
Ministry of National Education to
synergize the various matters related
134
to the implementation of character
education in the scope of the main
tasks, functions, and target the main
unit.
e) Monitoring and evaluation
Comprehensive
manner
the
Ministry of National Education will
conduct monitorilng and evaluation
focused
on
the
roles,
responsibilities, and functions and
objectives of each unit of work in
both the Main Unit and the Office
of Education District / City, and
other
educational
stakeholders. Monitoring
and
evaluation plays an important role
in controlling and controlling the
implementation
of
character
education in each work unit.
f) Stream Bottom up
Development on track / level
(stream) is expected from the
initiative coming from the education
unit. The
government
provides
technical assistance to schools that
have developed and implement
character education in accordance
with
the
typical
school
environment.
g) Stream Revitalization Program
On line / third level, revive the
educational programs of activities in
which the characters are generally
found in many extracurricular
activities that already exist and are
loaded with character values.
G. Model Learning in early childhood
programs
Learning is defined as a deliberate attempt
by educators to support students learning
activities. In general, the key points of
learning in early childhood include:
1. Learning, playing, singing. In this case
study prepared by developing the
essence of play
2. Learn life skills. Social skills is a skill
that one has to dare to face the
problems of life and natural life with no
feeling depressed, then proactively and
creatively seek and find solutions to the
solution (MONE, 2002).
3. Learning from concrete objects. At an
early age children in the sensory motor
stage to pre-operational and children
learn best from real objects
4. Integrated learning. Learning is based
on the subjects but integrated with
themes based on specific (thematic).
Selected basic themes of everyday
life events experienced, for example:
water, sand, animals, sky, rain, etc.. The
basic theme can be developed into a subtheme, the theme is developed into a
fountain of water, river water, drinking
water,
sea
water,
rain
water.
With regard to learning in kindergarten, a
model of the learning program is a model
pembejaran the contents of various
programs and learning activities that use a
variety of methods. The literature review
found there are 2 models of the learning
program for early age children, namely:
1. Model
Cooperative
Learning
(Cooperative Learning)
This model is intended to allow
educators to become facilitators in the
learning activities and can help students
become independent learners (Halpern,
2005).Besides believed to increase the
academic achievement of students, this
model is also an alternative to the
traditional model of teaching that
includes instruction on a wide range of
educators (Siegel, 2005). During the
cooperative learning model, children
are actively involved with other
children
and
learning
materials.Successful implementation of
this model is the activity or program
must be planned, organized, and
structured with tasks related to the
purpose of learning (Halpern, 2005).
As for some form of this model are:
a. Discussion in pairs to exchange
thoughts.
b. Collect a lot of information in a
short time by dividing the groups of
students.
c. Play a role (role playing), children
act out social skills.
d. Playing with the search for traces
(maze or maps).
2. Social cognitive learning model
(Cognitive-social learning model)
The purpose of this model is to improve
the social skills of children with social
cognitive learning strategies are
effective in providing the opportunity
for children to practice social behaviors
in a variety of social contexts. At each
study session, there are three social
skills are introduced (with explanations,
opinions of children, and non-verbal
expression that is displayed when the
social skills appear). The model is
divided into five learning sessions are
ongoing with different situations
presented. The
first
session, in
situations when a child wants to play
with other children. The second
session, how they can convey an idea
or activity desired.The third session, the
children dibelajarkan how a positive
attitude and their peers. The fourth
session, the children dibelajarkan how
he could share his toys with other
children. Sessions and five children
dbelajarkan how they can solve the
problem And the fifth session
dbelajarkan children how they can
solve problems in various situations of
conflict. The purpose of the first
session is on helping the child to take
the initiative in establishing a positive
social interaction with peers.Sessions
while the other is to keep the child can
maintain positive social relationships
with peers.
H. Early Childhood Education (Early
Childhood)
According to UNESCO Early
childhood education is defined as the
135
period from birth to 8 years old. A time of
remarkable brain development, these years
lay the foundation for subsequent
learning. Early childhood education is
defined periods of life from birth to age 8
years, at a decisive time and in the
developing child's brain, these years are
the foundation in the early stages of
learning. National Association for the
Education of Young Children (NAEYC)
explains that this phase is a very
vulnerable age in which human life from
birth
to
age
8
years.
(Http://en.wikipedia.org
/wiki/Early_childhood_education).
Ojala in Harkonen (1985, 14; 1993, 14)
defines early childhood education as an
inter-active process in the sphere of life at
home, day care and preschool That is
purposefully aimed at an all-encompassing
personality development of Between the
age from 0 to 6 years. Care, education and
teaching in early childhood education are
integrated into one functional entity. Early
childhood education Ojala defined as an
interactive process in good environment in
the home, garden care and pre school
which aims to develop the personality
between the ages of 0 to 6 years. While
practically Ojala (1978: 308) explains that
early childhood education as a practical
science activities where the activities
carried out before the pre-school age. In
this case the pre-school is a part of early
childhood education. The goal of early
childhood education is to develop all
aspects of child development, in addition
to education and teaching in education and
basic needs of children. This stage should
be able to prepare children with soft and
mature into school age. Ojala underlined
that in early childhood education should
be based on the theory and the theory must
be seen in the field. Some theories of child
development are used such as Piaget,
Vygotsky, Froebel and Ki Hajar
Dewantara. Froebel was one of the early
childhood education is the first inventor of
136
the concept of kindergarten or Newbie
(http://www.faqs.org/childhood/FaGr/Froebel-Friedrich-Wilhelm-August1782-1852.html) . Some thoughts brought
about by Froebel are:
1. The curriculum of the underlying
process child's play.
2. The game is instruktivistik.
3. Aspects which are developed in the
learning process is mind, matter and
immanent.
4. The concept of unity, diversity and
individuality.
5. Play is a representation of a private
activity that comes from inner necessity
or internal needs of the child.
6. Education will be more effective if a
synergy or a combination of school and
home.
Froebel wrote a book in 1884
Mother's Songs, Games and Stories which
aims to help the mothers to be more
effective in caring for infants or children
in order to create a better society. Lev
Semenovich Vygotsky (1896-1934) was
one of the early childhood education in the
middle of the century that brought
sosiocultural theory that suggests that
"how cultures, values, beliefs, customs and
skills of social group is transmitted to the
next generation." (Berk 2003:26). culture
consisting of values, beliefs, customs and
skills possessed by the community group
is transmitted to the next generation, in
this social interaction in the form of an
interactive dialogue on children is needed
in establishing patterns of thinking and
behaving. Here are some thoughts
expressed by Lev Vygotsky:
a. Language is one medium that has an
important
role
in
the mental
development of children. The concept
introduced is the private speech or selftalk, this condition occurs when
children face many challenges, most
children do private speech to manage
the plans, referrals or evaluate their
own behavior (Badrova and Burns
1996:6).
b. According to this theory every stage of
the mental processes that produce other
mental processes in child development,
first processed in the child and then
share with others (intersubjective) and
then internalized within the child and
used independently in communicating
with others.
c. Another theory is the Zone of Proximal
Development (ZPD). ZPD is the area
between
the
stages
of child
development and child development
stages of the unconditioned. Behavior
without the intervention of an
independent child and the child's
behavior in conditioning with a wide
variety of games can increase children's
potential in an optimal, because by
supporting and providing support to
help the growth of children playing.
d. Of the ZPD theory then was born the
concept of scaffolding or foothold at
present by Donovan and Smolkin
(Verenikina) which suggests that the
concept of scaffolding is influenced by
the
theory
of
the
ZPD
Vygotsky. Scaffolding or foothold play
an attempt by teachers to be able to
condition the environment to encourage
the development of children and see the
talents
in
order
to
develop
optimally. The concept of scaffolding is
based on Vygotsky's statement that the
awareness of children is strongly
influenced by the interaction of
children around the world, their
development can not be separated from
social and cultural life, therefore,
educators strive to create an
environment that can encourage the
development of the child. Character to
another early childhood is Laura E
Berk, said the concept of early
childhood as a science, practical and
multidisciplinary
science. Berk
suggested that the fundamentals that
affect children's development consists
of several stages, namely the biological
basis, during prenatal development and
birth. Babies learn a lot about motor
skills and the ability to perceive. Berk
suggests that there are some aspects of
child development among the physical,
cognitive and language, personality,
social, and moral development. There
are several elements that influence the
development of the child the family,
media, peers and school.
Tillman
(2004)
developed
an
educational learning living values and
Programme (LVEP). This program
invites students to think about yourself,
others and the values in a way
related. The program provides the
experience to build confidence and
creativity, potential and talents of every
citizen to do reflexion. Learning
process,
imagining,
dialogue,
communicate, be creative, make a post,
express themselves through art, play
with the values being taught to be a
character yag firmly entrenched in the
child's personality. In this process will
evolve skills self, social and emotional
development.
Coles (2003) developed the concept of
moral intelligence that turned the moral
imagination is our ability to grow
slowly to reflect on what is right and
wrong. Moral intelligence of children is
largely determined by family, class,
ethnicity, society, mass media and
schools. Coles lot about the process of
moral is through language, cooperation,
there are early in the introduction of the
child through nonverbal language.
I. E-Learning
E-learning is one of information
technology that popular in Indonesia. Elearning is a generic term for all
technologically supported learning using
an array of teaching and learning tools as
phone bridging, audio and videotapes,
137
teleconferencing, satellite transmissions,
and the more recognized web-based
training or computer aided instruction also
commonly referred to as online courses
(Soekartawi, 2003)
E-learning or learning by online is
learning that
to do by supporting
technology such as telephone, audio,
videotape,
satelit
transmission
or
computer.
Now, computer became tool of
learning, that we call computer based
learning (CBL) or computer assisted
learning (CAL). From the first era,
computer became media of education, so
computer that became popular for student.
Computer has many variation technic of
learning. After technology of learning
more develop that became two resources
ie : technology-based learning and
technology-based web-learning.
Technology based-learning has
two principals, such as audio information
technologies (audio tape, radio, voice
mail, telephone ) and video information
technologies (video tape, nideo text, video
messaging). Technology based weblearning is a data information technologies
(bulletin board, internet, email, telecollaboration).
Characteristic e-learning ie:
1. Using teknologi elektronik; teacher and
student, student and student or teacher
and teacher can communicate very
easy;
2. Using self learning materials that
saving in the computer, so teacher and
student access the material every
where, every time;
3. Schedule of learning, curriculum, result
of study and everything that connected
with educational administration can see
every time in the computer.
Using technology of computer will be
more useful and help the teacher in the
learning to make the student more
interactive in the class.
138
J. Conclusion
Character building is an effort to
mandate the embodiment of Pancasila and
1945 Constitution against the backdrop of
the reality of a growing national problem
today, such as disorientation values of
Pancasila; limitations of integrated policy
tools in realizing the values of Pancasila;
shifting of ethical values in the life of the
nation and state; waning awareness of
national cultural values; threat of national
disintegration, and the weakening of
national independence.
References
Berk, L. E. (2003). Child Development.
Sith Edition. USA: Illinois State
University.
Borba, Michele. 2008. Membangun
Kecerdasan Moral : Tujuh
Kebajikan Utama Agar Anak
Bermoral Tinggi. Terjemahan.
Oleh Lina Jusur. Jakarta : PT.
Gramedia Pustaka Utama
Burhan, Bungin. 2001. Metode Penelitian
Kualitatif: Aktualisasi Metodologi
ke
Arah
Ragam
Varian
Kontemporer. Jakarta : PT. Raja
Grafindo Persada
Depdiknas.
2004.
Pengembangan
Karakter Sekolah. Jakarta :
Depdiknas RI
Doni Koesoema. A. 2007. Pendidikan
Karakter : Strategi Mendidik Anak
di Jaman Global. Jakarta :
Grasindo. Cetakan Pertama
Harahap, H.A.H & Dewantara, S. B.
(1980). Ki Hajar Dewantara
ditangkap
dipenjarakan
dan
diasingkan. Jakarta : Gunung
Agung.
Harris, R. et all. (1995). Competency
based Education and Training :
Between a Rock and a Whirlpool.
Australia: MacMillan Education
Australia.Ltd.
Harkonen, U. ( tanpa tahun) Defining
Early
Childhood
Education
Through Systems Theory. Finland
: University Of Joensuu
http://sokl.joensuu.fi/harkonen/ver
kot/Defining%20early-Article.
pdf. (Diakses pada tanggal 13
Maret 2010).
Hurlock, E. (1999) . Perkembangan Anak.
Jilid 2. Jakarta: Erlangga.
Kemdiknas. (2010). Buku Induk Pembang
unan Karakter. Jakarta.
Kemdiknas. (2010). Desain Induk Pendidi
kan Karakter (hal. 8‐9). Jakarta
Kemdiknas. (2010). Rencana Aksi Nasion
al Pendidikan Karakter. Jakarta.
Lickona, T. (1992). Educating for
Character, How Our Schools Can
Teach Respect and Responsibility.
New York: Bantam Books.
Pusat Kurikulum. (2009). Pengembangan
dan Pendidikan Budaya dan Karak
ter Bangsa:
Pedoman Sekolah (hal. 9‐10). Jaka
rta.
Nasution. 1980. Metode Penelitian
Naturalistik Kualitatif. Bandung :
Tarsito
Suryabrata, Sumadi. 1990. Metodologi
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Tillman Diane (2004). Living Values
Acivities for Children Ages 8-14.
Jakarta Grasindo.
139
EARLY CHILDHOOD READING LEARNING BASED ON
INFORMATION TECHNOLOGY
Yulsyofriend
[email protected]
Department Of Teacher Education Early Childhood Education
The Faculty of Education
Abstract
Aspects of early childhood development can be stimulated by providing learning activities
that attract multi-media and methods. The research was conducted in kindergarten Earth
Limaumanis Padang VI aims to determine the reading level of development as one part of the
learning aspects of language development through multi-media computer. Learning to read
children stimulated with software compact disc reading programs. The research method uses a
class room with two action research cycles, each cycle of the three meetings. The results of
this study demonstrate the effectiveness of the development of children with significant
reading through the analysis of the data indicated an increase in the attitude of children who
read well and good 92.5%. Increase in the child's well read and well 87.5%. This means that
in general the development of learning to read the child has reached the minimum
completeness criteria (KKM). Therefore, this assessment is stopped until the second cycle at
the meeting of 4, because of the thoroughness of learning to read at least in the development
of children has been reached.
Title: Learning, Reading, Information Technology
Preliminary
Children aged 4-6 years were part
of early childhood are at a range of birth to
6 years of age. At this age the terminology
referred to as preschoolers. Development
of intelligence in this period increased
from 50% to 80%. In addition, based on
the results of research / studies conducted
by the Center for Curriculum, Balitbang
Education in 2003 showed that in almost
all aspects of the development of children
entering kindergarten have higher ability
than the children who are entering
kindergarten in the first grade elementary
school. Data repetition rate of 2001/2002
to 10.85% for class I, class II by 6.68%,
5.48% for class III, class IV at 4.28, 2.92%
for class V and class IV of 0.42%. The
data illustrate that the repetition rate in
Grade I and II are higher than other classes
(Depdiknas, 2003).
140
It is estimated that children who
repeat classes are children who do not
enter preschool education before entering
elementary school. They are children who
have not prepared and not prepared by her
parents to enter elementary school. The
existence of large differences between the
pattern of education in schools and in
homes that do not cause children to enter
kindergarten
education
(preschool)
suffered a surprise strike on schools and
their school or not able to adjust so it can
not develop optimally. This shows the
importance of developing the full potential
of preschool children.
Early childhood education is very
essential for children's development. It is
based on the reasons that early age is a
fundamental phase of child development
and learning, learning and development is
a continuous process; demands of the
future will increasingly competitive lead
generation, and the demands of other noneducational (change of life patterns and
attitudes in society ).
The nature ofEarly Childhood
Early childhood education is a
development effort aimed at children from
birth to age six years through the provision
of educational stimulus to promote the
of the child to have to enter further
education (Depdiknas, 2003:16). Early
childhood education, according to Anwar
(2004:2), is education that serves to assist
the growth and physical development. and
psychological development of students
who performed in or outside the family.
Early childhood education not only
function is to provide learning experiences
for children, but also to optimize the
development potential of children.
Boundaries used by the National
Association for the Education of Young
Children (NAEYC) in is meant by "Early
Childhood" is a child from birth until the
age of 6 years (Patmonodewo, 2003: 43).
According Patmonodewo is a preschool
child is those aged between 3-6 years.
They usually follow the preschool
program. In Indonesia, generally following
a Child Care program (ages 3-5 years) and
playgroups (age 3), whereas at the age of
4-6 years they usually follow the
kindergarten program.
Things that are important in the
early years of early childhood among
others: (1) Children aged 3 years had to
learn to play and talk, (2) Children ages 3
to 4 years had a great curiosity, because
it's freedom and opportunity to observe,
move and carry out exploration activities
and the environment need to be given, (3)
Children aged 2 to 6 years old are to
identify themselves and the world that
surrounds it. Therefore, introducing proper
name, the names of the people around him,
as the parts of the body, the names of
things at home, in the yard, at school, it is
appropriate at this age, (4) The character
of the child is formed through the
activities and learning over a period of 3-6
years of age, children engaged actively
and frequently follow the impulses of his
heart, at this time a good time to develop a
child's character (Theo and Martin, 2004:
22).
ReadingItselfforEarly Childhood
Many recent studies show that
children can be taught to read before he
reaches school age. Durkin (1996: 196)
has conducted research on the effects of
early reading in children. He concluded
that no negative effects on children of
early reading. Children who have been
taught to read before entering primary
school are generally more advanced in
school than children who did not get to
read early. Steinberg (1982:214-215)
argues that there are at least four
advantages of teaching of early reading in
terms of teaching and learning process: (1)
learn to read early this satisfy the curiosity
of children, (2) familiar and informal
situations at home and in the KB or in
kindergarten is a factor conducive for
children to learn, (3) children's early
childhood in general sense and can be set,
(4) an early age children learn easily and
quickly.
Reading
abilityisvitalowned
subsidiaries. Purpose of readingistoget the
informationin
question
includefactsandinformationaboutdaily
eventstohigh-levelinformation,
readingto
broadenandenhanceknowledge.
Learning Media
Understanding the media leads to
something that brought / forward
information (messages) between the
source (its message) and the recipient. Are
all forms of media and channels that can
be used in a process of presenting
information (AECT Task Force, 1977:162)
(in Latuheru, 1988:11). Robert Heinich et
141
al (1985:6) suggests the definition of the
medium as something that carries
information between the source and
receiver of information. Still from the
same viewpoint, Kemp and Dayton
(1985:3), suggests that the role of media in
the communication process is as a sender
(transfer) that transmits messages from the
sender to the receiver of the message or
information.
Jerold Kemp (1986) in Private (2004:1.4)
suggests several factors that are
characteristic of the media, among others:
a. ability to present images (presentation)
b. factor size: large or small
c. factor color: black and white or color
d. factor of motion: stationary or moving
e. language factor: a written or oral
f. factor of the relationship between
image and sound: the picture only,
sound only, or a combination of
picture and sound.
In addition, Jerold Kemp and
Diane K. Dayton (in private, 2004:1.5)
suggests the classification of media types
as follows: a. print media; b. display media
(media
displayed);
c.
overhead
transparency; d. sound recordings; e.
sound slides and film strips; f. multi-image
presentation; g. video and film; h.
computer based learning.
The
termmediaherein
terms
ofusage, as well as thebenefitsandspecial
functionin
activities/learning
process,
thenusedthemedium
of
learning.
Instructional
mediaarealltools(aids)
orobjects thatare usedinteaching and
learning
activities,
with
theintenttoconveya message(information)
learningfromthe source(teacher orother
source) to the recipient(in this case
studystudentsorresidents).
Messages(information) isconveyedthrough
themedia, in the formorcontent ofteaching
materialsmustbereceived by thereceiver of
the message(the students), byusing oneor
acombination
oftheirsensory
organs.
Evenbetter
ifallsensing
142
devicesthathavereceivedthe
messagecanbedelivered(Latuheru,
1988:13).
In general, the presence of
emerging media because of the limitations
of words, time, space, and size. Added
also that the media serves as a means of
learning that is able to convey the message
as well as make the receiver understand
the message in the message body.
Of some of the above explanations
of learning media, it can be concluded that
the media is a tool of learning, a variety of
components or materials used in teaching
and learning activities to deliver a message
from its message to the recipient receives
the message receiver to facilitate the
concept.
Function and Role of Learning Media
Media presence as a medium of
learning between teacher as the sender and
recipient
information
must
be
communicative,
especially
for
the
visualization object. In learning science,
especially relating to the concept of the
universe more visually prominent, so that
if one only knew the word that represents
an object, but does not know the object is
called verbalisme. Each feature according
to the characteristics of the media have a
child. Selection of appropriate media to
the characteristics of children will better
help the success of teachers in learning. In
detail, the media function allows children
to see objects that exist but are difficult to
see with the naked eye through the
medium of drawing, photograph, slide,
and the like cause kids get a real picture
(Degeng, 1999:19).
According to Gerlach and Ely (in
Arsyad, 2002:11) characterize a viable
educational media used in the study are as
follows:
1. Fixative (fixative property)
Learning Media has the ability to
record, store, preserve, and reconstruct
an event / object.
2. Manipulative (manipulative property)
Events that took days can be served to
children within two or three minutes
with a shooting technique time-lapse
recording.
3. Distributive (distributive property)
Allows objects to be transported
through an integrated display and
simultaneously object can describe the
same condition in children with the
same stimulus relative experience of
the event.
From the above explanation,
concluded that the use of instructional
media is media that is capable of
displaying a series of events actually
happened in a long time and can be
presented in a short time and an event
described should be capable of transferring
the actual state, so it does not cause the
verbalisme.
Teaching and learning process can
work well if the child interacts with all the
tools senses. Teachers have tried to portray
the stimulus that can be processed with a
variety of senses. The more sensing
devices used to receive and process
information, the greater the likelihood that
information is understandable and can be
maintained in the memory of the child.
Children are expected to be able to receive
and absorb with ease and good messages
in the material presented.
Involvement of children in
learning activities is very important,
because of the kind described by Edgar
Dale (in Sadiman, et al,2003:7-8) in the
classification according to the experience
level of the most concrete to most abstract,
in which participation, observation, and
direct experience provide an enormous
influence on the learning experience the
child receives. Submission of a concept to
be conveyed to the child's best if the
concept requires that the child is directly
involved in it when compared with the
concept that only involve the child to
observe.
Based on the above, then the use
of instructional media is expected to
provide a more concrete learning
experiences to children, and can enhance
the learning activity of children in the
media as an example of an interactive
computer learning.
Theory ofMediaDevelopment
Development
of
electronic
communications, bringing major changes
in education. One thing to avoid is the
assumption that the position of teachers
will be replaced by electronic devices. In
the presence of electronic communication,
increase the importance of teacher
attendance. The changing role of teachers
and teacher functions associated with the
attempt to solve one problem, namely
education, (1) to relieve classroom
teachers of the many routine activities, (2)
equip teachers with the techniques of the
highest quality of skills, (3) development
of representation class with an emphasis
on personal service as much as possible in
each subject, (4) develop teaching selected
based on the ability of individual children.
From the above explanation about the new
role of teachers in education is expected to
improve the quality of education, making
use of various instructional media will
replace the couple of the instructional
function of the teacher (Sulaeman,
1988:24-25).
Development
ofinstructional
mediabasedonthreemodels, namely the
development
ofproceduralmodels,
conceptualmodelsandtheoreticalmodels.
Proceduralmodelis
a
model
thatis
descriptive, whichoutlinesthe stepsthat
must befollowed toproducethe product.
Conceptual
modelthat
isboth
analyticalmodelthatspecifies
thecomponents
ofthe
product
to
bedevelopedas well aslinkagesbetween
components. While thetheoreticalmodelsis
amodel thatshows the relationshipbetween
thechangeof events.
143
Based onthe foregoing, the
development
ofcomputer-assisted
interactivemediadevelopedto
follow
theprocedural
modelingoftheASSURE,
where the steps to be followed by a
descriptive nature that consists of six
steps, namely the analysis of child
characteristics, goal setting, selection of
media and materials, use of materials,
inclusion of children to be active in
learning, evaluation / revision. While the
conceptual model of the development of
computer-aided media follows the theory
of learning proposed by Gagne behavior
that is learned by man can be adjusted and
modified to develop certain forms of
behavior in a person, or enhance
capabilities, or change his behavior
(Nasution, 1988: 131), so instructional
media
are
developed
based
on
"Programmed Instruction". In connection
with the use of "Programmed Instruction"
as a concept developed by the media, the
theory of learning appropriate to the
character of "Programmed Instruction" is
the theory of learned associations, states
that the relationship between stimulus and
response. The relationship will be stronger
if often repeated and the correct response
was given praise or other means that
provide a sense of satisfaction and
pleasure (Nasution, 1988: 132).
ComputerMedia
When this computeris no longera
luxury,this
toolhas
beenusedinvariousfieldsof workas well as
inthe
field
ofeducation.
At
firstcomputersusedinschoolsto supportthe
smoothworkof administrationby utilizing
thesoftwareMicrosoftword,
excelandaccess.
Withthe
inclusionof
ICTmaterialsin thenewcurriculum, the role
ofcomputersas
amajor
component
inhavinga very important positionas oneof
learningmedia.
Quoteof
thecurriculumformulti-media
computerlearningactivities.
144
By using the Information and
Communications
Technology
appropriately and optimally to obtain and
process information in learning activities,
work, and other activities so that children
can be creative, to develop imaginative
attitude, develop the ability to selfexploration, and easily adapt to new
developments
in
the
environment.
Through Activities Computer learning
multi-media children are expected to be
involved in rapid changes in the lives of
the additions and changes experienced in
the use of diverse information and
communication technology products.
Using
Information
and
Communication Technology tools to
search, explore, analyze, and exchange
information efficiently and effectively. By
using Information and Communication
Technology, the child will quickly get
ideas and experience from various
backgrounds. The addition of the ability of
the child because of the use of Information
Communication Technology will develop
an attitude of initiative and independent
learning skills, so the child can decide and
consider themselves when and where the
use of ICT appropriately and optimally,
including the implications of the present
and the future.
Information and Communication
Technology includes two aspects, namely
Information
and
Communications
Technology. Information Technology,
covering all matters relating to process,
use as a tool, manipulation, and
management information. Communication
technology is everything related to the use
of assistive devices to process and transfer
data from one device to another. Because
of this, Information Technology and
Communication Technology is an integral
counterpart containing the broader sense
of all activities associated with the
processing, manipulation, management,
and transfer of information between
media.
ResearchMethodology
This
studyusesactionresearchapproachare being
made toimprove thereading skillsof
kindergartenchildren. Actionin this study
islearningto
usecomputerinformationtechnologymedia
multimediain
improving
thereading
skillsof children.Proceduresimplementedin
this studywas developedbased onthe
following stages:
1. Planning: This stage ofthe process of
draftingthe
actionthat
describeswhat,why, when, where, by
whom, andhowthese actions will
beperformed.
2. Implement theaction; Atthisstage, the
draftstrategyandimplementationscenari
osapplied.
The
draftacthas
been"trained" to the performer ofthe
action(the
teacher)
tobeappliedintheappropriatescenario.
3.
Conductobservationsorobservations;
stage isrunning concurrentlyat the time
ofexecution ofthe action. Observations
madeatthe timethe actionis running,
sotheytake placein the same time.
Atthis
stage,
the
researchersdidcollectdata
throughobservationand record allthe
things
thathappenedduringexecution
ofthe
action
takes
place.
Datacollectionwasperformedby using
theformatof observation/assessmenthas
been prepared.
4.
DoingReflection:
This
stage
isintendedfora thorough reviewactions
taken, based ondata alreadycollected,
andthen perform theevaluationin order
torefinethe
nextaction.
Reflectionincludesanalysis, synthesis,
andevaluation
ofthe
results
ofobservations on theaction taken.
Ifthere is aproblemandthe process of
reflection, it isdonethrough areview
processthatincludesthe
followingactions:
re-planning,
re-
action, andrepeatedobservationthatthe
problemsencountered can beresolved.
Implementation of the research
carried out in the form of a repetitive
cycle, in which there are four main stages
of
activity
as
described above.
Implementation ofresearch beganwiththe
firstcycleandconsistsof fouractivities. If
the known location of the successes and
obstacles and actions undertaken in the
first cycle, teachers and researchers to
determine the design for the second cycle.
Activity in the second cycle may be the
same activity with the previous activities
when directed to repeat the success, to
convince or confirm the results. Activities
undertaken in the second cycle has a range
of additional improvements from the
previous action is shown to overcome
many obstacles / difficulties found in the
first cycle. Cycle of activities carried out
are shown in the drawings as follows:
145
problems
the plan of
action - I
the plan of
action - I
reflexion - I
observation/
Collection
data -I
cycle - I
New
problem,
Permasalahan
baru,
resulthasil
,
efleksi
reflexion
SIKLUS
cycle
- II
- II
if the problem
unresolved
The studywas conductedwith the
involvement ofsubjects: one group of
childreninkindergartenEarthVILimaumani
sPadang.
To
implement
theactionsincluded2
(two)
Kindergartenteachersinkindergartenis
concerned.
The data will beanalyzed in the
studyinclude thetype ofqualitative data.
Qualitative datain the form ofinformation
obtainedthrough
observationandinterviews. Sources of
datain
this
study
includechildrenandkindergartenteachersLi
maumanisVIEarthPadanginvolved
inresearch activities
The
research
datawere
collectedusingan
instrumentconsistingofobservation
andinterviewguidelines.
Activityobservedin
this
146
The plan of
action - II
Reflexion
Refleksi - -III
The plan of
action - II
Observation
/ collection
Data - II
to be continued into
the next cycle
studyintendedtocollectdata directlyrelated
tothe following information: (1)The
conditionof
thebackgroundresearchobjective;
and(2)Description
ofthe
processon
theimplementation ofthe action taken;and
(3)Description oflearning outcomesisan
increase inconfidence.Interviews were
conductedtorevealtheinformationdirectly
fromteachersandchildrenin connectionwith
the actionsimplemented.
The data obtained in this study
included observations and interviews
about the actions undertaken. The data
obtained when analyzed through the
following process steps:
1. Streamlining the process of data
reduction is done through editing,
focusing, and abstracting the raw data
into meaningful information. In the
reduction process, the data obtained
through observations and interviews are
classified by category as follows: (1)
The factors supporting the action, (2)
factors that inhibit the action and (3)
The idea to revise the action in the next
cycle.
2. Presentation of the data is display data
more simply whether in the form of a
table or chart and narrative exposure in
order to discover practical steps to
improve the actions undertaken.
Inference-making process that is
the gist of the presentation of data that
have been organized in the form of a brief
statement that contains a broader sense.
Inferences in this case directed to uncover
the basic principles that can be used as a
basis for improvement action.
Research Findings and Discussion
The results of the implementation
of the 1 cycle, it has not reached the
minimum completeness criteria (KKM),
the indicator is not yet achieved that
already described above, the researcher
continued his research at the second cycle
executed as many as four meetings the 1
meeting on 18 May 2011, two meetings on
20 may 2011, third meeting on 23 may
2011 and the fourth meeting on 25 may
2011
a. Plan
The stages in the second cycle
with the cycle of research I made
arrangements with the learning
software reading program activities. In
order to achieve better results, then the
process of implementation of learning
activities are further enhanced by
providing additional tools and use the
environment, using the methods of the
field trip, which brought the child to
Lake Singkarak. Location is done
reading software program activities.
By bringing the child directly to
nature, is expected to be optimal
development of learning to read.
b. Action
Implementation of the second
cycle performed more mature
preparation for action in the second
cycle is better than I cycle and the
child can achieve thoroughness in
learning. Researchers make learning
more interesting plans and guide
children who are still having trouble.
To fix and maintain the success
already achieved in cycle I, then the
implementation of the second cycle is
created as follows:
1. Makelearningmore
interestingplanswithactivitiesthat
further
establishthe
child's
motivationin learning activities,
learningto
readchildrenimprovedwith
the
addition
ofmediaandintroduce
children tonatureas described
above.
2. More
carefulin
supervisingchildren who are stillin
trouble.
a.Preliminary
 Best regards, prayers, singing
 PhysicalActivity
 Teachersdoapperception
 The
teacherdemonstrates
there-reading
softwareprogramactivities
b. Core
 The
teacherintroducesthechildrenle
arningcomputer
 The teachergivesmotivation to
thechildrenin
amulti-media
computer
 The
teacherintroducesthechildrenth
at
the
developmentof
informationtechnologyandgro
wing veryrapidly.
 Children'sactivitiesprogramsof
twareto
readtheplayinteractivegamesin
troduceletters
and
147
wordsthatare
equippedwithgamesand
picturesof
interest,while
alsostudying
theWordprogramby typingon
the keyboard.
c. Cover
Activitiescovera
follow-upofthe
coreactivities
ofthechildrenwere
invited to playa simplegamethat
is
intheinteractivecomputerprogramc
ompec disk.
Table
Y No
1
Results
of
the
ObservationProcess
ImprovementinChildren'sReadingProgramActivitiesreadingsoftwar
e
1CycleIImeeting
The field was observed BS
B
C
K
KS
N
%
F %
f %
f %
f % f %
Observer the activities
5 31,2 7 43,7 4 25
- - 16
100
of a software program to
read
2
Identifying reading
program software
activities
4 25
6 37,5
5 31,2
1 6,2
- -
16
100
3
Classify shapes, colors,
and size in a software
program to read
3 18,7
8 50
5 31,2
-
- -
16
100
4
Summing up the result
of the software program
to read
Communicate the results
to read
3 18,7
9 56,2
3 18,7
1 6,2
- -
16
100
3 18,7
7 43,7
5 31,2
1 6,2
- -
16
100
22,5
46,3
27,5
3,7
- -
5
Number
The process of reading the result of an
increase of 22.5% indicates that a very
good value, good-value 46.3%, 27.5% are
fairly
valued,
which
is
worth
approximately 3.7% and 0% are worth less
148
-
once. It can be concluded that the
observation is enough, enough to identify,
classify enough, concluded quite as well
as communicate enough.
Table
1
Results
of
Observations
ofIncreasingActivityAttitudesinChildren'sReadingProgramreadings
oftware
1CycleIImeeting
The field was Excellent
Good
Enough
Less
One N
%
observed
less
f %
f %
f %
f %
f %
Curious
3 18,7
9 56,2
4 25
- - 16
100
2
Cooperation
3
18,7
8
50
5
31,2
-
-
- -
16
100
3
Persistence
4
25
7
43,7
4
25
1
6,2
- -
16
100
4
Caution
3
18,7
9
56,2
4
25
-
-
- -
16
100
5
Critical and
creative
3
18,7
7
43,7
5
31,2
1
6,2
- -
16
100
2,5
- -
Y No
Number
19,9
49,9
The result of an increase in
reading attitude showed that 19.9% is well
worth it all, well worth 49.9%, 27.7% are
fairly
valued,
which
is
worth
approximately 2.5% and 0% are worth less
27,7
once. It can be concluded that curiosity is
enough, enough cooperation, perseverance
enough, careful enough and creative and
critical enough.
149
Table
Results
of
the
ObservationProcess
e
2CycleIImeeting
Y No
The field was
BS
B
C
K
KS
N
%
observed
F %
f %
f %
f
% f %
1 Observer the
7 43,7 6 37,5 3 18,7 - - 16
100
activities of a
software program to
read
2 Identifying reading
6 37,5 7 43,7 3 18,7 - - 16
100
program software
activities
3
Classify shapes,
colors, and size in a
software program to
read
3 18,7
8 50
5
31,2
-
-
- -
16
100
4
Summing up the
result of the software
program to read
Communicate the
results of the software
program to read
5 31,2
8 50
3
18,7
-
-
- -
16
100
4 25
7 43,7
5
31,2
-
-
- -
16
100
-
- -
-
5
Number
31,3
The process of reading the result of the
increase shows that 31.3% is very good
value, well worth the 45%, 23.7% are
worth
enough,
which
is
worth
approximately 0% and 0% are worth less
150
45
23,7
observation well, identifying the good,
better classify, infer both good and
communicate well.
Table
1
Results
of
Observations
oftware
2CycleIImeeting
Good
Enough
Less
One
N
%
observed
less
f %
f
%
f
%
f
% f %
Curious
5 31,2
9
56,2 2
12,5 - - 16 100
2
Cooperation
4
25
8
50
4
25
-
-
-
-
16
100
3
Persistence
6
37,5
7
43,7
3
18,7
-
-
-
-
16
100
4
Caution
4
25
8
50
4
25
-
-
-
-
16
100
5
Critical and
creative
4
25
7
43,7
5
31,2
-
-
-
-
16
100
-
-
-
-
Y No
Number
28,7
48,7
reading attitude showed that 28.7% is well
worth it all, well worth 48.7%, 22.6% are
worth
enough,
which
is
worth
22,6
once. It can be concluded that either
curiosity,
good
cooperation,
good
persistence, careful and critical and
creative well is also good.
151
Table
Results
of
the
ObservationProcess
e
3CycleIImeeting
Y No The field was observed BS
B
C
K
KS
N
%
F %
f
%
f %
f
% f %
1 Observer the activities
9 56,2 5
31,2 2 12,5 - - 16 100
of a software program
to read
2
Identifying reading
program software
activities
6
37,5
7
43,7
3
18,7
-
-
- -
16
100
3
Classify shapes, colors,
and size in a software
program to read
7
43,7
5
31,2
4
25
-
-
- -
16
100
4
Summing up the result
5
to read
Communicate the
6
program to read
31,2
8
50
3
18,7
-
-
- -
16
100
37,5
7
43,7
3
18,7
-
-
- -
16
100
-
- -
-
5
Number
41,3
The process of reading the result
of the increase shows that 41.3% is very
good value, well worth the 40%, 18.7%
are worth enough, which is worth
152
40
18,7
observation well, identifying the good,
better classify, infer both good and
communicate well.
Table
Y No
1
Results
of
Observations
ofIncreasingActivityAttitudesinChildren'sReadingProgramreadingsoftware
3CycleIImeeting
The field was Excellent Good
Enough
Less
One less N
%
observed
f %
f
%
f
%
f
% f
%
Curious
9 56,2
5
31,2
2
12, 16
100
5
2
Cooperation
5
31,2
7
43,7
4
25
-
-
-
-
16
100
3
Persistence
6
37,5
7
43,7
3
18,
7
-
-
-
-
16
100
4
Caution
7
43,7
5
31,2
4
25
-
-
-
-
16
100
5
Critical and
creative
7
43,7
6
37,5
3
18,
7
-
-
-
-
16
100
-
-
-
-
Number
42,5
37,5
The result of an increase in reading
attitude showed that 42.5 is well worth it
all, well worth 37.5%, 20% are worth
enough, which is worth approximately 0%
.
20
and 0% are worth less once. It can be
concluded that either curiosity, good
cooperation, good persistence, careful and
critical and creative well is also good
153
Table
Results
of
the
ObservationProcess
e
4CycleIImeeting
Y No
The field was
BS
B
C
K
KS
N %
observed
F %
f
%
f
%
f
% f %
1 Observer the
12 75
3
18,7 1
6,2
- - - 16 100
activities of a
software program to
read
2 Identifying reading
8
50
5
31,2 3
18,7 - - - 16 100
program software
activities
3
Classify shapes,
colors, and size in a
software program to
read
4
Summing up the
9
result of the software
program to read
Communicate the
10
program to read
5
Number
6
37,5
7
43,7
3
18,7
-
-
-
-
16 100
56,2
5
31,2
2
12,5
-
-
-
-
16 100
62,5
5
31,2
1
6,2
-
-
-
-
16 100
-
-
-
-
56,3
The process of reading the result
of the increase shows that 56.3% is very
good value, good-value 31.2%, 12.5% are
worth
enough,
which
is
worth
154
31,2
12,5
observation is very good, very good to
identify, classify very well, to conclude
such a deep well and communicate well is
very good.
Table
1
Results
of
Observations
oftware
4CycleIImeeting
Good
Enough
Less
One
N
%
observed
less
f
%
f
%
f
%
f
% f %
Curious
10 62,5
5
31,2
1
6,2
- - 16
100
2
Cooperation
12
75
4
25
-
-
-
-
-
-
16
100
3
Persistence
11
68,7
4
25
1
6,2
-
-
-
-
16
100
4
Caution
6
37,5
8
50
2
12,5
-
-
-
-
16
100
5
Critical and
creative
9
56,2
5
31,2
2
12,5
-
-
-
-
16
100
-
-
-
Y No
Number
60
reading attitude showed that 60% is very
good value, good-value 32.5%, 7.5% of
value
enough,
which
is
worth
once. It can be concluded that curiosity is
very good, very good cooperation,
persistence is very good, very good careful
and critical and creative thinking is also
very good.
The recapitulation result of
meeting 1 increased capacity of children in
attitude is worth reading enough , an
32,5
7,5
increase in the process of reading also
worth enough . At the meeting of two
increase in attitude is valued both , read an
increase in the process of reading is valued
both . 3 at the meeting of an increase in
attitude is valued both , read an increase in
the process of reading also worth of good .
At a meeting of the attitude of 4 worth
very good read the process is worth
reading also very well . To be able to see
more " he explained the increase in
learning cycle II read a child at this can be
viewed on a graph 3 as follows :
155
60
50
excellent
40
good
30
Enough
Less
20
One less
10
0
1
2
Graph 3: The development of children's
Reading Learning Through multi-media
computer after Execution Cycle II
From the description above seen
clearly that the development of children's
reading learning can be optimized with
multi-media computers, where the
percentage of children who achieve good
range values once and either already
exceeded the criteria of minimal complete
expected.
Below is a description of the results of an
interview of a child after the execution of
a cycle:
Table 4. The format of an interview of the child
No Question
Answer
1
how do you feel when
13 children answered happy
learning to read with a
, then his percentage 81,2 %
software program ?
3 children respond to
mediocrity, then the
percentage is 18.7%
2
3
156
You try to tell me about a
reading software program
activities have you done
do you have difficulty in
performing the activities of
the software program read
?
Reason
Because it's fun reading
software program
clothes wet, slippery
12 children answer can tell
me, then the percentage is
74%
4 people replied to the less
able child, then the
percentage is 25%
Easy to remember and
easy to understand
10 children answered no
then the percentage is 62.5%
6 children answer the usual
mediocrity, then the
percentage is 37.5%
easy to do easy to
understand
often fell afraid of
swimming
Forget, difficult to
understand
Based on the results of interviews
the child above, can be taken the
conclusion that software program to read
for lots of fun, this is visible from the
percentage obtained i.e. 13 children
answer pleased with percentage of 81.2%
and 3 children answer the mediocre with
the percentage of 18.7%. Who can retell
about the activities that have been carried
out with the number of children 12 people
75%, while the less able retelling there are
4 children with a percentage of 25%. Who
do not have difficulty in reading software
program activities there are 10 children
with 62.5% and the percentage that
responded to the mediocrity that 6 children
with percentage of 37.5%
Data Analysis
Analyze the results of the observation
According to R. Sugiyono
Mangunwiyoto (2007: 37) explained
that% u201Ctabel frequency distribution is
a tool to present statistical data and
column-shaped lanes, which contained
figures that can be painted or portray an
aura of variable frequency division or who
becomes the object of research‖.
The Data were analyzed in percentages
using the formula as follows:
P = F x 100 %
N
Description:
P % : the percentage of the activity
F: the frequency of the activity performed
of the child
N: the number of students
Whereas to determine the activity
according to Arikunto (2007: 65)
increased child then the child learning
activity interpretation is as follows
1. 81 % - 100 %
: excellent
2. 61 % - 80 %
: good
3. 41 % - 60 %
: enough
4. 21 % - 40 %
: less
5. 0 % - 20 % : one less
Discussions
Based on the results of research
which has been described in the analysis
of cycle about the optimization of the
development of learning II read a child
through
multi-media
computer
in
kindergarten Earth VI Limaumanis Padang
city needs to clarify the discussion of this
research study.
1. Increasing the skills of children's
Reading Attitude
The results showed that the
activities of the research software
program to improve reading ability of
children in children's reading attitude
skills to equip children with the
scientists who have a good attitude,
attitude, attitude like honest, critical
attitude of humility, the attitude is not
easily discouraged, the attitude of
openness to criticism and tested, the
attitude of respecting and accepting
input, attitudes are based and the facts,
sufficient data and passion want to
know the height
2. Improvement of the skills of a child
reading process
After observing the results of
research that the multi media
computers can improve your child's
reading skills i.e. the child process to
do the observation using all her senses
to various equipment and supplies
computer. Kids also trained to know
the
equipment
and
supplies
multimedia computer parts, observe,
give a name parts, as well as its
functionality. Then the son of doing
the classification, namely practicing
pegging hardware (hardware) and
software (software) based on certain
characteristics. Children follow the
procedure turn the computer, playing
computer programs and turn off the
computer. Then the child learns to
conclude, in this process the child was
given an opportunity for skilled and
trained to provide conclusions and
157
analyses according to the language of
the children. Then the child is trying to
communicate, in the communication
involves what is thought of as well as
explain, describe and tell stories.
Based on the results of action
research cycle I and cycle II can pin
down the success of the program
activities reads in optimizing software
development learning read children as
follows:
1. Improvement of the process of
reading the very kind of 21.7%
increased to 56.3% in cycle II, at
the cycle I have children once
good value range of 3 people
while in cycle II 9, an increase in
IE 6 children.
2. Improved attitudes read well from
16.3% increase to 60% at the end
of the cycle II. On the cycle I had
the child good value range once
two people while in cycle II 9, an
increase in IE 7 children.
3. Increase in the process of reading
less on a cycle i 2.5 % down on a
cycle ii into 0 % . I have a child in
the cycle of its range of less value
one person while in ii there is no
cycle
4. As for the less once in reading
attitudes decreased 2.5% in cycle
II to 0%. In cycle I, the children
have a range value is less then 1
person, while in cycle II does not
exist.
Based on the recapitulation table
II cycle then it can be seen that an increase
in reading attitudes are once good boy and
good 92.5%. Improvement of the process
of reading the child well and kind of
87.5%. This means that in general the
development of learning read children has
reached minimum completenesscriteria
(KKM). Therefore, this assessment was
halted until cycle II at a meeting 4, due to
the
minimal development
learning
158
complete in reading children had already
been achieved.
Conclusion
Learning activities development
read son is able to lay aside strategy
learning applied by teachers and media
and methods support against any learning .
Media uses has become absolute necessity
that used , research proves learning that
stimulates vision and hearing integrally
will make easy child in learning .
Activities development read child easier
applied to use media that is both
technology in this is media computer .
Media computer are now to be need , so
are children in developing reading ability .
Literacy child more easily in using media
computer supported with software reading
ability .
This research implicates early
childhood education in the world , which
is as one of the literacy alternative the
development of children through the
computer . As one of information science
that support to the development of the
early childhood education . This research
implicates to the development of science ,
that media computer program which made
remarkable progress very well as facilities
early childhood learning to develop every
aspect of child development an early age .
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159
LEADERSHIP CHALLENGES OF EARLY CHILDHOOD INSTITUTIONS
Nugroho
Curriculum and Educational Technology Department,
Education Faculty, State Semarang University
Abstract
Early childhood education is a priority of education development in Ministry of Education.
Breakthroughs are made to improve Gross Participation Number of early childhood education
is 58% this year and expected to reach 75% by 2015. Nowadays, in society early childhood
institutions are growing rapidly, but if we look closer there will be found the gap between the
growths of quantity than quality. It‘s caused by three things. First, the leadership capacity of
early childhood is in low level. Second, human resources and qualified early childhood
teacher competencies are not good enough. Third, accountability and governance of early
childhood is still low. It is recommended that the government should do these following
things: 1. Conducting periodic training of early childhood management; 2. Managerial
supervision to the management of early childhood; 3. Facilitate the implementation of
professional learning community (PLC) for early childhood teachers; 4. Accelerate the
improvement of qualification and competence of early childhood teachers.
Key words:
Gross Participation Number of early childhood education, PLC, Accountability
a. Introduction
Early childhood become top
priority in Strategic Planning of Ministry
Education, it is because of organizers
state‘s awareness that early education is
crucial for the future of the younger
generation. In the past early childhood is
managed by volunteers such as members
of the Bhayangkari, Persit Kartika
Chandra Kirana, Muslimat NU, and other
early childhood established by the
government. For last ten years early
childhood flourish like mushrooms in the
rainy season, especially since the
government diligently giving various types
of block grant. Although early childhood
growth is quite phenomenal in fact there
has not yet been able to reach all children
early in the whole areas.
Dirjen PAUDNI Ministry of
Education Freyani Hawadi Lydia (2012)
stated that the new PAUDNI services can
reach 15 million children of early age from
30 million children who should get early
160
childhood services. She said it was not
easy to achieve targeted gross participation
number of early childhood education 75
percent in 2015. Meanwhile, according to
the data of Balitbang Education Ministry
(2009), for children aged 5-6 years which
is around 8,14 million children, only about
2,63 million children (or about 32,36%)
who obtained education services in
kindergarten. Those who get the chance to
get early childhood education, generally
come from mid-upper class of families in
urban areas. This also shows that children
from poor families and rural children do
not get a chance early childhood education
proportionately. On the other hand the
disparity between the early childhoods
services in rural and urban areas are very
large which is around 3,2%. Early
childhood in the city is shown by the more
luxurious facilities than in rural areas.
The rapid growth of early
childhood has not been matched by the
quality of implementation. Indeed there is
the management of early childhood
actually managed nicely, neat and
professional; generally early childhood
education became a part of business. On
the other hand, early childhoods that
established the volunteers are still largely
managed by amateurs. Similarly, the
availability of infrastructure facilities
(indoor APE - APE outdoor), and no less
important is the availability of learning
generic menu.
Early childhood teacher education
qualification / kindergarten is only 12,55%
qualified as S1 (undergraduate), 477.039
are still qualified as high school graduate
or equivalent; the rest is still qualified D2,
D3 is also not a specialized education
(Maj, 2008). Since there are so many
varied qualifications, early childhood
education personnel need serious attention.
Therefore, the Government Regulation
Number 19 Year 2005 on National
Education Standards is formulated by
considering the characteristics of the
organization of early childhood. Early
childhood standards consist of four
groups, there are: (1) The standard level of
achievement
of
development,
(2)
Standards of educators and educational
personnel, (3) Standard content, process,
and assessment, and (4) The standard of
facilities and infrastructure, management,
and financing.
From the scattered data above and
considering the expectations of the
government and the people on the
importance of qualified early childhood
services so it needs a strong and inspiring
leaderships of early childhood education.
Through strong leadership and inspiring, it
is expected fundamental problems of early
childhood education can be resolved so it
can bring early childhood become learning
organization that can make innovations as
demanded by the progress of time.
b. Problem
Numerous
of
fundamental
problems that have to be solved by
strengthening the honest and inspiring
leadership
capabilities
include
the
following:
1. The rapid growth in early childhood
institutions
have
not
been
accompanied by the leadership
capacity that allows the strengthening
of institutional capacity of accountable
and dynamic according to changing
demands
institutions have not been coupled
with the availability of the civil /
professional teachers.
institutions still less dynamic in the
mean itis not accompanied by the
ability to manage changes in line with
public demands for quality service.
c. Discussion
1.
Leader & Leadership
Leader is a person who has the skills
and strengths, especially in one area so he
can influence other people to get together
to perform certain activities for the
achievement of one or more goals. Leader
is a person who has the skills and strengths
in one area or more, so he was able to
influence others to do certain activities to
achieve some goals (Kartini Kartono,
1994: 181).
Wahjosumidjo (2001) argues that
in order to be a good school leaders,
principals must: (a) fair, (b) able to give
suggestions (suggesting), (c) support the
achievement of objectives (Supplying
objectives), (d) serve as a catalyst (e)
creates a sense of security (Providing
security), (f) may be representative of the
organization (representing), (g) could be a
source of inspiration (inspiring), and (h)
would appreciate (praising).
The essence of the leader's job is: a.
critical awareness to colleagues that they
161
are one team, so evokes loyalty as a team
is important; b. educating his colleagues
and left tacit knowledge to his colleagues,
c. giving advices and suggestions relating
to good-bad option, to solve problems and
set a vision for the future; d. becoming
role model in building professional
discipline in performing their duties; e.
motivate members (peers) to always show
commitment in working, showing that
optimal performance in any condition.
Leadership is the ability to influence a
group to achieve goals (Robbins, 2002).
Leadership is a set of abilities and
personality traits, including the authority
to serve as a means in order to convince
them that leads to willing and able to carry
out tasks assigned to him willingly,
eagerly, no inner joy, and voluntary.
Leadership is an activity to influence the
behavior of others so that they would be
directed to achieve specific goals. Based
on the above limits will require strong
leadership
and
inspirational
early
childhood so as to achieve: strengthening
the capacity of early childhood;
accountable
leadership;
increase
continuous professionalism, and managing
changes.
2.
Institutional
Capacity
Strengthening early childhood
Referring
to
the
Ministry
Regulation No. 58 of 2009 is quite clear
profile of the desired ideal early childhood
institution that the government is able to
realize: (1) The standard level of
developing achievement, (2) Standards of
educators and educational personnel, (3)
Standard content, process, and assessment,
and (4) The standard of facilities and
infrastructure, management, and financing.
Based on the current condition, it‘s not
easy for early childhood institution to be
able to deliver those completely. It needs
strong leadership to strengthen the
institutional capacity of early childhood
education.
162
PAUDNI organizing principles are
easy, cheap, and qualified but in practice
the quality is often less of a concern. To
achieve it leadership is needed which has
the personal characteristics as follows:
1. Integrity (honest, trustworthy), he
must be a person of honesty and trust
to really promote early childhood
institutions, not just for personal gain,
2. Compassion (sincere), children who
are in early childhood institutions is
innocent children, so they should be
treated as genuine, do not be
exploited,
3. Commitment. Leading early childhood
should act according to your words
and actions, can be trusted and trusting
others,
4. Confidence. A good leader has the
personal characteristics that can be
trusted; by his teachers, parents and
community partners,
5. Cognizance. One of the strengths of
leadership is knowledge. This means
that early childhood leader should be
understood correctly about various
things related to early childhood
world. Unethical if he only plays a
role as a demanding boss financiers as
well as understand how to organize
profit without understanding how to
run
early
childhood
institution
properly,
6. Communication, a good leader could
deliver a clear message to the
organization, on the other hand it also
is required to become critical listeners
of its members.
7. Self-efficacy. The leader is a role
model, therefore he must have the
confidence to be able to bring the
progress
of
early
childhood
institutions, if he shows little doubt his
self-efficacy so it will affect the
members working motivation.
If leadership is the ability of a
leader to influence and mobilize others to
work together to achieve a group goal then
a number of those personalities is the
reason why others (members) will receive
direction and be influenced of their leader.
3.
Accountability and Governance
One of the successful leadership
key is a basic trust. Without the trust
leadership can‘t work effectively. To build
trust needs accountability. Accountability
is the obligation to provide accountability
and explain the organization's performance
and actions to the user community (user)
so it can build a solid trust.
School accountability is the
accumulation
of
the
overall
implementation of the main tasks and
functions of schools that need to be
delivered to the public / stakeholders.
Accountability of school performance is a
manifestation of the school's obligation to
account for the success / failure of the
school plan in achieving objectives and
targets set through periodic accountability
tool. In this context it is early childhood
leadership of the party responsible for
ensuring the realization of accountability.
In the perspective of sustainable
quality improvement, it must be accounted
for the accountability of early childhood
leadership can be divided into six regions
as follows:
 Accountability
policies,
namely
accountability for policy choices that
will be implemented, including how the
transparency of policy making.
 Accountability of performance (product
/ quality accountability), including the
accountability associated with school
achievement of institutional goals,
 Accountability
process,
the
accountability associated with the
processes,
procedures,
rules,
regulations, guidelines, and so on,
intended to oversee the process in
fairness.
 Financial accountability (honesty) or
often called (financial accountability),
the accountability associated with the
income and expenditure of money (cash
in and cash out). Often the term is also
used for cost accountability is the
accountability category.
 Accountability in the monitoring and
evaluation of program planning and
implementation
 Accountability in creating a follow-up
planning to the quality improvement
(QA)
To realize the accountability
need good management conditions.
Good management needs to consider at
least three major factors namely: 1.
have a foothold regulatory or legal
basis of a comprehensive and up to
date; 2. the real condition of
organizational capability; 3. community
dynamics. Good governance is able to
synergize the objective of the above
three conditions are proportionately.
4.
Continuing
Competence
Enhancement
Since there are some lack of
qualifications and competence of early
childhood teachers, it is necessary
programmatic efforts of early childhood
leadership to initiate sustainable quality
improvement. Main agenda for the
sustainable quality of early childhood
teachers are: First, an increase in S1 early
childhood qualifications as mandated by
law teachers and lecturers; Second, the
increase in early childhood teacher
competence; Third, form a community of
learners
(professional
learning
community). Here is a description of the
three programs that must be considered by
the leaders of early childhood:
a. Improvement of qualification. Early
childhood leaders have always tried to
encourage and facilitate an increase in
qualified early childhood teachers who
are in the environment agency. In
163
increasing this qualification should be
able to ensure the leader in early
childhood educators and educational
institutions (LPTK) where his teachers
to continue their studies. It is
important to direct teachers to
continue their studies in early
childhood qualified and recommended
LPTK PMPTK DG. Today many
LPTK have no competence and
expertise in the field of early
childhood but dare to open the early
childhood programs.
b. Increased competencies. Proved that
the increase in qualifying diploma is
not necessarily accompanied by an
increase in professional competence.
Leaders of early childhood should
create creative breakthroughs to
facilitate
the
improvement
of
professional competence of teachers
such as sending early childhood
teachers to take workshops, training,
and internships or conduct periodic
IHT (in-house training) in their
respective schools. Leaders who are
able to drive and find opportunities to
early childhood teachers to get
training and workshops that can
enhance the professionalism of its
work. The results Burchinal, Roberts,
Nabors & Bryant, 1998; Phillipsen,
Burchinal, Howes and Cryer, 1999;
suggests that early childhood teachers
who received training from the
beginning and workshops often prove
to be better able to manage - to
implement a variety of early childhood
programs compared with those who
from the beginning less get training
opportunities
and
workshops.
Furthermore, L Eva Essa (2003) states
that a good early childhood teachers
are those who do not often go out or
moved around the workplace. The
high turnover of teacher or move in
and out is bad for children
development. About the importance of
164
quality early childhood teacher's role
is also confirmed by the Ministry of
Education and Early Childhood
Development, International Education
Division (2010) which states that
encourage and facilitate the early
childhood teachers to stay focused in
the mastery of teaching competence is
urgent that should be a priority in the
management of early childhood
institutions . If these conditions are
implemented in Indonesia it is the
classic problem of who bears the cost
of training. Therefore, not all early
childhood
institutions have the
financial ability to send their teachers
through various training programs. On
the other hand, early childhood
teachers'
personal
ability
to
independently allocate the cost of
training is also very little chance
considering their average salary was
minimal. This means that it took the
intervention from the government to
facilitate early childhood teachers
improve their professional skills
through training held periodically on
government financing.
c. Facilitating the formation of the PLC
(Professional Learning Community).
The term professional learning
community
has
become
quite
commonplace in education circles.
The term describes a collegial group
of WHO are united in their
commitment to an outcome. The
professional learning community for
not only urgent but also improving
competencies
teachers
urgently
needed for the student learning
quality. In the case of education, the
commitment would be to student
learning. The community engages in a
variety of activities Including sharing
a vision, working and learning
collaboratively, visiting and observing
other classrooms, and participating in
shared decision making. The benefits
of professional learning community to
educators and students include
reduced isolation of teachers, better
informed and committed teachers, and
academic gains for students. The
professional learning community is
seen as a powerful staff-development
approach and a potent strategy for
school change and improvement.
5.
Change Management
Along with the ongoing information
revolution that is rapidly changing lives
through the bulkhead and national
boundaries. It brings a consequence that
the importance of awareness of each
organization to realize that change is a
necessity that cannot be avoided.
Organizations that do not have the
collective consciousness of all its members
that the change is a certain, they will be
left behind, unable to give satisfaction to
the consumer, and eventually he will die
abandoned its customers. Leadership
challenge is how to build early childhood
critical awareness of its members to design
changes, implement changes and oversee
changes to succeed. Changes are not
"forced" because of the regulations, or
because of "complaints" from people.
Visionary leadership can design and
manage change.
Changes
sought
by
early
childhood institutions are changing
towards the optimization of the quality
culture, organizations health, a learning
organization towards a more effective
organizational performance and dynamic.
In the perspective of strategic management
review, change management is an
organizational change strategy that aims to
make updates to the organization's ability
to have high performance. Management of
change in principle is a strategy to ensure
the existence of the organization.
To be able to make changes, the
organization must be flexible in many
aspects, the aspects (1) individual, (2)
technology, (3) employment, and (4)
leadership. Organizations need to seek
how to make change happen, building on
the experience of success and failure in
organizational change and provide
practical insights to the process of change.
d. Recommendation
Based on theoretical studies and
empirical observations as described above
it is recommended that the following
matters:
1. Government (cq Director General
PAUDNI) needs to carry out a variety
of management and governance
training for early childhood leaders
and managers. This is meant in the
future, leaders of early childhood have
a high ability in: strengthening the
capacity of early childhood; lead and
be accountable for managing early
childhood;
enhance
sustainable
professionalism, managing change.
2. Government (cq Director General
PAUDNI) must conduct periodic
managerial supervision in each early
childhood institution; this can be done
with the help of the education and
cultural departments in each districts
and towns
3. Early childhood leaders must work in
collaboration with the Department of
Education
and Cultural should
facilitate the formation of the PLC
(professional learning community)
early childhood teachers.
4. The early childhood teachers should
actively improve their professional
skills through various scientific
forums, especially utilizing the
presence of PLC.
165
SOCIAL STUDIES INTRODUCES “GOOD CITIZEN”
SINCE KIDERGARTEN
Sukasih
Faculty of Tarbiyah, IAIN Walisongo
Abstract
Social studies aims to shape good citizen from kindergarten until grade 12. Social studies are
taught since kindergarten so that students have habit of good citizen‘s attitude and can
applicate it in school, home, and society.
The function of social studies as a criterion to select the content of social studies learning
material. Its function is hoped to be able to prepare the students to have social moral,
awareness, participation, problem solving, and social innovation. Social studies are taught in
kindergarten so that students can become good citizens who can notice their environment and
have together‘s responsibility.
Early childhood in kindergarten is hoped to get development achievement to be able to
describe kid‘s growth and development in certain age period. The development of students
having social studies is an integration of introducing and guiding in understanding good
citizen‘s value. To get optimal good citizen‘s development, it is needed a entire, consistent
and integrated stimulation through habitude.
Introduction
Problem Background
Law number 20 , 2003 about
National Education System article 1
number 14 states that Early Childhood
Education (ECE) is a development effort
for child from child‘s birth until six years
old which is done through giving
education stimulation to help child‘s
growth and development in physic and
spiritual so that child has preparation for
the next education. In its development,
society has shown their concern toward
early childhood education, nurture, and
protection for 0 – 6 years old with some
services suitable with their condition and
capability, through formal and informal
education. Some of kindergarten‘s formal
and informal education service still
consider that school is just for fun so that
they have not applied proper learning
curriculum, even they give social studies
with good citizen is clearly never done.
