PROCEE

S
G
N
I
D

NEGOTIATING PRACTICES
OF EARLY CHILDHOOD EDUCATION
THE 2014 INTERNATIONAL CONFERENCE
OF EARLY CHILDHOOD EDUCATION
Editor: Vina Adriany

PROCEEDINGS
NEGOTIATING PRACTICES
OF EARLY CHILDHOOD EDUCATION
THE 2014 INTERNATIONAL CONFERENCE
OF EARLY CHILDHOOD EDUCATION

Editor: Vina Adriany

PROCEEDINGS
NEGOTIATING PRACTICES OF EARLY CHILDHOOD EDUCATION
The 2014 International Conference of Early Childhood Education

ISBN : 978-602-99635-1-9
Editor
Desain sampul
Tata letak

: Vina Adriany
: Endang Dedih
: Yusman

Penerbit
Program Studi PG PAUG Jurusan Pedagogik
Fakultas Ilmu Pendidikan
Universitas Pendidikan Indonesia

WELCOMING NOTES
I would like to welcome all delegates and invited guests at the 2014 International
Conference of Early Childhood Education in the Indonesia University of Education (UPI),
Bandung, West Java, Indonesia.
This conference is held as part of the celebration of UPIs 60th Dies Natalis. The theme
chosen for our conference is Negotiating Practices of Early Childhood Education. We are
aware that nowadays there are different practices of early childhood education that
compliment each other in one way but it may also contradict in another way. Our hope is this
conference will provide a space where those different practices can communicate with one
another.
This conference can only be possible with assistances from so many institutions and
individuals. We are grateful for the support provided by Rector of UPI, Dean of Faculty of
Education and his staffs, School of Postgraduate Studies, as well as hard work of staffs in our
program, Early Childhood Education Teacher Education Program (PG-PAUD) and our
students.
We also would like to extend our deepest gratitude to all our keynote speakers from
Lancaster University, UK, Gothenburg University, Sweden, Flinders University Australia,
National Dong Hwa University, Taiwan, University of Malaya, Malaysia, as well as from
Indonesia University of Education. We also thank our presenters and participants from
various places in Indonesia as well as from oversea like Malaysia, Australia and Oman.
We wish you a wonderful conference.

Head of PGPAUD-Program

Dr. Ocih Setiasih, M.Pd.

ii

FOREWORD
This proceeding is based on papers presented by participants in our international
conference of early childhood education (ECE). The theme chosen for this year is
Negotiating Practices of Early Childhood Education. The theme is based on understanding
that we live in a hybrid world where different values, ideologies, practice including those of
in early childhood education interact; compete yet they also complete one another.
Papers presented in our conference reflect this theme. This proceeding is commenced by
papers and extended abstract from our keynote speakers. The topic ranges from gender issues
in ECE, negotiating concept of care in ECE, a cross-cultural perspective on parenting and
play. The diverse topic presented in the keynote speech illuminates the richness of practices
and theories of ECE.
The proceeding is divided into 13 themes. There are Philosophical Issues in Early
Childhood Education; Curriculum and Assessment of Early Childhood Education; Quality
and Human Investment in Early Childhood Education; Information, Communication and
Technology (ICT) in Early Childhood Education; Parenting; Gender Issues in ECE; Teachers
Training in Early Childhood Education; Language Development and Literacy in Early
Childhood Education; Childrens Social and Emotional Development; Childrens Cognitive
Development; Creativity in Early Childhood Education; Multiculturalism in early childhood
education; and Primary Education (Grade 1-3). Each theme is hoped to stimulate debates and
discussion in ECE. All these themes take into account new trend and concept that affects the
way childhood is situated and constructed.
The papers presented in the proceeding also reflect different epistemological and
philosophical framework that shape each authors writing. It is not our aim to demonstrate
which framework is the most suitable one, as we do not one to make one particular theory as
the only truth in ECE. Therefore, we welcomed existing theories in ECE while at the same we
attempted to go beyond current theories as well as practices and embrace new perspectives in
ECE. It is our hope that each theory can help us understand children, childhood and ECE
better.

Editor

Vina Adriany, M.Ed., Ph.D

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OUTLINE
Welcoming Notes - i
Foreword - iii
Contents - v
a.

Keynote Speech
Princesses with beards: gender flexible identities in early childhood pedagogyJo Warin ............................................................................................................................ xv
Nordic Light On Gender Relations In Early Childhood Education Anette Hellman ................................................................................................................ xvi
Nordic Light on Gender Relations in Early Childhood Education- Anette Hellman
Feeling better? Deploying emotional capital in early childhood practice. Loving
children is not enough - Yarrow Andrew ................................................................................ xviii
A cross-cultural study of parent involvement: Mother, father, and child
perspectives- Hui-Hua Chen ....................................................................................... xxviii
Caregiver - Child Bonding through Child- centered Play: A Qualitative Case Study
Using Filial Play Therapy with Shelter Home Pre-Schoolers and their Caregiver Diana Lea Baranovich ..................................................................................................... xl

b. Philosophocal Issues in Early Childhood Education

A Childrens Education By Hj. Rahmah El Yunusiyyah - Widia Winata ................... 1
Eudaimonic Wellbeing: Creating a Learning Process in Early Childhood Through
Exciting Perspective Positive Psychology of Self-Actualization as an Effort to Early
Childhood- Idat Muqodas ................................................................................................. 7
Ethnopedagogic: "New Paradigm" Developed The Wisdom for Early Childhood
Educator Candidates to Meet The "Gold Generation" 2045- Herdi, Sunaryo
Kartadinata &Agus Taufiq ............................................................................................... 13
Character Building Early Childhood to Be Gold Generation of Indonesia- Endang
Pudjiastuti & Niken Cahyorinartri ................................................................................... 14
c.

Curriculum and Assessment of Early Childhood Education

Contextual Teaching Learning in Environmental Education for Kindergarten Heny Djoehaeni ................................................................................................................ 23
Schooling Organization Based on Socio-Cultural in Ra Al-Amanah Buah Batu Kota
Bandung - Djem Bangun Mulya ..................................................................................... 32
Improving Child Initiated Learning Within GagasCeria Curriculum
Ami Aminah ..................................................................................................................... 39

The Development of Developmental and Psychoeducational Assesment for

Preschool - Fitri Ariyanti Abidin & Fitriani Yustikasari Lubis ..................................... 45
d. Quality and Human Investment in Early Childhood Education
Inside the Childcare Center: How to ensure quality childcare practices
Zahyah Hanafi & Siti Noor Ismail ................................................................................... 51
Using the Management of Quality Assurance to Improve Early Childhood
Education: Study of Quality Assurance Practices in Central Java and West Nusa
Tenggara, Indonesia YayanTrisakti ............................................................................ 62
Management of Nonformal-Early Childhood Education through Forum for Family
Empowerment in Cintarasa Village - Iip Saripah ....................................................... 73
The Effect of Pre-School Education on Academic Achievement in Indonesia Mohamad Fahmi & Putri Grace Ninibeth Jewelery S ..................................................... 78
e. Information, Communication and Technology (ICT) in Early Childhood Education
Robotics in Early Childhood Development - Yudianto Sujana ................................... 93
Implementing Instructional System Design Between Taiwan and Indonesia Via
Online Teaching - Yeni Rachmawati, Cheng-Hsiung Lu, Hui-Hua Chen, Ocih Setiasih,
& Leli Kurniawati ............................................................................................................ 99
Effect of utilization CD interactive media in science learning motivation For third
grades elementary school (Experimental study in Palmerah 15 state primary school,
West Jakarta Academic Year 2010/2011) - Mohamad Syarif Sumantri &
Rina Kristanti ................................................................................................................ 111
Urgency Computer Games for Stimulation the Early Childhood Development Syahrul Ismet ................................................................................................................ 118
Contents of Advertising in Children Television Shows - Nurist Surayya Ulfa ......... 125
Gadget: What And How? Indonesian Childrens Perspectives on Gadgets
Endah Silawati & Hj. Setyaningsih Rachmania ............................................................. 133
Application Software Development Statistics Processing With VBA and
Instructional Media Branching Linear - Rita Mariyana & Asep Deni Gustiana ...... 138
f. Parenting
Parenting Perception on Emping Melinjos Workers to The 2-To-3-Year-Old
Children In Batang Regency - Yubaedi Siron & Nurul Shofiatin Zuhro ................... 149
Parental Mediation on Televisions Viewing Behavior
Sri Widowati Herieningsih. ............................................................................................ 155

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The Psychological Dynamics of Parents of Children with Special Needs

Putu Rahayu Ujianti ....................................................................................................... 163
Parental Involvement for Early Childhood Education in Kindergarten
Mukti Amini ................................................................................................................... 172
Role of Parents Involvement in Early Childhood Education Program Overview
From Reggio Emillia Approach at Yogyakarta - Avanti Vera Risti P. ..................... 178
g. Gender Issues in ECE
Gender Power Relations in Indonesia Early Childhood Education: An Analysis of
Textbooks for Teachers - Vina Adriany ...................................................................... 185
Neoliberal Early Childhood Education Policy and Womens Volunteerism - Hani
Yulindrasari .................................................................................................................... 197
Gender Responsive Early Childhood Education in Islamic Perspective
Erhamwilda ................................................................................................................... 206
Application Of Gender Responsive Learning in Kindergarten
Anayanti Rahmawati ...................................................................................................... 214
h. Teachers Training in Early Childhood Education
Strategy of Expanding Early Childhood Education Teachers Creativity in
Learning- Titin Faridatun Nisa & Yulias Wulani Fajar ................................................ 221
Discovery Pattern Learning of Distance Higher Education Student Through
Utilization Online Independent Exercise - Sri Tatminingsih & Trini Prastati ........... 226
Counseling Model-Based Collaborative Environment Social Culture Student
Pgpaud Fkip Uninus Bandung - Euis Karwati ........................................................... 234
Developing a professional culture in the preschool teachers: a perspective of
GagasCeria Preschool - Delila Saskia P .................................................................... 239
Development Of Teachers Training Program In Character Based Learning for
Early Childhood Education - Ocih Setiasih, Rita Mariyana, & Ali Nugraha .............. 246
Implementation of Learning Model Collaborative Counseling Based on Tutor
Training In Rancakalong, Sumedang - N. Dede Kohoerioah .................................... 253
Career Guidance Model in Early Childhood Teacher Training Program Fkip
Universitas Islam Nusantara (Uninus) Bandung - Ayi Najmul Hidayat .................. 260
Critical Policy Study for Early Childhood Education Teachers Training Profession Rudiyanto, Rita Mariyana, Euis Kurniati, & Ali Nugraha, M.P .................................... 264

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i. Language Development and Literacy in Early Childhood Education

The Influence of Learning by Language Experience Approach Toward Speaking
And Early Reading Abilities in Child (Quasi Experiment Study Toward Children
Of Group B, Kindergarden Plus Quran Al-Mansyuriyyah, Bandung)
Susan Maulani ............................................................................................................... 275
Effectiveness of The Use of Images on Media Storytelling Ability of Kindergarten
Children Rakimahwati ............................................................................................... 286
Communication Ability of Early Age Child With Emotional Disorder in East Nusa
Tenggara - Oktovianus Halla, Beatriks Novianti, Bunga Indra, & Yohanes Kiling ......290
Improvement of Early Literacy Ability Through Educational Game Tools (An
Action Research Conducted at The Kindergarten of Padu Al Kautsar, in The
District of Serang, West Java In 2013) - Irma Yuliantina .......................................... 295
Linguistic Intelligence Through Improved Method Storytelling, Action Research in
Kindergarten Siger Emas, Age 4-5 Year Bandar Lampung- Gustiana ................... 303
The effectiveness of Singing songs and Action in introducing English to children in
Kindergarten - Elise Muryanti ..................................................................................... 317
Improving Students English Vocabulary Mastery Through The Use Of Multimedia
at Kidergarten Fantasia New Kebayoran South Jakarta - Ratna Sari Dewi .......... 322
The Influence of Total Physical Response on Childrens Listening Skill and Arabic
Vocabulary Mastery (Quasi-Experimental Study on Group B Kindergarten RA AlMuqoddasah Jagabaya Banjaran Bandung Academic. Instead we attempt to show
how each theory can help us to understand childrens development better Year
2010/2011) - Dinar Nur Inten ........................................................................................ 326
The Development of Childrens Understanding on Rhythmic Through Singing Activities
With Keyboard Accompaniment in Kindergarten - Indra Yeni ................................ 335
THE WORLD ACCORDING TO CHILDREN WRITERS (A Cultural Analysis on
the Kecil-Kecil Punya Karya series: Indonesian Children Books Written by
Children) - Rd. Safrina Noorman, Lina Meilinawati Rahayu, Nia Nafisah, Ernie
Diyahkusumaning, & Ayu Imperiani ............................................................................. 344
j. Childrens Social and Emotional Development
Guidance With Behaviour Therapy to Improve Social of Children With Attention
Deficit- Hyperactivity DISORDER (ADHD) - Nur Faizah Romadona ..................... 355
Establishing Politeness of Wisdom Maxim Through Role Play and Puppets (Action
Research in Kindergarten Aisyiyah 08 Group B At Cisalak Depok School Year
2012/2013)- Nenny Mahyuddin ..................................................................................... 362

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Traditional Sundanese Culture-Based Games as A Means of Stimulating The

Development of Early Childhood (Ethnographic Study in The Village
of Jatitujuh, Majalengka Jawa Barat, 2011) - Malpaleni Satriana ........................... 369
The Utilization of Outdoor Environment Using Scientific Method and the
Development of Kindergarten Students Natural Intelligence - Lely Halimah ....... 379
The Role of Children Buddhist Songs in Cultivating Moral Values
in Buddhist Sunday School - Latifah,A. Budiyanto, & Metta Puspita Dewi ............... 392
Psychoeducational Program to Increase Parent Awareness About The Benefits of
Storytelling For Optimization The Development of Preschool Children
Laila Qodariah, Poeti Joefiani, & Anggit Sukma .......................................................... 404
Social Life Description of Early Age Child With Mental Retardation in East Nusa
Tenggara - Kresensia Wea Aga Ngawas, Beatriks Novianti, Bunga Indra, &Yohanes
Kiling ............................................................................................................................. 423
Negotiating The Value of Leadership in Learning Model of Child-Centered
Fitri Sukma Irianti .......................................................................................................... 429
The Implementation of Playing Based Learning Model for Developing Character in
Early Childhood - Euis Kurniati .................................................................................. 443
Thematic Analysis of The Simbolic and Imaginary Play - Dewi Retno Suminar .... 448
Guidance Services through Storytelling Techniques for Developing Character of
Early Childhood - Asep Rohiman Lesmana & Idat Muqodas ..................................... 457
Implementing traditional games Kaulinan Barudak to improve students
character value (Quasi-experimental research in kindergarten Santa Ursula and
state guiding kindergarten Citarip Bandung Academic year 2012-2013) - Ernawulan
Syaodih & H. Mubiar Agustin ....................................................................................... 467
Enhancing Social Emotional Competence of Kindergarten Children Through Social
Play Model - Cucu Eliyawati ........................................................................................ 473
Developing and Development Early Childhood: An Analysis Toward The Change of
Limitation on Public Space In Housing Around of The City - Lucy Yosita ............ 481
Social Competence Profile of Child Kindergarten in Sukasari Bandung
Aan Listiana .................................................................................................................. 494
The Influnces of Storytelling Methode and Parenting Style to The Childrens
Emotional Intellegence (Experimental Study on The Kindergarten Grade B AlHidayah and Daarul Quran School South Semarang in Academic Year 2012/2013) Mila Karmila .................................................................................................................. 502

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Play Therapy: Effects as Efforts to Reduce Anxiety in Children Preschool

Hospitalization - Mardiani Bebasar .............................................................................. 513
k. Childrens cognitive development
The Study of Educational Toys (Ape) Based Multiple Intelligences At Tk-Kb
Pedagogia Fip UNY - Nelva Rolina ............................................................................. 521
Logical Thinking Ability Childrens Stimulation of Kling-Kling Byok Games At
Ra Masyithoh I Batursari - Maria Denok Bekti Agustiningrum ............................... 530
Increasing The Ability of Knowing Numbers Through Playing Cards Numbers
(Action Research In Kindergarten Nurul Fallah, Duri Riau, 2014 - Dwi Istati
Rahayu, Baik Nilawati Astini, Moh. Irawan Zain ......................................................... 540
The Influence of Educative Play Tool Toward Multiple Intelligence Of Early
Childhood (Quasi Experiment Study Toward Children Of Group B, Tk Labschool
Upi And Tk Tunas Karya, Subang) - Asep Deni Gustiana ........................................ 547
Increasing The Ability of Knowing Numbers Through Playing Cards Numbers
(Action Research in Kindergarten Nurul Fallah, Duri Riau, 2014) - Elia Delfi ..... 553
l. Creativity in Early Childhood Education
The Development of Dance Learning Model Based on Malay Culture in Improving
The Creativity of Young Learners Nurlita .............................................................. 563
The Role of Early Chilhood Educators in Developing Children Creativity at Ecd
Institutions Nasriah .................................................................................................... 570
Influence of Project Method Toward Increasing of Childrens Creativity of 5-6
Years in Labor Kinder Garden - Devi Risma & Yeni Solfiah .................................. 577
Scribbling as a Manifestation of Children Creativity - Ajeng Ayu Widiastuti ........ 584
m. Multiculturalism in early childhood education
Multicultural Based Learning For Children Education Early Age - Serli Marlina 593
The Application Of Mediation Process in Resolving Conflict in ECE Students Sesilia Monika &Agustina ............................................................................................. 600
The Role of Living Values Education Approach in Assisting Teachers to Build
Positive Values on Children of Early Ages - Putu Rahayu Ujianti ............................ 605
n. Primary Education (Grade 1-3)
Brain Gym Method In Improving Students Listening Skill Susilowati .............. 619

Application of Vct (Value Clarification Tecnique) Learning Model Through The

Pilot Method on Civics Study to Increase Intelligence Effective Low Grade Students
(Experiments in Class 1 International Green School Sumedang )
Ryan Dwi Puspita ........................................................................................................... 628
Self-Training Learning Model to Improve Storytelling Skill of Pgsd Students in
Teaching English in Elementary School - Charlotte Ambat Harun &
Winti Ananthia .............................................................................................................. 634
The Effect of Learning Techniques and Cognitive Learning Styles About Results
Learning of Social Sciences (Experiment Studies in The Grade IV Elementary
School of Government Parongpong West Bandung) - Budiansyah ........................ 649
The Influence Self-Academic Concept and Math Study Attitude Toward Subject
Math With Math Outcomes of Students Third Grade Elementary School in East
Jakarta - Yeni Solfiah .................................................................................................... 657
Improving Children Fine Motoric Skill Thruogh Contructive Play - Nirwana..... 667

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xii

Keynote Speech

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PRINCESSES WITH BEARDS: GENDER FLEXIBLE IDENTITIES

IN EARLY CHILDHOOD PEDAGOGY
Jo Warin
Centre for Social Justice and Wellbeing in Education, Lancaster University
Lancaster University UK
The study discussed here contributes to the project of examining practices of undoing gender.
Haywood and Mac an Ghaill (2012) suggest the need for empirically led descriptions of how
gender is being transgressed so we can move away from a theoretical assumption that
masculinity is necessarily aligned with men and femininity with women. Male preschool
teachers reflections on the practices and performances implicated in their daily work provide
a rich site for examining the potential for gender transformations, especially as the
professional roles of men working as pedagogues with young children have a symbolic
significance with the potential to undo gender because they are public and visible. However,
the teaching of young children in preschool is seen, across the globe, to be mainly the
business of women with professional male pedagogues in a minority or non-existent.
Challenging the popular media-fed call for more males in this profession, this paper argues
that we need a workforce in early childhood education who can perform gender flexible
identities in their relationships with young children. Such a workforce requires the raising of
gender consciousness. The paper draws on interviews undertaken with male preschool staff in
Sweden and in the UK. It examines their beliefs about the performance of their own gender
identities in their relationships with young children, other staff, and childrens parents. It
considers implications for supporting the training of a gender conscious pedagogy.
Reference
Haywood, C. and Mac an Ghaill, M. (2012) Whats next for masculinity? Reflexive directions
for theory and research on masculinity and education. Gender and Education, 24 (6) 577-592.
Key words: gender conscious pedagogy, preschool, global.
Biographical details. Jo Warin is a senior lecturer in the Department of Educational
Research Lancaster University where she teaches the online Doctoral Programme in Social

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NORDIC LIGHT ON GENDER RELATIONS

IN EARLY CHILDHOOD EDUCATION
Anette Hellman
University of Gothenburg
Department of Education, Communication and Learning
anette.hellman@ped.gu.se
Gender research has long argued that gender is constructed through social processes. This
paper explores how this is done among children in Swedish pre-schools. Swedish pre-school
is part of a society with a strong political emphasizing on gender equality. This discourse is,
for example, codified in the national curriculum for Swedish pre-schools where teachers have
an obligation to counteract gender stereotypes. At the same time discoursers of gender
difference and images of typical boys and typical girls are given references in every day
practices.
The material for this paper builds on a study (Hellman, 2010, 2011; 2012, 2014)
produced through ethnographic method and two years of field work. The theoretical
framework rests on concepts from post structural feminist theory and critical masculinity
research (Butler, 1990; 1993; Massey, 2006; Thorne, 1993; Whitehead, 2002).
At preschool girls and boys acted in a wide variety of different ways not distinctly
connected to their gendered identities. One main finding in the study is that out of this maze
of practices certain acts are made visible and categorized as typical boyish or girlish. Included
in these processes of categorization are assumptions about certain behavior as more correct
and natural for different sexes, resulting in discursive positions such as typical boys, for
example. However, this position is ascribed low status both among teachers and other
children. The most attractive position is described as the competent child. When norms
about gender differences are made relevant these are foremost manifested in negotiations
about specific markers and signifiers, such as voices, movements, specific haircuts, colors and
toys. The negotiations did usually not concern if a boy or girl could be part of a play but if the
appropriate signifiers were used. The issue was not if a girl could take the position of a super
hero but whether this figure could wear pink or not. In that way one can say that construing
gender preceded actual experiences of sexually defined bodies.
In the paper it is concluded that the importance of belonging to a specific gender or sex
is accentuated in specific spaces, but less relevant in other. The difference between the spaces
lies in how they are opened or closed to a normative gaze. This gendered gaze is manifested
not only by actually being seen by teachers and children but also in architecture. To evade this
normative gaze children created secret spaces either by building small shelters or
negotiating specific rooms of friendship. A further conclusion is that when age is emphasized
norms about gender are equally stressed. The notion of being a baby consisted a very strong
marker to police the border between being a sexual subject or not. The study brings out the
crucial importance age have also for small children in processes of negotiating and
naturalizing two different sexes and the importance of being gendered to be understood and
normal.

xvi

References
Butler, J. (1990). Gender Trouble. Feminism and the Subversion of Identity. New York:
Routledge.
Butler, J. (1993). Bodies that Matter: On the Dicursive Limits of Sex. New York:
Routhledge.
Massey, D. (2007). Space, Place and Gender. Oxford: Polity Press.
Thorne, B (1993). Gender Play: Girls and Boys in School. Buckingham: Open University
Press.
Whitehead, S. M. (2002). Men and Masculinities: Key Themes and New Directions. Malden,
Mass: Polity.
Hellman, A.; Heikkil M. & Sundhall J. (2014). Dont be such a baby! Competence and age
as intersectional co-markers on childrens gender. International Journal of Early
Childhood Education, Volume 46, Issue 3.
Hellman, A. (2012) Democracy among Girls and Boys in Pre-School. Inclusion and Common
Projects. In Eva Johansson & Donna Berthelsen (ed.). Democracy, Solidarity and
Individualism in Pre-School Practices. Gteborgs Universitet: Acta Universitatis
Hellman, A. (2011). Gender Learning in Pre-School Practices. In Niclas Pramling & Ingrid
Pramling (ed.). Educational Encounters: Nordic Studies in Early Childhood Didactics.
New York: Springer
Hellman, A. (2010). Kan Batman vara rosa? Frhandlingar om pojkighet och normalitet p en
frskola [Have you ever seen a pink Batman? Negotiations of gender and normality at a
Swedish preschool]. Gothenburg Studies in educational sciences 299. Gteborgs
Universitet: Acta Universitatis Gothoburgensis.

xvii

FEELING BETTER? DEPLOYING EMOTIONAL CAPITAL IN EARLY

CHILDHOOD PRACTICE
Loving Children Is Not Enough
by Yarrow Andrew
Across the world, early childhood educators are clear that having warm and close
relationships with children is one of the most meaningful aspects of their our work. I know
from my own time working in childcare that this was what made my own job rewarding.
However today I want to challenge that easy source of comfort, and tell you that loving
children is not really enough.
The problem with focusing on loving children is that our work is often difficult,
physically, intellectually and emotionally. We work with a wide variety of families, and
children whose needs and interests vary enormously. Children have different class and ethnic
backgrounds, experiences of gender, and different levels of ability that make each new group
of children a fresh challenge.
We also do this work with extremely different levels of support across the globe,
depending on how wealthy a country we live in or the sort of service we work in. This affects
how much we are paid, our conditions of work (how long the hours are, how many children
we work with at any one time, and how well-trained our coworkers are if we have any), and
the levels of respect we may get in society.
Altruism is important, but
The conditions we face in the field can impact on such things as our daily stress levels, our
physical health, staff turnover and its impact on those who remain, and long term burnout, as
workers become unable to perform their job effectively. Historically, given the lack of
alternative employment for many in the field, early childhood educators have just put up with
these damaging effects on their wellbeing. I suspect, and argue in my research, that this state
of affairs has only continued because early childhood remains a feminised field of work
(Andrew, 2014), and women in most countries continue to have much less access to systems
of power and control less of the worlds wealth. The gap between the demands of this work,
and the levels of recognition and reward that it receives are usually made up by altruism, the
goodwill of those mostly women who do this work. Early childhood work is often seen as
a vocation which appears to be a way to justify the lack of external or material rewards for
the work (Simms, 2006).
Reframing the problem
Today I want to engage in some reframing, thinking about the field of early childhood from a
different angle. In healthcare provision from the perspective of those providing this at a
regional or national level the focus of much of the energy is devoted to alleviating
symptoms and curing diseases. Increasingly, however, many governments are looking at ways
that these illnesses can be avoided entirely, through focusing on what causes people to
become sick in the first place. This is a shift from damage control to damage avoidance, or in
other words, a shift from sickness to wellbeing.
I want you to think today about how we might take a similar approach in early
childhood. The symptoms of our disease are burnout and staff-turnover turnover. This is
costly for everyone involved; employers must retrain new workers, co-workers may have to

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work harder in the absence of the person who has left, and children are left without a
caregiver with whom they may have a good relationship. When we keep trying to find
treatments for the symptoms caused by an undervalued occupation and workforce, we are
failing to see the opportunities involved in avoiding them entirely, by making changes within
the field of early childhood education so that such symptoms become largely non-existent. I
would like to see changes made in terms of the pay received and the respect for this work
within society, but today I want to focus on a key strategy that would act as preventative
medicine.
A philosophical and sociological approach to emotions
To do so I need to take a short detour, into some of the ways that sociologists and
philosophers are starting to contest traditional understandings of emotions.
Unpacking reason versus emotion
Andrew Sayers (Sayer, 2005, 2011) work challenges many of our current assumptions
around emotions. Drawing on feminist scholarship, he draws attention to the ways that society
is structured through binary dualisms that create arbitrary divisions such as public and
private, light and dark, male and female, and the one that I want to talk about today, reason
and emotion. The problem with these dualisms is not the creation of analytical categories in
itself, but the human tendency to view these in skewed terms, privileging one side of the
dualism over another.
Sayer (2005) demonstrates that this privileging of reason over emotion has lead to the
false idea that emotions are chaotic and fallible human responses. He argues that a more
accurate way to view emotions is as complex evaluative judgements. To understand emotions
in this way is to acknowledge that although they are not consciously chosen in each instance,
they are responsive to ongoing shaping by societal pressures, group norms, as well as
individual choice. So, for example, we may respond as human beings with anger in response
to threats to those we care about, and this is a necessary evaluation of the situation to allow us
to respond quickly if the situation demands it. However, the particular ways in which we
express that anger will vary significantly, depending on the cultures and countries we have
been raised within, the gendered norms within our society and our personal histories in regard
to threatening situations. Learning the strategic importance of emotions for human life is one
of the necessary conditions for greater awareness of our work within early childhood
education and care.
Emotions as work
Arlie Hochschild (Hochschild, 1979, 1983, 2002), a sociologist, has written authoritatively
about emotions and the expectations and stresses in people-oriented forms of work. She
conceptualised emotions not as feeling but as work - a very specific type of labour performed
by human beings both on the self and on others. Emotion work on the self is about people
consciously choosing to change how they feel over time in response to specific situations, so
that they can work more effectively in that context. Performing emotion work for others is
about projecting and expressing emotions in order to support or assist others, such as flight
attendants projecting cheerfulness and calm to passengers, in order to ensure a trouble-free
journey and alleviate peoples fear of flying. Hochschild is very clear that both types of
emotion work, on behalf of others or on the self, take effort and energy, and can be just as
exhausting as physical work. In her book The Managed Heart (1983) she makes a distinction
between emotional labour which she sees as the commodification of this work by employers

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 and emotion work, which may well be work done by employees for their own benefit. I
make the connection here with the concepts from political economy of exchange-value and
use-value. The emotion work done by early childhood staff contains aspects of both types of
value. There are various types of work on the emotions that I will talk about later, that are of
immediate and practical use to workers. We can say that these types of emotional work have
significant use-value for people themselves. However, these emotions also have exchangevalue (which equates with what Hochschild calls emotional labour) in that there is financial
benefit to employers and organisations from expecting their workers to engage in emotional
work. This is particularly relevant to the next idea I want to present.
Emotions as a resource emotional capital
Extending on the ideas of Pierre Bourdieu, who first expanded the metaphors of labour and
capital into new areas, such as social capital and cultural capital (Bourdieu, 1986), feminist
sociologists (e.g., Reay 2004) have argued that this metaphor can also usefully be extended to
emotions, to show how emotions might function as a resource, as a source of power and
influence. This is the idea of emotional capital, which allows emotions and emotional work
to become visible as a distinct phenomenon, financially and culturally, within the workplace.
I have articulated in my own writing the ways I see this playing out within the early childhood
field (Andrew, 2013), and the ways that staff perform two main types of emotional labour, at
times on behalf of the children, building their emotional capital, as well as on their own
behalf, investing in their own emotional skills and dispositions, and accruing their own
emotional capital. Employers will benefit from both forms of emotional labour, as the
organisation functions more smoothly and effectively if both the workers, and the children,
are enabled to manage their own emotions more successfully. I will talk about how this idea
of emotional capital is useful in thinking about the preventative medicine in early childhood
work, and the ways we might feel better across the broader early childhood field.
Emotions and gender
Before moving on to talk specifically about how this looks within the early childhood field, I
need to draw your attention to the implications of early childhood work being done
predominantly by women (Warin & Gannerud, 2014). This is important in two ways. Firstly,
going back to the feminist theorising around binary dualisms, emotions have been devalued in
relationship to reason, and have become associated in most cultures with women, as if women
are naturally more emotional, and men naturally more rational. This becomes something
that most people believe despite any empirical evidence (Fausto-Sterling, 2012; JordanYoung, 2010). When people believe this it becomes true, in a sociological sense, because
people tend to acquire the skills in their culture that are assumed to be natural for them.
Secondly, all forms of work are shaped by what Beverley Skeggs calls prior historical
classificatory schemes of value (Skeggs, 2004, p. 75). These schemes of value are usually not
acknowledged within each society, but they combine to shape perceptions of a persons value
within both the monetary economy as well as the economy of ideas, based on such things as
the colour of their skin, their gender, their perceived ability or disability, their age, and so on.
What this means is that a field such as early childhood education, engaged in mostly by
women, will be judged within the economy of ideas as less important, and thus less worthy of
attention and economic investment. You will know that early childhood education, because of
these gender effects, is seen as less important that primary or secondary education.

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Understanding emotions as a resource in early childhood practice

Having discussed some of the theory that underpins my talk today, I want to lay out for you
some of the ways this becomes apparent in our work as early childhood practitioners.
Examples I use in this section are drawn from my own research with those working in
institutional childcare settings in Australia, as well as some examples from the lives of the
preservice teachers I am now teaching. There is an important connection to be made here for
those of us who are teacher-educators.
However universal, inevitable and irresistible they appear to us, in fact quite different
repertoires of feeling are available to different class fractions and genders within
them. They are related to the mode of production in any given society, to multiple
divisions of labour within it, and to different relationships to the means of production.
In occupations like childcare and care of the elderly, the management of ones own
and others feelings is not a private adjunct to work, nor a sub-category of caring. It
is a key feature of the workplace, a form of paid labour, or to be more accurate, of
labour power the capacity to labour, which can be ever more exploited by those who
own the means of production (Colley, 2006, p. 25)
What we do in our field, as Helen Colley suggests, is take those who have already been
given little choice except to develop emotional skills, and train them into using these skills
that they have acquired informally elsewhere, in their workplaces, to the benefit of children
and their employers. The fact that emotional skills are acquired only by certain members of
society is the result of mechanisms of privilege, which allows those who have such privilege
to expect others to accommodate their negative emotions without complaint. As Hochschild
describes this, it is a process where positive feelings are expressed upwards in hierarchical
situations, and negative feelings flow downwards. The result is that those who are
disadvantaged are even worse off, because they are not only disadvantaged economically or
socially, but also because they experience more negative emotions on a daily basis that more
privileged people.
Emotional learning and emotional capital
Although the flow of emotional benefits within society is unequal, I want to focus on the
learning that results from managing others emotions. The reasons I talk about emotional
capital are strategic, suggesting that there are multiple benefits from developing these
emotional skills. We know as teachers that all practice in skills, whether mathematics, selfhelp, or emotional work, entrenches those skills in the body, making them more accessible,
and able to be deployed with less effort. For the preservice teachers that I have in my
classrooms at university, I help them pay attention to these emotional skills, and become
conscious of how they can continue to shape and use these effectively. These skills become
embodied dispositions for these students, and collectively represent a valuable resource for
those in our field, which I am calling emotional capital. This emotional capital helps early
childhood staff in negotiating respectfully with parents, working cooperatively with
colleagues, guiding childrens behaviour thoughtfully, as well as helping them reflect on the
impacts of their pedagogical strategies on themselves and others.
Today I am going to share with you some aspects of what I consider to be emotional
capital, to give you a practical sense of how this might work in our field. In doing so I will be
sharing with you the ways in which these can also function as a protective mechanism, a
resource for staff wellbeing, in ways that will help in preventing the sorts of turnovers and
burnout experienced in many early childhood settings.