ECE standard is an integral part
from national education standard as
166
mandated in government regulation
number 19, 2005 about National
Education Standard which is formulated
by considering the characteristics of
operating ECE. The standard of achieving
development contains rule of early
childhood‘s growth and development from
birth until 6 years old. The achieved good
citizen development is whole development
actualization‘s aspects which is hoped to
be able to get by the kindergarten‘s
students in every development stage, not a
academic skill achievement level. The
standard of social studies‘s content,
process, and assessment includes planning,
executing, and
assessing
program
intergrately done sutable with kindergarten
students‘ necessity.
Social studies in kindergarten to
help early childhood achieve proper good
citizen development level must be well
organized. There is still
ECE /
kindergarten institution which does not
have insurer in charge of planning,
executing, and implementing good citizens
in learning social studies.
Problem Formulation
How
kindergarten
education
teaches social studies by implementing
good citizens to the students.
Keywords
Good
Citizen,
Kindergarten
Social
Studies,
Discussion
Social studies can be taught since
kindergarten. The purpose is good citizen
is the first material which must be
introduced to kindergarten‘s students.
Introducing
good
citizens
through
habitude in kindergarten‘s social studies
learning will be easy to shape child to be a
good citizen. Therefore, in this discussion,
I will discuss social studies and
kindergarten.
Social Studies
Its purpose is discussed on fundamental
social studies. In addition, the role and
function of social studies support to
achieve good citizen, and its scopes are as
follows:
Social studies are synthetic
between education knowledge, humanity,
social science, and nature science. The
teaching through internalizes social
science which is simplified. Social studies
is the teaching program on social science
discipline which is done through learningteaching process since kindergarten until
high school.
The special characteristics of
social studies can be described as an
integration or synthetic from some
intraceptive knowledge discipline and
extraceptive knowledge. Muhammad
Nu‘man Somantri in the first HISPIPSIISPI in Bandung, 1989 argued that one of
the main characteristic of social studies is
cooperation education science and social
studies for education, namely a set of
ability to choose material from social
science and humanity for education,
organizing and reciting education material
scientifically and pshychologically for
education, also have the result of social
studies. The basic of social studies and
education knowledge is often used to be
exchanged, also the difference between
social studies and education knowledge
can be related with combination for
education urgency. Social studies are
combination between social science and
education knowledge, is presented and
organized scientifically for education
urgency of pre-school until high school.
The relationship of social science
and social studies have a system to put
social science as key concept. Related to
basic concept of social studies, Gross, R of
the disciplines is .E.,etal (1978:88) argued
that : ―A knowledge of the disciplines is
important to round out our knowledge of
social studies‖. Social science is paid
attention for a source to fill social science.
The basic characteristic of social science
includes
characteristic, reach, and
important for social studies structure.
Kindergarten‘s social studies structure is
more simple and not theoretic.
The general idea of social science
have challenge and support to keep
experience and social science through
social studies. Social studies‘ idea believes
that social studies are social science which
is chosen to be used as social studies
material. The basic of social studies to
prepare society or citizen having the
ability of production, communication,
distribution,
politic,
literature,
pay
attention on religious value in ritual
worship and muamalah. The task of social
studies is suitable with the general idea of
social studies, is hoped to be able to
develop in balance between intelligence
and social skill so that human resource can
be renewed (renewable human resources).
Kindergarten
students
who
have
recognized good citizen, they will be good
citizens easily.
167
Educational theory which is used
to teach and learn social science. Stimulus
relation and response between students
and teachers in learning-teaching process
of social studies is developed by education
knowledge. Robinson, P, and Kirman, JM.
(1986:24) argued that : ―The third source
of educational theory that has had an
impact on history teaching has been
Benyamin Blooms work. He and his
associates developed the powerful idea of
hierarchy of cognitive skills.‖. Education
knowledge is placed in social studies to
prepare curriculum material, method of
teaching-learning
strategy,
guidance,
exercises, and students‘ role. The
teaching-learning process of social science
is prepared by social studies teacher.
Kindergarten teachers teach social studies
by focusing on the method of executing
social science factually / practically
become good citizen through habitude.
Philosophical foundation of social
studies becomes the basic perception of a
social studies teacher in gaining the
purpose an material which should be given
in effort of learning process which should
be developed. Social studies in Indonesian
education context is aiming to developed
social life. Bromeld Theodore (1965:39):
―The recontructionist wishes to transform
education into a powerful means for social
change toward word civilization.‖ The
purpose which will be gained by social
studies and reconstructionist philosophy is
the quality of social studies‘ learningteaching process so that it can be useful
for students to be practiced in social life.
Kindergarten students having social
studies is hoped to become funny and
pleasant
good
citizens
in
their
environment.
Society members who are success
in society reflect democratic and humanist
citizen. Shaver. JP. (1941:7), Barr RD
(1977:25) : Parker. W, and Jarolimek, J.
(1984:6) ; Woolever, R and Scott, K.P.
(1988:11) : ―Each view holds that the
168
central purpose of social studies education
is to develop good citizen.‖ Social studies
is to make
a good citizen. Society
members becomes good citizens is
preceded by learning social studies in
kindergarten and in school. Social studies
in school trains students to become good
citizens. Social studies in kindergarten
introduces good citizens so that students
can behave humanist and democratic and
can be said as good citizen in early
childhood in society.
The characteristic of kindergarten
students is prepared through social studies.
Kindergarten students‘ quality can be
identified as good citizen. Social studies in
kindergarten develops humanist and
rational early childhood, participate in
school and home, in society, can develop
freedom. Social studies in kindergarten by
introducing good citizen is hoped to be
able to give positive influence toward
skill, knowledge, values and kindergarten
students‘ behavior that has good citizen
attitude.
Function of Social Studies
Clarity
of
social
studies
framework is described in a concept. The
concept contains social studies. Function
of social studies is hoped to prepare
students to have social awareness, moral,
participation, and can solve social
problems, and social innovation. Social
studies concept is curriculum component
essence which become social studies‘
function.
The students who are given social
moral concept in learning social studies to
form good citizen personality so that they
can choose, decide good and right attitude
and behavior. The decision of using it and
the belief of social moral in kindergarten
can be taken by holding an agreement with
the students to be good citizen and
implement it in the school, home, society.
Indonesian society relates social moral
with Pancasila moral belief and idea
including 1945 values.
The teaching of social moral
requests the birth of young generation
having an amount of prepation of standard
positive values as a foundation and life
barometer. Parker, W. and Jarolimak, J.
(1984:24) ; ―In whatever ways our values
lead us to define wholesome peers and
moral upbringing these desire for our
children are rooted in the fundamental
belief that early learning makes a critical
difference in a person‘ adult life.‖ Moral
education which rooted in fundamental
truth is values guidance, The education
process of Pancasila moral is directed to
the development of students‘ moral with
Pancasila values since kindergarten until
college.‘
The students are prepared with
social studies to live in society who is
always be good
Citizen. Social awareness of
students is always never stable, that is
depends on the condition and stimulus and
also condition of mental and physic
themselves. Shaver, J.P. (1991:6): ―The
organization of the NCSS reflected a
growing awarenesss on the part of teachers
and curriculum developers that history
alone was not an adequate ppreparation for
citizenship in an increasingly complex,
urban, industrial society.‖ The role of
kindergarten increases social awareness of
students so that they can become good
citizen by developing moral values which
is hoped through social studies.
The experience of social participation can
done by kindergarten interactively.
Heterogen
social
environment
of
kindergarten is more comprehensive to
realize social participation soul. Parker
W., and Jaromelik, J. (1989:3): ―In
participation experience, students are
provide opportunity to apply, extend, and
examine the knowledge, skill, and value
they have developed ―Social participation
program in kinedergarten is made through
curriculum for the students in society
activities project, so that the students can
study social participation in kindergarten
to develop good citizen.
Complex
behavior
make
kindergarten students can participate in
social. Hare, R, and secord, P.F.
(1973:35): ―In complex behavior such as
social behavior‖ Kindergarten develops
social behavior through process develops
habitude to become good citizen.
The kindergarten students‘ skill of
problem solving is a social studies
program which is taught everyday by
introducing and implementing good
citizen. Parker, W and Jaromelik, J
(1984:39): ― the critical question put now
to the readers is, what is happening in your
classroom, your school, your district, and
your state others should know about and
which if they know aabout it, would help
build public and professional anthuasiasm
for the social studies?‖ creates
kindergarten students can solve problems
by training habitude so that they can do by
themselves. The exercise which is usual
trained in kindergarten‘s social studies
make the students to solve social problems
or their own problems so that they can
appears as good citizen.
The students‘ critical thinking, as
social studies‘ tradition which is
developed with some creativities in social
innovation. Hartonian, M. (1992:161):
―Although these district and innovation
curriculum
models
are
primarily
concerned with enriching students‘
abilities in science, mathematics, and
technology. The actual development of
these model involves a wider range of
disciplines.‖
Social
studies
gives
innovation concept to enrich students‘ skill
in
creativity
as
good
citizens:
Kindergarten‘s
thinking
pattern
is
habitually trained to innovate, so that they
can be creative.
Social studies program is prepared
to study to become good citizen
169
continuously, it can be executed in
kindergarten, so that kindergarten students
getting social studies are hoped to become
good citizens. Kindergarten teacher has
role to teach social studies so that they can
become good citizen early.
Kindergarten
Pre-school period develops and
last since infant until 5 or 6 years. During
this phase, early childhood can study
social
studies
in
kindergarten.
Kindergarten students having social
studies can introduce and implement good
citizen in school, home, and society. They
also can develops some skills related their
readiness to go school and use the periods
during some hours to play with their
friends. Some process which influences
students‘ soul by giving social studies
which introduces good citizen in
kindergarten so that the development of
early childhood in kindergarten can be
integrated as truly human and as good
citizen. The development of kindergarten
students having social studies can get
affective, and cognitive developments.
The
Affective
Development of
Kindergarten Students
The affective development is a
development basic of human. Ericson
creates
the
theory
of affective
development which consists of several
steps. The students at anatomy level is
proud of their skill and they wants to do
many things, one of it behave as good
citizen. Kindergarten teachers should
realize that every student needs to do the
things by themselves. Kindergarten
students having social studies will
develops their feeling that they become
good citizens.
If kindergarten teacher who
teaches social studies and guide early
childhood are not patient, they make the
students become ashamed feeling and
doubt. And it is not good citizen‘s
170
characteristic. The work of kindergarten
students which is always mocked by
teachers, it means that the teachers have
put the over ashamed feeling and doubt so
that the students can not control
themselves to become good citizen.
If autonomy development is left
by kindergarten students. They will
experience difficulties to get autonomy
good citizen in their teenager hood and
mature hood. Oppositely, the students who
can pass this period with a balance, and
also can manage their ashamed feeling and
doubt with autonomous, so that they are
ready to face the next life cycles
Early childhood in initiatives
period have mastered their body and
movement. Erik.H. argued that: child‘s
initiative can more support and add if the
parents can give good response toward the
child‘s wish to free in doing motoric‘s
activities by themselves. Kindergarten
teacher giving social studies by
introducing good citizen,. This thing is
same with the students‘ capability uses
language and fantasy activities as
activities. Social dimensions in this period
is regulated by giving freedom and chance
to have initiative so that soul initiative will
develop fast to be good citizen.
The Cognitive Development
Kindergarten Students
of
Social studies teaching with good
citizens must be planned perfectly which
is suitable with the development of
kindergarten‘s students. Jean Piaget
argued that the cognitive development
runs regularly and orderly based on the
age development. Child‘s process reaches
mature-liked thinking who becomes good
citizens can be done through several
development stages.
Pre-operational stage at 2 years
old until 7 years old, the child‘s
development can develop fast: language
symbols of early childhood can be used to
show good citizen with real practice to
become good citizen. Kindergarten
students usually take summary from half
of good citizen introduction when social
studies happens.
Intellectual activity in motorsensory stage covers the symptom
accepted by directly through sense. When
kindergarten students reach mature and get
skill of good citizen. They apply it in real
activity. Kindergarten students starts
relationship between friends and another
person and can fulfill the regulation which
is determined after social studies with
good citizen introduction which is
implemented.
The failure of becoming good
citizen in kindergarten students will arise
disappointment for individu, the rejection
by society and diificulty for the next task.
Some of development task arising in early
childhood of kindergarten is the success of
teaching social studies which introduces
good citizen will give happiness and the
way for the next tasks to become good
citizen.
Social Studies in Kindergarten
Social studies program in kindergarten
educates early childhood holistically. It
can be used in introducing good citizen
and practicing it. NCSS (1989 : 251):
―Social studies is basic subject of the K-12
curriculum that (1) derives its goals from
the nature of citizenship in a democratic
society that is closely linked to other
nations and peoples of the world; (2)
draws its contents primarily from history,
the social sciences, and in some respects,
from the humanities and science ; and (3)
is taught in ways that reflect an awareness
of the personal, social and cultural
experience and developmental level of
learners.‖ Social studies are taught from
kindergarten until high school of grade 12.
Therefore, kindergarten gives social
studies by introducing good citizen so that
they can have democratic attitude, and
humanist.
Kindergarten is one of education
services for early childhood which has
function to help placing the basic toward
the development of humanist attitude and
democratic which is needed for the
students in having adaptation with the
environment and for the growth and the
next development so that they are ready to
become good citizens who are able to
enter the next education, it is elementary
school. Wesly stated that ―The social
studies are the social sciences simplified
for pedagogical purpose.‖ The teaching
way of kindergarten is different from high
school, because social sciences in
kindergarten is in the form of participation
and interaction on player centre by
training good citizen attitude.
Social studies is needed in every
school level from formal an informal,
inside or outside school. Lybarger
(1992:187): ―Historians of social studies
ought to examine other forms of social
education that took place outside of
schools, settle house, charity worker,
neighborhood,,
social
and
political
organizations, immigrant aid associations,
reform groups, and churches and
synagogues did education work, much of it
with adult. In adding advantageous skill,
the students need social studies curriculum
for every segments. The positive effect of
social studies curriculum has aims to
prepare the students to be able to study
continuously in school surrounding the
society. Kindergarten teaches social
studies by introducing good citizen,
guiding, and practicing it so that the
habitude of good citizen in kindergarten is
to prepare early childhood to become good
citizen.
Conclusion
The habitude of good citizen in
kindergarten with social studies toward
early childhood to help the growth and
171
development both in physic and spiritual
so that the students have preparation to
enter basic education and the next stage.
Kindergarten students needs guidance,
implementation of good citizen in the form
of responsibility and social participation to
help another people, able to solve
problems for themselves and their friends
or another people and they can be creative
or make creation. Kindergarten teacher
teaches social studies and guiding early
childhood to become good citizen.
Non formal kindergarten is one of
education services for early childhood
which has function to help placing basics
toward the humanist and democratic
development which is needed for the
students. Social studies are needed in
every school level from formal and non
formal or formal and non formal school in
preparing good citizen. Social studies
program in kindergarten is prepared to
study to become good citizen concretely
for kindergarten students.
References
Barr, R O etac (1977) Defening one social
studies. Virginia : NCSS.
Bramela Theodore (1965) Education
Aspower USA : Holt Rine hart ant
Winston, Inc.
Gross, RE etall (1978) Social Studies for
our Times. USA : Hospor androw.
Harre, R and Secord, PF (1973) The
explanation of social Behavior.
USA : Little Pied,Adams and Co.
Hartonian, m (1992) The Social studies
and Project 2061 : An Opportunity
For Harmony,
Journal The Social Studies, 83(u).
Lybarger, M .B (1991) The Historio
gropy of social Studies, Retrospect,
and Prospert intoNCSS (1991)
Hand Book of Researchon Social
Studies Teaching and Learning.New
York : NCSS macmillan Publishing
172
Company Bandura A. (1969)
Principles ofBehavior modification
Muhammad Numan Sumantri (2001)
menggagas
Pembaharuan
Pendidikan Ips.Bandung : Remaja
Rosda Karya.
NCSS (1979) Curriculum Guideliness.
Washington DC : NCSS.
Parker W. and Jarolimek J (1984)
Citizenship and The Critical Role of
the Social Studies ―Buletin NCSS
(72).
Robinson P. and Kirman Jm. (1986) From
Monopoly to Dominance into NCSS
(1986) SocialStudies and Social
Sciences A. Fifty year Derspoctive
Washington,
DC.
Ne
wark
StreetN.W.
Shaver J. P (1995) Hand Book of Research
on Social Studies Theaching and
Learning. New York: NCSS
macmillan Publishing Componi.
Wesly, S. (1958) Teaching Social Studies
in High School. Boston : Dc.
HealtWoo lever. R and Scatt . KD.
THE VALUES APPROACH OF CHARACTER EDUCATION TO
ENHANCE EARLY CHILDHOOD EDUCATOR’S COMPETENCY
Rahma Hasibuan
Abstract
Character education is intended to cover the whole nature of the behavior, habits, interests,
abilities, talents, potential, values, and mindsets. Achieving the intention of character building
there must be a strategy character education. Strategy character education is the establishment
of the steps or procedures, methods and techniques in an effort to improve the character of
early childhood educators. The strategy is based on the approach, principles, methods and
techniques. This strategy is integration of character education values in the learning
activities/parenting. It can be done by developing a character education values both in the
substance of the material and process development activities.
Key word: Value Approach, Character Education
Introduction
In the early life, Childs learn from
the closet person in their life. They are
parent (in family environment) and
educator or teacher (in student learning
environment) as the closet basis for
absorbing knowledge.
What
willbe
nurturedinchildhoodwillreapthe fruit in
theirfutureadulthood.
Forparents
andteachersarealso requiredtobe agood
modelforchildren
andcan
bestimulatedfrom an early agethrough
thedevelopmentof character educationfor
childrenage-appropriatechild development.
Developmentof
character
educationisa conscious efforttoimprove,
increase
the
overallbehaviorthat
includescustoms,
values,
potential,
abilities,
talentsandminds.
Charactereducationisintendedtocoverthe
wholenature ofthe behavior, habits,
interests, abilities, talents, potential, values
, and mindsetsthat humans have.
Basically,
humansarebornin
theworldhave
beenequipped
witha
consciencethat containthe noble values
andarebelieved the existence and thetruth.
These
valuesare
universal,applicablethroughout the world.
For example in thephilosophy ofJavais
knownproverb"Ajining diri gumantung
ana ing lathi, ajining raga gumantung
saka busana, ajinging awak gumantung
saka tumindak ‖, which means that selfregard dependson thespeech, dress code,
andbehavior.
Baliis
also
knownin
thecommunityconceptof
character
education"Tri Hita Karana", namelythe
threebasicgroundingin
coachingandcharactereducationin children,
whichguides the childin relation toman
and God, man and man, man andthe
environment. Everyregionmust havethe
charactervaluesthat
can
beunderlayeveryday life.
It shows that all thepeoplein the
world havethe similar values. The value is
thehonesty, openness, compassion, loveof
peace, helping each otherand so forth. It
showsthat
Godhas
beenequippingdispositionin
every
personwiththe samevalues. Thevalues
inherentin the conscience, ifthose values
are
violatedwilllead
tofeelings
of
anxietyand uneasy. It isbecause they do
notcorrespondwith a conscience. Everyone
willfeelcalm
when
doin
accordancewithnature.
For
example,someonewill be happywhen they
canhelpsomeone
else,
someonewillfeelrelievedwhen they tell the
173
truth,
cheat.
andsomeonewillfeeluneasyifthey
A personwho has characteris a
personwhohasa
distinctivepersonalityorcharacterthat
is
appearedin their behavior. It is reflected in
everyday life. They areknowingthegood,
thinkingthegood,
thegoodfeeling,
andactingthegood. Character educationis
the responsibility offamilies, schools,
andcommunities.
These values are in fact implicitly
contained in the character education as
follows:
1. Character education that comes from
the heart are faithful and pious,
religious, honest, trustworthy, fair,
orderly,
law-abiding, responsible,
empathetic, willing to take risks, never
give up, self-sacrificing, and patriotic
spirit.
the thought are intelligent, critical,
creative,
innovative,
curious,
productive, science and technology
oriented, and reflective.
sports / kinesthetic are clean, healthy,
sporty, tough, reliable, resilient,
friendly, cooperative, determinative,
competitive, upbeat, and persistent.
4. Education if the character that comes
from feeling and intention are
humanity, willing to share a mutual
respect,
mutual
cooperation,
togetherness, friendly, respectful,
tolerant,
nationalist,
caring,
cosmopolitan
(worldwide), giving
priority to public interest, patriotism
(patriotism), proudly using language
and Indonesian products, dynamic,
hard work, and work professionally.
The
termeducationis
oftenidentified with thecharacters that
stand
outin
a
personorpersonality.
Oxforddictionarydefinescharacter
educationas:
1)
the
mentalandmoralqualitiesthat
are
174
characteristic ofa person, 2) one'strue
nature. Meanwhile, according toKamus
Besar
Bahasa
Indonesia(2008)charactereducationispsych
ological,
moralorcharacterthatdistinguishes
one
personfrom another.
AccordingKartadinata(In
Pusbangprodik,
2011)the
nature
ofcharacter
educationis
aprocess
ofeducationthat
educatesbehavior,
moralistsand
courteous,
which
is
realizedbythem
directlyorindirectly
involvedin educationasteachers, learners,
education
managers,
educationadministrators,
educationalplanners,
educational
researchers,
educationalenvironment(parents,
communities, governments, organizations,
etc.
Suyanto(2011)suggestedthat
thecharacteristhinkingandbehavingthat is
characteristic
ofeachindividualtoliveandwork,
both
withinthe family, community, nation and
state.
Individuals
have
thegood
characteristicsis
individualsthatcanmakedecisionsandbe
readyto account foranyconsequences ofthe
decisionshemade.Character educationis an
education,
whichinvolvesreasoning(cognitive),
affective(feeling), andaction.
Charactereducationis
aninvestmentsystemof valuestoeducators,
learners, and educationboth formal,
nonformaland
informalcomponentsincludeknowledge,
awarenessorvolition,
andaction
toimplementthe
values,
both
to
theAlmighty God, ourselves, others,
environment, andnationhoodtobe fully
human.
Translationwill
be
describedbelowthe valuesof character
education, among others:
Honesty can be defined as the act of
expressing feelings, thoughts, and actions
that in fact both are positive, or negative;
beneficial or detrimental. Honesty is based
on responsibility and the belief that the
universe and social life following the laws
of cause and effect follow the rational.
Intelligence is a person's ability to
understand a phenomenon is true, accurate
and fast. Someone is called smart if they
can catch a variety of symptoms with the
right perception in a short time. Therefore,
it can be conclude that the indicator of
intelligent include:
1. Receptive to stimulus.
2. Appropriately capture the stimulus,
can sort out the main part, the
supporters, and an important part of a
symptom.
3. Quickly respond to the symptoms
correctly. (Astuti, 2011)
Tough involves physical endurance.
The indicator of toughness is showed
resistance both physically and mentally.
Physical endurance is the ability to
perform physical movement in a relatively
long period of time. Mental toughness is
the ability to withstand the pressures that
are psychic from the social environment in
its efforts to achieve the goal. Thus the
indicator toughness can be described as
follows:
1.Physical
endurance
2.Mental
Resilience
3.Consistency
(Astuti,
2011)
Concern is the embodiment of the
attitude of someone who showed great
concern to a person, object, or a
phenomenon. Concern is the continuation
of the attitude of sympathy, and empathy.
Sympathy refers to a person's positive
attention on an object, phenomenon, and
someone. However, empathy is the ability
to appreciate a phenomenon or the ability
to feel what others feel. Concern is the
practice of sympathy and empathy.
B. Discussion
1. Objectives and Functions of
Character Education
a. Character
Education
Objectives
Character education aims to develop
the values that shape the nation
character is Pancasila, include the
following.
1) Developing the potential of
students in order to be goodhearted man, think well, and
behave well.
2) Building nation based on character
Pancasila.
3) Developing the potential of
citizens in order to have an
attitude of confidence, proud of
his country and love the nation
and mankind.
b. Character
Education
Function
The function of Character education
as follows.
1) Building
the
life
of
a
multicultural nation,
2) Building
the
intelligent
of
civilization, cultured noble, and
able to contribute to the
development of the life of
mankind; develop the basic
potential to be very good, good
minded, and well behaved and a
good example.
3) Developing the attitude of a
peace-loving citizens, creative,
independent, and able to coexist
with other nations in harmony.
2.
Strategy Character Education
Strategy character education is the
establishment of the steps or procedures,
methods and techniques in an effort to
improve the character of early childhood
educators. The strategy is based on the
approach, principles, methods and
techniques as follows:
a. Approach
1) Persuasive Approach
Persuasive approach is approach
process to change attitudes that made
175
taking into account the moral aspects,
emotional and rational. Moral exhortation
is explanations that touch aspects of faith.
Emotional appeal concerns on the
intriguing aspects of feelings. Rational
appeal concerns on the aspects of logical
reasoning.
2) Normative Educational
Normative educative process of
education is a breath of religious values,
legal, social, and culture that is
multicultural.
These
values
are
transformed based Patrap Tri Loka, Ing
Ngarso Tulodho Sung, Ing Madya Mangun
Karsa, Tut Wuri Handayani (Ki Hajar
Dewantara). (1) the first Patrap means,
through exemplary educators in behavior,
attitude in providing an example through
good actions that are expected to be role
models for students, for example, the
value of discipline (present before the
students),
cleanliness,
tidiness,
compassion, decency, caring, honest, hard
working and confident. (2) The second
Patrap educators cultivate the values of
character education. There are a number of
values of character education which
basically boils down though the liver, by
the sense / intention, by thought, and
sports. Habituation is planting the values
resulting in the internalization process on
the learner. For example, a clean and
healthy lifestyle, discipline, respect for
elders and love for a younger, making the
slogan which is expected to foster the
spirit and character. (3) The third Patrap
means that educators act as a spur and
encouragement to students in developing
noble character. This is human nature as
the potential for independence.
3) Power Strategies (power)
The use of authority in accordance
with the mandate carried an amplifier for
the formation of character. In certain
cases,
the
third
approach
is
complementary to both the above
approaches. Throughout the first and or
second approach is congested, Power
176
strategy (force) put in place. Intervention
is a form of activity that was developed to
create an atmosphere of learning that can
be the formation of character by applying
a structured activity. For example canteen
honesty, tolerance of frustration in the
form of group games, delay gratification.
b. The principles of Character
Education
Principles of competence building
activities that need to be considered by
the planners, implementers, and other
stakeholders are as follows.
1) Material Needs Analysis Based on
the results.
2) Planned and Systematic.
3) Sustainable
4) Flexible
5) Adaptive
6) Situational
7) Consistent
8) CredibilityMethod of Character
Education
There are four methods of teaching
character education that is inculcation of
values, ideals, facilitation, and skills
development
(Zuchdi,
2008:45).
inculcation value is the cultivation of the
values indirectly, for example, develop
values through the learning activities or
care for younger children. Indeed the
activities carried out for both early
childhood in early childhood (kindergarten
/ KB or TPA) has been loaded with the
planting of character values. However,
educators or caregivers need to focus or
emphasize what value will be invested. At
this stage the ability of the new kid on the
stage of knowing the good. Modeling is
modeling to give the great facility
opportunities to students in order to absorb
knowing and model can be obtained either
from the teacher / caregiver as well as
from their peers. At this stage students are
at the stage of loving the good. Skills
development is an effort to improve
education that has its characters to a higher
level. It means that students have
internalized the values in everyday life
(the good acting).
c. Character Education Technique
1) Techniques used in an effort to
enhance character education for
early childhood educators to
enhance their competence to do
the following:
1) Singing
2) Painting
3) Storytelling
4) Contemplation
5) Share
6) Relaxation
7) Suggestion
8) Role Playing
9) Method of Solving Problems
(Problem Solving)
10) Method of Teaching
3. The values of Character Education
in Planning Activities
Early childhood educator is a
professional educator in charge of
planning, implementing the learning
process, and assess learning outcomes, as
well as coaching, nurturing and protection
of students. Early childhood educators
work in various types of educational
services such as TK / RA, KB, TPA and
other similar forms. Early childhood
educators consist of teachers and assistant
teachers and caregivers (Permen Diknas
No. 53/2009).
As a basic implementation of
character education values in compiling
lesson plans, early childhood educators
pay attention to the competency of
educators and learners. This needs to be
done so that the development activities
according to the ability of educators and is
also in line with the developmental level
of students.
C.Conclusion
Integration of character education
values in the learning activities / parenting
can be done by developing a character
education values both in the substance of
the material and activities development
process. In preparing RKH, these values
are implemented in RPP components,
among others, on the basis of competence
to include the value of the character to be
implanted.
On basic competencies, the
indicators description is also included in
the character education. For example, to
develop the discipline, the teacher in the
learning process not just use the lecture
method, but also use a habituation and a
sample or practice directly. Another
example for developing empathy uses
playing role teaching methods or
simulation methods.
The functions of learning are as an
intermediary to convey the substance of
the material, also has a great influence in
shaping the image of an object. This
means that learners can have a positive or
negative perception of an object can be
determined by the media of learning.
Media not only can deliver the material,
but can also be used as a medium to instill
values. For the selection of instructional
media should also consider the norms of
religion, and social. For example, to
increase the sense of nationalism, it must
be more or model displays the work of
Indonesia, rather than from other
countries.
Evaluation is a learning component
that has a very important role for children
to learn and reflect his ability. A good
evaluation is an evaluation that is able to
provide information to children about
things that have been successfully
achieved, and things are still to be
accomplished children.
The evaluation should cover all
aspects of learning, namely cognitive,
psychomotor, and affective. The good
evaluation shall also contain the elements
177
of character education, for example the
value of honesty, democracy, and
discipline. The number of children in a
class is relatively large, then the
observation and recording of behavior
only on the things that stand out.
Recording can be done by making
anecdotal notes.
Reference s
Direktorat Jenderal Pendidikan Tinggi
Kementerian
Pendidikan
Nasional, 2010, Draf Gran
Design Pendidikan Karakter, Edisi 23
Oktober 2010
Muchlas Samani, Hariyanto, 2011, Konsep
Dan Model Pendidikan Karakter,
Penerbit Rosda, Bandung
Munir
Abdullah, 2010, Pendidikan
Karakter, Yogyakarta: Pt Pustaka
Nsan Madani
Permen Diknas Nomer 58/ 2009 Tentang
Standar Pendidikan Anak Usia
Dini
Peraturan Pemerintah RI Nomer 16/2007,
Standar Kompetensi Guru
Undang-Undang RI Nomer 14 Tahun 2005
Tentang Guru Dan Dosen
178
CHARACTERFORMATION OFEARLYAGECHILDREN
BASED ON “BAITI JANNATI” (MY HOME IS MY HEAVEN)
Dahliart
Introduction
Children are amandatefrom Allah
SWT
to
parents,
soparentsmusteducatethemin
accordancewith thecommandments of
Allah as thecreator of universe.
As a Moslem parents, they have to
understand and realize the the importance
of providing early education to children in
accordance with the teachings of Islam.
Because of the education given in
childhood, its influence will be sharper
and more lasting than the education
provided after the adult. Arabic proverb
gives the parable: "Learning in a small
time is like carving in stone." Carving in
the stone is very noticeable scar etched
and durable. Pastoral care and proper
education do from an early age to children
and will be stock in the next life.
We realize that the problem of
care, educate, guide and growing children
are often confused many parents,
especially for those newly involved in the
problem of household. In fact the Qur'an
and Sunnah has outlined a complete real
ground rules, even the practical details.
This paper can be a reference to Muslim
parents in the care, nurture, educate and
raise her children, in accordance with
Islamic teachings.
Warning for Parents
Rise and fall of the Islamic
ummah is basically dependent on the
understanding of religion and is closely
related to the distance in making Muslims
the Qur'an and Sunnah as a way of life, if
close to the Qur'an and Sunnah and make
it as Muslims undoubtedly guidance going
forward, intelligent and prosperous
physically and spiritually. Conversely, if
more and more Muslims away from the
Qur'an and Sunnah then retreatment that
will be experienced. Because the Quran
revealed by Allah SWT, which is made
clear by the Sunnah of Rasul for the
Muslims is a way of life that can bring us
to the salvation of the world hereafter.
Al-Quran
is
ahidayah
(guidance)Furqan(distinguishing
betweengoodandbad), bayan(explanation
oflife),
al-haq(eternal
truth).
The
Qur'ancontainsinstructionsmoral;
basiclawsin order tobuildthemostideallife;
contains
thehistory
oftheanbiya,
Auliyaandhukuma;
alsothe
story
ofthedissidentsagainst
thetruth;
containsparablesthatinspiresthe
human
mind,
andallkinds
ofpoliciesforpenyelanggaraanwisdomof
human life.
Therefore,
nurturing
and
education of children in accordance with
the guidance of Islamic teachings for our
children is a very central issue if we want
to see a new generation of powerful,
faithful, knowledgeable, good morals and
be grateful. Only by understanding,
appreciation, and practice of the Qur'an
and Sunnah, a new generation of Muslims
will be the ideal future generations
Role of Parents of Childhood Education
Parents should play a role in their
children's education. Toddler period is the
golden period of a child's growth, not only
physical but also mental and social life.
Wrong in grind down, wrong in
compassion, and wrong in parenting will
give bad consequences. Patterns of care
that is right for little one will affect their
lives later. Giving the right grind down,
compassion, and parenting could influence
179
the character of children. Grind down is
the stimulation provided. Asih is love
given by parents. Parenting is the
adequacy of food, clothing, shelter, and
health, including education obtained by
children.
Educationof
childrenshould
bedonethroughthreeenvironments,
namelyfamily,
school,
andorganization/community.
Familyisthe
centerof educationfirst and foremost.
Sincethe
emergence
ofhumancivilizationuntilnow,
the
familyalwayshas a big influenceon
thedevelopment ofa human child.
VariousIslamicKnowledgeAccordingTo
TheParents have givenToTheir children
:
1) AlQur'anulKarim
Allah
SWTcreated
human
beingwitha
perfectshape,
one
of
theorganscontainedwithinthe humanselfis
thebrain.
Werealizethatthe
brainconsistsofthe left hemisphere, right
brainand
midbrain.
Each
ofthesepartshasdifferent functions. The
abilityto
rememberitisa
functionof
themiddlecerebral hemisphere.
Oneofthe virulence ofmidbrain,
ifhe
wasactive,
withautomaticwillenhanceourmemory.
Ifdo
notbelieve,
wehave
heardorperhapsneverfindoutaboutImamBu
khari.
This
topnotch
ProphetMuhammad'shadithnarrators"fame
" withher memory isincredible. Just
imagine! Atthe ageof 18,ImamBukhari,
inparticularhas beencollecting, selecting,
and rearrangingthousands ofhadithof the
Prophetwhichhe
hadmemorized,
not
justtensbutthousands. Imagine! Onehadith,
its stanza to 4up to 10verses. Obviously,
forusitwas
not
easy.
Butwhy,
forImamBukhari,
itispossibleandhas
beenprovedto the world. Now, because of
the
strong
memory
of
Imam
Bukhariwecanenjoythe true hadith intrue
180
hadithBukharicollected.
Parentsshould
notgive upon the weak memory of
children's
perception,
becausemanis
createdwiththe potential, but takes"time",
"training" toraise it into an excess.
Growth
and
developmentbeginsfrom the infantbrainis
still in thewomb(prenatal period), starting
fromthefirst
monthof
pregnancy,
whenbrainandspinal
cordbegin
toformintheembryo.
Nodoubt, those children are more able
thanadultstomemorizethe versesof the
Qur'an andrepeat itagain. Therefore, a
child's
brainhas
not
beenpreoccupiedbyvariousproblemsandnot
tothink about itseriously. Thus, the
potentialto master, memorizeandrecallare
verystrong.
Memorizing
theQur'anwillstrengthenlanguage
skillsandpowerimpresionism
withstyleandlanguage
ofthe
Qur'anonchildren's
self-reference.
However, thatneeds tobe consideredby
theparentstonot
too
ambitiousforthe
childrenmemorizing
Qur‘an
textsregardless oftheir understanding.
Parentsalwaystriedto make themeaning
ofthe versesintheir understanding closer
withaneasyandeffectivemethod. For early
childhood, let them to readthe Qur'anby
listening
tothe
islamic
songsbecausereadingthe Qur'an with Tartil
method andthe islamic musicinfluences
the neuron-neoron of humanbrain.
Readings Qur'an with Tartil
method which is reading correctly as
general come from therhythmicpulseof
man,thatheplays a major roleinbrain
development, formation ofthe soul,
characterand evenhuman flesh. Al-Quran
is readwitharegularrhythmandtoneas well
ashis verseisalsoarrangedon a regular
basiswillimprove
theintellectual,
emotionalandspiritual.
Research showsthatbabiesin the
womb
was
givenstimuliwitharegularrhythmandtonein
accordancewiththe pulseof man, hopefuly
the
childrenwilldevelop
their
emotionalintelligenceand
their
intelegencecomparedwithchildrenwhorarel
ylisten
tothe
toneandrhythmregularseseuaiwiththe
humanpulse.
In addition, reading Qur‘an with
Tartil method containing tone fluctuates
composition between high tone and low
tone
which
will stimulate
brain
development. Until the age of 4 years,
child's brain will grow by 80%, and
therefore early childhood 0-6 years should
be stimulated by her parents with Islamic
songs that tone and rhythm regularly in
accordance with the human pulse and
Quran texts.
2) Aqidah
Parentsshouldteach childrenthat:
a. Godisaloneandsinglenopartnerfor
Him.
b. He isAllah SWT notsimilartoanything.
c. He isAllahSWT seeus, alwaysbe
withuswhereverweare,
alwayswatchinganddo
notknow
thedimensionsof space.
d. MuhammadSAW is the rasul of
Allahandthe
leader
ofthosewho
passed, present, and future.
e. The angelsare creatures ofAllahSWT.
f. AlQur'anulKarimiskitabullahthatexpla
ins,
ropeties(religion),
hisstrongandhisstraightpath.
g. Later, there will beadaywhenall
human beingwillbe returnedtoAllah
SWT, theDay ofJudgement.
h. In act thatAllah SWT hascreated
manas acreaturewhois free toact.
Allof the above statement shallbe
adjustedbyageandchild
development
throughvariousmethodsand appropriate.
3) Ibadah
Atthe toddler period, parents
shouldintroduceandmotivatethe problemof
ibadahaccordingtotheirage,
such
asablution',
prayer,
fastingandworshipaccording
totheir
developmentandifhehas reached theage
ofsevenyears, parents mustteachthemthe
problemsof
worshipaccordingtotheirage,
likewudu', prayerandfasting.
Similarly,
in
teaching
and
encourage them to fasting. The best way
of teaching the prayer, is by letting
children to go to the mosque together.
Then the child will learn the prayer in
congregation there, so when he grows up
will grow in him a sense of love towards
the mosque.
4) Islamic Morals and Islamic Ethics
We must educate our children
morals, because the basic of religion is
morality.
10 ways which are done by
parents in influencing the soul and
intellect of children:
1) Stay with Your Child and Be an
Example for him.
Rasulullah SAW ever accompanies
children at all places. Sometimes he is
accompanied Ibn Abbas walked,
sometimes accompany the children
and his nephew, Ja'far, and sometimes
also accompany other people. Thus,
Rasulullah SAW accompanied the
children with no complaining and
feeling smug, arrogant or dominating.
This is accompanied by the right of
children to adults so they can learn
from them, educate him and improve
his habit.
2) Fillthe Rights of theChild
Aneducation
experthasselectedthreewomenwhofollo
w thearttrainingto become parents,
andsaid tothem, "I'll giveyouthe name
ofoneby
the
name
ofHanan,
whobothnamedSu'ad,
andthethirdnamedLaila. Then, I'll ask
yousomequestionsIwantanswersfromy
181
3)
4)
5)
6)
182
ou
guys."
Then,
hestartedwiththisquestion:
"If
anyone
of
you
preparebreakfastforher husband in the
morning, suddenlythe phonerings,
your son was crying, andpieces
ofbreadthatyoupreparefor
thehusbandon fire, andhecommented,"
When
areyougoingto
learnhow
tobakebreadwithnomakefire?"
Instill Happiness and Pleasure in His
soul
Instilling happiness and comfort in the
child will make his talent stands out as
perfect
as
possible.
Prophet
Muhammad had explained to us how
to comfort the soul becomes a way to
uncover talent and grow it.
Try to Practice mode "Whoever did
the first, then for him this and
this"Basically, the phrase "Whoever
did this first, then for him this and
this" is an important means of
stressing the urgency of instilling a
competitive spirit that builds between
the children and gave gifts to children
who won until the child feel the
pleasure
and
happiness.
Each child will rush to devote all the
strength and ability to achieve victory
and prepare himself to practice and
learn to question and reveal the
knowledge. Thus, both parents can
look up to the degree where her
abilities, which in itself will also,
uncovered a hidden strength in the
child.
Use the method "None that stop you to
say it".
Among the best motivation is
memotovasi child to do good things,
like buying books that are useful so
that the child has a scientific library,
which jointly developed along with its
development.
Develop Self Confidence
Prophet before attending several
methods in child develops self-
confidence, which is meant for
children to grow strong. Among these
methods are:
a. Strengthen the child's wishes.
This can be done with accustom
do two things:
1) To keep secret
2) To do fasting
b. Developing social trust
When children sit with adults, it
will develop social confidence by
itself. The children attended the
Nabi SAW forum with his father.
This was umar accompanied by
his son when attending Nabi SAW
forum.
So parents should familiarize
bring their children to attend such
meetings organization, family
gathering, walimatul urys, office,
etc.
c. Developing scientific belief
This goal can be achieved through
learning al Qur‘an, sunnah of the
prophet, and his great sirah. So,
with this meant the child can grow
with an abundance of knowledge
has brought the days of childhood.
d. Developing confidence in
economy and trade
This target can be reached by
familiarizing
children
make
buying and selling, and walk
around the market accompanied
by both parents.
7) Use the method "He is the best for
children" in react to it.
Giving praise to children is to have an
effective influence in his soul that is
moving the feelings and senses, made
hurried with great earnestness to
improve behavior and deeds. As
parents we should take an example
from the Prophet, and praise our
children with a balanced at the time
and the right time.
8) Make It Like Virtue and Avoiding
ugliness
Advice and threats including natural
way that can not be ignored by an
educator, because every student needs
to know the result of the type they
behave and can distinguish good and
bad.
9) Your Child Become familiar with
Kindness
Among the means of education is
education with practice. That is,
familiarize children with certain things
that it becomes a habit itself, and do it
without guidance.
10) Respon his tendency
Among the methods are successful in
many places not all of them are
responding to trends and desires of the
child so that he feels happy. That is
because each time the child is smaller,
he needs more fun things, and
terpenuhui all her demands, because
he began to feel the need for what he
wanted.
A. Parenting Types
1.
How do you Minding Your
daughter Son?
All parents want to provide the
best education for their child. This can
be done in various ways, from caring
for children since infants and toddlers,
until choosing a school for children. In
determining parenting, require extra
attention because parenting role in the
formation of personality.
Childhood is a period of
personality formation. 3-month-old
infants already show characteristics,
such as activity level, rentangatensi,
adaptasibilitas
on
environmental
changes, and mood. An infant may be
active, easily distracted, and not easily
soothed when upset. Other babies may
be rather quiet, diligent in focusing
attention on one activity, and easily
silenced.
From this criteria, your baby,
including the characteristics which
one? This is largely determined by
factors of nature (genetic / heredity).
The results showed that the genetic
impairment
is
an
important
determinant in terms of temperament
sociability, emotionality, and activity.
In addition to genetic factors,
personality is also influenced by
environmental factors and one of
which is parenting.
2. VariousTypes ofParenting
There areseveraltypes ofparenting, of
them are asfollows:
a. Authoritative Type
Parentswill
receive
anauthoritativetypeandinvolve
thechildfully.
Parentshaveahighdegreeof
controlandrequiretheir childrento
actat thelevel ofintellectualand
social
developmentaccording
totheirageandability. However,
theystillgivewarm,
guidance,
andtwo-way
communication.
Theyprovideexplanationsandreas
onsforpunishmentandprohibition.
Childrenofparentslikethiswillgro
wintoan
independent,
selfassertive,
friendlywithpeers,
andwilling
tocooperatewithparents.
Childrenalsowillsucceedintellect
uallyandsocially,
enjoylife,
andhave astrong motivationto
move forward.
b. Authoritarian type
Parents
arealwaysdemandingandauthorit
ariantype
ofcontrolsimplybecausepower,
withoutwarmth,
guidance,
andtwo-way
communication.
Theycontrol and assessbehavior
ofchildren
withabsolutestandards.
They
valueobedience, respect fortheir
power,
andtradition.
The
kidswith
parentslikethesetend
183
tohavethe
competenceand
responsibility
,
tend
towithdrawsocially,
anddo
nothavethe
attitudeof
spontaneity.
The
daughterwilldependontheir
parentsandhave
nomotivationtomove
forward.Boystend
to
bemoreaggressivethanthe other
boys.
c. Patient type
Parents with patient type
willreceive, responsive, a littleto
givethe demandsontheir children.
Childrenwill
bemorepositivemoodandmoresho
weditsvitalitythanchildrenofauth
oritarianfamily. Parents who
arepermissive
will
encouragechildren
to
becomeaggressiveandtend tolack
confidence.
d. No matter type
Parents with no matter
type aremoreconcerned activities
for
themselvesandwere not
involvedwith theactivities oftheir
children.
They
don‘t
knowwheretheir children, what
isbeingdone,
andwho
his
friendswhileaway from home.
They
arenotinterestedineventsinschool
children, rarelyconversewiththeir
children, anddo notcare aboutthe
opinion ofher children.
From the fourtypes ofparenting,
has
conductedresearchstart
fromfillingquestionnairestoa
randomdesign analysis. The results are a
type
of
authoritative
parenting,
qualitatively
indicate
significantdigitsandonlyquantitativelysho
wthe numberof nonsignificant.
From
this
itcanbe
concludedthat
thefamilywhomanaged
toeducatetheir
184
childrenwith aresounding, the numbers are
not yet adequate. So, familywhomanaged
toeducatetheir
childrenwithauthoritativeparentingcanbe
regarded
asasuccessfulfamily.
Congratulations,
for
those
of
youwhohavebecomethe
authoritativeparents. For thosewhohave
not, there is no other choice but totry
tolearnto beauthoritativeparents
Success key Assisting Children In
Character Formation
To become a successful parent
shall determine the appropriate manner
and method. Educating children to become
human character in accordance with the
concepts of the Islamic religion, we must
changes in her or his own character,
because both parents are the figures of
identification. As reminded by Ali ibn Abi
Talib about the children that their birth to
the age to come not for the times when we
are today, so parents have to build his
vision of life. They should be prepared
with the education that form the soul,
strengthen willpower, evokes the desire to
do well and to forge a winning mental
attitude to determine their future and face
the future of the world.
Parents will never be enough if
only educating their brains is only to
provide knowledge, information, or
useless data (data smog). Children who are
born to be delivered into the future to give
weight to the earth as a servant of God
Almighty that many prostrate to him. If he
get world and everything in it his heart
there is God Almighty. How many parents
who feel has the best stock to include
children in top schools, when in fact that
happened because they were weakened
soul never faced a challenge, support,
encouragement and appreciation of the
balance.
The following item will be
presented tips to become successful
parents in the formation of character-based
children ―Baiti Jannati‖ ( my house is my
heaven):
1. Teach them the desire to act for the
religion of Allah. Awaken the strong
purpose in life, God willing, they will
grow as people full of spirit, their
intelligence will skyrocketed, and his
talent will grow rapidly and well.
They will get existential. The point on
the sensitivity to feel, appreciate and
understand the purpose of life on the
belief of Allah SWT.
2. Encouraging them with love for their
souls were moved to do great work is
meaningful, rather than busying
themselves
with
their
own
shortcomings. This means that parents
should give appreciation and praise of
the results and achievements obtained,
not vice versa.
3. Parents should be able to provide
immunizations for their children's
souls by meghargai confidence to his
entire question.
4. Choose qualified reading books are as
the source of knowledge that can
provide
supplements
to
the
development of intelligence. The
qualified reading book is differing
with interesting reading book. The
qualified and interesting reading book
is usefull for stimulating thoughts,
feelings and imajination of children.
5. Building
character
is
the
responsibility of parents, because of
strong character shaped by values that
emphasize the cultivation of good and
bad. The value is built through the
appreciation
and
experience.
Character development requires a
model that makes the child imitate
with pride and moved his soul to act
in a positive direction. Strong
character will tend to live in have its
roots in themselves when it is started
from an early age.
Closing
Finnaly, these are all the writer wants
to express in this paper. The writer
hopes these will be useful for the
readers. Thank you.
References
Al-Quran and Hadith
Adil Fathi 'Abd Allah, Know Your son is
Key
to
Success
in
Educating,Translator
Heri
Purnomo, Pen.Mustaqim Jakarta,
2005
D.H. Pink, Digest of Ultimate Human
Right Brain, Pen. Blue Book
Jogjakarta, cet-1, 2010
Henry N. Siahaan, parents‟ Role in
Educating Children, Pen. Angkasa
Bandung, 1986
N. Lihin Chaniago, 8 Will Strange Strikes
with Middle Brain, Pen. Shining
Publishing Yogyakarta, cet 1 -,
2010
Maimunah Hasan, ECD (Early Childhood
Education), Education Quality
Management Complete Guide
children to the Teachers and
Parents, DIVA Jogjakarta Press,
CET-1, 2009
Dahliarti, Coaching Model of ReligiousBased
Early
Childhood,
(International Seminar Papers),
Association
of
Counsellors
Indonesian Cooperation with PD
ABKIN West Sumatra, 2008
Mohammad Fauzi Adhim, Positive
Parenting, The ways Islami
Develop Positive Character in
Your Child, Mizan, Bandung, cet
1, 2010
Muhammad Rashid Dimas, translator (Hj.
Umma Farida), 25 How to
influence the intellect Life &
children‟s mind, Pustaka alKausar, Jakarta, cet 1, 1999
Early Childhood Education
According to the Islamic view, the
Indonesian
Ulema
Council
Working with the Directorate of
185
Early
Childhood
Education
Directorate General of Out of
School Education and Youth
Ministry of National Education
TOWARD CRITICAL EDUCATIONAL TECHNOLOGY
FOR EARLY CHILDHOOD EDUCATION
Edi Subkhan
Curriculum and Educational Technology Department,
Education Faculty, State Semarang University
Abstract
This article as a theoretical overview explains and introduces the basic concept of the critical
perspective on educational technology for early childhood education, especially for the
Indonesian audience. The critical perspective derived from the critical pedagogy notions is
very important as a critical tool of analysis on examines the creating, using, and managing of
the learning media and method for early childhood education. The critical analysis result
would be the prominent consideration on educational technology activities (creating, using,
managing) and the critical pedagogy notions itself become the reference paradigm and
foundation for those activities. The subtantial objectives of the early childhood education
from the critical pedagogy perspective are tend to bring the learning practice more
democratic, emancipatory, dialogic, participatory, and transformative for the childs' cognitive,
afective and psychomotoric development. The concern of the critical pedagogy for early
childhood education is not insist to build the childs' critical consciousness, but to nurture the
childs' need for critical inquiry, in this case the teachers position is important to develop and
practicing the learning practice based on the critical pedagogy notions and also examine
critically the early childhood education policy, its curriculum, and etc.
Keywords: educational technology, critical pedagogy, early childhood, ICT-based learning
media, and method.
Introduction
The recent development within
our educational practice in Indonesia is the
technologization, that is the massive use of
the ICT-based learning media and method.
It is not only the phenomenon on the
elementary, secondary
and higher
education, but it emerge into early
childhood educational practice. There are
lots of various "educational technology"
for early childhood education, in example
multimedia learning compact disk (CD),
educative games, and others. This trend
186
often leave behind the old and
conventional media such as teaching aids,
miniature, models, and others. The
learning method which is follows the
learning media also variously developed
such as out bond learning, contextual
learning-teaching,
quantum
learningteaching, constructivist learning approach
and etc. But the emerging of the
technology into education doesn't only
have the positive "effects" to facilitate the
learning practice, in other side it also have
the negative effects as an obstacle for the
learning objectives. Several cases below
indicate those negative effects of the
technology based learning practice on
early childhood education.
The most negative effects from
the use of the ICT-based learning media
come from its content that contain
violence, negative ethnic, religion, and
cultural stereotyped, biased understanding
about gender and etc. The kind of the
learning media in which have the tendency
contain those negative materials is the
learning media for individual learning
activities, because it is lack of the others
(teacher, parent) control. Differs from this
kind of learning media is the learning
media for colective-classroom learning
activities, in which the teacher could
control the content of the learning media
before using it in front of the class.
Another phenomenon on the ICT-based
learning media is the inappropriate use of
the ICT-based learning media for certain
learning objectives, for example: the
learning activities to exercise the afective
childs'
domain
(social
sensitivity,
emphaty, sympathy, and etc) are based on
the ICT-based learning media. Off course
it would be more appropriate by using the
contextual learning approach such as field
trip, social project, observation, and etc,
because the last bring the childs enter to
the real social and cultural environment.
Many inappropriate cases in the learning
practice based on ICT are about the
obsession to present the learning materials
using the sophisticated digital technology,
whereas the learning materials are more
appropriate and good enough tobe learn by
the childs in the sense of "learning by
doing", contextual learning activities, and
etc.
So, it is important to reveal and
conceive the negative side of the ICTbased learning media for early childhood
education to avoid the inappropriate
learning practice in which have a
potentials as an obstacles for the learning
objectives. It is also important to reveal
the hidden curriculum in the kinds of
cultures,
values,
ideologies,
and
knowledge productions beyond the official
curriculum, because the early children also
learn this kind of the hidden curriculum
instead of the official one, and it would
construct their way of thinking, attitude,
and aspiration. In accordance with those
needs and purposes, the critical analysis
based on the critical perspective derived
from the critical pedagogy traditions is
important for early childhood education
practice. A short introduction about
critical pedagogy notions, especially for
the early childhood education are
mentioned below.
Introducing Critical Pedagogy for Early
Childhood Education
The main concepts of the critical
pedagogy is the perspective that education
couldn't be separates from the social
structure, culture, politic, economic, and
ideology. Education is not neutral things,
knowledge is always in relation with those
social structures, at least education is the
arena for the knowledges, cultures, values
and ideologies struggle. This perspective
employing the critical perspective from
the critical social theories, especially
based on the Marxian, neo-Marxian, postMarian, postmodern and others critical
social theories. One of the leading critical
educators on the critical pedagogy
tradition is Paulo Freire, Ira Shor (1993:
24), on reviewing the Freire's ideas said:
Education is not reducible to a
mechanical method of instruction.
Learning is not a quantity of
information to be memorized or a
package of skills to be transferred
to students. Classrooms die as
intellectual centers when they
become delivery systems for
lifeless bodies of knowledge,
instead of transferring facts and
187
skills from teacher to students, a
Freirean class invites students to
think critically about subject
matter, doctrines, the learning
process itself, and their society.
Freire's social pedagogy defines
education as one place where the
individual and
society are
constructed, a social action which
can
either
empower
or
domesticate students. In the
liberating classroom suggested by
Freire's ideas, teacher pose
problems derived from student
life, social issues, and academic
subjects, in a mutually created
dialogue.
In short, educational and learning
practice tend to build students' critical
consciousness and then moves toward
social transformation in society (see also
Topatimasang et.al., 2010). Social
transformation
means
that
critical
pedagogy lead the learning and
educational practice as a movement to acts
against inequality, unjust, exploitation;
addressing the educational and learning
practices tobe more emancipatory or
liberating from the colonization of
knowledge and power (see also McLean,
2006). Its critical consciousness and social
transformation orientations implies the
learning methodology into action level,
not only mastery the knowledge and skill
which is irrelevance with the social reality.
Because the social transformation is a
milestone on pursuing the social justice
and it begins from the individual
transformation (critical consciousness),
then it bring the learning practices should
be contextual, humane, dialogic, critical,
democratic and emancipatory (see Shor,
1993), in other words: into action
level/phase (praxis).
In accordance with those critical
pedagogy principles, the early childhood
education practices should be: (1)
188
nurturing and rising up the childs' need for
critical inquiry, teach them to question
what they learn and ―read‖; (2) nurturing
the childs' social sensitivity, emphaty,
ethic, aesthetics, through cultural, social,
and sport activities; (3) build the childs'
self identity and culture, brings them to the
deep comprehension about theirself and
their closest daily social and cultural
reality toward their broadest milieu; (4)
the learning process should uses the childs'
language in which simple and easy tobe
conceived by the children and appropriates
with their language ability. At least, the
four substantial objectives for early
childhood education above based on the
critical pedagogy perspective, but it
doesn't mean avoid the technical
acvhievement from the Ministry of
Education (MoE) regulation number
58/2009 on standard of the early childhood
education. Those subtantial objectives
become the foundation and encompasing
the technical achievement on the
cognitive, afective, and psychomotoric
dimensions such as communication skill,
literacy, basic knowledge, emotional
senses, physical health and etc from those
MoE regulation number 58/2009.
Afterwards,
the
subtantial
objectives based on critical pedagogy for
early childhood education above transform
into several concepts, principles, ideas and
praxis
of
the
critical pedagogy
methodological design. The appropriate
learning practice refer on critical pedagogy
are learning by doing, based on the real
social and cultural phenomenon, bring the
childreen on the social activities, doesn't
have any distance with the society (except
it have the dangerous potential for the
childs), open up the space for the childs
tho explore their need for inquiry through
observation,
touring,
adventure,
experiment, social project and etc. What I
have mentioned previously is the
―contextual principle‖ to build the learning
practice more responsible to the social
reality in society, especially with the
childs' milieu; moreover the contextual
prinsiple uses the social, cultural,
economic, and psychological childs'
background as a primary consideration to
formulate the learning process. Those
methods above would nurturing the childs'
critical inquiry and creativity at the early
age. Besides that (see the subtantial
objective number 2) the critical pedagogy
practices for early childhood education
also in the form of art and cultural works,
sport, playing educative games and etc.
Moreover, the learning environment
should be safe for the children, healthy,
nurturing the democratic, tolerance, and
peace
culture;
anti-bullying
and
discrimination, and without gender,
religion, ethnic, and cultural biased. One
of the sources on explaining this learning
approach is the documentary film "Jaga
Bumimu, Jaga Selalu" by Sanggar Anak
Alam (Salam, 2011), Yogyakarta.
The teachers should position
her/him self as a facilitator and friend for
the childs, they should motivate the childs
tobe brave on asking and answer the
questions; the teachers shouldn't kill the
childs' critical inquiry and creativity by
punishment and wildly talk. In accordance
with the explanations above, critical
pedagogy for early childhood education
doesn't tend to build the childs' critical
consciousness, but only nurturing the
childs' potential on critical consciousness
by several methodological approach. This
concern is good enough and precise for
early childhood education, because in this
phase children still on the early and basic
cognitive, afective and psychomotoric
development, so they don't have any
abstract and high critical way of thinking
yet. Moreover, the teacher become the
prominent target on developing and
operating the critical pedagogy notions to
the critical consciousness and then social
transformation
(i.e.
change
the
education/learning
system,
structural
institutional
system
design,
early
childhood education policy, curriculum,
learning media and method). The teachers
with critical consciousness need a basic
requirement in the form of critical
paradigm derived from the critical social
theory on education (especially in the
sense of critical pedagogy). This analytical
requirement is very important as a tool of
analysis on examining the socio-cultural
context of the educational practices and
uses it as a primary consideration on
designing, using, and managing the
learning media and method.
Moreover, based on the real facts
of the early childhood education above,
teacher especially should examine
critically (1) the use of the ICT-based
learning media for early childhood
education, (2) the early childhood
education policy, (3) its curriculum
content and design, (4) the learning media
and method suggestion by the MoE
provisions, and furthermore (5) the power
relations between the state, market,
society, education, knowledge, culture,
ideologies, and etc. The critical analysis
result's is important to decide whether
some of the learning media and method is
appropriate or not for early childhood
education in certain socio-cultural context
based on the ethical practice and
appropriate principle derived from the
critical pedagogy notions.
Critical Perspective on Educational
Technology for Early Childhood
Education
Indonesian's
early
childhood
education practice often concentrated and
dominated by the learning technicalmethodologies side. It can be seen from
the early childhood educators refer and
follow rigidly and seriously to the
189
Ministry of Education (MoE) regulation
number 58/2009 on standard of the early
childhood education. Whereas this MoE
regulation only focusing on the technicaloperational childs achievement on their
learning practices, it doesn't contain the
substantial objectives i.e. knowledge,
values, cultures, and skills content. This
phenomenon implies on the lack of the
teachers' ability on formulating the
curriculum design, lesson plan, and also
on creating, using and managing the
learning media and method, and at least
doesn't consider to the subtantial sides of
the learning practices i.e. the knowledge,
values, cultures, ideologies, and life skills
for the childs. When the early childhood
educators
don't
have
enough
comprehension about the learning content,
media and method, they whould designing
the learning practice refer to the
mainstream's early childhood education
paradigm and practice.
Whereas, not all of the general
and mainstream of the early childhood
education concepts and practices are
appropriate for the childs. For example, in
many case in several big city in Indonesia,
there are lots of the early childhood
learning activities tend to be more
burdensome for the childs, i.e. pushing the
early childs to read, write, learn
arithmetic; moreover have a basic ability
on foreign language (i.e. English, Arabic);
the learning practice had been dominated
by the teacher (teacher centered), lots of
learning practices using the ICT-based
learning media are inappropriate with the
need of the children's psychological and
physical development; doesn't open up the
space for the childs to explore their
imagination, creation and inovation; the
learning practice doesn't bring the childs
enter to the social and cultural activities
outside the "classroom"; it also doesn't
relates the learning practice by ICT with
the real social activities in which whould
190
exercise the cognitive, afective and
psychomotoric dimensions all at once.
Therefore, it doesn't enough only refers
and follows the existing and mainstream
learning media and method, neither does
on following rigidly to the MoE regulation
number 58/2009 on standard of the early
childhood education. If we only following
the mainstream early childhood education
paradigm and practice, it is similar to the
―social
and
cultural reproduction‖
phenomenon had been researching by
Bourdieu & Passeron on higher education
in France (1977).
In this case, the critical
perspective from critical pedagogy
movement is important for the teachers
who are involved in the early childhood
learning practices (1) as a tools of critical
analysis on examine the educational
technology practice for early childhood
education and (2) as a reference on
creating, using and managing the learning
media and method for early childhood
education. Critical analysis is very
important to conceive whether the learning
media and method are appropriate or not,
facilitate the learning objectives or not, is
it in contradiction with the technical and
subtantial aims of the critical pedagogy for
early childhood education or not. In other
words, the result of the critical analysis
become the primary consideration to
create, use and manage the learning media
and method on learning practices, and
several concepts from the critical
pedagogy notions (see for example on
McLaren & Leonard [eds.], 1993; Tilaar et
al. [eds.], 2011) also become the
references to create, use, and manage the
learning media and method for early
childhood education.
The basic orientation of the
educational technology discourse for early
childhood educational practice from the
critical perspective can be seen from the
three central activities (creating, using,
and managing) and two fields of the
educational technology (media and
method) as a field of studies. Those three
central activities and two fields of
educational technology are based on the
recent educational technology's definition
enacted by Association for Educational
Communication and Technology (AECT,
2004) below:
Educational technology is the
study and ethical practice of
facilitating
learning
and
improving
performance
by
creating, using, and managing
appropriate
technological
processes
and
resources.