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Empathy
Perhaps the most obvious skill that early childhood workers develop is that of empathy.
Unlike some of the other skills I will discuss, empathy is seen as fundamentally emotional, as
a visceral response of concern to anothers pain or discomfort. In doing so I am showing how
we must not take emotions for granted, or see them as unremarkable, which has been the case
historically within our field (Bown, Sumsion, & Press, 2011), and is a direct result of their
devaluation within the reason/emotion binary. A skill like empathy involves both the
imaginative skill of understanding what someone may be feeling, as well as an understanding
of the interpersonal and societal relations that may be impacting on that feeling. As
Whitehead and Pedwell observe, such emotions represent an important (embodied) circuit
through which power is felt, imagined, mediated, negotiated and/or contested (Pedwell &
Whitehead, 2012, p. 120). As two participants in my childcare research observed;
Dianne: yeah, Ive been crying lots of times over the years, thinking about how this
poor familys going to deal with th...
Ondine: ...and we, we feel it so much... I think thats what a lot of people... they go
home and they dont think about their job like that, you know? You know, you go home
and dream about it, and yeah, to feel those strong emotions, is like, wow! I mean
thats quite powerful, isnt it?
It is not just a case of feeling these strong emotions, of course, although that is where it starts,
and what we tend to pay attention to. Where empathy becomes significant in our field is what
we do about it, and how useful it is to becoming a good teacher. Dianne describes the
imagination that is part of empathy.
youre dealing with, um... you know, little children who... you know, who d... who
dont have much language, and that, so youre... analysing everything, youre trying
to work out all their cues, and clues throughout the day, and what does this mean,
and... everyday I hear staff saying, Oh well yesterday we tried... you know, blah blah
blah, and then they had a sleep, and then they were much better in the afternoon and
its this constant... with every child, trial and error, oh, that worked yesterday...
youre just constantly working and figuring children out, like from babies all the way
up, you know? So that in itself is a big job... yeah, working out what everyone needs
(Dianne, 40s, diploma)
For very young children this is important because they have access to very little power in
their lives, and certainly struggle to express their own desires clearly, or understand their own
needs. The skill of empathy helps us try and understand what is going on for these children,
and make their lives more satisfying, as well as improving the social relations and flow of the
classroom.
Insight
Another aspect of emotional capital is the insight that is needed by workers into the lives of
those with whom they work, both children and families. This insight is not something that we
are born with, because it needs to draw on a large and diverse range of experiences of people,
and the patterns into which human lives fall. One of the problems with the idea of emotional
intelligence, as Daniel Goleman (1996) describes it, is the implication that these are
capacities already encoded into the brain, rather than skills we practise and acquire. Insight, as
I am defining it here, requires us to pay attention to what we are seeing, which is why it is not
acquired by everyone automatically. However those who work in human-service fields with a
great deal of face-to-face relationship work (such as childcare), need to become reflective
about these patterns of human behaviour and to learn from them. In doing so we develop

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increasing insight into what people want and need and feel. Human brains seem to be adept at
finding patterns in disparate phenomena (Ritchie & Spencer, 1994; Yin, 1994), and emotional
capital is about building up those capacities and making sense and meaning of them.
One of the staff who took part in my research, Rachel, felt like she had a good insight into the
particular social dynamics of the impoverished neighbourhood in which she worked because
she had grown up there, and felt familiar with the constraints and stresses experienced by
families in the area;
even though I dont live in this area any more, I choose to still work in this area,
because... I know the dynamics of the community, it makes me able to support... to
support their needs more effectively. Um... I spent my teenage years in this
community... I found it very scary, when I first came to the community, but... as an
adult, um... and, you know, having made friends with a lot of, with a lot of my peers, at
school... and understanding sort-of, the complications in their lives, and what have
you, um... yeah, I feel thats really enabled me to be a more effective participator, as a
professional within this community. So... and even... when I, um... I actually...
deliberately chose to work within a different community, where it would, it would be a
more affluent community, I guess... to... just I guess... to get a different perspective,
but then... bring some aspects back... to this community (Rachel, 40s, degree)
It was interesting to see the strategic thinking that lead her to work elsewhere in early
childhood circles in places of greater privilege in order to understand what is possible
when life is easier. This helped Rachel to have high expectations within the service in which
she worked, despite the different challenges there. As a researcher I saw this moral awareness
being closely connected with the high-level emotional skills displayed by many workers. I
cannot claim that emotional capital necessarily develops a more moral and ethical workforce,
but there do seem to be strong links between these sets of dispositions. This was particularly
evident in Rachels case, in hearing her talk at length about the sophisticated political and
ethical awareness she brought to various moral dilemmas.
Responsibility
This may seem an odd choice for inclusion among the different facets of emotional capital. In
fact I think it is fundamental to emotional capital, but is often normalised as something that all
staff must embody. Murray (1998), writing about childcare work, talks extensively about
responsibility, and how the care of children is always womens responsibility, whether at
home or in the workplace. Women seem to become responsible people in response to being
held responsible for the wellbeing of children, and in learning how to do that effectively.
Bubeck (1995) makes a strong argument that this is why we see an apparent difference in the
ability to care across the genders, not as a result of biology, but as a result of responsibility.
Within early childhood work, I notice many aspects of this responsibility, not just in
managing our own and others feelings, but also in taking ownership of our own mistakes
within this process. There is no perfect way to do something within human relationships, and
this is particularly true in terms of complex skills like guiding the behaviour of a diverse
group of children as they grow and change. Understanding that we can and will make
mistakes helps us to empathise with the mistakes of others, and acknowledge the stressful
nature of early childhood work. Understanding that this stress is a structural feature of our
work, rather than a personal deficit, allows the responsibility taken up by staff each day to be
framed as a choice rather than a burden. I am reminded of the words of an Aboriginal Elder
Melva Johnson - who leads one of the Indigenous childcare services in my home state of
Victoria. In being asked by a non-Aboriginal early childhood worker what she should be

xxiii

doing about teaching Aboriginal cultures effectively, Johnson replied very simply; Do
something, dont do nothing! (Atkinson, Johnson, Briggs, & Bamblett, 2014). This was a
powerful acknowledgement that when most of us are faced with difficult challenges we do not
take on that responsibility because we fear doing it badly or failing. Avoiding, or doing
nothing, however, does not improve the situation, and certainly does not develop our own
emotional capital.
Teaching preservice teachers is always an interesting experience because you see their
fear and intimidation about having to take on these new and sometimes overwhelming
responsibilities. However, this is a necessary part of the work, and it takes courage to walk
into that room as the one responsible. As Serene explains this sense of responsibility;
I mean, for my room, its understanding... twenty-six different personalities on the one
day... so... and adapting to all of them at the same time. And youre really observing
and planning, and sometimes its not just the program, but behaviours, like, youve
gotta think quicker than what the childs doing, to help protect them... all the time.
(Serene, 30s, certificate)
This captures the complexity and effort that goes into this work for most staff in early
childhood services. It is a scary responsibility, given how precious children are within human
society, and to parents themselves. It is only by acknowledging in advance the nature of this
responsibility, and accepting the risks of failure, that we can develop the emotional resources
to deal with the difficult situations we may face. When I was first doing my early childhood
course, back in the early 1990s, and undertook a placement in a pre-primary setting, I was
shocked to learn that my mentor teacher had endured the terrible experience of having a child
die while under her care. At that time and possibly still today I do not know if I could
have survived that experience and continued to work and teach in the ways that she had done.
I had respected her work and her skills before that, but in that moment I was able to see the
costs to her as well, and the weight of what she might be thinking each day. This to me was
an expression of the responsibility she was willing to take in her work, despite its burden.
Resilience (or tenacity, or endurance)
The idea of resilience gets talked about frequently in relationship to children, and certainly I
think it is a valuable quality. What is not often talked about are the ways that this is inevitably
shaped by a persons experiences in life, and the hardships they have had to face, or been able
to avoid. I am concerned that resilience as it is currently understood, is a quality more
available to those who have been raised with some forms of privilege, whether this is
economic privilege, or the emotional privilege of having a loving and supportive family.
These sorts of experiences make it far more likely that someone can bounce back from
difficult experiences. For those without this privilege the impact of micro-aggressions (Sue,
2010) can undermine their ability to be resilient, as a consequence of the emotional work that
must be done to resist these, and the exhaustion that often results. Perhaps we need some new
words to describe this particular skill, such as endurance, tenacity or even stubbornness,
which describe a particular force of character that may be able to hold on to their values
despite the hardships that they experience.
Marie was probably the research participant who talked most eloquently about this
issue, and how she uses her thoughtful work with children, and the insights she has about that,
to explain to parents what she is trying to achieve in her childcare setting.
if they start raising a concern, maybe in a way of a complaint, to try to switch their
focus to see this as a gift, and as an opportunity. And I ask parents, Do you have
someone in your life, in your workplace, have you had people driving down the road

xxiv

cut you off, have there been people that... have... sometimes worried you, sometimes
been difficult, sometimes made you unhappy, sometimes made you scared? Wouldnt it
be wonderful to be in a small, nurturing group, where you can be guided to cope? And
to make plans, and to manage, because... were always going to have people in our
life.... that bother us, or make us uncomfortable, or make us worried, and how do we,
how do we learn to be resilient, and to cope, and how to we learn to... maybe help
those people... be less that way, be more included? (Marie, 40s, degree)
In this way she aims to work with parents concerns on behalf of their children which
are valid and reassure them (itself an aspect of emotion work) about the ways she is
teaching children particular emotion skills, particularly around dealing with difficulties and
setbacks. This is valuable learning for those parents and children, but it is also reflective of
the importance Marie places on these qualities for human beings, and how useful she has
found them in her own life. She exemplifies this quality as a practitioner, and has learnt to
survive and thrive in many early childhood situations over her more than twenty years of
work in the field.
Self-reliance and interdependence
These two aspects of emotional capital I want to talk about together, even though they may
seem somewhat contradictory. Self-reliance is the willingness to take the initiative, and to
make decisions on our own when necessary. It expresses a confidence in our own decisions,
in our instincts in a given situation, and a belief that we are in the best position and have the
best information to make decisions in our classrooms. Interdependence represents the
acknowledgement that we rely mutually on each other, rather than relying just on ourselves. I
believe that finding the balance between these two dispositions is a key emotional skill. Life
always presents challenges, some of which we can and should resolve ourselves, and some we
can only achieve with the help of others in our community. In recent years there has been a
growing awareness of the need for good leadership in early childhood, and an exploration of
what particular skills leaders might need in our field (Aubrey, 2011; Day, 2013; Hodson,
2002). I believe that within our field, where our organisations tend to be smaller and less
hierarchical, that we need a particular model of leadership that can draw on both these
dispositions self-reliance and interdependence with confidence. One of the most
significant examples of early childhood leadership I have experienced was a director of a
childcare centre where I worked years ago. With major decisions that would impact on staff
she would endeavour to consult with each of us about our opinions, showing that she
understood our interdependence as a staff team. Yet she also knew that the final decision lay
with herself self-reliance - and took full-responsibility for that, even when that decision was
less than ideal. She would then take the time after she had made the decision to come and talk
with those of us who it would impact hardest on, taking the sort of responsibility for her
actions that is essential to this expression of emotional capital.
The effects of emotional capital
To move from seeing emotions as an unconscious and automatic response to a situation, to
something that we can learn to mobilise powerfully in our work, is a profound shift in
awareness. The power of emotional capital as an idea is that emotions can function as a
resource to those who work in our field. This asset is one that is available to those who are
willing to spend the time and energy to perform emotional labour, and do so with awareness
and the time for critical reflection. For teacher-educators, I encourage you to teach, not just
curriculum or pedagogy or didactics or other specific educational knowledges, but to see the

xxv

place and role of emotional understanding within this learning. This may not take a huge shift
in what you teach, so much as the willingness to reframe what you teach in terms of the
emotional component of that human endeavour. In doing so you will be preparing your
students not just intellectually for their future roles, but also emotionally, and that may end up
being a far more significant achievement (Corr, Davis, LaMontagne, Waters, & Steele, 2014).
Conclusion
I began this talk with the suggestion that we need to move from a focus on sickness in early
childhood to a focus on wellbeing. The symptoms of the ills of early childhood are wellknown across the globe, with rates of burnout and turnover being high within early childhood
services. Today I have suggested that what we need to engage in because we cannot
guarantee a world without the ills of low pay and tough conditions, at least not yet is a
sustained attention to the wellbeing of the staff that we have in the field. The experience and
knowledge of our workforce is a valuable resource to employers, to parents, and to children,
and to squander this resource through undervaluing it is foolish. By helping our workforce to
become aware of the emotional skills they have at their disposal, or can learn to develop, they
will be more able to manage difficult and stressful work environments. We need to talk about
these skills, become analytical about the processes involved, and indeed model them in our
own academic classroom environments. We must do this in ways that demonstrate clearly that
health and wellbeing is not a matter of luck when viewed at a collective level, but a shared
endeavour to support each other in ways that matter. Among the cohort of staff who were
part of my research, what came through with almost every person was the critical importance
of a supportive group of colleagues. To me this is a clear indicator of the importance of
emotional support and understanding within our services

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A CROSS-CULTURAL STUDY OF PARENT INVOLVEMENT: MOTHER,

FATHER, AND CHILD PERSPECTIVES
Hui-Hua Chen
National Dong Hwa University, Hua-Shih College of Education, Department of Early
Childhood Education, Taiwan, R.O.C.
Abstract
This mixed-methods study examined differences in parent involvement, perceptions,
practices, and context by parent gender, nationality, and education level. Mothers, fathers, and
their school-age children participated at two sites: the Midwestern USA (n = 99) and urban
Central Taiwan (n = 100). Parents completed questionnaires regarding their parenting context,
perceptions, and involvement practices. Children completed a parenting dimensions measure
and a qualitative semi-structured interview. Findings revealed differences in mothering and
fathering across nearly all beliefs and involvement activities, as well as differences in
parenting stress and use of social support. There were broad differences by nationality in
parent beliefs and involvement. Differences by parent education level suggest that parents
with a low level of education are less involved and have lower levels of motivation for
involvement. Responses from child interviews clarified some of these differences and
identified childrens unique perspectives regarding parent involvement. These findings
suggest that fathers and mothers support childrens development in unique and
complementary ways, but that parenting is embedded within ecocultural niches which are
impacted by the cultural and socioeconomic context.
Keywords: parent involvement; parent beliefs; context; culture; parent education
Children develop within ecocultural niches, the unique sociocultural environments
surrounding the child and family, which are adaptable, evolving, and constrained by macrolevel economic and political forces (Weisner, 1984, p. 336). Ecocultural niches comprise
daily routines and activities (activity settings), parenting practices, and parental belief systems
(ethnotheories) which guide parenting behaviours (Edwards, Knoche, Aukrust, Kumru, &
Kim, 2005; Harkness et al., 2011; Super & Harkness, 1982, 1986; Weisner, 1984, 2002).
These niches create local cultures, which are influenced by broader cultural values such as
collectivism/individualism and gender norms, but are also adaptable and specific to the
childs everyday routines and activities (Weisner, 2002, p. 277). Many studies fail to specify
the particular and interactive features of ecocultural niches which lead to cross-cultural
differences (Super & Harkness, 2008).
One aspect of ecocultural niches which needs to be considered is the cultural
community and the value systems of that community (Weisner, 2002). One of the most
researched cultural values to be cross-culturally examined is individualism (Edwardset al.,
2005). While Western (especially US) parenting practices often focus on independence,
individualism, autonomy, and spontaneity, Eastern parenting practices and standards are
influenced by a focus on collectivism, filial piety, interdependence, traditional gender roles,
and emotional harmony and control (van IJzendoorn & Sagi-Schwartz, 2008; Newland &
Coyl, 2010; Newland, Coyl, & Chen, 2010; Tamis-LeMonda, Shannon, Cabrera, Lamb, 2004;
Tamis-LeMonda et al., 2008; Weisner, 1984). Even within similar cultures there are
differences in parental practices and perceptions, making it impossible to make sweeping
generalizations across cultures (Edwardset al., 2005; Harkness et al., 2011). There are,

xxviii

however, predictably different parental value systems in Eastern and Western societies (van
IJzendoorn & Sagi-Schwartz, 2008; Weisner, 1984). Relatively few studies have examined
parentchild relations within Eastern societies, and very few have made direct comparisons
across Eastern and Western samples (Ho et al., 2011; van IJzendoorn & Sagi-Schwartz,
2008).
Culturally scripted yet evolving gender norms for parental behaviors represent another
important aspect of ecocultural niches. Fathers with less traditional gender roles from both
Eastern and Western societies tend to be more involved with their children (Du, 2006;
Freeman, Newland, & Coyl, 2008; Ho et al., 2011). However, families in Western societies
tend to have less sex-role segregation in family roles and more democratic family processes
(Weisner, 1984, p. 338). This contrasts with the father role in Asian families, where fathers
are traditionally described as breadwinners and disciplinarians, and mothers as homemakers
and caregivers. However, Asian fathers gender roles are also shifting as women continue to
enter the workforce, leading to increased father involvement in educational and caregiving
activities (Ho, Chen, Tran, & Ko, 2010; Ho et al., 2011; Hsu, Zhang, Kwok, Li, & Ju, 2011;
Shek, 2008; P.J. Wu, 2003, 2004).
Parent gender-based involvement practices point to unique but complementary mother
and father roles, although these differences have been examined primarily from the parent
rather than the child perspective (Day & Padila-Walker, 2009). Mothers often serve as a
secure base, providing a sense of security through warm and responsive involvement in
caregiving, didactic play, and educational activities in the home and school setting
(Ainsworth & Bowlby, 1991; Bowlby, 1969/1982; Kerns, Brumariu, & Seibert, 2011; Yeung,
Sandberg, Davis-Kean,&Hofferth, 2001). Fathers serve as an exploration partner,
encouraging exploration, risk-taking, emotion regulation, and a developing sense of autonomy
through physically challenging, exciting, yet sensitive rough-and tumble play (Bowlby,
1969/1982; Fletcher, 2011; Grossmann, Grossmann, Kindler, & Zimmermann, 2008;
Newland & Coyl, 2010; Paquette & Bigras, 2010; Yeung et al., 2001). While both mothers
and fathers may engage in activities which promote security as well as exploration, in many
cases parents gender is associated with differential role involvement (Ho et al., 2011;
Newland & Coyl, 2010; Paquette & Bigras, 2010).
Features of parental socioeconomic status, including education level and income, are
also important components of ecocultural niches which impact parenting beliefs, practices,
and involvement levels (Weisner, 1984). Parents with higher education levels tend to be more
involved with their children overall, invest more time, energy, and resources in their
childrens education, have higher educational aspirations for their children, report more
positive homeschool relationships, and feel more efficacious about their involvement than
parents from lower educational backgrounds; these findings are consistent across disparate
cultural groups (Bck, 2010; Hill et al., 2004; Seefeldt, Denton, Galper, & Younoszai, 1999;
P.J. Wu, 2003, 2004). Parental ethno theories are another key component of ecocultural
niches.
Parental belief structures and meanings attributed to involvement have consistently been
linked with differential levels of involvement in everyday activity settings with children
(Harkness et al., 2011). There is some disagreement as to whether parental ethnotheories are
the cause of, or the consequence of, everyday parentchild interactions. However, there is
general consensus across studies that parental beliefs, feelings, expectations, motivations,
goals, and levels of investment are related to the quality and types of parentchild interactions
in both home and school settings, and are connected to the broader cultural belief systems in
which families are embedded (Edwards et al., 2005; Weisner, 2002). Parental beliefs,

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practices, and parentchild relationship quality are also related to parenting stress and support
within and outside of the co-parental relationship, which mark additional features of the
ecocultural niche which need to be examined (Caldera & Lindsey, 2006; Coyl, Newland, &
Freeman, 2010). Mothers and fathers report lower levels of parenting stress and engage with
children in more positive and responsive ways when they experience a sense of well-being
stemming from co-parental harmony and support from friends, neighbours, and extended
family (Franco, Pottick, & Huang, 2010; Ochieng, 2011). Inter-parental intimacy, support,
and emotional connection are common features of ecocultural niches in the USA, where
nuclear family exclusiveness, with little reliance on extended family support in day-to-day
activities, is the norm (Harkness et al., 2011, p. 812; Weisner, 1984).
This is in part due to high geographic mobility and neolocal residence customs
where nuclear families live apart from extended families and fathers are expected to be
actively involved in the home and childcare duties (Weisner, 1984, p. 349). In traditional
Asian cultures, however, grandparents play a significant role in raising their grandchildren,
and extended family relationships are valued and prioritized (Edwards et al., 2005; Jia &
Chen, 1999; S.L. Wu, 2003). However, as Asian families become more westernized, and
traditional gender roles shift, grandparents have become less involved than in generations
past, leaving fathers to fill in the caregiving gap and to coordinate their parenting efforts with
mothers (Ho et al., 2010). Thus, it is important to understand the roles of mothers, fathers, and
other caregivers in childrens daily activity settings, and the contextual factors and belief
systems which impact parentchild interactions.
This cross-cultural, mixed-methods study was designed to examine interactive
components of ecocultural niches which collectively influence daily activity settings, parental
belief systems, and parent and child perceptions of family context and parenting practices.
Two broad goals were addressed:
(1) To examine differences in parenting involvement, practices, perceptions, and context
by parent gender, nationality (US, Taiwanese), and education level.
(2) To explore childrens perceptions of parent involvement in home and school settings.
Method
Participants
Participants included 199 families (mother, father, and one child) from the rural
Midwestern USA (n = 99) and urban Central Taiwan (n =100). Childrens ages ranged from 8
to 11 years (mean nine years, four months; 51% female). Mothers ages ranged from 28 to 56
years (average age =38 years); fathers ages ranged from 27 to 76 years (average age =42
years). The majority of children (83%) lived with both of their married, biological parents.
Approximately 95% of mothers and 87% of fathers were biological parents; the remainders
were adoptive parents, step-parents, or other parental figures (including custodial
grandparents). Annual family income levels varied (4%, $20,000, 14% $20,000$40,000,
28% $40,000$65,000, and 55%. $65,000), as did parental education levels (completed high
school: 23% fathers, 10% mothers; some college or a four-year degree: 62% fathers, 73%
mothers; graduate or professional degrees: 15% fathers, 18% mother). Child ethnicity was
primarily Caucasian at the US site (87% Caucasian, 3% Native American, 4% African
American, 3% Hispanic, 1% Asian American, 2% other), while ethnicity within the
Taiwanese sample was 100% Asian.

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Procedures and measures

Internal Review Board approval, parental consent, and child assent were obtained prior
to data collection. Research assistants recruited parents (via telephone or in person) of schoolage children through after school programs, as well as through social networks in the
community. All measures were administered in the participants homes following a written
protocol. Mothers and fathers separately completed a questionnaire regarding parent
involvement, perceptions and beliefs, close relationships, stress, and use of social support.
After establishing rapport, children participated in a semi structured qualitative interview
regarding their perceptions of parenting and close relationships, and completed a parenting
styles questionnaire. All measures were translated into Mandarin Chinese and back-translated
into English for the Taiwanese sample. The cultural and construct validity of the measures is
supported by the high internal reliability of measures in both samples (Cronbachs a =0.60
0.90) and the similar predictive relations from parent beliefs and involvement to child
outcomes across both samples (see e.g. Newland et al., 2010).
Parenting context
The parent survey included parenting context items rated on a 5- to 6-point Likert scale.
The Dyadic Adjustment Scale (Spanier, 1976) included separate subscales for Dyadic
Consensus (11 items) and Dyadic Satisfaction (10 items). Parenting and Life Stress (Newland
et al., 2010, three items) measured mother and father perceptions of parenting difficulty and
family life stress. Social support was measured with the Family Crises Oriented Personal
Evaluation Scales (FCOPES, McCubbin, Olson, & Larson, 1991), with separate scales for
Family Support (five items), Friend/Neighbour Support (five items), and Church Support
(four items). Barriers to Involvement (Freeman et al., 2008, 16 items) measured parental
perceptions of factors which limit parents involvement with their children, including work,
outside activities, and lack of resources. A final scale, Extended-Family Influences on
Parenting, asked parents to rate the influence of several extended-family members on their
own parenting beliefs on practices (adapted from Fees). Parents also responded to several
demographic items measuring parental ethnicity, socioeconomic status indicators, and parent
and child age and gender.
Parent perceptions and involvement
Parent involvement was assessed with an adapted version of the National Early Head
Start Research and Evaluation Project parent engagement measure, with items rated on a 5point Likert scale (Cabrera et al., 2004). Some items were adapted to better represent parent
activities with school-age children, with separate scales for Caregiving (nine items),
Socialization (three items), Physical Play and Exploration (five items), Outdoor Games and
Sports (five items), and Leisure Activities (10 items). Positive Communication measured the
frequency of positive parentchild communication such as explanations, conversations, and
verbal reinforcements (Shepherd & Newland, 2011, 11 items). Two new measures of parent
motivations for involvement were included: Motivation for Closeness (four items,), and
Motivation for Responsibility (two items). In addition, surveys included two new measures of
ParentTeacherChild Relations (six items,) and Beliefs about Teachers (nine items,).
Measures of parent perceptions and practices regarding school involvement (Green, Walker,
Hoover-Dempsey, & Sandler, 2007) included Parent Efficacy (10 items), Invitations for
Involvement (18 items total, Teacher, and Child scales), and Parent School-Related
Involvement at Home (five items) and School (five items).

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Child perceptions of parenting

Child measures included The Parenting Styles Questionnaire (Karavasilis, Doyle, &
Markiewicz, 2003; Lamborn, Mounts, Steinberg, & Dornbusch, 1991), with separate scales
for Warm Involvement (10 items), Psychological Autonomy Granting (five items), and
Behavioural Control (nine items). The measure includes a subset of parallel items for
mothers and fathers, except for the behavioural control scale, which is not specific to mothers
or fathers. Each item is rated dichotomously or on a 3- to 5-point Likert scale. Children also
participated in qualitative, semi-structured interviews which lasted from 10 to 30 minutes.
General questions were followed by more specific prompts regarding childrens perceptions
of time spent with parents each week, parent involvement in home and school activities,
enjoyable aspects of parentchild interactions, descriptions of mothers and fathers,
availability of parents when children feel scared, parental influences on children, and
contextual influences on parents.
Qualitative results
Children provided detailed descriptions of their interactions with mothers and fathers and
the contexts that impacted those interactions. Three general themes emerged which represent
unique activity settings: joint activities, mother-specific activities, and father-specific
activities. Subcomponents and variations in each theme by ecocultural niche are addressed.
Joint activities
Children reported spending time with mothers and fathers together engaging in a variety
of triadic or family activities. Activities were further categorized as active activities, leisure
activities, or school activities. Active activities involved joint physical movement or active
engagement, including family outings (shopping, day trips, vacations), indoor play (cards,
games, video games), and outdoor play (biking, walking, playing badminton). As one child
described, . . . if its summertime . . . we usually . . . go outside and play. Leisure activities
involved rest and joint relaxation, including communicating (talking about their day), eating
family meals together (at home/at restaurants), relaxation with parents (watching TV/movies
together), and snuggling (on the couch, co-sleeping).
One child described his time spent with mom and dad in the following way: So our
whole family usually plays the Wii (video game system) ... some days we just hang out and
watch TV.
School activities involved home-based or school-based educational activities. These
included homework activities (supervising, monitoring, modelling, guiding, or assisting with
homework). For example, one child noted that They help me a lot to study my spelling
words. Another child said, They guide me through my homework, like, if I dont get this
theyll guide me through it, and like if Im doing a book report theyll help guide me . . . . and
tell me what I need to do. Children also reported that their parents are involved by motivating
them (setting expectations, challenging the child, offering encouragement, and building selfefficacy). One child said, Um, well they always encourage me; they always go you can do it
if you put your mind to it. Another child said, Theyre involved a lot, they want me to get
As and Bs in my grades, and they want me to work hard. Children described several forms of
parental involvement in the school setting (school events, classroom activities, Parent Teacher
Association (PTA) meetings, parentteacher communications) and in special situations
(assistance with projects, field trips). One child reported, well they help me. . . my mom and
my dad worked on a house for a science project. Finally, they described situations in which
parents were involved by garnering additional resources for them as needed (tutors, supplies,

xxxii

special classes such as art or foreign language classes). One child replied that his parents
challenge him to learn new things by sending him to a learning centre (sometimes called a
cram school in Taiwan). There were variations in joint activities by ecocultural niche.
Children described five main contextual influences on parent involvement, with interactions
among these contextual influences creating unique ecocultural niches. First, they described
the influences of extended family (family members availability, tangible and financial
assistance, and presence at special events). One child said, Um, well they help us if we need
stuff and my grandma and grandpa come to most of our games. Second, they described
community influences on their family (support from friends/neighbors, school quality, and the
impact of community size, safety, and closeness). One child said that the community
influences parenting . . . by having a good school and a good town . . . if they (school staff)
know something happened to a child they communicate with parents and stuff. Third, they
described religious influences (primarily parental strictness in religiously active families). As
one child puts it, Well Christians I guess are a lot stricter than normal parents, but Im glad
Im a Christian.
A fourth contextual influence on joint interactions was family nationality. While children
from both samples described extended family influences on parenting, nearly every child in
the Taiwanese sample described the influence of grandparents and/or aunts and uncles. In
some cases, they lived in multi-generational homes in which grandparents were very involved
in day-to-day parenting decisions. One child described extensive involvement from her aunt
and grandma, explaining that they spend time, teach me skills, and help with homework.
Taiwanese children also described some unique facets of parent involvement. Children
described snuggling and physical closeness with both mothers and fathers more commonly in
the Taiwanese sample (e.g. co-sleeping, co-bathing, and snuggling while watching TV). They
described homework as a nightly, shared activity, as well as more cognitively challenging
activities with parents (playing chess, reading together), additional parent involvement
strategies not included on the quantitative measures (sending children to cram schools,
hiring tutors, taking time to express high academic expectations), greater parental use of
verbal admonishment or corporal punishment, and stronger parent teacher connections (with
immense parental respect for teachers). One Taiwanese child described parental school
involvement like this: They keep contact with my teachers, participate in school activities,
and teach me to be responsible; theyll try to raise my interest, and then Ill do the new things
voluntarily. They tell me stories. A fifth contextual influence on parenting was parent
education level.
In general, the levels and quality of educational interactions were lower within the low
parent education group. In particular, children described more oral admonishment and
corporal punishment affiliated with homework struggles. In some cases, there was little to no
parent involvement, especially from fathers, and some children reported feeling angry or
nervous when parents were involved. When asked how he feels when his parents are involved
in his school life, one child cleared his throat and replied, How do I feel? Sometimes kind of
mad. Another child said, I feel embarrassed. However, some children in the lower parent
education group described fairly extensive parent involvement in homework, with parents
offering suggestions and explanations, offering incentives for good grades or effort, providing
hands on guidance, and learning together. Some children in the higher parent education group
described parental monitoring of homework, but said that parental assistance was unnecessary
since they were able to figure out the problems on their own, or they had finished homework
assignments in school or before their parents returned home from work. One child stated,
Well, usually I dont need help with my homework, I mean I dont have homework that

xxxiii

often. Children in the high parent education group described less TV watching at home, and
more playful and stimulating activities (games, card games, reading, playing sports together,
travelling, doing homework together).
Mother-specific activities
Childrens activities with mothers were focused on housework/caregiving, physically
close activities, and school activities. There were variations in these activities by ecocultural
niche. Mothers involvement with children tended to focus on housework and caregiving
(cooking, baking, cleaning, shopping), and mothers were described as typically multitasking,
completing chores while engaging with their children. Children described their mothers as
organized homemakers (neat, careful) who balanced work and family obligations and who
were very invested in parenting and providing for their children (involved, busy,
hardworking). Because of the high level of involvement in daily care, some mothers were
described as more rule-oriented (i.e. strict, controlled, rule makers/enforcers) than fathers.
Motherchild physically close activities were described as opportunities for intimate quality
time which allowed them to enjoy close proximity at home (snuggling on the couch, watching
TV together, co-sleeping, or co-bathing) and on special outings (shopping, mom and me
days). One girl noted Me and my mom, well sometimes we have special days, like we go out
to eat or we go somewhere fun. This weekend were going somewhere like thats a surprise.
Mothers were generally described as loving (nice, gentle, caring, sweet, soft, sensitive,
generous, helpful, considerate) and affectionate (snuggling, warm, and huggable). They were
also described as protective and safe.
Mothers were also described as more involved in school activities than fathers
(volunteering in the classroom or with extra-curricular activities). They assisted with
homework by reminding, helping, guiding, and answering questions. They often took on
leadership roles in the school/PTA. One child said . . . my mom is now copresident of the
PTA . . . shes in charge of making spring fest come together . . ..There were variations in
motherchild activities by ecocultural niche. The main contextual influence on childrens
descriptions of motherchild activities was nationality. Taiwanese children described their
mothers as more involved in creative activities (painting, drawing, calligraphy) and more
physically active activities (attending a motherchild dance class, gardening together) than
US children. They more often described shared household tasks with mothers (housework,
cooking, grocery shopping), but rarely described engaging in these activities with fathers. US
children more frequently described mother involvement in the schools, whereas Taiwanese
children described fathers as taking those leadership roles in PTAs and school functions.
Father-specific activities
Childrens activities with fathers were focused on physically challenging/risky activities,
shared work, and restricted involvement due to constraints. There were variations in these
activities by ecocultural niche. Father involvement commonly focused on physically
challenging/risky activities which were often outdoors (roughhousing, hunting, fishing,
camping, playing sports, driving a lawnmower or combine, playing with fire, shooting a gun,
go-karting).
Some of these activities, such as hunting, skinning, and then cleaning a deer, might be
considered a type of rite of passage, wherein fathers supervise activities, provide tutelage to
ensure safety, and then challenge children to try it on their own. Fathers were generally
described as limit-pushers (exciting, risky, daring, loud), and outdoorsmen (leading outdoor
adventures, sporty). Complementing the sense of challenge and risk-taking was a sense of

xxxiv

safety in fathers presence. Children described fathers as strong protectors (protective,

providing security, brave, and tough, strong, tall). One child said, Usually when my dads
around, I feel like Im okay, hes got it all under control. A second child said, Hes always
protective . . . if we leave for a bike ride to the park . . . and I havent checked in . . . hell try
to call me on the cell phone and if I dont answer then hell . . . come out on his bike and look
for us. Fathers were also described as active and challenging playmates (childlike, playful,
fun within limits, funny, silly, weird, full of laughter, teasing, energetic). Some children
described shared outdoor or home-improvement work with fathers, for example, I help dad in
the shop and stuff and help dad inside; were doing home improvement projects. Were
tearing apart our bathroom right now. Other examples include, I like to just combine with
my dad and I help dad with the lawn and fixing things. Within the context of shared work
experiences, fathers were described as good-natured (friendly, helpful, nice), loving (caring,
supportive, gentle), and intelligent (brilliant, clever).
Occasionally, fathers were seen as too harsh or even frightening (mean/strict, badtempered, terrifying, vicious, unpredictable), and some children did not like working with
fathers. Fathers were sometimes described as unavailable for involvement due to constraints,
particularly work constraints. One child reported, Well . . . my dad is a farmer so he doesnt
get in much, but my mom usually is in the house all of the time. And because of this I
personally think I have a better social bond with my mother than my father. Another child
said, Well, theres my mom. My daddy always at work so I dont get time to spend with him
a lot. Children did seem to understand that fathers were limited by work schedules and still
felt that fathers were emotionally available to them, even if physically unavailable. They
described fathers as responsible (serious, dignified, hardworking) and dependable (faithful,
always there). Sometimes, however, fathers were described as irresponsible (sleepy, lazy,
boring, uninvolved). One area where work constraints were highlighted was educational
involvement. While fathers were generally described as less involved in education, they also
reportedly had higher expectations for children and more often quizzed and assisted children
with studying. Fathers (along with mothers) attended recitals or school events as time
permitted. There were variations in fatherchild activities by ecocultural niche, particularly by
family nationality and parent education level. Taiwanese children described their fathers as
more serious and strict, as opposed to playful and teasing, with less risky play at home.
They also described fathers as more punitive in regard to school performance. One child said,
He sometimes spanks or scolds me. Children in the low parent education group more often
described low levels of father involvement due to work schedules and reported harsher
punishment from fathers.
Discussion
This study examined key components of the ecocultural niches of middle childhood,
including nationality, parent gender, and education level, and their unique and collective
influences on daily activity settings, parental ethnotheories, and parent and child perceptions
of family context and parenting practices. Results from the qualitative child interviews
highlighted ecocultural variations in childrens perceptions of activity settings, something
which has previously been lacking in the research literature.
Implications and future directions
This study has implications for educators, psychologists, and family service specialists.
Given the scant number of studies examining mother, father, and child perspectives on parent
involvement in the school-age years, this study adds to the research literature on family and

xxxv

contextual influences on the ecocultural niches of child development. However, it could be

extended in several ways. First, it should be replicated with larger and more diverse crosscultural samples from both rural and urban areas, and should explore variations based on
family structure. Second, adapted measures should be included which account for a wider
array of involvement practices of all caregivers in the childs life (including extended family),
which would strengthen the cultural validity of the scales. Third, longitudinal analyses would
be useful for determining the individual and combined influences of mothers, fathers, and
supplemental caregivers on childrens developmental outcomes. Fourth, childrens
perceptions should be considered in future studies, given their potential for illuminating the
ways in which parental beliefs, practices, and contexts influence childrens perceptions and
experiences within ecocultural niches.
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Wu, P.J. (2003). A study of maternal involvement in education. Educational Research

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xxxix

CAREGIVER - CHILD BONDING THROUGH CHILD- CENTERED PLAY: A

QUALITATIVE CASE STUDY USING FILIAL PLAY THERAPY WITH SHELTER
HOME PRE-SCHOOLERS AND THEIR CAREGIVER
Associate Professor Dr. Diana Lea Baranovich
University of Malaysia
Department of Education Psychology and Counseling

ABSTRACT
Filial Play Therapy (FPT) is a useful therapy technique that utilizes play as a way to
help strengthen the bond between parent and child by enhancing the parents empathy and
understanding of their child. While much research has been conducting noting the benefits of
FPT with parents and their children, literature is lacking in how FPT can help with caregivers
and children in shelter homes. A qualitative case study will be carried out in Klang Valley,
Malaysia with an NGO shelter home. Four children from the home, two boys and two girls
with a history of oppositional behavior will be chosen along with their caregivers for the
study. It is hypothesized that as a resul of undergoing FPT the prosocial behaviors of the
children will be enhanced. The Goodman (1997) strenghts and difficulties questionaire will be
used to analyze the data. The project will begin in March, 2015.
Introduction
The current practice of marriage and family therapy (MFT) lacks the inclusion of young
children in the therapeutic process. Though it is recognized the important role that children
play with regards to the family unit, many counselors have often excluded them from sessions
they have conducted, as well as lack proper furnishing and equipment in their office for which
to properly work with them in a therapeutic session. This phenomenon was first discovered in
a survey conducted by Korner & Brown (1990), who surveyed the Association of Marriage
and Family Therapists in the United States and found that 68.7% of their clinical membership
reported that in less than 25% of their practices did they involve children. Further, 25% of the
therapists surveyed had no relevant training that enabled them to properly work with children
in the therapy setting. This problem of not including children in the MFT process is not just
limited to the United States but extends globally especially in Asia.
When conducting MFT the importance of including children in the process cannot be
emphasized enough. This point has also been argued by Johnson and Thomas (1999) who
argued that family therapy approaches must provide clear strategies for incorporating children
into the therapy process. This argument was also picked up by Johnson, Bruhn, Winek, Wiley
and Krepps (1999), who highlighted in their research that only with the inclusion of children
can MFT truly be successful. The question then becomes, what is the best way to include
children in the therapy process? One answer that emerges is play. One very important way to
improve a childs relational environment is through play. According to David Elkind, play is
the medium by which individuals learn adaptation and create new learning experiences
throughout the one's lifetime (Elkind, 2007, p. 3). Elkind also explained that play is equally
as beneficial to adults as well as children. Adults who become aware of the value of play and
make efforts to incorporate play into their work and love life become more satisfied and selfactualized individuals (ibid). Therefore, it can be said that when an adult uses play to help a
child, he is also helping himself. Hickey further explained that Elkind is an advocate of
natural play, which I refer to as authentic play, with children. Hickey believed that children

xl

should be allowed to play naturally and not be hindered in their play by efforts to rush them to
grow up or be forced into structured play activities such as organized sports teams or formal
music lessons (Hickey, nd).
Filial Play Therapy (FPT) is recognized as a well-developed form of family treatment.
Filial Play Therapy is a counseling approach that combines psycho-educational,
empowerment and play therapy methods that calls for children to be actively involved in their
childs treatment (VanFleet, 1994). FPT was developed from the research done by Louise and
Bernard Guerney who examined how to enhance relationships through couples therapy
(Guerney, 1977). Unlike traditional play therapy, FPT is open for all family members as it
merges traditional play therapy with conjoint family therapy; thus, providing a workable
strategy for including all members in the therapy process (Guerney, Coufal & Vogelsong,
1981).
Filial Play Therapy is a useful counseling method in MFT in that it allows for parents to
be the ones to conduct play sessions with their children. Guided by the counselor in private
sessions, parents are taught how to set limits as well as how to emphasize with their childrens
needs and emotions. Once this has been done, the parents then partake in play sessions with
their children while a counselor participates as a quiet observer. After the sessions, the
therapist will provide the parents with feedback. The goal of this strategy is to empower the
parents themselves to become better communicators and promote a strong and healthy bond
between them and their children. Johnson (1995) notes that FPT helps to improve the quality
of family interactions by essentially fixing ineffective parent/child interaction patterns, which
allows for more productive therapy sessions to take place.
Given that FPT is recognized as being beneficial in enhancing the parent-child
relationship, which lends to an overall improved family atmosphere, mention must be made of
how this therapy technique can be used on other type of guardian-child relationships. Most
notably, shelter homes where the caregiver is a non-family member. However, caregivers who
are wards of children of the state are often unequipped and ill trained to properly handle the
emotional needs of the children whom they are charged with. Thus, the purpose of this
research is to understand how providing FPT training to shelter home caregivers in Malaysia
could improve the relationship between the caregiver and child as well as the overall
emotional state of the child.
Caring for foster children who have been traumatized, neglected, abandoned and abused
takes a special understanding. These children come to us broken in body, mind and spirit. The
core issue that these children face in their lives is loss. They have lost their parents, siblings,
home, community and, most importantly, their sense of love and belonging. Unfortunately,
without knowledge and understanding of the plight of the hurt child, the caregiver and other
professionals who work with these children are at an extreme disadvantage when trying to
help the child. We quickly learn that unconditional love and the best of intentions is never
enough, so we begin to feel helpless and have no idea where to go or what to do next. All
hope is quickly and easily lost (Baranovich, 2013).
Because each child comes to us with his own unique story and set of circumstances, it is
important not to be too quick to brand the child with any label. However, we must also be
aware that the hurt child will far more often than not come to us with a combination of
attachment disorder, conduct disorder, character disturbances, learning disabilities,
developmental delays and psychosomatic issues that require a special understanding on behalf
of the caregiver for the proper intervention to be implemented and healing to take
place.Without such knowledge, understanding and guidance, along with providing these
children with an environment where they feel that they are loved and have a sense of

xli

belonging these children very often remain incapable of forming a healthy, authentic sense of
self. It is the cultivation of a healthy sense of self that enables an individual to build a healthy
self-esteem. It is a persons healthy self- esteem that enables him to form trusting-reciprocal
relationships with others, and hence grow up to become productive adults who make
positive contributions to society (Baranovich, 2013).
Review of the Literature
The FPT approach has been supported and advocated through numerous studies
conducted on the method. As noted by Guerney and Stover (1971) FPT is quite successful in
helping parents to acquire reflective listening skills appropriate empathy and response to
childrens emotional needs. One important outcome of FPT, as noted by Lobaugh and
Landreth (1998), is the increased measures of empathy and acceptance from parents with
regards to their children. This in turn tends to lead to a decrease in the amount of problem
behaviors parents report experiencing in their children (Bratton & Landreth, 1995). This
therapy method also helps boost childrens self-confidence (ibid) as well as increase their
range and expression of emotions (Glass, 1986). Rather than just being happy, mad, sad, etc.,
children who are involved in FPT can more appropriate direct their emotions to being happy,
mad, sad, etc towards specific things. Instead of a child bursting out I hate you!, perhaps the
child may say I hate that you didnt let me do that. The new response can allow for the
parent to more effectively come in and discuss with the child her feelings. Based on this,
Bratton and Landreth (1995) noted that the ability for children to increase their ability of
expression has led to a reduction in parenting stress scores. Therefore, it can be said that FPT
can work to better equip parents to handle their childrens emotions in an appropriate manner.
The relationship enhancement that families experience by going through the process of
FPT or not fleeting, or used only for the point of therapy and then forgotten, but rather have
proven to be long term. In her research regarding the long term use and benefits of FPT
Sensue (1981) found that the benefits received from the therapy course, including parental
acceptance and perceived child adjustment, were maintained through three years past the time
of therapy. In a later dated research conducted by Cleveland and Landreth (1997), who
qualitatively examined through interviews five childrens, aged three to eight, perceptions
towards FPT, found that the therapy method is capable of producing significant positive
changes in the lives of children who undergo this therapy method.
Regarding the benefits of FPT, it has been found that they reach beyond individual
improvements and into improvements in the systemic family relationship as a whole. Some of
the most noted benefits include reported enhanced and improved parent-child communication
in conjunction with reported turn arounds and improvements in child behavior and better
communication amongst couples (Bavin-Hoffman, Jennings, & Landreth, 1996). Lahti (1992)
noted in her research that parents recognize the positive effects of FPT by reporting better
relationships with their children and spouses.
The FPT technique is not only a useful therapy method for traditional families, but its
benefits have also been recognized for single parents. A study conducted by Bratoon and
Landreth (1995) examining the FPT technique with 43 single parents (22 in the experimental
group and 21 in the control group) and their children found that at the end of the 10 week
study the single parents in the experimental group reported significant increased attitudes and
acceptance towards their empathic behavior towards their children, a significant reduction in
their stress level as well as reporting significantly fewer problems with their childrens
behavior.

xlii

Despite the recognized success of FPT with parents and their children, research is
lacking on how this therapy technique can help enhance the relationship between a child and
their caregiver is a non-family member. It is this gap in the research that has lead to the
formation of the present proposed study. It is hypothesized that the results from the qualitative
case study analysis will reveal that the pro-social behavior of shelter home children who
undergo FPT with their caregivers will improve.
Methodology
This research will utilize a case study qualitative analysis that will include a total eight
participants. The participants will consist of four caregivers and four children (two boys and
two girls) that are between the ages of four to eight years old. The participants, both children
and caregivers will be choosen from four different NGO shelter homes in Klang Valley
Malaysia. The children will be between the ages of four and eight and have a history of acting
out, oppositional behaviors. The caregivers will be the caregivers of the children. The
caregivers will receive five three hour training session on FPT. The children will then
receive four twenty minute FPT sessions each week for a period of six months. The filial
coach along with the principal investigator will meet with the caregivers once a month to
answer any questions and provide feedback about the FPT process. It is hypothesized that the
pro-social behavior of the children will improve as a result of FPT. The Goodman (1997)
scale of strengths and weaknesses will be used to analyze the data. Each child will be
assessed via the Goodman scale at prior to the FPT sessions. There will be a mid review after
three months and a final review after six months whereby each child will be assessed via the
Goodman scale. Scores will be compared.
REFERENCES:
Baranovich, D. (2013). Understanding and Caring for the Hurt Child: When Unconditional
Love is Never Enough; Kuala Lumpur, Malaysia, Pearson Publications.
Bavin-Hoffman, R., Jennings, G., & Landreth, G. (1996). Filial therapy: Parental perceptions
of the process. International Journal of Play Therapy, 5 ( 1) , 45 58.
Bratton, S. & Landreth, G. (1994). Filial terapy with single parents: Effects on parental
acceptance empathy and stress. International Journal of Play Therapy, 4, 1; 61-80.
Elkind, D. (2007). The changing world of play. The power of play: Learning what comes
naturally (pp. 3 13). Philadelphia, PA: Da Capo Press.
Hickey,D.(nd). Theories of development. Retrieved 10 17, 2013, from
http://courseroom2.capella.edu/webct/urw/tp0.lc5122011/cobaltMainFrame.dowebct.
Johnson, L. ( 1995). Filial Therapy: A bridge between individual child therapy and family
therapy. Journal of Family Psychotherapy, 6 ( 3) , 55 70.
Johnson, L., Bruhn, R., Winek, J., Wiley, K., & Krepps, J. ( 1999). The use of child-centered
play therapy and filial therapy with head start families: A brief report. Journal of
Marital and Family Therapy, 25, 169 176.
Korner, S. & Brown, G. ( 1990). Exclusion of children from family psychotherapy: Family
therapists beliefs and practices. Journal of Family Psychology, 3, 420 430.
Lahti, S. ( 1992). An ethnographic study of the filial therapy process. Dissertation Abstracts
International, 53( 8-A) , 2691.
Landreth, G., & Lobaugh, F. ( 1998). Filial therapy with incarcerated fathers: Effects on
parental acceptance of child, parental stress, and child adjustment. Journal of
Counseling and Development, 76 ( 2) , 157 165.

xliii

Sensue, M. E. ( 1981). Filial therapy follow-up study: Effects on parental acceptance and
child adjustment. Dissertation Abstracts International42( 1-A) , 148.
VanFleet, R. (1994). Filial therapy: Stengthening parent-child relationships through play.
Satatosa, FL: Professional Resource Pres.

xliv

Philosophocal Issues
in Early Childhood Education

A CHILDRENS EDUCATION by Hj. RAHMAH EL YUNUSIYYAH

Widia Winata
Universitas Muhammadiyah Jakarta
widiakamek@gmail.com

ABSTRACT
Hj. Rahmah El Yunusiyyah is a womens movement leader in Minangkabau, South
Sumatera, Indonesia. Her work in advancing women has been started since 1923 by setting
up a girls school, Diniyyah Puteri Padang Panjang. Her movement was motivated by the
condition of the people who discriminated against women. Whereas the role of women is
very important in educating children from an early age. Early childhood educators should
have enough knowledge of various aspects such as household management, pedagogy,
theology, and girls educating. All process of childrens education is mostly influenced by the
environment where they grow up. Based on this literature-based research, there were various
curriculums designed by Hj. Rahmah El Yunusiyyah which emphasize on womens degree as
the forerunners for future generations.
Keywords: education, early childhood, women
INTRODUCTION
Anything about womens figure is a never ending story. Before the glory of Islam,
women were not taken into account. In the era of 1920s, women were not only being
discriminated in Arabic countries, but also in West Sumatera or Minangkabau (what West
Sumatera popular for). The culture in this province applies matrilineal system in which
women as Bundo Kanduang (mother) are ascribed having the position of Rajo Usali, the first
time Minangkabau existed (Amir, 1999:22). Bundo Kanduang was the first real figure in
Minangkabau.
Even Rajo Usali holds the highest position, but in the real life, the one who has the
real power in the family is the brother of a mother (what is called Mamak in Minang
language) (Azra, 2003:1). They have unlimited roles in the family while the women do not.
The activities of women are limited only in the area of rest room, kitchen and bedrooms.
They are not even allowed to go to schools.
In fact, the existance of women is needed in the development of a country. Womens
roles at home will also affect their activities in the society. One nation consists of societies,
societies consists of families which compose roles of the women (Qazan, 2001:2). Thus, it is
important for women to have education and be creative in order to take part in the
development of their countries.
This equality of roles was a concept applied by Hj. Rahmah El Yunusiyyah in
education since 1923. The concept was being included in the curriculum applied directly for
women not only in Minangkabau but also in the areas of Java, Sulawesi and Malaysia.
Female students from those areas came to follow this concept of education by staying the a
boarding rooms of the school. This kind of education system built a comfort place for those
students to share their opinions and experiences since women tend to have complex and
complicated problems (Munawarah cited in Burhanuddin, 2002:30).
Hj. Rahmah El Yunusiyyah expected that through education, women will become
independent, not rely on others and have respectful position in the society. Education women
means educating all humans. Women are the ones who deliver babies as future generations.
Women should know how to educate children and become educators at homes, schools and in
the society (Rasyad, 1978:180).
3

Based on the concept iniated by Hj. Rahmah El Yunusiyyah above, the writer is
interested to investigate to discuss what childrens education should be applied by educators.
re is a question on what childrens education should be implemented by the educators? This
study used literature review to get as much information related to the application of
curriculum applied by Hj. Rahmah El Yunusiyyah. General portrait of her school can be seen
from 1923 1990s.
DISCUSSION
Profile of Hj. Rahmah El Yunusiyyah
Hj. Rahmah El Yunusiyyah was born in Bukit Surungan, Padang Panjang, West
Sumatera on December 20, 1900. His fathers name was Syekh Muhammad Yunus and her
mothers name was Rafiah. She grew up in a rich family at that time. This youngest of 5
children was a shy girl, hard-hearted, strong-willed, aspiring, unyielding, and high-minded.
She passed away in Padang Panjang on February 26, 1969 (Rasyad, 1991:37 and 1978:177).

Hj. Rahmah El Yunusiyyah

(https://m.facebook.com/notes/sejarah-dunia-islam/rahmah-el-yunusiyyah)
Supported by her brother, Zainuddin, Hj. Rahmah El Yunusiyyah built Diniyyah
School Puteri Padang Panjang on November 1, 1923. The idea of having this school came
after Zainuddin built a co-education system Diniyyah school in which Hj. Rahmah El
Yunusiyyah was one of the students here. She felt unsatisfied with its education system. She
faced many problems of women that could not be solved in the class. Women had many
complex and complicated problems. That was why she got an idea to build a female school
(school for female only). It was the first female school in Indonesia and got many
compliments from other countries such as from Syekh Al Azhar, Egypt. She was being
invited to Al Azhar and awarded as Syekhah Hj. El Yunusiyyah (Yunus, 1996: 69).
There were many important people as her students, such as Rasuna Said (national
hero of Indonesia and his name is also used as main streets in Jakarta), Aisyah Amini
(Indonesian political), Tan Sri Datin Aisyah Gani (Minister for Human Rights and Legal
Policy of Malaysia, for the period of 1972-1984), Nurhayati Subakat (the owner of Wardah
cosmetics, one of female moslem cosmetics brands in Indonesia), the mother of Taufik Ismail
(Indonesias writer), mother of Fasli Djalal (Vice Minister of Education and Arts of
Indonesia), and others (Singgalang: 2008).

The Education at Diniyyah Puteri as the First Preparation to Educate Children

Diniyyah Puteri was firstly named by Diniyyah School Puteri, or referred to Diniyyah
School established by Zainuddin Labay El Yunusi, the brother of Hj. Rahmah El Yunusiyyah
. In one chance, Hj. Rahmah said that Diniyyah School Puteri is intended to create Mothers
as educators for their children, so that the children will worship God the Almighty, do their
obligation to their country, and respect their self-esteem (15 Anniversary Book of Diniyyah
Putri, 1923: 4). This statement was realized in the curriculum of Diniyyah Puteri Padang
Panjang school. The curriculum was designed on the basis of up-dated issues of education on
the basis of religion, knowledge and skill needed by women to play their roles as educators at
school, home and in the society.
At the beginning of its establishment, the islamic studies taught to students covered
Arabic language, fiqih, translation of holly Quran, sharaf, nahu, adab, and hadits. Then it
was developed with additional subjects which focused on skills, i.e. weaving, sewing, dyeing
fabric by many colors, cooking and decorating rooms. Skill for first aid in small accidents
commonly happened at home was also taught (Rasyad, 1982:211). This kind of education
system balances aspects of cognitive, affective, and psychomotor especially in skill subjects.
The skills could be used by those female students when they get married. The were prepared
already to play their roles as wives, mothers and educators for their children.
Education skills is aimed to create a sakinah mawaddah and wa rahmah family; a
wife who serves her husband well, cooks delicious and nutritious food for famiy, and
maintain her house well so that all family members feel comfort staying in that house. As a
mother, a woman must be able to give love, care, attention, and education to her children so
that the children will become religious and devoted generations (Rasyad in Abdullah,
1994:223). Family is the main and first environment for children in the process of their
education in which the women as mothers play their crucial parts.
After family, school becomes the second focus of Hj. Rahmah El Yunusiyyah in
developing her concept of education. In her opinion, the characters of women who are soft
and nurtured, should be explored to become good educators both at home and at schools.
Thus, the students were given paedagogic, psychology, and other supporting studies (Ahmad,
2001:221). Further, students are taught also as educators in the society joining in one
institution or organization. Hj. Rahmah El Yunusiyyah equipped the curriculum with
leadership training and preaching. The skill they got in the class then should be implemented
in the boarding house supervised by their teachers. The education system was also supported
by extra curricular activities such as having cooperation system, ubudiyah (reading and
reciting al-Quran, wirid and praying together), muhadarah (how to deliver speech), Family
Welfare Education, Scoutting, Arts, and Sports (Rasyad, 1978:38).
CONCLUSION
Education for children starting from the education for women as mothers who deliver
future generations. Well-prepared in the early education will also create how women can be
good educators not only at homes but also at schools and in the society. Educating children is
not an instant process. It starts from the female students as future mothers.
What had been done by Hj. Rahmah El Yunusiyyah was a renewal concept of
education both in general and in females world. The women who were being discriminated
in the era of 1920s in Minangkabau could play their roles and get good position in the
society after Hj. Rahmah El Yunusiyyah launched her concept of education.
This education concept prepared female students as the forerunners to deliver smart,
religious, and devoted young generations. In can be said that children who live and grow up
in comfortable and full of love family will become best children. A sakinah mawaddah and

wa rahmah family is built by firstly educating the women as educators in their family.
Furhter, the women can also become educators at schools or leaders in the society.
Even the education of Hj. Rahmah El Yunusiyyah was firstly launched in 1923, but
nowadays this concept still becomes good topic to be discussed since womens problems are
very complex. Diniyyah Putri school also keeps on coping with the needs of the society by
reviewing its curriculum, boarding system and extra-curricular activities.
References
Abdullah, Taufiq. (1994). Manusia dalam Kemelut Sejarah. Jakarta: LP3ES.
Ahmad, Zulfa. (2001). Konsep Pendidikan Perguruan Diniyyah Putri Padang Panjang 19781997, Disertasi Doktor. Jakarta: Perpustakaan IAIA Syarif Hidayatullah.
Amir. MS. (1999). Adat Minangkabau: Pola dan Tujuan Hidup Orang Minang. Jakarta:
Mutiara Sumber Widya.
Azra, Azyumardi. (2003). Surau: Pendidikan Islam Tradisional dalam Tradisi dan
Modernisasi. Jakarta: Logos.
Buku Peringatan 15 Tahun Diniyah Putri Padang Panjang. (1939). Padang Panjang: Diniyah
Putri.
Burhanuddin, Jajat (ed.). (2002). Ulama Perempuan Indonesia. Jakarta: Gramedia Pustaka
Utama.
https://m.facebook.com/notes/sejarah-dunia-islam/rahmah-el-yunusiyyah-seorang-muslimahyang-berjuang-untuk-hak-pendidikan-perempuan. diakses 20 Oktober 2014.
Rasyad, Aminuddin. (1978). Buku Peringatan 55 Tahun Diniyah Putri Padang Panjang.
Jakarta: Ghalia Indonesia.
-------, (1982). Perguruan Diniyyah Puteri Padang Panjang 1923-1978 Suatu Studi
Mengenai Perkembangan Sistem Pendidikan Agama. Disertasi Doktor. Jakarta:
Perpustakaan UIN Syarif Hidayatullah.
-------, (1991). H. Rahmah El Yunusiyyah dan Zainuddin Labay El Yunusi Dua Bersaudara
Tokoh Pembaharu Pendidikan Islam. Jakarta: Pengurus Perguruan Diniyyah Puteri
Padang Panjang.
Singgalang. (2008). Rahmah El Yunusiyyah, Pahlawan Tanpa Penghargaan.
http://urangminang.wordpress.com/2008/09/02/rahmah-el-yunusiyyah/
Qazan, Shalah. (2001). Membangun Gerakan Menuju Pembebasan Perempuan. Terj. Khazin
Abu Fakih. Solo: Era Intermedia.
Yunus, Mahmud. (1996). Sejarah Pendidikan Islam di Indonesia. Jakarta: Hidakarya Agung.

EUDAIMONIC WELLBEING: CREATING A LEARNING PROCESS IN EARLY

CHILDHOOD THROUGH EXCITING PERSPECTIVE POSITIVE PSYCHOLOGY
OF SELF-ACTUALIZATION AS AN EFFORT TO EARLY CHILDHOOD

Idat Muqodas
idatmuqodas@upi.edu
Department Teacher Education of Early Childhood Education,
Universitas Pendidikan Indonesia, Purwakarta Campus.
Abstract, Self-actualization early childhood usually be done in various ways, one of them
with early childhood education. But sometimes the teacher ran out thinking how to develop it.
The research used descriptive method with observation and interview as data collection
techniques. Subjects of the research included teachers and perents of children of TK
Nurrurosydah Bayongbong Garut 2013-2014 Academic Years. Result, Positive psychology
brings color to the educators how to make education a fun process with shades eudaimonic
willbeing as an attempt to develop a child's own unique character. Eudaimonic willbeing
bring teachers to develop the character of young children through fun learning process, so that
students are able to actualize himself through shows a positive character. Eudaimonic
willbeing can help teachers to develop a unique character through the early childhood
teaching and learning process..
Keywords: Eudaimonic Willbeing, Positive Psychology, Early Childhood, Self Actualization

INTRODUCTION
Basically God made man born into the world with the intellectual background,
personality, interests, and talents are different. Every man has his own way to achieve the
perfection of life in accordance with what has been destined by God. Indicators perfection of
human life can never be predicted, but some people have a belief that life looks perfect when
humans are able to make sense of this life with a happy indication and can actualize himself.
The happiness is real and self-actualization are important, but need a real effort to be
able to achieve it. When a kindergarten student shows drawing works, and tells the meaning
of the picture, and suddenly his classmates gave a very rousing applause and the teacher
praised the students work very good, the students are happy.
Indeed, the meaning of life is not simply to feel happy, but more than that, the welfare
of the one who would be an indicator of the ultimate achievement of understanding of life.
One of these forms of eudaimonic wellbeing, prosperity lies in the actualization of human
potential (Hefferon & Boniwell, 2011: 77) self-actualization are intimately associated with
eudaimonic wellbeing. Researchers within the eudaimonic framwork argue that happiness and
the good life are not simply the experiences of feel good. There has to be more to life than just
pleasure and satisfaction. Eudaimonic wellbeing proposes that true happiness is found in the
expression of virtue and doing what is worth doing. Thus, the realization of human potential
is an ultimate goal (Aristotele). Individual must therefore seek and pursue happiness through
prudence (John Locke) and self-discipline (Epicurus). Eudaimonia according Hefferon &
Boniwell (2011:77) is defined as fulfilling or realizing one's daimon or true nature. This
occurs when people's life activities are most congruent with their deep value (Waterman,