(Januszewski & Molenda [eds.],
2008: 1)
In
short, the technological
processes is the learning method
dimension and the technological resources
is the learning media and resources. All of
the fields of studies based on the ethical
practice and appropriateness as a basic
principle on creating, using and managing
the learning media and method for
educational purposes. On the creating or
designing dimension the teacher should
create the learning media and method for
early childhood education to facilitate its
learning objectives beyond the technical
achievement on the MoE regulation
number 58/2009 toward the more
substantial achievements—based on the
critical pedagogy perspective. Therefore,
by employing the critical pedagogy
perspectives, the learning media should
facilitate the childs need for inquiry,
exercising their emphaty, sympathy, social
sensitivity, senses, aesthetic, and ethics
dimensions;
laying
the
basic
comprehension about their self and
children's cultures. In accordance with the
children's unique characteristics, the
learning media design also should be
interesting, simple, and enjoyable whether
for classroom-collective or personal-
individual learning activities. It should be
preceded and followed by the social
activities to exercise the child's critical
inquiry and creativity, in this case the
learning method—from the educational
technology as a field of studies—should
be direct to the more interesting,
contextual, enjoyable, and constructivist
i.e. playing educative games, sport, and
art-cultural works. Challenge the childs to
ask some questions, liberating the childs to
ask and answer the questions are the
method to nurture the childs' critical
inquiry, in the same manner is the
contextual learning activities which is lead
the childs to enter the social environment
is a way to explore their need for inquiry
and critical thinking. This childs' critical
consciousness potentian—in the notions of
critical pedagogy notions—required the
nurturing activities through the dialouge
and contextual learning activities (i.e.
questions and real social activities).
Refers to critical pedagogy
paradigm,
the
content
of
the
contextualized learning media and method
is come from the childs' socio-cultural,
psychological, and the values. The first
things should be learn by the early childs
is something interrelated and conect with
their self, lifeworld, and mileu, before
invite the childs to learn something far
with their daily life activities (i.e.
nationality, citizenship, and etc). What I
means by its content is come from the
child's is: about creating the learning
practice by accommodate and depart from
the children's questions and need for
inquiry, so the learning media should be
designed to pursue those children's need.
The childs' critical questions, emotional
expressions, and aesthetic creations are not
something should be avoid, conversely the
teachers should pay much attention on
those childs' expressions, and then use it as
a primary consideration on creating the
learning practice, lesson plan, and also
191
creating, using and managing the learning
media and method.
What I've write above is much
about the "creating" dimension of the
educational tchnology as a field of studies.
Moreover on the practice of using the
learning media and method, whether by
design or by utilizing, either artificial or
natural, the primary consideration is: could
nurturing and exercising the childs' critical
inquiry, creativity, innovation, emphaty,
ethic, and aesthetic. Beside the learning
practice should be dialogic and contextual,
it should also be flexible, it means: the
early learning design, lesson plan, and
curriculum shouldn't be followed rigidly,
on the contrary it should be flexible based
on the learning need and actual reality in
the learning practices. This flexible
concept refers to the flexible curriculum
design by James McKernan (2008) and
Paulo Freire (2005) that the learning
process based on the "process theory"
should to flow along with the childs'
learning rhythm in the learning practices,
following the childs' critical questions
being addressed and their need for inquiry
being directed; in other side, based on the
critical pedagogy notions by Paulo Freire,
the learning design have tobe reactionary
to the social, cultural, and political
phenomenon in society, taking the existing
childs' social, cultural, and psychological
background as an important and the
primary consideration to formulate the
learning design. So, in this "using"
dimension of the educational technology
therefore should negotiate the the
technical achievement (MoE regulation
number 58/2009) and the substantial and
essential one (derived from the critical
pedagogy notions) on formulating the
curriculum design and creating the
learning media and method.
Moreover, in the "managing"
dimension, it is necessary the early
childhood educators have an appropriate
192
managerial ability to manage the learning
media and method, especially in the micro
level (classroom, school).
Several
important issues—in accordance with
critical pedagogy notions—become the
primary consideration to decide whether
one of the learning media and method are
appropriate or not i.e. social justice,
access, economic, ethnics, religion, and
the appropriateness of the learning media
and method with the childs' need for
learning and socio-cultural context. The
management of the learning media and
method required the synergy and
participation from all of the stakeholders
in early childhood education i.e. teachers,
administration
staffs,
headmasters,
supervisors,
parents,
society,
and
government where the learning practice
taking place. The orientation of the
institutional management and learning
practice in the sense of critical pedagogy
notions refers to the democratic,
emancipatory,
participatory,
and
transformation principles (see several
discussion on this basic principles on
Freire, 2005; McLaren & Leonard [eds.],
1933). Therefore, the childs', teacher's,
society's, and parent's voices are the
primary—beside
the
theoretical—
consideration on deciding the appropriate
learning media and method for early
childhood educational practices, in this
case the democratic and participatory
principles were works. Besides that, the
managerial practice should emancipate the
learning practices from the certain media
and
method
hegemony,
including
emancipate from the inappropriate
government educational policy and the
dominant adult's perspective on early
childhood
education.
At
least,
"transformation/change" should be the
keywords of the managerial practice on
pursuing the real changes on the individual
(children, teacher) and social lifes (the
"school", parent, family and society).
Those
three
educational
technology concentration (creating, using,
managing) on learning media and method
refering to the critical pedagogy notions
for early childhood education actually
based on the ethical practice and praxis
dimension. In other side from the recent
definition of the educational technology
(AECT, 2004), the "study" dimension
contain the research and evaluation on the
creating, using, and managing of the
learning media and method also need a
serious attention. Because the result of the
critical analysis on the educational
technology—derived from the research
and evaluation practice—is very important
as a primary consideration on creating,
using and managing the learning media
and method for early childhood
educational practices precisely. Thus,
critical perspective from the critical
pedagogy notions is not only become the
foundations to create, use, and manage the
learning media and method, but also
become the basic paradigm on analysing
the educational technology practice for
early childhood education in general.
Conclusion
Critical
pedagogy
perspective
on
educational technology
is not a
mainstream paradigm among others in
Indonesia (Subkhan, 2011), but it is
important to examine the practices of
educational technology critically. Several
analysis on educational technology doesn't
yield a deep, comprehensive, and critical
perspective, so it implies the analysis tend
tobe "business as usual" evaluation
without critical perspective. This kind of
analysis fail to explains about the negative
sides of the recent trend in education
(integration technology into education,
especially ICT and other digital
technology i.e. violence, stereotyped, and
biased) and then brings the main
perspective on educational technology
only
to
the
positive
side
(technopositivism). It also fails to reveal
and conceive the power relation between
the politic and educational practice,
knowledge and politic, whereas it is the
real facts in our daily educational practice
that always in relation with politic,
econonomic, cultural, social, values, and
ideology, and this relation is often unequal
and unjust.
The main perspective on critical
pedagogy challenges the teacher, parent,
and others who're involved with early
childhood educational practice to examine
it critically, especially on the creating,
using and managing (three educational
technology main activities) of the ICTbased learning media and method. It is
also important because the result of the
critical analysis become the primary
consideration on deciding wheter the
learning media and method appropriate or
not for the early childhood educational
practices. In the end, the challenge is come
from the teachers itself, do they want
spend their time to learn about critical
perspective derived from critical pedagogy
notions for early childhood education?
Actually several critical pedagogy's
literature are heavy enough for the new
reader, but off course there are several
book on encountering the critical
pedagogy ideas for the new reader such as
the McLaren and Leonard (1993) in
English and in Bahasa i.e. Tilaar et.al.
(2011) and Topatimasang et al. (2010).
However, if the early childhood education
want to move toward a kind of educational
practice—under the light of educational
technology as a field of studies—which is
(1) more democratic, emancipatory,
participatory, and transformative; (2)
underlying the solid and strong childs'
cultures, values, and ideologies; (3)
nurturing the childs' critical inquiry,
creativity, innovation; and (4) exercising
the childs' social sensitivity, emphaty, and
193
symphaty, the critical pedagogy paradigm
is appropriate choice and necessary.
References
Bourdieu, P. & Passeron, J. (1977).
Reproduction in Education,
Society and Culture. London:
Sage.
Freire, P. (2005). Pedagogy of the
Opressed: 30th Anniversary
Edition. Trans. Myra Bergman
Ramos. New York & London:
Continuum.
Januszewski, A & Molenda, M. (eds.).
(2008). Educational Technology:
A Definition with Commentary.
New York & London: Lawrence
Erlbaum Associates.
McKernan, J. (2008). Curriculum and
Imagination: Process Theory,
Pedagogy and Action Research.
London & New York: Routledge.
McLaren, P. & Leonard, P. (eds.). (1993).
Paulo
Freire: A Critical
Encounter. London & New York:
Routledge.
McLean, M. (2006). Pedagogy and the
University: Critical Theory and
Practice. London & New York:
Continuum.
Ministry of Education. (2009). Ministry of
Education regulation number
58/2009 on Standard of the Early
Childhood Education. Jakarta.
Sanggar Anak Alam. (2011), "Jaga
Bumimu,
Jaga
Selalu"
documentary film. Yogyakarta.
Shor, I. (1993). ―Education is Politics:
Paulo Freire's Critical Pedagogy‖
in McLaren, P. & Leonard, P.
(eds.). Paulo Freire: A Critical
Encounter. London & New York:
Routledge.
Subkhan, E. (2011). "Pedagogik Kritis
dalam Teknologi Pendidikan" in
Tilaar, H.A.R., Paat, J.P. & Paat,
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L. (eds.). Pedagogik Kritis:
Perkembangan, Substansi, dan
Perkembangannya di Indonesia.
Jakarta: Rineka Cipta.
Tilaar, H.A.R., Paat, J.P. & Paat, L. (eds.).
(2011).
Pedagogik
Kritis:
Perkembangan, Substansi, dan
Perkembangannya di Indonesia.
Jakarta: Rineka Cipta.
Topatimasang, R., Rahardjo, T. & Fakih,
M. (2010). Pendidikan Popular:
Membangun Kesadaran Kritis.
Yogyakarta: Insist Press.
DEVELOPING CREATIVE MIND FOR TODDLER TO SHARPEN SPECIAL
VISUAL INTELLECTUAL BY DRAWING
Diana
Lecturer of PGPAUD
Abstract
Creative Mind is a type of creativity. It can be shown from many kinds of multiple
intelligences. The difference of children‘s talent is an example of multiplicity. There are eight
kinds of multiple intelligences. One of it is special visual intellectual, which has close relation
to the capability in visualizing someone‘s mind. Children usually think through visualization
and picture in solving problem or finding out the answer. There is close relationship in
creative mind and special visual intellectual which can be appreciated in drawing especially
for toddler. One of toddler‘s ability which can be developed is art. Many education institutes
has art corner which has function as a place to develop toddler‘s art ability; it is by drawing
either two or three dimension. By developing creative mind, it is expected that toddler can
express their feeling. So, by looking their drawing, the teacher is able to understand their
feeling or vice versa. Even, the toddler is able to learn in understanding others‘ feeling
through their drawing.
Key Words: Creative mind, special visual intellectual, the art of drawing.Discussion
Discussion
Creativity and Creative Mind
There is relationship between
creativity and creative mind. Creativity is
development, growth, self understanding,
and changing or rehabilitation of
someone‘s point of view. Up to now,
creativity is an exclusive phenomenon.
Based on the social need that is to be
superior and succeed in outrival, it is
needed to introduce art to the toddler
because
toddler
psychological
development is influenced by art.
The world of art cannot keep
away from the reality of life, also in the
process of personal development children
as a whole. For example the children draw
sky and color it with pink. It is highly
recommended on the educators both
parents and teachers not to change the
color. What if we are afraid of the concept
on the children‘s thought that is not
appropriate with the reality? While our
entire life we never see pink sky.
This is proof that children use
their creative mind and imagination when
they will color the sky he made. The act of
trimming idea, replacing the imagination
of the pink sky, seizing a crayon and then
color it with blue is the beginning of
taking away children‘s confidence which
will lead to turn off children‘s creativity.
Children‘s
capability
on
creativity is often associated with art
activities, such as: singing, dancing,
drawing, and many more. Understanding
creative meaning has wider significance.
The definition of creativity is revealed by
Drevdahl in Hurlock:
Creativity is the ability of
a person to produce
composition, products, or
notion of anything which is
basically new and not
previously known its creator.
It can be an imaginative
activity or the synthesis of the
thought which summary is not
only the result. It might
195
include formation of a new
pattern
and combining
information from previous
experience
and
transplantation
of
old
relations to a new situation
and formed new correlation.
It has to have the specified
objectives, not merely a
fantasy, although the result is
perfect and complete. It might
be a product of art, literary,
scientific, or procedural or
methodological product.
There
are many popular
definitions of creativity; eight of them are
(Hurlock: 1995, 2-4):
1. The most popular creativity emphasize
on making something new and
different. Most people assume that
creativity can be assessed through a
result or anything which is created by
someone. However, creativity is not
always producing something which can
be observed and valued. Creativity is
regarded as a process - process
producing something new, whether it is
an idea or object in the form of the
series of new product.
2. Creativity is a result of new creation
and original by chance, as a child plays
blocks of wood to build piles
resembling a house and call it as house.
So, if an artist is mixing color by any
chance he discovers different red or
green which is unusual than ordinary
used, it can be said as ―original‖
3. Creativity is everything created, always
new and different from that has already
existed and unique. That statement
does not have much evidence
recognized that creativity includes a
combination idea from old products
into the new products, but the old ones
are the basis for a new one. Uniqueness
is a personal achievement; however, it
is not universal achievement.
196
4. Creativity is a unique mental process; a
process which is done solely to produce
something new, different, and original.
5. Creativity is often considered to be
synonymous with high intelligence.
This conviction is consolidated by the
fact that people with very high
intelligence usually called by ―genius‖.
On the other hand, creativity is only
one of intelligence aspect just like
memory or reasoning.
6. Creativity is a splatter of genius that is
inherited to someone and has no
relation to learn or environment. It is
stated that creative person is a concept.
He does not play a role in his creative
behavior, except to express a default
feature in action which is not related to
his experience and his own decision.
7. Creativity is generally considered to be
synonymous with imagination and
fantasy. Hence, it is a form of mental
game. Goldner stated that creativity is
―regular brain activity, comprehensive,
and imaginative toward an original
outcome.‖So, creativity is more
innovative than reproductive.
8. Popular creativity is that everyone
usually divides into two big groups:
―follower‖
and
―creator‖.
Follower/conformers do what is
expected to them without disturbing or
complicating
others.
Otherwise,
creators give the original idea, different
point of view, or different way to
handle or face the problem.
To give better explanation of
creativity, here, will be shown some
conclusions of creativity based on the
experts (Utami Munandar, 1999):
1. ―Creativity is an ability to make new
combination based on the existed data,
information, and element.
2. Creativity (Think creatively or
divergence) is an ability – based on an
available data or information- to find
out many possibilities problem solving
which
emphasize
on
quantity,
usefulness, and answer diversity ―.
3. So, operational creativity can be
formulated as ―an ability which is
shown from fluency, flexibility,
original thought, and elaborate
(involving, enrich, specify) ideas‖
(Munandar, 1977).
Toddlers can not solely think
creative in a flash. Experience and training
from the environment is needed to give
stimulation and motivation to their point
of view. Sometimes a simple drawing
made by a toddleris neglected by both
teacher and parents. It can be happened
because toddler draws inappropriate
picture (based on their age) when his
creative mind appear. Their observation in
environment can enrich his imagination
and creativity in drawing. When teacher
gives freedom in drawing in class, he can
see the different between a student who
has creative thinking and those who does
not have it. Ordinary toddler will draw
usual picture just as the teacher does day
by day such as mountain, flowers, house
which does have any variation. Otherwise,
toddler who have creative mind will draw
a picture based on their experience, even if
they have to draw the same picture which
is their teacher gave, he will add many
variations on it.
Toddler spacial visual intelligence
Spacial visual intelligence is a
part of Multiple Intelligence which
consists of eighth kind of intelligence
which has close relation to an ability to
visualize picture in someone‘s mind. For
toddlers, they usually think in the form of
visualization and picture to solve problem
or find out the answer.
Program materials in curriculum
which can be used to develop toddlers‘
spacial visual intelligence are:
1. Drawing and Painting
For toddlers, drawing and painting is
the most favorite activity since it can
2.
3.
4.
5.
6.
be done wherever, whenever and
having the lowest cost. The teacher
needs to prepare the tools and then let
toddlers draw or paint whatever they
want or feel (happy, sad, glad) or
whatever they imagine at that time. Let
them do it freely. This activity train and
stimulate toddlers‘ creativity as well as
their imagination.
Sketching
Before drawing, toddlers usually sketch
the picture first. Sketch is usually done
by eighteen months children to express
their self. This activity requires eyes
and hands coordination. It is a step of
drawing in order to develop toddlers‘
imagination and creativity. Sketch
includes on one of a spacial visual
intelligence.
Singing, introducing and imagining a
concept
Art
activities develop toddlers‘
thought. Through singing, toddlers
recognize many concepts: hill, river,
sky and mountain which will develop
toddlers‘ spacial visual intelligence.
Toddlers can describe nature which
will be sung, so that it will increase
toddlers‘ imagination.
Making handicraft
Another activity which can be used to
increase toddlers‘ spacial visual
intelligence is making handicraft. The
most possible handicraft made by
toddlers is using paper. Making
handicraft requires toddlers ability in
manipulating material. So that it can be
used to increase toddlers‘ creativity and
imagination. Instead, it will build
toddlers confidence.
Visiting various places
Visual experience of children may
enrich by invite them to the historic
sites (museum), zoo, hiking, and give
them picture book.
Playing constructive and creative
games
197
Some games such as building a
construction can optimize development
of visual spatial intelligence of
children. The children may use tools of
games.
7. Organizing and designing
Carefulness of children to organizing
and designing, can be sharpened by
invite them to designing a room. This
activity increases the children‘s
confidence, that they think they are
able to decide a decision.
Visual spatial intelligence that is
devoted in this discussion is drawing skills
of early age. Children are expected can
develop their imagination through image
and streaks that they made. Children are
stimulated to develop their drawing skills.
They try to develop their drawing skills
which do not follow the teacher‘s guide,
but also give the variations of shape or
pattern in the picture that been given by
their teacher.
Creative Mind of Drawing Art Activity
in Early Age Childrenhood
Art is one of the elements of the
culture that the existence has been
progressing in a very long period. Art is
the result or work processes and human
ideas involving the ability of skilled,
creative, sensory sensitivity, the sensitivity
of heart and mind to produce a work that
has the impression of beauty, harmony, art
and other valuable. (Sumanto, 2005)
Learning of the art is also used
as media of expression; children can
express their feelings through drawing,
singing, drama, and crafts. Children can
express a sense of fun, happy, sad, and
disappointed by the art objects such as
paints, brush, clay, sand, and beams.
These values of art are very good instilled
from an early age, through the
arrangement of objects in the room,
children learn about the order and beauty.
The progressing of the children
in art start from knows nothing about art to
198
be able to express them through art. There
are four phases development of children in
art education, (Lansing, 1971; Britain,
1979; Schikedanz, 1983) as follows:
1. Manipulative phase
Manipulative phase is beginning phase
where the children start interesting in
art. This phase begins since the
children are two or three years old, art
or work is the goal of the children
involving in art activity but their
desire to try tools which used in art
education
(paint, brush, music
instrument, clay, etc.)
2. Recognizing pattern phase
This phase evolve since the children
are four years old, they begin show
the pattern using art tools. They begin
to make line, circle, or square. In
music, they are starting show the
rhythm although has not stable, and
in crafts they make shapes from clay.
3. Symbolic phase
At this phase the children are about
four to five years, they has indicated
shapes, pattern, and give them names.
4. Representative phase
Age of children at this phase range
from five to six years, they begin to
match between what they were doing
with the phenomenon that is though
have not been able to draw in three
dimensions.
Art activities are related with
the creativity and skills. Creativity is part
of the production or work activities
including fine arts (drawing). Work
process which mean here is two
dimensional
visual
art
expression
activities, and three dimensional visual art
expression activity that can be practiced
by the early childhood. One of the work
processes of fine art in early childhood is
drawing, is process making image by
scratching (pencil or pen) on a flat surface.
The result of this process is in the form of
the arrangement of line elements. The
difference with painting is the process of
making the image by scraping and daubing
color material such as paint, on the flat
surface (canvas and board). In this case,
the benchmark is no longer the process of
work, but the technique in making them
that contain the expression, emotion,
creative ideas, and artistic taste from
which to draw.
Usually in a good Early
Childhood Education (PAUD) institution
are well equipped with the ―Art Center‖. It
can be take place in class or design of the
room itself. Art center is a place where the
children play several of the games and
learn art; they can also express their
emotion by playing a role in accordance
with what their wants. There are several
tools or stuffs should be provided in Art
Center:
Visual Art
1. Crayons (large, medium, small size)
2. Pencil, various shapes and sizes
3. Dyes, watercolor, paste, powder paint
various color
4. Paper and wood glue
5. Scissor
6. Clay
7. Several colored papers and marks
8. Manila paper, drawing books or
papers
9. Newspaper and plastic for the base
when the children work.
10. Brushes in several sizes
Sculpture art or craft
1. Clay/ loam, colored clay, and wax
2. Play dough, paste, clay made from
cassava flour
3. Papers, glue and beads
Musical art
1. Tape, cassette, CD player, CD
2. Drum, wooden drums, pianica,
harmonica, flute, piano, guitar, siter
and ukulele
3. Several things that can make sounds
like music instrument
Play a role/ drama
1. Household appliances from either
plastic or real
2. Various kinds of dolls
3. Secondhand clothes that suitable to be
worn
4. Clothes that had not used
5. Cosmetics
6. Office stuffs that are not used but still
worth taking
The children is expected to
interact with the environment, they are
able to pour their imagination in form of
pictures of their work by the existence of
Art Center. Disclosure of children
emotional feelings such as pleasure, sad,
fear, or happy can be shown in form of
image. Children may imagine and pour the
feelings that he has experience all at once.
This is what the teacher often
forgets, when the children were playing
and after that the teacher should watch
what happen with the children. The
teacher should never look at the work
only, but also the expression of his
feelings. Creative mind and children‘s
imagination can be sharpened well, since
the beginning of sharpening the
intelligence was in early age, which
includes Early Childhood Education.
Creative mind ability in drawing
activity in early childhood will be seen the
difference when they was asked to make a
free image according their imagination.
They do not draw by copying the teacher‘s
image, that happened for years in the past.
Through the development of creative
mind, the children are able to express their
feelings in form of image. The teacher can
read their feeling by seeing the picture that
they made without they have to tell the
teacher conversely. The children can learn
to know people‘s feelings or their peer
through their picture.
Conclusion
Creative mind is the creative
thought power of the children for
developing their visual spatial intelligence.
The activity that may appreciate a creative
mind of children is drawing art. This
199
activity is very liked by the children since
they are able to develop shapes or patterns
that have been shown by the teacher, or
they are able to pour their imagination in
form of visual image.
One of the forms of the
developing of visual spatial intelligence at
early age is to use the creative mind of
them. Creative mind do not simply for the
adult, but also for children that have to be
stimulated from early. Do not let the
children to have a same thought with their
peer, they have to give a special
characteristic in their mind. This means in
drawing art especially for early age. Let
the children express freely in scraping an
image, and give them color.
References
Anik Pamilu, 2008. Keajaiban Otak
Kanan & Otak Kiri Anak .
Potrobangasa : Pustaka Horizona.
David
Campbell,Ph.D,
1986.
Mengembangkan
Kreativitas.
Jogyakarta : Penerbit Kanisius.
John K & Nancy F, (2002). The Miracle of
Mind
Power
for
Children
‟Keajaiban Kekuatan Pikiran Anak‘.
Yokyakarta : Garailmu.
Sumanto,
(2005).
Pengembangan
Kreativitas Seni Rupa Anak TK.
Jakarta : Depdiknas.
S.C. Utami Munandar. Mengembangkan
Bakat dan Kreativitas Anak Sekolah.
Jakarta : PT. Gramedia Widiasarana.
Tut Sayoga, (2008). Creative Mind
‟Kekuatan Visualisasi‘. Jakarta : PT.
Elex Media Komputindo.
Yuliani Nurani Sujiono, (2004). Metode
Pengembangan Kognitif. Jakarta :
Penerbitan Universitas terbuka.
200
DANCE ARTS EDUCATION
FOR CHILDREN’S CHARACTER BUILDING
Atip Nurharini
PGSD Department, Faculty Of Education, Semarang State University
atip.nurharini @ gmail.com
Abstract
The dance arts as a creation of human expressions in addition having its beauty value and
ethics instillation, it also contains a useful meaning for the audience, actors, or observers.
Dance arts evolve with the changing times, so that the function of dance arts is no longer as
entertainment or spectacle but develops towards the direction of the educational activity.
Function of dance arts education in early childhood contributes to build the children‘s
character. Children‘s character building should be established at an early age to avoid new
human moral crisis trends in developing countries. This moral crisis is a proof that the aspect
of sense, character, and spiritual have not been built in the community. The phenomenon of
moral crisis is characterized by the attitude of indifference toward others, selfishness,
aggressive behavior, or high destructive behavior in a human. Dance arts education as a form
of works of beauty, is assumed to be able to overcome the problems associated with the crisis
of moral and civilized nations and the establishment of the nation‘s character. By introducing
the dance arts education at early age to adulthood, an individual will be trained to be sensitive
to the unity, harmony, refinement of manners, and taste.
Dance activities will be built when someone is introduced either through formal and informal
education. The dance arts education that was introduced starting from the path of early
childhood through college, can grow even enhance the appreciation of aesthetic and ethic.
From the appreciative activities it can apply character education in children. The results of the
study are grounded on the concept of dance education that is the arts education that is based
on the character that involves aspects of knowledge (cognitive), feeling, and action.
Implementation of dance education in building the character of children is through the fourway consisting of: (1) guidance as a basis for building the character of the child, (2)
educational material, (3) implementation of the method, and (4) implementation of the
evaluation.
Based on Thomas Lickona, without these three aspects, character education will be not
effective and its implementation must be done systematically and sustainably. With character
education, a child will be aesthetically and emotionally intelligent. Aesthetic and emotional
intelligence is an important provision in preparing children to meet a bright future. The
impact of aesthetic and moral intelligence is a person will be successful in dealing with all
sorts of challenges, including academic, moral, people, even the global world challenges.
Background of the Study
In accordance with UU No 20
year 2003 on National Education System
in Section 3, states that the national
education serves to develop skills and
build the character and civilization of the
nation's dignity in the context of the
intellectual life of the nation. National
education aims at developing the potential
of students in order to become a man of
faith and fear of God Almighty, noble,
healthy, knowledgeable, skilled, creative,
independent, and become democratic and
responsible citizens. Based on the function
and purpose of national education, it is
clear that education at every level, must be
organized systematically in order to
achieve
national
education
goals.
201
Achievement of national education goals
related to formation of students‘ character
in order to be able to compete, ethical,
moral, polite and interact with the
community.
Educational efforts do not lead to
culture isolation that held by our nation,
let alone see the character of our
multiculturalism culture.
The term
"multiculturalism" indicates the character
of the nation's cultural diversity and makes
it possible to live together, rather than
build a sin qua non of what it means to
live as a human being (Makedon, 1996:1).
Even in this globalization era, so many
moral crises spread in Indonesian society.
Recently it is intensified and the spread of
moral crisis to all society not only in the
elderly, but also adults, teenagers and even
in children. According to the analysis of
social behavior, the phenomenon is one
proof that the aspect of sense, character,
and spiritual have not been built in the
community. The phenomenon of moral
crisis is characterized by the attitude of
indifference toward others, selfishness,
aggressive behavior, or high destructive
behavior in a human. If the problem is the
behavior of society that getting harsh,
cruel and rude, so the efforts to smooth the
sense, mind and behavior are very
important to find a solution.
The whole community, observers,
scholars, and educators involved in the
education world really need of a variety of
education concept formulas that can
integrate the aspects of intelligence of
mind, and sense and also variety of ideas
to implement it, so our education figured
the character of the nation. Dance arts
education as a form of works of beauty, is
assumed to be able to overcome those
problems. By introducing the dance arts
education at early age to adulthood, an
individual will be trained to be sensitive to
the unity, harmony, refinement of
manners, and taste.
202
Actually, the role of dance arts
education not only to develop human
capabilities in the field of aesthetics, but
also play a role in developing skills in
logic and ethics. Based on the analysis of
the results obtained from the study of
dance arts education experts, found an
understanding that dance arts has a very
strong role in the formation of character.
This conclusion appears based on
historical analysis and analysis of
behavioral mechanisms. Dance arts have a
strong influence on physical and mental of
individuals and communities characters.
Broadly speaking the role of dance arts in
the formation of behavior is as a basic
character building or in other words, dance
arts act as a foundation in the formation of
character, building a sense of moral,
building behavior of justice, love, and
tenderness.
Dance arts education can provide
a strong foundation for other social forms
and mutual sensitivity to love, respect, and
uphold the
personality and humanity
values. The dance art education has values
that must be instilled and applied in the
lives of learners. Habits in educational
activities are the values that should be
nurtured in an effort to foster creativity
and appreciation of dance in the context of
the introduction of aesthetics and ethics.
Instillation of habits in dance arts
education above led a concept that dance
arts education is capable to build the
nation into a human who active, creative,
personable, high morals, a strong mental
attitude, knowledgeable and skills, evolve
toward self-reliance and responsible to the
progress of his nation. Base of that
concept, it makes dance arts education
which is conducted since early childhood
must have great contribution to the
progress of the learners, which is based on
the character of the nation.
Statements of the Problem
Based on the background of the
study, can be identified such problems as
the following process:
1. How does the process of dance arts
education in building the character of
the children?
2. Is the art of dance education is capable
to build the character of the children!
Discussion
a. Arts in Education
Arts in education reflects the
various roles that can develop basic skills
of students such as physical perceptual,
intellectual, emotional, social, creativity,
and aesthetic. The definition shows if the
children are trained and supervised
intensively and continuously, enter the
soul of art into their life, it will always
produce a maximum result. The results
obtained are influenced by the creativity
that supports high intellectual. The
training and coaching can be started since
the children were born until they are on
the school.
At the time the children begin
their education at schools such as the
elementary school, children are expected
to acquire basic knowledge deemed
essential for the preparation and
adjustment to life in adulthood. Children
are expected to learn about art of
appreciation and love towards their works
of art and the works of others. Their works
can be created to train the children to a
particular skills (Hurloc, 1979). The
existence of these skills automatically
entered the soul of art to other subjects
such as art of counting (arithmetic), the art
of writing (literature), planting flowers
(biology), art of motion (dance), and the
art of sound (music). Phenomenon
indicates that the children can create,
move, improve mental abilities and
appreciate their works and others.
b. The nature of value and education
Zakiyah (1986:267) states that the
value is a thing or set of beliefs or feelings
are believed to be an identity that gives a
specific pattern to the patterns of thoughts,
feelings, attachment, and behavior.
Meanwhile, Haryono (1996:93) states that
the values are cherished thing that has
meaning and truth which is maintained.
Art education for children should
always have values, whether it is moral
values, cultural values, educational values
and other values which of course will
provide a positive influence on mental
development of children. Whether a value
is believed and upheld the truth then it will
give patterns or distinctive identity in a
society or group members.
Indonesia is famous for its moral
values, cultural values, religious values,
the existence of that values must be
maintained. One of the ways to keep these
values can be done through education to
the children continuously. A very effective
way for early childhood education is a
form of dance that was well-liked children
and can not be separated from the life of
childhood.
c. Dance arts education
The dance art is one of the beauty
of motion of human body, rhythmic, and
can be mean-spirited or that the art of
dance is a beauty of form of the human
parts that moves, rhythmic, and harmonicspirited (Bagong Kussudiardja, 2000:11).
The statement above indicates that
the form of the beauty includes: the form
of the foot starting from the soles of the
feet until the end of the upper thigh; form
of the body from waist to shoulder; form
of the arm or hand is composed of fingers,
palms, wrists hand, forearm, upper arm
and elbow; form of the neck and head.
Then the motion is parts of the human
body that has been formed, and then
moved. Motion can be done individually
or join together. After the parts of the
203
human body in form and in Motion, the
form and motion must be rhythmic.
Rhythm can be fast or slow. The meaning
of spirit of dance is the form, motion, and
rhythm that created by human spirit. Form
and motion is to describe what is human‘s
desire; so, it must be done by the ability to
carry out the animating. As the perfection
of the dance performance, there should be
an element of harmony, that is the form,
motion, rhythm, and spirit that is created
by the power of harmony of human spirit,
because harmony which creates to the
beauty of a dance.
The concept of dance arts
education is oriented for children /
students of dance arts education to fulfill
the basic needs for children in order to
actualize themselves (Salam, 2002:7).
Dance arts education as a media of
creative education conceptually aims to
develop an appreciation of aesthetic and
ethical aspects. Psychologically, in the
dance arts education, especially in the
creation of dance works have the
admission towards the forms of one's
personality works. Moreover, it also
developed a form of creativity, because
creativity is a unit of the potential that
exists in human beings. With different
levels, each human being basically has the
potential to be creative. It goes without
saying that the impact of the appreciation
and creativity has an important role in
determining the pattern of civilization or
culture. From this point of view, creativity
in dance arts education is not just
potential, but it has become a value as a
reference or benchmark in determining the
status of human existence.
Dance art education has a very
high value for human development. It can
be reviewed through the values in a dance,
especially the value associated with the
development of physical and spiritual. In
physical development, the performance of
a dance through rhythmical motion and
harmony can regulate the rhythm of heart
204
development, the process of digestion, the
functions of other parts of the body and
strengthens specific muscles.
It means that the art of dance as an
expression of the human creation in
addition to having its beauty and the
instillations of ethics which contains a
useful meaning for the audience, actors, or
an observer. Creation of the art of dance is
expressed through motion which must
involve also the space and time. With the
motion carried by the dancers would still
need the calm capacity based on the needs
of the motion. When the motion is more
intense in the body of the dancer, the more
power is needed, and vice versa when a
dancer do not reveal the power of motion,
then the less power is needed. The ability
of each motion is related to the
requirements of space and time. In space,
something moving will go to a certain
distance, and distance in a certain time is
used by the speed of motion (Djelantik
1999:23).
The structured motion, space, and
time are called wiraga (body motion),
wirama (rhythm and harmony), and
wirasa (soul or spirit of dance). As stated
by Hadi (2002:10) that the beauty of dance
is not only the harmony of the
composition or structure of motion
(wiraga), with the rhythm of gamelan
music only (wirama), but the whole
expression must contain the purposes of
dance meaning that performed which have
a close relationship with personal
experience, mental, and emotional
equipment (wirasa).
Also explained that the difference
in the age group of children distinguishing
the treatment that given to children,
whether it covers the method and material.
Of this fact led to the art of dance
education for children to differentiate into
two: a 1). Play Dance (dance to play)
addressed to kindergarten children, and 2)
Dance Performance (dance presentation)
for
elementary
school
children
(Suprihatin, 1996:39). In the dance arts
education in early childhood education is
actually a form of dance as an activity
prescribed for aesthetic and ethical
appreciation development that fosters
creative and imaginative activities of
instilling the nation's cultural values.
d. Implications Dance Lessons in
Character Formation Children
The fact shows that long ago until
now, the art of dance is known to serve as
a means of entertainment that are easy to
get either people among the upper classes,
middle, and bottom. But actually art of
dance not only serves as an entertainment
or complement of a sacred and spiritual
event, more than that, the art of dance
today may serve as an educational activity
that can build the character of children,
both physically and psychologically.
Implementation of dance arts
education in building the character of
children is through the four-way consist
of: (1) guidance as a basis for building the
character of the children, (2) educational
material, (3) (4) implementation of the
method, and (5) implementation of the
evaluation.
Guidance as a basis for building
the character of children through: (1)
provision of a touch, (2) conditioning of
relaxation, (3) train the expression of
children, (4) train the creativity of
children, (5) to train children to socialize,
(6) to train children to take responsibility,
(7) motivating the children; (8) develop
the children's talents; (9) providing
stimulation.
The implementation of dance
education for children cannot be separated
from the material used as a educational
activity. Dance arts education materials
can build the character of the child
consists of: imaginative dance materials,
creative dance, and expressive dance
materials that are excited in accordance
with the age of the child's development.
The application of the material is to avoid
the difficulty, boredom in children, as well
as build the character of the child.
Children felt that the form of fun
material and encouraging the children's
attention is dance material in accordance
with the character of the child, not
bothersome and can be followed by a child
with confidence and joy. This means that
when the children were practicing dance,
the children feel able to do so without any
coercion or pressure from his coach. In
order to make the material more easily
memorized by the children, teachers
deliberately give rhythm to suit the dance
craze of children. Suppose that the use of
the song from "Tasya" with the title of
burung (birds), have bergembira (fun),
naik kereta api (take the train), ayo
bermain (let's play), or song lyrics are
often sung by children and so on.
The meaning of the imaginative
dance material is a dance material in
accordance with the imagination of
children based on the experiences of
children
who
has
developing
characteristics. The material of creative
dance is a from fun dance form which
consists of form a beautiful and funny
music followed by the appropriate rhythm.
Meanwhile, the material of expressive
dance is in the form of fun material that
contains a particular game. Usually this
expressive dance raises the freedom of
children expression. Their expression can
be used by teacher as guidelines in
creating a dance. The creation of
expressive dance is determined by the
condition and situation of children in
following the dance activities. Expression
of children actually expressed through
dance motion. The expressive dance
motion
imitates
various
activities
undertaken by children in their daily life.
Meanwhile, the methods and
evaluation in dance education and consists
of: (1) method of imitation, (2) methods of
play, (3) story-telling method, (4)
205
demonstration method (5) methods of
exploration. Evaluation done by using
observation on the ability of children's
achievement and behavior, concern the
development process of good behavior in
the course of dancing activities.
The children's character which is
built through dance education as well as
self-confidence, feelings of pride, intrepid
nature, able to control emotions, able to
hone refinement, can foster a sense of
responsibility, able to foster a sense of
self-contained, easy to interact with others,
has good achievements, capable of
developing the imagination, and become a
creative child.
Based on the research, also found
that the implications for dance motion in
building the character are: motion can
bring the power of "The healing sound of
dance" is the dance for health, peace,
healing, referred to as the motion done by
the body as a therapy in a dance activity.
Even with a beautiful and expressive body
motion not only to heal psychologically,
but also to heal physically, such as high
blood pressure and migraine. From the
activities of body motion that appears
from appreciative and imaginative
activities naturally will build a child's
intellectual ability, and building the
personality of a child with a healthy soul
in accordance with the norms of society,
culture, nation, and even religion.
Conclusion
Education is one very important
factor in somebody‘s life because through
education people can increase the
intelligence, skills, develop self-potential
and can build a responsible person,
intelligent and creative.
Dance arts education is necessary
to be introduced to the children from an
early age to adulthood. The introduction of
dance arts in the education activities have
benefits for character building of children,
such as: 1). As a development, a function
206
of dance arts education activities to
develop skills and creativity of students in
accordance with the potential, talents and
interests, 2). Social, a function of dance
arts education activities to develop the
students a sense of social responsibility,
respecting others and built a partnership
based on the culture and identity high
according to the character of the nation;
3). Recreational, a function to develop the
relaxed atmosphere, encouraging and fun
for children that support the development
process that strongly support the efforts
for the establishment of the quality of
Indonesian
human personality and
character of the nation.
Reference s
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Jaya.
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Pusat Perkembangan Drama Tari
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Gadjah Mada University Press.
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Keindahan. Yogyakarta: Penerbit
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( (Studi pada Siswa TK Yayasan PL
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Seni Tari II untuk SPG. Bandung:
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Agama Islam. Jakarta
207
BUILDING NATION THROUGH CHARACTER
EDUCATION BASED ETHICS
Masitah
Lecturer PGSD FIP UNNES
Abstract
Indonesia needs of human resources in sufficient quantity and quality as the main supporter of
the development. To meet the human resource, education has a crucial role. In accordance
with Law No 20 of 2003 on National Education Systemin Section 3, states that the national
education serves to develop skills and form the character and civilization of the nation's
dignity in the context of the intellectual life of the nation. Aims of national education elicits
potential learners to become, a human being faithful and devoted to God Almighty, noble,
healthy, knowledgeable, skilled, creative, independent, and become citizens of a democratic
andresponsible.
Based on the function and purpose of national education, it is clearthat education at every
level, must be organized systematically in order to achieve that goal. Achievement of
objectives related to the formation of student characterso as to compete, ethical, moral, polite
and interact with the community
Characters are the values of human behavior associated with the Almighty God, self,
neighbor, neighborhood, and nationality embodied in the thoughts, attitudes, feelings, words,
and actions based on religius norms, laws, manners, culture, and customs. Character
education is an investment system the values of the character of the citizens of the school
which includes the components ofknowledge, awareness or volition, and action to implement
these values, both to the Almighty God (Almighty), ourselves, others, environment,
nationality so a manperfect man. In character education inschools, all the components
(stakeholders)should be involved, including the components of education itself.
Keywords: Nation, Character Education, Ethics
Introduction
Indonesia reality reflected in the
motto Unity is a gift of God Almighty is
importantfrom an understanding that even
one, these people really are different in
somediversity. Historically, the unity and
strong national unity of Indonesia is not
bornsolely from the spirit of unity or
oneness (single-ika), but the recognition of
a plurality (plurality) and heterogeneity
(diversity) as well as a willingness to
respectthe plurality and heterogeneity
(Arif, 2008 ).
Diversity needs to be understood by
citizens as a social construction of
Indonesiaaspired
to
(imagined
community), because the members of even
the smallestnation will never know and do
208
not know most of the other members, will
not face to face with them, maybe even
never heard of them. Everything is a
concept of political community when it is
blown concept of a shadow of their time
together at the same time the community
was transformed into something that is
looming inthe shadows of the building's
image as a political community and want
to unite all of which are within the limits
of that similarity.
On the other hand have a negative
impact, because when the people of
Indonesiado not know each other, not face
to face with them nor they never heard of
it oftenbecomes a trigger of conflict
among social groups, which in turn,
conflicts ofinter-community conflict
it
will give birth distabilitas security, socioeconomic,and social monisan (social
disharmony) (Arif, 2008).
The various conflicts that arise
recently could be triggered by our inability
to understand the difference. For example,
we are disturbed by the diversity of
religious conflicts, such as events in
Parung Bogor, Jakarta, Bandung, Lombok,
and the last in Cikeusik that cause loss of
life, and until now have not found the
settlement. Besides confronted with
various conflicts, in the context of the life
of our nation and state today, we are also
faced with various crises such as a crisis of
confidence, a crisis of leadership, cultural
crisis, a crisis of ideals, especially the
moral crisis (Kaelan, 2011).
We are faced with the erosion of
nationalism, weak law enforcement,
corruption is more rampant with new
faces, collusion and nepotism with the
face of democracy, the primordial, the
ethics of our political elite, especially the
organizers of the countries today are very
disappointed the people. To cite some
examples, in the midst of life's difficultiesmany
people
today
even
the
representatives of our people, eager to
build the capitol whose value is just
fantastic, previously also been realized
that the House housing complex repairs
claimed hundreds of billion dollars, new
cars for ministers countries, the president
of the discourse and salaries of state
officials, and so forth. In television, we
watched a member of the representative of
the people that are processed in the courts
because of corruption, still smiling and
waving to the audience, giving the
impression as if the offense was mediocre.
Pulpit honorable representatives of our
people, both in committee meetings,
plenary
and
committee
meetings
characterized by burst of violent
expression, sophist, screaming like a step
on the screen in the arena, even yelling at
each other in a very respectable forum, as
if it were common. Spree to study abroad
under the guise of an appeal to swallow a
lot of costs, even as if the behavior does
not have the responsibility is also shown
by unscrupulous representatives of our
people to a porn site when the opening
plenary session of Parliament.
Seeing the reality of the lives of today's
nation and state, who were seized with a
variety of crises, it becomes very
important to realize the development
ofcharacter-based ethics. Kakter nation
building process can not be separated
fromthe process of ethical education. In
this case, ethics education is expected to
be a vehicle for character development of
the nation's dignity.
Discussion
a. The character of the Multicultural
Society Indonesia
Nation Indonesia consists of a
large number of ethnic groups, cultures,
religionsand each one is plural (plural), as
well
as
heterogeneous
(diverse).(Kusumohamidjojo,
2000:45).
Plurality and heterogeneity of the reality
reflected inthe principle of Unity in
Diversity.
Hefner (2007:16) illustrates the
challenges Indonesia has a heritage and
culturalpluralism (cultural pluralism) are
more conspicuous, so it is seen as a
―classiclocus for the formation of new ―
plural
society‖.
Indonesia
pluralisticsociety can see from two unique
characteristics, first horizontally, it is
characterized by the fact of social units
based on ethnicity, religion, customs, as
well as regional differences and both are
characterized by differingvertical-vertical
difference between the layers upper and
lower layers are quitesharp (Nasikun,
2007:33).
However, the experience of
Indonesia sice the early days of
independence, especially during President
Sukarno‘s Guided Democracy and the
209
New Order regime of President Suharto
shows
a
strong
tendency
in
politicsmonokulturalisme (Azra, 2006).
Further Azra (2006) suggested that in
politics, rather than imposed respect for
diversity or multiculturalism), but the
opposite is uniformity (monokulturalisme)
on behalf of stability for development.
The end of New Order
centralization monokulturalisme force, in
turn, has raisedewarness of the importance
of
understanding
diversity,
multiculturalism Indonesia.
Indonesia
New Building of the reform is a
―multicultural society developed from the
consept of cultural pluralism with
emphasis on the equality of cultures that
exist within a society (Suparlan, 2005:98).
Multicultural society carryng the
spirit of peaceful coexistence (peaceful
coexitence) the cultural differences that
exist both individually and in groups and
communities
(Azra,
2006:154).
Individuals in this case seen as arealection
of social and cultural unity in which they
belong. Thus, the style of the people of
Indonesia that Unity is no longer the
ethnic and cultural diversity, but diversity
of cultures existing within Indonesi
society.
Lawrence A Blum (2001:16) a
profesoor of philosophy at the University
of Massachusetts at Amherst offers the
following definition of multiculturalism.
Multiculturalism
includes
an
understanding,
appreciation
and
assessment of one‘s culture as well as a
respect for and curiosity about the culture
of ethnic people all. It includes an
assessment of the cultures of the others,
not in the sense of approving all aspects of
those cultures, but rather trying to see how
an indigenous culture that can express the
value of its own members.
In the concept of multiculturalism
included three sub-values. First, it
confirms one‘s cultural identity, learning
and assessing one‘s cultural heritage;
210
second, respected desire to understand and
learn about (and from) the cultures in
addition to its culture; third, assess, and
was pleased with the differences of culture
itself, whichlooked at the existence of
cultural groups that differ in one‘s
community as apositive good to be
appreciated and maintained (Arif, 2008)
As stated above, the potential for
conflict in a multicultural society is quite
large,because it's education that can build
character a peace-loving citizens is
absolutely necessary. Because without the
ownership of these characters, it is
difficult for the nation and the state in
order to withstand the challenges,
conflictsare born from the reality of
diversity.
In this case, education is the most
important bridges to form the character of
a multicultural society.
Statement of Ellen G. White quoted
Hidayatullah
(2011)
mentions that
character development is the most
important effort ever given toman.
Character building is a remarkable goal of
true education system. The statement
provides reinforcement that character
development can not be separated from
education. Even Stiles (Hidayatullah,
2011) states that ‗Development can not be
with the character immediately without
systematicand programmatic efforts early
on‖
When examined the function and
purpose of national education as stated in
Article 3 of the National Education
System Law really comes down to the
character of the nation's development
efforts. In detail, the sound of the function
and purpose of national education are:
"National education system serves to
develop skills and form thecharacter and
nation, aimed at developing the potential
oflearners in order to become a man of
faith and fear of God Almighty,noble,
healthy,
knowledgeable,
competent,
creative, independent, andbecome citizens
of a democratic and responsible "(Article 3
of the Law on National Education
System).
Configuring the characters in the
context of the totality of the psychological
and sociocultural can be grouped in the
liver though (spiritual and emotional
development), as if thinking ( intellectual
development), sport and kinesthetic
(physical and kinestetiv development), and
if the sense and intention (affective and
creativity developmnet) (Ministry of
National Education, 2010).
Though the liverwith respect to
attitudes and feelings of confidence/faith
produceshonest and responsible character.
If the thought regarding the reasoning
prosess to find and use knowledge
critically,
creatively,
and
produce
innovative personalized smart. Exercise
with respect to the process of perception,
readiness, immitation, manipulation, and
creation of new activities with the attitude
of sportsmanship produce clean, healthy
and attractive. If the sense and itention
with respect to the will and creativity that
is reflected in the concern, image and the
creation of novelty generate awareness
and creativity.
In the context of a nation, the
character interpreted as the values inherent
in the primacy of the individual citizen
and then manifest as a collective
personality and identity of the nation (PP
Muhammadiyah, 2009). Serves as the
mental strength of character and ethics that
drive a nation to realize the ideals of his
nationality and displaying comparative
advantages, competitive, and dynamic
among other nations. Therefore, in this
interpretation, Indonesia that man is a man
with strong character who has the
properties: religious, moderate, intelligent,
and independent. The nature of religious
life is characterized by the attitude and
personality obedient worship, honest,
trustworthy, generous, helping each other,
and tolerant.
Characterized by a moderate
nature that are not radical attitudes and
personalities are reflected in the middle
between the individual and social, material
and spiritual oriented, and able to live and
co-operation in a plurality. Properties are
characterized by the attitude of intelligent
life and rational personality, love of
science, open and forward-thinking. And
independent attitude is characterized by an
independent
attitude
to life and
personality, discipline, thrift, respect for
time, hard working, entrepreneurial, hard
work, and has a high national love without
losing the orientation of universal human
values and relations between civilizations
of nations.
Indonesia to build a strong
national character by Kaelan (2011)
should be based on the philosophical basis
of the nation. Nation of Indonesia has set
the path of national and state on a 'khitoh'
state, or the basic philosophy of the state
filosofischegrondslag,
the
Pancasila.
Therefore, the state political ethics as a
prerequisite to form the bullet character
was based on the basic values of
Pancasila. Because as the state,
filosofischegrondslag, Pancasila is not a
preference, but it is an objective reality
and the nation state of Indonesia, which
has the basic legitimacy of juridical,
philosophical, political, historical and
cultural.
On the other hand, addressing the
various conflicts that arise, Budihardjo
(2011) mentions that in a multicultural
society that we must proclaim the power
of love. Because this is in line with the
development objectives of creating peace,
health, welfare, and happiness, which he
briefly became PHPH (peace, health,
prosperity, happiness). Therefore, in a
multicultural society requires several
conditions as follows: trust (mutual trust),
integrity (sincere, honest), tolerance
211
(suppleness, softness), and spirit to unite
(the spirit to unite).
b.
Character Education
Character is the way of thingking
and behaving that is characteristic of each
individual to live and work, both within
the family, community, nation and state.
Individuals
who
are
the
good
characteristics of individuals who can
make decisions and be ready to account
for any consequences of the decisions he
made. The formation of character is one
the national education goals. Article of
the National Education Law of 2003 states
that among the national education goals is
to develop the potential of learners to have
the
intellegence, personality
noble
character
Character education is a plus
character education, which involves the
aspects of knowledge (cognitive), feeling
(feeling), and action (action).By Thomas
Lickona, without these three aspects, it
will not be effective character education.
With character education that is
applied in a systematic and sustained, a
child will be emotionally intelligent.
Provision of emotional intelligence is
important in preparing children to meet the
future, because someone will be more
easily and successfully deal with all kinds
of life challenges, including challenges to
succeed academically.
There are nine pillars of character
that comes from universal noble values,
namely: first, the character of the love of
God and all His creation, secondly, the
independence and responsibility; third,
honesty / trust, diplomatic; fourth,
respectful and courteous; fifth, generous,
Like mutual assistance and mutual
cooperation
/
collaboration;
sixth,
confident and hard working; seventh,
leadership and justice; eighth, good and
humble, and; the ninth, the character of
tolerance, peace and unity.
212
The nine pillars of character, it is
taught systematically in the holistic
education model using the method of
knowing the good, the good feeling, and
acting the good. Knowing the good can
easily be taught because of cognitive
knowledge only. After knowing the good
must be grown feeling loving the good, ie,
how to feel and love of virtue into engine
that can make people always want to do
something good. So that a growing
awareness that, people want to make good
behavior because he's in love with virtue
behavior. Once accustomed to do good,
the good acting then it turns into a habit.
Basic education of this character,
should be applied since childhood or
commonly known to psychologists as the
golden age (golden age), because it proved
decisive age children's ability to develop
their potential. The results showed that
approximately 50% of the variability of
adult intelligence have occurred when the
child was 4 years old. The next 30%
increase occurred at the age of 8 years, and
20% were in the middle or end of the
second decade. From here, it is fitting for
the character education begins in the
family, which is the first environment for
the growth of a child's character.
Character
education
in
a
systematic process for some families it is
very difficult to implement, especially for
some older people who are trapped on a
solid routine. Therefore, character
education should also be given when
children enter the school environment,
especially since the play group and
kindergarten. This is where the role of
teachers, which in philosophy is called
Java lan digugu imitated, at stake. Because
the teacher is spearheading the class,
which deal directly with learners.
Based on research at Harvard
University in the United States (Ibrahim
Ali Akbar, 2000), it turns out a person's
success is not determined solely by the
knowledge and technical skills (hard
skills), but more by the ability to manage
ourselves and others (soft skills). This
research suggests that success is
determined only about 20 percent by the
hard skills and the remaining 80 percent of
the soft skills. Even the most successful
people in the world can succeed because
the more widely supported than the ability
of hard skills soft skills. This suggests that
the quality of education students are very
important characters to be improved.
Character
education is an
investment system the values of the
character of the citizens of the school
which includes the components of
knowledge, awareness or volition, and
action to implement these values, both to
the Almighty God (Almighty), ourselves,
others, environment, and nationality so
that a man perfect man. In character
education in schools, all the components
(stakeholders)
should
be involved,
including the components of education
itself, namely the content of curriculum,
learning
and
assessment,
quality
relationships, handling or management
subjects,
school management, the
implementation of the activity or cocurricular activities , empowerment
infrastructure, financing, and all citizens
working
ethos
and
the
school
environment.
Impact of Character Education
outlined the results of the study Dr.Marvin
Berkowitz of the University of MissouriSt. Louis, showed an increase in
motivation of school students in academic
achievement in schools implementing
character education. The classes are
comprehensively engaged in character
education showed a drastic decrease in
negative behaviors that can hinder
students' academic success.
A
book
called
Emotional
Intelligence and School Success (Joseph
Zins, et.al, 2001) compiled various studies
about the positive effects of emotional
intelligence for success in school children.
It is said that there are a series of risk
factors causing the failure of children in
school. The risk factors mentioned were
not located on the intelligence of the brain,
but in character, namely self-confidence,
ability to cooperate, social skills, ability to
concentrate, a sense of empathy, and
communication skills.
This was in accordance with the
opinion of Daniel Goleman on the success
of someone in the community, 80 percent
were influenced by emotional intelligence,
and only 20 percent is determined by
intelligence (IQ). Children who have
problems in their emotional intelligence,
will find it difficult to learn, socialize and
can not control his emotions. Troubled
children who can already be seen from the
pre-school age, and if not addressed will
be carried over to adulthood. Instead the
youth of character will avoid the common
problems faced by adolescents such as
delinquency, fighting, drugs, alcohol, free
sex, and so forth.
c.
Ethics For The
CharacterDevelopment
In the association community
living, state to international levels in social
life need a system that governs how
human
beings
ought
to
get
along.Regulatory system is to be mutually
respectful relationships and known as
manners, etiquette, protocol and others.
Association
guidelines
mean
nothing to safeguard the interests of each
involved so that they are happy, calm,
peaceful, without harming its interests are
protected and assured that his actions
being undertaken in accordance with the
prevailing customs and not contrary to
human rights generally. That is what
underlies the growth of ethics in our
society.
Ethics concerns human relations
with each other in an environment.History
provides a very valuable lesson, what a
difference, contradiction, and that's real
213
exchange of ideas that take us to the gates
of freedom. Through much debate, we
learn, how tolerance and openness of the
Founders of this Republic in receiving the
opinion, and criticism at the time. Through
the exchange of ideas that we can also
look at how strong the desire of the
nation's leaders to unite in a single
national identity, so that the differences
are not an issue for them.Because of that
character education should be extracted
from the ground ideal rights Pancasila and
the 1945 constitutional basis.
History of Indonesia shows that in
1928, the pledge "Youth Pledge" affirms
its determination to build Indonesia's
national. They swore to the nation,
landless water, and the language one is
Indonesia. When choosing the form of an
independent unitary state. Both of these
historical events that indicate a need to
reflect the existence of socio-political
nature of such pluralism. History and
socio-cultural
reality
is
further
strengthened through the symbol means
"Unity in Diversity" in the symbol of
Indonesia. From where to start
dibelajarkannya character values of the
nation, from informal education, and in
parallel continue in formal and nonformal
education.
Ethics comes from the Greek word
"ethos" which means a will or good habits
that remain. According to Big Indonesian
Dictionary of ethics / morality is the
doctrine of good and bad about the
actions, attitudes, obligations and so forth.
According to K. Bertenes, ethics are the
values or norms which became a
handbook for a person to regulate his
behavior.
According O.P. Simorangkir:
ethics or conduct as a way of behaving
according to human in size and excellent
value. Sidi Gajalba in the systematics of
philosophy: ethics is a theory about the
behavior of human actions in terms of
good and bad, as far as can be determined
214
by reason. Burhanudin Salam: ethics is a
branch of philosophy that talk about moral
values and norms that determine human
behavior in life.
From the definition above, it was
concluded that the teaching of ethics is
good about the actions and behavior
(morals). So, discuss ethics of human
behavior is done consciously at the point
of view of good and evil as a result of the
assessment.
Greatly influence the development
of ethics in human life. Ethical orientation
gives man how he lived his life through a
series of everyday actions. That means the
ethics of helping people to take a stand
and act appropriately in this life. Ethics in
the end help us to make decisions about
what actions we need to do and yangpelru
we understand together that ethics can be
applied in all aspects of our lives or the
side, so ethics can be divided into several
sections according to the aspect or side of
human life.
Moral crises that have been
presented above, allegedly occurred
because of failure to build character
education
in
a
multicultural
society.Hidayatullah mentions two causes
failure of character education. First, the
education system is less stressed but more
emphasis on character development of
intellectual
development,
such
as
educational evaluation system emphasizes
cognitive / academic in national
examinations.Second,
the
social
conditions that do not support the
development of good character (ethics /
morals).
Policy
challenges
and
developments in education in Indonesia,
according to Daoed Joesoef (2001: 197199), is the absence or lack of ethics in
reasoning dihayatinya pemimpim among
the nation's elite.Ethics arise from and are
shaped by the awareness that all human
beings, as individuals and collectively will
live the rest of his life with other fellow
beings on the face of the earth. This means
that ethics does not require man to evade
responsibility for konsekunsi of any act
done in the present.
Contained
in
the
ethical
imperative for humans to dare to address
challenges unique to the human ability to
anticipate, define values, and set priorities
in an atmosphere of uncertainty so that
future generations do not become the prey
of a process that becomes increasingly out
of control at times them at a later date. For
the sake of the future development of the
human remains, ethics must be part of
ethics education.
In the context of ethics education,
ethics education related to the out put, the
ideal human types who want a future in
the form of the educational process. In this
regard, we argue that the ideal human type
required by the future of this nation is a
man who has high spiritual intelligence.
This of course requires that the ethics of
the future orientation of our educational
emphasis on the formation of spiritual
intelligence.
d.
Conclucion
Current challenges and the future
is how we are able to put the strength of
character education as a nation. Therefore,
implementation of policy and characterbased education is very important and
strategic in order to build this nation. This
course also requires the support of
institutions conducive political, social, and
cultural nation. Education should be
placed in the right position, especially
when dealing with conflict based on race,
ethnicity and religion. character education
is not just a discourse but a reality of its
implementation, not just words but action,
not a symbol or slogan, but a smart
keberpihak to build a civilized nation of
Indonesia. The final message of this
writing, provide the best service to
Teachers and Education Personnel to
realize a society of "civilized" that
implements the noble values of the
Indonesian nation.
Habituation to behave courteously
and peace is our resolve once refreksi of
Free, Free.
Ethics concerns human relations
with each other in an environment.History
provides a very valuable lesson, what a
difference, contradiction, and that's real
exchange of ideas that take us to the gates
of freedom. Through much debate, we
learn, how tolerance and openness of the
Founders of this Republic in receiving the
opinion, and criticism at the time. Through
the exchange of ideas that we can also
look at how strong the desire of the
nation's leaders to unite in a single
national identity, so that the differences
are not an issue for them.Because of that
character education should be extracted
from the ground ideal rights Pancasila and
the 1945 constitutional basis. History of
Indonesia shows that in 1928, the pledge
"Youth Pledge" affirms its determination
to build Indonesia's national
Therefore, implementation of
policy
and
character-based
ethics
education becomes very important and
strategic in order to build this nation. This
course also requires the support of
institutions conducive political, social, and
cultural nation. Education should be
placed in the right position, especially
when dealing with conflict based on race,
ethnicity and religion. Ethics-based
character education is not just a discourse
but a reality of its implementation, not just
words but action, not a symbol or slogan,
but a smart keberpihak to build civilized
nation of Indonesia. The final message of
this writing, provide the best service to
Teachers and Education Personnel to
realize a society of "civilized" that
implements the noble values of the
Indonesian nation. Habituation to behave
courteously and peace is our resolve once
refreksi of Free, Free
215
e.Suggestion
Education is expected as a driving
force to facilitate the development of
character, so that community members
have the awareness of national and state a
harmonious and democratic society with
due regard to the joints of the Unitary
Republic of Indonesia Nagara (Homeland)
and social norms in the society which has
become
the
collective
agreement.Character building is the duty
of all parties, ranging from elements of the
school
(education),
parents,
and
community environments. It is therefore
necessary to build cooperation between
schools (educational institutions) with
parents
and
schools
(educational
institutions) with the environmental
community. So that through such
cooperation will not happen throw the
responsibility of the authority to direct the
character, both within schools, families,
and communities.
References
Arif,
D.B.
(2008).
‖Kompetensi
Kewarganegaraan
untuk
Pengembangan
Masyarakat
Multikultural Indonesia‖. Acta
Civicus:
Jurnal
Pendidikan
Kewarganegaraan, Vol. 1 (3)
Oktober 2008.
Arif, D.B. (2008). Pengembangan Warga
Negara Multikultural Implikasinya
Terhadap
Kompetensi
Kewarganegaraan. Tesis pada SPs
UPI. Tidak diterbitkan.
Azra, A. (2006). ―Pancasila dan Identitas
Nasional Indonesia: Perspektif
Multikulturalisme‖.
Dalam
Restorasi
Pancasila:
Mendamaikan Politik Identitas
dan Modernitas. Bogor: Brighten
Press.
Blum,
L.A.
(2001).
―Antirasisme,
Multikulturalisme, dan Komunitas
Antar-Ras: Tiga Nilai yang
Bersifat Mendidik bagi Sebuah
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Masyarakat Multikultural‖. Dalam
May, Larry, Shari CollinsChobanian, and Kai Wong (Eds).
Etika
Terapan
I:
Sebuah
Pendekatan
Multikultural.
Terjemahan oleh Sinta Carolina
dan
Dadang
Rusbiantoro.
Yogyakarta: PT Tiara Wacana.
Budihardjo, E. (2011). ―Mengembalikan
Bangsa Indonesia yang Cinta
Damai
di
Tengah
Krisis
Multidimensi: Suatu Pendekatan
Budaya‖.
Bahan
tayangan
disampaikan dalam Pentaloka
Doswar se-Jawa Tengah dan DIY
di Dodik Bela Negara Resimen
Kodam IV/Diponegoro Magelang,
12 April 2011.
Cogan, J.J. (1999). Developing the Civic
Society: The Role of Civic
Education, Bandung: CICED
Hidayatullah, M.F. (2011). ―Pendidikan
Karakter dan Pengembangan
Metode Pembelajaran Nilai‖.
Bahan tayangan disampaikan
dalam Pentaloka Doswar se-Jawa
Tengah dan DIY di Dodik Bela
Negara
Resimen
Kodam
IV/Diponegoro Magelang, 12
April 2011.
Kaelan. (2011). ―Etika Politik dalam
Kehidupan
Berbangsa
dan
Bernegara Indonesia‖. Makalah
disampaikan dalam Pentaloka
Doswar se-Jawa Tengah dan DIY
di Dodik Bela Negara Resimen
Kodam IV/Diponegoro Magelang,
12 April 2011.
Kalidjernih, F.K. (2010). ―Situasionisme:
Refleksi
untuk
Pendidikan
Karakter
di
Indonesia‖,
disampaikan
dalam
Seminar
Aktualisasi Pendidikan Karakter
yang
diselenggarakan
oleh
Program Studi PKn SPs UPI, 15
November 2010.
Kerr, D. (1999). Citizenship Education: an
International
Comparison.
London: National Foundation for
Educational Research-NFER.
Kusumohamidjojo,
B.
(2000).
Kebhinnekaan
Masyarakat
Indonesia: Suatu Problematik
Filsafat Kebudayaan. Jakarta:
Grasindo.
Pimpinan Pusat Muhammadiyah. (2009).
Revitalisasi Visi dan Karakter
Bangsa: Agenda Indonesia ke
Depan. Yogyakarta: Pimpinan
Pusat Muhammadiyah.
Purwasasmita, M. (2010). ―Memaknai
Konsep Alam Cerdas dan kearifan
Nilai Budaya Lokal dalam
Pendidikan Karakter Bangsa‖,
dalam
Prosiding
seminar
Aktualisasi Pendidikan Karakter,
Bandung: Widya Aksara Press.
Somantri, M.N. (2001). Menggagas
Pembaharuan Pendidikan IPS.
Bandung Remaja Rosdakarya dan
PPs UPI.
217
DEVELOPING EARLY CHILDHOOD’S CHARACTER THROUGH
JAVANESE TRADITIONAL GAME
Yuli Kurniawati Sugiyo Pranoto
Early Childhood Department
[email protected]
Abstract
This research was intended to develop an innovative conceptual model for early childhood
education programs to develop early childhood character through Javanese traditional game.
The research employed a research and development approach.
Two categories of subject were used for this research; direct subjects, consist of 2-4-age; and
indirect subjects consisting of teacher and materials. These subjects were taken by means of
purposive random sampling. The needed data were collected by means of interviews and
literature reading.
The analyses showed that subjects, both from student and teachers were highly enthusiastic
playing those traditional games. These traditional games had simple rules, easy to apply
especially for toddler. Besides, these traditional games had moral value to build toddler‘s
character.
This model has been effectively proven to build toddlers‘ characters successfully. Teachers
actively reviewed the learning outcomes of the children and gave useful inputs for further
development for them. Generally speaking, it can be infered that by using this model has
resulted on the improvement of toddlers‘ characters which is indicated by self quality.
Therefore, it is recommended that the socializations of this model should not do by school
only, but also community members especially family.
Keywords: early childhood‟s character, Javanese traditional game
Introduction
The education for children under
six years old is crucial if compared to
education in the next level, because the
accomplishment of someone‘s life in the
future has been prepared from the start.
Most of education on early childhood
gives attention to intellectuality and
reasonable skill only. That kind of
education will endanger the future
especially in the modern era nowadays
related
with
the
technology
sophistication. Recently, there are things
that youngsters do leads to porn action
and pornography. Beside, the practice of
violence and bullying carried out by
children nowadays can happen to any
age. The character building and moral
218
education in early childhood began to
neglect in our education field. In recent
times the educators get busy of brain
development than character building.
Teacher emphasized the academic
achievement only.
The character building and
education should be done early. It is
expected that children will grow up to be
mature and excellent, knowledgeable,
have character and have noble
personality. Finally, while students
armed with knowledge and strong
character then the child will be able to
play an active role and readily accepted
in many aspects of life.
It is natural that the family as the
main factor in educating a child
character, but, a lot of children could not
get character building from their parents
due to their parents busy with their
career, which is the reason why school
play important role in develop the
student‘s character building. Education
through character building expected to
give long term solution that leads to
moral issues, ethic and academic as the
concern and also reduces worries in our
society. The values that developed in
education should be the basis of the
school curriculum that aims to develop
student‘s character continuously and
systematically. Curriculum that give
emphasize to unification of cognitive
development with the development of
character through perspective taking,
moral considerations, a mature decisionmaking, and knowledge about the moral.
Javanese tradition that full of
local wisdom in form of song, grammar,
teachings, traditional ceremony culture,
fairy tale or legends, literature in the
form of fairy tale or folk story, old holy
book, traditional games; good manner
that teach through Javanese culture
expected could be use as reference to
improve youth character decrease in the
mean time.
Traditional games has been
choose as one of the local wisdom as
bridge to educate the early childhood
students considering that early age is the
stage of development which game
playing as the way to transfer the
education
values.
Recently,
the
traditional games existence has been
move aside due to modern games that
truly not come from our local wisdom as
heritage. Most children do not know
traditional games.
Based on description above, formulation
of the problem that I want to argued as
follows:
1. How the character building model
of early childhood students through
traditional games?
2.
How far the effectivity character
building of early childhood students
through traditional games?
Early Childhood Character Building
The best character building
started from early childhood. Lickona
(1987) stated ―a child is only the locus
where a responsible adults begin‖, that is
why prepared a child is the best human
investment
strategy
that
sharply
appropriate. Lickona (1987) define
people who have a good character as a
person which naturally response some
situation morally-it manifested in the real
life action through a good deed, honest,
responsible, respect others and several
noble characters.
Others opinion by Lewis (2004)
figure out several self quality reflected
childhood character as caring, realized
their community life, cooperative, fair,
willing to forgive, to be honest,
maintaining their relationship, respect
others, have responsibility and put safety
as priority. In line with the statement
before,
Lewis,
LexmonandReeves(2009)definecharacter
sinto three capability thatapplication, self
regulation, andemphaty-attachment.
Based on statement above, we
could draw a conclusion, which is meant
by the character building of early
childhood students is developing the
children ability to use their feelings,
showed a good behave and caring
attitude, realized their community life,
cooperative, fair, willing to forgive, to be
honest, maintaining their relationship,
respect others, have responsibility and
put safety as priority.
Lickona (1987) stated that
schools and family become the decisive
factor of children character development.
A school, through their teacher is a factor
that influence children character building.
School as the children second home,
which is why the student‘s character
219
building become teacher responsibility
beside their teaching responsibility.
Milson and Mehlig (2002) stated the
same things, that teacher is the important
factor in student‘s character building
development. The school program
effectifity in order to build the character
decided by teacher‘s commitment.
Traditional Games
Games defined as a way how to
play. According to Hurlock (2003) play
is any activity undertaken for the
pleasure of it, without considering the
final result. Play is voluntary and no
coercion or pressure from outside or
obligation. Piaget (Hurlock, 2003)
explains that the play consists of a
repeated response merely functional to
fun. Another opinion expressed by
Spencer (Monks et al, 2002) which states
that the play is a possibility distribution
for humans to remove the remnants of
energy.
Furthermore,
according
to
Kamus Besar Bahasa Indonesia (2010)
which is meant by ―traditional‖ is ―a
culture that hereditary inherited‖. Related
to the definition, which is meant by
―traditional game‖ is any form of games
that exist since ancient times and
inherited generation to generation.
Traditional games basically are some
playing activity with or without media
which inherited and give somebody some
pleasure and happiness. Traditional
games are games that give relevant virtue
and norms for children to understand and
looking for balance in their life.
Dharmamulya (1992) states that
traditional games have elements of
cultural value that can be learned by
children, as follows: the value of pleasure
or excitement, the value of freedom, a
sense of friends, the value of democracy,
the leadership, sense of responsibility, the
value of togetherness and mutual help, the
value of obedience, train competent in
220
numeracy, thinking skills training, the
value of honesty and sportsmanship.
Based on the explanation above,
could be concluded that traditional
Javanese games is the activity with or
without media that use continuously
inherited by Javanese community and has
relevant virtue and norms that relevant to
Javanese culture, also give pleasure and
happiness for the children.
Research Procedure
The research procedure use
research and development approach.
Borg and Gall (1983) stated that research
and
development
procedure
are
mencakup several steps as follow: first,
gathering information: the process of
arrange a conceptual model of early
childhood
character
building
development
through
intergrated
traditional games in learning and further
develop the model of initial product form
design, and model a treatment test. The
measurements were made during two
times, pre-test and post-test.
The
treatment
of
giving
traditional games held in the beginning of
learning process. It started with preparing
students to listen the teacher explanation
and instruction about playing procedure.
The next, students practice the game
according to the teacher‘s instruction. At
the evaluation, students will be ask
several question to evaluate the
understanding about contents of the
traditional games and students lead by
teacher will conclude the moral values
and ethics contain in the games.
The process will be lasted for @
20 minutes and perfomed three times a
week for a month. The last step is
evaluation and revised the model, the
next will be the product model
realization. The evaluation of the
character development model held
through
students
daily
behaviour
observation did by the teacher based on
the observation guidance which include
ten qualities that reflect the children good
character are caring attitude, realized
their community life, cooperative, fair,
willing to forgive, to be honest,
maintaining their relationship, respect
others, have responsibility and put safety
as priority.
The research subject is children
in the age of 4-6 years old, 35 children,
have no enough knowledge about
traditional
games.
The
subject
determined using purposive sampling
based on the consideration that LabSchool UNNES is an educational
institution that are able to be the centre of
science development through series of
studies.
The data collection technique is
deep
interview,
observation
and
documentation. The instrument that uses
to collect the basic data is the researcher
itself, using the result of interview to gain
the information according to the question
problem.The checking of data validity
done by fulfilled the credibility criteria,
using triangulation (resources, method
and theory). Data that has been gathered
then
analyzed
using
descriptive
qualitative (Moleong, 2004).
The descriptive analysis did by
using data description to give meaning of
all that happened naturally, objective,
relevant. The analysis step of descriptive
model data are as follow: (1) data
description, (2) data reduction, (3)
checking data validity, (4) data analysis
and interpretation based on substantive
theory.
Result and Discussion
Javanese local culture that full of
local wisdom can be a learning source for
the early childhood students. Several
potency of Javanese local tradition that
full of local wisdom are: traditional fairy
tale, traditional song, traditional games.
Based on the result of focus group
discussion with the teacher and the
research team, that traditional games
have local wisdom that could embed to
the early childhood students in order
develop character building.
Traditional games has been
choose as the embodiment of local
wisdom as the bridge to educate early
childhood students through consideration
that early childhood is the age to play so
it can easily transfer the game values.
The games that applied in learning
process are: cublak-cublak suweng, uriuri, and engklek.
Furthermore, based on the result
of need assessment identification in the
beginning of the research, showed that
society local wisdom has been shift with
modernization including the shifting
traditional games into modern game such
as online game, play station, etc. moral
education in order to build character and
good manner in early childhood students
neglected in our education field.
Education and implanting character value
should be done early. It remains that one
of early child development related to the
ability divine right and wrong, good and
bad, not to mention began to develop a
conscience. The progress will be
achieved by children with adult help.
Based on the last discussion, the
conceptual
model
of
character
development early childhood program
which can be developed can be described
as follows: the factor supporting the
implementation of character development
program is local wisdom, there are:
traditional games, traditioanal song,
traditional dances. But on the other hand
there are factor of shifting traditional
games with modern games. The
alternative strategy to develop early
childhood character building program is
by arranged developing character
program through traditonal games.
Headmaster and teacher play an active
role started from arrange PAUD program
221
annually and/or per semester, learning
process and evaluation that any
traditional games integrate on it. On the
next step is the validity test for the
concept of early childhood character
building model, by the experts in
pshycological field and PAUD through
Focus Group discussion (FGD).
Based on the analysis, we can see
that the character value started to appear
in most of students after giving
traditional game treatment. It expected by
giving
concistence
treatment
continuously
could
build
their
character.The reason of this program is
traditional games have culture value that
could learned by students as follow:
hapiness value, freedom, friendship,
democracy, leadership, responsibility,
togetherness and help each other,
compliance value, train the competecies
in mathematics, thinking skills training,
honest
value, and
sportsmanship
(Dharmamulya, 1992).
The socialize process started on
early childhood through games. Learning
through playing makes students know
cultural values and social norm that
needed as guidance in social life and play
role according to their social level they
will face later. Childhood life is identical
with playing, so the games unconsciously
be use to determine their life path as well
as forming his personality (Purwaningsih,
2006).
The research intergrated in
learning process. The indicator of the
research based on the assessment of
character development ‖good character‖
aspect. The assessment through games
integrated
on
teaching
learning
observation in the area, teacher and
students observation on separated place
and time, and special note of the whole
things that happened during teaching
learning, both inside and outside of the
class.
222
Conclusion
Based on the aim and findings of
the research, could be conclude as
follows; that the javanese traditional
games that integrated through teaching
learning will be able to be learning
method alternative inovation to develop
‖good character‖ in the early childhood
students. The parents and community role
are expected to involved in socialize the
character building program through
traditional games. Moreover, the manager
and PAUD organizer could improve
learning
quality
by
utilize
the
environmental resources either in the form
of material and non material, in this
situation is local culture embodied in
Javanese traditional games.
References
Borg, W.R. dan Gall, M.D. (1983).
Educational
Research:
An
Introduction.
New
York:
Longman.
Dharmamulya,
S,
dkk.
(1992).
Transformasi Nilai Budaya
Melalui Permainan Anak DIY.
Yogyakarta: Proyek P2NB.
Lewis, Barbara, A. (2004). Character
Building untuk Anak-anak. Batam:
Karisma Publishing Group.
Lexmond, J. & Reeves, R. (2009).
Building Character. London :
Lecturis, Eindhoven.
Lickona, T. (1987). Moral stages and
moralization : The Cognitive
Development Approach. New
York: HOH, Reehart & Winston.
Milson, A.J. & Mehlig, L.M (2002).
Elementary school teachers‘s
sense of efficacy for character
education. Journal of Eductional
Research, 96(1), 47-54.
Moleong, L. J. (2004). Metodologi
Penelitian Kualitatif, Bandung:
PT Remaja Rosdakarya.
Purwaningsih, E. (2006). Permainan
Tradisional Anak : SalahSatu
Khasanah Budaya yang Perlu
Dilestarikan. Jantra, 1 (1), 40-46.
Tim Penyusun Kamus PPPB. (1995).
Kamus Besar Bahasa Indonesia.
Edisi II. Jakarta: Balai Pustaka.
223
CHARACTER EDUCATION SINCE EARLY CHILDHOOD IN FAMILY
Samsiah
[email protected]
Abstract
Children are the future investment that must be developed optimally without, the praper
stimulus from their parents, which carried the potential for children from birth will not be able
to develop optimally. Parents play an important role in Character Education because parents
are child‘s first teachers and moral education. Education as a moral enterprise should play its
role more serious, especially in character building. Character building helps to shape children
attitudes and behaviors. Therefore, it is necessary to develop character education beginning
from early age.
As stated in law no 20 year 2003 on National Education System that the National Education
Functions is developing the ability shaping the nation‘s character as well as the civilization of
dignity in the framework of the intellectual life of nation (Depdiknas, 2003). But in reality
was opposite. This phenomenon can be answered by optimizing the function of family,
centering on the parents. The concept that early childhood education is the golden age. The
role of parents in early childhood character building begin since the child is born, parents
should be able to love and care for children in accordance with the characteristics and
developments tasks.
Parenting patterns greatly affect the character education in the family, as we all know the
parenting that are usually applied in Indonesia are democratic, authoritarian and permissive
parenting. One of them that is applied greatly affects the character education in the family.
Baumrind developed 3 types of parenting style which are democratic parenting, authoritarian,
and the last the permissive style. Eleanor Maccoby & John Martin (1983) added one type
parenting style. Neglecting type (ignore). The neglecting type is showing low of mother‘s
acceptance and the control of parents to child behavior (Bee & Boyd, 2007). Education in the
family is the thing that is important to remember the early childhood family education is the
largest potion of which will be embedded in the child.
Keyword :early childhood, Character Education, Parents
Introduction
The Indonesian is facing moral
decreasing in every life. Children are the
next generation should be prepared to
become a man of quality. …early
childhood education is one of the
construction effort that intendment for
children from birth up to six years which
is done through provision of educational
stimulation to assist the growth and
development. In early childhood character
education should begin as early as
possible. This related to a period of the
golden age in early childhood. Parenting
224
style develops through informal learning
experiences in the daily parenting
practices (Simons, Ronal L, et al, 1992)
Discussion
Early childhood
The definition of early childhood
according to the NAEYC (The National
Association For the Education of Young
Children) is a child from birth up to eight
years old (Patmonodewo, 2003). But in
Indonesia, National education Law no. 20
year 2003 regarding National Education
system stated that early childhood
education is one of the construction effort
that intendment for children from birth up
to six years which is done through
provision of educational stimulation to
assist the growth and development of the
mind and body so that my son has a
readiness to enter the education ladder
more information (Article 1 verse 14).
Early childhood education aims to
develop various competencies children
from an early age as a preparation for life
and can socialize with the environment.
Associated with policy development,
Early
childhood education through
educational institutions and informal non
formal 2008 Enrollment in Rough
(GER)Early childhood education (ECD)
has only reached 50.62%, while the
Ministry of Education strategic plan target
was 53.90 % in 2009, whereas the
millennium Development Goals target of
75% in 2015.
According to Bronfenbrenner
(Patmodewo, 2003) in ecological theory
explained that the development of a child
connected to the child‘s interaction with
their environment continuously affect each
other in a transactional way. Home
environment is the first environment for
early childhood.
In early childhood character
education should begin as early as
possible. This related to period of the
golden age in early childhood, where the
development of brain neurons very rapidly
if given the numerous and significant
stimuli, for example to stimulate child‘s
speech development, we can spend
amount of time to talk with and read them
a book.
Piaget believed that children
construct knowledge through interaction
with their environment (Catron & Allen,
1999). Given the good of early childhood
education is basic for subsequent
educational good the early childhood
education needs to be done optimally to
future results, as the initial stock take
further education is also optimal.
Character Education
Chambers
Essential
English
Dictionary mentions that ―a person‘s
character consists of the combination of
qualities that make up their personality ―
(Higgleton, et al,. 1995). Character comes
from the Greek word charassein, which
means ―to engrave‖ as on was table, a
gemstone, or a metal surface. From that
root evolved the meaning of character as a
distinctive mark or sign, and from the
meaning grew our conception of character
as, in the words of Webster‘s New World
Dictionary of the America Language, ―an
individual‘s pattern of behavior…his
moral constitution.‖(Bohlin, K.E., et al,
2000).
Character education is the
education to develop good habit in our
daily life. This habit developed based on
the awareness, conviction, sensitivity and
the attitude of the person. Parents play an
important role in Character education
because family as the smallest social unit
is the most important environmental
education and the first, in the sense of
family
is
the
most
responsible
environmental educate their children for
example the development of moral,
cognitive, language, socio emotional,
independence
and physical ability.
Dobbert and Winkler (1985) stated that the
family is the dominant factor in effective
and important. The role of families in the
educational value is to support the process
of identification, internalization, modeling,
and reproduction directly from moral
values to be invested as the orientation
patterns
of
family
life.
(www.anneahira.com)
Parents
Character education in the early
childhood can not be separated from the
role of parents as agents for the
225
implementation of education in the family.
Parenting pattern for parenting activities.
This means the parents educate, guide and
invest moral values to children. Parenting
is also the attitude of parents interacting
with their children. Attitudes of parents
include how parents provide the rules,
show affection and give their children the
attention and response.
Character education in a family
have to be applied by parents well as a
role model in terms of sincerity and love
of giving education to their children by not
being tied to formal education, but more
instinctively and tradition. Parenting is a
system that is applied to their children in
caring for and educating to be
independent. Suyoto, (1996) said that
parenting refers to the ways in which
parents applied in daily life in dealing with
the child's reciprocal to establish and
foster attitudes and behaviors that is
expected by parents and society in order
that the child be mature in time.
WA Gerungan (2004) said that the
family is the first group in human life, he
declared himself as a social on the
interaction with social groups. Meanwhile,
according to Dewantara (1977) that the
natural family is the best place to carry out
education to the intelligence of manners
(the formation of individual character and
preparation for life in the community); it is
the beginning of child‘s intellectual of this
family.
Forms of parenting
1. Democratic parenting
Parenting democracy is ways to educate
children who use the pattern of democratic
leadership. Parenting prioritizes the
interests of the child. Rights and
obligations between parents and children
are the same in terms of complementary,
children are trained to be responsible.
Hurlock (1999) said the democratic
parenting can lead to good personal and
social
adjustments
and
produce
226
independence in thinking, actions and
initiatives in the concept of a healthy selfconfidence which is reflected in active,
open and spontaneous behavior.
2. Authoritarian parenting
Authoritarian parenting is parenting that
emphasizes parental supervision, or
control that is shown to children to get
obedience and compliance. Maurice
Balson (1987) stated that parents who are
authoritarian preserve the principal
subordinates that are applied in relation to
parents and children, the parents who
decide the behavior of their children,
parents are always in a position as an
architect, give reward or punishment for
his orders that obeyed. Nasution (1996)
said that the authoritarian patterns use
their power to achieve its objectives
without
much
considering
the
consequences to children, particularly with
the development of his personality.
3. Permissive parenting
Permissive parenting style tends to give
much freedom to their children and not
giving enough control. This parenting
system is not giving guidance, direction
and advice to their child. According
Wangmuba, permissive
or
spoiled
parenting usually give a very loose
supervision, providing the opportunity for
children to do something without
sufficient oversight of it. They tend not to
reprimand or pay attention to the child if
the child is in danger, and very little
guidance given by them.
Parenting styles according to
Prasetyo (2003) need to pay attention to
the principles of care include: 1)
familiarity: warm, affectionate and always
close from each other, 2) care; full
attention, interest and sincerity of heart, 3)
freedom; give child to be able to choose
freely, apply and express an opinion
without any hesitation, 4) self-reliance;
direct, encourage and let the children to
familiarize to do something gradually
themselves so as to be independent, 5)
discipline; the existence of clear rules so it
can be observed, 6) emotional stability; do
not show strain, attitude of anger or
sadness, anxious, and easily offended, 7)
realistic; oriented to reality, according to
ability, to say honestly, openly, and do not
seek excuses.
The application of the parenting
pattern in a family environment is largely
determined by the role of parents. For,
since the child is in the womb has in the
care of the parents, and then the education
in the family became a major cornerstone
for the success of early childhood
education. Developing character education
in a family environment, children will
experience what was experienced in the
parenting process will determine the
attitudes of individual behavior that is
embedded in values education within the
family. By Sauri (2010) there are several
methods of values education in a family
environment that is quite effective, which
is as follows:
1. Habituation,
Habituation method is suitable for
application of value educational in
home, in the implementation, in case
of you want to be effective should be
supported with the order that was
made jointly between parents and
children in home, in which habits
formed in the family. The orders serve
as a "guide" as well as a control in
order the desired habit becomes a real
culture in family interaction.
2. Example, this method is very important
applied; exemplary begins from
father‘s performance as a leader in the
family environment. Attitudes, words
and behaviors that manifest idealized
as outlined in the order of the house
will be successful if accompanied by
example from parents
3. Reward and punishment.
The spirit of a child who made a
mistake, the parents immediately
punished him hardly, but when he gets
the achievement award they forget
giving a reward, even though both have
equal importance and must be in
balance. Their children will learn to
appreciate and be appreciated, to
justice, and so on
4. Counsel, counsel will also be important
due to certain things, sometimes for
several things parents may not simply
communicate by indirectly methods
such as habituation. Certain moral
messages as well as for the child at a
certain age often requires a counsel
Values education help children
explore the values that exist in a family so
that children can improve the quality of
thoughts and feelings of the child to
behave in an appropriate manner and
acceptable in a family and social. For that
reasons parents are expected to care that
may develop a character education at the
start by providing education on the
environmental values of the family.
Conclusion
1. Character education is very important
in helping the children how to make a
wise decision and act on them, helping
them live a good life and give good
contribute in society.
2. The role of parents in early childhood
character building begin since the
child was born, parents should be able
to love and care for children in
accordance with the characteristics
and developments tasks
3. Parenting style develops through
informal learning experiences in the
daily parenting practices (Simons,
Ronal L, et al, 1992)
4. Parents play a role by providing care
that
is
democratic,
provide
opportunities for children to think, and
227
make decisions about moral values
and responsible for his decision.
References
Balson, Maurice. 1987. Menjadi Orang
Tua
yang
Baik.
Jakarta
;BumiAksara
Bee, Helen, Boyd, Denise.2007. The
Developing Child, 11 th Edition,
New York: Allyn& Bacon
G.
Gembong.
Prasetyo.
2003.
PolaPengasuhan Ideal. Jakarta :
PT Alex Media Kumpotindo
Gerungan. W.A. PsikologiSosial, Jakarta
:Erosco, 2004
Hurlock.
Elizabeth.
1999.
PerkembanganAnakJilid
II.
Jakarta :Erlangga
Ki
HajarDewantara,
Karya
Ki
HajarDewantara,
1977.
Yogyakarta :MajelisLuhur Taman
Siswa
Patmonodewo(2003).PendidikanAnakPras
ekolah, Jakarta :RinekaCipta
S. Nasution, BerbagaiPendekatandalam
Proses
BelajardanMengajar,
Jakarta :BumiAksara, 1995
Sauri, Sofyan. 2010. Pendidikannilai di
lingkungankeluargadansekolah
(makalah seminar nasional, 27
Mei 2010, Bandung)
Simon, R L., et al, 1992, Gender
Differences in the Intergenartional
Transmission of Parenting Beliefs.
Journal
of Marriage and the
Family . 54, (4), 823-836.
Tersedia: Proquest Education
Journal . (20 Juli 2006)
Suyoto,PedomanPolaAsuhdalamKeluarga
Sejahtera Usia 6-13 tahun, Jakarta
:
Kantor
LingkunganHidup,
1996http:/wangmuba.com/2009/0
4/15/pengasuh-pola-asuhorangtua-terhadap-karakteristikanak
228
PARENT’S AND TEACHER’S VIEW OF GENDER STEREOTYPE
Rina Windiarti
Abstract
The role of parents and teachers in changing gender stereotype may a new discussion in
Indonesia. The socialication still limiited, thus this topic help inform public about the
development, improvement, and how to change gender stereotype in early childhood. This
study aimed to explore parents‘ and teachers‘ experiences, perceptions, and expectations
regarding prevention and management of early childhood gender. The assessment can be done
by each thing related to children at home or school e.g. toys, jobs, etc. Need times to socialize
and overcome the stereotype for parents, teacher, and also the community around the
children. This is necesarry for the development of the children to allow them thinking ―out of
the box‖.
Keywords
Gender stereotype, children, parents, teachers, change
Childhood is a golden age for an
individual. It is called golden age because
in during that period (0-5 years) he/she
receives lots of information about
anything. Their brain are like sponge
which can absorb everything around them.
In this age, parents, teachers, and society
in general play an important role for their
development. Adults‘ role in childrens‘
circumstance are able to be a teacher and
guide them being an open minded person.
Children are unique, as an adult we can
not treat them as a little adult who can do
everything as we said. Method of the
approach is how we can mingle with them
and be like them, feel what they feel, do
like they do, and act like they act. These
are challenging but provenly successful.
When we become like them, they will trust
us and closer to us, and those time are
important to putting in the informations.
For this reason, appropriate, good, and
positive stimulation is of a great
importance for our young children.
Children learn about gender and
develop their gendered identities through
their interactions with others and through
their
experiences
of
positioning
themselves within society and being
positioned by others. Gender it self has
several definitions, it usually refers to a set
of characteristics that are considered to
distinguish between male and female,
reflect one's biological sex, or reflect one's
gender identity. It is one's internal,
personal sense of being a man or a woman
(or a boy or girl).
Gender role stereotyping occurs
when a person is expected to enact a series
of norms or behaviors based upon their
sex. Children learn at a very early age
what it means to be a boy or a girl in our
society. It is difficult for a child to grow to
adulthood without experiencing some
form of gender bias or stereotyping,
whether it be the expectation that boys are
better than girls at math or the idea that
only females can nurture children (Susan,
1997). As children grow and develop, the
gender stereotypes they are exposed to at
home are reinforced by other elements in
their environment and are thus perpetuated
throughout childhood and on into
229
adolescence(Martin, Wood, & Little,
1990).
Reasons for gender stereotypes
and segregation are including gender
blindness, boys and girls themselves,
parents, kidergarten teachers, school
teachers and education counselors,
traditional gender stereotypes and gender
specific expectataions in society, the
media, tv-programmes, and labour market
(Sofie, 2012). Studies in Indonesia show
that kindergarten teachers often have a
very stereotypical approach towards girls
and boys. They expect different things and
treat boys and girls very differently.
De Beauvoir wrote about how
gender inequality begins from childhood
in her section Lived Experience. Gender
stereotypes exist and are being reinforced
right from the beginning of a child‘s life.
Introducing gender neutral activities,
stories, toys and comments in interaction
with children, sometimes much to the
criticism of contemporaries who believe
that girls and boys have to be brought up
differently (Rachel Zeng, 2012).
The moment a child is born,
gender stereotyping takes place at full
force. From the choice of colours when
buying clothes for the newborn to toys
when it comes to gift selection for the
baby shower, gender plays a major factor.
In fact, exposure to gender stereotypical
models will become a consistent part of
the child‘s life. Social learning theory
proposes that examples provided by the
existing same-sex models in the child‘s
environment, along with the constant
reinforcement on gender appropriate
behaviour plays a huge part on the
acquisition of sex-typed behaviours
occurring during the pre-school years
(Rubel et. al., 1988).
The
Cognitive-Developmental
Theory formulated by Kohlberg (1966) on
the other hand, suggests that children‘s
understanding of gender develops in
stages. Kohlberg believed that children do
230
not actively process gender information
until they reach gender constancy which is
the third developmental stage of theory
that occurs when the child is between 5 to
7 (Sammons, 2009).
Differing slightly from Kohlberg,
gender schema theory introduced by Bem
in 1981 explains that children develop a
basic gender schema by the time they are
about 2 and is able to associate themselves
as females or males. This marks the
beginning of the process whereby children
begin to seek out information from their
environments to help them understand
―maleness and femaleness‖ (Sammons,
2009). The more they pick up the
―contents of the society‘s gender schema,
they learn which attributes are to be linked
with their own sex and, hence with
themselves‖ (Bem, 1981, p. 355).
The information that surrounds the
child and which the child internalizes
comes to the child within the family arena
through parent-child interactions, role
modeling, reinforcement for desired
behaviors, and parental approval or
disapproval (Santrock, 1994). As children
move into the larger world of friends and
school, many of their ideas and beliefs are
reinforced by those around them. A further
reinforcement
of
acceptable
and
appropriate behavior is shown to children
through the media, in particular,
television. Through all these socialization
agents, children learn gender stereotyped
behavior. As children develop, these
gender stereotypes become firmly
entrenched beliefs and thus, are a part of
the child's self concept.
Parent-Child Interaction
Being a parent is by no means an
easy job. The Hollywood film Parenthood
implies that childrearing means a lifetime
of anxiety for parents and goes as far as to
suggest that after so many centuries,
somebody must have found the formula
for turning children into happy and
successful adults. This surely reflects the
difficulty of the process in contemporary
life. as adults who care about giving
children equal opportunities to explore
their world and develop to their fullest
potential regardless of gender, we should
bear in mind not to limit their potential by
restricting them to ‗gender-appropriate‘
paths.
In the UK and the USA there is a
strong adherence to what Singer (1993)
has termed ‗attachment pedagogy‘. This
pedagogy is based on the belief that
continuous and constant maternal care is
necessary to ensure secure development,
and secure emotional attachment is a
prerequisite for learning. Where such
maternal care is not possible (e.g. the
mother goes to work), the next best thing
is care in early childhood settings that is
modelled
on
the
mother–child
relationship.
From the time their children are
babies, parents treat sons and daughters
differently, dressing infants in gender
specific
colors,
giving
gender
differentiated toys, and expecting different
behavior from boys and girls (Thorne,
1993). One study indicates that parents
have differential expectations of sons and
daughters as early as 24 hours after birth
(Rubin, Provenzano, & Luria, 1974).
Parents teach with rewards and
discipline. They might praise girls and
punish or discourage boys for the same
thing. That is one way to create gender
stereotypes. For example: Mom might
praise her daughter when she picks
flowers for her, but she might be upset
with her son for doing the same thing.
Parents teach by spending time with their
children. Children see what their parents
do. Children learn when they try to imitate
their parents. For example: Children who
watch their father do the dishes many
times may think that doing the dishes is a
male activity. On the other hand, children
in single-parent families see their mother
or father doing all the chores. Those
children usually learn that males and
females can do similar tasks.
Parents teach by telling their
children what they expect from them.
Parents may expect different things from
their sons and daughters. That supports
gender stereotypes. For example: Parents
might expect their son to do well in math,
and they expect their daughter to do well
in arts and crafts. Parents teach by giving
the children chores. Parents may give
different chores to sons and daughters
based on their gender. For example: Boys
take out the garbage, and girls do the
dishes.
Parents teach through their comments.
Parents might tell their children that only
males or females do/say certain things. For
example: Mom might say, ―I can‘t fix the
car, that‘s your dad‘s job.‖
Children
internalize
parental
messages regarding gender at an early age,
with awareness of adult sex role
differences being found in two-year-old
children (Weinraub, Clemens, Sachloff,
Ethridge, Gracely, & Myers, 1984). One
study found that children at two and a half
years of age use gender stereotypes in
negotiating their world and are likely to
generalize gender stereotypes to a variety
of activities, objects, and occupations
(Fagot, Leinbach, & O'Boyle, 1992;
Cowan & Hoffman, 1986). Children even
deny the reality of what they are seeing
when it doesn't conform to their gender
expectations (i.e., a child whose mother is
a doctor stating that only men are doctors)
(Sheldon, 1990).
Parents encourage their sons and
daughters to participate in sex-typed
activities, including doll playing and
engaging in housekeeping activities for
girls and playing with trucks and engaging
in sports activities for boys (Eccles,
Jacobs, & Harold, 1990). A study of
children's rooms has shown that girls'
rooms have more pink, dolls, and
231
manipulative toys; boys' rooms have more
blue, sports equipment, tools and vehicles
(Pomerleau, Bolduc, Malcuit, & Cossette,
1990). Parental attitudes towards their
children have a strong impact on the
child's developing sense of self and selfesteem, with parental warmth and support
being key factors for the child (Richards,
Gitelson, Petersen, & Hartig, 1991).
Meanwhile boys do not do as their told,
behave very physically and accept that
they can‘t concentrate for a long time, and
place boys at the center of attention. To
provide a variety of experiences for both
girls and boys, teachers are encouraged to
be vigilant that both girls and boys
experience the sand table, water table,
computer, crafts, and math centers.
Educators’ Role
The word of ‗educator‘ is more
meaningful than ‗practitioner‘ it refer to
all adults who work with young children.
There are two main reasons for this. First,
all of those who are working with very
young children are involved in their
education. Second, the introduction and
widespread use of the term ‗practitioner‘
within the early years field has coincided
with the introduction of initiatives
intended to regulate and control this phase
of education. While not advocating that
the early years field should be free from
scrutiny and accountability, it is important
that those working within the early years
field retain their sense of professionalism
and
purpose, while simultaneously
retaining their ability to work flexibly and
responsively. The word ‗practitioner‘ not
only conceals the true nature of our work
with young children, that of education in
its widest sense, but also suggests that
work within the early years field is
essentially routine and mechanical. Using
the word ‗educator‘ emphasizes what
those working in the early years actually
do.
A teacher is someone who sees
each child as a unique person
and encourages individual talents and
strengths. they makes a difference in each
child's life and affects each family and the
future of us all. Related to gender subjects,
kindergarten teachers often; expect girls to
be nice, good and do as they are told,
perform twice as good as boys, and caring
and considerate especially towards boys.
The Importance to Change the
Stereotype
To avoid gender stereotype in the
school or class, teacher and parents should
engage each other to discuss about this
problem. This is to reduce misaprehend
between teachers and parents, and also
anticipate conflicts in developing the
children in school. It is important to
change the stereotype approach towards
girls and boys. The question are, how
important it is and how to change it?
Traditional gender roles limit
children‘s opportunities to develop as
individuals
free from stereotypical
expectations. Thus, stereotypes have a
negative effect on gender equality in the
remaining society which is gender
segregation in choice of education, labour
market, pay gap, etc.
At home, parent can help the
children
live
without
stereotypical
language by being sensitive to limiting
language and being prepared to discuss
what's wrong with it when parent
encounter it from others. Some
suggestions for parent to create an
environment to reduce gender stereotyping
include:
 Parent imply that men or girls should
behave in different ways or own
different
things.
Don't
belittle
"running like a girl" or call any child a
"sissy." One of the lessons specifically
addresses
teasing
about
the
appropriateness of activities, traits or
possessions, countering with "There's
no such thing as a girl's haircut." Be
232



careful with the words. When parent
say something to their daughter, think
about what will be said. Would parent
say the same thing to their son? Try to
say things that will help both boys and
girls feel good. Say things that help
them learn that they can do many
things. Praise daughter and son for
whatever they do well.
Avoid directing children toward or
away from particular toys or forms of
play, especially imaginative play, as
appropriate to their gender. Buy or
make a toddler boy, the same as a girl,
a rag doll that looks like him and can
wear his outgrown baby clothes. Don't
intervene when a little girl takes up the
baseball bat. Make both earth-moving
trucks and baking equipment available
in the sandbox and let the children
choose freely which to use and when
to swap.
Do not expect all boys or all girls to
like the same things. Ask children
what he likes and doesn‘t like. Let the
sons play dress-up, house, and dolls
sometimes. Let the daughters play
with trucks, blocks, and sports
activities sometimes. Also let them
say that they don‘t like those things.
Make positive statements about girls
and boys. Say nice things about both
genders. Let children be creative and
make their own toys with boxes, art
supplies, sheets, and other items. Be
ready for them to say they do not want
to do that at some ages. Boy-girl
friendships may develop later.
Especially as children grow old
enough to truly help out around the
house, keep the chores evenly spread
and without regard to gender. Let each
child be responsible for learning to
make his own peanut-butter sandwich,
or for her own patch of garden, at least
until they've grown into more
advanced versions of these chores and


discovered their own preferences.
Each child should make his or her own
bed each day, and share equally, as
appropriate to age rather than gender,
in setting and clearing the table, doing
dishes, and home repair and
maintenance.
Take an active role in selecting child's
reading material and leave out books
that explicitly reinforce gender
stereotypes. Supervise TV watching,
music and video games, and make it
clear that making poor choices on the
basis of gender stereotypes, in
addition to other values, will result in
loss of privileges. However, discuss
with children why this story isn't very
true to life or that movie sets a bad
example.
"Mailman" has largely given way to
"letter carrier," but other gender-based
terminology is persistent. parent can
help the children live without
stereotypical language by being
sensitive to limiting language and
being prepared to discuss what's
wrong with it when parent encounter it
from others. Refer to servers rather
than waitresses, and don't make
distinctions such as "lady doctor" or
"male nurse." Talk about what people
do rather than labeling them at all.
Between 4 and 7 years of age,
children realize that gender is stable,
regardless of changing clothes or actions.
Children also notice teachers' behaviors
and further learn about what boys and girls
can do. Some suggestions for teachers to
create an environment to reduce gender
stereotyping include:
 Monitor
teacher‘s behaviour in
various situations. (How do teacher
handle emotional behavior, such as
when a child cries? Do they treat boys
and girls the same?)
 Recognize the abilities of all children
without
considering
gender.
233


Encourage
children's
self-worth,
regardless of the activities they select.
(Are
both
boys
and
girls
acknowledged for sitting quietly? Are
both boys and girls recognized for
playing in the 'housekeeping' area?)
Foster gender equality by encouraging
boys and girls to do the same
activities. (Encourage both genders to
build with blocks and engage in craft
activities.)
Expose children to models of people
in non-traditional gender roles.
As suggested by the Southern Poverty
Law Center, program practices can be
used to help reduce gender stereotyping.
For instance:
 Avoid language that limits one gender
or another from participating. Children
learn what is expected of them from
the language used by their role
models. (Use gender-neutral labels,
such as congressperson, mail carrier,
flight attendant and firefighter.)
 When selecting books for the children,
strive to balance the gender of the
main characters. (Choose stories with
male and female heroes and villains,
or protagonists and antagonists.) As
noted by Roberts and Hill, stories
typically focus on male achievements
and present characters in stereotypical
roles that support stereotypes.
Remember
to
discuss
and
acknowledge both male and female
heroes in stories — both men and
women can accomplish great things.
References
Glenda MacNaughton. Rethinking Gender
in Early Childhood Education.
Allen & Unwin. 2000.
Naima Browne. Gender Equity in the
Early Years. UK: McGraw-Hill
Education. 2004.
234
Susan Grieshaber. Rethinking Parent and
Child Conflict. New York:
RoutledgeFalmer. 2004
Inyang A. Isong, et all. Parental
Perspectives of Early Childhood
Caries. Sage Journal. 2012
Isabelle D. Cherney, et all. The Effects of
Stereotyped Toys and Gender on
Play Assesment in Children Aged
18-47
months.
Educational
Physchology Vol. 23, No.1, 2003.
Carfax Publishing.
Davies, B. & Banks, C. 1992. The Gender
Trap: A Feminist poststructuralist
analysis of Primary School
Children‘s talk about gender.
Journal of Curriculum Studies, 24,
1-25.
Rachel Zheng. Gender-stereotypes in the
Early
Years
–
Part 1.
http://rachelzeng.wordpress.com/2
012/03/09/gender-stereotypes-inthe-early-years-part-1/
Sofie Carsten Nielsen. Gender and
Stereotypes in Early Childhood.
www.uem.gov.si/fileadmin/uem.g
ov.si/pageuploads/PEUNielsenPre
sentation.pdf
Susan D. Witt. Parental Influence on
Children's Socialization to Gender
Roles.
1997.
http://gozips.uakron.edu/~susan8/
parinf.htm(http://en.wikipedia.org/
wiki/Gender_role)
http://www.extension.purdue.edu/
providerparent/child%20growthdevelopment/influencesongender.
htm,http://www.livestrong.com/art
icle/537616-five-ways-parentscan-reduce-gender-stereotypinginchildren/http://extension.missouri.
edu/hes/childcare/reducestereotyp
e.htm
IDENTIFICATION AND INTERVENTION PROGRAM
IN CHILDREN WITH COMMUNICATION DISORDERS
Wulan Adiarti
Abstract
Communication as one of the process of delivering messages or vital information is always
related to one's language skills. Communication disorders experienced by children will affect
the growth, development and the ability of the child, although not all aspects of growth,
development and the ability of a person's behavior is determined by the ability of
communication. Communication consists of speech and language. Both are often discussed at
once, but each is different. Communication skills generally develop according to age. But
there can also occur barriers that may be caused by hearing impairment, physical disability,
developmental disorders, learning disabilities, pervasive developmental disorders, autism and
behavioral disorders or emotional. Whoever the person both parents and teachers should
realize that to be emphasized is the ability to communicate not only talk, but all aspects of
communication. Aspects of communication including listening skills, ability to respond, how
to communicate, ability to understand the words and the ability to pour the thought or idea.
The discussion on the identification and intervention directed at two things that affect the
smoothness of communication, such as impaired speech and language disorder.
Introduction
As social beings humans will
always be associated with other human
beings. Through the relationship, human
meet their needs, both the physiological
and psychological needs. Reciprocal and
interplay relationship between related
individuals called interaction.
Soekanto further explained that
the interaction will occur when fulfill two
requirements, which is contact and
communication. Contact point to a direct
relationship
between
individual
to
individual, while the communication
refers to the process of delivering a
message from the communicator to the
communicant done via a particular
medium (Mulyono Abdurrahman, 1994:
153). Through communication human can
convey ideas, desires, feelings in order to
achieve something that it needs either
verbally or non-verbal such as using
symbols, signs, gestures, or sounds. The
most effective way to communicate and
the most dominant used by the community
is a form of spoken or articulated
language. By verbal communication
human will be easily and promptly meet
the desires or needs (Sardjono, 2005 in
Somad, 2009).
Messages in the communication
conveyed through symbols. In general, a
symbol of the message is divided into two
parts, which is verbal and nonverbal. In
the communication process (in this case
using verbal cues), takes the individual's
ability to capture and produce sound.
Abdulrahman argued that in order for
effective communication of information
can take place there are four components
of communication that must function
properly, namely (1) vote, (2) articulation,
(3) fluency, and (4) ability to speak. If one
of those several components is not
functioning properly, it may interference
the
communication
(communication
disorders).
235
According to the American
Speech-Language-Hearing
Association
(ASHA) as quoted by Hallahan and
Kauffman (1991) there are two types of
communication disorders, which are (1)
speech disturbance or mute (speech
disorders) and (2) language impairment
(language disorder). Speech disturbance or
mute consists of three kinds; there are (a)
voice disorder, (b) articulation disorder,
and (c) fluency disorders. (Roger G.
Powell and Dana Caseu, 2004: 3)
In
Indonesia,
generally
communication disorders known as mute.
If it is looked from its function in
communication, so speech is a tool to
communicate. If it is viewed from its
association with communication, then
speech is only a part or component of
communication, in addition to language
skills, voice, and fluency are normal.
Thus, if one of these components is
compromised, such as impaired language
skills (e.g. people with aphasia), then he
can be said to have communication
disorders.
A child who has speech
impairment which is covered in it (1)
impaired speech in disaudia (speech
disorders caused by the innate disability)
or mute, (2) speech disorders of dyslogia
(speech disorders caused by the mental
disability), (3) speech disorders on
dislosia, (4) speech disorders on disastria
(speech disorders caused by central nerve
dysfunction), and (5) speech disorders in
dislalia (speech disorders caused by the
speech organs is broken), then the child
can be said have communication disorders.
Similarly, the child who has voice
disorders, such as the type aphonia (loss
the sound and the ability to speech); and
fluency of speech disorders, such as
stuttering; then he also has communication
disorders. Thus if mute is looked as a
generic
or
general definition of
communication disorders, it can be
incorrect. The truth is a communication
236
disorder in which the generic definition
includes mute, disturbances in language,
and disruptions in fluency.
In this paper, the discussion
pointed on the identification and
intervention directed at two things that
affect the smoothness of communication,
such as impaired speech and language
disorder.
Discussion
A. Causes of Language and Speech
Disorders
Language and speech disorders are
influenced by factors that vary, but
generally will be explained below.
1. Congenital factors (internal)
Internal factors consist of six kinds,
which are (1) because of hearing loss
(deaf), (2) mental disability, (3) central
nervous or peripheral function disorders,
(4) disruption or damage of articulation
organs, (5) disorders of the respiratory
system, and (6) due to autism.
Deaf children, particularly those deaf
from birth, will have difficulty in
speaking, so they appears as the deaf –
mute children. The term of the deaf – mute
children is really not appropriate, because
children with hearing impairment are not
always mute, so do the mute children not
always deaf. Thanks to advances in the
field of speech therapy, many deaf
children are able to speak. Nonetheless,
hearing impairment or deaf may be the
cause of communication disorders,
especially if children are not getting a
good speech therapy services.
The children who have mental
disability
usually
also
have
communication disorders. Although they
may be capable of producing language
sounds well, he often did not understand
the meaning of the language sounds. As a
result, they have impaired communication
are not being unable to produce the sounds
of language, but being unable to
understand the meaning of the sounds of
language.
Nerve function disorders, both central
and peripheral nerves, may cause
communication disorders. Type of
communication disorder of aphasia,
expressive and receptive, is caused by a
disturbance of central nervous function.
Peripheral nerve disorders may cause the
speech organs can not function properly
that also causes interference with
communication.
Disturbance or damage of articulation
organs such as cleft lip (harelip), cleft
palate, larnings dysfunction, a resonance
imbalance of the vocal cords may cause
communication disorders. Effects and the
damage of one or several articulation
organs may cause the child is unable to
produce language sounds perfect, or even
damage the vocal cords may cause can not
produce the sounds of language are not
perfect.
Autism children have communication
disorders. The cause of autism itself has
not been satisfactorily explained yet.
Emotional disturbances can cause
communication disorders.
2. Environmental factors (external)
External factors consist of three kinds;
there are (1) emotional distress, (2) the use
of two languages within the family
(bilingualism), and (3) an environment
that does not support the child's speech
development.
Emotional distress is an imbalance
between the mastery vocabulary with
mind and feelings expressed by preschool
children for example, can lead to
emotional outbursts, which in turn lead to
stuttering. So it is for people who are
frightened, he may experience stuttering.
Stuttering caused by emotional factors can
be cured after the factors that give rise to
emotion are removed. However, stuttering
is caused by a disturbance of nerve
function is often not related to emotional
factors.
Bilingual
families
in
daily
conversation can often make the children
confuse so that may cause communication
disorders. A system of phonology,
morphology, and syntax in each language
are different. The use of bilingual
conversation will make the two systems of
phonology, morphology, and syntax. As a
result the child will have difficulty in
using the form of two languages which
may cause a communication disturbance.
The social environment is closely
related to child language development.
Social environments that are less or not
giving enough opportunities for children
to establish communication through verbal
language can lead to disruption of
communication
B. Some Characteristics of the
Individuals Who Have Language
and Speech Disorders
Children who have language and
speech disorders are generally classified
into several groups, although the
classification is not necessarily cover all
the issues associated with it. Some
analytical results associated with the
characteristics of children who have
speech and language disorders can be
classified into the characteristics of
cognitive and academic, social and
emotional, and behavioral characteristics
associated with.
1. Cognitive
and
Academic
Characteristics
Actually, it cannot be generalize the
language and speech disorders based on
cognitive and academic aspects. But, in
general, those who have mental retardation
have a speech and language disorders.
Academically, those who have
language and speech disorders in general
affect their learning ability. This happens
because in school, the communication is
oral, so that children who have difficulties
237
with language and speech would have
difficulty in understanding and exploration
of what's on their mind.
Some research indicates that children
whom inaction speaks experiencing
difficulty in reading. It can be seen from
85% of kindergarten children experiencing
slowness to speak must obtain remediation
in reading or special education. Some
children can not pronounce the word they
read because they can not distinguish the
sound output to a word / letter. In addition,
children who have speech and language
impairments can not hear the rhythm of
speech by either of what they read, thus
reducing the understanding of what they
read.
2. Social
and
Emotional
Characteristics
Many children with speech and
language impairments have fight in social
and emotional. First, they must be aware
of their condition themselves and people
conditions to talk to. It may be children
who have speech and language disorders
will be the target of derision of his friends.
Children who have such disorders need
help to restore confidence.
Furthermore, children who are
mocked by their friends usually will have
difficulty in communicating, because
when he pronounced the word wrong, then
someone else would be difficult to
understand. If he can not find the equation
of unpronounceable word, then he will be
very difficult to participate fully in the
conversation. If this happens, the children
with language and speech difficulties will
withdrawal (isolation) from his friends.
3. Behavior Characteristics
Children who can not express their
desire through words, they usually indicate
by their behavior. Children who
communicate with the movement more
often show that they had a speech and
language disorders.
238
Solution
A. Language and Speech Impaired
Identification
The procedure that used to assess the
child's speech and language disorder
conducted to determine the location and
the lack of services that may be done to
cure the disorder.
a. Measurement of Speech Disorders
Several assays which are used to
determine speech disorders in children has
been developed, among which are
Goldman-Fristoe Test of articulation 2
(Goldman & Fristoe, 2000) and Fisher
Logemann
Test
of
Aticulation
Competence (Fisher & Logemann, 1971).
Although the test was used for a variety of
needs, but an important one from both of
these tests was to determine the
articulation of language production errors
produced by children.
Actually, the formal tests do not
provide good information about the child's
speech enough, as they may be any
differences between the material tests and
with what children do every day.
Therefore, it is better if the test is done by
taking the kids to play and talk about the
game.
Irregularities/ errors in speech also
become a tool to determine the physical
structures that produce speech. They may
examine the location of the teeth, the
condition of the ceiling, and tongue
movements.
b. Measurement
of
Language
Disorders
To know a language disorder, the
following items can be used as a guide,
there are:
1. Receptive and expressive vocabulary
2. The ability to repeat the word, which
is sometimes called find a word
3. Understand and process the sentence
4. Using the correct rules of language
5. Understand a story and another
sentence.
6. The ability to produce language,
whether
through
stories
or
participation in a conversation.
Formally assay which used to
determine speech disorders are the
Comprehensive Assessment of Spoken
Language (CASL) (Carrow-Woolfolk,
1999), The Clinical Evaluation of
Language Fundamentals 3 (CELF-3)
(Semel, Wiig, & Secord, 1995), and The
Test of Adolescent and Adult Language 3
(TOAL-3) (Hammill, Brown, Larsen, &
Wiederholt, 1994).
6.
7.
8.
9.
10.
B. Intervention
Children
With
Communication Disorders Through
Communicating Partners Program
One program that can be applied
to improve the ability to communicate is a
communicating partners program. In this
program, the intervention done per stage
of
development of communication
according to MacDonald. Thus, if a child
shows the characteristics of indicator as
stated in each phase, the program offers
the recommended steps to help fix the
flaws in these stages.
Some of the principles of the approach
to communicating partners are:
1. Every child learns and learns best by
his own way, if he fails to learn, there
is more responsibility on the adults'
expectations rather than actual ability
of the child.
2. Healing the child is not the goal, but
the goal is to teach him to interact
with his social environment now.
3. Many environmental conditions at
home an in school influence individual
to be social and communicative.
4. When environmental impact is
removed, the child begins to socialize
and communicate better.
5. Communication
disorders
are
primarily
the
unsynchronized
relationship, and therefore the
treatment
that needed is to
11.
12.
13.
14.
15.
synchronize
cognition,
communication,
emotion
and
motivation function between child and
his partner.
Each child learns to communicate or
not communicate in any interaction.
Improve communication is a dynamic
process that involves not only the
child himself but also his daily
interaction partner.
Parent-child play is fundamental in
developing effective communication.
Child should be socially interactive
before he communicates regularly.
Child
has
to
be
nonverbal
communicative before his languages
are useful in the relationship.
Language itself is not enough; what is
important is the use of communicative
language.
Certain interactive strategies have
been identified as being important in
supporting
the
communication
development of child.
Responsive approach to the child
better than a directive approach.
Intervention programs that educate
and involve the parents have a wider
effect than just their own professional
work.
Parents are proven to help children
with communication disorders to
become
more
social
and
communicative.
References
Abdulrahman,
Mulyono,
(1994),
Pendidikan Luar Biasa umum,
Jakarta:
Departemen
Pendidikan Nasional.
Dardjowidjojo,
Soenjono,
(2003),
Psikolinguistik;
Pengantar
Pemahaman Bahasa Manusia,
Jakarta:
Yayasan
Obor
Indonesia
239
Friend, Marilyn Penovich, (2005), Special
Education;
Contemporary
Perspectives
for
School
Professional, USA: Pearson
Education, Inc.
Powel, Robert G. & Dana Caseau, (2004),
Classroom
Communication
and Diversity; Enhancing
Instructional Practice, USA:
Lawrence Erlbaum Associates
Pubhlisers.
Soekanto,
Soerjono, (1990), Sosiologi
Suatu Pengantar, Jakarta;
Rajawali Press.
Subyakto-Nababan, Sri Utari, (1992),
Psikolinguistik;
Suatu
Pengantar, Jakarta: Gramedia
Pustaka Utama
240
ENHANCING CREATIVITY OF CHILDREN
THROUGH MUSIC ACTIVITY
Neneng Tasu’ah
Abstract
Creative is one of the potential of every individual. Creativity is also the potential of every
individual and it is important to develop in an early age, because at this time the individual
has a significant opportunity to develop their potential. Intellectual development of children
aged four to six years, is experiencing an increase of 50% to 80%. This shows the importance
of developing the full potential of children, one of creativity.
With the development of creativity in early childhood, children have the opportunity fully to
meet the needs of its own way of expression (both the benefits of cognitive development); can
be a tool to balance the child's emotions so that the harmonious development of the
personality of the child back (good for mental health benefits) and child will acquire skills to
perceive, discriminate, proficiency that will lead and influence the fineness of his mind and
character (both on the development of aesthetic benefits).
Creativity can be developed through music. Early childhood penchant for music began to
seem such a great it was to sing a particular song or follow the style of a singer on television.
They are also more fun experimenting with the songs they heard. Do not be surprised if they
could knock on a table or a spoon-fork to follow the rhythm of the music they heard. They are
also an expert familiar with the tune ups and downs, following the track by moving the body
or snap their fingers when they heard the favorite song.
Through music, children will be able to develop a variety of cognitive intelligence, emotional,
and kinesthetic. Music is closely related to cognitive intelligence. Some research suggests, the
music associated with creative thinking and spatial skills of children. Preschool children who
received music training and the ability to prime time dance show to learn about body parts
and creativity.With music, the children develop their capacity optimally.
Creating and playing music brings great satisfaction and joy of creative. It can help children
develop the artistic vision and provide the appropriate means of self expression. Lamiah
children in the habit of creative learning, and music is a good vehicle to explore the natural
creativity in the creativity flexibility. Due to naturally stimulate their curiosity and sense of
imagination.
When children playing music, children will be challenged to create a composite tone,
Rithmah, a new and unique poetry. This means that the music itself can hone the child's
creativity. However, the ability to develop creative and there is no other way than to give him
a chance to play music.Key Words: Creativity, Music activity
Introduction
Background
Early childhood education is the
education organized with the aim to
facilitate the growth and development as a
whole or an emphasis on developing all
aspects of the personality of children from
birth to six years. The Law of Republic
number 20 year 2003 on national
education systems, that early childhood
education is a development effort aimed at
children from the lair until the age of six
years through the provision of educational
stimulus to help the physical and spiritual
241
development so that children have the
readiness to enter further education.
Creative is one of the potential of
every individual. Creativity is also the
potential of every individual and it is
important to develop in an early age,
because at this time the individual has a
significant opportunity to develop that
potential. Intellectual development
of
children aged four to six years, is
experiencing an increase of 50% to
80%. This shows the importance of
developing the full potential of children,
one of creativity.
With
the
development
of
creativity in early childhood, children have
the opportunity fully to meet the needs of
its own way of expression (both the
benefits of cognitive development); can be
a tool to balance the child's emotions so
that the harmonious development of the
personality of the child back (good for
mental health benefits) and child will
acquire skills to perceive, discriminate,
proficiency that will lead and influence the
fineness of his mind and character (both
on the development of aesthetic benefits).
Creativity can be developed
through music. Early childhood penchant
for music began to seem such a great it
was to sing a particular song or follow the
style of a singer on television. They are
also more fun experimenting with the
songs they heard. Do not be surprised if
they could knock on a table or a spoonfork to follow the rhythm of the music
they heard. They are also an expert
familiar with the tune ups and downs,
following the track by moving the body or
snap their fingers when they heard the
favorite song.
Through music, children will be
able to develop a variety of cognitive
intelligence,
emotional,
and
kinesthetic. Music is closely related to
cognitive intelligence. Some research
suggests, the music associated with
creative thinking and spatial skills of
242
children. Preschool children who received
music training and the ability to prime
time dance show to learn about body parts
and creativity.With music, the children
develop their capacity optimally.
Based on the explanation we can
see that play music for young children
should be given in early ages to develop
the creativity of music owned by the child
so that the ability or the potential of music
in children can be stimulated well and can
be distributed in accordance with the talent
possessed by the child.
Discussion
I. The Essence of Creativity
A. Description Creativity
Creativity is a term often used by
experts from various perspectives.
Creativity is one of the most important
thing in life, because with the creation of
people can manifest itself and selfrealization is one of the basic human
needs. Rogers said creativity is the
tendency to actualize itself, to realize the
potential, the drive to develop into mature,
the tendency to express and activate all the
abilities of the organism. Then according
Semiawan that creativity itself has a
perspective that is original, unexpected,
useful
and
adaptive
to
task
constraints. This is supported by Santrock
in his Life-Span Development said that
creativity is the ability to think of
something unique solution to the problems
faced. Creativity is often associated with
creativity in the arts. Horace B English
and Ava C. English (1958) in defining
Jujun creativity as the ability to create new
modes
of artistic expression. Also
according to Reni Akbar and Hawadi
revealed that creativity can be stimulated
through the environment from an early age
(normative years), and reveals how far the
importance
of
creativity
in
the
development of children. Based on the
above notions can be synthesized that
creativity is a tendency for self acltualize,
realizing the potential, the drive to develop
into mature, and creativity itself has a
perspective of an original, unexpected,
useful, and adaptable to the task
constraints, the tendency to express and
activate all the abilities of the organism,
the ability to produce new and unusual
ideas, and express and actualize
themselves.
B. Characteristics of Creativity
The characteristics of creative
children by Arief Rahman, creative child
characteristics are as follows:
1. Their face were bright and dynamic,
creative child who always appeared
bright and dynamic face in the move,
do not seem depressed, stressed or
"cold" in the mix. Such child-like as
though athletes.
2. Interest in areas ranging from music,
subjects, political and etc, diverse
interests and hobbies are also a sign
that the child has good creativity, they
are not only good at but also subjects
like
singing,
sports,
political
discussions or other interests.
3. Often asked to weigh, weighing and
difficult question answered by a
teacher who has a child born out of
creativity. But sometimes nature is
rarely responded with creative things
that could develop it better.
4. Have a big curiosity, or can be based
on scientific explanation. The answer is
plain from a teacher can be the basis
for assessing teacher for students who
have the creativity quite well, because
they are usually quite satisfied if the
answer is more scientific and able fully
their curiosity.
5. Not limited to status. Sometimes the
children are creative restrictions that
they had students and our teachers are
usually very thin, so when they started
to ask, greet, and discuss with teachers
or other more mature person is not a
very feared.
6. Dare to take risks. Children who have a
true joy when their actions, and they
continued to rise if this is wrong, it
which is one of the characteristics of
creative children.
7. Have many alternatives to solve the
problem. Do not get used to assess
children in black and white in the face
a problem, children will have many
alternative
creative
in
solving
problems.
8. Not easily satisfied, almost always
want to be perfect. If the work is not
optimal they will continue to explore
why this is not optimal.They will
continue to explore why this is not
optimal, and how to make the perfect
results.
9. Dare to be different. Penchant to be
different from others or make it into
something different is a sign of a
creative child.
10. Amused
to
explore
the
knowledge. Not the limited existing
knowledge of the children in the
creative will continue to explore the
sources of existing knowledge.