1993) such as developing our self (Vitterso, 2004), engaging in activities for their own sake
(Csikszentmihalyi, 2002) and belonging to and serving institution larger than oneself.
Self-actualization is an instinctive human need to do the best he can. Maslow
(Maslow, 2006), claimed self-actualization is the process of being yourself and develop
properties and unique psychological potential. Self-actualization will be helped or hindered by
the experience and by learning, especially in childhood. Self-actualization is changed in line
with the development of a person's life. When it reaches a certain age (adolesence) a person
will experience a shift from physiological to self-actualization psychology. (Sarwono, 2002).
Self-actualization can be defined as the highest growth of all the talents, fulfilling all
the quality and capacity. Actualization also facilitate and enhance the maturation and growth.
As individuals increasingly large, the "self" begins to develop. At that moment, the pressure
switches actualization in terms of the physiological to the psychological aspect. The shape of
the body and its functions have reached a mature level of development, so that subsequent
developments centered on personality.
According to Abraham Maslow's Hierarchy of Needs, the human is driven by the
needs of the universal and innate. These needs are arranged in levels from the lowest to the
highest. The needs of the lowest and most powerful must be satisfied before the next level
needs arise. The highest needs in Abraham Maslow's hierarchy of needs the individual is selfactualization. This is very important and is a fixed price if you want to achieve success. Selfactualization is the stage of achievement by a man on what started realizing it was in him. All
humans will experience that phase, only a portion of a human trapped in values or measures
achievement of each stage of Maslow proposed. If only a man could quickly surpass every
stage of it and soon reached the final stage of self-actualization that is, then he has a chance to
find out who he really is. (Sarwono, 2002).
Abraham Maslow, in his Hierarchy of Needs to use the term self-actualization as the
need and highest achievement a human being. Maslow found that regardless of a person's
ethnic origin, every man experiences the stages of increased need or achievement in life.
These needs include (Maslow, 2006):
1. Physiological Needs, include the need for food, clothing, and shelter as well as biological
needs,
2. Safety and security need, including the need for job security, freedom from fear or
pressure, or the security of events that threaten the environment,
3. The need for a sense of belonging, social and affectionate (social), covers the need of
friendship, family, group, interaction and affection,
4. The need for esteem, include the need for self-esteem, status, prestige, respect, and
appreciation of others,
5. The need for self-actualization, including the need for a fulfilling existence (selffulfillment) through maximizing the use of the capabilities and potential.
People who are able to actualize himself was well aware that there are other barriers to
the existence or stay (indwelling) inside (internal) or outside (external) that control the
behavior of its own existence and actions to do something.
1. Internal
The internal factors is a form of barrier that comes from within a person, which
includes: 1) Ignorance of the potential 2) Feelings of doubt and fear revealing their
potential, so that its potential can not continue to grow. Potential is capital that needs
to be known, explored and maximized. Indeed, the change can only happen if we

know the potential that exists within us and then directing it to the proper action and
tested.
2. External
External factors are barriers that come from outside the person, such as:
1) culture of society that do not support the self-actualization of one's potential as a
different character. In fact, the environmental community is not completely selfactualization menuunjang efforts of its citizens.
2) Environmental factors affect the effort to realize a society of self-actualization.
Self-actualization can be done if the environment permits. Environment is one of the
factors that influence the formation and development of individual behavior, both
physical environments and socio-psychological.
3) Parenting in the formulation of self-actualization means a child is enormous. Many
factors affect the families who participated in the process of child development. One
of the factors in the family has an important role in the self-actualization is the practice
of parenting.
Self-actualization is a person's ability to regulate itself, free from the pressures, both
from inside and outside the self. The ability of a person to free themselves from internal and
external pressures in actualizing itself indicates that the person has reached maturity
themselves. In early childhood education, teachers have had to create a learning process that
is able to free students from the internal and external pressures. One way is by learning the
nuances of eudaimonic wellbeing.
METHOD
This research was conducted to obtain in-depth overview of the application of
eudaimonic wellbeing in the process of learning in kindergarten (TK Nurrurosydah
Bayongbong Garut 2013-2014 Academic Years) to develop early childhood self-actualization.
Nasution (1988: 9) suggests that direct observation is a naturalistic penekatan also called
qualitative approach. The study was conducted in a natural situation by looking at the
interaction between the researcher and the respondents in order to gain an understanding of
the perception of the respondents (Alwasilah: 2003: 90).
In accordance with the problems of the research subject of this study is that early
childhood is a kindergarten student. The selection of research subjects done purposively, in
accordance with the opinion of Patton (Alwasilah, 2003: 143) states that qualitative research
enough to use purposive sampling.
The data required in this study will be obtained through interviews, observation and
documentation which according Moleong (2001: 121) in qualitative research, research as well
as a planner, implementer, data collection, analysis, interpretation of data and in the end
became a reporting research results so that the sense of man as a research instrument is
appropriate since he became everything from kesuluruhan research process. Attitude
researchers, speech, hospitality, patience and will greatly affect the overall performance of the
content or subject of study respondents received by researchers.
RESULTS AND DISCUSSION
These results indicate that the kindergarten teachers Nurrurosydah Bayongbong Garut
2012-2013 academic year in addition to understand the stage, tempo, and rhythm to achieve
self-actualization early childhood students. Understanding and skills obtained teacher, first
through debriefing and training on learning models nuanced eudaimonic wellbeing, briefing

given by researchers to the kindergarten teacher. Both bring the teachers to get used to read a
lot of books related to self-actualization, eudaimonic wellbeing, positive psychology,
seminars or training in order to develop self-actualization protege optimally. This is consistent
with the opinion Sukmadinata (2003: 258) that teachers need to have a great curiosity, the
teachers are required to always be learning, not just for his own benefit but also for the
progress of their students.
The first step researchers conducted training for kindergarten teachers about
eudaimonic wellbeing. Approach to learning the nuances of eudaimonic wellbeing that
learning approaches that bring early childhood students to enjoy the learning process and
interpret each in kindergarten. Each student delivered learning process to find the happiness
of every learning process itself. So that the success rate of the real achievement of learning
objectives. This brings the student is able to actualize themselves as students feel a happiness
of every learning process. The training lasted for 5 meetings, ranging from discussion of the
concept of eudaimonic wellbeing, materials development, to the creation of instructional
media.
Step two researchers conducted observations of the implementation of eudaimonic
wellbeing in the process of learning in kindergarten. The teacher becomes the subject of the
source of observation and student teaching observation of each given by the teacher. So the
results can be seen from the results of the learning process on the day.
With an understanding of the stages, tempo, and rhythm of the child's selfactualization, according to the K teacher in the learning process nuanced eudaimonic
wellbeing, students showed high creativity, capable of doing the work that should be done,
show tolerance, spontaneity, simple, self-contained, as well as independence.
Similar delivered by teacher A during the learning process of students demonstrate
mutual respect, tolerance, high creativity, and be able to finish the work independently.
According to the teacher Fi characteristics of each child learns differently, and there are
those that are self should always be assisted by a teacher, but by learning eudaimonic
wellbeing of teachers bringing students to enjoy every step of learning with patience, sincerity
and intentions as a way of worship. Conditions of students in such a course is influenced by
the emotional state of the student as stated Beatty (1990: 70) that the short-lived children's
emotions and then suddenly stopped, children's emotions deeply but easily changed and in
addition to the open also more frequent.
The learning process eudaimonic wellbeing nuanced bring student teachers to
understand emotions very early age helps children meet actualizing. Through learning the
nuances eudaimonic wellbeing of students were taken on a fully self-actualization condition.
This is caused by the presence of two strengths of attraction and will always influence upon
within the students themselves throughout the course of his life. The power of one leads to
self-defense, resulting in a fear of one or insecure, afraid to face the risk of decision to be
taken, glorify the past by ignoring the present and future, hesitant in making a decision /
action, and so on . While other power is the power that leads to wholeness and self-realization
of the full potential of which is owned, resulting in a self-confidence and self-acceptance in
full. This is similar to that expressed by Hefferon & Boniwell (2011: 77) eudaimonic
wellbeing bringing individuals are at an optimal realization of self-potential.
Some findings in the field showed the attitudes of students who have reached selfactualization to be optimal in general show the characteristic of self-actualization. Some of
the findings are in line with the findings Kozier & Erb (1998) as follows:
1. Being able to see reality more efficiently characteristics or capacities will make a person
to be able to recognize the lies, deception, and falsehood that other people do, and be able

10

to analyze critically, logically, and depth to all the phenomena of nature and life. As an
example of the behavior of the students indicated that students will listen to what it
should be heard, not heard what he wanted, and feared by others. The sharpness of
observation of the reality of life will produce a brilliant mindset to look far into the future
without being influenced by self-interest or momentary advantage.
2. Acceptance of ourselves and others what adanyaatau genuine nature. These properties
will result in a high tolerance towards others and patience in accepting yourself and
others. He will open up to criticism, suggestions, or advice from others against him.
3. The unique attitude of kindergarten students is the attitude of spontaneity, but students
who take learning the nuances eudaimonic wellbeing shows all actions, behavior, and
spontaneous ideas, reasonable, and not contrived. Thus, what he does not pretend. These
properties will bear gracefully attitude towards what is becoming a habit asak community
is not opposed to the principle that the most important, though inwardly he laughed it off.
However, if the environment / habits in the community is contrary to the principles which
he believed, he did not hesitate to bring it with assertive.
4. Minimize the egocentric behavior, because students are familiar with mutual tolerance.
5. Showing the attitude of autonomy. Students who have reached self-actualization, does
not depend on the environment (such as a teacher, friend, or parent). He can do anything
and anywhere without being influenced by the environment (circumstances) that
surrounds it. This independence showed resistance to all the problems that rocked
without despair
6. Interpersonal relationships. Students are able to express themselves have a tendency to
establish good relationships with others. He can develop intimate relationship with a
sense of love and affection. Interpersonal relationship is not based on personal tendencies
ynag moment, but based on the feelings of love, compassion, and patience even though
the person may not match the behavior of the people around him.
7. Democratic because of the democratic nature of this was born the self-actualizing person
and does not have uncomfortable feeling to get along with others. Also because of his
humility, so he always respect others without exception.
8. Sense of humor is meaningful and ethical. He will not laugh at the humor is insulting,
demeaning and even vilify others. Humor self-actualizing person not only raises a laugh,
but loaded with meaning and value of education. Humor really describe human nature to
respect and uphold human values.
9. The creative attitude shown by other characteristics possessed by students actualize
themselves. Creativity is manifested in its ability to make innovations that spontaneous,
genuine, not limited by the environment or other people.
10. Independence, students are able to maintain the establishment and the decisions he took.
Do not falter or be affected by various shocks or interests.
CONCLUSION & SUGGESTIONS
The meaning of the results obtained from this study is the description of the profile
empirical understanding of kindergarten teachers and parents about the stages, tempo, and
rhythm early childhood self-actualization and eudaimonic wellbeing efforts that have been
implemented kindergarten teacher. That understanding is reflected in how the teacher creates
a learning atmosphere eudaimonic wellbeing with a different treatment for each child.
Tailored to the needs of children, calm, attentive, patient, and sincere.
Based on the results of a study of students revealed that students' creativity can arise
when learning to walk with a pleasant situation, and students enjoy every learning process.

11

Indicators of the achievement of self-actualization in the creativity that many students are
awarded when following the race early age student skills. Teachers guide children by first
recognizing each one of their students, invites conversation, and became a cathartic children
to explore the potential, interests, and talents. Once the child is familiar with will meneritakan
interest and teacher will assist students in achieving their potential.
Recommendations for kindergarten, especially teachers to better follow the simple steps
to actualize the student:
1. Recognize the unique potential and existing talent in students. Never hide talent, because
the talent is created to be used, so the advice of Benjamin Franklin. Therefore, teachers of
kindergarten are required to recognize the unique talents and potential that exist in
students. Because of this potential is an invaluable gift of God. Believe each human being
is born with talent and tremendous potential. The task of the teacher to understand, detect
and recognize the talent and potential of what are the have.
2. Sharpen the unique ability of students every day because it will bring the student's ability
to realize self-actualization. Involve students in various races, because it follows the race
is a form of business in realizing self-actualization.
3. Create each individual differently and be "one in a million kind of person". Every human
being is born different and created to make a difference in life. Believe masterpiece of
God's amazing. Students are gold and diamonds that are priceless. Then have the students
make themselves valuable by being unique.
REFERENCE
Alwasilah, A. (2003). Pokoknya kualitatif. Jakarta: PT Dunia Pustaka Jaya.
Beaty, Janice. (1994). Observing Development Of The Young Child. Ohio: Merrill an imprint
of Prentice Hall
Csikszentmihalyi, M. (2002). Flow: The Classic Work on How to Achieve Happiness. New
York: Harper & Row
Hefferon, K., & Boniwell, I. (2011). Positive Psychology: Theory, Research and
Applications. New York: McGraw-Hill.
Kozier, B.B., & Erb, G. (1987). Fundamentals of Nursing: Concepts and Procedures (3rd
ed). Massachussets: Eddison Wesley.
Maslow, A., (2006). On Dominace, Self Esteen and Self Actualization. Ann Kaplan: Maurice
Basset
Moleong, J.L. (1980). Metodologi penelitian kualitatif. Jakarta: Erlangga.
Sarwono, S. W., (2002). Berkenalan dengan Aliran-aliran dan Tokoh-tokoh Psikologi.
Jakarta: Bulan Bintang.
Sukmadinata, N.S., (2003). Landasan Psikologi Proses Pendidikan. Bandung : PT Remaja
Rosda Karya
Waterman, A.S. (1993). Two Concept of Happiness: Contrasts of persinal expresiveness
(eudaimonia) and hedonic enjoyment. Journal of Personality and Social Psychology,
64:678-91.
Vitterso, J. (2004). Subjective wellbeing versus self-actualization: using the flowsimplex to
promote a conceptual clarification of subjective quality of life. Social Indicators
Research, 65(3): 299-331.

12

ETHNOPEDAGOGIC: "NEW PARADIGM" DEVELOPED THE WISDOM for EARLY

CHILDHOOD EDUCATOR CANDIDATES TO MEET THE "GOLD GENERATION" 2045
Oleh:
Herdi, M.Pd. 1
Prof. Dr. H. Sunaryo Kartadinata, M.Pd. 2
Dr. H. Agus Taufiq, M.Pd. 3

ABSTRACT
Educators in early childhood education has roles and responsibilities to facilitate counseling activities,
expanding from the natural objective condition to the appropriate normative condition based on the
nature of human existence that is constantly evolving and becoming/well-being "golden generation".
Become an educator in early childhood education is not only an emphasis on mastery teaching
methods/special skills, but more important is having the right personality characteristics. Wisdom is
the endpoint of individual personality development, including the educators, as an integrated personal
characteristic, psychological maturity, psychological well-being, creativity, and the endpoint of
effective educator. Therefore, it is necessary for proper and adequate education to develop the wisdom
of would-be educators in early childhood education. Proper and adequate education that is in line with
and derived from philosophy, eduation, and human development, insights, goals, and framework of the
education itself which has frames of moral values of the natives. On this paper will be discussed the
philosophical framework, theoretics, and practices comprehensively and integrative Ethnopedagogic
as a "new paradigm" to develop the wisdom of early childhood educator candidates.
Key words: ethnopedagogic, wisdom, early childhood education, the golden generation

Doctoral student in the Guidande and Counseling Department, Graduate School, Indonesia University of Education.

Promotor of the thesis in the Guidance and Counseling Department, Graduate School, Indonesia University of Education

Co-promotor the thesis in the Guidance and Counseling Department, Graduate School, Indonesia University of Education

13

CHARACTER BUILDING EARLY CHILDHOOD TO BE GOLD GENERATION OF

INDONESIA
Endang Pudjiastuti1, Niken Cahyorinartri2
1. Fakultas Pendidikan & Fakultas Psikologi Universitas Islam Bandung
2. Jurusan Psikologi, Universitas Pendidikan Indonesia
Email: anugrahaji77@yahoo.com, nikencahyo@gmail.com
Delivered in Negotiating Practices of Early Childhood Education
ABSTRACT
To prepare early childhood into a golden generation of Indonesia, Knowledge is Power but
Character is More should be realized. Character education start from early childhood would
be effective because children are experiencing tremendous development (the golden age). For
ease of forming the character, needs to be known about the four personality types, sanguine,
phlegmatic, choleric and melancholic. Educational method that appropriate with children
development are Modeling, Habituation, Playing, Singing, Storytelling and Field Trip. The
values that implemented from character education are 1. Religiosity, 2. Honesty, 3. Tolerance,
4. Discipline, 5. Hard-working, 6. Creative, 7. Independent, 8. Democratic, 9. Curiosity, 10.
Spirit of nationality, 11. Love of country, 12. Appreciating achievement, 13. Friendly, 14.
Peaceful, 15. Joy of reading, 16. Environmental care, 17. Social caring, 18. Responsibility.
By following educational motto from Ki Hajar Dewantoro : 1) Ing Ngarso Sung
Tulodo; 2) Ing Madyo Mbangun Karso; 3) Tut Wuri Handayani, parenting and education
activities aim to build early childhood character will be achieved by mutual cooperation
between parents, teachers and community.
Key words : Early childhood, building character, golden generation

1. Introduction

Preparing the early childhood to be Indonesian generation with character, Knowledge is

Power but Character is More (Pudjiastuti, 2011) should be realized. Children is their parent
wished. Their birth are awaited every new family as successor. The crying of new born baby
will be greeted with happines and hopefulness. Child has a very important meaning in human
life. Child is a chain and progressors of human existence from generation to generation.
Maintenance of child survival start from the idea how to keep the child can growing
healthy, physical and spiritual. This effort began before the birth, even since the parent start
the household. This effort really important to grown future generation with character. Because
of that the care of the child should be realized as an effort to provide provision, especially by
education so child can handle any challenge yhat he would be faced. It can be conclude that
the maintenance of child survivor are including two basic aspects, caring and education.
Building indonesian generation by character education for early childhood really
important for facing their life in the future. Character education is a good habit which able to
keep somebody from many moral crisis that nowaday is become problem in Indonesia. Many
forms of criminalities such as fighting, brawl, robbery and even corruption become an
indication the lack someone character.
The indonesian native educator Ki Hadjar Dewantoro stated that the hallmark of early
childhood education is budi pekerti and sistem among. Budi pekerti education aims to
organize human life by instill human dignity and values, moral values, and ultimately
establishment human that have good personality.

14

2. Basic of character education for early childhood

Many researchers argued that implementation of character education that begins in early
childhood were effective because on the age a child is experiencing incredible growth (the
golden age) and hasnt get many influence from outside. The golden age is the gold period
that childs brain experiencing the fastest development. This period only happen when child
in the womb until an early age, which is zero to six years. However, the baby in the womb
until four years old are the most crusial period. This period called golden period because on
this period childs brain is the key factor for the establishment of childs intelligence that
growing and developing very fast. At this period, growth and brain development of children
reach eighty percent of his brain in adulthood. Its mean after that period the brain
development only growth twenty percent.
Maria Montessori (Solehuddin, 2000) said that on the golden period every child has
what is reffered to the absorbent mind. It said that childs brain power for absorbing
everything like sponse that ready to absorb anything which it touch. On this period, brain that
absorb only lasted a lifetime. This period as well as a key to the development of potential and
intelligence in the later period.

3. Recognizing Personality of early childhood

In psychology known four types of personalities, chorelis, sanguine, phlegmatic, and
melancholic. Actually, this four types of personalities are too simple to explain childrens
overall personality because every child has their own uniqueness. However this theory can be
used to recognizing personality of children. The following is an explanation for the four
personality types (Suuyadi, 2000).
a.

Chorelis type
Children with chorelis type known as hard, firm and very demanding of idealistic. They
have big energy to do the hard things. They also have strong belief of their ability. They are
optimistic to face a variety of things, including never give up on challenges. Therefore, they
are happy to get big duty and holding full authority. They have big potention to be a leader.
They are also sensitive to errors. When they speaking, they tend directly to the core of the
problem. Children with chorelis type rarely cry therefore they will be less warmth to give
sympaty and emphaty to their friends especialy their sad friends.
Children with chorelis type have strong desire followed by commitment make the
children hard to beat. When they become leader, they will do the best for their job. They
always gathering strenght and setting strategy carefully. They optimistic that their task will be
complete well.
The weakness of children with chorelis type are they can get rid of their competitors
with a less honorable way. Children with chorelis type sometime look less wise. They give an
order impressed arbitrarily without regard to their friends feeling. When they get angry, they
can be rude but they also easy to forgive.
b.

Sanguine type
Children with sanguine type tend to like a lot of talk, communicative and full of
inspiration. Because of their good ability at speaking, they can be easy to influence others.
They are good at making an impression and love to be the central of attention. They have
need to be approved and appreciated. In terms of duty they are prefer to do spontaneous things
than routine and monotonous working condition. They have new idea to make their duty to be
more productive.

15

The biggest strenght of children with sanguine type is they can make friends with
anyone, including children were excluded by others. They seem always happy, that make
other people be sympatized. Their speaking ability are praised by others.
The weakness of children with sanguine type are their ability of speaking made them
easy to make forgotten promises. It make them known to be person that difficult to keep
promises. Beside of that they often cantt survive in a task that takes a long time. They also
unconsistently and undiscipline because they feel no burden. Children with sanguine type are
difficult to keep secret even their own secret. This makes them speak and act before thinking
carefully. Consequently they often make mistakes on their environment, although it did not
make them feel sorry.
c.

Phlegmatic type
Children with phlegmatic type are very fun to be friend. They are really shy and dont
like praise. They happy enough to having fun with their friends. They are polite children and
also obey the rule. They are afraid if their words atau behaviors hurt somebody else. Because
of that they dont like conflict and radical changes. They are happier giving approval to others
that giving different opinion. Children with phlegmatic type prefer to be a good listener and
can keep secrets. They have a need for order, constancy, status quo and they usually
sentimental.
Children with phlegmatic type tend to do their routine with standards that have proven
succes. They dont like the variation and changing demands. So it make them effective and
efficient in the work. They will do the task if it was carefully planned and could be know for
sure the success. They will be carefully to take decision. Children with phlegmatic type have
high patience and calmness to face of all the problems while their mind searching for a
solution.
The weakness of children with phlegmatic type will appear when overused their
strength so that deviate or easily manipulated by other children. They are more comfortable
when they appear to be polite children. Therefore they often become coward. Their love of
regularity makes them not like changes even the good changes.
d.

Melancholic type
Children with melancholic type are serious and closed, but really clever and critical
thinking. They are more diligent than children with other type. They understand step by step
and doing something always refers to the stage.Therefore children with melancholic type tend
to be tight, disciplined, consistent and critical. They can analyze better than others. They have
high accuracy so that they can see the details of the problem. In their minds the success
depend on planning.
The strenght of children with melancholic type is their ability to think. They are known
as idealistic person. They hope everything happen according to the rules that they understood.
They are known as the people who hold principle, hard at work, diligently in worship, willing
to sacrifice and never give up.
The weakness of children with melancholic type is that they are rigid, not flexible in
making friends. Their ability to analyze make them tend to giving reaction than response. If
they get challenge or problem, they immediately giving negative reaction. They tend to blame
others than themselves. Their nature to excessive caution can be dangerous, because it make
the afraid to be wrong and taking risk. So it can make them afraid to try the new things.

16

In daily life, rarely can be found child that has one type of personality. Usually every
person has combination of two or more type of peronalities. Because every person naturally
try to minimmalize their weakness and optimalize their strength. It can be understood that
almost every person has natural combination, 1) choleris with sanguine; 2) choleris with
melancholic; 3) sanguine with phlegmatic; 4) melancholic with choleris. The percentage of
combination can be different.

4. Methods of teaching character education for early children

The appropriate teaching method is Sistem Among (Sujiono, 2013). The core of
sistem among was presented by Ki Hadjar Dewantoro is 1) Ing Ngarso Asung Tulodo, which
means that teacher have to give exemplary to student. This position should be more given to
early childhood, which is teacher doesnt need to give many advices. 2) Ing Madyo Mbangun
Karso, which means that teacher should be raising childrens willingness so they have
opportunity to try by themselves. Early children can do this, but it is more appropriate to
elementary student. 3) Tut Wuri Handayani, which means that teacher have to providing
encouragement and monitoring so student can work by themselves.
Thera are some methods that can be used to teaching character education for early children
(Fadlillah and Khorida, 2013). This methods are complementary each other. This metholds
will produce a good learning process if they used together.
a. Exemplary method, is influitive method is the most successful method in preparing
spiritual, moral and social children. This is because teacher is the best model for children
to show the good behavior and attitude. Exemplary is the most important factor to change
behaviors. This method is one way to teach knowledge by giving direct example to
children. This method also indirectly lead to the teacher's own competence. By good
example, children will see, hear, feel and entered into memory then it will developed and
implemented by the children.
b. Habituation method, is a method to get children to think, behave, act, according to the
norms and also their beliefs. This method is practical for coaching and developing
character of early children. The core of habituation is repetition and practice good habits.
Essentially, habituation is a more profound implication dan saying and doing. According
to Ki Hadjar Dewantoro (Sujiono, 2013), one to seven years of age is seen as childhood,
so the suitable teaching of this period is giving an example dan habituation.
c. Playing method, is an activity that make children happy, comfortable, and excited.
Playing for early childhood is seen as a learning activity because playing was the basic
need that should be filled. Rasulullah Muhammad SAW advicing children to play
(Fadlillah, 2014). Every parent should play with their children. Beside the form of
affection, it also physical trainning to be strong and learning to be creative.
d. Singing method, is producing sound with lyrics that sung. Usually the lyrics was adapted
with the material that will be taught. Singing method make learning situation to be fun so
children development will be optimal stimulated especially language adn environment
interaction.
e. Story telling method, is one way to getting children attention. Delivery of material
through interesting stories can getting children attention. The funtion of the story were a
means of inner contact between teacher or parent and children; a medium to deliver moral
and values message; a method so children can doing self-identification and behavior
identification; as emotional education; as one way to teaching children to be creative; a
way to developing language ability; a way to improve childrens knowledge; one of

17

f.

therapy to children with psychological problem; and entertainment facilities and

prevention of boredom.
Field trip method, is teaching method that giving a chance to children to observe. By that
way every senses of children can be activated. Every senses can giving information that
forming a perception. This is helping children to develop knowledge to improving
children ability. This methodraising children interest and curiosity. The children were
trained to be discipline, recognize and appreciate the nature, respect their friends, raising
positive attitude to environment and cooperation.

5. The apllication of character education values

The implementation of character education values (Fadlillah and Khorida, 2013) as follow:
a. Religious is obidient attitude and behaviors in carrying out the teachings of their religion.
They also tolerant and live in harmony with other religions.
b. Honesty is behaviors based on an attempt to make themselve as people are always
trustworthy in word, act and work. Honest is abstract thing for children, so honest attitude
can only be introduced and cultivated through real actions. The effective way to teaching
about honesty by giving direct exemplary by teacher and parent.
c. Tolerance, is an act to appreciate different religion, race ethnicity, opinion and behaviors.
Appreciating each other is a reflection of the tolerance. The way that can be done is to
train children to love and care for others.
d. Discipline, is an act that demonstrate orderly behavior and obey to the rules. Rules were
made to be flexibel but firm. If somebody break the rule, he have to face the
consequences. Discipline shoud be shown by parent and teacher if the children wanted to
be discipline.
e. Hard working, is behavior that indicate an earnest effort to overcome learning barriers
and completing tasks as well as possible.
f. Creative, is thinking and doing something to produce new thing. Creativitiy can be
trainned by nature activity or activity with other people.
g. Independent, is attitude and behavior not easy to depends on other people to finish their
tasks. Independet for children is an important thing.
h. Democratic, is how to think, behave and act that judging the rights and obligations are
same for themselve to others.
i. Curiosity, is an attitude and behavior that always try to find out more in depth anything
they learned, seen and heard. Actually, children who asking a lot are clever clever and
have big curiosity.
j. Spirit of nationality, is how to think, act and have a conception that the sake of nation and
state is more important than their own sake. From the beginning, children have to
introduced of goverment program such as traffic rule.
k. Love of homeland, is how to think, act and do something that shows the nature of loyalty,
care and high appreciation of the language, the physical environment, social, cultural,
economic and political nation. Love of homeland can be teach by introduce Indonesian
culture especially their own culture.
l. Appreciating the achievement, is an attitude and act encourage them untuk produce
something that useful for other. They also acknowledge and respect the success of others.
By giving an appreciation for the childrens succes will improving their motivation to
always learning.
m. Communicative, is an act that love to speak, socialize dan cooperate with others. Children
who have a lot of friend will have strong bravery and willpower.

18

n.

o.
p.
q.

r.

Love peace, is an attitude, expression and act that cause other people happy and feel safe
on the presence of them. From the beginning this attitude should be implanted by
teaching children with expression of sorry, ask for permission and help.
Love to read, is a habit to spend time for reading. Early childhood was the best period for
children to learn a habit of reading so it wil improve their knowledge.
Environment caring, is the attitude and act that always try to prevent nature destruction
and improving efforts to fixing nature destruction that already happened.
Social caring, is attitude and act that want to giving help to others. The effective way to
teaching this character is by taking children to the orphanage to see the state as well as
learning to share to the environment that require.
Responsibility, is an attitude and act to do their duty and obligations that should be done
to themselve, other people, environment, country, and God.

6. Closing
Building Indonesioan generation by character education for early childhood is really
important to face their life later. The cornerstone of the implementation of character education
which is used as a reference should not deviate from the identity of the community and the
nation of Indonesia. By follow and adhere to the sistem among form the motto of the
education by Ki Hajar Dewantoro which reads: 1) Ing Ngarso Asung Tulodo, 2) Ing Madyo
Mbangun Karso; 3) Tut Wuri Handayani, parenting and educational activities aimed at
building character early childhood will be achieved. It also have to be supported by the
cooperation of parents, teacher, and community. Parents, teachers and communities are
expected to care for and educate children to achieve in order to prepare early childhood into
Indonesia generation who have character.

7. References
Fadlillah, M. (2014). Edutainment pendidikan anak usia dini. Yogyakarta: Prenada Media
Fadlillah, M & Khorida, L. (2013). Pendidikan karakter anak usia dini. Yogyakarta: ArRuzz- Media
Sujiono, Y. (2013). Konsep dasar pendidikan anak usia dini. Jakarta: PT Indeks
Pudjiastuti, E. (2011). Konseling psikologi dam bimbingan karir di institusi pendidikan.
Bandung: Jauhar Mandiri
Solehuddin. (2000). Konsep dasar pendidikan prasekolah. Bandung: FIP UPI
Suyadi. (2010). Psikologi belajar paud. Yogyakarta: Pedagogia

19

20

Curriculum and Assessment of

Early Childhood Education

22

CONTEXTUAL TEACHING LEARNING

IN ENVIRONMENTAL EDUCATION FOR KINDERGARTEN
Heny Djoehaeni
Prodi PGPAUD FIP UPI
henydjoe@yahoo.com
Abstract
This study is based on some problems, firstly, the existence of the phenomenon of
environmental degradation; second, the need for the development of environmental awareness
through environmental education from an early age; Third, the lack of environmental
education learning model that can be used as a reference. In general, this study aims to
develop a model of environmental education learning in early childhood education, more
specifically the purpose of this study is to find a learning model of environmenttal education
in early childhood and the implementation of environmental education learning in early
childhood education. The method used is the method of research and development (Research
and Development). In general, this research consists of the stages of preliminary studies,
planning, development of the initial model, the initial model design validation, and revision of
the initial model, a limited test, a wider test, revision and validation of the model. The The
results of limited and wider test shows that Contextual Teaching Learning Model
implemented in kindergarten can improve children's learning outcomes. Recommendations of
this study are teacher expected to explore more learning resources from the environment
around the child and create a meaningfull learning process in kindergarten.
Keywords: environmental education, kindergarten, contextual teaching learning
1.