11. Have original ideas. Another sign is the
idea of creative students who are
usually very original, sometimes
unexpected ideas if they have anything
like that.
C. Factors Supporting Creativity
Creativity can be performed in
early childhood in the lives of children and
look at the time of child's play. Will
gradually be dispersed in other areas of
life especially in the field of musical
creativity. There are five factors that can
be viewed as a variation in creativity in
music by Reni Akbar and Hawadi as
follows:
1. Gender factor.
2. Socio-economic status.
3. Order of birth.
4. Family size.
5. Urban and rural environments.
243
D. Improving Conditions Of Creativity
Below are the conditions that can
enhance creativity in children, namely:
1. Mental stimulation
2. Environmental Conditions
3. Role of Parents
4. Role of Teachers
5. Encouragement
6. Opportunity to Acquire Knowledge
E. Activities Supporting Creativity in
Early Childhood
In addition to the creative
environment, children also need a
stimulate through the activities that can
improve their creativity. This activity can
be done with simple equipment at home /
school, or with the preparation of a more
mature again. The activities children can
do, such as:
a. Drawing and Painting
To support the activities of
children in painting and drawing, parents
and teachers can do the following:
 Prepare
the
necessary
equipment. Such as watercolors / oils,
brushes, pencils, crayons, paper, etc.
Do not forget, that equipment should
be safe to put them.
 Let them draw what they want, do not
be demonstrated in child images.
 Give space to draw and paint. Do not
scold the child if the room is a mess
when a studio.
 Give praise for all the pictures.
 Encourage children to talk about the
pictures.
 Create a variety of activity so that
children do not get bored, for
example, drawing a finger, with a
blown, mold etc..
 After doing the activity, take the child
back straightening equipment
b. Crafts
Crafts activities which involve
more complicated than painting Because it
244
involves several activities such as
planning, arranging, ripped, cut, and
glue. From this activity children learn to
design things, assembling things, develop
imagination, concentration, and through
the process. This activity will also help
children learn to manage his emotions. To
support the activities of children in
handicrafts, parents and teachers can do
the following:
 Prepare the necessary equipment,
such as colored paper, scissors, rulers,
glue, etc. Do not forget, that
equipment should be safe to put them.
Condition the room, do not let the
children pick up material from the
items that are not supposed to. For
example: take a cloth of tablecloth
mother, or take the paper out of
paperwork father.
 Accompany them in this activity.
 Earlier, we must set an example in
some activity. For example how to
properly cut, glue, etc. After that we
can "remove" them do it themselves.
 Usually the child will use the results
made crafts, praise the results.

If the gift that he gave to us,
immediately use. Give thanks and
praise.

After doing the activity, take the
child back straightening equipment.
c . Music and Songs
Children like to listen to music,
moving their body when heard music, and
play
simple
musical
instruments
(percussion, etc.). This activity include
when the child made a knock on the
objects around it. To support the
development of creativity through music,
parents can do:
 Sounds off music to children since the
early
 Let them know if you also love music
 Tap your fingers on the table or clap
to the rhythm of the song



If we can play music, take the child to
play with us.
Encourage children to sing a songs
with a simple rhythm, movement will
help the children remember the song.
Encourage children to make simple
musical instruments from the leaves,
cups, jars and other objects in the
home
d. Dance
Give songs for children, then they
will move to the rhythm of the song. Nod
of the head, body twisted to the right and
left, or jump a regular expression that
occurs when a child listening to
music.With dancing, children will learn to
use his body to interpretation of music and
express themselves, think of various
different types of music, learned that
music consists of high and low notes,
listen carefully and pay attention to
details, recognize rhythm, and move and
breathe with the rhythm of siring.
Parents can do several things to encourage
creativity in dance:
 Encourage children to dance together
 Allow the child to express her dance,
do not comment on the negative
comments.
 Encourage children to dance to the
songs vary from rock to the song
"mellow".
 Give "instrument" for children to play
while dancing.
e. Role Playing
In
addition
to imaginative,
children are good imitators. They will
expression many of the things they saw,
heard and experienced. Not surprisingly,
the child will portray these roles when
playing. With imagination and experience
they will create his own world. They can
play a role by imitating the work of adults
(doctors, police, etc.), expression the
experience (vacation, school, etc.), his idol
figures (Superman, Batman, etc.) or daily
events (cooking, washing etc). Usually the
boys will play in the world like to play
their traditional cars, a fire extinguisher or
a racer. While girls often play with a more
"refined" as a mother, teacher, nurse or
doctor.
Of this activity, children will learn
to tell stories, to understand the various
roles that exist, understand the various
concepts that exist (eg, about money, etc.),
emotional problems, and also teach
children to cooperate.
In developing the creativity in role
play, children will need parental role, such
as:
 Provide the necessary equipment, such
as dolls, toy cars or costume
 Helping
children
make
play
equipment, such as making ninja of
gloves or make a crown for the
princess.
 Come to play, such as parents when a
child plays a role as a student teacher.
 Enhance knowledge of children,
through stories, video or field
experience.
f. Story Telling
Our nation is a nation of
storyteller, we are accustomed to telling
something that we experience in others. So
is the kids, they love to talk about
anything. What they see, feel, hear and
experience will tell them. Tells of the
activities children will learn to listen and
absorb information, stringing words, learn
to create and tell stories, but that children
also learn to express what they felt and
what they wanted.
What can parents do?
 Telling the child. good story or a daily
occurrence. The medium can be
through books, family albums, dolls, or
just a story.
245





Enrich children's story books, videos
and experience.
Provide media for the children to tell
stories. May take the form of toys,
dolls or books.
Surface children talked with questions
whose answer is not yes or no.
Do not cut your child's story
Allow children to mix imagination
with actual events.
g. Experimental "scientific"
Children may not be able to think
logically or evaluate something. But they
have met the standards as a great scientist,
they are a good observer and have a great
curiosity. Of scientific experiments,
children will learn to observe things
carefully, distinguishing small differences,
classify
and
categorize. Scientific
experiment will teach the children to
investigate a question of "why" to find the
answer.
To develop creativity in scientific
experiments, parents and teachers can do:
 Starting from the events and
phenomena that are around children.Eg
insects in the garden or in a glass of
water.
 Ensure equipment used is safe for
children.
 Encourage children to find the answer
to the question by answering questions
with questions of children back.
 Parents and teachers should have a lot
of
reference
to
explain
the
phenomenon.
h. Adventure
Kids
love
with
something
new. Venturing out of the "safe zone" is an
enjoyable experience for children. Be
adventurous by camping, nature walk or
just to take a child on the train or
bus. With adventure, children will learn to
understand the difference, knowing the
world around it, and observe something
246
carefully. Children will also learn to ask
others and seek other sources of
information from various sources. Some
things that can parents and teachers to take
children is an adventure;
 Design to be fun and exciting
adventure. Make the story will make
the adventure more fun.
 Encourage children to ask questions
and interact with others, such as asking
the railroad machinist.
 Encourage children to seek information
from sources around him, such as street
signs or pictures.
 Encourage the child to observe
phenomena that occur during the
adventure.
 Encourage the child to tell his
experience in the adventure.
i. Cook
During this time, people assume
that cooking just for women. In addition,
people still think that the kitchen is a
dangerous area for children. Though
cooking is one of the interesting and fun
activities to develop the creativity of
children. Cooking
activities
including
mixing, measure the ingredients, make the
dough, to decorate and serve the
food. Cooking will make the children
learn to be creative with food, follow
simple commands, learn to quantify and
measure, helping others, working with
others, perform a process, and observing
and attention to detail. Cooking also will
make children proud of their work.
To develop creativity in cooking,
parents and teachers can do:
 Describe the process used to be done.
 Explain what kids can do.
 Make sure children do not use
hazardous materials such as sharp
knives or hot pans
 Enrich the existing menu
 Starting from simple activities, such as
prepared salads.

Encourage children to tidy up the
items that have been used.
j. Gardening
Garden, a favorite place for
children. In the garden children can learn,
play and do dirty things (play ground,
water, etc.). Gardening also does not mean
the school or home must have a large yard,
gardening can be done in the pot in the
corner of the house. With gardening will
learn to observe carefully, to learn the
process and try new things. To develop the
creativity of children to gardening, parents
and teachers can do:
 Let your child when dirty, but do not
forget to ask her to clean herself after
the activity is completed.
 Encourage children to observe the
existing processes, such as plant
growth.
 Encourage children to observe what is
there in the garden. For example, what
plants and animals that exist.
 Give children the responsibility of
managing his farm.
In addition to the above activities,
There are many other activities that can be
done to improve and develop the creativity
of children.The activities mentioned above
can also complement each other,
depending on the creation of parents and
teachers to develop it. In addition to
diperhatrikan by parents and teachers are
planning aktivtas what will be done to
develop kreatiivitas children.
Essence of music
A. Definition of Music
David Ewen argues that music is a
science and art of rhythmic combination of
tunes, both vocal and instrumental, which
includes melody and harmony as the
expression of all things to express mainly
the emotional aspects. Meanwhile, Dello
Joio argues that if we know the music to
expand their knowledge and views but
also knows many other things outside of
music. Introduction to the music will
foster a sense of appreciation of the value
of art, but be aware of other dimensions of
reality that had been hidden. Furthermore,
Adjie Poetra Esa believes that music is a
sound basis, not only is morally
normative, but also recognized the tune
based on the calculation of physicists.
Music is a communication tool
which is of course influenced by the
culture and the culture where growth and
development of the music. In addition to
music is a reflection of the society that
gave birth to and develop the music. That
is, music is a reflection of social life, the
process
of
thinking,
emotional
development and behavior associated with
it. Music is a reflection of the history of a
particular society.
This is similar to that expressed by
Monty as saying that "music is the witness
of human life and enjoy the music as well
as the following narrative of the history of
human life." Music is one medium of art
expression, and the music reflects the
cultural community of supporters.
Music is the universal language of
emotion, this opinion is supported by
Jamalus who said that "the art of music is
the universal language of emotion."
Another case described by Monty in his
book says that most people assume that
music is a universal language, while
others question the universality of this
particular music simply because it
accepted by a particular culture and can
not be accepted by other cultures.
According Mantlehood movement and
music is in its totality, the properties of the
music is rhythmic, melodic, harmonic, and
it is a physical energy that soon declared
themselves out in the formation of certain
tones. Beside that, Aristotle argued that
music is the outpouring of spiritual power
and strength of forces drawing power that
247
comes from a sense of motion in a series
of melodic, rhythmic sound.
In the Oxford dictionary Student
Encyclopedia, the music is arranged into a
pattern of sounds that can be pleasant to
our ears or communicate a feeling or
mood. Music has rhythm, melody, and
harmonies that give depth and allows the
use
of
multiple
instruments
or
sounds. Furthermore, Bernstein & Picker
said that music is sound organized in time
and has artistic value and can be used as a
tool to express ideas and emotions of the
composer to the audience.
In Indonesian Dictionary (1990:
602) Music is science or art of crafting a
tone or voice expressed, and the
combination of temporal relationships to
produce a composition (sound) which has
a balance and cohesion, tone or sound that
is structured in such a way that contains
rhythms, songs and harmony (especially
those that can produce the sounds of it).
According Masduki, music is the
product of human culture. The link
between music and the human is always a
focus of study because of the music
culture is a product of conceptual
(cognitive) and behavior (behavior) of
society. Based on the above notions, music
is an embodiment or manifestation of the
creative life, one's feeling and intention in
the form of a satisfying sound and
rhythm. Art music is the universal
language of emotion, and music can also
evoke a human response.
B. Forms of Music Learning Activities
for Kids
Good music activities for children
will foster a love and appreciation for
music. Tedjasaputra described some form
of music that can be adequate for the
activities for children of early age,
including:
singing,
playing
musical
instruments, and the rhythm as the rhythm
and tempo through clap hand, perform
movements, dancing and berpantun.
248
Aisha et al, Solehuddin, Rahman
and Mahmud also describes the music
learning program can be grouped into
several categories, as follows:
1. Singing
2. Listen
3. Rhythm
4. Play musical instruments
Musical instruments are used for
early childhood can use objects that were
around the child, for example by using a
plastic bottle filled with sand, gravel or
water. Then each bottle, filled with such
objects in a measure or a different size so
that when struck will produce different
sounds, it can also use bottles made of
glass, due to the different bottles of the
base material would produce a different
sound as well. In addition to using plastic
bottles and glass bottles can also use a
pattern pat.
Learning about musical creativity
can use simple tools such as those
described above. In addition, teachers can
use other objects that can be used for
playing
music.
The songs should be taught to children in
accordance with the characteristics of
child development, poetry used to be short
and easily remembered by the children,
besides the melody that is used must also
comply with the child's voice range.
Through four activities described
above should be able to enhance creativity
in music. In addition, musical activities
should not only be done in schools but
also at home. Parents should be music to
stimulate creativity in children, so the
musical creativity in children can develop
optimally.
Creativity Music
Creativity in music activities aim
to strengthen and develop the knowledge
and skills of music that has been obtained,
because the child is expected to learn
music because it can stimulate creativity.
Creativity in music is the ability to
perform an action as a result of congenital
and exercise in creating something new
and unique.
Ratmiatin revealed that the
musical creativity of children is to give
children the opportunity to dismantle and
reconstruct the song, change and even add
to the understanding and support
pengembangkan creativity.
Ratmiatin also added that the child
can get an idea of the music through
listening to music that is imagined and
recalled the sound of music. To better
understand the music, the child is not just
memorize but need to do yourself is like
trying
to
play
a
musical
instrument. Playing a musical instrument
can make you feel happy even be used as a
hobby because it can relieve stress even
for a moment forget the fatigue that is felt
after a day of activities.
To support the development of
creativity through music, the musical
activity needs to be applied in
children. When children play music, they
use various means to express ideas.
Creating and playing music brings
great satisfaction and joy of creative. It
can help children develop the artistic
vision and provide the appropriate means
of self expression. Lamiah children in the
habit of creative learning, and music is a
good vehicle to explore the natural
creativity in the expression of creativity
flexibility. Due to naturally stimulate their
curiosity and sense of imagination.
By the time children music,
children will be challenged to create a
composite tone, rhythm, a new and unique
poetry. This means that the music itself
can hone the child's creativity. However,
the ability to develop creative and there is
no other way than to give him a chance to
play music.
Benefits of Music for Children
During the period of infants to
school age, children try to get a nuanced
musical stimulation, because rhythm and
timbre (musical colors) encourage children
to make a move that will affect the overall
motor development. Benefits include:
 Stimulation of memory
 Generate a sense of comfort
 Effects of hypnotics
 Entertaining
Closing
A. Conclusion
Musical creativity of children is to
give children the opportunity to dismantle
and reconstruct the song, change and even
add to the understanding and develope
creativity.
To support the development of creativity
through music, the musical activity needs
to be applied in children. When children
play music, they use various means to
express
ideas.
Someone said if the produces creative
works such as original paintings, musical
compositions
and
found
a
discovery. Creating and playing music
brings great satisfaction and joy of
creative. It can help children develop the
artistic vision and provide the appropriate
means of self expression.
B. Suggestion
Teachers should be able to provide
the proper stimulus to the development of
creativity in young children music can
thrive. Musical instruments used should
match the number of children, so that each
child can use the instrument as the
ongoing music lessons. In addition,
teachers must work with parents in raising
children musical creativity.
Parents must play an active role in
enhancing the creativity of their child
music, one way to put children at a music
school or facility and provide the proper
249
stimulus to the child so the child's
creativity in the field of music can develop
optimally.
References
Akbar, Reni & Hawadi. 2003. Psikologi
Perkembangan Anak. Jakarta :
Grasindo, 2003.
Ayan,
Jordan
E.
1997. Bengkel
Kreativitas. Bandung : Kaifa.
Crist, William & Richard Delone. 1978.
Introduction To Music. England:
The Open University Press.
Einon, Dorothy. 2002. Creative Child.
Jakarta: Karisma.
Fuad Afdhal, Ahmad. 2003. Ide Kretaif
dari Kepemimpinan Hingga
Motivasi. Jakarta : PT. Grasindo,
2003
Herr, Judy. 2007. Creative Resources for
The Early Childhood Classroom.
New York: Thomson.
Jamalus. 1998. Panggilan Musik Melalui
Pagelaran
Musik.
Jakarta:
P2LPTK dan University.
Kiong, Melly. 2010. Cara Kreatif
Mendidik anak ala melly Kiong.
Jakarta: Progressio Publishing.
Mahayattika, Idzma dkk. 2009. Modul
pelatihan guru kreatif. Bandung:
Kidzsmile.
Munandar, S.C.Utami. 1999. Kreativitas
dan Keberbakatan (strategi
mewujudkan potensi dan bakat).
Jakarta : Gramedia Pustaka
Utama.
Rachmawati, Yeni & Euis Kurniati.
2010. Strategi
Pengembangan
Kreativitas Pada Anak . Jakarta :
Kencana Prenada Media Group.
Rogers, C.R. Toward. 1982. A Theory of
Creativity (P.E Vernon ed).
Creativty. Moddlesex: Penguin
Books.
Santrock,
J.W.
2002.
Life-Span
Development
(Perkembangan
Masa Hidup) alih Bahasa Yuda
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Damanik dan Achmad Chusairi.
Jakarta : Erlangga.
Schmidt, Laurel. 2002. Jalan Pintas
Menjadi 7 Kali Lebih Cerdas.
Bandung: Kaifa.
Setiadarma, Monty P. 2002. Terapi Musik.
Jakarta: Milenia Populer.
Soeharto,M. 1992. Kamus Musik. Jakarta:
PT. Gramedia Widiasarana.
Suriasumatri, Jujun S. 2005. Filsafat Ilmu
Sebuah Pengantar Populer.
Jakarta : Pustaka Sinar Harapan.
Treelese, Jim. 2006. Read Aloud Hand
Book.
Bandung:
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eam/123456789/23607/.../Chapter
%20II.pdfhttp://aryani23.wordpres
s.com/2011/03/16/pengertianmusik/http://cahisisolo.com/artikel
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ngertian_definisi_musik_info2091
.html
BUILDING CHARACTER THROUGH MORAL CONSERVATION
SINCE EARLY YEARS
Sugiyo
Guidance and Counseling Department
Faculty of Education
[email protected]
Abstract
Moral education, in order to develop children‘s character, is involving all parties. Family as
the main actors for the development of child‘s moral character, but many children do not get
moral education from their parents, so that school as another part has large role in the
development of the child's character. The values are developed in a basic education of the
school curriculum aimed at developing a sustainable and systematic character. Curriculum
that emphasize the integration of cognitive development and character development through
perspective taking, moral judgment, decisions making, and self-knowledge of moral, is
needed.
Education and moral conservation through learning activities in schools based on local
wisdom, which is developing the potential of the local culture such as traditional games,
traditional songs, traditions and other arts. Traditional games can be integrated in curriculum
as a manifestation of local knowledge, to educate young children since early years.
Key words: character, moral conservation
Introduction
Most of education on early
childhood
gives
attention
to
intellectuality and reasonable skill only.
That kind of education will caused in
effective generation. The future will be
flooded with people with high knowledge
but has a low moral quality. When this
happens, the child will grow up as adult
who has not "good character". This
would cause a humanitarian disaster in
the future. "Good or strong character" is
the key to becoming a person having a
high self-respect, respecting others,
building positive relationships with
others, have self-fulfillment and selfachievement that will lead to success in
every area of life.
The character building and
education should be done early. The early
years is often referred to as the golden
year, because at this mas various
children's ability to grow and develop
very rapidly. Lickona (1987) defines the
nature of the character as a person in
response to a moral situation, which is
manifested in concrete actions through
good behavior, honesty, responsibility,
respect for others and other noble
characters. This notion is similar to those
expressed by Aristoteles, that the
character is closely related to the "habit".
In the last years, unethical
behavior committed by children has led
to pornography and porno-action.
Advanced technology that should be
created to add insight instead resulted in
low moral quality. Lately, many cases are
often seen in daily life. Through
newspapers or television encountered
cases of children that speaks less polite,
love to imitate scenes of violence. This
condition is very poor considering the
child's world should be a world filled
with pleasure to develop themselves,
which most of his time filled with
251
learning through a wide variety of games
surrounding environment.
Some of the practices of violence
and persecution (bullying) is mostly done
by children in today. Cases of bullying
children increased. Hidayat said that the
practice of bullying occurs in all range of
age even in early years, some children
recognize the practice of bullying since
kindergarten and elementary school and
continue until teenagers.
Juwita
(www.femina.co.id),
social psychologist from University of
Indonesia, said that the practice of
bullying takes place among preschool
children. In line with the above
statement,
Snyder
(www.parentsguide.co.id) argues that the
practice of bullying has occurred in
kindergarten, and varied forms such as
grabbing, hitting, or pushing his friend.
The practice of violence is often in
school despite the fact that bullying also
occurs in places or public arena.
Research by Craig, Pepler, and Atlas
(2000) showed that bullying occurs not
only in schools but also in the playground
(playground). Many people still assume
that the children who mocked, insulted,
or even hit a delinquency is common and
will disappear as a child grow older.
People does not realize the impact on
victims such as crying, having nightmare,
becoming insecure, having low self
esteem, psychological distress or
depression, and even up to the suicide
and suicide attempts, there is a feeling of
resentment and become actors in the
future. Snyder (www.parentsguide.co.id)
adds the effect or impact not only on
victims but also perpetrators, the
perpetrators are becoming increasingly
out of control and having anti-social
behavior or other misbehavior.
The practice of violence
(bullying) is caused by many factors,
Brotoseno (2008) stated that one of the
factors that causes individuals to engage
252
in violence or bullying is low empathy,
no tolerance and unable to understand the
feelings of those who are persecuted. The
lack of children's understanding of the
self positive value. Children are missing
some value of mutual respect, helping,
empathy, honesty, and kindness often
missing from children's personalities. In
the case of bullying, children's moral
quality
is
reduced
(www.koranpendidikan.com).
The cause of above cases is the
lack of education of the parents or other
adults around him. Parents and other
adults do not give children a conservation
of moral values through behavior and
utterances containing moral values.
According to Bandura, parents or adults
behavior will be imitated by children.
Moral education in order to build
character and manners of early childhood
began in the realm of our neglect.
Education and the cultivation of moral
values should be done early. This is
considering that one of the tasks related
to the development of children's moral
development of children, that children
are able to distinguish right from wrong,
good and bad conscience began to
develop (Hurlock, 2002). This task will
be achieved by children with adult
assistance.
Furthermore, the early moral
education is expected to be the basis of
the character formation of children,
which will culminate in a high moral
quality. The hope children will grow up
to be whole and perfect man,
knowledgeable
knowledge,
noble
character and personality. In the end,
armed with science and high moral
qualities, child will be able to take an
active and readily accepted in many
aspects of life.
Early Childhood’s Character
Development
Character of a nation is an
important aspect affecting the socioeconomic development. High quality
character of the community will foster a
strong desire to improve the quality of the
nation. Character development is best if
started at an early age. A phrase that is
widely believed states "If we fail to be
good at an early age, in adulthood we are
becoming bad guy". Lickona says "a child
is a body in which a responsible adult can
be formed" Therefore, preparing the child
is an appropriate human investment.
Lickona (1987) defines the nature
of the character as a response of person to
a moral situation, which is manifested in
concrete actions through good behavior,
honesty, responsibility, respect for others
and other noble characters. This notion is
similar to those expressed by Aristoteles,
that the character is closely related to the
"habit" or habits that continue to be done.
Habit of doing goods does not always
guarantee that the man who had been
accustomed
to
them
consciously
(cognition) but could not have meaning
the importance of character values
(valuing). For example, someone who
used to tell the truth for fear of being
punished, then this person could not
understand the high moral values of
honesty itself. Therefore, character
education requires also the emotional
aspects.
Another opinion by Lewis (2004)
which outlines a number of qualities that
reflect
character
includes
caring,
conscious of living in community,
honest, maintaining relationships, respect
for others, responsibility and give priority
to safety. Not much different from the
opinion of Lewis, Lexmon and Reeves
(2009) define characters into three abilities
(capability)
are
application,
self
regulation,
and
empathy-attachment.
Based on the statement above, it can be
concluded that the reference to the
character of early childhood is the child's
ability to use feeling, attitude and behavior
matter, conscious of living in community,
honest, maintaining relationships, respect
for others, responsible and give priority to
safety.
Aspects of the character development
Lewis (2004) outlines a number of
qualities that reflect the character of
children, and then these qualities will be
used to measure the child's character.
These include the quality of self-care,
aware of life in community, cooperative,
fairness, willing to forgive, honesty,
maintaining relationships, respect for
others, responsibility and give priority to
safety. More specifically, Lewis outlines
ten qualities as follows:
1). Care (caring), is about how children
treat each other among fellow.
Children show concern, be kind,
sharing,
helping
and
giving.
Concerned not only for others but
also cares about the environment
around children.
2). Aware of life in community shows that
the child be respectful of others,
animals and objects around the child.
This means obeying all the rules in
the home, community, and school. In
addition, children involved in making
the rules at home or school, and
served in the form of doing
something
meaningful for the
community, home and school.
3). Willing to cooperate meant going to
work or play in a peaceful, trying to
do something together. Children who
want to work together show calmness
when facing a conflict with peers, not
explosive, children want to speak
from heart to heart, willing to listen to
someone else who is speaking.
253
4). Fairness means doing good for others,
treat others as a child would be
treated. Trying to give everyone equal
rights and opportunities that belongs
to the child. Children are able to do
justice would show attitude to share,
take turns, and treat each with
respect.
5). Willing to forgive others. Children do
not try to retaliate when the child is
bullied by his friends.
6). Honesty, means becoming the child
self, and be trustworthy. Be genuine
and becoming a child self also means
being sincere that children do not lie.
Being trustworthy means the child is
able to count on others to do things
according to promise.
7). Maintain meaningful relationships
means having a good relationship.
Children enjoy the activities carried
out with family and friends but that
does not mean children are not
allowed to play alone. Children can
do their own activities to get a better
knowing of their self.
8). Respect for others means that the child
is having self-respect and respecting
others; respecting the differences;
children are able to show "good
manners" for example by saying
thank you, excuse me, sorry; keep
personal belongings and shared;
caring of environment and other
living things; and respect the rules
and regulations.
9). Responsible means that children are
able to make choices that are not in a
hurry, the child aware of possible
risks that may arise over the choice.
10). Priority to safety means the child free
from injury or risks. Children know
what things should be done in order
to be free of hazards.
Another opinion by Peterson and
Skiba (2001), describes the character of
the six domains of character, are:
254
trustworthiness, respect, responsibility,
fairness, caring and citizenship. Not much
differentfromthe
aboveopinion,
LexmonandReeves(2009)definescharacter
sinto
threeabilities(capability)
thatapplication,
self
regulation,
andempthy-attachment.
1).
Applicationis
the
abilityof
childrentobe able tofocusononething.
Children are able toconcentrate,
disciplineandmotivate their selftokeep
workinghardand
diligent
incompletingthe
task.
Applicationreferred to as the"locus of
control" intermsof selfpsychology
which asthe driving force.
2).
Self-regulation
means
theabilitytoregulateemotionsincludeth
e
abilitytocontrolemotionsandresilience
: the ability tofight and survive
fromadversity,
disappointment,
conflictandsorrow.
3). Empathymeans thechild's ability toput
their selfinsomeone else's point of
view,
andshow
sensitivity
ofotherperspectives.
Based on statement the above,
concludedthat
theLewisopinionabout
aspectsof
early
childhoodcharacteris
moreappropriately
usedtomeasure
thequality
ofthe
child,which
includescaring, aware of thelife ofthe
community, to cooperate, fair, willing
toforgiveothers,honesty,
keepingrelationships,
respect,
responsibilityand give priority topersonal
safety. It isbased on theconsiderationthat
theaspectpresented
byPetersonandSkibaandLexmonandReeve
sbecamea
partofwhat
was
developedbyLewis.
Factors that influence early childhood’s
character development
Lexmon and Reeves (2009) states
that there are three factors that can affect a
child's character development. The first
factors is the structural factors include
socio-economic conditions of families,
parental background, family structure,
gender, ethnic/cultural, and other things
around the child during the development
of the child and may affect the child's
development including government policy.
The second factor is the style of parenting
including warmth, responsiveness, control
and discipline. The third factor is
psychological vulnerability such as
genetics,
prenatal
conditions
and
environmental factors, including the
system of education received in school.
Lickona (1998) states that the
family and school to be decisive for the
character development of children. School
and teachers as factors that can affect a
child's character development. School is a
second home for children therefore the
character development of children become
the responsibilities of teachers. Milson and
Mehlig (2002) stated similar things, that
the teacher is an important factor for the
development of a child's character.
Effectiveness of school programs in order
to build character is determined by the
commitment of teachers.
Building
Character
through
Conservation of Moral Values
The noble values of local wisdom
are needed to deliver to children since
early years. The preservation or the noble
lineage also referred as conservation.
Conservation is literally derived from the
English
"conservation"
means
the
preservation
or
protection.
The
preservation
is
emphasizes
on
conservation of noble values.
Moral
conservation
through
education since early years is needed in
order to build a new civilization for the
next generation of Indonesia. Indonesia is
known as a country with large population
and the course conditions bring Indonesia
into the target market for other countries.
These condition, if not accompanied and
offset by education and cultivation of
moral values then can be predicted that
situation will get worse in future.
Educational efforts which deliver
moral values are important to develop the
character. This is involving all parties,
start from nuclear family, school,
community, until government. If among
various elements of environment is not in
harmony then the formation of character in
children is not going to work well. Family,
as the main factor, influences the
development of moral character. School
was second home for children where
children began to enter the world of
education but in character.
The school through special program
that develops the character is a form of
education that could help develop ethical
attitudes, and moral responsibility, to give
love to the students and teach good
character. It was an intentional and
proactive effort of schools, communities
and countries to fill the basic mindset of
the students, the ethical values such as
respect themselves and others, a sense of
responsibility,
integrity,
and
selfdiscipline. It is hoped it will provide long
term solutions that lead to moral issues,
ethics, and academia who are concerned
and at the same time a growing concern in
the community.
Values developed should be the
basis of the school curriculum goal.
Curriculum that emphasizes not only on
cognitive development but also character
development includes the perspective
taking, moral judgment, making decisions,
and moral self-knowledge.
Teaching moral value for young
children is becoming the responsibility of
educators in school settings. Rachman
("Stop
Bullying",
2007,
http://www.kr.co.id) states that educators
currently busy with the accomplishments
of the nature of brain development rather
than character development. The teacher
emphasizes only academic success in the
255
achievement.
Teachers play a role in the education and
moral cultivation of the child through a
program of learning activities in schools.
This may be done by presenting a variety
of design programs based on local
wisdom. Local knowledge (local wisdom)
can be understood as local ideas that are
thoughtful, full of wisdom, well worth the
embedded and followed by members of
the
community.Gobyah
("Base",
http://www.balipos.co.id) said that local
knowledge (local genius) is a truth that has
been steady in an area. Local knowledge is
a blend of the sacred values of the word of
God and the various values that exist.
Local knowledge is formed as a local
cultural superiority and geographical
conditions in the broad sense. Local
knowledge is a product of past cultures
that should be continuously used as a
handle on life. Even though the local value
but the value contained in it is considered
universal.
During this time, the meaning of
local knowledge is often equated with the
local genius. In fact, the two terms have
different meanings. Local knowledge is
the knowledge (values) and cultural
practices of a community while the local
genius is the subject or actor/creator of the
local culture. Sirtha ("Exploring the
Wisdom", http://www.balipos.co.id) add
other forms of local wisdom in society can
be: values, norms, ethics, beliefs, customs,
customary law, and special rules.
The concept of local knowledge
development can be done by developing
the potential of local culture. Culture is an
attitude, while attitude is a cultural
resource. To be based culture with a good
attitude, people need to combine idealism
with realism which is essentially a
combination
of
art and culture.
Characteristic of the culture of each
particular area (which is different from
other regions) is the respect of local
culture to become a local outstanding such
256
as traditional games, traditional songs,
traditions
and
other
arts.
Widyonagoro (kbi.gemari.or.id) states that
Javanese culture is local knowledge in the
form of singing, the order of language,
teaching, traditional ceremony, a fairy tale
literature and folklore, ancient books, and
traditional game; can be used as a tools to
overcome the moral degradation caused by
modernization. Manners are taught
through customs of Java, is expected to be
used as a reference to improve the nation's
morale.
Traditional games for example, can
be used as an integrated curriculum as a
manifestation of local knowledge to
educate young children since early. Early
year is a play period. This is becoming the
reason that it will be effective to transfer
values through game. At present, the
existence of traditional games is displaced
by the rise of the modern game which is
not rooted in local culture as heritage.
Children are not familiar with the
traditional game. Though true, the game
itself is a game traditionally played by
children with simple tools without engine,
contains the values and norms which
useful for children to understand and find
a balance of life.
The word "game" comes from the
word "play" which, among other means
committing
to
have
pleasure
(Purwaningsih, 2006). Based on these
terms, game should be able to create or
cause of pleasure to the doer. The game is
also interpreted as a way to play.
According to Hurlock (2003) play is any
activity undertaken for the pleasure of it,
without considering the final result. Play is
voluntary activity and having no pressure
from outside or obligation. Piaget
(Hurlock, 2003) explains that the play
consists of a repeated response merely
functional to fun. Another opinion
expressed by Spencer (Monks et al, 2002)
which states that the play is a possibility
distribution for humans to remove the
remnants of energy. Papalia et.al (2003)
adds that play is children job, which
contributed to all domains of development.
Through play, children will be stimulated,
will learn how to use his muscles and eye
coordination with the movement, mastery
of his body and acquire new capabilities.
Furthermore, the meaning of "traditional"
according to Big Indonesian Dictionary
comes from the word "tradition" which
means "hereditary customs that are still
running". While the word "traditional"
itself means "attitudes and ways of
thinking and acting that is always sticking
to the norms and customs that exist for
generations". In line with the definition
above, traditional games define as any
game that has existed since immemorial
time and are passed from generation to
generation.
Traditional game is essentially a
play activity with or without equipment or
media used for giving satisfaction and
pleasure to children (Big Indonesian
Dictionary, 1995). Traditional game is a
game which contains of noble values and
norms that are useful for children to
understand and find a balance of life.
World's children are often identified
with the world of play is a very happy
time for children. Of playing an early form
of socialization process. Because children
learn to recognize the play of cultural
values and social norms are necessary as a
guide for social interaction and play roles
in accordance with the social standing that
they will do. Synonymous with the lives of
children playing, so it is not child's play
can be used directly as a determinant of
his life and his personality-forming
(Purwaningsih, 2006).
Conclusion
Based on the above can be reiterated
that the need for cultural conservation
efforts in the education and cultivation of
moral values early in the development of
early childhood character. The hope the
child will grow into a young generation of
Indonesia more character, tough, honest
and have integrity that is a reflection of
national culture and act suave manners and
daily life in the association. On the other
hand, even a child will grow into young
people who have a mental attitude and
fighting spirit that upholds moral.
The need for conservation of local
culture, especially cultures that have great
values and noble in the education and
cultivation of moral values involving all
parties, both the nuclear family, school,
community, and government. The school
through special education that develops
the character is a form of education that
could help develop ethical attitudes, and
moral responsibility, to give love to the
students to demonstrate and teach strong
character. Values developed in the
education should be the basis of the school
curriculum aimed at developing a
sustainable and systematic character of
students.
Teachers play a role in the education
and moral cultivation of the child through
a program of learning activities in schools.
This may be done by presenting a variety
of design programs based on local
wisdom.
Hope in the future, all forms of corruption,
collusion, nepotism, bribery, broker cases,
crime, and even acts of terrorism, the loss
of the attitude of patience, and other social
ills are no longer the headline of a
newspaper in Indonesia
References
Brotoseno, I. (2008). StopBullying.
blog.imanbrotoseno.com/?p=318
downloaded 27 February 2010.
Clouse,
B.
2001.
Character
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to
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the
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Contemporary Education, 72 (1),
23-28).
Craig, W.M., Pepler, D., & Atlas, R.
(2000). Observations of bullying in
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International, 21 (1), 22-36.
Gobyah, I.K. Berpijak pada Kearifan
Lokal.
http://www.balipos.co.id
downloaded 4 March 2010.
Hurlock,
E.B.
(2002).
Psikologi
perkembangan : Suatu Pendekatan
Sepanjang Rentang Kehidupan.
Terjemahan oleh Isitiwidayanti dan
Soedjarwo. Jakarta : Penerbit
Erlangga.
Hurlock. 2003. Perkembangan Anak Jilid
1. Jakarta : Penerbir Erlangga.
Lexmond, J. & Reeves, R. (2009).
Building Character. London :
Lecturis, Eindhoven.
Lickona, T. (1987). Moral stages and
moralization : The Cognitive
Development Approach. New York
: HOH, Reehart & Winston.
Lickona, T. (1998). Do parents make a
difference in children‟s character
development : What the Research
Show.
www.google.com
downloaded 27 February 2010.
Milson, A.J. & Mehlig, L.M (2002).
Elementary school teachers‘s sense
of efficacy for character education.
Journal of Eductional Research,
96(1), 47-54
Monks., Knoer., Haditono. (2002).
Psikologi
Perkembangan.
Yogyakarta
: Gadjah Mada
University Press.
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Development 9th . New York :
McGraw-Hill.
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Tradisional Anak : Salah Satu
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dilestarikan. Jantra, 1 (1), 40-46.
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Ajeg Bali. http://www.balipos.co.id
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Sekolah.
(tanpa
tahun).
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t.php?kat=5
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sid=169238&actmenu=39
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Kamus Besar Bahasa Indonesia.
Edisi II. Jakarta : Balai Pustaka.
CHARACTER EDUCATION MODEL IN EARLY AGE CHILDREN
Sawa Suryana and Lita Latiana
Lecturer FIP Semarang State Universitie
Email: sawa [email protected]
[email protected]
Abstract
Character education in addition to developing and strengthening personal potential and also
filter out external influences which could ultimately shape the character of the students for the
better. Efforts to establish this character solely conducted in educational institutions through a
series of learning activities through a series of subjects and self-development activities
conducted at the inside and outside of school. Habituation-refraction in everyday life also
made, such as: religious attitude, honesty, discipline, tolerance, hard work, love peace,
responsibility, of etc. These values would need to be fostered, which in turn can shape the
character of individual learners which in turn is faces life of a nation. Hams in character
education should always emphasize the importance of three components, namely good moral
character or knowledge of moral knowing, moral feeling or sense of moral action and moral
or immoral acts. This is necessary so that learners can understand, feel and do not run as well
as virtues.
Keywords: character education, early childhood care, early childhood institutions.
Introduction
Associated with efforts to create a
character education as mandated in the
National Long Term Development Plan
(RPJPN) in 2005-2015, in which character
education is placed as a foundation for
national development vision, which is "to
realize the noble, moral, ethical, cultural,
and based on the philosophy of Pancasila
civilized. ", which meant it was actually
already contained in the function and
purpose of national education, which is"
National Education functions to develop
and shape the character and civilization of
the nation's dignity in the context of the
intellectual life of the nation, aimed at
developing the potential of students to be
human a faithful and devoted to God
Almighty, noble, healthy, knowledgeable,
skilled, creative, independent, and become
citizens of a democratic and responsible
"(Law of the Republic of Indonesia
Number 20 Year 2003 on National
Education System UUSPN).
Thus, RPJPN and UUSPN a solid
platform to implement operationally the
nation's culture and character education as
a priority program of the Ministry of
National Education 2010-2014, as outlined
in the National Action Plan for Character
Education (2010): character education is
mentioned as the value of education,
cultivation of education character, moral
education, character education that aims to
develop learners ability to provide goodbad decisions, maintain a balk and what is
good to realize that in everyday life with a
vengeance.
On that basis, character education
is not simply to teach what is right and
wrong, more than that, but education
should be of good character involves
various aspects of both aspects of
"knowledge, attitude aspects, and aspects
of behavior. In Indonesia the educational
model characters can be described as flow
of thought in chart 1.
259
F ITR A H MANUSIA D IC IPTA K A N S EB A GA I M A K HL U K
SOSIAL YANG BERHARKAT DAN BERMATABA T
PERMASALAHAN BANGSA
DAN NEGARA
1. Disorientasidalamimplement
asi nilai-nilaiPancasila.
2. Bergesernya nilai
etikad a l a m
keh i d upa nberbangsa dan
bernegara.
3. Memudarnya
kesadaranterhadap nilai-nilai
budayabangsa.
4. Ancaman
disintegrasibangsa
5.
Melemahnyakemandirianbangsa.
BANGSA
BERKARAKTER
RAN:
POLHUKAM,
KESRA,
PEREKONOMIAN
pembagunankar
akter bangsa
STRATEGI:1.
Sosialisasi/Penyad
aran2.Pendidikan3.
Pemberdayaan4.Pe
mbudayaan5.Kerja
sama
LINGKUNGANST
RATEGIS
Global,
Regional,
Nasional
1. Tangguh;
2. kompetitif;
3.berakhlak
mulia;4. bermoral;
5.bertoleran;
6.b er g o t on gr oyon
g ; 7 . berjiwa
patriotik;8.
berkembangdinamis
;
9.berorientasiIptek
yangsemuanya
dijiwaioleh
IMTAQkepada
TuhanYang Maha
EsaberdasarkanPan
casila.
BANGSA
YANGBE RA KH LA
K
MULIA,BE RM
ORAL,BE RTE TI K
A,BERBUDAYA D
AN
BERADABBERDAS
ARKANPANCA SI L
A
KONSENSUS
NASIONAL
1. PANCASILA
2. UUD 45
3. BhinekaTung
gal Ika
4. NKRI
Chart 1. Alur Pikir Pembangunan Karakter Bangsa
And those of the flow chart I think the
character development of the nation,
education is one of the basic strategy of
building character in their implementation
must be coherent with some other strategy.
The strategy includes namely socialization
/ awareness, education, empowerment,
acculturation and co-operation of all
components. Character development is
done by a systematic and integrative
approach by involving the family,
educational units, governments, civil
society, legislators, media, business, and
industry
(Parent
Book
Character
Development, 2010). So the education unit
is a critical component in the development
of the characters that run together with
systemic and integrative other. Those
components are based on national
consensus based on Pancasila, the 45
Constitution, motto Unity in Diversity and
Homeland and also based on both global
strategic environments, regional and
nationwide. While the character of the
nation's development objective is to
establish the characters, which basically
aims to form a nation with the following
traits: strong, competitive, noble, moral,
260
tolerant, worked together, patriotic spirit,
developing a dynamic, technologyoriented science and all animated by faith
and piety to God Almighty on Pancasila.
In character education Lickona
(1992) emphasized the importance of the
three components of good character
(components of good character) that is
moral or knowledge of moral knowing,
moral feeling or sense of moral action and
moral or immoral acts. This is necessary
so that learners can understand, feel and
do as well as virtues. (Ratna Megawangi:
2009)
The same is expressed by Karen
E. Bohlin, Deborah Farmer, and Kevin
Ryan (2001) that form the character is to
develop characters that are the habits of
mind, heart, and action, which of the three
(mind, heart, dun act) are interrelated.
Character education that teaches only
moral knowing, such as the curriculum is
conducted in Indonesia in religious
education, and Pancasila Moral Education,
no one can guarantee the character, that is,
those that fit between the thoughts, words,
and actions (Fasli Jalal: 2011).
Discussion
1. Character Education
In character education Lickona
(1992) emphasized the importance of the
three components of good character
(components of good character) that is
moral or knowledge of moral knowing,
moral feeling or sense of moral action and
moral or immoral acts. This is necessary
so that students are students able to
understand, feel and do as well as virtues.
(Ratna Megawangi: 2009)
Moral Knowing is important to
teach the terdin of six things: 1) moral
awareness (moral consciousness), 2)
knowing moral values (know the moral
values), 3) perspective taking, 4) moral
reasoning. 5) decision making and 6) selfknowledge.
Moral Feeling is another aspect of
the Hares implant in them which is a
source of energy of human beings to act
according to moral principles. There are
six things that are emotional aspects that
should be able to be felt by a person to
become a man of character are: 1)
conscience (conscience), 2) self-esteem
(confidence), 3) empathy (feel the pain of
others), 4) loving the good (love the truth).
5) self-control (able to control himself),
and 6) humility (humility).
Moral Action is how to make
moral knowledge can be translated into
real action action / moral action is the
result (outcome) of the two components of
the other characters. To understand what
drives someone in a good deed (act
morally) then it should be seen three other
aspects of the characters are: 1)
competence (competence). 2) Desire (will)
and 3) custom (habit). The same is
expressed by Karen E. Bohlin, Deborah
Farmer, and Kevin Ryan (2001) that form
the character is to develop characters that
are the habits of mind, heart, and action,
which of the three (mind, heart, and
action) is another character who only
teaches inside. Education moral knowing,
such as the curriculum is conducted in
Indonesia in religious education, and
Pancasila Moral Education, no one can
guarantee the character, that is, those that
fit between the thoughts, words and
actions.
William
Kilpatrick
(1987),
suggests that one cause of the inability of a
person to behave well, are not cognitive
teriatih to perform acts of virtue or
morality (moral action). The characters in
the conventional education and training
required constant practice as stated by Joc
Moline in Lickona (1992). Thomas
Lickona defines the nature of the character
as a person in response to a moral situation
that given into action through good
behavior, honesty, responsibility, respect
for others and other noble characters. This
notion is similar to those expressed by
Aristotle (1987), that the character is
closely related to the "habit" or habits that
continue to be done. Illustrated that the
character is like the "muscle", where
"muscles" of the character will become
mushy if not trained, and be strong and
sturdy that is often used. As a bodybuilder
who constantly practice to form the
muscles, the "muscles" of the character
will also be formed with a Atihan
practices that would eventually become a
habit (habit).
According to Aristotle, a society
whose culture does not pay attention to the
importance of educating good habits, will
be the people who are accustomed to bad
habits. A habit can become instinctive
response, be it good or bad habits.
Character education is to educate a person
to become accustomed to behaving well,
so he becomes accustomed to and would
feel guilty for not doing so.
Someone
who
has
been
accustomed to bathe twice a day, will feel
bad if he bathe only once a day. Good
habits when it becomes automatic instinct,
the person will feel bad if you do not do
such a good habit. Similarly, bad habits,
261
which used to lie to someone who would
feel no guilt in doing so. However,
educating good habits is not enough.
Someone who used to do good is not
necessarily appreciate the importance of
moral values (valuing). For example, a
person does not steal because of the
punitive sanctions, it is not necessarily
uphold the values of honesty itself. It is
therefore an important component that
also should be noted on character
education is to foster a sense of desire to
do good (desiring the good). Desire to do
good is derived from a love for doing good
(loving the good). Aspect of love is what
Piaget referred to as sources of energy can
be effectively functioning knowledge of
the moral, so they can make someone have
a consistent character. If the spiritual
perspective, foster a love of virtue is to
facilitate that human nature is likely to be
the sanctity of a flourish. This love will be
the most effective internal control, reverse
and external controls.
As an example of the lack of
influence of external control in shaping the
character of a person is about cheating
habits in the classroom. This fraudulent
behavior can indeed be reduced by
providing the following sanctions: a
harder, seating arrangements, and tight
control of the gum. As well as the level of
corruption in countries with legal systems
work well and do it consistently, is much
lower than in countries such as weak legal
system in Indonesia. But still, cheating
behavior occurs, for example in the U.S.
with financial manipulation in the Enron
case, and many other companies, which
posted trehwa external control, cannot
create a human character. Because of their
unwillingness to corruption due to fear of
heavy penalties, not because they are
honest. External control is important and
necessary, to provide an environment to
familiarize the public itondusif well
behaved.
262
But the effect is stronger internal
controls. As Hannya Berkowitz (1998)
which says that the habit of doing good ti
always guarantees that the man who had
been accustomed to (cognition) to
appreciate the importance of character
values (valuing). For example, someone
who used to tell the truth for fear it could
have been punished this person not
understand the high moral values of
honesty itself. Therefore, character
education requires also the emotional
aspects. According to Lickona (1991), this
component is called the "desiring thr
good" or desire to do good.
According to Samay (1986),
fosters a love of the man of moral values
is important because this aspect of love
(emotion) is "the general supply of all
behavior, Integrating the force of all
knowledge and valuation" (p. 73 ). Or also
known as a source of energy and moral
functioning (Piaget, 1981) Piaget, J.
(1981) .., Plato says that children should
be provided with moral education so that
they could 'tall in love with virtue and hate
vice "(falling in love with virtue and hate
munkar) ... The love that is the source of
energy for humans to want to do good.
Loving the good aspects of
character education is the most difficult to
teach, because it involves the emotions
(Ica brain / Ian). Berkowitz (1998) divides
these two aspects of emotion, the selfcensorship internal controls) as set forth
above, and pro-social. Internal control is
associated with feelings of guilt (feeling
guilty) Jan shame (shame), where this
control will prevent someone from Puruk
behavior and there is always a desire to
improve themselves. While pro-social
aspect is related to the emotions that
comes from seeing the difficulty. Or
suffering of others, and is commonly
referred to as a sense of empathy and
sympathy.
Although the moral aspect of
feeling is difficult to be grown, unless it
has been taught since childhood, but it can
still be cultivated through education from
kindergarten to higher education In the
process of education of children should be
able to generate commitment to the values
of honesty: this bias through discussion,
dialogue, which refers to the standard
values of honesty, is more effective than
external controls such as rules and
sanctions. By raising awareness of the
importance of behaving will arise a sense
of love for the value of honesty, and this
can be, internal controls over a sustained
impact, while the external control will still
make some people to cheat when there are
gaps
and
opportunities.
(Ratna
Megawangi: 2009)
If the internal controls and prosocial aspects have been embedded within
the individual, then that person can be said
as a man who lived his life just based on
moral principles, or has become a man of
bright mind. This is the wisdom that is not
personally be affected by bad passions
urge was in him, including the collective
communal values that conflict with his
conscience.
Many say that guilt, shame,
empathy and sympathy should be
developed before children enter formal
schooling. Moral emotions can grow in the
first and second age of the child, in which
Hoffman says that children ages 1 and 2
years old already have a sense of empathy
for the troubles of others. Megawangi
(2002) says that when children enter the
formal school (kindergarten) children
should already have a sense of guilt,
shame, empathy, sympathy, pride and so
forth, and the task is to better direct the
school again so that children can always
be loved goodness and hate rebellion. By
therefore appropriate as stated by William
Kilpatrick in Fasli Jalal (2010) explains
that the educational process in educating
early childhood should involve at least
three aspects, "training of the reason,
training of the will, and the training of the
imagination ", which means similar to"
know, or want to practice, and love ".
Dideinisikan character education is the
education to shape one's personality
through character education, the results are
seen in one's action, which is good
behavior, honesty, responsibility, respect
the rights of others, hard work, and so
forth.
Looking at the complexity of the
educational process individual characters,
then it's time to approach character
education (including religious education
may be) to be reviewed, so as to involve
all of aspects of "knowing the good loving
and desiring the good and the good acting"
(Knowing,
Loving,
Wanting,
and
Working)
simultaneously
and
continuously. The explanation may
explain why the lessons of religion,
Pancasila Moral Education, which since
the 1st grade through university level is a
mandatory subject in Indonesia, but does
not give effect to human behavior
Indonesia. It turned out that too much
emphasis is knowing the good aspects of it
(knowledge, cognitive), and involves
almost no aspect of feeling and practice
how to do it in everyday life. With
character education is expected to be the
solution to these failures.
Therefore, Indonesia Heritage
Foundation (IHF) has made a pioneering
barn to create a character education using
sustainable strategies in implementing the
nine pillars of character that is the way to
train children to "know, love. Want, and
practice virtue." The method is by
discussing, sharing, practicing all the time,
singing, and playing
By encouraging children to join
our discussion, children accustomed to
get. Curriculums dared to think and has
been developed for pre-school level
Primary School sisters system uses a
competency-based
evaluation
that
involves aspects of the character, so the
teacher will be explicitly focused on the
263
purpose of how to shape the character of
children.
2. Working out the role of the
Education Unit Character In Early
Childhood
The role of the educational unit
has been seen already developing and
implementing the values forming the
character through the operational program
of each educational unit. This is a
precondition of character education in the
educational unit to the next at this time by
18 amplified the results of empirical
studies Curriculum Center. The value is a
precondition, among others, god-fearing,
clean, tidy comfortable, and courteous.
In order to further strengthen the
implementation of character education has
been identified 18 values derived from
religion, Pancasila, Culture, and aim of
National Education, namely: (1) Religious,
(2) honest, (3) tolerance, (4) Discipline,
(5) Work hard (6) Creative, (7)
Independent, (8) Democratic, (9) Pain
Want Know, (10) The spirit of nationality,
Achievement,
(13)
Friendly
/
Communicative, (14) Love of Peace, (15)
Environment, (17) Care Social, & (18)
Responsibility
(Curriculum
Center.
2009:9-10).
Although there have been 18
development priorities with the cam
continues to be strengthened with some of
the preconditions of prioritized values and
values above 18. In its implementation, the
number and type of the selected character
will certainly vary from one institution to
another one. It depends on the interests
and condition of each educational unit.
Among the various values of the
characters
are
developed,
the
264
school, which is clean, neat, comfortable,
disciplined, polite and courteous. For early
childhood institutions that need to be
developed should be the basic values that
the content does not deviate from the level
of achievement of the development of
moral values and religion as it is implicit
in the Government Regulation No. 58
Permendiknas Year 2009 and the
Guidelines for Character Education and
the
Ministry
of
Research
and
Development Center for Curriculum and
library in 2011.
3. Character Education in Early
Childhood
Early childhood education to meet
international commitments on education
for all, klosul first stated that, expanding
and improving comprehensive early
childhood
care
and
education,
ESPECIALLY for the most vulnerable
and disadvantaged children; even further
in the sixth klosul stated overall
educational program meets Hams aspects
of quality as expressed, improving all
aspects of the quality of education and
ensuring excellence of all so That
Recognized and measurable learning
outcomes
are
Achieved
by
all,
ESPECIALLY in literacy, Numeracy and
skills essential *.
In the first education for all,
especially for young children has been
implicated both developed and developing
countries, but the compliance aspect of
quality, and compliance sheerness
essential life skills do not meet established
standards. This could Mutt of the number
of qualified teachers is only about 20%, so
a lot of impact in the learning process,
class handling cars, the assessment process
and further more difficult to measure in
almost all stages of education and hard
putt to measure the essential life skills
mastered by the participants learners in
early childhood education.
Meanwhile, learning technology
products have been spread among other
early childhood implementation using
Beyond Center and Circle Time (BCCT)
or use the Center's approach and circle
with an emphasis on the theory put
forward Howard Gardner, Frames of
Mind:
The
Theory
of
Multiple
Intelligences. Theory emphasizes that
every child has potential and talent that
can be developed within the intended
capabilities include the following: 1).
Linguistic intelligence, 2). Logicalmathematical intelligence 3). Spatial
Intelligence
4).
Bodily-kinesthetic
intelligence 5). Musical intelligence, 6),
Interpersonal intelligence 7), intrapersonal
intelligence,
and
8).
Naturalist
intelligence.
In the implementation of sexing
up some problems in early childhood
education is partially done and the results
cannot be measured with a model and
learning method that is, the more so many
assumptions that have not been measured
in comparison with that derived from the
surrounding environment. By structuring a
more imitation and import EXS learning
methods, which are expected early
childhood education valuing succeeded in
creating the character of the learner rather
skeptical to be realized. This objection is
due only be taught by educators and the
perception of its readiness to take into
consideration the aspect of simplicity or
more of Educators undersimplificated
approach will only do one and eight of the
most mastered the ability of intelligence
and other abilities to ignore the selflearner who is not good at.
The main objectives for early
childhood education is to growing a
potential students, because a number of
demands instant as expected by the parents
and the classroom setting factors are more
concerned with the assessment, the low
competence of teachers and educational
staff, such as the theorized potential
In contrast to the demands of an
ideal character, in the daily early
childhood faced with:
Educators who feel the concepts
without regard to its social psychological
aspects of children, especially educators
who faces the broken concept and
socioeconomic backgrounds who face;
education is not sustainable, where basil
education obtained at the level of early
childhood education is more oriented to
learning a fun erased by a further burden
the practice of children with a number of
concepts.
A number of media spectacle
through TV and VCD that does not
educate a greater emphasis on the
Entertainment and violence under the
guise of child interest and neglect of
children's readiness to accept the view that
display the wise;
The ratio of teachers and students
of higher education less the outpouring of
attention can be given to students and
more students to be aware of a teacher,
that teacher is no longer possible notice of
a person's character carefully.
Addressing
the
phenomenon
associated with the empirical conditions
that occur, Megawangi (2004) argued that:
Education is the character of long-term
process that must begin early and be done
gradually and continuously. Character
education is not a straightforward instance
of education, but takes steps to go through
phases of stimulation and internalization
process that will encourage the formation
of behavioral explanations exactly. From
Megawangi has provided an overview on
the kits that form the human character it is
necessary
to
stimulate
continuous
stimulation, and gradually according to the
level of growth and development of each
child.
Model Character Education Early
Childhood In accordance with the Stages
265
of Moral Development of Children as with
any aspect of motor development, mental,
social and anal that goes in stages and
requires an approach that should be in
accordance with the stages of child's age,
character education provided to children
also should pay attention to the stages of
moral development of children. According
to a psychologist Lawrence Kohlberg, a
person who avoids bad behavior because
of fear of punishment is the lower moral
level. But the highest moral level is when
a person has a rational understanding of
the universal moral principles to the
survival of a system of society can be
maintained, and this stage can be achieved
only by adults. Thomas Lickona (1992)
says that a person who upholds moral
principles merely to maintain a social
system of sociality, not necessarily have
the highest moral level. According to him,
could have a social system predispose
individuals to behave badly (e.g. call for
war to bomb other countries, although
Harris killed many innocent people).
Waiting Lickona (1992) that have a high
moral level are those that can maintain the
moral principles that respect human rights,
though it should be opposed to a bad
social system to achieve the highest moral
level, some experts arrange the stages of
moral development of individuals, that in
fact each other are complementary.
Character education both at home and at
school Hams tailored to the stages of
moral development of children so that the
approach should be (appropria).
Lickona (1992) formulated the
theory of moral development of children
by adopting the theories that have been
developed previously by Kohlberg,
William Damon, and Robert Selmon.
There are six phases according to
Kohlberg's
moral
development.
'
"Meanwhile, according to Erik Erikson '"
says there are 8 stages. By summarizing
the theory of Thomas Lickona, with comes
with the theory of Lawrence Kohlberg,
266
and others, these phases can be described
as follows:
Baby Phase: Building a Moral
Foundation
Kohlberg says that babies do not
understand about moral amoral), so do not
understand the meaning of good and bad.
The role of parents in this phase is so
large, because the moral foundation was
formed in this phase. In the early days of
baby‘s live, mother and child attachment
is required. The results of the literature
study conducted by Judith Schickedanz.
has proved the positive influence of the
history of the influence of psychological
attachment to the child when the baby is
very influential on a child's behavior at the
next age. Children who have a strong
psychological attachment to his mother to
have a better nature, that is easy to get
along, easy set up, have a high motivation
to learn, enthusiastic about the activities at
school, compared with children who as
infants are less closely the relationship
with his mother. (Judith Schickedanz:
1995)
Besides Erikson said that the
formation age of the baby is trust versus.
Mistrust (believing the opponent does not
believe). If the quality is good care (given
love, attention, and stimulation of a good
thing), then the confidence of children by
people other than him will be formed, so
that in later development, is Alcan
believes it to others. Trust is important in
inter-personal
relationships
in
the
community, and cause feelings of the
children that this world is a safe and
enjoyable.
Phase 1: Thinking Egoseatris
Lickona (1992) says that this
egocentric phase thinking the revolves
around the age of 4 years. While Kohlberg
can be started at the age of 1 to 5 years.
Meanwhile, according to Erikson phase 1.
Till think egocentric point of 3 years of
age, the term Ericson is the establishment
of autonomy. At this time the children will
do better if there is reward or praise, and
fear of punishment if guilty.
Children at this age are selfcentered, making it difficult to share toys
with friends. By karma, good schools
Hams set up more than a toy of the same
type, so there is no conflict between his
friends at school. At the age of 2 -3 years
of a child who tends to selfish, then there
is the tendency of parents or teachers often
prohibit or yelled at the child. According
to Erikson, children are banned and yelled
too much will not be formed sense of
independence, so the child becomes shy
and insecure. Faced with these children is
to give a gentle but firm guidance, and
give clear reasons why an action is
prohibited.
According to Lickona, children
aged 2-3 years can already be introduced
to good manners, and good and bad deeds.
At this age a bit unruly, so parents need
patience. Lickona said other than selfish,
happy child at this stage to break the rules,
showing off din, and happy to impose its
will sometimes done, the manipulative and
lying. However, this phase the child can
understand the rules of moral good / bad
when it is taught. They want to behave
well because they want to get a reward /
praise and avoid punishment. They could
also demonstrate a willingness to
cooperate and Icasth unfortunately so far
no conflicts with its interests.
According to Lickona, character
education to the children of this phase can
be done by providing incentives to get
children to behave well (for example, with
honors), provide clear direction about how
good deeds (for example, a child who will
not hit his ball), giving the rule / sanctions
are obvious (for example, children who
shout vulgar will not be given the
opportunity to draw on the board). This
method is effective because the children in
this egocentric phase according to the
degree their interests would be met.
PHASE 2: to obey without TERMS
By Thomas Lickona, this phase
ranges from 4.5 to 6 years of age, called
the phase obey unconditionally. Children
at this age are easy in and deal with, so
they are easy to work on parent command
or gum. The reason they want to obey
because in order to avoid problems or
penalties. But there are times when
children this age still shows the behavior
of the children first phase, which is very
egocentric. This means that the children's
moral development is not optimal.
Lickona
(1992)
in
Ratna
Megawangi (2009) says that the hallmark
of moral development of children between
the assessments of this phase includes:
Able to accept other people's
views, but views are considered correct
adult can respect the authority of parents
assume that adults are omniscient and is
easy to see that mischievous friend or
against the rules.
Happy to tell his friends that bad
because they think adults are the only
moral role models. They consider that a
violation of the rules Hares punished and
the good rewarded Hams. Although they
think that they Hams abide by the rules, if
there is no (one adult / teacher to see, they
tend against. They do not understand why
rules are made.
According to Ratna Megawangi
(2009): the content of character education
can be provided in external control where
teachers can teach authoritatively morally
good or bad. They strongly believe that
what the teacher says is true, and then the
emphasis on the importance of good
manners and courtesy will be very
effectively done in this phase. But Lickona
said that the character education approach
Hams also provide opportunities for
children to understand the reasons for
reasons other than the authority of
267
teachers, but cannot see at higher levels.
Therefore, it needs to be given its own
perspective in educating children.
Teach morals to children at this
stage can be a tendency to use the
principle of reciprocity they can negotiate
to get a deal that is fair for them. But
educators Hams give understanding to
enable them to reach the next stage of
moral development. Because if not, the
kids just think the principle of reciprocity,
or reply-reply to adulthood. Erikson
supposes that during this age (6 years until
the early pubertal) children at the stage of
industry versus inferiority. If the previous
stages of the child will feel happy to take
the initiative to start something, the next
stage of development is satisfied that the
child will have completed the something.
Erikson reminded that this age is the most
critical age. Because if a parent or teacher
can not instill a sense of industry (flavors
are able to perform the task), children will
be inferior (inferior) that will carry over to
adulthood.
Phase 3: Meeting the Expectations
Environment (Peeroriented Morality)
If the truth is determined by the
previous phase of an authority figure. at
this stage is determined by the
environment according to Bronfenbrenner
peers. Kohlberg called the phase of
"anakbaik". Children in this phase to be
accepted by his friends, so the action tends
to be adjusted to what the environment
dlharapkan by peers. At this time the
children have understood the moral good
and evil, but rather driven by the desire for
a child to say good by the environment.(
Hurlock : 1992)
Thomas Lickona said that this
period can take place at the age of 8.5 to
14 years. And he said, typical of moral
development at this stage:
o Want to get social rewards from other
people that want to do something for
268
o
o
o
o
others to think that "I am a good
person."
Been able to understand the concept of
'golden
rules
";"
Hams
memperlalcukan others as you expect
others to treat you. "
Can understand what is required of
others, not merely thinking "what can
I get". If they can put themselves in
others, they can do good.
Could accept the authority of parents
and think "parents are wise and
necessary to follow his advice".
Can accept responsibility and do for
the sake of his family, because they
already have a perspective as a
member of a group.
Because of its orientation to gain
acceptance dart their tend to feel less
confident or feeling Wilk injunction
(especially in the early days of puberty).
Thus, in the aim may fall to negative
things to gain acceptance and its peer
group.
Already started to have a
conscience, but not yet stable, because it is
easily affected by the outer environment
especially with regard to self-concept to be
received by the environment. Maintaining
a good relationship with them by
communicating, tuna as well as in solving
the problem, and help them to find her
identity.
Phase 4: Want to Keep the Group of
Oriented collective & Morality)
In this phase the child feels that he
has a duty to maintain the integrity of the
group, the group loyalty to liability, so the
interest groups has to above personal
interests. If according to Kolhberg, this
phase is referred to as the law-and-order
stage, the children feel loyalty to the rules
of the group was his duty to order and
peace maintained. Kohlberg gave a higher
stage and law-and-order stage, stage 5 is
called social-contract stage (stages of
social consensus), but essentially the
same. The respect and abide by the rules
prevailing in the community.
The majority of adolescents aged
16-19 years is expected to be able to
achieve this moral stages, namely
adherence to the rules and code of ethics
in society. Usually the person who has
reached the stage it will respect the moral
of his leader, and considered the leader is
always right According to Lickona, moral
level that can be achieved at this age
youth:
Believe that a good man is
responsible for a role in the social system
in which it resides parents and educators
can help them to achieve the highest moral
stage, which is sticking to moral principles
that uphold human rights, although it must
be contrary to the social system, Inviting
those discussions that could brighten their
conscience based on the principle respect
and doing other duties as members of a
system social. Call discuss moral issues
faced by society, and encourage them to
think how to make a positive contribution
to the social system. Give them real
experience in participation in the
community (social work, make money
themselves, help those who need it, learn
to live independently outside of the house,
Scouts, camping, etc.). Encourage them to
think about his future. instill a bright
future that can only be achieved with
education, discipline, and hard work.
Give them real experience in
participation in the community (social
keija, seeking his own money, helping
people who need it, learn to live
independently outside; scouts, camping,
etc.). Encourage them to think about his
future. Instill a bright future that can only
be achieved with education, discipline,
and hard work.
Phase 5: Morality Not Favor
(Objectively Oriented Morality)
Kohlberg says this stage as the
stage 6 called universal principles that are
fully committed to universal moral
principles "indiscriminately". If there is
any conflict between the rules / groups
that conflict with universal moral
principles, then the person who has
reached this stage of moral will cling to
the moral principles universal, although
Hams contrary to the group / community /
government.
If there is a conflict between laws
/ regulations with a conscience, they will
obey what his conscience says, although it
must bear the personal risk, because of its
commitment to the belief in the equal
rights of all people, regardless of fur. If
Thomas Lickona said that this face can be
achieved at the age of 20 years. Those
who have reached this stage will refer to
the moral conscience.
Although the earlier stages of
moral (is already good, even the rare adult
who can reach this stage, but this stage
does not reflect the highest moral quality.
The highest moral level is when a person
has a rational understanding of the
universal moral principles to the survival
of the entire system society can be
maintained. Thomas Lickona (2003)says
that someone who upholds moral
principles merely to maintain a social
system sociality, not necessarily have the
highest moral level. According to him,
could have social system effect individuals
to be not good, although the reason is to
maintain integrity of social systems.
According to Lickona one who has the
highest moral level are those that can
maintain the moral principles that respect
human rights, although Hams opposite
social systems. man who has reached the
stage of moral as this will not be easily
provoked or influenced by the propaganda
of its leaders, because awareness of
conscience just sticking to moral
principles that respect every human being,
despite different social systems.
269
Indonesia Heritage Foundation
(IHF) has compiled the three components
mentioned Lickona characters into a series
of values that should be taught to children,
which include, namely: (a) the love of God
and all His creation, (b) independence and
accountability answer: (c) honesty / trust,
wise; (d) respect and courtesy; (e)
Generous, helpful, and mutual assistance;
(f) self-confident, creative and hard
working, (g) leadership and justice; ( h)
the kind and humble, and (i) tolerance,
peace
and freedom. (Megawangi:
2004:94)
On the other hand the category of
value is based on the consideration that in
effect the behavior of a person of character
embodies the totality of the psychological
function that covers all the potential of the
human individual and cultural functions in
the context of the totality of social
interaction and last a lifetime. Configuring
the characters in the context of the totality
of the psychological and socio-cultural can
be grouped into: if the heart, if thought,
sports and kinesthetic, and if the sense and
intention. All four psychosocial processes
that have a coherent and holistic
interconnectedness and complementary, as
well as individual psychosocial process is
conceptually a group of noble values that
it contains a value that should be taught to
students.
Implementation of Character
Education in Early Childhood Education
Unit Education model is expected to be
characters learning materials (lesson
learns) for each educational unit. The
following are examples of character
education are to develop a model of
cultural approaches. Principles and
Approaches Culture and Character
Development Nation Education In
principle, the development of culture and
nation character not included as a subject
but is integrated into the subject, selfdevelopment,
and
school
culture.
Therefore, early childhood educators and
270
Education Unit to integrate the values
developed in the culture and character
education into the curriculum, syllabus,
RKM, and early childhood. Learning
principles used in the development of
education character, getting learners to
recognize and accept the value- cultural
values and character as their own and take
responsibility for his decision through the
familiar stages of selection, assess options,
determine the establishment, and then
make a value in accordance with such
confidence. With this principle, learners
learn through the process of thinking,
behaving, and doing. Three processes are
intended to develop the skills of learners
in doing social activities and encourages
students to see themselves as social
beings. Fasli Jalal (2011) suggested
several principles that are used in the
development of character education are as
follows: .1) Sustainability; implies that the
process of developing the values of
character education is a long process,
starting early and get students to complete
and an educational unit. (2) Through all
the themes study, development, and school
culture requires that the process of
developing characters values that go
through each and every center of learning
themes or areas of learning every day. (3).
Values are not taught but developed;
implies that mated value of culture and
national character is not the usual
materials, that is, the value is not used as
subject matter set forth as it does when
teaching a concept, theory, procedures, or
facts as in religious subjects, the
Indonesian language, Civics, Science,
Social Studies, mathematics, physical
education and health, art, and skill.
Beginning with an introduction to
understanding the value of teachers' guides
developed by the learners to actively and
effectively keeps the time .. This is done
without the teacher told the students that
they must be active, but the teachers plan
learning activities that lead to active
learners formulate questions, search for
sources of information, and collect
information from sources, process the
information
already
possessed,
reconstructs data, facts, or the value ,
presents the results of the reconstruction or
development process, fostering cultural
values and character in them through a
variety of learning activities that occur in
the classroom, school, and duties outside
the school.
Closing
Character education in addition to
developing and strengthening private
potential also filter effect from outside
which could ultimately shape the character
of the students for the better. Efforts to
establish this character is purely only in
educational institutions through a series of
learning activities through a series of
subjects and self-development activities
conducted at the inside and outside of
school. These usuallity in everyday life
also made, such as: religious, honest,
disciplined, tolerant, hard work, love
peace, responsibility, etc.. These values
would need to be fostered, which in turn
can form the personal character of learners
who in turn is a reflection of life of a great
nation. Culture and National Character
education is not a subject that stands alone
or is a value that is taught, but rather the
effort to plant good values through
subjects, self-development program and
school
culture.
Similarly,
selfdevelopment, such as school routines,
spontaneous
activity,
exemplary,
conditioning. Cultural planning and
development of character this nation needs
to be done by all stakeholders in the
school together as a community educator
in the school curriculum is applied to
produce the next school culture.
References
Aristotle, ( 1987).,The Nichomachean
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Pendidikan
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Hurlock,
Elizabeth,
B.
1992.
Perkembangan Anak Jilid 1 dan 2.
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Jalal,Fasli., (2011) Model Pendidikan
Karakter,Disampaikan
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pelatihan instruktur
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(2010).Buku
Induk
Pembangunan Karakter. Jakarta.
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Nasional Pendidikan Karakter.
Jakarta.
Kirlpaatrick, (1997) Experiments in Moral
education. Paper presented in the
Seventh International kongress of
profesors
World
Academiy,
Washington D., C, Novemver 24-29,
1997.
Megawangi, Ratna, (2009),. Pendidikan
Karakter,
Indonesia
Heritage
Foundation, Jakarta
Lickona,
T.
(1992).,Education
For
character Haw Our Schools Can
Teach Respect and Responsibility:
New York: Bantam Books.
Lickona, T. E Shchaps, and C. Levis.
(2003).,Eleven Principles of Effective
Character
,
Washington
D.C.
Chharacter Education Partnership..
Pusat Kurikulum. (2009).Pengembangan
dan Pendidikan Budaya dan
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Karakter
Bangsa:Pedoman
Sekolah (hal. 9--10). Jakarta.
Samay, S.A. (1996).,Affectivity : The
Power Base of Moral Behavior, In
G. Mc .Mclan, F E Elirod,.
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York: University Press Of Amerika.
272
THE INFLUENCE OF MANIPULATIVE TOYS TO MATH LEARNING
OUTCOMES OF 6-7 YEARS OLD CHILDREN (AN EKSPERIMEN IN 1TH CLASS
OF TELUK PUCUNG ASRI VIII ELEMENTARY SCHOOL IN BEKASI)
Pupung Puspa Ardini
An Early Childhood Education Lecturer
Of Gorontalo State University
Abstract
Mathematics is the based of knowledge that children will find everyday. The application of
this science was unconsciously do every day even when playing. However, in educational
institutions, especially schools, learning math become a scourge that is very difficult. Thus,
the study was conducted aiming to obtain empirical data on the effect of manipulative toys of
mathematics learning outcomes of children aged 6-7 years old. The method used in this study
is to design experiments Randomized control group pretest-posttest. Data collection
techniques using the techniques of written test with objective form fields. After doing
analysis of data, the conclusion there are differences in mathematics learning outcomes of
children who are given manipulative toys and without manipulative toys. Thus, therefore to
enhance the mathematical learning of children aged 6-7 years old, educators need to provide a
means of manipulative play in the classroom. Then the material is delivered with a child
involving the active use of tools such games.
Key words: the study of mathematics, manipulative toys, children aged 6 -7 year
Introduction
Mathematicsis
a
system
ofquantitativethinkingthatis
adevelopmentofthinking
skills.
Mathematicscan
shapea
personbecomemore disciplinedin your
thinking,
becausein
it
there
isa
systematicstepstosolve aproblem. Without
realizing it, children will always encounter
the
mathematics
everyday.
Suchaspouringa glassof water, the
childwilluse themathematical sciences,
namelyan
estimateorpredictwhichwilloccupya
glassof water. Thusman can notescape
themath.
But the reality that exists in
society, mathematics has always been a
frightening specter. Mathematics lesson
that is feared to be causing the child's
learning outcomes has declined. This is
caused by some unscrupulous educators
who sometimes pay less attention to the
development
of
student
learner
characteristics, which in this case is the
early
childhood.
Thus,
educators
sometimes pay less attention to the stages
that must be given a developmentally
appropriate early childhood, especially
children aged 6-7 years. At this age
according to Piaget, cognitive stages
children are still in pre-concrete
operational stage. At this stage of the child
still requires concrete objects and fun
method of obtaining information about a
concept. Educators do more for the
transfer of information in the form of
knowledge without regard to the
understanding and the application in daily
life as a stage of the process of children's
cognitive domain that is being developed.
Thus the cognitive development of
children less than optimal.
Besidesmathematicalmaterialdeliv
ered onlyby usingthe lecture methodand
doingthe
questionsin
writingonly,so
273
thatchildrenare
lesseagerto
learn.
Implementationstrategiesvariedlearningan
d funforchildrencan be donethroughplay.
This is in accordancewith anyprinciples
ofearly
childhoodlearning,
bylearningthrough
play.This
is
so
thechild'slong-termmemorycan
bemore
easily
arousedtoreceiveandstore
information.
According
toWoolfolk,
informationwouldeasilybe
absorbedif
thesource of informationto the attention
ofthe
child.
Therefore,researchers
interested
in studyingthe influence
ofmanipulativetoysformathlearning
outcomesof children aged6-7 years.
Discuss
A. MathematicsLearning Outcomes
1.Learning Outcomes
According toAbdurrahman, the
resultsobtained bystudyingtheability ofa
personafter going through thelearning
activities(1996:31). According toSudjana,
learning outcomesareshownthe resultsafter
alearning experience(2005:5). According
toWaluyo,
the
results
oflearningarelearningthe valuedetermined
bythe
assessmentormeasurement
oflearninginthe
learning
processor
aspecifictime(1997:20).
Activitymeasurementwas
carried
outtomeasure
thesuccess
of
thechildrenreceivingthe
information
whenteaching and learning activitiestake
place.
It can be concludedthatlearning
outcomesarethe
results obtainedafter
thechildthroughthe learning experience.
The
resultswere
determinedthroughmeasurement whenthe
learning
processtakes
placeor
aparticulartime.
Learning
outcomescan
beinfluencedbyseveralfactorsboth internal
and
external.
Internal
factorsconsistofphysicalandpsychological.
Physicalfactorsincludephysicalhealth.
Psychological factorsincludeintelligence,
274
interests, talents, motivation, andmaturity.
External factorsconsistof the curriculum,
interactionwith teachers, environmental
conditions areconduciveandeffective, and
the
community.
Thesefactorsincludethechild's activity, the
role ofthe media, friendshanging out,
andforms
ofcommunity
lifein
the
environmentaround the child.
2.Mathematics
According
to
Copeland,
mathematics is a quantitative thinking as
developing the ability to find, create, test,
and generalize (1994:112). Mathematics is
not only concerned with numbers, but it is
a set of ideas and principles that can
understand and relate to each other.
According to Johnson and Myklebust in
Abdurrahman, the symbolic language of
mathematics is a practical function to
express the quantitative relations and
spatial (1996:217). According to Bakhtiar,
mathematics is a language that represents
a set of meanings of a series of statements
to be conveyed (2004:188).
Based
onsomepreviousstatementscan
be
concludedthat,
mathematicsis
asymboliclanguagethatis
aresultofthe
development ofquantitativethinkingability
todiscover,
create,
test,
andgeneralizetoexpressquantitativerelation
sandspatial.
According to Burn and Lorton,
mathematics for early childhood has three
stages, including: (1) understanding the
concept stage, (2) phase transition, (3)
phase of the introduction of symbol
number (2000:22). Understanding of the
concept stage is the initial stage of the
child to obtain information about
mathematical concepts. At this stage of
early childhood, particularly children aged
6-7 years will be introduced to
mathematical concepts through concrete
objects, because the cognitive stage of preoperational children are still concrete. At
this stage of understanding the concept,
the child will get to know eight-track
mathematics,
including
numbers
(arithmetic), patterns and functions,
geometry, graph metrics, estimation,
probability, and problem solving (2000:2).
The second stage is the
intermediate stage of understanding the
concept with the introduction of the
symbol number. At this stage students
begin to connect the concrete objects with
mathematical symbols. For example, there
are two pictures of umbrellas are
connected by two-digit symbol. The third
stage is the stage number symbol. At this
stage the children have started to use
mathematical symbols and no longer using
objects to make the concept concret.
According to Marks, the delivery
of
material for
early
childhood
mathematics should consider some basic
principles, such as readiness to learn,
inquiry and discovery, emphasis on the
stages of learning math, comprehension,
exercising regularly and periodically, a
variety of activities, exercises that are
rational, the application of ( 1988:26).
Educators must consider the child's
readiness to learn, that educators must be
sensitive to children's readiness to receive
the material. This relates to the
characteristics of child development. any
mathematical material to be presented
must be adjusted to the characteristics of
child development to match the
capabilities of the child.
The principle is the principle of
investigation and discovery relating to the
learning process. When children are
involved active learning implemented in
the process of investigation and discovery
problem solving maths problems. The
principle of emphasis on the stages of
learning mathematics, is a principle that
must be considered when drawing up the
material gradually from the simple and
basic to the more difficult and complex.
The principle of understanding the
principles for educators to always pay
attention to the situation of children.
attention to the child's level of
understanding in more depth before
proceeding to the next math materials.
Principle of exercising regularly
and periodically, and are rational, that is
the principle for educators to always
provide opportunities for children to
practice solving math problems. Training
provided should be appropriate to the
material that has been given and in
accordance with the stages of child
development. The material is presented to
the children's attention and is easily
absorbed and settled in the child's longterm memory, then the material is
delivered through a variety of activities
such as using a game and do not forget the
material obtained is applied in everyday
life.
3.Mathematics Learning Outcomes
Based on previous exposure to
mathematical learning outcomes are the
results obtained by the child after
receiving the information or knowledge of
mathematics (2006: 6). So that optimal
results can then mathematics, mathematics
learning outcomes can be measured using
the cognitive classification, taxonomy
model of bloom. This model includes six
aspects, including: (1) remember /
knowledge, (2) Comprehension, (3)
application, (4) analysis, (5) evaluation,
(6) creat (2004: 237).
According Arikunto used to
evaluate elementary school students only
consists of three levels, namely
knowledge,
comprehension,
and
application. This is based on the
taxonomic classification for the order
shows that the more serious business
(2006:
121).
For
example,
for
understanding,
students
can
first
remember or know the return (2005: 165).
To measure the learning outcomes of
275
mathematics can be done through a written
test techniques.
B.ManipulativeToys
Manipulationplay
is
aplayactivityby usingcertain toolsas a
complementto
fosterchildren's
specialabilitiessuch
asmathematical
ability.
ManipulativeaccordingTedjasaputrais an
activityto
use
somethingskillfully.
Something
thatcanbe
madeis
treatedaccording
tothe
willand
themindorthe
imaginationof
childrenwhodo(2001: 82).
AccordingSudono,
manipulativetoysaretoysthat
can
beusedtodevelopchildren's
cognitive.
Thesetoysconsistofalltoyswithsmallsizean
dcan beplayed on a table(2000: 128).
AccordingMontesori,
"manipulative
toysarethetoysillustrateConceptThatSucha
slargeand small, hot cold, loud andsoft,
and soon"Toolsmanipulativegameis a tool
usedbychildrentoacquirea
knowledge
ofanunderstanding ofthe concept of
learning(www. michelolaf.com, 2005,
retrieved September 2010).
Based onpreviousexposure, it can
be
manipulativeplaythingis
asmall
gameandis playedon a table thatcanbe
usedtoobtaina conceptof knowledgeso as
to developchildren's cognitiveandtrain
studentsskill.
Manipulativetoyshas
severalfeatures, including: (1)meansthe
gamecanstimulate
studentsto
activelyparticipatein the process ofplaying,
(2)unstructuredtoyform, (3)toysmadehas a
purposefora
particulardevelopment(www.indosiar.com
-news-htm, 2005, retrieved September
2010).
Manipulative toys have some
condition that the child is assured of safety
and comfort when playing with these toys.
These terms include, (1) can be used in a
constructive way or that can be made in
276
various forms, (2) intended for children
over the age of 1.5 years, and serves to
develop
the
various
aspects
of
development, (3) made of materials that
are safe for children, not sharp and use a
non-toxic paint, (4) the child is actively
involved or do something (1992: 43).
Some manipulative toys can be
used to develop simple mathematical ideas
for young children especially ages 6-7
years (1992: 18). Among them some toys,
peg boards that can be used to convey the
concept of arithmetic or numeracy and the
introduction of simple statistics. In
addition to the peg board game equipment
that could be used to convey the concept
of arithmetic is a set of beads as ronce.
The beads can also help educators convey
the concept of patterns and functions
based on the pattern of colors or shapes,
sizes concepts, the concept of estimation
or forecast, and the concept of probability.
Lego, blocks and puzzles, can be used by
educators to develop the concept of
geometry and mathematics problem
solving
(www.michelolaf.com,
2005,
retrieved September 2010).
C.Cognitive development of 6-7 YearOlds
According to Piaget, children aged
6-7 years are in pre-operational stage of
cognitive development of concrete (1996:
58). According to Hughes, children aged
6-7 years had some characteristics of
cognitive development, including: (1)
wholeheartedly devote attention and work
that is intellectual, (2) imagination soar,
(3) capable of performing the operation
count to five, ( 4) can be demonstrated
using one hand five, (5) can count to 30
(1993: 2).
According to Hurlock, children
aged 6-7 years have the characteristics of
cognitive development, including: (1) is
able to recognize numbers up to five
hundred in stages, (2) recognize the value
of the place, (3) has the ability to
recognize the concepts in math concepts
such as addition and subtraction, the
concept of calculating the mixture, the
concept of multiplication, and division, the
concept of built space, broad concepts, the
concept of time, (5) able to classify objects
according to the story, (6) is able to play
the puzzle (1999: 20).
According to Armstrong, there are
some characteristics of the cognitive
development of children aged 6-7 years,
including: (1) the child can calculate
arithmetic problems quickly by rote, (2)
enjoy the computer language
Conclusion
The
results
ofthis
studyconcludedthat there aredifferences
inmathematicslearning
outcomesof
children aged6-7 yearsareinthe process
ofdelivery
of
contentusing
amathmanipulativegameswithgamesthat
do not usemanipulativetool. It appears
thatmathematicscan
be
developedthroughactivelearningandfunto
usetoolpermainan.Dalamthis,educatorssho
uldenhancethe learningtechniquesare more
varieduseof the game.Educatorsalsoneed
toprepare
fora
gamedevicein
accordancewith thematerial to bedelivered
soright on target. Effectivenessof timeis
also
worth
notingthatthe
material
presentedcan
be
furtheroptimizedandthoroughly.Thusmath
ematicsmaybea
funlessonandeagerly
awaited byyoung children,particularly
children
aged6-7
years.
References
Abdurrahman, Mulyono. Pendidikan Bagi
anak Berkesulitan Belajar.
Jakarta : Departemen Pendidikan
dan Kebudayaan, 1996.
Cohen, David. The Development of Play.
London : Routledge, 1993.
Copeland, W. Richard. How Children
Learns Mathematics. New York
: Mc Millan Publishing Co, Inc,
1994.
Griffiths, Rose. Bermatematika Sambil
Bermain. Jakarta : Gramedia
Pustaka Utama, 1992.
Hughes, Fergus P. Children, Play, and
Development. Massachusetts :
Simon ang Schuster,Inc, 1993.
Hurlock, Elizabeth B. Perkembangan
Anak Jilid II. Jakarta : Erlangga,
1999.
Jr, Philips John L. The Origins of Intellect
Piagets Theory. San Fransisco :
Freeman and Company, 1996.
Marks, John L. Metode Pengajaran
Matematika untuk Sekolah
Dasar. Jakarta : Erlangga, 1988.
Munandar, Utami S.C. kreativitas dan
Keberbakatan.
Jakarta
:
Gramedia Pustaka Utama, 2004.
Paige, Donald D, et.all. Elementary
Mathematical Methods. Canada:
John Wiley and sons,1992.
Sudjana, Nana. Penilaian Hasil Proses
Belajar Mengajar. Bandung :
PT. Remaja Rosdakarya, 2005.
Sudono, Anggani. Sumber Belajar dan
Alat Permainan. Jakarta : PT.
Grasindo,2000.
Sujiono, Yuliani Nurani. Kurikulum
Alternatif Berbasis Kompetensi.
Jakarta : Pusdiani Press, 2002.
Tedjasaputra, Mayke S. Bermain, Mainan,
dan Permainan. Jakarta :
Gramedia
Widiasarana
Indonesia, 2001.
Waluyo, H.Y. Penilaian Pencapaian Hasil
Belajari. Jakarta : Karunika,
1997.
Wortham, Sue C. Assesment in Early
Childhood
Education.New
Jersey : Pearson, 2005
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diunduh
pada 25 September 2010
www.michelolaf.com, diunduh pada 25
September 2010.
277
Zulkifli.
278
Psikologi
Perkembangan.
Bandung
:
PT.
Remaja
Rosdakarya, 1992.
KIDPRENEUR AN EARLY EFFORT OF PLANTING ENTREPRENEURSHIP
IN CHILDREN TO EMBRACE THE FUTURE
Prasetyo Ari Bowo
FE Unnes
[email protected]
Abstract
Population growth measured geometrically will difficult to be matched by the growth of
employment opportunities that grow arithmetically. There are plenty economic factors that
cause it. To meet their needs often as a challenge filled with looking for a good job and high
income.
Indonesia with large population only has small number entrepreneur, according the report, the
number of entrepreneur in Indonesia less than one percent, meanwhile the ideal number for a
country is eight percent. This circumstance still far away from seven percent of average
neighboring countries. Increasing number of entrepreneur will accelerate economic so that
people can reduce dependency to job opportunity.
Kidpreneur from the beginning to the children about self-employment to prepare them better
when they are as adults to meet these economic challenges. Thus, the entrepreneurial is not
only as an alternative but as a freedom in life to determine the way of managing their finance.
Keywords: Entrepreneur, children, labor opportunities
Preliminary
The population of Indonesiais
currently
morethan 260million, the
highestafterIndia,
Chinaand
the
UnitedStates. The high populations
willgreatlyacceleratethe
growth
ofpopulationis basednotjustarithmetically,
but geometrically.With an averagegrowth
ofsay 6percent per year, Indonesia
willhave
anewpopulation
15.6million.
According to the Law of labor No. 13 of
2003 of Indonesia's population of working
age who are in the 15-64 years old
referred to the labor force. Indonesia
currently has a workforce of about 120
million people. One of the most prominent
population problem the high number of
populations
growing
by
geometric
progression can not be followed by
adequate growth in employment, so the
emergence numbers of unemployment.
Working age population who have been
and are earnestly looking for work but
have not gotten the job, known as open
unemployment (open unemployment).
According to BPS (Indonesia statistics
organizations) open unemployment in
February 2012 when it reached 6.56
percent. This number will continue to
increase if not followed by employment
growth and create new jobs.
Based on exposure above it is not
easy to overcome population and
employment problems, it is necessary a
proper development strategy and an
adequate amount of investment to creates
larger work opportunities for people.
Dependence of labor on the existing
employment opportunities will be higher
when all the people of the same perception
about a job as employee t in order to meet
their needs. Thus, government is necessary
to
increase
public
interest
and
opportunities for larger entrepreneurship
to reduce the dependence of the population
in formal sector as well as providing new
jobs for others, which in turn ultimately
reduce the number of unemployed.
Entrepreneurshipdefined
asthe
process
ofidentifying,
279
developingandcreatinghis
ownorganizationbyitself.Gartner(1988)say
s
thatthe
differencebetweenselfemployment
andentrepreneurshipisnotthecreation
of
theorganizationisonly
donebyentrepreneurs,
whileentrepreneursdo
notopenit.People
whoperformentrepreneurial
activitiesknown as an entrepreneur. There
are many definition ofentrepreneurshipthat
includes
not
onlyeconomic,butalsoinvolvessocial
and
otheraspects. Entrepreneurial spirithasthe
powerof
innovation,
motivation,
initiativeandcreativityandstrongforher
development.
Recorded from 260 million
population, Indonesia only has about 0,02
percent entrepreneurs of population
(Minister for Economic Affairs, 2012).
The ideal conditions for a country to
achieve prosperity among entrepreneurs
have at least 2 percent of the total
population. While some neighboring
countries achieve seven percent of
entrepreneur. Chairman of the Chamber of
Commerce and Industry (Kadin) said that
it is necessary
to encourage young
workforce to become entrepreneurs rather
than continue expecting to be employee.
The statement reflects that more people
are hoping to be employee, mostly to be a
civil servant (PNS). Employee is
considered more secure in the sense of risk
compared become entrepreneurs.
The
lownumber
ofentrepreneursinIndonesiacould not be
separatedfrom matter that has not beena
comprehensive
understandingofentrepreneurship. Mostly
people thought more like to be employee
which is more comfort and without high
risk.
This
couldbebased
on
the
premisethatemployeesonlyneed
torun
aroutineproductionwithoutactually
doinginnovationinresource
managementincludingaccess tocapitaland
280
take a riskof aloss. Thus, the
entrepreneurial spiritof goodplantingin
early
childrenforthe
better
nextgenerationworkforceprepared toreduce
its dependenceon the availability ofjobs.
The Issues presentedaboveis a
matter
ofpopulation,
employment,
economic, tounemploymentproblems are
need attention, solutionandcan be solved
bymany parties. There is something can be
do to solve problems is
tomake
thebusiness opportunitiesto fulfill their
needs.Entrepreneurship also providejobs
forother
people
andprovide
educationtoreduce
relianceonformalsectoremployment.
Planting
entrepreneurship
in
earlychildren to get better understanding
of
managingfinancesnotonlyforconsumption
activities but also can bedigestedby
children to prepare maturity in future.
Children whohave beenprovided with the
abilityto
managefinancesandtaughtbelieved
tobe
better preparedandbetter ableto face their
future challenges. Thus we don‘t need to
worryabout children.It's nevertooearly to
start entrepreneur!
Developing an entrepreneurial
culture in children is an important factor
supporting and believing them to be
independent on her own in managing their
finances as adults (Shupe, 2011). Children
are believed to be more able to survive and
develop their potential as adults when they
have been introduced early on about
money and its functions. It should be
instilled early financial independence.
Shupe said there are many obstacles to
achieving financial independence that is
fear, laziness, cynicism, bad habits and
arrogance.
Bad Attitudes for Children Financial
Independence
Cultivation of good character in
children to achieve financial independence
by planting not only do certain things, but
also pay attention to things that should be
avoided because resistance factor. The
following are attitudes need to be avoided:
Fear of finances. Fear of losing money is
the biggest obstacle to achieving financial
independence. This attitude needs to be
eliminated earlier so that children brave to
manage their finance. To get better
understanding of the situation required an
illustration, for example that many rich
people who lost money but they still have
money, mean while the poor do not lose
money but they haven‘t much money.
Which condition will be chosen by the
child?
Cynicism is an attitude that
assumes there is positive things in the
business so that forbids to enter into a
business. Cynicism in a child results any
doubt to success and will be a major
obstacle to financial freedom. Arranging
your child to be more optimistic in what
they want to do. There is a few
opportunities to reach better future,
meanwhile cynicism tend to wake up
more slowly so that they become one of
the reasons being poor.
Instillin childrenlazyis verybad
culture, it iswrong perception thinking
thatchildren will be happywhenwe always
to
meet
their
requests.
Childwillbecomespoiledwithout
good
understanding ofthe business and manage
their
finance.
When
the
child
islazywillmakethemweakin
problem
solving, weakinchoose good or bad thing
so that this is will notmake them to be
creative.
Arrogant attitude in childrenhave
an impact onthem. They will get
leastinformationfromothersandignoring
important
information
for
their
financialmanagement.
Thus,
thechildrenmust be arranged to find
information aboutthe things theydo
notknow. Considering various matter that
must be avoid to early childhood we
expecting that children grows without
inhibits attitudes and characters that
significantly influence their abilities and
independence of financial management.
This is need a good accompaniment and
also an appropriate model from their
parents to format such characters that
children
fully
understand
the
consequences.
Build an Entrepreneurial Culture in
Children
Cultivation of
entrepreneurial
culture in children is not easy and simple,
children need to be excited and rehearsed
his
consciousness
associated with
entrepreneurship. The following are the
things that need to do in building an
entrepreneurial culture in children: First,
train the children to communicate with the
firm as a habit. Most successful people
have communicate to the firm. Second,
increase the awareness of entrepreneurship
by showing the various
of business
situations in the real world by bringing
them to a place of business such as market
or grocery store so they could see the
activities and transactions motives. Third,
to instill in children about hardworking
whether children as rich people condition
or not. We expecting children have a
power of struggle to get their wants
without having to be pampered in a way to
meet all their needs. Fourth, give them
experience to be entrepreneurs by
engaging them in our business. This not
only makes parents as a model
demonstration, but also provide the
opportunity for children to have another
experience in the business and manage the
finance. Fifth, train children about the
other things outside of self-employment to
complete their skills and to open their
minds. Sixth, introduce them to a
successful entrepreneur to get the
information they do not know that
entrepreneurial success can be giving out
the inspiration for them. Seventh, to instill
281
in children so that able to take a wise
decision. This can be do by providing an
understanding of the difference between
their wants and the needs so that bale to
make priorities in fulfilling their needs.
Efforts
to
instill
the
entrepreneurial spirit can also be through
the establishment of a good attitude and
self confidence in order to they are not shy
to another people in social or business
interaction. Parents provides some space
as a place to bring up inspirations and
ideas for children. When children are not
meet their wants, they will thinking about
the way to achieve their wants. The
concept of entrepreneurship is not always
oriented in the material things. Teach them
the concept how to use money and other
material, to instill them that money and
another things was not the only one to
achieve a happiness. Planting an
understanding of the activity that produces
something called productive or are rarely
encountered. Children are able to think
more creatively and productively to
produce something, they tend to train their
self to achieve certain benefits. Various
efforts that have been previously described
formatting good mentality for children in
order to more able responds and also
appreciates the successes and failures as
well as the risk of business learning.
Fields (2011) says that a research
in 2007 and 2010 by the Kaufman
Foundation indicates that children prefer
to start at the beginning of business if they
know any other entrepreneur. Forty
percent of children between eight to
seventeen years old states that they
interested to start a business. Although
they do not have as a model in business
and as an entrepreneur, that is not an
obstacle for them.
Children have many advantages to
understanding well
entrepreneurship.
They have a natural curiosity, enthusiasm
and more over they have small experience
makes them have more willingness to be
282
entrepreneurs. However, parents mostly
provide an understanding that to meet
challenge children have to achieve good
jobs and high income to ensure their lives.
Instead of provide understanding how to
run a business and financial management
well.
Evolving paradigm for a job is
often seen as become employees, workers
and even executives in the company and
also a civil servant to meet the needs, self
actualization and imaging. People are
much more tendency to see the status of
the job and how much revenue received
without looking deeper into how the
process to achieve it all. Entrepreneurs
have various demands of creativity and
ability in the face of risks to be avoided
with a variety of internal and external
reasons, difficulty to access capital.
Early
establishment
of
entrepreneurship in children will be more
able to prepare children to challenges the
future. Children will be more creative,
innovative, responsible, and mature in the
act. In the future they will be young
workforce more prepared and resilient in
which not just rely on how many job
opportunities available. On the other side
of the competition it will reduces
dependence on labor opportunities and
also it is actually able to increase
employment opportunities and further
contribute to the others job seeker. In fact
there are many examples of young
entrepreneurs are able to independently
where they do not depart from the large
capital, but the persistence of collecting
pieces of the experience of struggle and
fail, fall and rise again so that they
succeeded even beyond what has been
imagined.
Conclusion
The successful cultivation of
entrepreneurial spirit early requires
support from many parties, especially
parents. Parents can be a mentor,
motivator and even as a good model for
entrepreneurs. Business man needs a lot of
more interaction to children to give
pattern, understanding and sharing
experiences and successes
of their
business processes. Government certainly
has a large authority and opportunities to
achieve the objectives of these ideas
through a variety of policy and regulatory
instruments. Increasing number of
entrepreneurs shows the magnitude
driving the economy.
References
Basrowi. 2012. Kewirausahaan: untuk
Perguruan
Tinggi.
Ghalia
Indonesia.
David E. Rye. 1995. Tolls for Executives:
The Vest Pocket Entrepreneur.
Terjemahan. Prentice Hall, Inc.
Englewood Cliffs, New Jersey.
Fields, Jonathan. 2011. Awake at the
Wheel. psychology today.com.
Rhenald Kasali. 2012. Wirausaha Muda
Mandiri: Kisah-kisah Inspiratif
Anak-anak Muda Menemukan
Masa Depan dari Hal-hal yang
Diabaikan Banyak Orang (Part
2). Gramedia Pustaka Utama.
Shane, S. 2003. A General Theory of
Entrepreneurship.the Individualopportunity Nexus. USA: Edward
Elgar.
Suryana, 2003. Kewirausahaan, Pedoman
Praktis, Kiat, dan Proses Menuju
Sukses. Jakarta: Salemba Empat.
Wiratmo, Maskur. 1996. Pengantar
Kewirausahaan.
Yogyakarta:
BPFE.
283
MINANGKABAU TRADITIONAL GAMES for EARLY CHILDHOOD
“Tumbuak-tumbuak Lanang”
Nenny Mahyuddin
Lecturer PGPAUD FIP UNP
Introduction
A. Background
Early childhood does not escape
from the play. Play is a child's world.
Many types of children's fun games,
ranging from the game which can be train
the muscles of the child, to train language,
cognitive, and children's art. That game is
still traditional with natural media, which
means that the media is cheap, just make
use of objects that are around the child, for
example, stones, dead leaves, twigs, etc.
There is also a media or gaming device for
early childhood can be purchased at toy
stores. The tools the game varied shapes
and colors available.
But lately early childhood children
are more likely to like the game a more
individualist, like playing games on the
computer or games on line on internet, and
so on. Even in one of the major cities in
Sulawesi, the Makasar, the children have
started to like the game-the game of
electronic devices, such as PS (Play
Station). This is a sign that the parents and
early childhood educators must begin to
introduce back traditional game typical of
each region in order to make the kids early
childhood today know and love the area
through the game. Do not let the
traditional games for early childhood it's
extinct and living history.
Besides, traditional games also
have good superiority than game modern.
Are early childhood can develop aspect
social development emotional, grow
feeling of being happy and can overcome
problem, cooperation in team game, soul
competition system great-souled if losin
and remain humble if win (not arrogant) ,
creative in making use media that exist in
284
nature surrounding, and grateful against
God.
Because parents writer native of
Sumatra west although writer born and
raised in Jakarta. Hence writers took the
went directly to west Sumatera to see a
game played children an early age there.
Possible problems will affect writer is a
question to use language regions. Because
since child writer was born and raised in
Jakarta by parent and large family writer
familiarized use language in colloquial
speech, instead of using in dialect parents
minang language. But writer understand
the meaning of words local minang despite
the few words native which are not
intelligible writer.
B. Culture
minangkabau to be
preserved.
A culture of society minangkabau
geographically and his reign nations
minangkabau is a people who originates
and reside in the west sumatera . In
nations minangkabau it also called by the
minangkabau. It is to know having no
distinction meaning between minangkabau
long with minangkabau intended above.
The wider region of the
Minangkabau region of West Sumatra
Province. At that time, its territory
includes: West Sumatra Province of Riau
Province, and parts of the provinces of
Jambi. In the outline of the Minangkabau
area consists of two parts, namely, darek
and rantau.
Darek is the core area of the
Minangkabau which consists of three
areas, namely Luhak, Tanah Datar and
Agam Luhak Luhak, Limapuluhkota. In
the administrative region of West Sumatra
Province the third area: Tanah Datar,
Agam Regency, and Regency Fifty cities.
Minangkabau people themselves refer to it
by the term Luhak Nan Tigo (three
Luhak). In the Minangkabau region Luhak
Nan Tambo Tigo is termed Natural
Minangkabau. According to Tambo
Minangkabau and according to what the
Minangkabau people believed until now,
on this first Luhak Nan Tigo Minangkabau
people ancestors first founded koto,
Hillbilly, nagari, until it becomes Luhak
Nan Tigo.
Customary
minangkabau
in
principle there are four kinds of having the
nature of universal for the minangkabau ,
namely : a. “Adat nan sabana adat”, even
all something that should have been
should that and his righteousness is
absolute , e.g. customary water drench,
customary the fire burned , customary sick
treated, and so on. Customary is natural
traits or the act of nature absolute the
truth. b, ―Adat nan teradat‖, is the
customary of fact there is a distinction
according to circumstances and situation
there. In this term tradition is other the
other of locusts other bottom of your other
his fish. Thus the customary teradat of an
area may no same with the customary
teradat in another area in minangkabau,
although they just bordering nagari course.
c. “Adat nan diadatkan”, is a custom
based on consensus according to the
Groove and profane. After the consensus,
will be a binding rule of life of every
Member of society. d.‖Adat Istiadat‖
habits are all applicable in everyday life
that have been traditionally applied and
passed to the next generation.
Minangkabau people named the
Alam Minangkabau. Use words that
contain natural meaning which is not with
no incomparably. Nature for them is all,
not just as a place of birth and place of
death, place of living and growing, but
also has philosophical meaning, as
expressed in the Natural takambang so
(Alam Takambang jadi guru). Therefore,
teachings and their view of life in include
pepatah, petitih, pituah, mamangan as
well as others take expressions of the
form, nature, and wildlife.
When rendered in a simple can be
taken to mean that the Minangkabau
people learn from nature in the
surroundings.
In
accordance
with
aphorism ―Dimana bumi dipijak disitu
langit dijunjung‖. That is, the
Minangkabau people famous for his
adaptation of high and adjust to the
environment in which they live. If you are
in the Seacoast region of other people,
then they should be able to blend in and
animate yourself to learn the habits of
local customs in order to create a harmony
with the local citizens.
Adat Minangkabau is very thick
with rules that have been mutually agreed.
These rules were made in detail for the
benefit and convenience of living in the
community. Different rules can be applied
starting from the life of the son of man
begins to man up and over. Examples of
activities of eating together, if there are
children eating together parents and
family, they usually use hands without
tools in the form of a spoon and fork. But
generally the Minangkabau people eat
using the fingers of his hand and usually if
they will eat prepared also mixing bowl
flush sinks with cloth lapnya. The rules, if
there are younger people first finished
eating, then he shouldn't wash his hands
before the parent or senior people (people
who are respected) who eat with it until it
is finished eating. He had to wait for a
parent or senior it completed its activities,
then he may wash your hands into the
bowl flush.
C. Identity Game
Name of game: Tumbuaktumbuak Lanang. Number of players: five
children. Ages: 6-8 year old. Play: about
5-10 minutes of Media/Tools: hand of
children. How to play: (1) children sit on
285
the floor to form a circle while making the
arrangement of intermittent alternating
hand arranged; hand another child while
singing the verse below: ―tumbuaktumbuak
lanang
cawang
likalika….Kucuak diateh kambang dibawah”
(1) at the time the word ―kambang‖ is
under, then hands that are most under
developed his 1 hand; (2) sung again and
so the verse completed a hand over hand
Sung mansion was to be mansion as well.
(3) So on until all hand flourish after all
developing child's hand, (4) then her hand
one does not come into play (i.e. head)
Insert her index while saying: ―lah linteh‖
(already passed).
Spoken many times and his friend
who feels his hand touched the index
group chairman last say: “alah‖ (already)
in between the hands of his friends who've
had to inflate the basic floor (hands down).
(5) after that , the chairman of the group of
versification mention the following :
“Oi rang ladang
Salang ladiang panjang
Pamakuak ula gadang”
(while making gestures to hit/movement
cut towards the pile of hands expands
earlier). (6) another friend trying to evade
a blow the hand that will hit last (the term
is ladiang gadang or a large knife). (7) if
there are hands that devastated or caught
were given punishment or dipingit chasing
friends until May. (8) child who caught his
hands alternately became the chairman of
the group and began playing as the last.
Review of the theory
A. Theory of play
1. The nature of play and aspects
of early childhood Deve lopment
(6-8 years)
The Charter of Children Right
(1989). That every child in this world has
the right to play (Bruce, 2005: 238).
Education experts regard the play as an
activity that has a practical value, meaning
286
play is used as a medium for improving
certain skills and abilities of the child.
Play is a bridge for the child from learning
informally became formal.
The importance of play activities
for the development of children's abilities
have been realized by experts such as
Plato and Aristotle's philosophy. Aristotle
argues that children need to be encouraged
to play with what they diligent later in
adulthood (Mayke S; 2001). Play is a
child's principal activities. With children
will gain knowledge and experience that
help its development to prepare
themselves in later life. Through the
children's activities can achieve physical
development,
intellectual,
emotional,
social, and language.
Play is not just a pleasure but also
a requirement that inevitably must be
fulfilled, because if not met by Maryam
Webster R. Semiawan is a stage
development function less well that will
look later if the child is already a teenager
(Maryam Webster. S; 2002). The game is
important to the development of all
aspects of child development. The activity
associated with the game as a whole, not
the child self in part, through the children's
game as well as promote mastery-mastery
of the skills to practice that directs
physical development. Help in developing
his creativity. Through the development of
creativity and emotions of socializing the
child events are also grown, such activity
cycle is a healthy activity for children.
Saralea revealed some of the
principles of the game based on the
children's playground behaviour at the
time, among other things: the game was
something fun, outside of everyday events,
as a means of experiments of various
things, is open without borders, game
something active dynamic, not static,
appeared as activities which are not
limited by space and time (Saralea: 1920). The game is very important for every
child all the time, have a social
relationship
and
learning
context
spontaneous play activities as a medium,
understand the world is better, expressive,
as a means of communication to conduct
approaches, revealing the feelings and
messages.
2. The function of play.
Furthermore Warner saw the function
of play more broadly for the growth of
children's
physical,
cognitive,
developmental,
language
skills
of
psychological
growth,
emotional
expression, and social skills (Warner;
2003, vii-x); (a) physical Growth, motor
skills, become more flexible, such as
running,
jumping, climbing, rolling,
spinning, etc. Fine motor skills increase,
children become increasingly slimmer
fingers and long, so that it can do aktivity
like drawing, coloring, cutting out, buy his
own food, put on your own shirts, tie the
laces
and
brushing
your
teeth,
coordination and balance. (b) cognitive
development , namely skill thinking .
When size, capacity and a special function
brain child grows, the ability to think and
solve the problem also increase
dramatically. He would to think more
logical, (c) skill language, when ability
cognitive grow, he started to think
symbolically through use language, (d)
development of psychological namely
understanding up--and when child grows
physically and cognitive , he also will start
aware of himself, (e) expression
emotional, namely ability share the
psychologically child has passed the react
in a tearful manner and can express
feelings, desire and volition with more
precise, (e) social skills children will
grows when he started associated with
more people at home and at environment.
3. The purpose of playing
The purpose of play according to the
Stone is playing aiming for development
of: 1. cognitive development. Play is one
of the important efforts in the process of
thinking
which
acts against the
development of thought to enrich the
minds of children, that is, a). Train the
ability to face the reality, b) Consolidate
finesse-finesse new mental, c) Serves to
develop abstract thinking, d) developed a
way to think divergent, e) Exercising
creativity through play. Play provides
many opportunities for children to make,
create, and design when they build, f)
pushes to troubleshoot through discovery
(discovery), g) plays an important role to
develop an explanation for something, h)
can be used to test concepts and fix it
while playing, i) Learning possibilities
(probabilities) through repeated behavior,
j) existence of a positive correlation
between playing and memory, k)
encourage language development,
l)
Enhance proficiency plan, m) Is a positive
relationship between IQ score with social
game plays and constructive. 2 . The
development of sosial. a) learn to see of a
point of view, b) the chance to apply the
practice of being infinite, social patterns c)
get kids interact socially. Children
learning to face my emotions and behavior
his playing friend. Conferring, they are
learning settle disputes, righteousness and
justice and competition. The point is that
they learn how can, alongside each other,
d) helps kids develop friendship. 3. The
development of emotion. a) Media
expression of thoughts and feelings, b)
softens the reality-the reality of life, c)
provides an opportunity to understand the
self
(self-awarness).
4.
Physical
development. a physical and motor
Development). b) Play helps kids test the
system balance with swinging, jumping,
acrobatic, and so forth, c) provides an
opportunity to see long distances, d)
develops the perception, e) forms an
opportunity to examine the body and best
functions.
287
B. The role of the parent.
Some parents that the writer observe
and based on information from the head of
the SD 04 Punggung Kasik, Padang
Pariaman, West Sumatra in an area that,
especially at the bottom of the Alang is
also hometown parent writer, there are not
so direct their children playing a
traditional game. For example, parents in
General as farmers, peasants, small
traders, and there is also a profession as
civil servants.
Parents more likely to expect their
children get performance in school and if
the afternoon explore the children in surau
or the mosque which is nearest to the
abode of them. For people minangkabau,
adat bersandikan syaraik, and syaraik
basandikan kitabullah. It means, people
are recognizing the importance of
education especially religion for their
children.
C. Child's play
The children were observed in this
report are the children of TK Islam Nur
Hidayah and SDN 04 Punggung Kasik,
West Sumatra Padang Pariaman. Second
place was chosen because on June 2, 2011
city of Padang was already off, whereas
the author to do the observation time is
very short. Alhamdulillah, primary schools
and some private preschool located in the
city of Padang Pariaman and not holiday
so the author carries out observations with
ease.
On the implementation of activities
and visits to the observation of TK Islam
Nur Hidayah this author conveys intent
and purpose for the observation and
recording activities of Minangkabau
traditional activity games to the head of
kindergarten and teacher. They have
known authors as local citizens and finally
make an appointment in the next day to
hold a recording/shooting traditional game
activities. The head of the Islamic
Kindergarten 04 Nur Hidayah is very
288
enthusiastic in responding to the request of
the author, and even at that time also the
kindergarten children are trained to do a
group B game in the classroom, while the
head of the SD suggest for the next day
just to do the shooting for the maximum
result.
D. Peers
Children who play in traditional
games these are children kindergarten and
child elementary school from 5-8 years.
Children chosen to discharge game in TK
group B, while in elementary is the class
1, 2 , and 3. They friends peer each other,
have the kind physical motor and
intelligence cognitive almost together so
experiencing no difficulty in carrying out
certain movements in traditional games
minangkabau this and recite minstrelsy
song game.
Pc.1. Islamic Kindergarten children
are drafting Guidance Nur hand
intermittent rain and snow with the hands
of another child (child directly trained by
the school principal on the same day,
Friday, June 3, 2011).
through
the
evaluation
process.
Assessment is done to know the profile of
child development as a whole.
Pc.2. Children of ELEMENTARY
SCHOOL 04 Punggung Kasik, Lubuk
Alung, Padang Pariaman are doing
traditional game while observed teachers
out of the classroom.
Discussion
A. The benefits of play
This traditional game provides
benefits that are good for the development
of intelligence, language, cognitive, motor
and emotional early childhood. As for the
breakdown is as follows: a) for the
development of language, the child can
recognize new vocabulary in song or verse
song game. b) To cognitive development,
child can figure out a workaround while
playing. The child is also expected to
figure out the strategy so that he wins,
both groups and individuals. c) For motor
development, children can train his
muscles and agility moves in accordance
with the rules of the game. d) To
emotional development, the child can train
control his emotions when playing with
his friends, keep the compactness and
cooperation, establish familiarity, a sense
of joy and delight as he joked with friends.
Assessment
According to NAEYC (1991),
assessment is the process of observing,
recording,
and
collect
various
documentation of the work that has been
done by the children and how they do it.
The assessment is used as a basis for
making a decision that will be made
1. Start the identification of early child
development
Choate (1992 in Nenny Mahyuddin,
2008) stated that the basic principles of
assessment consists of ten points, namely:
1) arrangement with assessment must be
efficient and based on a specific point.
Curriculum based assessment should be
very useful in determining academic skills
well known or not. With information
technology assessment, teachers can learn
abilities introduced in explicit, reviewing,
and put into practice. 2) Relationship
assessment with the purposes of the
curriculum. To implement technology
assessment only when actual capabilities
are being taught. 3) Priority capability
assessment. When the core curriculum
fails, then the new capabilities should be
introduced. Prerequisite skills aimed at
further capabilities. The ability to permit
students to feel happy and excited, both in
and outside of school. 4) only use the
proper equipment and techniques. 5)
Working through the capability later on
the ability of the specific. 6) Analyze the
whole error. 7 ) decided on a strategy for
students used to do duty 8 ) confirmed
discovery asesmen 9 ) and report record
results asesmen 10 ) sustainably fix the
asesmen
While in paying attention to the
things that must be paid attention to
asesmen (judgment) to the son of an early
age based on the that of 2004 , according
to the Arnie Fajar (2005) is :
1) system learning complete mastery
(learning) means students not allowed to
perform work next before able to complete
the job properly and good results . 2) using
reference criteria (criterion referenced test)
means teacher shall determine minimal
standards attainment study result of the
first in a particular period e.g. in one year)
289
Students who do not meet the must
diremedial until students were reached
established standard. 3) Sustainable
Assessment. Means assessment done in a
planned, phased, and continuously in order
to obtain an overview of the development
of student learning as a result of their
learning activities. 4) Measure three
domain/aspect for each individual student
in a fairmanner is cognitive, psychomotor
and affective. The teacher should explain
the third realm is assessed to all students at
the beginning of the semester, as each
development/subjects
have
different
weights closer to each domain being
measured. The assessment is carried out in
a fair manner towards the whole student
by distinguish no background of social,
economic, cultural, language and gender.
5) honest and objective. It means
appraisement done in a transparent,
students can count or appraise the outcome
of learning own . The teacher determine
appraisement ignominiously it is based on
data and / value of observations in a given
time period, for example, during the first
semester.
2. Pre Test and Post Test
a. Pre Test
1) Whether children ever do traditional
games with friends? 2) How frequently do
form the game boy at the time of play with
friends? 3) Whether the child knows the
290
traditional game to suit the age of the
child? 4) How the traditional form of the
game known to have children? 5) Where
are the location of traditional games are
usually played out?
b. Post tests.
After carrying out this traditional
game activities children early childhood
who had previously never do traditional
Minangkabau become festive game play
with friends because the game Tumbuaktumbuak Lanang is done in a group.
The organisers of education also had
previously never made it as a core activity
in the learning process, but after the arrival
of the author of these activities also be
something inspiring that we must return to
the origin, meaning in the planning need to
also consider aspects of learning the
culture-rich region with moral values in
order for learners to be the sublime can
feel to have a national culture and loves
when they got the chance to be in the
country outside.
3. Observation tools
THE FORMAT CHECKLIST
PHYSICAL DEVELOPMENT
Child 's name
:
Age child
:
The date
:
Time
:
Health condition
:
Description
No.
1.
The ability of the observed
2.
Sitting cross-legged with crossed legs position for two
minutes
Running while carrying the ball
3.
Creeping with variations
4.
Rise up and stand up without help
5.
Walk straight, tiptoe, raise your heels, sideways and
forward, backward
Run a straight, on tiptoe, pick up the heels, and so forth
6.
Description:
Good (G)  could be without the help
(scale of 3)
Enough (E)  can with the help of (scale
of 2)
Less (L)  don 't want to do ( scale of 1)
THE
FORMAT
CHECKLIST
LANGUAGE DEVELOPMENT
G
E
Child 's name :
Age child
:
The date
:
Time
:
Health condition
L
:
Description
No.
1.
The ability of the observed
4.
Give a reaction with the movement of the words
spoken by the accompanied movement accordingly.
Relating to a person of another by an adult imitation of
sounds.
Try to imitate the sound or voice according to the
ability of children.
Sing a song of children.
5.
Singing while moving.
6.
Singing in local languages.
2.
3.
G
E
L
291
Description:
Good (G)  could be without the help
(scale of 3)
Enough (E)  can with the help of (scale
of 2)
Less (L)  don 't want to do ( scale of 1)
4. Elaboration
At the moment the author comes to
the location of the observation, the
organisers of education does not introduce
the traditional Minangkabau to game
participant students because it is
considered a game is always played. And
in school children were allowed to shop in
the break without anyone playing in the
school yard, while some teachers just
sitting in the Office/room teachers.
After getting information from the
author that the arrival of this writer in
order to complete the final project course
theories of early childhood Play and its
application
and explain that the
importance of traditional games for early
childhood and cultural preservation efforts
of the Minangkabau area mainly on the
type of game.
We need support parents and teachers
give occasion in early childhood in doing
traditional games minangkabau in children
good at home or at school or in place of
the early childhood education, daycare that
is in the park, play groups, kindergarten,
and elementary school class of the
beginning .
For authors as academics, activities,
observations
on
the
institution
administering early childhood education
can provide illumination to the educational
provider that such activities can provide a
helpful and useful thing for the
development of children's intelligence
dimension in designing learning activities
(lesson plan) in the Daily activities of the
Unit (SKH) in kindergarten and a unit of
lessons in Elementary School.
292
5. Optimizing child development
In this traditional game development,
dimensions that appear among other things
the development of cognitive, motor,
language, art, and social emotional
development is integrated. Child language
development occurs when a child is able
to sing songs or rhymes when doing
traditional games. In children who have
never heard initially she only follow the
verse of the song from teachers or peers,
children follow is slowly and finally be
able to memorize the song.
From the dimension of cognitive
development, in traditional game there is a
logic element, when composing his order
with another friend. This is a great step in
learning mathematics series material in the
theory of Piaget.
From the development of the
dimensions of the motor, early childhood
in the development of a growing is
training on the hands and the leg muscles.
While the dimension of the art , the
development in the form of a song that
comes up is the region. And from the
development
of
social
dimension
emotional, you get to know more close
friends and knowing further character of
his friends.
References:
AA. Navis. Alam Terkembang jadi Guru.
Adat
dan
Kebudayaan
Minangkabau.--- Jakarta. 1984.
Brewer, Jo Ann, Introduction to Early
Childhood Education, Boston:
Allyn and Bacon, 2007
Dockett, Sue & Marilyn Fleer, Play and
Pedagogy in Early Childhood,
Bending the Rules, Sydney:
Harcourt, 1999
Idrus Hakimy Dt. Rajo Penghulu. Pokokpokok Pengetahuan Adat Alam
Minangkabau.
Remaja
Rosdakarya. Bandung. 2001.
Mardjani
Martani,
dkk.,
Sejarah
Pendidikan Daerah Sumatera
Barat. Depdikbud RI. Jakarta.
1997.
Mahyuddin, Nenny. Asesmen Anak Usia
Dini. Padang: UNP Press, 2008.
Santrock,
John
W., Life
Span
Development, Jakarta: Erlangga, 2002
Sudono, Anggani, Sumber Belajar dan
Alat Permainan untuk Anak Usia
Dini, Jakarta: Grasindo, 2000
---Permainan
Tradisional
Minangkabau….
293
GROWING ROLE OF TEACHERS IN INDEPENDENCE
CHILDREN AGE 2-4 YEARS
Yaswinda
Lecturer, PG Department of early childhood
Abstract
Children need adults to help assess the limits of shame and doubt so that they become
independent. If the definition of independence for adolescents and adults is the ability to take
responsibility for what is done without burdening others, while for early childhood are the
capabilities that are tailored to the task of development. The role of early childhood teachers,
among others;(1)Planners, It is very important early childhood teacher to make curriculum
plan must take steps independence of children aged 2-4 years. (2) Facilitators, As a
facilitator, the teacher becomes the implementing learning by carrying out planned activities
(3) Models In instill self-reliance in children, early childhood teachers must be able to serve
as a model for children. Teacher who exemplifies the independence of the together with other
children (4)Observers. Observation is carried out data collection tool to record / records in a
systematic behavioral symptoms that appear.
Key word : theacher. Independence children 2-4 years
Background.
Independence is one that must be
owned life skills of adults and is one of
their developmental tasks. However
indepedence will not appear on its own
without
the
guidance
and good
conditioning from childhood Fostering
independence in early childhood is
important for adults who are close to the
child. Children need adults to help assess
the limits of shame and doubt so that they
become independent. Foster self-reliance
is the responsibility of parents / families,
teachers / school and community.
According Simajuntak (2012)
independence early childhood in contrast
to the independence teenagers or adults. If
the definition of independence for
adolescents and adults is the ability to take
responsibility for what is done without
burdening others, while for early
childhood are the capabilities that are
tailored to the task of development.
According to Erikson, independence
/autonomy is also one of the important
developmental tasks for young children
294
because it is the foundation for the tread
subsequent developmental tasks.
The developmental tasks for
young children are learning to walk, learn
to eat, practice speaking, coordination of
body,
feeling
contact
with
the
environment, understanding the formation
and moral learning. If an early childhood
development has been able to do the job,
meaning he had qualified independence.
To be personally independent, it takes a
process or a business that started from
doing simple tasks to finally be able to
master the skills of the more complex or
more challenging, requiring the mastery of
motor and mental level is higher.
Characteristics of Children Age 2-4
years
The toddler period saw a shift
from the reliance by the parents become
more independent (self-reliance). Sroufe
and his colleagues conclude that there are
four main characteristics of the toddler (1
to 3 years), namely: (1) to independence
(moving toward independence), (2) which
includes the social growth of the objects
that share the discovery with peers, ability
for expression, and begin there the
interaction
with
fellow
toddler
demonstrated by the preferred type of play
is parallel play, (3) awareness of self and
others (awareness of self and others): (1)
emotional changes include feelings of
senstif on rules, showing feelings of
uncertainty and discomfort That the
violation (deviation anxiety), began a selfconscious experience of emotion and
shame.
Autonomy versus shame and
doubt is Erikson's psychological stages.
This stage occurs in late infancy (late
infancy) and the time to learn to walk
(toddler). Once trust the nanny, the baby
began to discover that his actions are his
own
actions.
They
assert
their
independence and realize his own. If the
baby is restricted too much or punished
too hard, they will develop a sense of
shame and doubt. Similarly, Einon reveals
the main characteristics of the child is 2 to
3 years of independence. Environment that
is needed is an environment that supports
their autonomy. Toddler-age children
(1sampai 3 years) at the stage of rapid
growth. They are in a very high motivation
and curiosity are remarkable. They need
toys that are safe and can be held to
support their fine motor development.
According
to Rahayu and
Maskouri (2011), aged 2-4 years was a fun
time for children's development. He began
self-sufficient and able to perform almost
all activities that can be adults. His desire
to try many things had become very
attractive as a means of stimulation.
Accompany the child in performing all its
activities is still needed. Adults are
expected to be pleasant and relaxed so that
the children felt comfortable and willing to
try new things that have not mastered.
According Tombolun (2012), all
the muscles of the hand and wrist of
children who entered the age of 2 years
will also move. In addition to improving
their fine motor skills, it also supports
physical and mental growth of children.
For example, when going to arrange
blocks into a building, then the child will
be trained to think creatively in
determining the shape of the building to be
developed, is also associated with
children's cognitive.