Introduction
Environment is an integral part of human life. Changes in the environment will impact
directly on the quality of human life. Issues of the environment are global issue that demands
attention from various sectors including education. Sullivan in Bezzina (2006) stated that the
environmental crisis is a social issue and not merely a matter of natural issue.
Environmental education has an important role in addressing environmental problems that
arise at this time. As noted by Seefeldt (1989) that the current need for environmental
education is critical. The environment and dwindling natural resources, becoming one thought
that leads to the attention and concern for environmental education.
The development of environmental awareness is increasingly important to continue to
be disseminated to all elements of society who have the responsibility of maintaining and
preserving the environment. For that, guidance from the school about environmental
awareness is required. It is intended for school-age children to have awareness against the
importance of environmental aspects in maintaining life today and in the future. Moreover,
environmental education is the responsibility of the entire society, including government and
educational institutions.
The early introduction of environmental education is expected to develop positive
attitudes towards sustainability and the environment. It is relevant with the statement of
Sutrisno et al (2005) that the introduction of the surrounding nature through environmental
education to children from an early age is the first step in respecting the environment.
As regulated In the constitution of the Republic of Indonesia No. 23 of 1997 (Act No.
23 of 1997 ) on Environmental Management , stated that environmental education is an effort

23

to change behaviors and attitudes conducted by various parties or elements of society that
aims to improve the knowledge , skills and awareness of environmental values and the issue
of environmental problems, which is designed to mobilize communities to play an active role
in conservation and environmental safety for the benefit of present and future .
The government has a positive response related to the environmental education, with the
issuance of the policy on Environmental Awareness Development (PKLH) conducted in
various educational institutions. In the province of West Java, awareness training is conducted
in the school environment is regulated by the Governor of West Java on Local Content
Guidelines for Environmental Education curriculum. The implication of the Governors Rule
is that every school is expected to prepare the environmental education of local content.
Governors Rule was followed by the issuance of Bandung Mayor Regulation No. 031 of
2007 on Local Content Curriculum Environmental Education in Bandung.
Although the regulations towards the implementation of environmental education have
been published, but practically there is still no guidelines that can be used to guide teachers in
implementing environmental education in early childhood education. On the other hand, early
childhood education is seen as a great and meaningful place to start learning about the
environment.
Early childhood education is the foundation for the development of individual character
in their future life. Many experts claim that education at an early age is a fundamental stage
for the development and further education. Victorian Environmental Education Council
(1992) stated that the experience of learning that occurs at an early age will be the basis for
the next learning experience.
Some of the fundamental qualities of the importance of environmental education such
as creativity, teamwork, respect for environmental preservation reused materials, and the
understanding of linkages in the life on earth can be developed significantly in early age.
Several studies reveal the importance of environmental education, as stated in Chen and
Cheng (2008) that Environmental Education is a very important tool in providing knowledge,
positive attitudes towards the environment and to build skills to protect and improve
environmental quality. In connection with the limited financial resources and increasing
challenges related to environmental conditions, it is necessary to provide effective
environmental education programs..
It is necessary for the development of a research that produce a learning model which
can be served as guidelines for teachers in implementing the Environmental Education in
Early Childhood Education, especially in kindergarten. This article discusses the results of a
preliminary study as well as the stage of development as part of the research and development
of instructional models Environmental Education at the Early Childhood Education.
The problem in this study is: "How does the implementation of Environmental Education in
Early Childhood Education? More specifically, the proposed formulation of the problem is:
1. How does condition of the learning process of environmental education at the early
childhood education today?
2. How does environmental education learning model to improve the competence of
early childhood?
3. How does the implementation of environmental learning model?
Based on the problems, the objectives of this study are:
1. Knowing the objective conditions of the learning process of environmental education
at the early childhood education today

24

2. Developing environmental education learning model to improve the competence of

early childhood
3. Knowing the implementation of environmental learning model developed
Benefits of Research
The development of environmental education learning model in improving the competence of
early childhood has the following benefits:
a. Provide a valuable learning experience for children related to environmental education
oriented characteristics and needs of students.
b. As a reference for preparing the planning and implementation of learning programs for
Environmental Education in Early Childhood Education institutions in order to
introduce and raise awareness of the environment at an early age .
c. Provide input related to the implementation of the Environmental Education Program
implemented in early childhood education so as to enrich the existing regulations.
2. Literature Review
1 .Learning
Learning is a process of interaction between teachers and students in order to achieve
the goals set. According to Oemar Hamalik ( 1995:55 ) that " learning is a structured
combination includes human elements, materials, facilities, equipment, and procedures that
affect each other to achieve the learning objectives "
Meanwhile, Sanjaya (2009) states that the term learning was demonstrated in the
business of lessons students learn as a teachers treatment. While MKDP Curriculum
Development Team and Learning (2009) states that learning is an accumulation of the
concept of teaching and teaching concepts. The emphasis lies in the combination between the
two, which is the subject of the cultivation of students' activities.
Based on the opinion above , it can be concluded that the emphasis on teaching and
learning activities of students that have been designed by the teacher through a planned effort
by a particular procedure or method for a process of behavior change in a comprehensive
manner .
2 . Learning Theory
Learning theory used in developing this model of learning is constructivist learning
theory. Constructivism is a theory about the structure of knowledge. Kamii and DeVries as
quoted in Branscome ( 2003) states that constructivism is a theory of knowledge emphasizing
the role of each person in constructing their own knowledge rather than absorbing directly
from the environment. Constructivist itself based on research conducted by Piaget that
children basically are actively interpret their experiences in the physical and social world and
to build the knowledge , intelligence, and morality of their own . Children build their own
knowledge because they have so many ideas. In a constructivist perspective of maturity and
experience of the environment plays an important role in the learning process.
According to this view, Rogoff (1990) states that knowledge basically built by the
children through interactions with the environment. According to this understanding, children
are not passive individual, which only gain knowledge from others. Children are creatures of
active learning which can - create and construct their own knowledge. Based on the previous
assumptions, it appears that this approach emphasizes the importance of engaging children in
the learning process. Thus, teachers must be able to create a fun, meaningful, and warm

25

learning environment through playing and interacting with the environment so as to

encourage the active participation of children. This approach is also related to the variation of
individual elements of which are owned by the child.
In connection with the process of development, Piaget (Roopnaire & Johnson: 1993)
explains that a child's development occurs through a sequence of universal and every stage of
development marked by certain characteristics in ways of thinking and doing things. Basically
the process of development thinking shifted from concrete thinking toward abstract thinking.
Meanwhile, Lev Vigotsky views that social context is very important in the learning process
of a child. The experience of social interaction plays an important role in developing
children's thinking skills. The interaction between the child and the social environment will
create new forms of high mental activity. Rogoff (1990) stated that in Vygotskys view,
expertise in the use of cultural tools is the central role of social interaction, and interaction
with friends who have understood something will imitates the interactions with adults in
guiding the cognitive development of children at early age. Piaget and Vigotsky emphasize
the importance of play activities as a means for the education of children, especially the
development of thinking.
Creativity is important to be developed, especially in early childhood. Children seek and
explore new ideas so that they will be able to be ready when dealing with issues that must be
resolved. Interaction with the surrounding environment children performed both adults and
children as well, which can provide valuable enough stock for the child, because it can help
develop language skills, to communicate and socialize. And no less important is through the
interaction of the children will learn to understand the feelings of people, respect their
opinions, it is also train the children to express emotions indirectly.
Kids world is world that full of play. Playing for the children is also learning activities.
The opportunity to give the children to play, has indirectly opened up opportunities for them
to learn. Learning activities that are packed in the form of play will make them happy and
without them knowing that they have developed their potential before. Learning will be more
meaningful to the child if they have interests and needs are met . Children will feel more
happy to learn something of interest to him or according to their needs.
3 . Environmental Education
Environmental education is a process that aimed at developing a world population that
is aware of and concerned about the environment as a whole as well as issues related to the
environment, and possess the knowledge, attitude, motivation, commitment and skills to work
individually and together toward solutions of current problems and the prevention of the
occurrence of new problems (Stapp:1979)
In line with this, the Eco Schools Program (1998) stated that basically, environmental
education programs in schools aims to bring about a change in students' attitudes and values
as a human in interacting with all components of the environment. When schools establish
practical environmental sound program, students will be able to participate actively in
improving the quality of the school environment. In most of these cases, the best results will
be obtained if it is done with the support and cooperation of the community, including
government departments and non- governmental agencies.
When students see that they give a realistic contribution to the environment, they learn
with more understanding, increase their motivation, and raise self-esteem. Kinsella (2008 )
stated that in today's society we are becoming increasingly concerned about global warming ,
climate change and well-being of the planet and its habitat for future generations . As parents
and caregivers, we often worry about the future of our children , and many of us felt we could

26

do more in our daily lives to contribute to the solution not the cause of the environmental
problems posed. In other parts Kinsella (2008 ) also mention that our homes and communities
are places where we raise our children , so it makes sense to want to keep our homes safe and
healthy for them to grow and learn . We know that children learn from relationships with their
families , caregivers, and the environment. So, through what we do in our daily lives , we can
begin to engage children in learning about caring for the world around them .
3 . Research Methodology
This study is part of a research and development ( Research and Development ) , with
reference to the research procedures Brog and Gall ( 1983:772 ) , namely : ( 1 ) . Conduct
preliminary studies , ( 2 ) planning , ( 3 ) developing initial products , ( 4 ) the initial field test
, ( 5 ) revising the major product , ( 6 ) major field test , ( 7 ) revise operational products , ( 8 )
operational field test , ( 9 ) revise the final product and ( 10 ) perform dissemination .
Sukmadinata (2005 ) simplify the implementation steps of the development of research into
three steps , namely :
1 . Pilot study covering three activities, namely the study of literature / literature , field
surveys and preparation of product initial / draft models .
2 . Development stage , includes limited trial and more extensive trials
3 . Experiment stage , to test the goodness of the resulting product .
The results of this presented research are part of the research and development, the
preliminary study phase and the development phase. Phase pilot study was conducted with
survey techniques using a questionnaire distributed to 37 teachers from 20 kindergartens
located in District Sukasari Bandung . While the development stage include limited testing
conducted in Labschool kindergarten , as well as a wider trial conducted in Aisyiah 11
kindergarten , Puspa Mekar kindergarten and Al Inayah kindergarten.
4 . Discussion
The results of research related to environmental education today shows that in general
teachers know about Environmental Education , and believe that Environmental Education
will establish a child to become a person who has a concern for the environment . In general,
the teachers agree that Environment Education is very important and consider any learning
model can be used for learning Environment Education . Related to the learning situation that
is expected to increase environmental awareness in children , in general, teachers expect any
direct involvement with the childrens neighborhood . Associated with the constraints faced
by the Life Education learning environment , teachers generally expressed no learning model
that can be used as a reference by teachers , is a major obstacle .
The results of research related to the development of curriculum , teachers generally
have a reference in developing a learning device . In general, teachers use The Regulation of
Ministry of Education No. 58 of 2009 on the Early Childhood Education Standards as a
reference in determining the theme of learning , strategy , media and learning assessments
carried out in an environmental education . Related to planning development, all the teachers
develop the semester planning , weekly and daily . They consider a very important learning
plan and intends to develop the curriculum development program in the form of the semester ,
weekly and daily for the sake of learning Environment Education .
The results of research related to the implementation of environmental education
learning , in general guidelines as a reference in formulating goals and develop learning

27

materials is a basic competence , competency standards and indicators of learning outcomes

set out in the curriculum . However, in general, teachers develop a theme that suits the needs
and interests of children . Associated with the response of the students , teachers generally
stated that child actively deliver and answer any questions . The most frequent class
organization chosen is classical. The method most often chosen is a question and answer ,
chat and assignments . Learning resources most frequently used is the use of the environment
and story books , picture series as well as the tools of manipulative game . In general, teachers
reported the development of students as much as 1 times every semester, the technique used
in the report is written and spoken . In general, teachers are ready to accept new innovations
related to environmental education learning model .
Model learning for Environmental Education in Early Childhood Education is a
developed Contextual Teaching Learning ( CTL ) model which is focused on the process of
inquiry to help improve knowledge, attitudes and skills of kindergarten children associated
with the environment . This model was developed with the assumption that children learn
from the closest environment and through real experience. The application of this learning
model through the opening stages , whilst, break time and closing time . Each stage is a series
of activities that have relevance to one another . Each activity is directed to the process of
inquiry .
The model that has been developed is then tested on a limited basis and wider . In
limited testing and wider notice an increase in knowledge , attitudes and skills of the child
after the adoption of environmental education learning model by using the model of
Contextual Teaching Learning ( CTL )
Based on the presentation of research results , it appears that an environmental
education has been acknowledged even applied at their respective schools , only teachers
faced obstacles because of the lack of learning models that can be used as a reference .
The curriculum is used as a reference in the study of environmental education is
permendiknas No. 59 of 2009 . Teacher did not use the local curriculum on environmental
education as a supporting reference . So that children's learning outcomes were not related to
Environmental Education directly . Associated with the selection of strategies and classroom
organization , teachers still seem to feel comfortable using teacher centered strategies , the
students in the form of classical approach. This is of course irrelevant to the characteristics
and needs of children as well as perceptions of how children learn . As expressed by (
Masitoh : 2003) that children construct their own knowledge because they have so many ideas
that actually were never taught to them . In line with this Coughlin ( 2000) revealed that the
constructivists believe that learning occurs when children are trying to understand the world
around them . Learning is an interactive process that involves friends , adults and the
environment . In the constructivist view of the children is seen as an active learner , who built
his own understanding.
Associated with the selection of learning resources , teachers generally chose the
environment as a learning resource . This is appropriate, given the nature rich environment
and able to deliver meaningful learning experiences , especially if it is associated with
environmental education . As expressed by Sutrisno et al ( 2005) that the introduction of the
natural environment through environmental education to children from an early age for
children is the first step in respecting the environment .
Further more. Sutrisno (2005 ) revealed that concern for the environment can be
fostered in children from an early age . For the best way to bring results relatively quickly and
satisfactorily is to consciously raise our children to love the environment .
In another section , Sutrisno (2005 ) states that through direct interaction with the surrounding

28

natural environment will arise the new children's appreciation of the ecological relevance .
Appreciation of the ecological situation will be more profound and widespread educational
praxis when supported by well-planned and sustainable environment .
With regard to the scope of environmental education , Sutrisno (2005 ) revealed four key
principles that can be used as guidelines in guiding action in harmony with the environment ,
namely :
a. Reducing waste and saving the existing available goods
b. Reusing
c. Recycling
d. Replanting in order to preserve the natural
The fourth application of these principles in daily life requires support from the adults
around the child who will be facilitators for children in an effort to understand and love the
environment. The success of environmental education for young children should be
implemented through an integrated learning process; there is an element of exemplary
teachers and opportunities for children to take concrete actions related to environmental
education.
Meaningful learning for a child is learning to suit their interests and needs.
Environmental education is delivered to children would be meaningful if it is associated with
the context in which the child resides. This is in line with the opinion Adisenjaya (
file.upi.edu ) that environmental education can be taught to apply a contextual approach .
Thus the learning model developed in Environmental Education early childhood is a
Contextual Teaching Learning (CTL) Model -based inquiry process . This model is deemed
appropriately given that the early childhood learning will be more meaningful if carried
through close to the child's daily life , and implemented through direct experience .
CTL approach is a learning approach that facilitates students to search, and found the
experience of learning that are more concrete and related to real life. According to Susilana
(2009), the implementation of contextual teaching learning approach ( CTL ) in the classroom
steps are as follows :
1. Developing the idea that students will learn how to work more meaningful , chalenging ,
and construct their own knowledge and skills .
2. Conducting inquiry ( with the cycle of observation , asking questions, hypothesize ,
collecting data , and drawing conclusions ) .
3. Developing inquisitive students by raising questions
4. Creating learning communities such as through group activities , discussion questions and
answers and so on .
5. Presenting the model as an example of learning . Either through the illustrations , models
and even the actual media .
6. Allowing children to reflect on each learning activity that has been done .
7. Conduct an objective assessment that assesses the actual capabilities in students .
5 . Conclusion
Environmental education has a very important role in addressing environmental
problems that arise at this time . Environmental education is introduced from an early age will
hopefully develop a positive attitude towards environmental sustainability . The results of
research on the stage of preliminary studies indicate that the Environmental Education held in
kindergarten is still not optimal . Teachers still stuck on learning activities that are teacher
oriented . Children's participation is still limited . While environmental education would be
more meaningful if carried out with a more contextual approach to real and concrete , in

29

accordance with the characteristics of early childhood . Besides local curriculum on

Environmental Education has not yet become a reference for teachers in teaching learning
process. In terms of implementation , there are still many obstacles including the lack of an
Environmental Education learning model that can be used to guide teachers in implementing
learning environment better . A learning model for Environmental Education in Early
Childhood Education is contextual teaching learning model . This learning model
implemented in daily lives of children and oriented to hands on experience . The
implementation based on an assumption that children are individuals who actively construct
their own knowledge. So that a learning activities designed to child-centered activities .
Contextual learning model that is proven to increase childrens learning achievment..
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development. London: Trentham Books Limited.
Branscome, A., Kathryn, Castle., Dorsey, Anne G., Surbeck, Elaine., Taylor, Janet B. (2003).
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Carol, S. (1989). Social Studies for the Preschool-Primary Children (Third Edition ed.).
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Chen, Judith., Cheng, Hsuan (2008). Children, Teachers and Nature: An Analysis of An
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Hamalik, Oemar (1995) Kurikulum dan Pembelajaran. Jakarta: Bumi Aksara
Kurikulum Taman Kanak-Kanak. Pedoman Pengembangan Program Pembelajaran Di
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Pendidikan Nasional
Lang, J. (2007). Little Books of Big Ideas: How to Succeed with Education for Sustainability.
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Masitoh, Ocih, Heny, DJ. (2003) Pendekatan Belajar Aktif di Taman Kanak-Kanak,
Departemen Pendidikan Nasional, Direktorat Jenderal Pendidikan Tinggi Bagian Proyek
Peningkatan Tenaga Kependidikan
Rogoff, B. (1990). Apprenticeship in Thinking. Cognitive Development in Social Context.
New York: Oxford University Press.
Sanjaya, Wina (2009) Kurikulum dan Pembelajaran. Teori dan Praktek Pengembangan
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Shallcross, T., Robinson, John., Pace, Paul., Wals Arjen. (2006). Creating Sustainable
Environment in Our School. London: Trentham Book Limited.
Sugiyono (2008). Metode Penelitian Kuantitatif Kualitatif dan R &D. Bandung: Alfabeta.
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Sutrisno., Harjono, Hary Soedarto (2005) Pengenalan Lingkungan Alam Sekitar Sebagai
Sumber Belajar Anak Usia Dini. Jakarta: Departemen Pendidikan Nasional. Direktorat
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31

SCHOOLING ORGANIZATION BASED ON SOCIO-CULTURAL IN RA Al-AMANAH

BUAH BATU KOTA BANDUNG

By
Djem Bangun Mulya, Drs., MP

ABSTRACT
The number of developing local values are determined by the Local Government (Mayor) and
the values that have been implemented in other schools, positive impact on the improvement
of the child's character. Therefore, it is necessary to find the results of the implementation of
the management of socio-cultural environment of the school-based character (PLSBSBK) in
RA Al-Amanah. The main problem studied in this research is the implementation strategy
PLSBSBK, efforts to prepare teachers, indicators of success PLSBSBK, program design,
implementation and evaluation strategies PLSBSBK. The results of this study, characterized
by a high school principal loyalty to the mayor's policy to apply social values and Sundanese
culture at school, and apply expert discovery and early childhood practitioners. The results
showed: (1) there is a lack of analysis of needs, ideas, abilities, goals, and values that will be
developed teacher; (2) the program is less systematic and less thorough and has not been
prepared based on the results of a needs analysis; (3) the lack of guidance given to the head
teacher of the school; (4) the lack of an increase in discipline, motivation, responsibility,
initiative and creative. This research has been conducted using a qualitative approach and case
study method in RA Al-Amanah Buah Batu Bandung. Subjects were principals and teachers.
The research data was collected using interviews, observation and documentation.
Keywords: socio-cultural and character
A. Background
Management of social and cultural environment of the school is not only integrated in the
learning process alone but in the entire socio-cultural environment management activities of
the school, school performance, teacher performance, education, and all learning activities.
Schools often the object of the main charges of character education community if the child
has not develop optimally. Therefore, the management of socio-cultural environment would
be right if grounded in character values, norms that exist in schools, according to the cultural
values and religious laws, leading to the noble values and local wisdom, creativity, and
independence of students. The atmosphere of the school environment as it will support the
realization of the formation of character through active learning, innovative, creative,
effective, and fun (PAIKEM).
The results of the initial survey research team, shows that the condition of RA AlAmanah Buah Batu Bandung has advantages, such as: having a vision and mission, the
existence of a high school principal loyalty to the mayor to implement a policy of social
values and Sundanese culture in schools, and applying the discoveries of early childhood
experts and practitioners. These conditions have a positive impact on the character of the
child. Thus, the researchers are interested in uncovering how the implementation of
environmental management social character-based school culture (PLSBSBK) in RA AlAmanah Buah Batu Bandung.

32

B. Problem Formulation
This research is centered on the implementation PLSBSBK, ie the overall management
of the school socio-cultural environment in the process of education in accordance with the
objectives and functions as well as educational purposes. The purpose of this PLSBSBK, to
improve the achievement of the demands of the national education goals. The problems of
this research is how the implementation of RA PLSBSBK in Al-Amanah Buah Batu
Bandung.
Reader Review
1. Definition of Socio-Cultural Environmental Management School (PLSBS)
Nana Fattah (2004: 9) argues that "the school is a place that is not just a gathering place for
students and teachers, but are in the order of the system is complicated and intertwined,
therefore, the school is seen as an organization that is in need of management. Thus the school
was in charge of managing human resources is expected to produce high quality graduates,
according to the school culture and the needs of society ".
School culture is the atmosphere of the school where the school community to
interact, which consists of patterns of interaction between culture, technology and social
organization. Tilaar (2002: 6) argues that "... .the organization must be dynamic, flexible, so it
can absorb the rapid changes, among others, due to the development of science and
technology, changes in society leads to an increasingly democratic society and respect for
human rights" . Thus, the teachers interact with the school community.
School culture and system interactions of individuals who are in school will give birth
to a social climate that will affect teachers in interacting with other teachers. Schools also
provide a considerable influence on the communities within and outside of social institutions.
Social and cultural environment of the school is the atmosphere of the ways individuals think,
act, and be creative in touch and interact with the environment that can result in norms, values
, beliefs, and behaviors are learned and possessed by every individual. In accordance with this
statement, Saphier and King (1983) suggests that:
... ..school Culture with norms and expectations that support change and improvement:
collegiality, experimentation, high expectations, trust and confidence, tangiblesupport,
reaching out to the knowledge base, appreciation and recognition, celebration and humor
caring, involvement indecision making, protection of what "s important, hones open
communication, traditions.
Based on the above opinion, the PLSBS characteristics are: (1) kesejawatan, (2)
experimentation, (3) expectations, (4) trust, (5) support, (6) the development of basic
capabilities, (7) awards and recognition, (8) caring, celebration, and humor, (9) involvement
in decision making, (10) protection, (11) traditions (12) honesty and open communication.
Handbook of Culture and Character Education (2010) from the Ministry of Education
states that the description of the basic character values are: religious, honest, tolerance,
discipline, hard work, creative, independent, democratic, curiosity, a sense of pride, love of
the homeland, appreciate the achievements, friends / communicative, fond of reading,
environmental care, and social care. Some conclusions about the characteristics of the above
opinion is kesejawatan PLSBS, creative, responsibility, honesty, curiosity, hard work, respect
for achievement, social care, democratic, and friendly/communicative.
2. Basic Concepts PLSBS
PLSBS include: planning, organizing, and monitoring implemented to achieve the
goals set by utilizing human resources and other resources. Planning serves to define what

33

should be accomplished, when, where, and how it should be accomplished, who is

responsible, and how the costs should be provided. Planning functions in PLSBS as
budgeting, goals, rules, guidelines for the implementation, execution order, costs and receipts,
predictions barriers and how to overcome them.
Organizing more priority to tasks or jobs, as proposed by Sagala (2007: 23) that: "The
organization focuses on the structure and process of allocation of tasks common goals that can
be achieved, while staffing concerns of people in the workforce". Organizing functions in the
management of socio-cultural environment of the school to facilitate the achievement of the
objectives of the school, by distributing and structuring all tasks into component units within
the school.
Mobilization functions in managing the socio-cultural environment, principals can
develop skills, improve and assure the performance of teachers through assessment in the
classroom, and become effective leaders.
The function of supervision in carrying PLSBS, the principal can make an assessment
and remedial teachers. Supervision in school can be done with clinical supervision to all
teachers in accordance with their respective duties and follow through.
3. Character
Character is the shape of an individual's understanding of the value of life arising from
culture, religion and nationality. Gunarto (2004: 22) argues that The characters are the values
of human behavior related to the Almighty God, ourselves, our fellow humans, the
environment, and nationality embodied in thoughts, attitudes, feelings, words, and actions
based on the norms of religious, cultural and national values are actualized in everyday life
become a habit that sticks.
The above opinion, explaining that the character is the value system that is difficult to
be eliminated, so that it becomes something that is believed to be true and not implemented
by force on any individual who would later become a habit in everyday life. While cultivation
perkerti is typical of what should be done by individuals, among others, work hard, be
disciplined, faithful, tender-hearted, responsible, considerate, thoughtful and so on.
Furthermore, the value is the variety of things that serve as a guide in the act and interact with
their environment by individuals in order to achieve what he wanted. Last virtue is justice that
is based on individual self-control and conviction that comes from a deep conscience.
The above description makes clear that the character has a very strong element of that
character, values and virtues that are applied in daily life so as to form a habituation form of
attitudes, personality, behavior, character and morals. Gunarto (2004: 118) suggests that the
function of education to develop educational values, morals and manners, among other things:
(1) personal development and personality formation; (2) cultural transmission; (3) social
integration; (4) innovation and (5) pre-selection and pre-allocation of labor ". Development of
values, morals and manners in the school will be effective if all the teachers involved
primarily in analyzing problems, needs, constraints and sources of moral values.
D. Socio-Cultural Environmental Management School-Based Character (PLSBSBK)
1. Definition PLSBSBK
Culberston (1982: 37) argues that:
Some characteristics of the management process of charakter education in an educational unit,
the which are: (1) integrate the values of the characters in the whole school management
ectivities; (2) integrating the values of the characters in the overall performance of school
activity; (3) Integrating the value-character value to the overall performance of personnel

34

activies; (4) integrate the value of the characters on the overall educational activies of servies;
and (5) integrating the values of the characters in the whole learning activies.
Characteristics of the education management process above, combining the values of
characters to managing the school environment, school performance, education and learning.
Value must be incorporated in PLSBS character, because that character education is a system
of planting character value to the teacher. Implementation of character education in schools
should involve all the teachers because it is a character study of people's behavior in the
school, including teachers, which at the time of carrying out education, teachers must be
characterized.
2. Implementation Strategy PLSBSBK
Strategies in the implementation of techniques and ways PLSBSBK is the principal
determining the long-term work plans, and devise ways to achieve the plan. PLSBSBK
implementation strategy starts from what can happen, and can be done through guidance and
supervision, PLSBS and additional activities.
The management function is described by the Department of Education in Handbook
of Culture and Character Education (2010), that:
As an educational system, then in character education also consists of elements that
further education will be managed through -bidang field of planning, implementation,
and control. The elements of character education will be planned, implemented and
controlled include, among others: (1) the values of character competence of graduates;
(2) curriculum character values; (3) the values of the characters in the learning; (4) the
values of character educators and education personnel, and (5) the values of the
character development of students
Character development for teachers should be drawn about the planning, execution,
and control. Its values are: kesejawatan, creative, responsibility, honesty, curiosity, hard work,
respect for achievement, social care, democratic, and friendly / communicative.
Implementation of character development requires appropriate management, adequate, and
earnest.
Character development can be carried out with additional activities. Additional
activities are activities outside the primary task to assist the development of the character of
the teacher in accordance with the needs, potential, talents, and interests through activities
carried out specifically in schools. The vision of this additional activity is to foster
independence, pleasure, confidence, discipline, honesty, respect, caring, mutual trust,
intimacy, kinship, solidarity, and tolerance. The mission of this additional activity is to
provide a number of activities that can be chosen by the teacher according to the needs,
potential, talents, interests, and hobbies they are.
The function of the additional activity is to improve the ability, creativity, sense of
social responsibility, relaxed atmosphere, excitement, pleasure, and career readiness. To carry
out the functions of these activities need to pay attention to the principle of additional
activities undertaken in accordance with the potential, talents, and interests, the desire and
willingness, engagement, fun atmosphere, encouraging, building on the spirit working for the
benefit of the school community.
Planning activities character education program refers to the types of activities, which
includes at least the following elements: purpose, target activity, substance activities,
operational and related parties, implementation mechanisms, organizational, time and place,
as well as support facilities.

35

To supervise the implementation of the program needs to monitor the development of

the characters, and to get an idea of the effectiveness of character development programs need
to be evaluated. The purpose of monitoring and evaluating the development of the character
described Soepardi (1988: 43) as follows:
(1) make observations and coaching direct enforceability of character education
programs in schools; (2) obtain a quality character education in public schools; (3) the
constraints that occur in the implementation of the program and identify the problems that
exist, and the subsequent search for a comprehensive solution that character education
program can be achieved, (4) collect and analyze the data found in the field to formulate
recommendations regarding the improvement of the educational program character to the
front; (5) provide feedback to those who need to increase the quality of coaching materials
and character-building program; and (6) assess the success of the implementation of the
guidance program of character education in schools.
Results of monitoring and evaluation can be used to improve character development
programs include: design, implementation mechanisms, support facilities, human resources,
PLSBS related to character education coaching program.
E. Research Methodology
Place this study in RA Al-Amanah Buah Batu Bandung. The approach used is
qualitative approach through case studies with the intention of digging the problems on
PLSBS, in order to determine whether a character based PLSBS teacher. Research carried out
through the preparation phase (orientation), implementation (exploration) and end (member
check). While the data collection technique using observation, interviews, and documentation
F. Results and Discussion
1. Results
The results showed that the implementation of RA PLSBSBK in Al-Amanah is negative,
among others: (1) there is a lack of analysis of needs, ideas, abilities, goals, and values that
will be developed teacher; (2) the program is less systematic and less thorough and has not
been prepared based on the results of a needs analysis; (3) is still lacking guidance provided
principals to teachers; (4) the lack of an increase in discipline, motivation, responsibility,
initiative and creative. While that is positive, among others: (1) decision-making is always
through consultation, (2) the relationship with the child's parents harmoniously intertwined,
(3) is always trying to preserve the Sundanese culture, (4) the provision of education using the
instructions of the IGRA, (5 ) division of tasks according to the ability of teachers, (6)
increasing expertise with seminars, training and upgrading, (7) a teacher familiar with the
child, (8) are loyal to the government, (9) supervision and the results are discussed with
teachers, (10 ) encourage the movement of garbage collected GPS).
To make improvements to the condition of RA Al-Amanah, then in this discussion, will
connect the above conditions with PLSBSBK model components, namely the implementation
of PLSBSBK, preparing teachers, indicators of success PLSBSBK, PLSBSBK design, and
program evaluation in RA PLSBSBK Al-Amanah City Bandung.
2. Discussion
a. Implementation Strategy PLSBSBK
PLSBSB implementation strategy, among others: (1) integrate all the ideas, opinions,
and actions of teachers to the need for the implementation of PLSBSBK; (2) utilize existing
resources in the school and outside of school; (3) strengthen teachers' commitment to the

36

implementation of the objectives PLSBSBK. Strategy process PLSBSBK to do, among other
things: (1) create a rule in the life of the school; (2) to instill the values of Sunda to teachers;
(3) mengintegritaskan Sundanese characters PLSBSBK activities; (4) The strategy process
should be result oriented and lead to impacts in accordance with the goals and objectives of
the school. Strategy on the implementation process of the objectives PLSBSBK should
support the school that is in accordance with the quality of the graduate school. Strategies for
quality assurance can be used to optimize the effectiveness and efficiency strategies, school
productivity, and relevance to the national education goals.
b. Efforts Preparing School Personnel
The school principal should have the professional capacity building to support the
implementation of PLSBSBK implementation and focuses on enhancing the effectiveness of
professional development and character. To enhance the basic capabilities required teacher
leadership of the principal characters. If the above-mentioned aspects, was conducted by the
principal in his duties will be creating a teacher character lead. To that end, the principal
should implement in order to create an atmosphere of social and cultural development of a
conducive school.
c. Indicators of Success
Indicators of successful implementation PLSBSBK implementation, namely: (1) input
means that all teachers have had PLSBSBK readiness for implementation, and the child's
parents to participate actively provide easiness for schools in implementing PLSBSBK
implementation; (2) means the process of the school's success in implementing the process
PLSBS support to education and teaching in schools by character dilandasai; (3) output means
PLSBS success is evidenced by the increasing number of management achievement in school
activities dilandasai character; (4) The outcome means success PLSBS teachers can develop
character.
d. Program Design
Design PLSBSBK program conducted by the school is not listed specifically in the
work program clearly. Nevertheless the principal may consider the elements, namely: (1)
characteristic of the thinking and acting teacher; (2) challenges teachers must develop
character through PLSBSBK; (3) the need to analyze what the needs and problems of teachers
in achieving the goals of the school. Having regard to the above three elements, then
PLSBSBK program design should be done by the principal, including: (1) component inputs,
processes, outputs, outcomes and goals; (2) indicators of success in implementing PLSBSBK
is input and process effectiveness, process efficiency to produce output, productivity and
output in accordance with the outcome of suitability outcomes with the goal to become a
teacher living habits.
Principals in implementing PLSBSBK need to consider the strength of the input
means why it is important PLSBSBK implementation, while the process is the strategy, then
the results or outcomes expressed in the formation of the character of the teacher everyday
life.
e. Evaluation Strategy
PLSBSBK evaluation strategy implementation, among others, are: (1) the target, the
evaluation includes: activities, programs, financial management, human resource
management, systems, structures, mechanisms, procedures, efficiency, effectiveness,

37

effectiveness and feasibility; (2) objectives, including evaluation for a particular purpose, and
to look for gaps that need to be fixed on something that has been set in advance; (3) focus,
including inputs, processes, outputs, and outcomes; (4) the approach, including the evaluation
of the quasi-formal, and decision-theoretically; (5) orientation, including proactive,
klarifikatif, interactive, monitoring and evaluation.
Objective evaluation of the implementation PLSBSBK, is: can make an assessment on
the implementation of PLSBSBK implementation, predict business benefits of implementing
PLSBSBK, increase activity and find a new approach in implementing PLSBSBK
implementation, develop, focus on the target and provide data on the implementation
PLSBSBK.
f. Analysis of Barriers
Results of research conducted by the research team, that barriers are often found by
the principal are some teachers: (1) can not detach from outside the school social culture that
does not fit with the culture of the school, (2) have not been able to carry out the
implementation as expected PLSBSBK head school; (3) can not be disciplined and
responsible in carrying out the implementation PLSBSBK; (4) have not been able to carry out
the implementation of self- PLSBSBK.
G. Bibliography
Culberston. (1982) Character Education: Teaching Values for Life. Chicago:Science
Research Associates. Inc.
Depdiknas. (2010). Buku Pedoman Pendidikan Budaya dan Karakter. Jakarta.
Fattah, Nanang. (2004). Konsep Manajemen Berbasis Sekolah (MBS) dan Dewan Sekolah. Bandung :
Pustaka Bani Quraisy.
Gunarto. (2004). Implementasi Pendidikan Budi Pekerti. Jakarta : Raja Grafindo Persada.

Hidayat, Asep Saepul, (2011) Manajemen Sekolah Berbasis Karakter. Bandung : UPI.
Saphier, Jon and King Matthew. (1985). Good Seeds Grow in Strong Cultures: Journal on
Educational
Leadership
in
School
Culture:E-Book.
[Online].
Tersedia:
http://www.seattleschools.org/schools/thecenterschool. [19 April 2009]

Soepardi. (1994). Dasar-Dasar Kepemimpinan Administrasi.Gajah University. Press.