General characteristics of children
aged 3-4 years according to the Children's
Resources International (CRI), (2000) is:
vibrant, charming, and also rough. They
are trying to understand their world. They
continue to have difficulty distinguishing
between fantasy and reality. They begin to
understand that their actions have an
impact and they begin to learn mebuat
boundaries. That's why they can work
together someday, but then turned into a
regulator and penuntut.Anak age of three
to four years developing a language
quickly. They often talk to themselves
when they want to solve problems in a
single activity. They have great power, but
a short concentration span, and often move
from one activity to another activity. The
game is social as well as they are usually
parallel
Measure of independence of children
aged 2-3 years according to Yaswinda
(2010) are:
1. Being able to scoop out their own food
2. Being able to pour their own drinks
into the container
3. Begin to put on and take off my shoes
4. Begin to rub the butter into the bread
5. Being able to put on and remove socks
6. Able to open and close the purse or
wallet resliting
7. Able mienyisir own hair
According to Grolnick and Ryan in
Salahuddin (2012) stages of self-reliance
of children aged 2-4 years are:
1. Not dry during the day and could use
the toilet themselves without having to
be reminded
295
2. Eat more presentable
3. Can make their own toys
4. Wear and undress themselves with
little assistance (clothing buckles,
laces)
5. Can clean themselves and brush their
teeth
6. Use language to express needs and
wants
7. Under adult supervision, can follow
the activities from start to finish.
According to CRI (2000) children
2 years of independent skills are:
1. Removing clothing use bonds, easily
removable
2. Anticipate and expressed the desire to
go to the bathroom consistently
3. Hand washing, may still need help to
efficiently use soap
4. Uses spoon, spilling little food
5. A drinking glass size for children 2
years
According
to
CRI
(2000)
independent skills of children 2 years and
6 months were:
1. Wearing long-sleeved shirt with a
little help
2. Drying hands with the help of others
3. To a small room with the help, can
control the daytime
According to CRI (2000) skills of
independent
child
3
years
are:
1. Using napkins, cleaning food spills
2. Pouring water well
3. Feed themselves
4. Take your own drink from the source
5. Wear collared
6. Open and put a big button
7. Wear your own shoes
8. Trying to clean themselves during
bowel movements
9. Wash hands without help alin
10. Opening and closing the valve itself
11. Understanding the faucet hot and cold
faucets
296
The Importance of Independence
Growing
According to the dictionary
Indonesia, independence is defined as a
thing or situation can stand alone without
relying on others. (Ministry of National
Education, 2000). Independence of adults
is different from the independence of
children aged 2-4 years, because the
independence of children aged 2-4 years
diperiotaskan the skills to help a child or
help him sendira such as eating, dressing
and washing himself. Independence of
early childhood is very important because
it can be an important basis for continued
job growth pengotimalan child at a later
stage. Independence of children aged 2-4
years will support their readiness for the
next stage of education is kindergarten.
As previously disclosed Einon
main characteristics of the child is 2 to 3
years of independence. Environment that
is needed is an environment that supports
their autonomy, because when they use the
tool without the help of the game will
make them happy. If the child has been
able to perform tasks independent living
skills tasks such as getting used to feed
themselves and brush their teeth and do
not dry during the day and could use the
toilet without being reminded, of course,
this makes the child confident. Then the
task should independence growing since
the age of 2-4 years old children. Failure
of
development
of
the
child's
independence in performing tasks in
accordance with the stages will result in
disruption
of kemandiran in the
developmental tasks at a more advanced
age.
According to Martini, a lot of
benefits if the lessons on the independence
given to early childhood. Not just theory,
but rather invites the child to practice with
simple concepts without having to wait for
graduating high school or university
graduation. Of course the result will be
more effective and maximum if it is taught
at an early age. According Wongso
(2012), when removing them to the
association, the kids will get to choose
your own and solve the problem. Which is
good for him will they take, digest, and
then develop his own, and he applied as
the material development of his life.
Which ones should not be denied they
took. Because it builds the child's
independence to be something important.
The role of early childhood teacher in
Independence Growing.
Teaching in a classroom of
children aged 2-4 years need extra energy
for demanding, the teacher be aware of the
discovery of the child in learning. To be
personally independent, a child also needs
to have the opportunity to practice
consistently doing things yourself or get
used to their own duties in accordance
with the stages of his age. For early
childhood teachers was very important
role
in
the cultivation of this
independence. The role of early childhood
teachers, among others;
1.
Planners
Plan activities that can foster
independence
children. It is very
important early childhood teacher to make
curriculum plan must take steps
independence of children aged 2-4 years.
The curriculum is structured with more
emphasis on activities that support the
independence of the child. The earlier the
age of the child to practice independently
in performing the tasks of development,
expected values and skills of self-will
more easily controlled and can be
inculcated
in
children.
Early childhood teachers should plan
activities that support the independence of
children at school and at home by making
the programs / activities that involve
parents. Often times it happens, the kids
look independently at school, but at home
he does not show the slightest
independence because of parenting their
parents at home. With a program that is
designed such, parents are also involved
observation sheet by filling in the child's
independence at home, then, the child will
try to consistently perform skills that
support independence. Other activities to
do at school for example by involving
children and parents in the event cook and
eat together (children and parents) in
school.
In addition to the curriculum,
early childhood teachers should also plan
for the school uniforms play design that
fosters the independence of children with
school clothes and a simple model can be
used solely by children usia2-4 years.
Pants or skirt elastic waist; dress with
openings in the front - with the buttons
stick, rope, big hooks, big-headed
ritsliting; lid velcro shoes, short socks.
2.
Facilitators
As a facilitator, the teacher
becomes the implementing learning by
carrying out planned activities. Activities
designed requires determination and
patience of teachers to guide, teach and
talk with children about the importance
indepedence. Like, if the teacher has
planned the curriculum so that children
can feed themselves in the playground
then ask the child to first tell the children
that eating alone is more enjoyable and
discuss the child's opinion about it would
be more effective than the rule, especially
when the command is not based on the
grounds clear. Eventually the child will
depend on Teacher command or
prohibition. Early childhood teachers are
expected to always say and show love,
compassion and support to children aged
2-4 years who are in group play
consistently so as to enhance the child's
confidence in carrying out their
independence.
The things that teachers can do as
a facilitator of planting children aged 2-4
297
years of independence, among others by
providing a game that can strengthen the
muscles of the hand, the activities carried
out are playing with dolls. Dolls and doll
clothes, puzzles, stacking blocks, blocks,
hooks, small cars, cooking equipment,
food, doctor supplies, small musical
instruments - are examples of toys that
give kids a chance to train fine motor
skills. Teachers can also supply such toys,
water, dough toys, real dough, seeds, clay,
cloth-Kainan, and other materials that can
manipulate by hand - dijumput, held,
poured, diserok, squeezed, pinched, folded
, engraved or written to use the fingertips very good to train the child's fine motor
skills.
Menyedikan tableware children so
that children can feed themselves should
be a concern early childhood teachers.
Tableware can carry a child from home or
from school provided snacks and drinks
Try to arrange in such a way that children
are interested and able to pick it up
yourself. Cookies, for example, presented
in an easy to handle size, put in place an
affordable,
unbreakable
containers.
Provide water in a dispenser-withoutheating or a small pot unbreakable in an
easily visible and accessible.
Facilities in schools should also be
provided with respect to age and height of
children. all children's favorite toys and
objects stored in an affordable and easily
opened and closed. Short drawers or
shelves and boxes of light container lid is
a toy that allows children to take and rearrange his toys without asking for teacher
assistance is provided in peril wailing
child's play.
3. Models
In instill self-reliance in children,
early childhood teachers must be able to
serve as a model for children. Teacher
who exemplifies the independence of the
together with other children. Teachers not
only as a guide, but is expected to be a
298
model of the planned activities. For
example, in the activities of eating
together, teachers can also share tasks with
colleagues. Some teachers ate together
guiding the children and some children
eat. Often the authors look at the play, the
teachers just observe and guide children to
eat their lunch together, there is no teacher
who had eaten so that children do not get a
good model of how these self-feeding
activity
In instill self-reliance in children,
avoid orders and ultimatums because it
can make children feel they are always
under the supervision of teachers and not
have personal authority. Thus he will be
more confident in themselves, and do not
hesitate to try new things early childhood
teacher should also be positive in children,
such as praising, encouraging or giving a
warm hug as a form of support for
independent businesses who do children.
The award to the efforts of children to be
independent individual, regardless of
whether at that time he was successful or
not. With a growing sense of worth, the
child will have the confidence that is
needed in the subsequent growth process.
No matter how dirty a child when she tried
to feed themselves, the teacher should be
patient to not react negatively to the child,
such as criticizing or belittling the child.
Opportunities for independent
study can be given or the environment by
giving teachers the freedom and
confidence in children to perform
development tasks. However, the teacher's
role in supervising, guiding, directing and
exemplary
role
models
remain
indispensable, so that children remain in
conditions or circumstances which do not
endanger safety. For children with an early
age, exercise this independence can be
achieved by involving children in practical
activities of daily at home, such as training
the children to take their own drinking
water, to train the child to clean his own
room, to train children to urinate yourself,
to train children buy their own food, to
train children to go up and down stairs
alone,
According Simanjuntak (2009) in
addition to being positive and always in
favor of children, the practice of selfsufficiency also needs to be taught to
children through life skills materials with
simple concepts. As an example: the child
is taught to understand that all his
belongings (shoes, toys, dolls, storybooks,
etc.) is obtained because the parents work
for Yamada income to be able to buy all
he needs. Therefore, the need for a firm
stand against child that is not all that she
wants to be met at that time. It should be
no time to wait or to teach the child to
save first before buying anything. With
such a concept, embedded in the child will
appreciate the value of hard work for
parents as well as learning to be personally
independent. Academic material that can
be said to be one of the many subjects that
should be studied children. The main one
is the child's skills to become an
independent.
Do not rush and too little force, because of
toilet training is a process that requires
time that is not the same on each child.
Instead, teachers would have to pay
attention to the readiness of the child.
Because after all, the readiness of the
child's toilet training the key to success.
4.
Observers
During the activity, the teacher
acts as an observer. By observing these
activities can be seen the development of
children. Observation is carried out data
collection tool to record / records in a
systematic behavioral symptoms that
appear. Basically observations can be
made every time. However, to obtain a
precise result (objective) observations
need to be well planned, by determining
the focus of observation.. Observations
can be done using the observation sheet
that has been equipped with indicators of
child's independence and can also take the
form of field notes. But to ease the task of
early childhood teacher in observing
children, whether children have showed
independence or not, the observations
using the observation sheet that comes
with a better indicator of the child's
independence to be the choice of teachers.
By using daily observation sheet that lists
the indicators of independence, the
evaluation
will
be
more
easily
implemented. Teachers will be easier to
analyze where the child reaches
indepedence, which have not been able to
provide stimulation and then kemavli for
children who have not achieved selfsufficiency indicators are implanted that
day.
References
Depdiknas. 2006. Pedoman Penilaian di
Taman Kanak Kanak. Jakarta :
Direktorat Pembinaan Taman
Kanak-Kanak dan SD.
Dini P Daeng 1996, Metoda Mengajar di
Taman Kanak -kanak, Jakarta,
Dirjen
Dikti
Departemen
Pendidikan dan Kebudayaan.
Direktorat PAUD. 2006. Pedoman
Penerapan Pendekatan “Beyond
Centers and Circle Time” (BCCT)
Dalam Pendidikan Anak Usia
Dini.
Jakarta
: Direktorat
PAUD,Ditjen Pendidikan Luar
Sekolah, Depdiknas
Papalia E. Diane and Olds Wendkos Sally,
1995. Human Development. USA,
McGraw Hill Book Company
Puskur 2007. Kerangka Dasar
Kurikulum Pendidikan Anak Usia
Dini. Jakarta :Puskur
Santrock, John W,1997.
Life-Span
Development.
Brown
&
Benchmark. USA
Sari Rahayu, S.Gz dan Alzena Masykouri.
2011. Mengasah Keterampilan
Bergerak Anak Usia 2-4 Tahun.
Jakarta: Direktorat Pembinaan
299
Pendidikan
Anak
Usia
DiniDirektorat
Jenderal
Pendidikan Anak Usia Dini
Nonformal
dan
Informal
Kementerian
Pendidikan
Nasional
Sujiono, Yuliani Nurani. 2009. Konsep
Dasar Pendidikan Anak Usia
Dini, Jakarta:Indeks
Yus Anita. 2005. Penilaian Perkembangan
Belajar Anak di Taman KanakKanak. Jakarta: Depertemen
Pendidikan
http://www.andriewongso.com/arti
kel/catatan_andrie_wongso/4752/
Pentingnya_Membangun_Kemand
irian_Pada_Anakhttp://repository.
upi.edu/operator/upload/s_pls_070
0848,
300
BUILDING OF EARLY CHILDHOOD CHARACTER THROUGH
AUTHORITATIVE PARENTING IN KINDERGARTEN
Izzati
Abstract
Character interpreted with mental health, mental health is a permanent condition that relative,
dynamic, constantly moving, active may change from time to time. Someone who has a good
level of mental health indicates a high confidence level, whereas someone who has a low
level of mental health indicates instability mental. The style of life depends on human
character.
Authoritative parenting encourages the children to independent but still set limits and control
over their action. Extensive verbal deliberation possible teachers show warm and affection to
their studens. Authoritative parenting is associated with social competence of children.
The use of authoritative parenting can be seen from the attitude of teachers in the learning
process that is more oriented to children including encouraging children to do things
independently with some extent. Comfortable learning process and treat students with
compassion make a meaningful learning process and relationship between student and teacher
are familiar. Therefore, the formation of character depends on parenting of teachers on
learning process.
Introduction
The
success
of
national
development determined by the quality of
human resources. The human resources is
afundamental national asset and the main
uncertainty factor for the development, so
the quality of human resources must be
improved continuously in accordance with
the advancement of science and
technology and the pace of national
development. One of supporting the
success of national development is by
education (Djamarah, 2005:25)
National education is education
that is based on Pancasila and the
Constitution of the state of Indonesia in
1945 is rooted in religious values, national
culture and responsive to changing of
times (according to the law on National
Education System No.20 of 2003 about
National Education Chapter 1 Section 2).
The aim of education in school is to
realize the student can effectively develop
themselves to have spiritual power of
religion,
self
control,
personality,
intelligence, noble character and skills that
needed in community state and nation.
According to the Law on National
Education
System No.20 of
2003
on NationalEducation Chapter 1 Section 1,
reads:
"Education
is
the conscious and delibera
te effort to create
an
atmosphere
of learning and the
learning process so that
the
students
actively
developing their potential
to have the spiritual power
of religion,
self
control, personality, intelli
gence, noble character, as
well as the necessary
skills themselves, society,
nation, and the State ".
The general objective is used as
the basis and guidline for the preparation
of curriculum for all educational
institutions, ranging from kindergarten to
301
university. National education should be
able to ensure quity and educational
opportunities, improving quality and
relevance and efficiency of education
management.
To
achieve national
education goals, the government through
Department of National Education has
been pursuing various strategic measures
through comprehensive assessments and
evaluations from the center to the regions
throughout Indonesia.
As
educational
institutions,
schools have contributed greatly to the
considerable
development
of
the
individual
(child). In
the
school
environment, children experience the
process of learning, whether in relation to
aspects
koqnitif,
affective
and
psychomotor. The learning process is
focused on achieving development of their
students optimally.
Kindergarten is an early childhood
education in formak for children aged 4 –
6 years. Kindergarten education is very
necessary for children aged 4 – 6 years
before they enter elementary school.
Through education in kindergarten is
expected to language skills, creativity,
intelligence, social awareness, skills,
feelings and physical child thrive. All this
will underpin further development so that
after
completing
education
in
kindergarten, children
through
the
provision of attitudes, knowledge and
skills can get along in their environment
and are ready to enter elementary school
(Prianto, 2003:48)
According to the Law on National
Education System no.20 of 2003 on
National Eduation chapter VI article 28,
reads:
―Paragraph (1): Early
childhood education was
held before elementary
school. Paragraph (2):
early childhood education
can be recognized through
formal
education,and/or
302
informal. Paragraph (3):
early childhood education
in the formal education
such
as
kindrganten.
Raudhatul athfal (RA) or
other equivalent form‖.
Kindergarten is the world of play
for children. Therefore, education in
kindergarten performed with playing
techniques. By playing, many thing can be
taught to children without burden them.
Through play activities, we can observe
the
advantages,
disadvantages,
sportsmanship, social skills and attitudes
of children toward friend, foe or older
people. (Prianto, 2003:48)
According to PP RI No.19 of 2005
on Education Standars Chapter IV article
19, are:
―The process of learning
in the educational unit
organized an interactive,
fun,
challenging,
motivating
student to
participate actively and
provide enough space for
innovation, creativity and
independence
in
accordance with their
talents, interests, and
physical
and
psychological
development of students‖
Therefore, teachers are expected to
create a condusive atmosphere and fun
that children do not get bored learning in
kindergarten. Teachres should give
children the freedom to do various
activities, learning atmosphere that is
child‘s play will show spontaneity,
showing her true personality both as
individuals and as members of society. In
addition, while learning to play, lear while
playing can develop various aspects of
child development.
Character Development
In the book of Mental Health,
correlative study of Ibnu Qayyim thinking
and modern psychology, the term meant a
character similar to the levels of mental
health, by Abdul Hamid Zahran and
Chalik "mental health is a permanent
condition that is relative, dynamic,
constantly moving, active can vary
from time to time. And someone who has
a good level of mental health indicates a
high confidence level, whereas someone
who has a low level of mental health,
indicating mental instability and doubt or
soul from time to time. (Abdullah Aziz bin
Abdullah Al-Ahmad, 42), Ibnu Qayyim
himself, referred to mental health and
happiness with the happiness of the soul it
is a consequence guidance, while misery is
the consequence of disobedience to the
commandments of God. It is, as Ibnu
Qayyim argues, that revelation is the
lifeblood of the spirit, while spirit is the
source of physical life, therefore a person
who loses the spirit will lose a useful life
of the world and the hereafter.
Ki Hajar Dewantara, it's a
character called "character", whichmeans
(a). Blend of all that human nature is
fixed, so that a particular sign to
distinguish people from one another. (b).
characters that occur because of basic
development / talent that has been subject
to the influence of teaching, namely the
nature of education and teaching every
child in the womb from the mother until
puberty baligh. (c). basic character of
biologically
related
to
heredity
andenvironment
influence.
(d) the
character is a constant balance between the
condition of a person with a deed birth.
Unity between the two materialized into
mannerism that distinguishes it from
otherpeople. (e). character is a fixed
balance between the principles of
mysticism and deeds were born, it is good
or bad temperament / character depends on
the quality of psychotherapy.(f). human
soul is a combination of creativity,
feelingand intention, and the soul that
causes the character's strength (Ki Hajar
Dewantara, 407-410).
Thus, the pattern of one's life
depends on his character, on a certain
character to bring people, to salvation and
happiness of the soul, spirit and self. This
happened on a straight striped character in
faithand in certain others characters to
bring people in difficult conditions,
restless, tormented and lost. This happens
when then characters straight in unlied
faith.
Nature of Education Kindergarten
Ministry of Education (2004,2)
state kindergarten education aims to help
students develop a range of potential
psychological and physical, including
moral and religious values, social
emotional,cognitive, language, physical /
motor skills, independence and thearts to
be ready to enter the elementary school.
Sardja (1981, 24) adds that the purpose of
organized kindergarten education is for
children: (1) have basic properties as a
good citizen, (2) helath and physical
welfare and spiritual, and (3) have
sufficient knowledge, skills, values and
basic attitudes.
Program of learning activities in
the kindergarten education tailored to the
stages of psychological development of
children so that the objectives that have
been launched can be achieved. Outlines
of the Learning Activities Program
described; ―Outlines of program activities
Preeschool learning is a set of learning
activities that are planned to be
implemented in order to prepare and lay
the foundations for the development of the
students themselves further. These
activities include the establishment of the
behavior and development of basic skills
that are tailored to the stages of child
development (Department of Education,
1994, 3).
303
The learning process is central to
the overall educational process with the
teacher as the main stakeholders. Learning
a lot of eventsrooted in the various views
and concepts. Therefore, learning process
can occur in various models, Marshal
Bruce Joyce & Weil (in Uzer Usman,
2004, 11), argued 22 teaching models that
are grouped into four areas: (1) process
information, (2) development personally,
(3) social interaction, and(4) modification
of behavior.
The process of learning in
kindergarten involves the presence of
teachers and students. There are several
factors that affect the implementation of
the learning process, including curriculum,
management, infrastructure, neighborhood
children, teachers etc.
Pola Asuh Autoritatif (Authoritative
Parenting)
Santrock
(2002)
suggests
authoritative parenting, the pattern of care
that encourages children to be independent
but still set limits and control over their
action. Extensive verbal deliberation is
possible, and the teachers show warmth
and affection to the students. Authoritative
parenting is associated with social
competence of children.
Parenting is more emphasis on the
child's independence, Schaefer (2003)
declared independence as the desire for
power and control over their own actions
and free from external control. Scahefer
added that good teaching approach used is
to increase the level of independent
students with a gradual, give freedom to
the students. For example, students should
be given greater freedom in accordance
with the age to take care of and manage
their own problems, such as taking care of
personal property, use of leisure, dress and
decorate themselves. They also have to
gave fewer restrictions such as time to
sleep at night, and about the extent to
which children can travel from home.
304
Haditono (2001) suggests an
authoritative teacher might put his arm
around the child in a good way and said,
"You know you should not do that, let's
talk how you can overcome this situation
is better in the future." Children who have
an authoritative teacher of socially
competent, confident, and socially
responsible.
It can be concluded that
authoritative parenting is the type of
teachers who provide freedom and
courage children to encourage independent
but still provide the limits and controls on
the behavior of children, can develop good
communication to the child, being warm,
providing adequate care and education and
requires maturity and independence of
children. So that the child will grow into a
responsible child, has a social sense, may
be friendly, able to work together with
others, having self-confidence and selfreliant.
The issue of teaching is not as
simple as that considered by most people.
It containts the meaning of responsibility,
not just learning the children, but rather on
instilling the concepts and values that will
be useful to the lives of students at the
next level of education and community
environment.
This
responsibility is
implemented through the learning process
that involves interaction students and
teachers through the game and the media
that appeal to children learning to interact
while learning.
Teaching-learning
process
in
question is a process-oriented learning
students, so that what students gained
from the learning process that teachers do
something that really needs students so fun
for the children. If you examine the
teaching and learning in kindergarten, it
should be implemented with great
patience, patience, and creativity. The
quality of teaching and learning in
kindergarten
should be making more
actively involved in every activity lesson
because it is more meaningful to children.
Dynamics of teachers and students
to be the key to successful teaching and
learning process, so it is proper to apply
parenting teacher who values individual
differences, learning to carry out full of
warmth, stimulating students to behave
independently etc. In the other word, that
the views of students that still oriented to
the teacher and the material, then it's been
replaced by the view-oriented students.
That students are human beings who have
the potential to be developed to be better
than
expected.
Similarly,
the
implementation of teaching and learning,
of course, is more oriented to students, so
the learning process fun for students and
meaningful to their lives.
Fun learning the course, in
conditions conducive to teaching and
learning-oriented students, to appreciate
individual differences, and stimulate the
child to be independent. That is, parenting
is applied to the teacher in teaching is
most important. Parenting is the
authoritative parenting, parenting that
apply to independent students but still set
limits and control his actions. Parenting is
characterized by warmth and compassion
to the students, so that parenting is
associated with social competence of
children
Conclusion
Ideal parenting applied by
teachers in the learning process is
authoritative parenting. Parenting is more
emphasis on independent attitude and
social competence in children. Schaefer
(2003) which states that the authoritative
parenting if applied early and supported by
the application when children enter
kindergarten it will foster independent
attitude and to build a high social
competence in children. The use of
authoritative parenting can be seen from
the attitude of teachers in the learning
process that is more oriented to children,
including encouraging children to do
things independently with a certain limit.
The learning process takes place with
warmth, treating student with love, make
the process of learning in kindergarten is
more nuanced ―linear centre‖ and the
relationship between students and teachers
are familiar. Therefore, the authoritative
parenting can shape the character of
students is expected.
References
Depdikbud. 1994. Learning Program in
Kindergarten, Outlines of the
Learning Activities Program.
Jakarta: Depdikbud Dikdasmen.
Djamarah, Syaiful Bahri. 2005. Teacher
and Student on Education
Interactive. Jakarta: PT. Rineka
Cipta.
Haditono, Sri Rahayu. 2001. Psychology
Development. Yogyakarta: Gadjah
Mada University Press
Ki Hajar Dewantara. 1997. Education and
Culture. Yogyakarta.
Ministry of Education. 2004. Curriculum
2004 Competences Standard of
Kindergarten and Raudhatul
Athfal. Jakarta: Depdiknas.
Prianto, Rose Mini A. 2003. Early
Chilhood Attitude (Case and
Problem Solving). Yogyakarta:
Kanisius.
Santrock, J.W. 2002. Life Span
Development Jilid 1. (Translate
Achmad Chusairi and Juda
Damanik). Jakarta: Erlangga.
Schaefer, Charles. 2003. How to educate
the children effectively. Jakarta:
Restu Agung.
Law on
National
Education
System No.20 of 2003 on National
Education.
Uzer Usman, Moh. 2004. To be
Professional Teacher. Bandung:
Remaja Rosdakarya.
305
THE IMPORTANCE OF MUSIC EXPERIENCE AS AN EARLY AGE
CHILDREN IN EARLY CHARACTER FORMATION OF A
BETTER NATION INDONESIA
Eka Andaryani Titi
Abstract
Learning the art of music is very important in shaping the character of children in the future.
At the early age of 0-6 years is the golden age in which the brain develops very rapidly up to
80%. At that age the brain very quickly absorb and receive information without regard to
good and bad. Therefore, it is important at the time the child is given something good and
useful for the early formation of the next character in the children. Especially in the arts can
be done by doing the musical experience.
The character of children, especially young children are generally happy with things that are
entertaining, unique, and easy to understand. One material that is taught in Early Childhood
Education (early childhood) is to introduce children songs and folk songs owned by
Indonesia. It aims to build character in children / students in the love of the homeland, a sense
of culture and the desire to preserve the unique culture of Indonesia. To introduce the children
songs and folk songs that exist in Indonesia on early PAUD one child can experience through
music. One study conducted in Indonesia is the activity of early childhood music experience.
There are some activities that can be done in the activities of the musical experience: music
activities, activities of singing, playing musical activities, and events move to the music.
Keywords: early childhood character, activities of the musical experience
Introduction
Indonesia needs of human
resources in sufficient quantity and quality
as the main supporter of the development.
To meet the human resource, education
has a crucial role. This is in accordance
with Act No 20 of 2003 on National
Education System in Article 3, which
states that the national education serves to
develop skills and form the character and
nation. National education aims at
developing the potential of learners in
order to become a man of faith and fear of
God
Almighty,
noble,
healthy,
knowledgeable,
skilled,
creative,
independent, and become citizens of a
democratic and responsible.
Art for children is different from
art to adults because of different physical
and mental character. It is important to
note, especially in assessing the work of
306
students, so that the creation of children is
not measured according to the tastes and
beauty of the adult criteria. Educational
function of art in contrast to the function
of art in professional work. Art for the
education function as a medium to fulfill
the functions of child development, both
physically and mentally. Being in the
professional work of art functioned to
enhance their expertise in a professional
capacity.
In the implementation of arts
learning in schools, creating learning
experiences referred to as learning the art
work. Was the experience of perception,
see, and appreciate and understand the art
of learning is called appreciation. Learning
the art work contains two aspects of
competence, namely: skills and creativity.
Early childhood education is the
foundation for further education should be
done globally (overall: developing a whole
child in all aspects, including aspects of
the arts) commonly referred to as global
Joyfull learning that includes learning,
attractive learning and active learning.
With a global learning all aspects of the
present in children can thrive. Global
learning is supposed to be implemented is
not fully implemented. Education in
Indonesia is more emphasis on the
development and performance of the left
hemisphere only. Aspects of the arts tend
to be ignored. In fact, if one does not have
a sense of belong to an art, then it will die
your heart (hard to find), in other words
would be a hard heart. The impact will be
very fatal. That is why some people are atjudge or be labeled "smart" instead be
"scum" (Indonesia rife with corruption
cases).
Aspects of early childhood art
deserve the spotlight. Remember learning
the art of music is very important in
shaping the character of children in the
future. At the early age of 0-6 years is the
golden age in which the brain develops
very rapidly up to 80%. At that age the
brain very quickly absorb and receive
information without regard to good and
bad. Therefore, it is important at the time
the child is given something good and
useful for the early formation of the next
character in the children. Especially in the
arts can be done by doing the musical
experience. Based on the above
background, the authors are interested to
discuss the activities of musical
experience in early childhood as the initial
formation of the nation's character.
Discussion
Education is an endless process
that largely determines the character of the
nation on the present and future, whether a
nation will emerge as the winner or the
loser is highly dependent on the quality
education that can shape the character of
the nation. In accordance with Law No 20
of 2003 on National Education System in
Article 3, which states that the national
education serves to develop skills and
form the character and civilization of the
nation's dignity in the context of the
intellectual life of the nation.
National education aims at
developing the potential of learners in
order to become a man of faith and fear of
God
Almighty,
noble,
healthy,
knowledgeable,
skilled,
creative,
independent, and become citizens of a
democratic and responsible. Based on the
function and purpose of national
education, it is clear that education at all
levels,
including
early
childhood
education (early childhood) should be
organized systematically in order to
achieve that goal. This is related to the
character formation of students so as to
compete, ethical, moral, polite and interact
with the community. Based on research at
Harvard University in the United States
(Ibrahim Ali Akbar, 2000), it turns out a
person's success is not determined solely
by the knowledge and technical skills
(hard skills), but more by the ability to
manage ourselves and others (soft skills).
This research suggests that success is
determined only about 20 percent by the
hard skills and the remaining 80 percent of
the soft skills. Even the most successful
people in the world can succeed because
the more widely supported than the ability
of hard skills soft skills. This suggests that
the quality of education students are very
important characters to be improved.
Characters are the values of
human behavior associated with the
Almighty
God,
self,
neighbor,
neighborhood, and nationality embodied
in the thoughts, attitudes, feelings, words,
and actions based on religious norms,
laws, manners, culture , and customs.
In general dictionary Indonesian
language, character is character, character,
psychological traits, morals or manners
that distinguish one person from another.
Character of the nation's culture is strongly
influenced by the base of the nation.
307
Bushido Japan has a culture that
emphasizes loyalty, high discipline, and
unyielding spirit. Contiguity with the
Muslim nations of Europe through Spain,
Sicily, and the Crusades in the 11M
century have shaped the character of
Europeans into the learners so that they
can explore and develop the work of
science in medieval Muslim scholars,
which led to their mastery of science and
technology to the current high this.
Early
childhood
has
distinctive
characteristics,
both
physical,
psychological, social, moral and so on.
Childhood is also the most
important for all ages of life. Because
childhood is the foundation and formation
of the personality that will determine the
next child's experience. So important is the
age to understand the characteristics of
early childhood to be absolute if you want
to have a generation that is able to develop
themselves optimally. The experiences of
children at an early age will have a strong
influence on later life. This experience
will last a long time. Not even be
eliminated, although it could be just
covered. A time when there is stimulation
of the fishing experience of life that had
experienced the effect will appear again,
although in different forms.
Some things are important reasons
to understand the characteristics of early
childhood. Part of the reason may be
described as follows: early age is the age
of the most important stage of human
development, because that age is the
period laid the basis of personality
structure that was built for a lifetime. It is
therefore necessary that appropriate
education and services. Early experience is
important, because the initial basis is
likely to persist and will influence the
attitudes and behavior throughout his life,
in addition to the initial base will quickly
develop into a habit. It is therefore
necessary giving a positive initial
experience.
Physical
and
mental
308
development have a tremendous pace,
compared with all age. Even the age of 0-8
years
experience 80%
of brain
development rather than later. Therefore it
is necessary physical and mental
stimulation.
The character of children,
especially young children are generally
happy with things that are entertaining,
unique, and easy to understand. One
material that is taught in Early Childhood
Education (early childhood) is to introduce
children songs and folk songs owned by
Indonesia. It aims to build character in
children / students in the love of the
homeland, a sense of culture and the desire
to preserve the unique culture of
Indonesia. To introduce the children songs
and folk songs that exist in Indonesia on
early PAUD any child could atunya
through musical experience. Work
experience is the appreciation of music
through listening to a song, sing, play
music, move to music, reading music, so
that the children receive a thorough
overview of the expression of the song.
Experience music with the
observation that conscious will leave
treasury diverse musical elements in the
memory of the child. In kindergarten
competency skills are more focused on
exploration experience to train the sensory
and motor abilities, rather than make
children proficient or expert. While
creativity here include cognitive, affective,
and psychomotor look of the product or
process in the work and be busy
themselves creatively (Semiawan, Jojo,
1990: 10). Conveyed the appreciation of
learning is not limited to knowledge alone,
but involves the experience of observation,
experience,
appreciate, enjoy
and
appreciate the art exercise activity directly.
In learning the art of music in
general early childhood learning approach
there are three of them: an appreciation of
learning models, models of creative
learning and classical learning models. For
the activities of early childhood music
experience can use the learning model of
appreciation, which the participants were
introduced a wide range of songs through
listening to the song, the singing, musical
play activities, activities move to the
music, reading music and music creativity
activities. For early childhood reading
music and music creativity activities have
not been given because it is still quite
difficult given by early childhood.
Music activities. Learn to listen to
music is to observe the use of musical
elements that have been studied, the
rhythm, melody, harmony, form or
structure of the songs featured in the
music produced by the sound of various
musical instruments. The task of teachers
is to help children to increase the sense of
the beauty of his music by listening to a
variety of quality music.
There are two aspects that must be
developed in listening to music: The
quality of the music expression. Are
happy, lively, vibrant, funny, sad, solemn,
and a variety of expressions of feelings.
Properties of the elements of music in the
song. Examples of musical elements that
are important to note that gradually is as
follows: rhythm, related to the pulse, time
signatures, and
rhythmic
patterns,
melodies associated with the high tones,
scales, motion tone and direction of
motion of tone, harmony associated with
the texture, interval , kadens, and chord
progression, form related to the structure,
repetition, song forms, expressions
relating to tempo, dynamics, timbre, and
tone production.
The singing. The singing is a
major activity in the teaching of music in
Early
Childhood
Education
(early
childhood). In the singing students are
guided by teachers to sing the song model.
Choose a song that is well known models
such as the rainbow children, cut the duck
goose, parrot. Teachers can choose songs
that are generally known and loved each
area students. However, consider the
language skills and ambitus (the voice)
students. Teachers can also choose a new
song that easily taught to students in a
short time. Prior to the singing, determine
the steps that are tailored to the tune of the
children's voices. Do not start singing just
to figure out the pitch track, because in
this way can damage children's voices.
Then we set the tempo or speed of the
song that suits the song, which is in
accordance with the atmosphere lively,
happy, and happy. Determined after the
pitch and tempo or speed then the teacher
gives an example for the students sang a
song then invited to sing the whole song
together. If we teach a new song of
unknown pupils do not forget to cite the
entire song to be heard. Then set an
example by parts that directly emulated by
students.
After the students mastered all the
songs, then the whole song was sung.
Songs of the model used to discuss the
elements of music. This discussion should
be done gradually by taking into account
the terms and conditions of the order of
the ability of a logical sequence of
teaching materials, namely: the most basic
element of music is rhythm as the subject,
with a sub-sub subjects ranging from
pulses, bars, and a variety of rhythm
patterns . Next is the most important
element in music, the melody moves in
rhythm patterns, with the parts anyway.
Once the elements of rhythm and melody
elements then we can teach the elements
of harmony because harmony is a chord or
a combination of more than one tone is
also moving in rhythm patterns. Elements
of the form / structure of the songs are not
bound to the terms of the order of the
rhythm-melody-harmony, because bnetuk
or song structures that we encounter on the
songs from the model used phrases, words
of songs, and the songs are simple.
Similarly, the elements of expression,
from the beginning of the content of
309
expression is to be known songs sung by
the model.
Musical play activities. Playing
music
using
musical
instruments
commonly used in the classroom, provide
expertise to enhance children's interest in
learning music. The various instruments
used in the classroom can be grouped into
three categories, namely musical rhythm,
melody
instruments,
and
musical
harmony. General basic steps such as
playing music, the first we have to show
the children how the sound of each
instrument. Second, we must show how to
hold and ring it. Teachers and their
students can create a simple musical
instruments to be used in classroom
activities. For example, send some
children to bring beksa bottles, or
beverage cans. Ask them to ring the tools
and ask for a response to the sound
generated from the objects they carry. In
the normal course of early childhood
music playing, discussions began with the
singing rhythm. Then followed by
clapping by the song pulse model,
followed by clapping by the song swing
bars, hand gestures membirama song, then
clapped in a variety of rhythm patterns in
the strains biramanya.
Activities move to the music.
These activities are of two kinds, namely
motion and the motion moved in the place.
Various kinds of motion is done with the
music that is played, well played and
recorded the teacher. Can also be done
from a combination of motion in a place
with a motion switch. Activities move to
the music is intended to plant, nurture,
enhance, and strengthen the understanding
and appreciation of musical elements to
the children. The purpose of moving to the
music which is to inculcate, foster,
enhance and strengthen the understanding
and appreciation of musical elements to
the child. Undeniably there is always art
around us. Arts education in Indonesia
have also begun to be taught from AUD
310
education. Therefore, it is useful to use the
arts to the development of children's
intelligence and character formation of
capital in Indonesia.
Here are some of the benefits of
early childhood learning the art of musical
experience, especially in activities;
children so much easier to absorb the input
and advice provided, Sensitivity to nature
for the better because it used to make
something beautiful, give pleasure and can
help young people learn skills need to be
controlled, or something with their talents,
to help children express their creativity
and develop freely, children are able to
control emotions, feeling sad or happy.
Emotions that can be poured through the
artwork they produce, imagination
children can be developed through the
work produced, building on the child's
feelings and give a lot of creative art
experiences, appreciation of the beauty of
the child will grow and develop in him. If
the sensitivity is already growing, children
can produce good work, arts education can
be a positive influence in terms of
perceptions of children's emotions.
(Source: Newspaper SINDO/Minggu-10
August 2008)
Closing
At the early age of 0-6 years, the
brain develops very rapidly up to 80
percent. At the age of brains receive and
absorb various kinds of information, do
not look good and the bad. That period is
when the child's physical, mental and
spiritual, the child will begin to form.
Because of this, many who call this period
as the golden times of the child (golden
age). The experiences of children at an
early age will have a strong influence on
later life. This experience will last a long
time. Not even be eliminated, although it
could be just covered.
The character of children,
especially young children are generally
happy with things that are entertaining,
unique, and easy to understand. One
material that is taught in Early Childhood
Education (early childhood) is to introduce
children songs and folk songs owned by
Indonesia. It aims to build character in
children / students in the love of the
homeland, a sense of culture and the desire
to preserve the unique culture of
Indonesia. To introduce the children songs
and folk songs that exist in Indonesia on
early UIA any child could atunya through
musical experience.
One study conducted in Indonesia
is the activity of early childhood music
experience. There are some activities that
can be done in the activities of the musical
experience: music activities, activities of
singing, playing musical activities, and
events move to the music. Of all activities
performed on the musical experience of
early
childhood
education
(early
childhood) are expected to be useful in
forming the character of children in
particular and Indonesia build national
character in general. Benefits to be gained
from the experience of musical activities
in early childhood among others, easy to
absorb the input and advice provided,
Sensitivity to the better nature, to give
pleasure and can help children learn
various skills that need to be controlled, to
help children express their creativity and
develop freely , and is able to control
emotions.
References
Bruse, Tina, 1987. Early Childhood
Education, London : Holder &
Stoughton.
Chalil, Achjar. 2008. Pembentukan
karakter Peserta Didik melalui
Pendekatan
Pembelajaran
Berbasis Fitrah *) Agupena Jawa
Tengah.
http://agupenajateng.net/2009/02/
13/Pembentukan-karakter-pesertadidik-melalui-pendekatan-
pembelajaran-berbasis-fitrah
(diunduh, 11/06/30)
Dinas Kebudayaan, ( 1988 ), Pedoman
Pendidikan Kesenian, Jakarta.
Depdikbud,1994.
Program Kegiatan
Belajar Taman Kanak-Kanak.
Depdiknas, 2003.Undang-undang No.20
tahun 2003. Sistem Pendidikan
nasional. www.depdiknas.go.id
Ebbeck, Marjory Ann, 1991. Early
Childhood Education, Melbourne
: Longman Cheshire.
Hurlock,
Elizabeth
B.
1992.
Perkembangan Anak, Jilid I dan
Ikan Mas, Jakarta : Erlangga,
Pamadhi, Hadjar. 2009. Pendidikan Seni
di SD. Jakarta:Universitas terbuka
Safrina, Rien. 2002. Pendidikan Seni
Musik. Bandung: CV Maulana
Soedarsono, (2002). Seni Pertunjukan
Indonesia Di Era Globalisasi.
Yogyakarta:
Gadjah
Mada
University Press.
Sholehuddin, M. 1997. Konsep Dasar
Pendidikan Pra Sekolah, IKIP
Bandung.
Sri Hermawati Dwi Arini, dkk. Seni
Budaya Jilid 1. Jakarta :
Departemen Pendidikan Nasional.
Syah, Imam Hr. 2010. Pendidikan Seni
Musik
di
SD.
http://edukasi.kompasiana.com/20
10/12/30/pendidikan-seni-musikdi-sd/. (diunduh, 11/06/30)
Widia Pekerti, dkk. (2005). Metode
Pengembangan Seni TK. Jakarta :
Universitas Terbuka.
Sumber:http://gudangmakalah.blo
gspot.com/2009/04/makalahkarakteristik-anak-usia-dini.html
311
BUILDING CHARACTER THROUGH EARLY AGE CHILDREN
DANCE ART EDUCATION
Ika Ratnaningrum
UPP PGSD Unnes Tegal
Abstract
Character guidance should be given as early as possible during early childhood or also called
kindergarten. Character building aims to establish and inculcate a good personality for
children. To establish the whole and good personal can be done through the dance education
in schools. Expected with learning dance, children who still like playing and thinking
concrete will begin to apply what they do that they think. It also can make children to be
themselves in a dance movement that they brought. Therefore, learning dance will form a
good character or personality and to develop the Emotional Quotient (EQ) that contains some
of aspects. With the builded of children good character and EQ, then the next generation will
provide good benefits for the nation's life to come.
Keywords: Dance Education, Character Building, Childhood
Introduction
Character is the key to individual
success. From the results of research in the
U.S. that 90 percent of cases that
committed by children are caused by bad
behaviour as irresponsible, dishonest, and
bad interpersonal relationships. This also
supported by other studies showing that
80 percent of the success of a person in
society is determined by the emotional
quotient.
Emotional Quotient (EQ) by
Lownfield in Kamaril (2001: 2-3), it‘s an
educational dimention that can be found in
the concept of art education, include the
art of dance. Art education in general can
develop skills such as basic human
physical,
perceptual,
intelectual,
emotional, social, and aesthetic creativity.
Besides, art education can also develop
children's emotional intelligence, as in the
art education develop all forms of physical
activities and the sense of beauty, as
included in the activities of expression, to
exploration, creation, and appreciation.
The role of art education can help
developing children‘s personality in the
312
building of character education. The role
of dance education can empower people‘s
emotion and it can be expressed through
body movement. So, no wonder that the
dance movements can represent a person's
personality. The personality is one element
of the building of a character.
Art education, the art of dance,
music, art, and drama at kindergarten is
part of the process of whole individual
building in accordance with the national
education goals. The purpose of art
education in kindergarten are not to build
a skillful dancing or music student or in
other words not to be an artist, but an
appreciative and creative personal building
through the experience of developing art.
Art lessons could build the mindset of the
students through an incultating of
understanding , cultivating sense of beauty
and sensitivity, and it‘s expected can build
a noble character, creative, appreciative,
sensitive, and have a sense of beauty
human in accordance with the objectives
of
education
in
the
future.
Art education, should be based on the
development of cognitive aspects (the
ability of individuals to connect, assess
and consider an event), affective (feelings)
and psychomotor through activities by
developing understanding, knowledge,
psikomotor skills application, as well as
other skills widely. Actually, art education
is not compartmentalized (dance separates
with dance, the art, and drama), but it can
become an integral and complementary.
When teachers teaching children to dance,
must not be detached from a sense of
musical, inspiration figure / particular
expression brought, and it will be
connected to the elements of art.
According to Howard Gardner
(2010), art education, especially dancing,
is included the Multiple Intellegence the
"Body Smart" (physical intelligence /
kinesthetic). Basically, children like music
and dancing. Dancing together can to hone
a child's physical intelligence. Dancing
requires a balance, the harmony of motion
of the body, muscle‘s strength and
flexibility. Not only the hands and feet but
the body also moves.
The art of dance in addition can
stimulate fine motor and gross motor skills
of children, in a dance movement contains
some of the issues related to the character
or personality. Therefore, it would not hurt
a child is taught to dance and move to
follow the music. Indirectly through dance
can educate a child's character through the
motion that was delivered. How to educate
a child's character through dance, by
giving or teaching dance with concrete
moves. It is expected that children can
easily memorize and easy to appreciate the
appropriate role or a dance that was
delivered.
Discussion
A. Children Characters Building
The character building, is a process that
long a lifetime. The children will grow be
a character personality, if they also grow
in an characterized environment. Thus,
the nature of born saint every child can
develop optimally. So, the are three parts
which have an important role. Namely,
family, school, and community.
According Megawangi (2008), by
creating a conducive environment. The
children
will
grow
into
a
characterizedpersonality if they can grow
in an characterized environment, so that
every sacred natural saint born child can
develop optimally. So that, the founder
and executive director of the Indonesia
Heritage Foundation thinks that the role of
family, school, and community is crucial.
In the character building, there are
three things last integrated, namely:
1. First, children understanding good
and bad, knowing what action they
should take, be able to give priority to
the good stuff.
2. Second, children have a love of
kindness, and hate the bad deeds. This
love is a torch or a spirit to do good.
For example, the child would not lie. ''
Because it's a bad idea to lie, they do
not want to do it for the love of
virtue,''.
3. Third, children are able to do good,
and
accustomed
to
doing.
Based on the third process above,
come the nine pillars of character are
important inculcated in children. They
started from the love of God and the
universe and its contents; responsibility,
discipline,
and
self-independence,
honesty;
respect
and
courtesy;
compassion, caring, and cooperation;
confident, creative, hard work, and never
give up; justice and leadership; good and
humble; tolerance, love peace, and unity.
Good character should be maintained.
Then, how to inculcate character in
children?
Character education should begin
when children are toddlers to teenagers.
There are six critical phases, according to
practitioners education Wiyono (2008),
which passed by the child to grow up.
313
Parents and teachers should understand it
as something normal. '' That child is in
phase,''. Edy provide assistance to parents
for marking and facing the developmental
phases of children ranging from toddlers,
preschool, school age, the age of junior
high school, up to age of college. One
important thing that should not be released
in each phase, the use of praise for the
behaviour, or changes in behaviour.
These phases of childhood have
characteristics:
adaptative
conflict,
imitative, share, and refused to budge.
Last third of this nature because the child
wants to be accepted in the group. Parents‘
role is giving the opportunity to notice,
try, and work together. The second is
giving and aligning imitative behavior that
tends
to negative. The third is to
providing supported to child to be able to
share and yield.
B. Dance education for Childhood
The give art education will grow a
variety
of
intelligence,
especially
kinesthetic intelligence, and learning to
appreciate the cultural diversity of
Indonesia through dance movement. "
Dance education for childhood
are less friendly in the public ear,
especially for dance. In order to socialize
this Dance education for Childhood,
Childhood Education providers need to
hold a child's art education program which
concentrates the art of dance. The art of
dance for childhood, in an effort to
stimulate the ideas and the creativity of
children. Because the art of dance is a
form of positive action, it is necessary to
be implemented become a local content on
the organization of childhood curriculum.
Besides the art of dance is also a means to
share expression of feelings and emotion
of children. Dance movement maintenance
also stimulates the growth of children
motor in aligning the power of thought in
accordance with the level of childhood
motor development. The purpose of dance
314
education in childhood administration, to
introduce some of the national culture of
Indonesia to their students, develop
kinesthetic intelligence and aspects of the
art.
According to experts in the theory
Sulistyo (2011), in childhood education
there are three types of educational which
is the sensorimotor play, development
play, role play. The art of dance education
included into the role play, the more
precisely the role of macro play. Playing
the role of the macro if the child plays a
man beyond himself. Examples such as a
chef in a chef dance, a butterfly in a
butterflies dance, a pleasant farmer in the
farmer dance and others.
At certain stages of the child will
continue to advance toward physical
growth, mental and esthetic. In general,
depended on the age and interests of each
child in different art. But the reality is not
so. In the approach to the art of dance
there is the assumption that children are
particularly involved in and gain control of
the motor to the child art movement.
Moving while making a voice by using a
sense, though without a skill it‘s very
important in the art experience. Similarly,
if children is given the motivation to
create motion based on observation of the
favorite animals at home, it would be
found different funny motions from one
another. It is possible that will come a
motion while making a voice or shout to
express their observations. In the art
experience children will meet the elements
of dance art, so that the exploration of
movement and rhythm is very meaningful
for children esthetic development .
Childhood has a quality of motion
in accordance with the characteristics of
children, which is quite aggressive and
energetic. If it is developed and nurtured
will make an invaluable asset.
C. Characteristics of Childhood Dance
The following is a characteristic of
childhood dance movement :
1. Motion characteristics of childhood
a. In general, motion characteristics in
kindergarten they can do variety of
imitative movement activities. If a
teacher can show students an action
that can be observed (observable),
then the child will begin to reproduce
imitative action until in the muscles
level and demanded by the impulsive
urge to imitate. In general the
development of kindergarten children
can perform moving activities as
follows:
a. Imitating, as the author has been
said before in the dance creativity
development effort that a child played
imitating like they saw. The child can
imitate the movements of television
viewed either directly movements or
done by others, based on themes and
animals movements were observed.
b. Manipulation, in this children's
activities, they show
various
spontaneous movements of the object
being observed. However, the child
observation to the objects they will
display a movement that just likes.
According to Kamtini and
Husni Wardhi Tanjung in his book,
Playing Through Motion and Songs
in kindergarten that can be said the
overall characteristics of the physical
movement of kindergarten children
were:
a. Is simple
b. Are meaningful and themed,
meaning that each movement
contains a specific theme
c. Children movement mimic the
activities of parents everyday and
also the people around them
d. Children also imitate animal
movements.
children must pay attention to two things,
namely, should pay attention to body part
that can be trained from the characteristics
or the characteristics of the child motion.
A
kindergarten teacher in
arranging a dance for kindergarten
d. Dance Variety
2. Characteristics of Kindergarten’s
Dance
There are several things to consider
in order to provide appropriate dance with
the characteristics of kindergarten children
that there are some points to note are:
a. Theme
In general the kids always like what
they had ever seen. From what they
saw
or
unconsciously
realized
spontaneously, children will mimic the
motions that correspond to what he had
ever seen. From motions they have
ever seen and observed by a child, it
can be used as a theme. Themes that
are generally liked by the kindergarten
include animal behavior such as cats,
dogs, birds, butterflies, ducks and
others. Children also imitate human
behavior such as: father, mother,
doctors, engineers and others.
b. Forms of Motion
Form of motion in accordance with the
characteristics of children's dance, in
general, motions they do are not too
difficult and very simple. Given the
essentially kindergartner's imagination
is high and creativity have a high as
well. And other forms of motion are the
usual motions form a lively, fast and
seemed to describe their joy.
c. Form of accompaniment
Judging from the characteristics of a
child who likes to move with joy and
kindergarten usually like musical
accompaniment to describe the
pleasure and excitement. Especially the
catchy children songs, for example: the
song Kelinciku, Kebunku, Kupu-Kupu
and others.
315
If a copyright dance movement work
has been arranged as one child dance,
then formed into a form of dance and a
kind of dance that suits the
characteristics and properties of a
kindergartner who has the nature of joy
or pleasure, a lively and simple motion,
and the musical accompaniment is
easily understood by children.
D. Child Characters in Dance
Dance movement skills is not the
main goal but the development of various
aspects of creativity in the student is
orientation held in the learning process.
The main purpose of the dance is to help
grow and develop students' skills through
dance to find a relationship between the
body with all existence. The goal of Dance
Art Education for Childhood itself is as
follows:
1. Training child's motor physical,
2. Training the cognitive, affective
development.
3. Training
social,
emotional,
communication
and
language
development.
4. Training their interests, talents, and
creativity.
5. Inculcate the values of education or
humanitarian
values
(esthetic
sensitivity).
6. Preserving Indonesian Cultural.
Kindergartner physical basic skills
can be recognized from ability to move the
balance, locomotor, speed, change the
expression, technique, body control,
energetic movement, and coordination the
members of the body. Kindergnartner
aesthetic basic skills is seen of its ability to
unfold the beauty of dance in both the
activity of dance creation and in dance
activities. Kindergartner creative basic
skills can be recognized from ability to
make unique motions, different from their
friends, even their ability to make a new
motion, and speed to adjust to their
316
friends, when made a mistake at a time to
dance.
After learning the purpose of dance
education above, then that goal will bring
some character or personality of the child.
Personality is usually judged by the
attitudes and behavior. But the scientists
found that the dance movements can also
express one's personality. Scientists have
found that a variety of personality can be
revealed by one's dance moves
performance. Research also shows that the
dance floor (dance floor) is a perfect place
to measure personality.
According to Dr. Luck (2010),
every person's body movement can be an
indicator of personality type. Even though
the robot motion can show personality.
The study of 60 volunteers who have been
selected from 900 people who do a
personality
test, here are some
personalities revealed from a variety of
dance movements (rock, techno, Latin,
jazz, funk and pop), as follows:
1. Extroverted (open personality)
People who have an open or
extroverted personality will drive
almost all the members of their body
while dancing. They will also move
with very energetic, and moving his
head and arms with redundant.
2. Neurotic
People with neurotic personalities
usually have lots of complaining
behavior, often looking for sympathy,
caring and very sensitive, as if
returning to childish behavior. People
with these personalities will dance
with a sharp movement and jerked his
arms and legs.
3. Agreeable
personality
(fun
personality)
People with this personality tend to
dance with a smooth motion, using the
dance floor by moving the body with a
swinging motion.
4. Open-minded (open minded)
People with this personality tend to
make the rhythmic movement up and
down and not move too much.
5. People thoroughly
Careful people moving around the
dance floor more than anyone else. He
also moved a greater distance than the
other
dancers.
Learning the art of dance will also
bring the emotional intelligence
behavioral change process that
associated with the children character.
1. According Kusumastuti (2009),
there is some kind of children
character growing up through
dance art education is as follows:
a. Having the sense of pride
b. Having a brave nature
c. Able to control emotion
d. Able to hone refinement
e. Able to nurture a sense of
responsibility
f. Able to nurture a sense of
independence
g. Easily interact with others
h. Have a good achievement
i. Able to develop imagination
j. Being a creative child
From some behavioral changes
above, it can be applied properly
cultivated by teachers to their students.
Although through the art of dance media,
it is expected to bring a good change for
the child's personality and character. For
children as the future generation should
start early inculcated, to prepare mental
and emotional for the challenges of living
in the state and nation.
Closing
A. Conclusion
Dance education can be a tool to share the
talent of children through the motion.
Dance movement will develop EQ and the
good and intact personal or character
building with the aim to prepare children
early as the next generation in the life to
come. Character building that can be
gained from learning to dance is the
having of a sense of pride, having a brave
nature, able to control emotion, able to
hone refinement, Able to foster a sense of
responsibility, able to foster a sense of
independence, easy to interact with others,
have a good achievement, able to develop
imagination and being a creative child.
Additionally, it will build an extroverted
personality of the child (open personality),
neurotic, agreeable personality (pleasant
personality), Open-minded (open minded)
and become the ekstrovert people.
B. Suggestion
Based on the conclusions above, the
suggestion would be aimed at parents,
especially for childhood , kindergarten,
Play Group and its equivalent school
teacher.
The advice that given to parents are
to provide support to children in art
activism, especially the art of dance. It can
be done with including children in dance
studio activities. For teachers, in order to
provide a good direction and guidance in
learning the art of dance to their students
at the school. For the children themselves,
in order to always have a passion to learn
and develop their talents in art of dance.
References
Howard Gardner. Children's Character
Building
Tips.
Posted
by
sekolahtaqifa in February 14, 2010
Kamaril, Cut. Of 2001. Concept Art
Education Elementary-Junior HighLevel High School. Seminar and
Workshop Papers of the National
Art Education. 18 to 20 April 2001.
Jakarta: Hotel Indonesia.
Kusumastuti, Eni. Increased Emotional
Intelligence (Emotional Quotion)
Early Childhood Education Through
Dance. Semarang: LIK volume 38,
number 02, December 2009.
317
Geoff Luck of the University of Jyvaskyla
in Finland, as reported by the
Telegraph, Tuesday (16/11/2010).
editor [at] detikhealth.com
Megawangi, Ratna. in half-day seminar
Building Character Children From
Early Childhood, How Important?
in
Jakarta, May 3, 2008.
http://beranda.blogsome.com/2008/
02/07/membangun-karakteranak/trackback/
Sulistyo, Ari. Of 2011. Teaching guides
and Educating Early Childhood.
Depok: Millenia Press.
Rike. Of 2011. Characteristics of dance
ability
and Early Childhood.
www.gogle.com
Susilo, Adi. Bernialai Cultural Education
(Education
Dance
AUD).
http://adisusilo.blogdetik.com
Wiyono. , 2008. Children's Art in early
childhood education. igustiarya @
gmail, com.
318
CURRICULLUM OF EARLY CHILDHOOD EDUCATION
(Efforts of Development the Early Childhood Character Educational)
Edi Waluyo
Abstract
Curriculum development in early childhood character, is a necessity and a challenge all at
once. This is appropriate with the rule made by Educational Minister No. 58 of 2009,
agencies are required to develop the curriculum as needed, but on the other side, not all early
childhood education institutions are ready to develop the curriculum according to the needs
and characteristics.
Introduction
Early childhood education is an
important part to prepare human resource
(HR) in the future and right education will
be the basis for a child to enter further
education. Early childhood is the golden
era (golden age) for the intellectual
development of each human being.
According
to
the
human
brain
development, the stage of brain
development in early childhood is the
most vital, reaching 80% of brain
development. (Suyanto, 2003:1)
Purpose of early childhood
education is the achievement of child
development which are healthy and
optimal as well its readiness and variety of
life skills that necessary for process
development and further education.
Because children are the future
generations and society at the same time,
the growth and development achieved by
children must be in line with the values,
norms
and
social
expectations.
(Curriculum, 2004:23)
Developments and changes that
occur in the life of society, nation and the
state in Indonesia can not be separated
from global influences, the development
of science and technology, and arts and
culture. These continuously require
improvement
of
the
educational
curriculum
includes
a
contextual
curriculum refinement to create a society
that is able to compete and adapt to
changing times. (Sukmadinata, 2000: 34)
Educators in demand to develop a
curriculum implemented in the form of
lesson plans as a form of the program in
more detail. Lesson plans are drawn up as
curriculum development and become more
meaningful because it is growing and
flexible.
Development of early childhood
education curriculum, adapted to existing
circumstances, and evolving to achieve the
competencies. So that educators can be
creative in the implementation, to develop
learning activities that suit the needs of
children.
Along to the global era, many
people considered that the development of
character
education
curriculum is
necessary, it is an anticipation for rescue
the students in order to recognize a wide
range of their potential early on.
The curriculum should look at
what the community needs and predictive
to the needs of the future. Developed
curriculum should prepare students to
have the skill to stock up to the challenge
of time.
According to these conditions
need to look for effective solutions to give
provisions
through
the
curriculum
implemented by educational institutions
relating to character education. Thus the
319
institution will provide supplies to suit the
needs of learners and the community.
Discussion
Early
childhood
curriculum
development in accordance with the
potential of the area very attractive to be
implemented, due to anticipation of the era
of globalization, to prepare students to
master a wide range of skills. Therefore,
the development activities of the early
childhood curriculum should be handled
by a professional, and have a solid
foundation in education.
Educators are required to be ready
as a professional curriculum developer.
This is in line with curriculum
development today demands the ability of
educators to become a professional
curriculum developer. Because the
curriculum is a vehicle for studying which
is dynamic that needs to be planned,
implemented and evaluated on an ongoing
basis and according to sustainable
development. (Sukmadinata, 2000:45)
Nowadays, educators are required
to be professional in handling all the
problems of education. Do not let the
educators as a developer and implementer
of education can not even solve the
problems of education itself. The main
thing to be developed by the government
is how to print the educators who are
capable of transferring knowledge and at
the same time as the curriculum developer.
Due to the current curriculum requires
educators to actively and creatively
develop a curriculum that is taught.
It may be said that the role of
educator is very strategic, that is, as
planners, implementers and evaluators of
the curriculum. If the three roles are not
well lived, of course, can not be a good
educators and curriculum developers.
(Hamalik 2004:12)
This is the task of educational
institutions to develop human potential
and resources early on, to deliver
320
graduates who are ready to develop the
potential of the region, so that policy of
development can work together to support
educational development.
According
to
Permendikas
number 58 years 2009 of early childhood
education
standards, providing full
flexibility to each agency to develop a
curriculum by watching the potential of
the institutions and the area, so it will
encourage institutions to be more creative
and innovative.
The curriculum is very in-depth
study in accordance with the existing
runway in the curriculum include the
philosophical,sociological,
technological
and psychological of a society, which later
gave birth to a concept thoroughly tested
both conceptually and in implementation.
(Sukmadinata, 2000:48)
We remember that the society
constantly changing, so curriculum is
always changing, improving and renewing
experience. For the advancement of
science and technology should be
developed according to the demands of the
times and should be anticipated in the
curriculum so that it needs the necessary
evaluation tools that can measure all
aspects learned during his education.
(Puskur, 2007: 34)
Often people see that the
curriculum was limited to documents
stored neatly in a cupboard or in a
bookcase in his institution, and even the
curriculum document into an antique,
because teachers are afraid to touch and
open it. This is what makes that the
curriculum is static because it was never
developed by educators in accordance
with what is required by the students.
Supporting factors whether it is succes or
not the implementation of the curriculum
in the field is influenced by the ability of
educators to develop and implement
curriculum.
Curriculum
development
model in each of the educational unit to
the consequences that educators should be
a curriculum developer to be conveyed in
any learning activity. (Sanjaya, 2009:23)
Practice
of
curriculum
development in early childhood education
that develops the character of the ideal has
not been performing well. This is because
the teachers always follow the advice of
the supervisor or waiting for orders. So
that the character education curriculum for
young children who should serve as a
facilitator aspects of child development, it
becomes less than the maximum because
of the lack of role of educators in the
development of a broader curriculum and
in accordance with their respective
educational institutions.
In addition, the demands on early
childhood education is very high, because
parents want their children to be what
parents want. So that parents often
demand that their children at the educators
are required to master a wide range of
cognitive nature of knowledge. Whereas in
early
childhood, curriculum should
provide
the
child
care facilities
development, so that students become
what
they
want.
Good curriculum development in early
childhood, is to accommodate all the
aspirations and inputs from various
sources of information which is of course
to educate and make children of character.
This is a very good carrying capacity, so
that the curriculum into a curriculum
document is really needed in accordance
with the development of children.
Challenges of early childhood
education
increasingly
heavy
and
increasingly developed. This relates to the
demands of the people who always insist
on early childhood education to align with
the development and not obsolete. But this
is often an obstacle for educators in
curriculum development in the field
because not accommodate all the
aspirations of its people.
School is a vehicle for formal
education process. Schools are part of
society, and therefore the school should be
able to seek the preservation of the
characteristics or peculiarities about the
school environment or the area where the
school is located. For realization of this
effort, the school must provide educational
programs that can provide insight to
students about what the characteristics of
local environment, whether in relation to
natural conditions, social and cultural
environment and the needs of the region.
(Jalal, 2001: 35)
In developing a curriculum that
develops early childhood character
education institutions required readiness of
human resources, and material support.
Each institution must have a team of
curriculum developers who sought to
develop curriculum that correspond to
typical area, with a view to early
childhood have a sense of devotion to the
area and have the appropriate skills to
local circumstances.
It is necessary to design an
education system that is able to create an
atmosphere of fun and learning, stimulate
and challenge learners to develop
themselves optimally match the talents
and abilities. Besides, it also gives
freedom to the institutions to develop
curriculum that are appropriate to its
needs.
Developments and changes that
occur in the life of society, nation and the
state can not be separated from global
influences, the development of science,
technology,
arts
and
culture.
Developments and changes require the
continuous improvement of the education
system
including
improving
the
curriculum to create a society that is able
to compete and adapt to the changing
times.
Making
plans
to
overall
curriculum provides a comprehensive
experience for every student of the
material
offered
by
educational
institutions. Therefore, the material which
321
is offered do not give trouble, but provide
additional valuable insight for the future.
Planning concept of the material is
very hard work, because it deals with
material that is conceptualized as a form
of child character to be obtained. So that
the material must know and recognize
sharply on the vary individual needs. So
the role of educators is a creator to answer
what is in the curriculum and change it
according to the needs of students and
institutions.
Closing
Curriculum development in early
childhood is characterized by a curriculum
development team composed of educators
coorporating with various stakeholders,
including parents, students, managers of
institutions,
communities
and
stakeholders. Development of early
childhood education curriculum aims to
develop a curriculum in accordance with
the stages of early childhood development
of
character,
considering
its
characteristics.
References
Fasli Jalal dan Dedi Supriadi
2001.
Reformasi Pendidikan dalam
Konteks
Otonomi
Daerah.
Yogyakarta: Adicita Karyanusa
Nana Syaodih Sukmadinata, 2000.
Pengembangan Kurikulum Teori
dan Praktek . Bandung: Remaja
Rosdakarya
Oemar Hamalik 2004. Inovasi Pendidikan
(Perwujudan
Dalam Sistem
Pendidikan Nasional. Bandung:
YP Permindo
Puskur, 2007. Standar Isi Pendidikan
Anak Usia Dini. Balitbang
Sugeng Santoso, 2002. Pendidikan Anak
Usia Dini. Jakarta: Citra Pendidikan
Wina Sanjaya, 2009. Kurikulum Tingkat
Satuan Pendidikan. Bandung:
Alfabeta
322
ROLE OF TEACHERS IN COPING WITH CHILDREN IN
DEVIANT BEHAVIOR KINDERGARTEN
Nurhafizah
Padang State University
Abstract
Behavior vary from good behavior to the deviant behavior. This deviant behavior of children
who need to get education from a teacher if the behavior is evolving toward better behavior.
The attitude of the teacher as an educator is different in the face of a deviant child behavior.
There are teachers who tolerate deviant behavior, by giving advice and motivation in various
ways so that the child's behavior changed for the better. The teacher is a person who deserves
the exemplary and imitated. Teachers should be able to provide examples of good and
exemplary act on their students. But there is also a teacher in facing the child does not have an
attitude of patience, do not respond to the child's behavior and does not provide motivation for
children to change their behavior. Whereas the development of behavior is very important in
shaping both habituation-conditioning in children. habituation to behave well is should be
done at an early age as an initial foundation for the development of subsequent behavior of
the children so that children have a positive character in the future. Kindergarten is an early
childhood education can be a forum for the development of such behavior.
Key words: The role of teachers, overcome, deviant behavior, kindergarten
Introduction
One of the missions of national
education in addition to the intellectual life
of the nation is the promotion of the
dignity and character. Character education
or formation of behavior is expected to
bring to the implementation of the
educational implications. Develop and
disseminate science, technology and trying
to use to improve their lives. Ansar (2005:
39) Educational basically aims to help
individuals achieve optimal development
according to its potential. Of course it's
education began in the early days in early
childhood.
Children in early childhood was in
the golden age period in which a child has
a very high intelligence. At this time a
child begins to be educated so that
potential inborn it can develop optimally.
To obtain the development potential of the
parent to the child's education should start
from small, Kartini expressed as (1995:
15), "Parents are a child's first educators
and adult offspring by nature to bear
responsibility for helping the growth and
development of human children by
educating".
Based on the above quotation it is
clear that efforts to develop individual
potential is a major task to be implemented
by educators such as teachers in formal
educational
institutions
such
as
kindergarten. Kindergarten and early
childhood institution is an institution to
provide stimulus to help the child's
development. Parents need institutions like
kindergarten in helping the growth and
development
both
physically
and
psychologically anaknnya. Educators or
teachers in kindergarten also serves as the
parent for the child, in other words the task
is to educate teachers.
Educate children properly means
the totality of the potential to cultivate a
natural child. The potential for physical
child growth reasonably pursued through
the fulfillment of the needs food, clothing
and shelter by the child's parents. While
the potential for spiritual development of
323
children appropriately pursued through
business coaching intellectual, and moral
sense. This is in accordance with the
purpose of kindergarten according to the
Ministry of Education (2004: 7) which is
"to help students develop a range of
potential psychic covering both moral and
religious
values, social, emotional,
cognitive, language, physical / motor,
independence, and art to be ready to enter
basic education".
These objectives will be realized
by the teacher as an educator in
kindergarten. A teacher should already
have knowledge and understanding in how
to educate children so that these objectives
can be achieved, of course with the help of
various parties in the field of early
childhood
education.
Teachers
in
kindergarten serving as role models for
students and teachers that is the attitude
shown by all the teachers in their behavior
would be an example for children.
Children usually idolize people including a
teacher who likes to be idolized by a child.
Because in reality a lot of kids who
idolized his teacher at school.
Being a teacher should figure is
the figure of a teacher who was liked by
children and bring a child into a good
direction. Education provided by a teacher
with a sincere and loving will make
children feel at ease, if the child already
feels at ease and not feel compelled his
soul delighted in teaching children.
Each teacher has a different
attitude or response of a single teacher
with another teacher. There are teachers
who implement such an attitude would
listen to children, giving opportunities for
children to ask, if the child made a mistake
the teacher will take the actions that did
not hurt the child. Teachers are rude to
children will make the children become
frightened. Do not want to listen to
children and some have ignored the
students as teachers are preoccupied with
their own preoccupations so that a child
324
less attention. Based on the above
explanation can be concluded that each
teacher has ways of educating children.
Deviant behavior or bad behavior
in early childhood such as lying, like
annoying friends and likes to break things
at school and etc, common in children.
Such behavior if left alone and not
addressed or acted upon will be blown
away by the child until the child grew up.
In everyday life is often found that
aggressive children can not stay always
annoying friend who is learning, there are
children who do not want to be friends
moody and always accompanied by a
parent at the school. Thus the teacher's
role is indispensable in addressing the
child's behavior. In order not to become a
habit for children as adults last ago to
educate children.
Theory Study
Erikson (in Nugraha, 2005: 53)
children are being active and adaptive
cruise control is always working for the
environment. Childhood is a picture of the
human person a place where good and evil
grow and realize the true self in
accordance
with
the
stages
of
development.Growth and development
that occurs in child physical motor skills,
moral development (including personality,
temperament and character), social,
emotional, intellectual and language of
children. Therefore, during the golden age
(golden age) these children need attention
through the stimulation of a good
education so that the potential for children
to develop optimally.
Depdiknas
(2004:
6)
"Kindergarten as a form of early childhood
education units in the formal education
that organizes educational programs for
children aged four to six years".
Depdiknas (2004: 7) function of
kindergarten education is as follows: a)
Introduce legislation, instill discipline in
children, b) Introduce children to the
world around, c) Cultivate good attitudes
and behavior, d) Develop the ability to
communicate and socialize, e) Develop the
skills and creativity of children, f)
Preparing children to enter primary
education. Thus, we can know that
kindergarten is a unit in formal education
that aims to help develop the potential and
capabilities of early childhood education
as a preparation for entering the base.
Mashitoh (in Aisyah, 2007: 1.3)
suggests that in learning activities in
kindergarten priority to play while
learning and learn while playing.
Moeslichatoen (in Aisyah, 2007: 1.4)
argues that: a) should provide educational
situations that provide safety and
unpleasant to the child, b) to form learning
activities that can shape a child for good
behavior, through habituation are manifest
in daily activities , c) is the development
of basic skills of children.
Based on the above opinion can be
said that the characteristics of learning in
kindergarten it actually is through play.
Through play children can recognize it and
know things. Education provided through
the form of the game will make the child
more comfortable. Children will gain a
meaningful learning because education is
provided without any element of coercion
to the child. Education in Nursery children always refer to the needs of
children, according to child development
and is done through play.
As the nature of attitude Teacher
Educators
Colman (in Hanurawan, 2010: 64)
suggests that the attitudes of a persistent
pattern of evaluative responses about
people, objects or issues. Baron and Byrne
(in Hanurawan, 2010: 64) is a subjective
assessment of one's attitude toward an
attitude object. Thus it can be said that
attitude is a response to emotions such as
the attitude object, circumstance or
situation, and so on. There is a positive
response and there is a negative, there is a
like or dislike and so on.
Manstead and Strickland (in
Hanurawan, 2010: 65), there are three
components of attitude, namely: 1) The
components of cognitive evaluative
response, 2) the response of the evaluative
component of attitude is the affective or
emotional feelings associated with an
attitude object, 3) Components of
evaluative behavioral response of attitude
is to behave in certain ways toward the
attitude object.
Based on the above explanation it
can be concluded that the cognitive
component means a person's mind about
an object, the affective component
includes feelings or emotions of anxiety,
pity, hate, anger and so forth, behavioral
components of attitudes tendency to
behave in certain ways on the attitude
object. These three components together is
critical to the overall attitude in a person.
Katz (in Hanurawan, 2010: 66)
explains the function of attitude, there are
four, namely: 1) self-adjustment function,
2) self-defense function and protective, 3)
The function of the expression values that
positive attitude helps the expression of
one's basic values, showing off her image ,
4) functions of knowledge means that the
attitude of helping someone set the
standard evaluation of something.
In accordance with the above
explanation it is clear that through a
person's attitude can make the adjustment
to anywhere and anytime as well as in new
siatuasi. Attitude also serves as an effort in
defending themselves from the dangers
that would threaten to himself. Attitude is
the mean value of expression through the
attitude that one can show characteristics
that make themselves different from
others. Characteristic can be shown
through his intelligence, good behavior
and so on. Attitude also serves as a means
of knowledge through the person's attitude
325
can have standardized on one thing and the
state.
Regulation of the Minister of
National Education Republic of Indonesia
No. 59 Year 2009 on Early Childhood
Education Standards clarify that: early
childhood educators are professionals who
are tasked to plan, implement the process
of learning, and assessing learning
outcomes, coaching, protection and care of
students. Aisyah (2007: 3.9) "Teachers in
public view is the one who carry out
education in certain places". As educators,
the task is basically to educate teachers,
which helps students develop a personal,
expand knowledge and provide guidance
to the students. Johnshon and Medinnus
(in Munandar, 1999: 69) suggests that the
figure was Master who can inspire future
leaders, the new generation, and children
will affect the future of the world.
Based on the above explanation it
can be concluded that the importance of
the role of teachers in helping children in
school and also affects the child's future.
Attention and encouragement of teachers
influence the child to choose and consider
in making a decision. Sjarkawi (2006: 34)
A teacher may also provide character
education to the children, "character
education is an educational process aimed
at developing values, attitudes and
behaviors that emit noble or noble
character".
Teachers
should
be
held
responsible for any attitudes, behaviors
and actions in order to foster the spirit and
character of students. Wens Tanlain (in
Aisyah, 2007: 3.10) suggests that teachers
who are responsible for: a) Receive and
comply with humanitarian values and
norms, b) Shoulder the task with a free,
brave, happy, and not a burden to him, c)
Aware of the value relating to the actions
and the consequences it brings, d) Respect
for others, e) Wise and careful, devoted to
God Almighty. Thus the teacher's
responsibility as educators increasingly
326
clear that any attitude or behavior
exhibited by a teacher can be in the
spotlight and is considered by students as a
teacher is a figure of a leader.
As a teacher on duty to establish
and build the personality of students.
Aisyah (2007: 3.10) states that the duties
of teachers, namely: a) task demanding
profession of a teacher to develop
appropriate professional development of
science and technology, b) The duty of
humanity, in which teachers must engage
through social interaction with the public,
c) The task of educating the community
and teach people to become moral citizens
Pancasila
Indonesia.
Duties
and
responsibilities of a teacher in an
educational interaction is so heavy. In
order to run this task should be a teacher
must have skills in educating early
childhood.
Dewi (2005: 38) reveals that the
"attitude of kindergarten teachers deal
with children in trouble with a variety of
ways. Teachers need to know the limits of
what is reasonable behavior or have a
problem ". For that teachers need to know
the characteristics or symptoms of children
with problems so that teachers can help
children with problems in its development.
As a teacher on duty to Establish
and build the personality of students.
Aisyah (2007: 3.10) states That the duties
of teachers, namely: a) task demanding
profession of a teacher to develop
Appropriate professional development of
science and technology, b) The duty of
humanity, in the which teachers must
engage through social interaction with the
public, c) The task of Educating the
community and teach people to Become
Indonesia Pancasila moral citizens. Duties
and responsibilities of a teacher in an
educational interaction is so heavy. In
order to run this task should be a teacher
must have skills in Educating early
childhood.
Dewi (2005: 38) That reveals the
"attitude of Newbie teachers deal with
children in trouble with a variety of ways.
Teachers need to know the limits of what
is reasonable behavior or have a problem".
For that teachers need to know the
characteristics or symptoms of children
with problems so teachers can help
children That with problems in its
development.
Notwithstanding the nature of behavior
Depdiknas (2003) that "the
behavior of the individual responses or
reactions to stimuli or the environment".
Based on the opinion of the above it is
clear that such behavior is all the activities
of a person in a way to act against any
stimulus that comes from within and from
outside of the environment or whether it is
an activity that can be observed or not
observable.
Prayitno (2006: 139) explains that
"deviant behavior, especially related to
personality
disorders, is not the
achievement of developmental tasks
perfectly, especially concerning the ability
and willingness of responsible social
behavior". Deviant behavior can be said if
such behavior could harm himself or
others and violate the rules of the values
and norms. Andi Mappiare (in Mudjiran,
2007: 150) is also called the behavior of
deviant behavior or problem behavior.
Thus we can conclude that
aberrant behavior is a behavior that is
contrary to the rules, values and norms,
where the behavior can be detrimental to
himself and others. So deviant behavior in
early childhood can be interpreted as a bad
behavior in children, reactions are
manifested in the movement (position) and
the statement that does not please others.
Children also have the attitude and
behavior, if the child is getting to know
other people, children begin to show
behavior. If the children have started to
talk and walk the variety of behavior was
beginning to look good and pleasant it is
behavior that is annoying. Hasan (2009:
163) This behavior is formed due to
hereditary factors, but the behavior could
also be formed due to environmental
factors or aberrant parenting.
So-called deviant behavior or bad
behavior in early childhood is reasonable
as defined by Gichara (2006: 2) "bad
behavior is part of the growth process of
children into adulthood as long as it does
not lead to a dangerous or criminal acts".
Parents and teachers should look for
appropriate ways in addressing the bad
behavior of children. So the bad behavior
in early childhood is one of the aspects of
development that would be passed by each
individual, but note also how the shape of
such behavior.
Behaviorism views of the flow (in
Mudjiran, 2007: 150) This deviant
behavior will occur if: a) A person faced
with conflicts that are not able to cope, b)
A person failed to find ways to adjust the
fit for his behavior, c) A person learning
about the ways that are not able to cope.
So if a person is faced with a problem and
could not finish it, and feel themselves
were wrong, at this moment there deviant
behavior.
Personal
characteristics
of
mentally healthy according to Maslow and
Mittelman (in Mudjiran, 2007: 151) is as
follows: a) Feeling safe and at ease, b)
Having an emotional spontaneity and, c)
Ability to assess themselves objectively
and positively, d) have the drive and desire
a healthy physical, e) have a good
understanding of self, f) have a healthy
living goals, g) have the ability to learn, h)
the ability to meet the needs of the group,
i) the existence of a healthy attitude
towards the emancipation. In accordance
with the explanation, it is always a healthy
individual showing of convenience, can
control the emotions, has a purpose in the
future, able to survive in a group, as well
as participate in kelompokonya.
327
Deviant
behavior
in
early
childhood according to Gichara (2006: 820) is as follows: 1) Lying, 2) Cheating in
a game, 3) Theft, 4) Damage, 5) absent, 6)
Fighting (hitting, pushing and teasing ), 7)
Tantrums 8) Denying, 9) Biting, 10) Being
coarse, 11) Speaking of rough (revealing
dirty words), 12) Manja. Based on the
opinion of the above then we can see some
examples of bad behavior in early
childhood is the case and carried out by
children in this day and age.
Gichara (2006: 21-33) there are
several factors that cause bad behavior in
children is as follows: 1) uncontrolled
emotions,
2)
social
and
family
environment did not support such a feel
different from the other (disability),
sibling rivalry, mass media such as the
spectacle of violence, fighting parents, 3)
planting the wrong discipline include:
irritability, antisocial, pressure at school
and competence, 4) Not enough Nutrition.
Mudjiran (2007: 153-155) factors
that influence the occurrence of deviant
behavior is as follows: 1) The factors that
originate from within the child such as: the
potential of low intelligence, learning
adjustment is wrong, deviant behavior was
a strengthening of environmental , did not
find a figure or model that can be used as
guidance in everyday life, children have
obstacles in satisfying desires, 2) factors
originating outside the child is: a family
environment that does not educate the less
control from parents, school environment
that makes children less comfortable, the
lack of active participation of communities
in preventing violations, the violencethemed movies are watched by children,
including cartoons, smackdown.
Based on the opinions of the
above, it can be concluded that many
things can affect the occurrence of bad
behavior in children is a factor that comes
from within his own children, family and
social environment around the child.
Closing
328
Attitudes of teachers in the face of
a deviant child behavior has a very
important role. Because teachers are
examples of models for children,
especially kindergarten. As for the things
that teachers can do to children in
kindergarten include:
1. Giving Advice to teach good behavior
in accordance with the teachings of
the religion through activities such as
story
1. Motivate children
2. Discipline or rules
3. Invites children to solve problems
with both
4. Give an award to a child when
behaving well.
5. Do not force the child in specific
activities.
References
Depdiknas. 2006. Sistem Pendidikan
Nasional.
Bandung:
Citra
Umbara.
________. 2004. Standar Kompetensi
Pendidikan Anak Usia Dini
Taman Kanak -Kanak Dan
Raudathul Athfal. Jakarta: Pusat
Kurikulum.
Dewi, Rosmala. 2005. Berbagai Masalah
Anak Taman Kanak -kanak.
Jakarta. Depdiknas.
Gichara, Jenny. 2006. Mengatasi Perilaku
Buruk Anak. Jakarta: Kawan
Pustaka.
Hanurawan, Fattah. 2010. Psikologi Sosial
Suatu Pengantar. Bandung.
Remaja Rosdakarya.
Hasan, Maimunah. 2009. Pendidikan Anak
Usia Dini. Jogjakarta: Diva press.
Mudjiran, dkk. 2007. Perkembangan
Peserta Didik . Padang. UNP
Press.
Schaefer, Charles. 2003. Bagaimana
Memebimbing Anak Secara
Efektif. DKI: Anggota IKAPI
Sjarkawi.
2006.
Pembentukan
Kepribadian Anak. Jakarta. Bumi
Aksara.
Sutadi, Rusda Koto. 2007. Permasalahan
Anak Taman Kanak-Kanak.
Depdikbud.
Suyanto, Slamset. 2005. Konsep Dasar
Pendidikan Anak Usia Dini.
Jakarta: Departemen Pendidikan
Nasional.
329
DEVELOPMENT MOTOR SKILLS ON EARLY CHILDHOOD
EDUCATION (EARLY CHILDHOOD)
Delrefi. D
Lecturer University Of Bengkulu Faculty Of Education Early Childhood
Abstract
Problems in this paper is, a lack of understanding of teachers about the basic knowledge in the
physical domain motor, both in the development of fine motor and gross motor development,
and it is acquired through observation and observation by the author on teachers of early
childhood education (early childhood) in the implementation of physical development. And it
is concluded that many teachers who ignore the basic techniques and body movement
corridors in accordance with the anatomy and the maturity level of students. Of course if the
physical development of motor skills (fine motor and gross motor skills) conducted without
adequate knowledge about the motion of the motor, the basic body movement skills, and
terminology in the understanding of anatomy and physiology for each of the teachers who
engaged in physical education, the course will provide harm to the child's motor development
and physical growth will damage, and what is expected of kinesthetic intelligence will be
ignored. So in this paper is very important otherwise be understood and controlled by teachers
or instructors matters relating to kinesiology and motor development of basic motor skills and
the factors that need to be understood in the development of motor skills in early childhood
education.
Introduction
Background
Law No. 20 of 2003 on National
Education System states that: 1). Early
childhood education is a development
effort aimed at children from birth to age
six years through the provision of
educational stimulus to promote the
to have children entering further
education, 2). organized early childhood
education prior to primary education,
3).Early childhood education is provided
through formal education, non formal and
/ or informal; 4).Early childhood education
in the form of formal education parkschool children (kindergarten), Raudatul
Athfal (RA), or other equivalent form,
5).Early childhood education in the form
of non-formal education channels play
groups, (TPA) or other equivalent form,
6).Early
childhood
education
into
education or family education in the form
330
of informal education organized by the
environment.
The basis of the program could
not be separated from the Dakar
Declaration of 2000 (The Dakar
Framework for Action Education for All),
which one egg is intended to expand and
improve the overall care and early
childhood education. The Government
started the implementation of early
childhood education more broadly, namely
at the peak of the commemoration of
national Children's Day July 23, 2003 in
Jakarta, and at times it has also officially
launched the implementation of Early
Childhood
Education
throughout
Indonesia.
As it looks now perceived
tendency of widespread public interest in
the management of early childhood
education, especially in communities or
groups who care about education. This can
be seen from the news, websites and posts
on the discussion of early childhood
education. And of course discussions and
activities in educational institutions is
showing concern for early childhood
education,
especially
educational
institutions that have a program of study
early
childhood
education
(early
childhood)
Early childhood education programs PGPAUD
is an institution should be
responsible for developing and managing
the demands of education in accordance
with the trending development of national
education goals that have a vision of
"Insan
Indonesia
Intelligent
and
Competitive" with the mission of "Making
Education a Insan Indonesia Able to Build
an Intelligent and Competitive with the
Fair , Quality, and Relevance to the Needs
of the Global Community "
Efforts of the program can be
implemented
through
multiple
intelligences as claimed Lazaer (2000) that
multiple
intelligences
(multiple
Inteligences)
is
a
cutting-edge
developments in the field of intelligensi
that describe things related to the
pathways used by humans to be smart. The
plural is macam2 intelligence: 1).Verbal
intelligence, 2).Intelligence mathematical
logic,
3).Intelligence
Intrapersonal,
4).Interpersonal 5).Naturalist intelligence,
6).Kinesthetic intelligence and body
movement (bodily-kinestheti), 7).Music
intelligence, 8).Visual-Spatial intelligence.
Nothing
that
the
eight
intelligences kinesthetic intelligence is
part of multiple intelligence related to the
sensitivity and skill in controlling the
coordination of body movements through
gross and fine motor movement towards
development of perfect body, as well as
physical development aimed 1). Promotes
physical harmony, spiritual, mental , With
the ever growth and social development,
2). develop basic motor skills (gross motor
development and fine motor), 3). instill
values and positive attitude, and know
kecerdasdan kinesthetic, and 4). develop
the knowledge and habits needed to live
healthy that leads to smarter kids.
The problems that were found
through field observations made in the
early childhood teachers, and concluded a
lack of understanding of teachers about the
basic knowledge in the physical domain
motor, both rough and smooth, especially
the many teachers who ignore the basic
techniques and body movement corridors
in accordance with the anatomy and
maturity level of students.
If the physical development of
motor skills (fine motor and gross motor
skills) conducted without adequate
knowledge and understanding of the
physiology of the teachers who engaged in
physical education, will certainly have a
negative impact the development would
damage the child's motor and physical
growth, as well as what kinesthetic
intelligence that would be expected from
neglected.
Contents section below will
explain things that are important in
physical development (fine motor and
motorikkasar), which is about the
development of basic motor and
movement skills and the factors that are
necessary for a teacher of motor
development in early childhood education
(early childhood)
I.
Motor Development and Skills Of
Basic Motion and Some Factors To
Be Understood By A Teacher
A. Definition of Motor Motion
Motor motion is a translation of
said motor means "the basic mechanics
that lead to a motion" motion (movement)
is an activity that didasarai by the motor
Mudjito et al (2008) frame the
development of motor skills in physical
education is supposed to be seen by
teachers for educational purposes which
leads to a physical). promotes physical
harmony, spiritual, mental, social growth
and development, b). develop basic motor
331
skills, c). inculcate positive values
and attitudes and, d). develop the
knowledge and habits needed to live
healthy.
Kinesthetic intelligence is the
ability to align the mind with the body so
that what the mind will be set out in the
form of body movements are beautiful,
creative and have meaning. This definition
refers to in writing saying that ―…. Sebuah
keselarasan antara fikiran dan tubuh,
dimana
fikiran
dilatih
untuk
memanfaatkan
tubuh
sebagaimana
mestinya dan tubuh dilatih untuk dapat
merespon
ekspresi
kekuatan
dari
pikiran‖.Linda C et al (in Faruq, 2007)
Develop kinesthetic intelligence
can not be separated from the concept of
learning motor skills ie body work in early
childhood is the basic body movement
skills. There are two types of motor skills:
Gross (or large) motor skills
involve the muscles bigger, including the
arms and legs. Actions that require gross
motor skills include walking, running,
balance
and
coordination.
When
evaluating gross motor skills, including
the factors that experts see the strength,
muscle tone, quality and range of motion
movements (gross motor).
Fine (or small) motor skills
involve the small muscles in the fingers,
toes, eyes and other areas. Actions that
require fine motor skills tend to be more
complicated, such as drawing, writing,
holding objects, throwing, and catching
waves (fine motor) ..
B. Body Basic Skills
Management skills can be taught
the basic body of the child from birth and
naturally adapted to the growing maturity.
And in early childhood play groups or the
beginning of school children through the
can through gymnastics and minor games.
Help plan the work to divide the basic
body management skills into three
categories: locomotor, non locomotor and
manipulation (Adam & Rahantoknam,
1988).
Locomotor skills to move your
body acts from one city to another and
non-locomotor skills are actions taken in
place and in particular does not move from
one city to another. Manipulative skills are
used to effect the object, good projection,
receive or maintain it.
Locomotor skills
walk
step
Run
slide
jump
Various objects can be selected as the
theme locomotor teaching and use as an
individual or a combination. Laban
category movement analysis (flow, force,
time and space) can provide direction and
guidance to teachers.
Some aspects that can be selected to
develop a range of skills:
1. Using a foot in various ways
(alternating with, one two, two one,
just one)
332
skip
hop
creep
roll
gallop
Plunge
2. Using parts of the body on the floor
(roll, jump, glide)
3. Using a different space (low, above
ground, in air)
4. Using various measures long
5. Using a different path
6. Using different speeds
7. Using a different power
8. Using cooperation and competition
Non-locomotor skills
Locomotor skills include the actions performed by the body in place, not specifically for the
purpose
of
moving
the
body
from
one
city
to
another.
strec Buckli swiv Curl up Turn
h
e
back
Among the aspects that can be selected to
develop a range of non-locomotor skills
are;
1. Using body parts of different
2. With feet still or moving
3. Using a field or a different level of
space
4. Using a different direction
swiv ambus hinder Balanced
el
h
5. Using different levels
6. Using the road in a different individual
7. Using a different measure of movement
8. Using different speeds
9. Using a different power levels
10. Using different levels of flexibility
11. Using cooperation and competition
Manipulative Skills
Manipulas skills include the use of the object (ball hoop) and tools (bad, racquet)
Manipulation
Capt
ure
Sto
p
Brin
g
Co
ntr
oll
Kic
k
Thr
ow
Pus
h
In general teaches manipulative skills
using small objects or tools are also useful
to develop the small muscles such as the
fingers (fine motor) Some examples of
aspects that can be taught is:
1. Throw under hand (standing, weight
transfer, release the ball, the
movement continued, the stronger
hand).
2. Capture (see the ball, move the ball,
open your fingers, place the heel of
your palms together).
3. Bounce (let the ball fall, increasing the
forces that drive the ball, watch him).
4. Using your fingers Draw the line
(train using stationery such as charcoal
or the like, to train to make a flat line,
curved and angled right-angled left,
zig-zag and various other patterns.)
Sla
p
Hol
d
Pen
cil
Dra
w
Line
s
Fol
d
squee
ze
Arran
ge
5. Construct (the Block, working in a
sandbox using woodworking tools that
need to be factor of safety education)
6. Use cooperation and competition
C. Cognitive Factor Need to be
Understood
Thus there is some knowledge that
needs to be understood by an early
childhood teachers in the development of
gross motor and fine motor skills, in order
to avoid errors resulting from the growth
of motor physical activity, the need to
understand as it is written (Sugianto &
Sudjarwo 1993):
1. Physical Development and Baby
Movement
Physical and developmental aspects of
movement are two that can only be
distinguished but not separated.
333
Development and physical growth so
hopefully determine the physical ability
to
perform
gerakan-motion.
Kualitasfisiknya better, more baikpula
development to master a wide range of
motion.
Baby's
physical
development
and
movement was a continuation and
development that has occurred at the time
the fetus is still inside the mother's womb.
Therefore, before discussion of the
physical development and movement of
baby's development, needs to be discussed
in advance of development before birth.
Developments Before Birth
Necessary to know the fetal
development of sophisticated tools. The
fetus was in the belly of his mother,
because it is difficult to observe directly.
A simple way to do this is by way of
touching the mother's abdomen or through
what is perceived. by the pregnant mother.
This simple way of sophistication can be
improved by using certain tools, such as
stethoscope,
electrocardiograph,
or
elektromiograf. More sophisticated tools
such as scanning sonar.
Changes in shape and proportions of the
human body from the fetus to adulthood
(source: Sugianto & Sudjarwo, 1993)
the longer size will give effect in terms of
increasing the strength needed to support
the motion. While the maturity of the
infant affect the possibility for control of
certain forms of movement with
increasing age. Process maturity is the
element that gives the direction of the
development pattern of motion, and
determine the appearance of new
behaviors specific to the din of children.
Belajarmerupakan supporting element in
Development of the motion
During the first 2 years since the
birth, babies have the ability to move
dalarn development. The development of
motor skills in line with the process of
physical growth and maturity. Physical
growth is characterized by the greater and
334
Physical Development
Infancy is the period since the
individual is born until age 1 or 2 years.
Physical growth after birth is the
continuation and growth whilst still in the
womb. Saatsaat birth is a moment knitis
for the baby to survive. Baby who had just
lahirharus the face of changing
environmental
conditions,
and
environmental conditions in the mother's
abdomen and into the natural conditions in
the
open
Iingkungan.
Physical growth of babies, both before
birth and after birth will experience a
further continuous change in shape and
proportions of the size of body parts in
line with the greater size and the length or
height. Changes in shape and body
proportions at each phase of development,
as in the following figure:
the process of perfecting mastery penilaku
or barn movements that began in the child.
Development of infants who will
put forward the motion includes two kinds
of development are:
a. Development of the motion switch
(Locomotion).
b. The development of motion hold.
c. Motion Switching Development
NO
1
STAGE
upper body postural
control
2
Control of posture and
activity throughout
back bone without the
help
3
4
Active efforts to move
Movement move by
crawling
5
Controls and postural
coordination to walk
At first the baby is only able to
perform simple movements and performed
weakly.
Infants
gradually develop
movement skills in a particular pattern
until he could walk. Shirley (1931)
describes the five stages of development
until the baby can berj alan. The fifth stage
is illustrated in the table below:
Development of the Motion Switch
AGE (WEEKS) ACTIVITY
Before 20
In prone possition
Lifting the chin
Lifting the chest
Sitting lap
25 till 31
Rolling out laterally
In the prone position can moving
the legs as if skew
Sitting alone for a while
Standing with assistance
37 to 39.5
the knee forward or backward
42 to 47
Stand holding furniture
Crawl
Walking with guided
Lifting the body tries to stand
62 to 64
Standing alone
Walking alone
2. In the terminology of anatomy
In this section a teacher needs to
understand the terminology in anatomy to
teach physical development (fine motor
and gross motor) because knowledge of
the human body in order to get the perfect
result, in order to obtain an economical
movements so as not to create something
that is not expected or are not desirable in
fostering kinesthetic intelligence.
contained in the human body and its
relationship bones found in the human
body, about the nervous system and its
relationship with other nerve and nerve
fiber connection with the muscle fibers.
For that the teachers or trainers in
the development of body need to
understand about: the types and kinds of
muscle contraction based on origin of
movement and insensionya, bone forms
335
include the motor and gross motor skills
fine motor skills.
1. Gross motor movements of the body is
using large muscles or most or all
members of the body that are affected
by the maturity of the child.
2. While the fine motor movements that
use the small muscles of the body or
part of certain members ang
influenced by the opportunity to learn
and practice
Picture: the large muscles
Images: a human skeleton
Conclusions And Recommendations
A. Conclusion
Motor learning is a developmental
control of the body through movement
between the nervous system, muscle,
brain, and spinal cord. Developments
336
Management skills can be taught
the basic body of the child from birth and
naturally adapted to the growing maturity.
And in early childhood play groups or the
beginning of school children through the
can through gymnastics and minor games.
Help plan the work to divide the basic
body management skills into three
categories: locomotor, non locomotor and
manipulative. Activity and the activity is
carried out with an interesting activity.
There is some knowledge that
needs to be understood by an early
childhood teachers in the development of
gross motor and fine motor skills, in order
to avoid errors resulting from the growth
of motor physical activity, which is
necessary to understand such as:
1. Physical Development and Movement
Baby
2. Terminology in anatomy
Teachers and trainers need to
understand the terminology in anatomy to
teach physical development (fine motor
and gross motor) for the purpose of
knowledge about the human body in
physical development is to get a perfect
result, in order to obtain an economical
movements so as not to cause something
unexpected or unwanted in fostering
kinesthetic intelligence.
B. Advice
1. Motor development guidelines for
early childhood programs S1 to the
uniformity
of
views
on
the
development of physical education or
motor development which is currently
more likely to be called kinesthetic
intelligence. Especially the lines of
principal
importance
in
motor
learning.
2. Government needs to bridge to the
lecturers in the field of PG-PAUD
childhood development a national
vision to bring together scholars in the
development of early childhood
education. Being had been invited to
the upgrading impressed related to
PG-PAUD
of early childhood
programs. only certain people, and
should be invited lecturers as well as
the development of PG-PAUD in early
childhood.
Pendidikan Anak Usia Dini. PPS
UNJ.
Rusli lutan, 1988. Belajar Keterampilan
Motorik. P2LPTK.
Sumantri,
MS,
M.Pd.
Model
Pengembangan
Keterampilan
Jasmani
AUD.
Jakarta:
Depdiknas, Dirjen Dikti
Samsudin. 2007. Pembelajaran Jasmani di
Taman Kanak -Kanak. Jakarta :
Litera.
Sugianto
&
Sudjarwo,
1993.
Perkembangan Dan Belajar
Gerak. Depdikbud. Jakarta
References
Arma Abdulah, 1996. Pendidkan Jasmani
Adaptif. Depdikbud. Jakarta
Elizabeth
B.
Hurlock,
1995.
Perkembangan Anak 1. Jakarta :
Erlangga.
Depdiknas,
2002.
Acuan
Menu
Pembelajaran Pada Pendidikan
Anak
Usia
Dini
(Menu
Pembelajaran Generik). Dirjen
PLS dan Pemuda. Jakarta.
Depdiknas.2002.
Acuan
Menu
Pembelajaran Pada Tempat
Penitipan Anak . Dirjen PLS dan
Pemuda. 2004. Dirjen PLS dan
Pemuda. Jakarta.
Faruq Muhamad Muhyi. 2007. 100
Permainan
Yang
Mengasah
Kecerdasan Kinestetik. Grasindo.
Jakarta.
Ian Adam & BE Rahantoknam, 1988.
Pendidikan Jasmani Dengan
Pendekatan
Pemahaman.
Dikdasman. Jakarta
Martini
Jamaris,
M.SC.Ed,
2003.
Perkembangan
dan
Pengembangan Anak Usia Taman
Kanak-Kanak.
Program
337
INDIVIDUAL DIFFERENCES IN EARLY CHILDHOOD
MULTICULTURAL EDUCATION
Ratih Kusumawardani
Lecturer at Early Childhood Education Programme (PG-PAUD)
Universitas Sultan Ageng Tirtayasa, Banten
Abstract
This paper briefly emphasized the individual differences in multicultural education. The
author limited her discussion on early childhood multicultural education. This article focused
on how to introduce individual differences to early childhood through multicultural education.
Keywords: individual differences, early childhood, multicultural education
Introduction
God creates human beings differ
from one another. Different gender, ethnic,
and nation to know one another and carry
out their duties on earth. Think how flat
the world when its filled with the same
people. Differences make our life more
colorful and dynamic.
Indonesia known as a plural
nation, that consist of various ethnic,
culture, language, and religion. We see the
differences everyday. Simply, we can see
and feel that we – physically and mentally
– are different from others. In one family,
father, mother, brother, sister and other
family members are totally different.
Differences or diversity as it is a grace that
make our live beautiful and colorful
Individual differences are the the
range
of
intraindividual
and
interindividual in the characterictics and
physical attributes, abilities, interest,
personality traits, learning experiences dan
home environment experiences affecting
behavior and development. Differences
are unique and typical in each individual
thus every individual is different from one
another.
Individual differences affect the
process of education and learning. Similar
education and learning stimulation did not
generate the similar behavioral learning
outcomes. Teacher as an educator should
understand the invidual differences in
338
order to design a learning strategy that
facilitate the differences to achieve an
optimal development of each children.
Discussion
A. Individual Differences
Diffferences or diversity are very
important educational issues. Rotter in
Vaughan believes that people differ
regarding the amount of control they feel
they have over the reinforcements and
punishmnets they receive (Vaughan,
1995). Those two (reinforcements and
punishments) will form the different
individual. Adults and teachers must
understand ―averages‖ and ―norms‖,
therefore, but see children as individuals –
see each child as a unique package of
emotional, mental, and physical traits
(Yellon & Weinstein, 1977).
Social
Class
Gender
Geographic
Area
INDIVIDUAL
Nationality
Racial
Ethnic
Group
Religion
Ability
and
Disability
Figure 1. Multi Cultural and Individual Identity
(James A.Banks, Multiethnic Education: Theory and Practice)
Every child develop according to the
developmental pattern untill they mature.
Physically, some children at the same age,
different in height, hair, eyes, or skin.
Emotionally, some children are able to
manage their emotion, some of them are
unable. Some of them are easy to mingle,
some of them are shy. Some of them are
smart, some of them need more
assistances. They are totally different in
ethnic, culture, social class, language,
gender, and even more, there are some
children with special needs.
B. Multicultural Education
Banks in Woolfolk stated that
Multicultural education is ―a field of study
designed to increase educational equity for
all students‖. Multicutural is one response
to the increasing diversity of the school
population as well as to the growing
demand for equity for all groups
(Woolfolk, 2007). Indonesia has plural
society and multicultural education is the
right approach to unite all the differences
stated above.
Multicultural education is more
than a change in curriculum. To make
education appropriate for all students, we
must consider other dimension as well
(Woolfolk, 2007). Banks in Woolfolk
suggest that multicultural education has
five dimensions, as shown in Figure 2
(Woolfolk, 2007).
339
Content Integration
Using examples and content from a
variety of cultures and groups to
illustrate key concepts, principles,
generalization, and theories in their
subject area or discipline.
An Equity Pedagogy
Matching teaching styles to students
learning styles in order to fcilitate tthe
academic achievement of students
from diverse racial, cultural, and
social class group.
The Knowledge Construction Process
Helping students to understand how the
implisit cultural assumptions within a
discipline influence the ways that
knowledge is constructed within it.
Prejudice Reduction
Identifying the characteristic of
students‘ racial attitudes and
determining how they can be
modified by teaching.
An Empowering School Culture and
Social Structure
Examining group and labeling practices,
sport participation, and the interaction of
the staff and the students across ethnic and
racial lines to create a school culture that
empower students from all groups.
Figure 2. Bank‘s Dimension of Multicultural Education
(James A.Banks, Cultural Diversity and Education; Foundations, Curriculum, and Teaching)
C. Early Childhood
Birth to 4 years is the golden age
period for children because child‘s brain
develop 50% at this age and 30% untill 8
years old. ―Golden Age‖ is the most
critical period because If brain does not
get good attention at this period, then
broken in brain can not be repaired on next
period. During this critical and sensitive
period, brain is easy to be formed because
it is very higly response on environment
stimulus or children experiences.
Children
learn
through
experiencing, imitating, explorating, and
eksperimenting their environment. Young
children learn in and use a concrete
environment. Therefore, teacher must
design an appropriate environment,
teaching strategies, and culture that will
enrich and strengthen the children‘s
knowledge.
340
D. The Application of Individual
Differences in Early Childhood
Multicultural
Education
in
Indonesia
Bhinneka Tunggal Ika is the
official national motto of Indonesia. It is
translated as ―Unity in Diversity‖.
Indonesia consist of various ethnics,
culture, language and religion. To unite
the
plural
life,
early
childhood
multicultural education is the first step to
make it.
The following is a strategy to
form a multicultural class generally
(Ormrod, 2008):
1. Understand your own cultural lens.
2. Enter the values, beliefs, and traditions
of many cultures in the curriculum.
3. Work hard to erase stereotypes of
childrenethnic.
4. Remember that some students may
have some cultural connection
5. Enhance productive interaction among
the various groups of racial and ethnic
students
6. Enter
theculturaldiversityinto
the
classroomculturallyhomogeneous.
7. Nurture democratic ideas
Conclusion
Indonesia is plural society, various
ethnic, culture, language, and religion.
Those differences can be unite through
multicultural education which can be
introduced
early.
Early
childhood
education is the first and the critical step
introducing multicultural education.
Individual differences is the issue
related to multicultural education. The
awareness of individual differences must
be created by designing the right strategies
on teaching and learning.
Multicultural
education
is
expected to resolve conflicts related to
issues
of
individual
differences.
Multicultural education that is part of
character education is expected to make
Indonesian as a great nation with a
difference.
References
Eggen, Paul & on Kauchak. (2007).
Educational
Psychology
(Windows on
Classroom).
New
Jersey:
PearsonEducation, Inc.
Ormrod, Jeanne Ellis. (2008). Psikologi
Pendidikan Jilid 1. Jakarta:
Erlangga.
Vaughan, Graham M. (1995).Introduction
to Social Psychology. Australia:
Prentice Hall.
Woolfolk, Anita. (2007). Educational
Psychology.
USA:
Pearson
Education, Inc.
Yelon, Stephen L&Grace W.Weinstein.
(1977).A
Teacher‟s
World:
Psychology in the Classroom.
McGraw Hill.
341
ACTIVE LEARNING FOR FINE MOTOR DEVELOPMENT
COURSES IN EARLY CHILDHOOD FACULTY OF TEACHING AND
EDUCATION, BENGKULU UNIVERSITY
Sri Saparahayuningsih
Problem Background
Early childhood educators should
reflect the personal and the noble ideal to
have patience, patience, dexterity, skill,
and realable ability to develop a variety of
kids potentialities. To achieve these
philosophical thoughts An undergraduate
program for early chilhood children in
Faculty of Teaching and Education,
Bengkulu University, prepares students to
take courses that are translated into the
courses. One of the courses is fine motor
skills development methodologies. This
course aims to (a) equip students to have
the knowledge, skills and attitude as a
teacher in early childhood and give
experiences to them in developing fine
motor of early childhood children.
The successful achievement of
competence course is dependent on
several aspects. One aspect that greatly
affects is how a letures implement it in
lecturing. The trend of today leacturing is
still learning-centered with lecturing
leacturer. Students are less actively
involved in the learning process. As a
result the level of student understanding of
lecture material less than optimal. Besides,
the media is rarely used in the learning
process so that learning becomes dry and
less meaningful.
The problem is the low absorptive
capacity of the students in their course
material Fine Motor Development Method
is caused by many interacting factors. One
factor is the method adopted for giving it
less opportunity and motivation for
students to participate actively. Students
expressed less brave or less dared to ask
things that are poorly understood.
Lecturers do not use that approach to
enable students to be actively involved,
342
and are still a lack of media-based media
multy
Discussion
As mandated by the National
Education Standards (PP.No.19 of 2005
on National Education standards, article
19 paragraph 1), learning is organized in
an interactive learning, inspiring, fun,
challenging, motivating learners to
actively participate and provide enough
space for initiative, creativity, and
independence in accordance with their
talents, interests, and physical and
psychological development of students.
One approach that can be applied in
learning as set forth in Regulation No. 19
5ahun 2009 is Active Learning. Active
approach to learning or active learning has
been tested by the DBE-2 in 10 college
partners, to improve the quality of lectures
at the college.
Approach to active learning is
intended to optimize the use of all the
potential possessed by students, so that all
students can achieve a satisfactory
learning outcomes in accordance with the
personal characteristics they have. In
addition, active learning is also intended to
keep the attention of students to remain
focused on the learning process.
Each student basically has tremendous
potential to be developed. For that, a
leaturer is expected to explore and develop
the potential of every student, one way this
can be taken is to manage learning which
can provide opportunities for students to
get involved and express all potential
students, one of the strategies that can be
applied is to learning active. Active
learning is learning that emphasizes active
students to experience for theirselve,
discover, solve the problem found so that
potential students develop optimally.
Active engagement with social
and physical environment as well as the
idea that relates to real life will encourage
students to think actively acquire new
knowledge and combine it with the
knowledge they already have.
To facilitate active learning, teachers must
use a variety of active strategies and
contextual, involving mutual learning
(cooperative learning) and accommodate
differences in gender and learning styles
of each student. It is beneficial to
maximize the learner's ability to
understand new things and be able to use
the new information in their daily lives.
The average student has a learning
activity is very good = 28%; Good = 47%;
Fair = 22%; Less = 3%. With details of
understanding the concept of an average
"good" (3.4); average student activities in
the classification of "good" (3.75);
cooperation within the group average in
the classification of "good" (3.7).
Table 1.The results of portfolio assessment by a team of DBE-2
No
1
2
3
4
5
6
7
8
9
Item
Cycle
a classroom setting and the reasons
for
Lesson plan with an appropriate
material
The tool aids / teaching media
materials
Student Reflection on the
implementation of teaching learning
proceses
Reflectioni
Peer observation sheet of lectures
which have been filled
The work of students as a result of
teaching learning proces
assessment instruments and scoring
for the topics covered in the lesson
plan
Reflections on teacher assessment
instruments and scoring after use
Overall comments from the assessment
team DBE-2 is a lecturer has been planned
(syllabus and lesoon plan ) and has been
Incompetence
1
2
3
Competence
1
2
3
Very
copmtence
1
2
3
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
V
implemented well, the lecturer is
categorized as a very competent teacher.
343
How the results of student reflection on teaching and learning teachers, are as follows:
Quetion
1.
2.
3.
4.
5.
6.
7.
Are you learning to drive high-level thinking Are you learning
to drive high-level thinking
Is learning to encourage you to interact with faculty and
interact with fellow students
Is learning gives you the opportunity to mengunkapkan
opinions or questions
Is the learning relevant to real life
Does the media make use of ICT-based learning
Does the evaluation of learning undertaken comprehensive
faculty regarding the process and learning outcomes as well as
touches of intellectual aspect, attitude and skills
Is learning to encourage you to study independently both
individually and in groups
Of the 32 students gave the PBM as a
reflection of the above.
From these results proved that by
using active learning can improve the
quality of learning. Quality of learning
that will impact the quality of student
learning outcomes. Student learning
outcomes are not determined by scores in
the form of numbers alone, but as the
capabilities to give opinion, cooperation,
expressing the idea.
The successful implementation of
active learning is very much determined
the ability of teachers to plan the syllabus,
lesson plan, media, evaluation, and
methods. In the active learning approach,
there are four main principles in the
learning process that must be considered
by the lecturers. First, the interaction
process (students actively interact with
leature, fellow students, multi-media,
reference, environment etc.). Second, the
communication
process
(students
communicate their learning experiences
with leacture and fellow students through
the story, dialogue or through simulated
role-play). Third, the process of reflection,
(a student to think again about the
significance of what they have learned,
344
Yes
No
Details
V
V
V
V
V
V
V
and what they've done). Fourth, the
exploration process (students direct
experience by engaging all their senses
through
observation,
experiment,
investigation and / or interviews).
Conclusion
From the results of the
implementation of active learning in the
subject of Fine Motor Development
methods in early childhood, Faculry of
teaching
and
education, Bengkulu
University. Prodi has successfully proven
to increase student activity in learning.
During the learning process of interaction
and communication between leacture and
students, students with students, students
with the media, students with the
environment. In learning proces students
experience a direct ivolvement, either
physical and mental. Then the students
were invited to reflect to see the
advantages and disadvantages what they
have done.
References
DBE-2, Meningkatkan Mutu Pembelajaran
di Perguruan
Tinggi melalui
ALFHE:
Membangun
Budaya
Akademik Baru di Abad 21‖,
Jakarta: DBE-2; 2010.
DBE-2
Pembelajaran
Atif
untuk
Perguruan Tinggi, Pedoman Untuk
Fasilitator, Jakarta, DBE-2, 2010
DBE-2 Pembelajaran aktif di Sekolah dan
Kunjungan
Sekolah,
Pedoman
Untuk Fasilitator, Jakarta, DBE-2,
2010
PP.No.19 tahun 2005 tentang Standar
Nasional Pendidikan, pasal 19 ayat 1
345
IMPROVING PROFESIONALISMOF ECD EDUCATOR THROUGH TEACHER
CERTIFICATION IN POSITION
Norman Syam
FKIP University of Bengkulu
Abstract
This paper discuss about the professionalism ECD educator in teacher certification. The
problem that presented in this paper is ―does certification of ECD improof teacher‘s
professionalism?‖ based on that phenomenon, so the purpose of this paper is to help ECD
teacher and other educator to develop and to improof the professionalism. The improofment
of professionalism will be followed by repairing management system and classes of carrier by
calculating equitable remunirating, so that it can increase teacher and educator‘s dignity and
welfare . Teacher sertification use as: to proof teacher‘s performance, to get the information/
data, as basic to graduate the teacher, to proof the recomendation for follow-up activities.
The methodology that applied in teacher certification is the disclosure towards the past,
present, and future experience.
Key word: professionalism, early childhood, certification
A. Background
Several attempts professionalism
development of teachers has been widely
carried out either individually or as a
group, as well as the efforts made by the
government, such
as
Government
Regulation no. 19 Year 2005 on National
Education Standards, Law no. 14 Year
2005 on Teachers and Lecturers, the
Minister of National Education of the
Republic of Indonesia No. 16 Year 2007
on Standards of Academic Qualifications
and Competencies Teachers, Government
Regulation no. 18 Year 2007 on
Certification of Teachers, so that the
technical assistance guidelines for teachers
is needed to ongoing professional
development, as mandated in UUSPN
Year 2003 article 1, paragraph 2;
educators are professionals in charge of
planning and implementing learning
activities, assess learning outcomes ,
coaching and training as well as research
and community service, particularly for
educators at universities.
Besides, the importance of teacher
certification
in
the
professional
development of teachers, as revealed by
346
Suyanto (2003),the teacher certification
program is one way that can be used to cut
the chain that causes the poor quality of
teachers. Teachers as a professional figure
must have skills that work in harmony
with the demands of the occupied areas of
work, so they have clear authority in
improving the quality of Indonesian
society.
B. Discussion
a. Teachers Certification
1. Definition
Certification comes from the word
certification means diploma or official
recognition of a person's competence to
assume professional positions. When it is
associated with the teaching profession,
the certification can be interpreted as proof
of teaching ability shows that the holder
has the competence to teach the subjects,
levels and forms of education such as that
described in the certificate of competency
(P3TK National Education Departement,
2003).
From the description it can be said
that the certification is the provision of a
certificate of competency or certificate in
recognition of a person's ability to do a job
after graduation competency test.
Certification for teachers is an
effective way to determine the quality of
teachers and increasing public confidence
in school and teaching profession.
Certification for teachers is an integrated
system which includes the assessment of
teacher performance management process
to
support
professional
career
development
opportunities.
Teacher
certification directed to create a climate
and
productivity-oriented
work
environment, merit (good reward for the
achievement)
and
equitable, done
systematically, and is intended for
continuous teacher professional career
(Sukamto, 2004). UUSPN No. 20, 2003
describes
the
scope of teacher
certification; (1) skill competency field of
study , (2) competency of understanding
characteristic students, (3) educational
learning
competencies,
and
(4)
development of professional competence
and personality educators. Competency
personality is necessary for a teacher
because a teacher must act according to
religious norms, an honest person,
authoritative, shows the work ethic,
responsibility and uphold the teaching
profession.
Competencies
expected
personality is contained in Permendiknas
No. 16 of 2007 as follows:
1. Acting in accordance with the norms
of religious, legal, social and national
culture of Indonesia
2. Present themselves as personally
honest, noble and a role model for
students and community
3. Present yourself as a person of steady,
stable, mature, wise, and authoritative
4. Demonstrate
work
ethic, high
responsibility, a sense of pride to be a
teacher and self-confidence
5. Uphold the teaching profession.
Through certification activities,
they can be knownwhether they are a good
teacher or not seen from the results of an
assessment of teacher performance,
including personal competence skills.
2. Teachers Certification (Permendiknas
No. 18 Year 2007)Chapter 1
1) Teacher certification in position is the
process of in-service teacher education
2) Certification as described in paragraph
(1) may be followed by in-service
teacher who has had academic
qualification degree (S1) or D IV
3) Certification for teachers in the
position referred to in paragraph (1)
organized by the college which holds
procurement education program that is
accredited and established by the
Minister of National Education
Article 2
1) Teacher certification in position
carriedthrough the competency test, to
obtain a certificate of educators
2) The competency test as referred to in
paragraph (1) shall be in the form of
portfolio assessment
3) Assessmentof portfolios as described
in paragraph (2) is recognition of the
professional experience of teachers in
the form of an assessment towards the
ability that documents described
4) In-service teachers who pass the
portfolio assessment as referred to in
paragraph (2) certified educator
5) In-service teachers who cannot pass
the portfolio assessment may be:
a. Conduct activities in order to
complete the portfolio to receive a
passing grade
b. Attend the education and training
of the teaching profession, which
ended with exams
6) The test referred to in paragraph (5)
letter
(b)
include
paedagogik
competence, personality, social, and
professional
7) In-service teachers who graduate
teacher education and professional
347
8)
b.
a.
b.
training as referred to in paragraph (5)
letter (b) certified educator
In-service teachers who have not
passed the education and training of
teaching profession as referred to in
paragraph (5) letter (b) given the
opportunity to retake the exam
education and training materials that
have not passed
Professionalism of Teachers and
Education Personnel
Definition of profession
In general, the profession can be
defined:
1. Professionals means that someone
who work by the expertise, skills,
techniques and procedures based
on intellect (Volmer & Mills,
1966, Cully, 1969)
2. Profession as a specialization of
intellectual
positions
gained
through study and training, aimed
to create a skill, high-value jobs
that demand those skills and job,
loved by others, and he can do the
job with the reward in the form of
pay, wages, and salaries ( Sagala,
2000)
Terms of professional teacher
1. Teachers should have a variety of
skills, abilities, love their job,
maintain the teacher code of
ethics
2. Professional teachers always
develop themselves towards their
knowledge and deepen their
expertise
3. Professional teachers must be
diligent to read literature
Terms
of
Teaching
Profession(According to the National
Education Association, 1948)
a. Position involving intellectual
activity
b. Position which covers a special
science
348
c.
d.
e.
f.
g.
h.
Position which requiresa long
professional preparation
Position
which
requires
continuous training in office
Position which promises career
and a permanent membership
Position which determine the
standard (default) itself
Position which more concerned
about service above personal
gain
Position which has a strongand
tight professional organization
According to Ace Suryadi
(2004) qualified teachers have at least
four main requirements:
a. The ability of a professional
(professional capacity)
b. Efforts
of
a
professional
(professional effort)
c. The time devoted to professional
activities (time devotion)
d. Benefits
for
his
work
(professional rent)
c. Principles of Professionalism
(Act N0. 14 Year 2005 Chapter 7)
1) Having talent, enthusiasm, and
idealism vocation
2) Having a commitment to improve
the quality of education, faith,
devotion and noble character
3) Having academic qualifications
and educational background in
accordance with its duties
4) Having responsibility for the
execution of a professionality
tasks
5) Earning
income
which
is
determined accordingto work
performance
6) Having the opportunity to
develop in a sustainable manner
with the professionalism of
lifelong learning
7) Having
legal
protection
guarantees in carrying out
professionalism duties
8) Having
a
professional
organization that has the authority
to regulate matters relating to the
professionalism teacher‘s duty
d. Ways to develop a professional
teachers
Developmentt of teachers
professionalism is directed to the
strengthening of teacher based on
teacher
competency
standards
(paedagogik, personality, social, and
professional). Ways to develop
profession can do by this, as follows:
Publishing
a. Training
b. Lesson Study
c. Advanced Studies
The
four
competencies
(paedagogik, personality, social, and
professional) should be carried out
continuously or ongoing in order to
teacher professionalism is increasing.
e. The characteristics of the increasing
teachers professionalism
Enhanment professionalism of
teachers through a process that starts
from the bottom and can be guided by
experienced, expert, and skilled staff,
who
provide
the
following
characteristics:
1. Allows participants to develop the
skills of knowledge, experience
and understanding and can be
applied to the current role or
career and future.
2. Based on the evidence about the
practice of teaching.
3. Supported
by
coaching or
monitoring by experienced peers,
both from within the school itself
or from outside.
4. Can
be
use
classroom
observations as a basis of teachers
professional development.
5. Modeling is an effective teaching
and
learning
strategies
capitalization.
6. Reach curiosity continuously and
ability salving problems in daily
life at school.
7. Give impact on the process of
continuous learning.
8. Evaluated
and
directed
professional
development
activities on a continuous basis.
C. Early Childhood Education
It is a development effort aimed to
children from birth to age six years
through the provision of educational
stimulation to assist the growth and
physical and spiritual development so that
children have the readiness to enter further
education (Law No. 20, 2003).
Implementation of ECD (Early
Child
Development)One
form
of
education focuses on basic towards growth
and physical development (fine and gross
motor
coordination),
intelligence,
intelligence, socio-emotional (attitude and
behavior and religion), language, and
communication,
according
to
the
uniqueness and developmental stages
which have been through the early
childhood.
D. Conclusion
From the description above it can be
concluded as follows:
1. Teachers
and
educators
are
primarypillar for the implementation
of quality education.
2. The professionalism of teachers is a
vital component to ensure education
quality in accordance with the
demands of science and technology.
3. Certification of teachers is an effective
way to improve teacher quality.
4. Certification of in-service teacher is
the process of giving educator
certificate in office administration.
349
5. Teacher professionalism can be
developed through MGMP forums,
seminars / workshops, publishing
journals, training and further study.
6. Through certification,we can know
which teachers are good and which are
not good teachers through the
assessment of the performance of
teachers.
7. Increase the professionalism of
teachers should be done at all levels
including
the
Early
Childhood
Educator.
References
Ace Suryadi. 2004. Refleksi UUSPN dan
Prospeknya Dalam Meningkatkan
Kualitas Pendidikan Nasional,
Makalah:Dialog Interaktif Nasional,
LPM UNY.
Mendiknas. 2007. Panduan Penyusunan
Portofolio Sertifikasi Guru dalam
Jabatan,
Direktorat
Jenderal
Pendidikan Tinggi, Jakarta
. 2007. Peraturan Menteri
Pendidikan Nasional RI No. 16
Tahun 2007 Tentang Standar
Kualifikasi
Akademik
dan
Kompetensi
Guru.
Dirjen
Manajemen Pendidikan Dasar dan
Menengah. Jakarta
. 2007. Peraturan Menteri No.
18 Tahun 2007 Tentang Sertifikasi
bagi Guru dalam Jabatan. Dirjen
Manajemen Pendidikan Dasar dan
Menengah. Jakarta
Suyanto, 2003, Sertifikasi Profesi Guru:
Jaminan
Pengakuan
sekaligus
Ancaman, Makalah
Seminar,
Semarang: UNNES.
Sudarwan Danim. 2006. Undang-undang
No. 14 Tahun 2005 Tentang Guru
dan Dosen dan Kode Etik dan
Sumpah Guru RI. Tim Antardep UU
Guru dan Dosen
Presiden RI. 2003. Undang RI No. 20
Tahun
2003Tentang
Sistem
Pendidikan Nasional (Sisdiknas).
Citra Umbara, Bandung.
(QS 2:45). From this it can be
understood that prayer, without the
persistence of effort cannot be a guarantee
of fulfillment of expectations. There is
also the promise of God that says: I let
pray the prayer when he was begging to
me (QS 2:186)
"If he is begging for" is a
requirement as well as a sign that there are
hand-picked and look up to heaven, but he
did not pray to Him. Sincere prayer
certainly allowed by God. Let alone they
who are the believer, an infidel, devils
even though, prayer is also allowed by
God (QS 15:37).
Why children are not accustomed
to pray at the start and end of an activity.
First a parent if in home the children are
not encouraged and taught to pray in every
activity. It will be brought up at the school
350
and outside the home. Second, teachers
who are less creative in following the
teaching and learning activities in the
classroom, in training the children to get
used to pray before and after activity. If
this thing is not trained then the
childrenwill think prayer is not important.
Third is the children's own self, because
the children themselves have nature
characteristic which is lazy and bored.
This happens because the parents and
teachers so that children think they can do
activities without pray first. This is what
makes the childrenup to adulthood are not
accustom themselves to pray. If we let the
problem to continue, then the children do
not know what prayer is? Why would he
pray? They will think it is just for fun,
pray hard, tedious and difficult, so the
children do not know the benefits of
prayer.
Prayer is begging or asking for
something that is good to Allah, such as
asking for the safety of life, kosher
fortune, andfirm faith. We should pray to
God every moment, because it will always
be
heard
by
him.
(Http://organisasi.org/definisi doa.2006).
Prayer is the language of call or
requests something, while according to the
term is begging a protection to God
bybeing humble themselves and submit to
Him. (Abyan, 2008:4)
Purpose of prayer: ask Him to
make our life always in the guidance of
Almighty God, in order to survive from
the world and hereafter, to express
gratitude to Allah SWT and ask a
protection of Allah from the accursed
Satan.
The benefit of prayer is a prayer to
God, for get an esier way in all matters
and provides protection in the taking of
life. (Abyan, 2008:4)
How do the prayer is started by
reading basmalah, followed by hamdalah
and salawat, raised both his hands and
rubbed his hands on his face after the
prayers, it should be accompanied with a
solemn heart andfaith that it will be heard
by God and it s

i Foreworded of the Director First of all, let us thanks to Allah SWT

Transcription

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