Yogyakarta
Tilaar, H.A.R. (2002). Pengembangan Sumberdaya Manusia dalam Era Glob

38

IMPROVING CHILD INITIATED LEARNING WITHIN GAGASCERIA

CURRICULUM
Ami Aminah
GagasCeria Preschool, Bandung-Indonesia
(ami_blume@yahoo.com)
ABSTRACT
According to Eriksons theories, children at 3-5 years need to begin asserting control and
power over the environment. To support that opportunities, preschool teachers have to think
about their knowledge of child development and prepare the content for an intensely rich and
exciting environment that offers options for children. Effective teachers create opportunities
for children to find and initiate their own learning, so they can explore and construct their
own understanding. GagasCeria Curriculum support not only developmental aspect of
children but also develop concepts through involvement of high and complex play. In this
case study, the authors would like to describe how to improve (scaffold) the children's
learning by building this exploration for further understanding of the time or in the future at
GagasCeria preschool in Bandung Indonesia.
Key words: Preschool, preschool teacher, child initiate learning.
Childhood is a critical period in the growth process of physical, emotional and
intellectual development of a person. This period was a golden period, where all the
foundations are built so that later he can develop all of their potential. In order to optimize the
process of growth and development can take place, the proper stimulation and
developmentally appropriate is required.
Initiative versus guilt is the third stage of Erik Eriksons theory of psychosocial
development. This stage occurs during the preschool years, between the ages of three and
five. During the initiative versus guilt stage, children begin to assert their power and control
over the world through directing play and other social interaction. Children need to begin
asserting control and power over the environment by taking initiative by planning activities,
accomplishing tasks and facing challenges. During this stage, it is important for teacher to
encourage exploration and to help children make appropriate choices. Children have their
sense of initiative reinforced by being given the freedom and encouragement to play. Success
in this stage leads to a sense of purpose, while failure results in a sense of guilt.
However, the child is an individual with individual uniqueness. It takes foresight
teachers to be able to make learning with a variety of approaches to accommodate all the
needs of the child. This can be done by making the arrangement of a good environment,
provide opportunities for children to play, and gives precise instructions so that they can
practice what they learn.
What Preschool Teacher can do
As children grow and develop, they engage in different and incresingly complex types
or stages to play. The ability to understand and identify the various stages of play is a valuable
tool in teachers work with children of all ages (Feeney, Stephanie. et.al, 2010).
In the classroom, preschool teacher can put together knowlegde of childrens
development with the content they want to teach (Diana, 2001). While the student are playing,
teacher can observe children for skills and interests. They can note the children learning
styles, kinds of activities they enjoy and activities they avoid. Knowing students interests,

39

abilities and skills on the developmental continuum will help preschool teacher to
differentiate for individuals and groups.
Vygotsky uses the term, Zone of Proximal Development (ZPD), to describe the range of
a childs learning in given situation. The lower limit of the Zone represent what child can
learn when workingindependently. The upper limit of the Zone represent what chidren can
learn by watching and talking to peers and teachers. With the support of others, the child
organizes new information to fit with what he already knows. As a result, he can perform
skills at a higher level than he could working on his own. This prosess of building knowledge
and understanding iss called scaffolding. A scaffold is a cognitive structure on which children
climb from one ZPD to the next. (Feeney, Stephanie. et.al, 2010).
Practitioners may introduce children to a particular material, skill or idea. Then, over
time, direct adult help will be needed less, because children become adept at this skill or area
of knowledge and can operate independently. Lindon, Jennie (2010). Children work at their
own developmental level. They learn new ways to use the materials by watching others.
When the children play, they observe each other and share ideas and problem solving
strategies. Skills relate to multiple objectives are addressed during the activity: patterning,
one-to-one correspondence, counting, classifying, and problem solving.
When introduce a new concept, preschool teacher can help children learn new skills or
practice skills. First, teacher introduce new materials to the children, then, scaffold their
learning to the next level. Example: At the beginning of learning teacher can make short
discussion to give brief introduction. Teacher models for children and observes how children
imitates and using the materials. Teacher follows childrens lead, comments, supports and
encourages childrens efforts. After that, teacher observes how the children use the materials
and extend their learning with open ended questions (why, how, I wonder what will happen
if).
GagasCeria Curriculum
We believe that education should be a process that puts the child as a whole person. We
also believe that every child is unique. Every child has the intelligence, learning styles and
different behaviors. Therefore, treatment and educational methods should also be tailored to
each child individually and all parties must place the child as a subject of study.
Child as a subject of study should be able to enjoy the process he went through in
school. This period should be a wonderful time. The period in which he found a lot of new
things, a time when he had the opportunity to freely express and explore, a time when each
work and appreciated his opinion, a time when he can come in and figure out its role in this
beautiful world. This period is very important for children to realize that learning is fun and
he can learn from the things he encountered, even he can learn from the mistakes he did.
GagasCeria Integrated Experiences (GIE) based on the principle of the child as a
learner, which all activities integrating literacy and numeracy skills are presented through
fun and meaningful play. We guide children to read the world through in-depth and
widely explorative experiences and to write ideas and new knowledge gained through
expressing themselves. Six themes are introduces to children within a year. Each theme is
based on the triangular dialogues principles: science-imagination-sensitivity. We hope the
learning content that represent by the themes that children learn will broaden their knowledge
of this vast and beautiful world created by God. Children will also get a variation topic of
discussion so he could see the wider environment in various aspects (self, natural, social, and
technological).
Our Themes :

40

Exploring Ourselves
Managing Ourselves
Expressing Ourselves
Identifiying Place & Time
Exploring Science & Technologi
Concern for the Environment
The six major themes are the foundation of learning for some predefined sub-themes
that will be developed in the classroom. Each theme that created must performed in
integrated, meaningful, insightful, help children learn how to learn and become a spiral
curriculum.
In each year, the children will have six sub-themes that will be discussed to develop
insights into the child. The selection of six sub-themes relating with content that close to the
children's world. At the end of the school year, these sub-theme will be thoroughly evaluated,
such as activities, tools materials, targets and objectives and achievements of the child
development.
Child-Initiated Learning
Child-initiated learning is a situation in which children explore and build his own
understanding. The method to do that is to invite children to choose activities and the
activities they will do. They are free to use the toys / materials with a variety of ways either
play alone or with friends in a group, they are free to use the toys / materials in various ways.
In this activity children develop concepts through involvement of high and complex
play. Teachers make decisions about how to improve (scaffold) to build a child's learning
exploration for further understanding at the time or in the future.
Using a scaffolding technique creates positive and meaningful interactions between the
child and the teacher as they work together to stretch the childs capacities. Scaffolding also
allows teachers to build on childrens interests to develop their skills. Children learn most
effectively when competent adults scaffold instruction in ways that allow them to move from
other-regulated to self-regulated activities as their attention, cognitive, language, and
motor skills mature. Effective scaffolding also requires fewer restrictions and more choices
for the child as the teacher monitors behavioral and skills progress. (Landry, 2005.)
Teacher-Direct Learning
Teachers have an important role to develop child's thinking process. When children
learn while playing, sometimes it doesnt give a meaningful experience. Some learning
requires clear teaching. Here, the role of teachers is to provide information on the child as an
initial insight to develop their thinking. Teacher-direct learning is usually done when the
teacher teaches on matters relating to security, introducing the tool material, the concept of
letters and numbers and things that happen outside of learning, like a learning moment that
needs to be explained to the child at that moment. For example, when a child is doing
exploration on parts of the tree, a child finds a tree that has been cut. This is where the role of
teachers to link the concept with things found in the learning.
Child-initiated learning and teacher-direct learning involves some kind of interaction
between teacher and child. In fact, life in the classroom always require some level of teacher
involvement. Child-initiated learning occurs when teachers think about the child's
development and their knowledge of the content to intensely prepare a rich and exciting
environment that offers options for children. Children will learn best when the motivation
comes from themselves. When teachers talk to children about what they are doing, or ask

41

questions that challenge their thinking, children lead their learning. Examples of questions
that can be asked is the kind of question that can make a child think through a word, make
observations, make predictions, looking at the differences and similarities, solve problems,
expand thinking, aware of the consequences, evaluate and get to know the feeling.
Teachers who are keen will know when she has to provide the scaffold in children. She
will invite the child to continue to deepen thinking. When learning is meaningful to them,
then the children themselves who will find out what they want to learn. Here awakened
conscious learning ability which is important for their provision. When this happens, an
effective teacher will continue to seek ways and create opportunities for children to find and
initiate their own learning. The teacher can choose a learning settings based on the needs of
children and the concept or skill to be taught through individual, small group or a large group.
Group Time
Usually held at the beginning of the activity. Children are in a large group and get specific
information such as: listening to stories, participate in music and movement activities and
instructions about the activity of choice.
Small-Group Time
Activities undertaken in small group instruction is usually of short duration. Teachers use the
material and become a model for the child. All children have the materials to be used.
Children work appropriate level of development. Teachers observe how children use the
material and expand their learning with open and closed questions or comments. Children
observe each other and exchange ideas and problem solving strategies. Skill depends on the
development of the objectives during the activity.
Choice Time
Sometimes the teacher should let the children play alone or with their friends without much
interference. When children are finished working or playing in one area, they free to choose
another area to play next. Teacher had prepared the area with materials that related to the
theme or topic being taught. Children can choose the area that they like, such as discovery
area, toys area or library area. They should completed the task that have been given by teacher
before. When the children are working or playing in the chosen area, teacher can choose 3-4
children for observation. Teacher following the children and look a little longer until they had
completion their activities. In this activities teacher can learn to find the difference of how
the children are play, how the children explore, the style of play,or comment that comes out
when they were playing.
Meet Bintang Class at GagasCeria Preschool
Bintang class were studying about the concept of time and place. To make it more interesting,
teacher choose dinosaurs as the representation of ancient time. At the opening session teacher
ask children to move and sound like dinosaurs. Then teacher turned on the music, the
dinosaurs began to walk to find food. Children plays the role seriously. They walk according
with the type of dinosaurs that they chose.
Teacher had set the areas where children can choose activities to play with the settings
and tool materials that previously had been designed to support the children activities. There
are two areas that are provided to children: small group and choice time. Teacher ask children
to complete dinosaurs park and free to add the object in it. Previously, the teachers have been
setting up the area into Jurassic Park with dinosaurs miniature and some plastic plants. The

42

purpose of setting up is to open up insight of dinosaurs park. A series of pictures of dinosaurs

park are taped to the wall so the children can easily seen it whenever they want.
At small group activities, children were invited to work making dinosaurs by using
block of wood. Teacher had divide children into smaller group. It was design based on the
characteristics of the child. This time teacher expected that these groups will synergize and
learn from each other, especially in terms of mutual respect and sharing with others.
The groups start to discuss their work. The group have a task make a dinosaurs that eat
leaves from the tree. Trevan took the initiative looking for books to find out the types of dino.
"Maybe we should draw a stegosaurus," Trevan commented when opening the book.
Suddenly Aldric commented, "Stegosaurus eat grass", with a picture showing it. Teacher then
showed pictures about dinosaurs based on the type of food, they finally chose to make
Brontosurus. The teacher scaffold the children to find out more about their initial thoughts.
At choice area, children seems confuse about the task they should do. At this situation,
prologue is important to help children understand about the rules at choice area. Teacher
invite them to make play area at dinosaurs park with the constructive toys that have been set
for children activities. Lets create something!" teacher said.
Children then make some object to put in dinosaurs park. Some children built
brontosaurs and velociraptor. Others make trees and grass. Rin approached box of construtive
play and start making. Teacher asked about her work. Rin said that shes going to make grass
so dinosaurs can eat. After finishing it, Rin made brontosaurs. Teacher than said, "Wow, you
have made large brontosaurs. And it can move also. How can brontosaurs gets to the park?"
Mika said, "The gate is here." She pointed to one of the main side dinosaurs park. "The gate
should also be big so the brontosaurs can get to the museum." At this moment, teacher tries to
scaffold children to notice about size. Children initiate their learning and teacher try to make
children have learn.
Findings
Children are exciting because they free to choose the activities, setting, materials and tools.
They initiate the learning. Teacher doesnt need to involved much. Their role in this area is to
make the areas interesting and provocating children to learn. With several options that offer,
children can enjoy and engage without many confirmation needed. They know what to do. At
this moment, teachers learn to appreciate children and learn how to respond while they
learning. Theres a little bit difference to observed and improving childrens learning. At the
small group: see after the child's responses stimulated then scaffold. On choice time: see how
children respond when being independent. Look a little longer until the completion of the
activities. Then study the difference: how the three children play, style of play, how to
explore, drawing style, and comment from children. Note the important fact.
Conclusion and Suggestion :
When accompanying children, theres a lot of things we can do to develop the skills of the
children by describing what the children are doing, engage in conversation to encourage them
to express actions and ideas that they have and give questions to the children to provide
insight into the development of children in the process learning.
Teacher should preapare the learning environment with rich and exiting area which
children can have option to lead their learning. With the passage of the planning process,
mentoring and observation while children play and learn, then teachers will have enough
facts to be analyzed and evaluated. It is useful to obtain information about the child's
developmental level and follow-up plan that is more specific and appropriate to the needs of

43

children. It is expected that the child will develop optimally where he/she can freely express
their ideas, feelings and needs in dealing with situations and problems he had to solve next.
To make the learning related between school and home, teacher are encaurage to inform what
children learns at school. Then, make a note to parents how to improve childrens learning.
This can inspire and grow a challenge that children find at home.
REFERENCES:
Dodge, Diane Trister., Colker, Laura J., Heroman, Cate. (2000). The Creative Curriculum
For Preschool Fourth Edition. Washington DC: Teaching Strategies.
Feeney, Stephanie., et.al. (2006). Who Am I In The Lives Of Children. Canada, USA:
Pearson.
Landry, Susan H (2005). Effective Early Childhood Programs: Turning Knowledge Into
Action. Texas, USA: Texas Program for Society and Health The James A. Baker III
Institute for Public Policy.
Lindon, Jennie., (2010). Child-Initiated Learning. London: MA Education.
Whitebread, David., (2001). Teaching and Learning in the Early Years. London and New
York: Routledge Falmer.
lationships in the Early Years

44

THE DEVELOPMENT OF DEVELOPMENTAL AND PSYCHOEDUCATIONAL

ASSESMENT FOR PRESCHOOL
Fitri Ariyanti Abidin, Fitriani Yustikasari Lubis
Faculty of Psychology, Padjadjaran University
The need of preschool education providers to evaluate aspects of child development aged
preschool demand a kind of measuring instrument child development that administratively
more efficient compared with administration test existing today. The aim of this research is to
develop a measuring instrument that aims to give a description of child development aged
preschool as well as detect the presence of the tendency learning disability on child.
Measuring instrument is based on 53 basic learnings from Valett, R.E. Based on 10 stages of
developing measuring instrument by Crocker L & Algina J, the development of the measuring
instrument has been up to the phase preliminary try outs. The measuring instrument tested on
39 preschool students (17 boys and 22 girls), range from 4 years 1 month to 5 years 8 months
(average on 4 years 8 month). The result showed that the test was realiable (cronbachs alpha
= 0,963). 81 of the 100 items was valid, 19 items should be revised. The rough confirmation
of the result with the teacher showed that DPAP had meet it purposes. The training to the
instructor and completeness of the manual espescially for the gross motor area and sensory
motor integration area are still needed.
Keywords: Preschool, assessment, development
Introduction
A trend in the world of education is a necessity of preschool program provider to
conduct a series of measurement for figuring out the potential of their students. There are
several reasons to this; the most important is to help school optimize the students potential.
Other reason that developing in the world of education is to be able to detect learning
disability in their students. With the increasing of cases in learning disability, the stakeholders
in education field began to feel the need for the measurement that able to evaluate aspects of
child development aged preschool and to detect early learning disability.
Measurements that has grown and generally used by to preschool program provider
still focused in measuring child development aged preschool related with school readiness.
Sometimes this developmental measurement is using long procedure and several checkrecheck assignments. While an early detection of learning disability measurement is still less
developed. If there is any detection of learning disability measurement is for clinical
importance. Therefore, this developing research aim is to answer both needs of preschool
education providers to give a description of child development aged preschool that
administratively more efficient compared with administration test existing today as well as
detect the presence of the tendency learning disability on preschool child.
The Developmental and Psychoeducational Assessment for Preschool (DPAP)
constructed upon Valett (1966) ) who argued that single test scores obtained from individual
measures of general intellectual abilities not enough to detect presence of the tendency
learning disability on children. In order to understand childrens potential, it needed to
diagnose the learner basic learning abilities, covering their specific strengths and weaknesses
and their educational implications. Valett (1966) developing his Psychoeducational Profile of
Basic Learning Abilities. According to him:

45

The purpose of the Psychoeducational Profile of Basic Learning Abilities is to

provide the psychologist with a developmental summary form whereby he can
integrate available normative data and clinical impressions for
psychoeducational programming. The Profile can be of value as a direct report in
itself, in counseling with parents, and especially as a basis for consulting with
teachers and other educators in educational planning and curriculum
development. Although the Profile may find its greatest use in work with
exceptional pupils and programs, it also has relevance to the evaluation of
normal children Valett (1966)
DPAP measuring instrument is based on 53 basic learning abilities categorized in
areas Gross Motor, Sensory Motor Integration, Auditory Perceptual Skill, Visual Perceptual
Skill, Conceptual Skill, Language and Social Skill (Vallet, 1969). Valett (1969) explained
further the first area Gross motor development defined as the development and awareness of
large muscle activity. Due to large muscle activity, it included rolling, sitting, crawling,
walking, running, throwing, jumping, skipping, dancing, self-identification, body localization,
body abstraction, muscular strength, and general physical health. Second area, sensory-motor
integration defined as the psychophysical integration of fine and gross motor activities. It
included activity related with coordination between fine and gross motor such as balance and
rhythm, body-spatial organization, reaction speed-dexterity, tactile discrimination,
directionally, laterality, and time orientation. Third area, perceptual-motor skills defined as
functional utilization of primary auditory, visual and visual-motor skills. The skills included
auditory acuity, auditory decoding, auditory-vocal association, auditory memory, auditory
sequencing, visual acuity, visual coordination and pursuit, visual-form discrimination, visual
figure-ground differentiation, visual memory, visual-motor memory, visual-motor fine muscle
coordination, visual-motor spatial-form manipulation, visual-motor speed of learning, and
visual-motor integration. The next areas are higher area abilities start with the fourth area
language development, defined as the current functional stage of total psycholinguistic
development. The fourth area including vocabulary, fluency and encoding, articulation, word
attack skills, reading comprehension, writing, and spelling. The fifth area conceptual skills
defined as the functional level of concept attainment and general reasoning ability included
number concepts, arithmetic processes, arithmetic reasoning, general information,
classification, and comprehension. Last area is social skills defined as the skills involved in
social problem solving. Social acceptance, anticipatory response, value judgment, and social
maturity are included in this area.
In Developing the DPAP, researcher followed 10 stages of developing measuring
instrument by Crocker L & Algina J (2008), steps in test construction for subject-centered
measurement as follows:
1) Identify the primary purpose(s) for which the test scores will be used
2) Identify behaviors that represent the construct or define the domain
3) Prepare a set of test specifications, delineating the proportion of item that should focus on
each type of behavior identified in step 2
4) Construct an initial pool of items
5) Have items reviewed (and revise as necessary)
6) Hold preliminary item tryouts (and revise as necessary)
7) Field-test the item on a large sample representative of the examinee population for whom
the test intended
8) Determine statistical properties of item scores and when appropriate, eliminate items that
do not meet pre-established criteria

46

9) Design and conduct reliability and validity studies for the final form of the test scores
10) Develop guidelined for administration, scoring, and interpretation of the test scores (e.g.,
prepare norm tables; suggest recommended cutting scores or standards for performance,
etc.)
Thus, the developing of DPAP measurement is expected to be credential and
beneficial for the development of preschool recruiting program and also to help detect
tendency of learning disability from early childhood.
Methods
Following ten stages of developing measuring instrument by Crocker L & Algina J
(2008), the process of developing the DPAP already reached the sixth stage, preliminary
tryouts. The description on each stage are as follow: in the first stage, researcher identify the
primary purposes of DPAP is to get a description of child development aged preschool as
well as detect the presence of the tendency learning disability on child. Based on those
purposes, researcher identify behaviors that represent the construct or define the domain. The
behaviors in DPAP consist of skills demonstrated by the children and the children responds to
the assignments. For the gross motor and the sensory motor integration area, the children
should demonstrated particular action. Auditory perceptual skills and visual perceptual skills
require the children to follow some instructions, some of the instruction involved paper and
pencil activities. Conceptual skill, language skill and social skill are measured by the answer
of the childrens questions. A set of test specifications then formulated, followed by
constructing an initial pool of items. The items have reviewed by two child psychologist.
There are 100 items to be used to measure 53 basic learning abilities categorized in areas
Gross Motor, Sensory Motor Integration, Auditory Perceptual Skill, Visual Perceptual Skill,
Conceptual Skill, Language and Social Skill (Vallet, 1969).
The objectives of preliminary item tryout are (1) testing the procedure and the setting
of examination by observing the childrens reaction and behavior during testing; (2) measure
the reliability of the test and reliability of each area; and (3) measure the item discriminality.
Preliminary tryout was conducted to the 39 preschool students (17 boys and 22 girls ) with
age range from four years one month to five years eight months (average on 4 years eight
month). The procedures held by trained instructor, they are magister students of child clinical
psychology. The setting of examination are informal and classical, one instructor examine two
children at the same time. The test held on the childrens own school, so the children has
greater oppotunity to show their natural behaviour as well as their optimal potential. The data
was recorded not only quantitativively, but the instructor also recorded the process of students
responses to the test.
Statistical analysis to measure internal consistency reliability is using Cronbachs
alpha, item discriminality analyzed by item-total correlation using pearson correlation.
Results and Discussion
The reliability of the DPAP is 0,963. Using criteria from Guilford (1956), the
correlation showed the very high correlation or very dependable relationship. It means DPAP
is highly reliable. Item discriminality using item-total correlation found 19 items should be
revised because its correlational value is below 0,3. According to Friedenberg (1995), items
that has item-total correlation below 0,3 should be eliminated and revised. It means, 81% of
the DPAPs items are valid. Because each area has different concept, the reliability of each
area also measured. All of the areas on DPAP has realiability value ranged from 0,678
0,960, as shown in table 1.

47

Observation to the childrens behavior toward the instructions procedure showed that
the total time of the test was 1,5 hour 2 hour. The informal prosedur meet its purpose, that
the children show their behaviour naturally, and perform their ability optimally. A brief
confirmation about the test result with teacher showed there are consistencies between test
result and teacher evaluation of the children behavior in the class for each areas. The childrens
reported has academic problems also measured to be has a low performance on DPAP.
Training to the instructor preliminary given before the DPAP process is already
suitable, although it is still needed to be evaluated and developed. The completeness of the
manual is also essential for the finishing of DPAP developing process. The training and
manual espescially needed for the gross motor and sensory motor integration areas. The
observation guide for these area still need to be specified, so each instructor will do objective
evaluation.
Conclusion
The process of develeopment the Developmental and Psychoeducational Assesment
for Preschool (DPAP) at the sixth stage showed that the test was realiable. The result showed
that DPAP had meet it purposes; give a description of child development aged preschool as
well as detect the presence of the tendency learning disability on child. Some revises still
needed to the items (19 items) as well as the training to the instructor and completeness of the
manual espescially for the gross motor area and sensory motor integration area, so researcher
could continue the process of developing DPAP to the next step, field-test the item on a large
sample representative of the examinee population for whom the test intended
References
1. Standard books
Friedenberg, L.(1995), Psychological Testing, Allyn and Bacon, Singapore
J. P, Guilford, (1956). Fundamental Statistics in Psychology and Education(3rd
Edition). Tokyo, Japan: Asian Students Edition, McGraw-Hill Book Company, Inc.
Valett, R. E. (1969). Programming Learning Disabilities. California: Fearon Publisher.
2. Periodical journals
Valett, R. (1966). A Psychoeducational Profile Of Basic Learning Abilities. Journal of
School Psychology, Volume 4, Issue 2, Winter 1966, Pages 9-24
Table 1. Reliability based on Cronbachs and number of items shoud be revised on each
areas of DPAP
AREAS
Number of items
Cronbachs
Number of items

should be revised
Gross Motor
26
0,850
5
Sensory Motor Integration
9
0,678
3
Auditory Perceptual Skills
9
0,817
2
Visual Perceptual Skills
16
0,678
5
Conceptual Skills
26
0,960
1
Language
7
0,757
1
Social Skills
7
0,727
2
DPAP (All Areas)
100
0,963
19

48

Quality and Human Investment

in Early Childhood Education

50

INSIDE THE CHILDCARE CENTER:

HOW TO ENSURE QUALITY CHILDCARE PRACTICES
Zahyah Hanafi, Ph.D
Siti Noor Ismail, Ph.D
College of Arts and Sciences
Universiti Utara Malaysia
Abstract
Ensuring staff display best practices when handling children at childcare center is a task that
requires the management to consistently instil knowledge and skills on child development.
This paper will unfold the initiative of a childcare manager who believes that in order to
ensure the center provides best practices to the children, a research into the level of
knowledge and skill of the staff is necessary. Thus, a case study was conducted to identify the
key areas of a quality childcare centre: staff relationships with children and peers,
partnerships with families, programming and evaluation, childrens experiences and learning,
protective care and safety, health, nutrition and wellbeing, and managing to support quality. A
questionnaire which was adapted from the Quality Improvement Accreditation System (QIAS)
model was administered to all staff at the center. The results revealed that there are areas that
reflect staff ability to implement what was taught. However, there are areas that need further
training and guidance and there are also areas that urgently require consistent training and
monitoring. The paper ends with discussion between the researcher and the manager on ways
to enhance staff development.
Keywords: Quality Improvement Accreditation System (QIAS), childcare center management,
quality childcare
INTRODUCTION
Research into quality of childcare center is seen as a requisite demand if practitioners and
policy makers intend to ensure children are provided with a healthy environment to develop
their potentials, well-being and learning. It is also accepted as a means to improve early
childhood provision for the future (Sylva, Siraj-Blatchford, Taggart, Sammons, Melhuish,
Elliot & Totsika, 2006). These believes were supported by arguments that when childcare
providers implement quality practices in their center, it is likely to enhance childrens
cognitive, social (Burchinal & Cryer, 2003) and academic development (Ishimine, 2010),
increases their emotional and social skills (Landry et al, 2013), and helps children to be more
social and positively engaged with their peers (Vandell, 2004). It also helps to provide a
foundation for their school success (Shonkoff & Phillips, 2000), establish a basis for skill
acquisition later in their life (Heckman, 2006), decreases childrens anxiety, and they are less
likely to be placed in special education classes (Committee for Economic Development, 2006).
Generally, these positive outcomes were linked to better quality programs (Love et al, 2003;
Peisner-Feinberg et al, 2001; Sims, Guilfoyle, & Parry, 2005), quality teacher-child
interactions (Kontos & Wilcox-Herzog, 1997); qualified early childhood teachers (Victorian
Childrens Services Regulations, DEECD, 2009) and teacher leadership (Sammors et al., 2002;
Sylva et al., 2003). Thus, it can be argued that when childcare centers provide quality services
to the children this will lead to less negative behaviour and even eliminate social
incompetency (Howes, Phillipis, & Whitebook, 1992).

51

OBJECTIVE
The objective of this study was to identify the level of quality childcare practices in the
childcare centre under investigation. Thus, identifying which of the quality areas are high,
average or low is the key concern of this study.
SIGNIFICANT OF THE STUDY
The findings of this study will be:
a guideline to define and measure quality childcare practices by childcare providers in the center,
an indicator to the strength and weakness prevalent in the childcare program that is current
being used, and
a source of reference to create in-house training and professional development
Quality Childcare Center
Quality in childcare is generally accepted as having two dimensions structural quality
(e.g. childcare providers level of education, experience and specialised training/qualifications,
number of children in the group, number of childcare providers in the group) and process
quality (e.g. staff child interaction, language stimulation and the extent to which
relationships between adults and children are warm and supportive) (NICHD ECCRN, 2000).
These dimensions were found to be significant aspects in childcare quality that strength in one
dimension is regarded as insufficient to foster childrens overall development. However, for
the purpose of this study, the process quality will be the area of concern as it will help to
answer the objective of this study.
Effective management is needed in every childcare center to attain the desired goals with
the least expenditure of time, energy and money. Whether the operation is an agency, school,
business, or family, whether it is operated for profit or as a nonprofit basis, management is
needed. One approach to assess quality management of early childcare centre that has gained
increasing popularity in Australia is The Quality Improvement and Accreditation System
(QIAS). This instrument is used to assess the quality process of childrens experiences during
their stay at the centre. The items cover the following quality areas:
staff relationships with children and peers
partnerships with families
programming and evaluation
childrens experiences and learning
protective care and safety
health
nutrition and well-being, and
managing to support quality
METHODOLOGY
This is a case study of a childcare center. This study combines both quantitative and
qualitative methods. Analysis quantitative data using Statistical Package for the Social
Science (SPSS) version 16 was used to obtain the mean descriptive for the level of quality
management practices in the childcare center under study. Interview further supported the
findings of the quantitative data. We adopted the mixed methods approach as we believed that
investigating into the quality of the childcare practices using both methods would provide a
clearer picture of what the management has implemented and how much has been internalised
and practiced by the childcare providers. Thus, the findings from both methods rather than

52

one alone, offer a stronger platform to inform the management on the strength and weakness
of the current practices at the center. The childcare providers responded to the questionnaire
while the manager was interviewed on her management practices.
QIAS is used to gauge childcare centres in Australia and it has been reported that the
Australia Quality Improvement and Accreditation System (QIAS) has a higher standard of
quality in formal childcare services than those reported for US and UK (Harrison, 2008).
Instrument: The Quality Improvement and Accreditation System (QIAS). This instrument
was used to assess the quality process of the childrens experiences during their stay at the
centre. The QIAS items were adapted to fit into the Malaysian context. The items covered the
following quality areas:
Quality Area 1: staff relationships with children and peers (10 items)
Quality Area 2: partnerships with families (4 items)
Quality Area 3: programming and evaluation (4 items)
Quality Area 4: childrens experiences and learning (10 items)
Quality Area 5: protective care and safety (6 items)
Quality Area 6: health, nutrition and well-being (8 items) and
Quality Area 7: managing to support quality (5 items)
QIAS ratings for each quality area ranged from a score of 1= unsatisfactory, 2 =
satisfactory, 3 = good quality, 4 = high quality. However, for this study the scale was adjusted
to: 1 = unsatisfactory, 2 = least satisfactory, 3 = satisfactory, 4 = highly satisfactory, to enable
the childcare providers a more comprehensible understanding of the scale. Quality area scores
were combined to form an average QIAS score for each quality area. The overall quality area
ranged from average to high: 1.00-2.50 = low, 2.51-3.50 = average and 3.51-4.00 = high. The
instrument reliability was high, ranging from 0.84 0.94.
The childcare center is situated in an urban area, run by a manager, seven childcare
providers and a cook. The minimum qualification of the childcare providers is high school
certificate. Their qualification varies from high school to degree holders. On the whole the
center provides childcare services to 41 children, aged 2 months to 4.5 years old.
FINDINGS
Table 1 presents ranking of the quality areas according to the mean for each quality area.
Based on the analysis it was reported that the overall level of quality practices for the center
was high (mean=3.68). Quality Area 6, 5, 7, 4, 2 and 1 were rated high except for Quality
Area 3 which was rated average (mean=3.46).
Table 1: Ranking of Quality Areas
Quality Area
No. of Item
Quality Area 6 : Health, Nutrition and Wellbeing
8
Quality Area 5 : Protective Care and Safety
6
Quality Area 7 : Managing to Support Quality
5
Quality Area 4 : Childrens Experiences and Learning
10
Quality Area 2 : Partnerships with Families
4
Quality Area 1 : Staff Relationships with Children
7
Staff Relationships with Peers
3
Quality Area 3 : Programming and Evaluation
4
Level of quality practices
Ranking scale: 1.00-2.50 = low, 2.51-3.50 = average, 3.51-4.00 = high

53

Mean Value
3.79
3.76
3.74
3.71
3.68
3.67
3.43
3.46
3.68

DISCUSSION ON THE FINDINGS

Quality Area 1: Staff Relationships with Children and Peers
The staff relationships with children and peers were combined but for this study we
decided to separate it into two sub-areas: Staff relationships with children and Staff
relationships with peers so that we can gauge the level of specific relationships (Table 1).
The overall mean for Quality Area 1 in terms of the staff relationships with children and
peers was high (Table 1). However, when the relationship was split between children and
peers, the ratings were different. Staff Relationships with Children was high (mean=3.67)
while Staff Relationships with Peers was just average (mean= 3.43). The high rating for staff
relationships with children reflects that the childcare providers believed that they have close
relationship with the children at the center.
During the interview with the Manager, this was her response to the question on staff
relationships with children:
in order for children to learn, they need to be able to have really good they need
to build that bond...that positive attachment with their carersbecause if they dont
then they dont feel safe, they dont have that good relationship they wont be able
to explore furtherthere wont be bonding Bowblys theory of attachment
(Manager)
How do you build your staff relationship with children? (Researcher)
... we encourage bonding between carers and children not just through the
activities its actually operational you need to have that special time with the
children For example, when children first start theres the settling periodone
practitioner will be assigned to the child with the parents around, slowly they get to
know each other, use to each other and so on (Manager)
Relationships will only develop when there are interactions between childcare providers and
the children. This interaction may take the form of consistent inter-personal communication
between the childcare providers and the children in the center and this in turn will develop
mutual understanding between them (Liu-Yan, 2008). During this interaction childcare
providers may offer emotional support, reciprocal communication, and cognitive stimulation
which may act as scaffolding to enhance the childs learning (Ainsworth, et al., 1978; Olson,
Bates & Bayles, 1984).
Staff Relationships with Peers: The mean for the relationship between staff and peers was
3.43 (Table 1), reflecting that the childcare providers believed that their relationship with their
peers was just average. The reasons could be that the childcare providers did not communicate
effectively among themselves to promote respect and they did not create a healthy working
environment to promote understanding among themselves. However, when interviewed, the
Manager has this to say on the issue:
I encouraged them to be open I be their psychologist
we always have briefingI want the staff to know whats happening parents
saying thisasking their opinion, how can we make it happenyes its important
they have close relationships with each other so they can work together, help each
other (Manager)
The manager believed staff relationships with peers is important and she has initiated several
ways to ensure the relationship between the childcare providers is good. However, this was
not what the childcare providers perceived. They felt their relationship was just average.
Therefore, this is the aspect that the manager needs to deal with.

54

Quality Area 2: Partnerships with Families

Based on the findings, the overall mean for Quality Area 2 was high (Table 1), reflecting that
the childcare providers created very good partnership with families. This strong partnership
with families could have been achieved through efforts made by the Manager. The interview
revealed:
That relationship is important especially when theyre settling in children are
actually observing how we are interacting with their parents and if they see parents
are trusting us they will have that trust in us too that is why that is a sensitive period
during the settling inif this does not happen then the children will take a longer time
to settle in
And also information from the parents is important so that we can give the right care
for their children and also if there are little issues at allits so important to handle it
right
Having the relationship is where I can call them and talk heart to heart on what Im
doing and from there Ill find out whether theyre happy and so on and also
supporting the parents for example in terms of information support or anything that
we can do (Manager)
The findings revealed that both the manager and the childcare providers had done well in
ensuring that strong partnership exists between them and the parents.
Generally, staff and parents have similar goals and outcomes for the children. Thus,
creating a strong partnership will benefit both parties. This partnership developed through
active communication and consultation between childcare providers and parents. Studies have
reported that when mothers and childcare provider consistently communicate this may
increase interactions between childcare provider and the child, as well as between mother and
child (Owen, Ware, & Barfoot, 2000). Others have stressed that such partnerships are vital to
the childs well-being, development and progress (QIAS Quality Practices Guide, 2005),
linked to the childs developing more positive socialization skills (Rentzou, 2011) and this
communication was found to be the single factor that helps to increase parent and community
involvement in childrens education (Magelky, 1990).
Quality Area 3: Programming and Evaluation
Based on the findings, the overall mean for Quality Area 3 was average (Table 1). This
could be due to the childcare providers believed that the program did not reflect much of the
centers vision and mission and it did not really nurture each child into a successful learner. In
addition, there was not much emphasis on documenting the childs learning. However, the
Manager has this to say about her centers program and evaluation:
Yes. We do. Basically, our program is learning through play. However, the day to day
we teach will basically be set activities will be based on six area of learningthe
personal social emotional, the cognitive, knowledgeable understanding development
and so on.
we have planning meeting so the teachers will give their opinion in terms of what
activities that we think is suitable. once the topic is finished, we will have another
meeting and... will... to evaluate how well it went. But our evaluation I think is quite
week
so we evaluate how well it went, what can be improved and so on and is all written
there by the practitioner and then after that is when we sit down and actually discuss
about it together.

55

The findings revealed that the childcare providers did not receive well the tasks performed by
the manager on this aspect. Therefore, this is an area that the manager needs to focus on to
ensure whatever she does is being comprehend correctly.
The childcare curriculum plays an important role in childrens development. High-quality
programs leaves positive effects on childrens brain development especially in language skills
and also provide the basis for future school success (Shonkoff & Phillips, 2000) and this in
turn instill in children sense of perseverance and motivation in their life (Heckman, 2006).
Similarly, assessment is a tool necessary to gauge the progress of the child. Through
assessment childcare providers and parents will be informed of the childs progress at the
center (Korjenevitch, 2010) and this is where improvements can be made.
Quality Area 4: Childrens Experiences and Learning
Based on the findings, the overall mean for Quality Area 4 was high (Table 1). Both the
childcare providers and the manager agreed that children need lots of experiences in order to
learn. This was reflected in the interview:
Good practice is about allowing the children to choose activities and encouraging
them to join the activities. If they cannot, or dont want to join the activities, its ok they
can choose another one, right. Because its basically maybe that activity is very
boring for them
.For them to understand the concept of sharing effect on their relationship
whether
they can play together or not. We have lots of ready steady go games, turn takings and
things like thatSometimes we talk about who is your best friend, why do you like to
be
your friend
well be having like the jungle walk and hide-and-seek. Its actually quite physically
active but I dont think its enough
The childcare center should be a place filled with rich resources such as educational
materials and equipment so as to allow children the opportunity to explore and discover while
handling them. In addition, they should be allowed to play, interact with peers as well as
adults in the center so as to enable them to learn social skills, increase their language
proficiency, share ideas and relationships (QIAS Report, 2008, p. 37). Therefore, childcare
centers should create programs that will enrich childrens experiences and learning while
being at the center.
Liu-Yan and Pan (2008) also stressed the role of physical environment in the childcare
center. Thus, it is a necessity to create learning corners and play materials to allow children to
have the opportunity to be involved in active play and learning. Such an environment will
tend to develop childrens cognitive competency (Vandell, 2004), create positive engagement
with peers and less likely to have negative peer interactions (Holloway & Reichart-Erickson,
1989; Wishard, Shivers, Howes, & Ritchie, 2003).
Quality Area 5: Protective Care and Safety
The results showed that the overall mean for Quality Area 5 was high (Table 1),
reflecting the level of perception of the childcare providers towards protective care and safety
at the center was high. This area was rated second highest among the 7 quality areas. During
the interview with the manager, this was what she said:

56

or theyre climbing stairs making sure that there need to be somebody there.
Not to actually like helping them because they need to have that independence, they
need to be able to do it themselves, but making sure that they are safe and if there is
anything that they need to that they can act quickly
and also that when anybody is coming to pick up the children and so on....if its a
stranger they dont allow that and they normally would call the parents because we
have a set procedure for that
we had activities where we allow the children to cut vegetables but we are there
holding their hands and so on I know there are lots of people that will not agree
with that... but this is the real world and they need that opportunity
Basically every morning they will do the floor checks the toilets checks and things
like that we do that regularly, as a matter of fact we do have that toilet check
timetable
Protective care and safety of the children should always be the interest of the manager,
childcare providers and families (QIAS, 2008). Therefore, it is important that childcare
providers believed that it is their responsibility to ensure the children under their care be
protected against injuries and accidents (Lewis, DiLillo, & Peterson, 2004; Morrongiello,
Corbett, & Bellissimo, 2008). However, most childcare centers tend to overlook the
occupational health and safety issues of their childcare providers. Even though there are few
studies that looked into the health and safety of childcare providers but that does not mean it is
less important compared to the health and safety of children. If childcare providers
experienced health and safety hazards in the childcare center this will have serious health
effects on the children under their care.
Quality Area 6: Health, Nutrition and Wellbeing
Based on the findings, the overall mean for Quality Area 6 was high (Table 1). In fact,
this area was rated the highest among the 7 quality areas. During the interview, the manager
stressed:
well, we actually have a very good food menu here. And you know, at one point, I
even serve and yogurt to the children. We dont even serve the children fish cake, fish
balls or whatever. If we want to make fish cakes, we make the fish cakes using real
fish and fish balls and things like that
so when the children arrive in the morning, first we check their body temperature,
we do the body check and lets say their temperature is high, they are not allowed to
be in the centre
Well through our activities through the practitioners, good practitioners will
make
the children happy
Im actually looking at our first aid training as well at the moment, and although
food preparation as well so that they are aware about hygiene and transmitted
diseases and things like that
Managers as well as childcare providers knowledge and beliefs on heath, nutrition and
well-being plays a vital role in ensuring children stay healthy and happy at the center. There
are providers who believed that inculcating healthy eating habits and instilling positive and

57

healthy behavior at mealtimes are among their responsibilities (Moore et al., 2005; Pagnini,
Wilkenfeld, Ling, Booth, & Booth, 2007. Such beliefs will have positif impact on childrens
well-being.
Children will spend hours at the center, from the time the parents drop them on the way to
work and fetch them on the way home from work. Lack of knowledge on the effects of
overeating and consuming unhealth food may have negative impact on childhood dietary
habits (Mikkelsen & Chehimi, 2007).
Quality Area 7: Managing To Support Quality
Based on the findings, the overall mean for Quality Area 7 was rated high (Table 1).
According to the manager:
yes, we have our policies, on even managing childrens behavior we have that.
Policies on
admission, policies on sickness, polices on administration of medication, polices on
our
curriculum, yes we do have that
When asked on whether she provided the staff with written management procedures of this
taska [childcare center] (Researcher), the manager responded:
Yes we do. Its actually written in their contract as well. Its attached in their
contract. But Im actually reviewing it at the moment because theres a few things that
needs to be taken out and put in.
When asked whether parents were informed of how the taska [childcare center] is managed
(Researcher)
this was the managers respond:
yes, they are actually made aware of our policies when they are given hand book
when they actually register. Not just that, on the first day of their settling in normally I
will spend time with them, talking to them to make them understand about our policies
and so on. As a matter of fact, our admission form even it says that here are our
policies, and parents has to sign saying that they acknowledge that but its probably
something that needs to be reminded to them from now and then.
Thus, it is clear that efforts were made by the manager to ensure the childcare providers and
the parents are aware and understand the policies and regulations set by the center. This is to
ensure all stakeholders can play a role in supporting quality practices at the center.
CONCLUSION AND RECOMMENDATION
The study was done to gauge the levels of 7 quality areas that were proposed by QIAS as
the indicators of a quality childcare center. The QIAS was used as the tool to conduct the
study as it is used by the Australian National Childcare Accreditation Council Inc. (2005) to
accreditate childcare centers in Australia.
The finding reported that the center has high quality overall practices (mean 3.68).
However, when examined individual quality area it was found that 6 quality areas were rated
high and 1 area, Quality Area 3: Programming and Evaluation was rated average (mean 3.46)
by the childcare providers. Even though 6 areas were rated high but that does not mean this

58

center is above average in terms of quality. For a center to be accreditated as quality it

should have high quality practices in all the identified quality areas. Therefore, the
management should examine carefully each quality area by referring to the mean of each item
in each quality area. This would clearly reflect the specific practice of the childcare providers
that needed attention so that planning can be done to ensure the center can sustain or seek to
achieve higher ratings so as to hit the 4.00 mean mark. The following are the areas that were
ranked average and the manager and the researcher discussed ways to improve these areas.
Below are the summary of the suggestions made.
Quality Area 1: Staff Relationships with Children and Peers: the following are the
specific areas that need to be improved.
Quality Area 1 comprised 7 items for Staff Relationships with Children. Six of the items
were rated high except for item 7 which was rated average. This relationship Staff treat all
children equally was perceived by the childcare providers as being average. Thus, the
manager realized there is a need to instill awareness in the staff of the positive effects of
ensuring that staff should treat all children equally irrespective of their parents socioeconomic status, the childs physic, and development. Some of the suggested positive
outcomes would be: when the childcare provider responds immediately to a childs need this
will build trusts and promotes cooperation between the child and the care provider (Ainsworth
et al., 1978), responsive care providers helps children to foster closer relationship with their
care giver and this in turn may reduce behavioral and emotional problems (Landry, 2013).
Quality Area 1 on Staff Relationships with Peers was rated average. There were 3 items
with one item being rated high and the other two was rated average. The two items were:
Staff communicate effectively among themselves to promote respect and Staff create a
healthy working environment to promote understanding among themselves, the manager
decides to increase activities in the center that will require teamwork and joint decision
making. In addition, there should be a more open and transparent discussion on particular
classroom challenges as this may promote collaborative behavior among the childcare
providers and leads to improving the quality of their practices.
The next area that was rated average was Quality Area 3: Programming and Evaluation.
There were four items but only one was rated high and the other three were average. The
items were: The early childcare program reflects a clear statement of the centres vision and
mission, Each childs learning is documented and The program nurtures each child to be a
successful learner. During the discussion, the manager explain that the center has its own
vision and mission however, it was not displayed nor disseminate to the staff. As such, the
manager will ensure every staff and parent be given a copy of the centers vision and mission.
In addition, a copy will be framed on the wall in the childcare center that will be easily viewed.
As for documenting each childs learning, this exercise needs to be fully implemented at the
center. Currently the center does have templates on documenting each childs progress but it
was not done on a regular basis. Therefore, there is a need to conduct in-house training on the
process of documenting childrens learning. There is also a need to examine the program
again and ensure the centers mission and vision is clearly spelt clearly in the program. Finally,
the program must have elements to nurture each child to be a successful learner.
The study managed to identify the level of the seven quality areas in the center. In
addition, it also highlighted the exact area that needs further improvement so as to be rated
high. The discussion with the manager has further helped to identify how to enhance the
childcare providers quality practices.

59

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Shonkoff, J., & Phillips, D.A. (Eds.). (2000). From neurons to neighborhoods: The science of
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USING THE MANAGEMENT OF QUALITY ASSURANCE TO IMPROVE EARLY

CHILDHOOD EDUCATION: STUDY OF QUALITY ASSURANCE PRACTICES IN
CENTRAL JAVA AND WEST NUSA TENGGARA, INDONESIA
by. YayanTrisakti
Abstract
The study explores what beneficial of Educational Quality Assurance Mangement (EQAM)
for improvement in Early Childhood Education. The literature review highlights the
connection between EQAM and standard improvement at school. Since the meaning of school
improvement is broad, then the study focuses to process improvement covered framework,
plan, implementation and evaluation, and then make it linked to Educational Quality
Assurance Management. The method employed questionnaire on Development of Early
Childhood Application. Since the aim of the study is to examine perspective and attitude of
teachers and headteachers towards Quality Assurance policy application in practice in
Indonesia, then the research used qualitative data.
Finally the study shows Educational Quality Assurance Management is believed providing
beneficial for Standard improvement in Early Childhood Education, however there are some
aspects should be improve from Educational Quality Assurance Management itself such as
technical support. From the findings, the study suggests that developing system for fostering
school to follow up action and controlling their sustainability is expected to minimized the
issues in Early Childhood Standard in Indonesia.
Introduction
Education in Indonesia is undergoing significant change. Finding solutions and
developing management functions is necessary, however, exactly how to do it and how to
prepare it is problematic. I care very much about these problems, so I will consider the
important vehicle of positive change in how to manage Quality Assurance, and how to use it
in order to improve the quality in education. That is why I chose Management of Quality
Assurance as the medium for development.
One of the most important components in education is Quality Assurance (QA), which
is becoming the main educational priority in Indonesia. This is because that quality can create
an environment where educators, parents, government officials, the community, and business
leaders work together to provide students with the resources (Arcaro, 1995). Quality
Assurance is seen as a central element in strategies to raise standards in education. One reason
is to establish specific standards and ensure these are met consistently (Ellis, 1993). QA is
supported by operating organisations. The Educational Quality Assurance Centre (EQAC),
Ministry of Education and Culture (MOEC) in Republic of Indonesia is mandated to support
QA by legal decrees.
However, what is lacking is systematic management of QA, fulfilling the expectations
of the quality in education, and sufficient and appropriate resources to implement its
programmes. The root of all the issues and constraints within the QA sub-sector is the
relatively weak institutional capability. Although the EQAC is mandated to conduct quality
assurance programmes for Early Childhood Educationin Indonesia, it does not yet have either
the trained officers and inspectors nor adequate resources, or a co-ordinating structure that
functions. Its weaknesses are exacerbated by the other education institutional constraints, such
as weak institutional capability of direct responsibility to schools and the shortage of qualified
staff. As a result of these constraints upon institutional capability, other problems arise such

62

as a severely limited impact to raise standards in education. There are inefficiency and
behavioural constraints.
Meanwhile, the education level in Indonesia was relatively low. This was indicated by
World Human Development Indext, Indonesia is on 108th position from 187 countries
(UNDP, 2014). This achievement can not be separated from the portrait of early childhood
education in Indonesia as the most important and decisive part of Indonesian people. Early
childhood (infant-5 years) are the most critical age or the most decisive in the formation of
character and personality of a person. Including the development of intelligence is almost
entirely under the age of five years. The importance of golden age that determine 80 %
capacity development is supposed to be achieved in early childhood (0-6 years old) has not
implemented appropriately. Parents and teachers are prefer to teach reading and numerical
than to build playing as core activity for early childhood learning(Latief et all, 2013). It can
not take a part from qualification and competencies of teachers and education staff in Early
Childhood Education (ECE) have not met standard yet. Continuous Professional
Development (CPD) of early childhood education has just achieved 118 teachers (23 %) from
402.493 teachers. Bachelor degree (S1-D4) has just achieved by 15, 72% early childhood
education teachers (Directorate of Early Childhood Education Development, 2013).
While it is possible to consider quality improvement in order to overcome poor
conditions, several crucial aspects are likely to stimulate the change through using the
management of QA. The simultaneous development of these aspects will include management
of QA, an analytical approach to a QA model, review of standards in education, school selfevaluation, inspection, supervision, and improvement. This would provide a firm basis upon
which to determine what strategy should be adopted, and then be reflected in implementation
practice. This planning, in turn, will be matched with standards needs and outcomes.
However, this process does not just simply happen. It requires incremental progress through
internal and external analysis in support of improvement and viable change. It might,
therefore, be argued that an understanding of the Management of QA can be used as a
framework for analysis and this, in turn, will meet value added with quality improvement
(Harris, et. al., 1997; OFSTED, 1995). It might be because raising standards in education
through QA is in line with the educational goal in Indonesia. It seems, therefore, that it is
important to transform management of QA to become much more of a process of QA. Based
on the statements above, managing QA is interested to study.
This study explored, highlighted and interpreted the central principles of Quality
Assurance and how they are applied in Central Java and West Nusa Tenggara provinces. The
main purpose of this study then is to examine how Quality Assurance can be applied in
practice in Indonesia. A further aim is to examine the sustainability of a Quality Assurance
system in Indonesia. This study also focuses on the application of a QA model appropriate
with Indonesian condition. It, in turn, will make a positive contribution to raise standards in
education. The scope of this study is the management of QA which is under the co-ordination
of the Local Education Authority (Dinas Pendidikan Kabupaten/Kota) in Indonesia. This
includes its organisation, the QA model adopted, management, application, school self
evaluation, inspection, and supervision.It focuses on the quality assurance process
(framework, plan, implementation, evaluation) that consists of the main components of
quality assurance. The study can be used: (1) as a guide supported by a handbook for
improving Early Childhood Education; (2) as a reference for the development of management
of quality assurance approach appropriate to needs, so that schools can be required to be more
dynamic and innovative in the development of the teaching and learning process; (3) as a
basis for schools development plans in Central Java and West Nusa Tenggara, Indonesia; (4)
as a format for the future development of QA to ensure school improvement.
The study covered some Districts Kindergarten Association (IGTKI) in Central Java
and West Nusa Tenggara provinces because the associations are closely working where policy

63

documents, reference materials, books, data and information are available. The study
persistented on kindergarten schools as a great model. The study focuses on answering
questions 1) What benefits does the MQA offer?; (2) To what extent is the MQA improve the
Early Childhood Education?.
Methods
What is Quality Assurance?
Oakland (1993, p.13) describes that quality assurance is broadly the preventing of
quality problems through planned and systematic activities (including documentation). These
will include the establishment of a good quality management system and the assessment of its
adequacy, the audit of the operation of the system, and the review of the system itself. This
implies that it is the set of activities that an educational institution undertakes to ensure
standards are specified and reached consistently for an education service (Robinson, 1994).
This involves setting attainable standards, organising work so that they are achieved,
documenting the procedures required, communicating them to all concerned, and monitoring
and reviewing the attainment of standards.
However, Lawton (2004) argues that quality assurance is a means of ensuring that
effective structures and procedures are in place to monitor and improve standards in
education. This point seems to suggest that quality assurance may be carried out
systematically through regular independent inspection which would raise standards of
achievement and the quality of education. It also would have an important role to play in
making education more accountable to its stakeholders. This point is suggested by Perry
(1995) regularity of inspection is an inescapable ingredient of using inspection as real tool to
raise performance. Perry (1995) believes that the Local Education Authority inspectors were
neither independent nor impartial because of their closeness to the schools they inspected and
the fact that they were part of the same organisation that provided the funding the inspection
process. The Framework for the Inspection of Schools and Handbook requires inspectors to
evaluate four aspects of the work of schools employing the Office for Standards in Education
(OFSTED) model (OFSTED, 1995), as follows: (1) the quality of the education provided by
the school; (2) the educational standards achieved; (3) the efficiency of financial
management; and (4) the spiritual, moral, social, and cultural development of the pupils. In
addition, QA procedures need to cover aspects of provision that include assessment and
management, and quality of training (Teacher Training Agency, 2002). In the United
Kingdom, for example, during the 1970s, observing and monitoring standards was
commonly used, especially in connection with the work of the Assessment of Performance
Unit (as claimed by Lawton and Gordon, 1993).
In addition, the Government of Indonesia mandated that there should be systemic and
integrated activities by the education unit, education institutions, local government,
government, and society to improve the level of intelligence of the nation through education
(Ministerial Decree No. 63 of Y. 2009), hereinafter referred to as the Education Quality
Assurance, has a strong legal foundation, stated in Government Regulation No. 19 of Y. 2005
on National Education Standards, chapter XV, Quality Assurance, article 91. Then, the
Educational Quality Assurance programme is also equipped by the Indonesian Government
Regulation No. 32 of Y. 2013 on Amendment to Government Regulation No. 19 of Y. 2005
on National Education Standards. Based on these regulations, quality assurance of education,
particularly early childhood, has a central role in the improvement on an ongoing basis, aimed
at: (1) developing a culture of quality early childhood care and maintenance; (2) dividing the
duties and responsibilities in quality assurance proportionally among the organizers of early

64

childhood education unit, District, Provincial Government and the Government; (3) setting
the mold in national early childhood care and quality assurance; (4) mapping the quality of
early childhood (province, district, and education unit); (5) the early childhood quality
development information system that is reliable, compact, and connected between the
education unit, district, provincial government, and the government.
In mapping the condition of the education unit, specifically early childhood, has to meet
four Standard of Education, consisting of: a standard level of performance development;
standard teachers and education staff; standard content, process, and evaluation;
infrastructure, management, and financing(the Regulation No. 58th of Y. 2009).
Furthermore, the strategy of Quality Improvement is led to achieve World-Class
Education, the vision of "Awakening Cultural Quality Education Unit in implementing
National Standard Education International Competitiveness Towards Y. 2020", in the end
how the quality of education in Indonesia on part with world-class quality education. To
achieve it, it should be done through the 5 stages of strategy towards improving the quality of
world-class education, namely: (1) quality policy, (2) total quality development system, (3)
competition conducted in multiple stages, (4) accreditation done glazed frames, (5) quality
assurance system in total.
Development and implementation of Education Quality Assurance System is the embodiment
of the adoption of the concept of Quality in Education, as shown in the picture.

In line with, the conceptual process of "keeping" quality has evolved. To begin with, the
process of maintaining quality control is done through a process of quality (quality control),
which is a post-production process is carried out by the quality controllers to detect or reject
defective products.
Then, quality assurance performed both before and after the production process. This
process aims to prevent the error from the beginning, so that the production process can then
be designed that can produce products according to specifications or standards. In education,

65

it is very possible to happen to be done through the control system, which is tight at every
stage of education achievement.
In addition, total quality management, quality improvement, called an extension and
development of quality assurance. Integrated quality management is an attempt to create a
quality culture, which encourages all stakeholders in the organisation to consistently satisfy
customers. Consistency satisfaction of the customers is done by all related components at the
central level, regional, and education unit in accordance with the duties, functions, and
capacity respectively.
What is School Improvement ?
Fullan (1991) argued that school improvement is indicated by dynamic changes and
dynamic educational changes is depend on teachers think and changes towards their practice
including their beliefs and attitude. Hargreaves and Fullan (1998) support the view, that the
impetus for significant change often comes from external sources. On the other hand, Stoll
and Fink (1995), as cited in Prosser (1999, p.47) argued that real improvement cannot come
from anywhere other than within educational institutions themselves. However, I believe that
stressing from external support forces the internal support works in line to improvement. As
Fullan says that putting new policy in place is a part of the innovation process. Then I argued
that Management of Quality Assurance as the policy from external support will emerge
internal support from school, then together build quality. As figured out:

Figure 1.
Figure 1 shows strategies in cyle. First cycle focuses on (1) Strategy and Policy on QA for
early childhood education; (2) Capacity Building for Human Resource Development (HRD);
(3) Fact Finding (technical assistance) in local area; (4) Program Disseminated; (5) Clinical

66

Supervision and Evaluation; (6) White Paper Report of Quality Mapping; (7) Successfull
Practice Disseminated of Early Childhood Educational Quality Assurance (ECEQA); (8)
Information and Communication Sytem Development of ECEQA.
The meeting point in the second cycle are: (3) Fact Finding (technical assistance) in
local area; (4) Program Disseminated; (5) Clinical Supervision and Evaluation on ECEQA;
(6) White Paper Report of Quality Mapping on ECEQA. Both cycles are expected to be
persisted and continued improvement so the QA system for earlychildhood education can be
invented. Each step on the cycle is explained as follows:
1.
ECEQAS Strategy and Policy
EEQAs Strategy and Policy purpose for setting norm, standard, procedure and criteria in
early childhood education quality assurance. To accomplish this activity, it needs to involve
many parties, such as, Institution for Developing Educational Human Resource, Cultural and
Educational Quality Assurance; Acreditation Board for Early Childhood, Non-Formal and
Informals Education; Directorate General of Early Childhood, Non Formal and Informal
Education;Research and Development Centre; Educational Quality Assurance Institution,
Development and Capacity Building Centre for Early Childhoods Teachers and Education
staff, and Universities. This activity carries on intensively once a month.
2.
Capacity Building for Human Resource Development
This activity purposes to enhance the ability of Quality Improvement Officer team. The team
consists of Educational Quality Assurance Centre, Educational Quality Assurance Institution,
Acreditation Board for Early Childhood, Non-Formal and Informals Education, Directorate
General for Early Childhood, Non Formal and Informal Education, Research and
Development Centre, Educational Quality Assurance Institution, Development and Capacity
Building Centre for early Childhoods Teachers and Education staff and Universities. The
team is supposed to be enriched by knowledges and skills. The team are expected not only to
be professional in educational problem diagnostic, but also to be able to give constructive
suggetions and technical supports for implementing Quality Assurance in Early Childhood
Education. This activity is supposed to be conducted in 2 steps. Each step carries on for 7
days by 40 participants.
3.
Fact Finding
The Quality Improvement Officer Team are expected to visit targeted Kindegarten. The
targeted kindergartens are expected to be a central meeting for local kindergartens (10-20
schools). The team consist of 2 officers to conduct their taskforces in the targeted school.
While the fact finding activity are undertaken, the team should ensure that the targeted
schools are able to perform School Self Evaluation (SSE) and its feedback.
4.
Program Dessiminated
Kindegartens representative in Finding Fact activities are expected to accomplish and
disseminate to other local kindegartens more less 5 schools for 45 days. They are also
expected to construct networking among kindegartens, so they are able to actively
communicate each other and share information and best practice continously and sustainly.
5.
Clinical Supervision and Evaluation
Quality Improvement Officer Team are also supposed to visit targeted Kindegartens in Fact
Finding activity. They not only observe targeted kindegardens progress, but also collect the

67

data from disseminated kindergartens. When the program is disseminated well, the data from
100 kindegartens will be successfully collected from each targeted school. Clinical
Supervision and Evaluation will be conducted in 5 days.
6.
WhitePaper Report for National Standard Achivement
The analized data of the whole activities will be constructed to be kindegartens profile in
each school, local area, districts, province and national level. White papper report needs 3
session, each for 5 days.
7.
Successfull Practice
This action focuses on dissemination, sharing experience and benchmarking. Dissemination
intended to the result of White Paper Report for National Standard Achivement will be
presented to stakeholders. Sharing experince is expected to be conducted among kindegartens
for extending targeted kindegartens. Benchmarking focuses on improving the ability and skill
of earlychildhoods teachers and education staff cooperated by national and international
quality assurance institutions.
8.
Information and Communication System Development
The whole activities on the cycle are supported by developing information and
communication system for early chilhood educational quality assurance.
The Research Methodology
The methodological approaches in this study is influenced by the work of Kumar (2005),
Patton (2002), Bryman (2001), Richardson (1996), Denzin and Lincoln (2000), Cohen and
Manion (1994), Robson (2002), and Yin (1994). This qualitative study is evaluation research,
using a survey model on the basis of the respondents answers to questionnaires. The
questionnaires are related to the measurement of standards in education. Then, this study
carried out interviews with respondents to gain depth in data and information that is supported
by classroom observation. Moreover, this study will be supported by sample documentations
(e.g. pupils development, attainment, continuous professional development, and list of
pupils attendance).
The Population
The population in this study are headteahers, teachers, and students at kindegarten in Central
Java and West Nusa Tenggara. The schools have common characteristics, such as, public
schools, civil servant status for headteachers and teachers. The MQA programmes have been
run for 8 months from February to September 2014.
The Collecting Data
Collecting data carried out during the school year. This aims to obtain data and information
concerning schools performance as a starting point. Data are collected through Development
Instrument of ECE Application distributed to headteachers and teachers. The application
distributed to headteachers and teachers who are contributing to the teaching and learning
process. Headteachers and teachers are expected to fill in application by clicking () at
statements that have been provided. The result of the application, then, collected, processed,
and analysed. The results would be subjected in triangulation through the study of
documentation and professional judgement.

68

Result and Discussion

note:
SPTK : Standard for Teacher and Education Staff
SIPP : Standard for Content, Process and Assessment
Sarpras
: Standard for Equipment and Facilities
STTP : Standard for Student Achievement
TP1 : Inadequate
TP2 : Need Improvement
TP3 : Good
TP4 : Outstanding

The study has shown that Management of Quality Assurance indirectly has provided
guidelines of reference for school improvement. Experiences from headteachers and teachers
indicates positively of MQA implementation as well as its impact into school improvement.
The data begins from Central Java that have population 1520 kindegarten. It started from the
Standard for Teacher and Education Staff in Central Java. 44 % of population has been
outstanding of NES, 33% has met the NES and 22% population still need improvement.
Standard for Content, Process and Assessment (SIIP) was achieved by 40% population for
outstanding, 30% for good, 20% for need improvement and the rest 10% for inadequate.
Similary, 40% population are outstanding, 30% are good, 20%are need improvement and
10% are inadequate for Facilities Standard. The three standard gave implication for student
achivement standard, 40 % from population have been over National Education
Standard(outstanding), 30 % met the NES and the rest 20 % and 10 % have been Need
Improvement and Inadequate.
The data of West Nusa Tenggara is not too much different form Central Java. The
population of West Nusa Tenggara is 39 kindegarten. To begin with, teachers and education

69

staff, 44 % of population has been outstanding of NES, 33% has met the NES and 22%
population still need improvement. The same achievement for Standard of Content, Process
and Assessment (SIIP) and facilities standard (Sarpras), 44% for outstanding, 33 % for
meeting the NES (good) and 23% for need improvement. The theree standards gave impact
for students achievement standard 40 % for outstanding, 30% for good, 20% for need
improvement and 10% for inadequate.
In regard to SIIP and SARPRAS, the data report from government (MOEC Report,
2013) stated that the government facilities aids for infrastructure and teaching learning is
limited. In contrast, the data showed that Standard for Content, Process and Assessment
(SIPP) and Standard for Equipment and Facilities(Sarpras) can be achieved by each 40% in
Java for outstanding. In similar, SIIP and Sarpras in West Nusa Tenggara can be achieved by
each 44% for outstanding.The pie data also showed that there was the same patern from the
result in 2 provinces. The result from standard of teachers and education staff (SPTK) was
almost the same the result of SIIIP, SARPRAS and STTP. When SPTK was achieved by 44
% for outstanding, the result in SIIP, SARPRAS and STTP is not too much different, 40 % for
outstanding. However, when 20% population reached need improvement in SPTK, the
unexpected result happened in SIIP, SARPRAS and STTP. The Both data implicitly
confirmed that Standard for Teachers and Education Staff (SPTK) is key for others standard.
The result of SIIP, SRAPRAS and SPTK is depend on how the teacher and headteacher could
achieve in SPTK. Performing a program that enhance teachers and education staff will give
positive impact for others standard.Then, I conclude that conducting MQA is valuable to rise
standard of teacher and education staff,so thatit boosts rising the others standard.
The data reflected that conducting MQA into school program persuade teachers and
headtechers to take their self evaluation and reflect it into some feedback recommendation in
teaching learning practice and school managing. As Fullan (2001) says that educational
change depends on how teachers and headteachers think and involves changes in practices.
The MQA drived teachers and headteachers as catalyst of change, initiate to adequate of their
own knowledge, skills, understanding, performance, beliefs, attitudes and values for the
purpose of changes. It conclude that MQA made teachers and headteachers as a target as
expected to lead personal and group practice and recognizes that the main reasons for
producing students who can compete in national and international level derive from teacher's
teaching and leadership' practices of what it means to be a teacher and a headteacher. In other
words, MQA is like to cover or minimize the gap in Early Childhood Education concerning
the sustainability issue.
However, the data found that there is 22 % of population in Central Java and West Nusa
Tenggara thattheir SPTK is on need improvement zone. It presented destructive waves for
others standard.The datasignified thatthere are some aspects that should be improved in the
MQA itself such as feedback, support in continuing professional development and monitoring
of evaluation. From the findings, the study suggests that developing a system for fostering
teachers, headteachers and others education staff to take follow up action and assisting their
sustainability is expected to minimize the issues in educational quality in Indonesia,
especially early childhood education.
Conclusion
If What You Do, Does Not Bring About Improvement for Teacher. Please, Do Not Do
It(Wright, 2007).The study has shown that MQA circuitously has delivered guidelines of
reference for school' improvement. Experiences from teachers and headteacherssigned
positively MQA implementation as well as its impact into school improvement.Eventhough,

70

there was a little sign that there should be strengthening of MQA program in some schools.
However, MQA has provided impacts for school development in Indonesia.
The positive aspect of MQA has guided to enforce teacher and education staff
standards. Indirectly, it also promoted improvement for teachers and education staff; leading
teachers and headteachersto usedto feedback and educational solution recommendation in
MQA as self evaluation. The impact of self evaluation has encouraged motivation and spirit
for teachers and headteachers to engage into continuing professional development and
changing of practice. They retain into some innovation of their profession practice, including
how to maximize facilities and infrastructure to be engange into teaching learning practice.
However, the weaknesses of MQA system indicates a resist for improvement itself. No
further framework in MQA results lead to no direction for the next step the teachers and
headteachers should do. It did not give a framework of reference for school to optimize their
potential.
Finally, school improvement is not the responsibility of the teacher and headteacher
only, but also of professional community, for example, other members of school, educational
authorities, supervisors, colleagues, and, in some cases, researchers also need to be involved.
Reflecting from the study, there are some areas for further that I would like to recommend:
1. Promote for evidence-based and culturally relevant frameworks, standards and practices
for quality assurance.
The principal of quality assurance framework, urged by a research base are suppose to be
reflected into such an evidence-based framework that requires attention to cultural context
that would reflect local factors. Without this, culture and needs may put to risk the
achievement of desired outcomes in MQA.
2. Develop more appropriate supports that would ensure that quality assurance is not the
responsibility of the teacher and headteacher only, but also of boarder professional
community.
The establishment of MQA is only one of the initial steps toward improving quality.
There must also be an effort to ensure that tools and resources that contribute to quality
are readily available to all providers and practitioners of early care and education services.
This quality support may include, but are not limited totraining and education programs
for MQA target (teacher and headteacher) but also for other provider such as Local
Education Authority. School position in District Autonomy is under coordination of LEA.
In line of this, involving supervisor and other education staff in MQA targets will be
aligned into improvement contribution.
3. Strengthen and improve the cooperative between central government and other
stakeholders of early childhood education.
Promote continuing dialogues between all relevant government departments concerned
with early childhood education, and the community stakeholders to develop frameworks
for quality assurance and other initiatives meant to improve quality of earlychildhood,
such as central government, local government, school and community that initiates the
existing of Building Learning Community.
References:
Agung, I.G.N., (1992) Social Research Method: Theory and Practise. Jakarta: Gramedia.
Arcaro, J.S. (1995) Quality in Education: An Implementation Handbook. Florida: Lucie Press.
Bryman, A. (2001) Social Research Methods. Oxford: Oxford University Press.
Cohen, L., and Manion, L., (1994) Research Methods in Education (the4edn). London:
Croom Helm.

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Denzin, N.K. and Lincoln, Y.S. (edr) (2000) Handbook of Qualitative Research (the2edn).
London: SAGE.
Directorate of Early Childhood Education Development, (2013) Early Childhood Education
Development Report. Jakarta: MOEC.
Ellis, R. (1993) Quality Assurance for University Teaching. Buckingham: Open University.
Education Office in District of Jakarta (2005) National Examination Results in
Jakarta.http://www.sinarharapan.co.id/berita/0507/01/jab01.html 23 Aug. 05
Fullan, M., (1997) The Challenge of School Change; The Complexity of the Change
Process.Illionis: Skylight Training and Publishing.
Fullan, M., (2001) The Meaning of Educational Change (3rd ed). London: Routledge Falmer.
Fullan, M., (2003) Change Forces with a Vengeance. London: Routledge Falmer
Harris, A., Bennett, N., and Preedy, M. (eds.) (1997) Organisational Effectiveness and
Improvement in Education. Buckingham: Open University Press.
Kumar, R., (2005) Research Methodology: A Step by Step Guide for Beginners (the2edn).
London: Sage.
Latief, Afandi, Zubaidah, and Rita, (2013) DimensiPendidikanAnakUsiaDini. Jakarta: MOEC
Lawton, D. (2004) Raising Standards in Education. Paper presented at The Workshop of
Management of Quality Assurance for Raising Standards in Education. At The
Institute of Education, University of London, September 2004.
Lawton, D., and Gordon. P. (1993) Dictionary of Education. London: Hodder and Stoughton.
MONE (2005) National Education Data. Jakarta: MONE.
Oakland, J.S. (1993) Total Quality Management: The Route to Improving Performance
(the2edn). Oxford: Bufferworth-Heinemann.
OFSTED (1995) The OFSTED Handbook. London: HMSO.
Patton, M.Q. (2002) Qualitative Research and Evaluation Methodology(the3edn). London:
SAGE
Perry, P. (1995) School Inspection: The Information of OFSTED in Brighouse. London:
Pitman Publishing.
Robinson, B. (1994) Ensuring Quality in the Planning and Development of Distance Learning
Courses. Paper Presented at the 20th Anniversary International Conference on
Distance Learning, 20-22 September 1994. Colombia.
Richardson, J.T.E. (edr) (1996) Handbook of Qualitative Research for Psychology and
Methods the Social Sciences. Oxford: Blackwell.
Robson, C., (2002) Real World Research (the 2edn). Oxford: Blackwell.
Teacher Training Agency (2002) Qualifying to Teach Handbook of Guidance. London:
Teacher Training Agency.
UNDP, (2014) Human development Report 2014. New York: UNDP.
Wright, C., (2007) Raising Standards of Education. London: SAGE.
Yin, K.R. (1994) Case Study Research (the2 edn) London: SAGE.

72

MANAGEMENT OF NONFORMAL-EARLY CHILDHOOD EDUCATION

THROUGH FORUM FOR FAMILY EMPOWERMENT IN CINTARASA VILLAGE
Iip Saripah
Department of Out-of-School Education, Faculty of Education, Indonesia University of
Education, Jl. Dr Setiabudhi 229 Bandung, Indonesia, Email: iipsaripah@ymail.com
Abstract
Individual or group activities conducted within a community, an organisation and or an
agency with the intention to achieve a certain goal are implemented under a given
management system. Managemengt of widespread nonformal-early childhood education in
our communities can serve a good purpose, only if, the services provided are inline with the
public demands. In an effort to provide guidance to early childhood education units, there is
need for good management. Client or consumer satisfaction (in regard to the education
services provided by a given organisation) can be categorised into five dimensions:
tanggible, empathy, renponsiveness, reliabile, and assurance. This paper is based on the
results from a students internship programme on family empowerment conducted in Cintarasa
village in Garut District which has revealed that there is need for continuous empowerment,
such a programme should atleast be conducted once in three years; and that this can only be
realised if universities such as the Indonesia University of Education are to work in
collaboration with local governments.
Keywords:
community

nonformal-early childhood education, management,

empowerment

and

A. Background
National development is basically an attempt to build a fully developed human-being
and the nation at large. In other words, development does not look at human beings as mere
objects, but it positions them as active subjects who are able to determine the direction and
objectives of their development. Though this is the ideal situation, one of the obstacles to
development is the lack of young people who are able to direct change and influence
technological advances. This is not a simple matter, especially at a time; the country is
entering a take-off stage. However, this should not be a reason to forget the inequalities
between the poor and the rich, where the rich have become more rich, whereas the poor have
become more poor.
It is true that in today's society, which is massively involved in development, there are
many challenges which also continue to lead to imbalances and gaps among people. Although
several of the social problems have been successfully addressed, there are those which are
consistent and they cannot be easily eliminated. For instance, unemployment and school
dropout are some of the problems which continuously affect young people's ability and also
greatily determine their future. In reference to this, students from Indonesia University of
Education conducted a thematic service learning on family empowerment with a focus on
education, health, environment and economy. They foundout that thematic topics were
appropriate for community empowerment through the eradication of poverty and ignorance at
the grassroot of the society.
At the district level, the implementation of community empowerment is carried out by
different departments; however, their functions are less coordinated. Such a situation has led

73

to programme duplication and overlap since in most cases the goals are similar. The target of
thematic student internship programme is to develop and strengthen the new and already
existing community organisations which focus on family and community empowerment.
Garut is among the recent districts that have signed a memorandum of understanding with the
Indonesia University of Education in regard to community services. However, the cooperation
between the university and the district ranges far back, before the early 1990's. In 2013 the
village of Cintarasa in the regency of Samarang in Garut district was chosen as a location for
students thematic internship programme. Since then, the activities carried out so far, have led
to the formation of strong community organisation and among them is the forum for family
empowerment (POSDAYA), which has been chosen as a topic for this paper. The institutional
potential of the district and sub-districts (or regencies) in support for programme
implementation, for example: education, health, environmental and economic have their own
limitations, among such limitation is the available human resource which should be
strengthened through volunterism.
B. Management and Quality of Nonformal-early Childhood Education Services
A good management will lead to improved quality of the nonformal early childhood
education programme. Educational services comprise of basically public services. Today, a
point of discussion is the issue of quality. The concept of quality has become a measure of
success in most organisations and services, including education services. This implies that
quality is a cross-cutting issue and no longer an issue of only commercial service providers,
but also an important point when it comes to government service delivery. The concept in real
situation helps to enhance customer satisfaction.
According to the International Organisation for Standardisation (ISO), quality is
defined as the overall quality and distinctive features of a good or service offered in regard to
public demand. In most cases, the needs and expectations differ. Zeithaml, et al. (1990) are of
the opinion that a customer's decision to consume or not to consume a good or service are
affected by the quality of that service. The indicators used to measure customer satisfaction
are divided into five dimensions, which are: "tangible, empathy, responsiveness, reliability,
and assurance".
In accordance with the above opinion, good management of nonformal-early
childhood education will either be able to enhance the quality of the services for the users or
will lead to consumer satisfaction after the service has been provided. To establish whether
the customer's expectation have been met can be obtained through surveys conducted by
organisations or individual service providers. The results of the survey are used to assess the
customer's perceptions on the services. This is called customer satisfaction rating. Besides, to
approve a service's quality, is also conducted in two dimensions, which are assessment by the
client and assessment of the services offered.
Today, society faces five bottle-necks regard to service quality. These bottle-necks
have been named gaps, they include: first, the gap between customer expectations and
management perceptions. This gap arises due to misinterpretation in customer expectations.
Second, the gap between management perception on customer expectations and the conditions
for service quality.
This gap occurs as a result of an error to interpret management perception
appropriately in relation to public expectation as a benchmark to service quality. Third, the
gap between specific service quality and the services provide. This gap is caused by the
inability of the existing human resource to meet the set service quality standards. The main
cause for this is over working or working beyond capacity. Fourth, the gap between service
providers with the external informants; this gap arises because of the failure by the

74

organisation to fulfill earlier communicated promises through various external activities.

Fifth, the gap between public expectations and the real quality of the services the public
receives. This is challenge shows that public expectations have not been fulfilled.
The most important factor is the improvement services by first understanding the
above five gaps or the existing gaps in service delivery. Understanding the five gaps can help
to determine the level of satisfaction and customer expectations. In addition, there is need to
improve the quality of communications. By improving communication, leadership qualities
will automatically improve something that can enhance quality and also will show
commitment to service quality by the provider. The third gap reveals that division of labour is
close to treating the public as part of the organisation because it acts a centre for checks and
balances. While the fourth gap, can facilitate the flow of inter-unit communication between
the public and the organisation. In other words, the organisation is encouraged to of course
provide services that meet the needs of the community without exceeding the organisation
capacity.
The meaning of service quality can also be examined from the perspective of the
customer. One of the basic concepts on customer satisfaction refers to: (1) Privileges held by
a number of products, either directly or attractive privileges that are able to meet customer
satisfaction when a product is used; (2) quality consists of everything that is free of flaws or
damages. The benchmark for quality is described above; this shows that quality has always
focused on the benefit or customer satisfaction. In other words, products are designed,
manufactured, and services are provided to meet customer desires. Therefore, quality refers to
everything that determines customer satisfaction; a newly produced product will be described
as good, if it meets the customer's wishes. In line with the above, the Minister for
Administration and Beauraucratic Reforms released a decree on the quality of services. This
decree is comprised of the following:
Simplicity, this refers to the simplification of the procedures/ or the process and steps
involved in service delivery.
Clarity and certainty, this is concerned with the procedure/ or the manner in which
government services are provided to the public. It is applicable to both technical and
administrative services.
Secure, this means that the process and procedures for public services should ensure
safety and legality.
Transparency, in regard to this point, the procedures /or approaches involved should
ensure transparency in services offerred.
Efficience, there should be efficience in all public services, because this will either
directly or indirectly influences the results.
Economical, all services offerred must be economical to the public, the service provider
must take account: the value of the goods or services offerred to the public; the conditions
and ability of the customers; and consider legality of the service.
Equal Justice, the scope and the area of jurisdiction must consider government policies on
operation.
Time frame, in terms of implementation, public services should be offerred based on
schedule.
C. Rural Community Empowerment
Empowerment is defined differently to the different people or groups. The term
depends on the perspective under which it is being examined. However, the most easily
understood is the word empowerment which originates from the word "power", refering to

75

being able or or having the ability to access education, live a better economic life and
participate in politics, and of course, the ability to live an independent life. There are
similarities between rural and urban empowerment. Some of the common concepts on
empowerment by the government are on universal values rooted in the different cultures of a
nation. The goal for such empowerment is to change the attitudes and behavior of society. In
practice, the empowerment process involves awareness creation and community participation.
The most effective and quickest approach for rural community empowerment is that
which brings together the grassroot community and the government. Many attempts have
been made by the government in the empowerment of rural communities in order to empower
the people by improving their economy. The efforts taken, include: the Social Safety Net
(SSN), PDM-DKE, P2MD, p3DT,and the fishers' housing restoration. However, such
activities have not been able to build selfreliants communities.
The approach to community empowerment can be looked at from both the deficit and
strength based perspectives. The deficit-centered approach is based on a variety of problems
and ways to handle such problems. Its success depends on clear identification and proper
problem diagnosis to establish a solution.
D. Conclusion
The various changes taking place, have led to the demand for broad-based education.
These demands aim to influence change and require that strategies are developed in regard to
the environment, education needs, and the community's demands. This means that education
should be able to guide strategies and policies which are aimed at overcoming changes. In
other words, each of the activity requires proper management, if the set objectives are to be
achieved.
References
Atmodiwirio, Soebagio. 2002. Manajemen Pelatihan. Jakarta : PT. Ardadizya.
Direktorat pembinaan pendidik dan tenaga kependidikan paud, nonformal dan informal. 2012.
Bahan Ajar Diklat Berjenjang Tingkat Dasar. Jakarta: Direktorat Jenderal Pendidikan
anak usia dini, non formal dan informal
Direktorat Pembinaan Pendidik Dan Tenaga Kependidikan Paud, Nonformal Dan Informal.
2012. Bahan Ajar Penilaian Dalam Pembelajaran Anak Usia Dini. Jakarta: Direktorat
Jenderal Pendidikan anak usia dini, non formal dan informal.
Direktorat Pembinaan Pendidik Dan Tenaga Kependidikan Paud, Nonformal Dan Informal.
2012. Bahan Ajar Penilaian Dalam Pembelajaran Anak Usia Dini Etika dan
Karakter. Jakarta: Direktorat Jenderal Pendidikan anak usia dini, non formal dan
informal.
Ida.2012. Pengaruh Metode Pembelajaran terhadap Peningkatan Kompetensi Pada Diklat
Perencanaan Partisipasi,Bogor
Mudjiono dan Dimyati. 2002. Belajar dan Pembelajaran. Jakarta : PT. Rineka Cipta.
Notoatmodjo, S. 1998. Pengembangan Sumber Daya Manusia, Edisi Revisi. Jakarta : PT.
Rineka Cipta.
Sardin, 2012, Pengaruh Persepsi Orang Tua Tentang Anak, Status Sosial Ekonomi Keluarga,
Keterlibatan dalam Program Taman Kanak-Kanak, dan Pola Asuh Mendidik
Terhadap Kesiapan Bersekolah Anak Taman Kanak-Kanak (Studi Kausal Pada
Keluarga Yang Memiliki Anak TK Di Kabupaten Bandung), Disertasi, Universitas
Negeri Jakarta.

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Setyawan,D. 2005. Peranan Pendidikan dan Pelatihan Dalam Meningkatkan Kompetensi Dan
Kualitas Sumder Daya Manusia Aparatur. [Online]. Tersedia: www. makasar.lan.go.id
[2012, April 12].
Veithzal Rivai, (2004). Manajemen Sumber Daya Manusia Untuk Perusahaan, Jakarta,
PT.Raja Grafindo Persada.

77

THE EFFECT OF PRE-SCHOOL EDUCATION ON ACADEMIC ACHIEVEMENT

IN INDONESIA

Mohamad Fahmi and Putri Grace Ninibeth Jewelery S.

Department of Economics, Universitas Padjadjaran
ABSTRACT
This study analyzes the effect of early childhood education on academic performance
in Indonesia. We use ordinary least square method to estimate the effect of kindergarten
education (TK) on Indonesian language and mathematics score in primary and secondary
school. We use the Indonesian Family Life Survey (IFLS) in 2007 to obtain a sample data of
1,013 individuals to estimate the effect of kindergarten education. We found that the
kindergarten education has a weak effect on students performance. We also found that
gender, location, and school type have stronger effect than kindergarten education.
Keywords : Early Childhood Education, Kindergarten, Academic Achievement, Indonesia,
IFLS
JEL:
Introduction
Legislation of Indonesia Number 20 Year 2003 on National Education System defines
Early Childhood Education/Pendidikan Anak Usia Dini (PAUD) as an effort to provide
guidance to children from birth to age six years are done through educational stimulation to
help the growth and development of the physical and spiritual so that children are ready to
enter the education further. Early Childhood Education is a profitable investment for the
children. Cost-Benefit Ratio for early childhood policy indicates gains of 4 to 5 times, even
higher even than the amount invested for the development of early childhood (Pirozzi, 2013).
However, the benefitsthat need to be considered not only gains greater than the costs, but also
early childhood education programs are able to be a better program to improve children's
success than other programs (Currie, 2001). Early childhood education can be an attractive
option to avoid poverty for the child's future life (Currie, 2001). Early childhood education
program also aims to support disadvantaged children have equal opportunities to start a school
with other children (Ou and Reynolds, 2006). Berlinskis study (2006) showed the that
attendance of pre primary school affect positively to grades result of Spanish Language and
Mathematics. Precompulsory and preschool education also affect the grades / scores for
Mathematics and Reading (Goodman and Sianesi, 2005).
One article in the website of the World Bank (World Bank, 2013) explained that the
Indonesian government, the Dutch government, and the World Bank cooperated to conduct
programs that expand early childhood services in 2008. The World Bank conducted a study to
evaluate the impact of the program on children early age. World Bank study shows that early
childhood services program provides promising benefits for children. The results of the study
also showed that the group of children who attend the Education and Early Childhood
Development/Pendidikan dan Pengembangan Anak Usia Dini (PPAUD) made progress in
thinking and language abilities, which are two important things to be ready for school. The
girls also got great benefit from this PPAUD program.
Based on research in developing countries, early childhood development to give an
increase in school enrollment and educational performance, as well as the impact on the
possibility of future get to work (Pirozzi, 2011). Early Childhood Education/PAUD should be
a fun place for the kids to keep them interested in learning and playing (Kartika, 2013). The
78

participation of parents is also important in the development of the power of the socialization
of children (Ou and Reynolds, 2006). However, an expensive early childhood may be the
cause there are many children who can not attend early childhood education programs. This is
due to their parents' income is low. Under the 2003 Education Law Article 28, ECD can be
done anywhere, such as in a family and environment (Nazarah, 2009).
Early Childhood Education has a positive impact on children's success in the future. Children
are taught as early as possible so that development is not too late. If the children are ready to
learn from a very young age, then it is likely to succeed in school and their future becomes
larger (UNICEF Indonesia, 2012). This study will analyze the influence of Early Childhood
Education (ECD) against the National Test Score in Indonesia. The author makes
kindergarten education (formal early childhood) and Indonesian Language and Mathematicss
score as the main subject of this study as the research Goodman & Sianesi (2005). This
research is expected to provide a boost for the government to further support the expansion of
ECD services in Indonesia, so that children of all walks of life can enjoy the benefits.
Early Childhood Education has a positive impact on children's success in the future. Children
are taught as early as possible so that development is not too late. If the children are ready to
learn from a very young age, then it is likely to succeed in school and their future becomes
larger (UNICEF Indonesia, 2012). This study will analyze the influence of Early Childhood
Education (ECD) against the National Test Score in Indonesia. The author makes
kindergarten education (formal early childhood) and Indonesian Language and Mathematicss
score as the main subject of this study as the research Goodman & Sianesi (2005). This
research is expected to provide a boost for the government to further support the expansion of
ECD services in Indonesia, so that children of all walks of life can enjoy the benefits.
Literature Review
Report of the National Research Council (2000) about intervention and early
childhood education divided development of children's ability to divide into three, namely
cognitive ability, school readiness, and social and feelings development (Currie, 2001).
Cognitive ability can be measured by the individuals ability to read and count. These two
things are an important part of the teaching-learning process. A survey conducted by the
Carnegie Foundation for the Advancement of Teaching (1991) to teachers kindergarten
found that only 65 percent of the students are ready to learn (Currie, 2001). One of the things
that caused this, which is only 10 percent of kindergarten teachers who think that children
need to know the alphabet (Lewit & Baker, 1995 in Currie, 2001). Cognitive development can
also be measured by academic achievement, education participation, and school attendance of
individuals (Burger, 2010). Several studies have shown a positive effect of early childhood
education to these three points. One of these studies Garces, Thomas, and Currie (2000)
showed that Head Start programs can significantly increase the likelihood of high school
completion rate and the possibility of going to college (Currie, 2001). Early childhood
education can also reduce behavior problems and improve the quality of individual education.
Temple et al. (2000) observed children at the end of high school and found that the
intervention program the Chicago Child-Parent Center is able to reduce the 24 percent
dropout rate (Currie, 2001).
Early childhood is a period of 0 to 8 years of age, which is a time of remarkable brain
growth and a foundation for further learning and development (Mott, nd). According to
UNICEF (Pirozzi, 2011), cognitive development, language and feelings of a child can be
developed through real stimulation, like being hugged, courted, and other interactive activities
as a baby. Every child should be given a good basis from an early age, because their future
will determine the future of their community, nation, and world (LeMoyne, nd).

79

Parent education can be used as a measure for parents to assess the appropriate level of
education for their children (Goodman & Sianesi, 2005). Marital status of parents can
describe how parents divide their time and income to the growth and development of their
children (Goodman & Sianesi, 2005). Martinez-Alba (2013) has reviewed a book Promising
Practices for Fathers' Involvement in Children's Education (Ho & Hiatt, 2013) which this
book discussed the role of the father in child development. This book showed the father and
son relationship has positive influence on children's educational outcomes. The father
considers necessary to meet the financial needs of their children. If there is no role of fathers
in the children's lives, then the possibility of children living in poverty is greater. They also
have their own expectations on their children, such as school attendance, good grades, and
profession or employment in the future. If the father can spend time with their children, it can
prevent crime in adolescence.
The role of a mother in a child's life is not in doubt. However, today more and more
career women who are also mothers. They often have difficulty in managing time between
caring for children and working. The women aged 25 to 54 years has been a labor in most
OECD countries and the number is increasing (OECD, 2011d in Burger, 2013). In countries
Europian Union members, only one out of ten couples who have young children, who still
assumes that man has role to work for a living while a woman for caring for a family member
(Jaumotte, 2003, in Burger, 2013).
Family socioeconomic status has an influence on children's development. Research
Carlson and Corcoran (2001) says that higher family income had a positive effect on children
which can encourage achievement and social behavior of children. Conversely, families who
live in poverty lead role of parents becomes less effective and affect negatively on children's
development (Conger et al., 1992; Dodge, Petit, & Bates, 1994). The level of family poverty
is associated with low educational attainment and increased levels of negative intellect among
children up to adults (Leone et al., 2003 in Burger, 2013). Low socioeconomic status will
result children who are not ready to formal education, because of inadequate learning
environment at home (Leseman, 2002 in Burger, 2013). Children who grow up in poor
neighborhoods are difficult for getting adequate education institutions, so this will be a source
of low academic progress (Pong & Hao, 2007 in Burger, 2013).
Several previous studies have analyzed the influence of early childhood education
participation on school grades and future earnings. One of the studies is Goodman and
Sianesi research (2005) which analyze the effect of precompulsory and preschool education
on cognitive abilities and socialization of children, as well as the acquisition of wages in
adulthood. Research of Goodman and Sianesi (2005) used data from the National Child
Development Survey (NCDS) 1958 Research and Sianesi Goodman found that education
precompulsory affect significantly on the child's ability in reading and mathematics at age 7
years. This influence remained significant until the age of 16 years despite declining. The
study also found a significant effect of preschool education on children's cognitive abilities at
the age of 7 years, despite this is weak. This influence continued to survive until the age of 16
years.
Subsequent research by Berlinski, Galiani, and Manacorda (2008) analyze how
preschool education may affect the number of years of education achieved. This study utilizes
the uniqueness of the data Uruguayan Encuesta de Hogares Continua (ECH) from 2001 to
2005, this study found a significant effect of preschool participation on educational years
completed since age is still very early. The study also found that individuals who did not
follow the preschool often exposed dropout. In particular, children who had mothers with
lower levels of education receive greater benefits from preschool education.
The next studies explains that early childhood education is also affect positively on
children who come from economically disadvantaged families. One of these studies
80

conducted by Ou and Reynolds (2006). This study aims to estimate the relationship between
preschool program participation Chicago Child-Parent Center (CPC) with educational
attainment at age 22 years. The results of this study are CPC preschool participation effect on
school completion rates are higher significantly, and the possibility of going to college is
higher. Then, another research of Ou (2005) found that the cognitive benefits alone can not
last long, if it does not receive strong support from environmental factors. The findings in this
study stated that environmental factors, such as family and school, have an important role in
shaping the development of the children. Research by Campbell, et al. (2002) presented the
results of their research on early childhood education in the Abecedarian project. This study
found a significant effect of preschool services to the academic and intellectual levels. These
studies explain that education or intervention from an early age affects the future of children.
Method
This study uses Ordinary Least Square (OLS) regression that simple to
calculate the magnitude of the effect of Early Childhood Education (ECD) against the
National Test Score/Ujian Nasional (UN) school when the individual obtained at
elementary and junior high level. The author divides the model based on the National
Examination, the Indonesian language and Mathematicss national test score, as well
as based on the level of individual schools, namely elementary and junior high level.
Econometric model that is compiled in the study is as follows:
UN(SD)_bhsi = 0 + 1 TKi + 2 laki_lakii + 3 negerii + 4 tinggal_kelasi + 5
bekerjai + 6 urbani + 7 menikahi + 8 ibu_SDi + 9 ibu_SMPi +
10 ibu_SMAi + 11 ibu_univi + 12 ayah_SDi + 13 ayah_SMPi +
14 ayah_SMAi + 15 ayah_univi + i

(1)

UN(SD)_mtki = 0 + 1 TKi + 2 laki_lakii + 3 negerii + 4 tinggal_kelasi + 5

bekerjai + 6 urbani + 7 menikahi + 8 ibu_SDi + 9 ibu_SMPi +
10 ibu_SMAi + 11 ibu_univi + 12 ayah_SDi + 13 ayah_SMPi +
14 ayah_SMAi + 15 ayah_univi + ui

(2)

UN(SMP)_bhsj = 0 + 1 TKj + 2 laki_lakij + 3 negerij + 4 tinggal_kelasj + 5

bekerjaj + 6 urbanj + 7 menikahj + 8 ibu_SDj + 9 ibu_SMPj +
10 ibu_SMAj + 11 ibu_univj + 12 ayah_SDj + 13 ayah_SMPj +
14 ayah_SMAj + 15 ayah_univj + 16 UN(SD)_bhsj + j

(3)

UN(SMP)_mtkj = 0 + 1 TKj + 2 laki_lakij + 3 negerij + 4 tinggal_kelasj + 5

bekerjaj + 6 urbanj + 7 menikahj + 8 ibu_SDj + 9 ibu_SMPj +
10 ibu_SMAj + 11 ibu_univj + 12 ayah_SDj + 13 ayah_SMPj +
14 ayah_SMAj + 15 ayah_univj + 16 UN(SD)_mtkj + j

(4)

This study only used kindergarten education as a form of formal early childhood
services so that the estimation can be demonstrated clearly form early childhood services that
may affect the National Test Score, so that a given policy implications are also right on target.
The author chose Indonesian Language and Mathematicss score because these two subjects
can describe the cognitive abilities of the individual. In addition to the variable UN (SD) _bhs
and UN (SD) _mtk, there are as many as 15 independent variables dummy is used, where the
value is 0 or 1.

81

Table 1 Criterion Variables

Karakteristik
Anak
TK
Jenis Kelamin
Bekerja
Karakteristik

Kriteria
ikut TK=1; tidak ikut TK=0
laki-laki=1; perempuan=0
sambil bekerja=1; tidak sambil bekerja=0
Kriteria

Keluarga
Pendidikan Ibu

Pendidikan Ayah

Status pernikahan
Letak Geografis

tingkat SD=1; tidak sekolah/sekolah

khusus=0
tingkat SMP=1
tingkat SMA=1
tingkat Universitas=1
tingkat SD=1; tidak sekolah/sekolah
khusus=0
tingkat SMP=1
tingkat SMA=1
tingkat Universitas=1
menikah=1; tidak menikah=0
perkotaan (urban)=1; pedesaan (rural)=0

Pendidikan
Tipe Sekolah
Pengulangan Kelas
Nilai Ujian Nasional (UN)

negeri=1; lainnya=0
tinggal kelas=1; tidak tinggal kelas=0
Nilai UN Bahasa Indonesia dan Matematika

This study uses the F-statistical significance test and t-statistics to determine determine
the effect of early childhood education and other factors on the score of UN. This study also
uses robust standard errors to address possible problems heteroskedastis in the econometric
model. The author obtained the necessary information from the Indonesian Family Life
Survey (IFLS) 2007/IFLS4. This study used it because it provides information like
participation kindergarten education in 2007 and the score of EBTANAS / UAN / UN. This
study only took two subjects from EBTANAS / UAN / UN because the total subjects are
different for each respondent. IFLS4 also provide information, such as gender, education and
type of school that followed by the individual, as well as the geographic location of residence.
IFLS4 also provides information about the highest completed educational level and marital
status of individual parents. The author takes individuals aged 11 to 16 years for the study.
Result and Analysis
This study has a sample size of 1,013 individuals for elementary level and 373
individuals for junior high level before regression. The author obtained the data necessary
information from the Indonesian Family Life Survey (IFLS) in 2007 Here are the results of a
statistical description of the independent variables used in this study,

82

Table 2 Statistics Description (Elementary Level)

Variabel
TK
laki_laki
negeri
tinggal_kelas
bekerja
urban
menikah
ayah_SD
ayah_SMP
ayah_SMA
ayah_univ
ibu_SD
ibu_SMP
ibu_SMA
ibu_univ

Rata-rata
0.4689
0.4857
0.8973
0.1136
0.6515
0.5143
0.8392
0.2521
0.1419
0.2485
0.0832
0.2989
0.1372
0.2016
0.0528

Std. Deviasi
0.4993
0.5000
0.3037
0.3175
0.4767
0.5000
0.3675
0.4344
0.3491
0.4324
0.2764
0.4581
0.3442
0.4015
0.2237

Minimum
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0

Maksimum
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1

The author uses OLS to estimate the effect of kindergarten education participation on
Indonesian Language and Mathematicss score in primary and secondary education. The
results of the statistical description in Table 2 and Table 3 shows, in addition to the variable
UN (SD) _bhs and UN (SD) _mtk, there are as many as 15 dummy variables were used. The
average value of the dummy variable indicates the percentage owned. For example, at the
primary level, the average value of man variable is 0.4857, it means the percentage of
individuals that male sex was 48.57% and the remaining 51.43% are women. Another
example for the junior high level, the average value of urban variable is 0.5550, it means
the percentage of individuals who live in urban areas it was 55.5% and the remaining 44.5%
live in rural areas. The average value for the UN(SD) _lang and UN(SD) _math variables is
the average value of the Indonesian Language and Mathematicss score. The maximum score
of UN(SD)_lang is 9.85 the highest of all the samples, while the minimum score is 4.01.
Mathematicss highest score at 10, while the lowest score is 2.87.
Table 3 Statistics Description (Junior High Level)
Variabel
TK
laki_laki
negeri
tinggal_kelas
bekerja
urban
menikah
ayah_SD
ayah_SMP
ayah_SMA
ayah_univ
ibu_SD

Rata-rata
0.4960
0.5121
0.7399
0.0054
0.1019
0.5550
0.8383
0.3016
0.1175
0.2921
0.0762
0.3460

Std. Deviasi
0.5007
0.5005
0.4393
0.0731
0.3029
0.4976
0.3687
0.4597
0.3225
0.4554
0.2657
0.4765
83

Minimum
0
0
0
0
0
0
0
0
0
0
0
0

Maksimum
1
1
1
1
1
1
1
1
1
1
1
1

ibu_SMP
ibu_SMA
ibu_univ
UN(SD)_bhs
UN(SD)_mtk

0.1619
0.1873
0.0476
7.094989
6.57962

0.3689
0.3908
0.2133
1.180295
1.447868

0
0
0
4.01
2.87

1
1
1
9.85
10

The author divides the estimation results in three equations. The first equation just
make kindergarten education as the only independent variable. The second equation adds
other factors as control variables but do not include the characteristics of the parents, while
the third equation consists of all control variables including parental characteristics.
The estimation results indicate that in the elementary level all independent variables
significantly affect the score of the UN jointly, unless the Mathematics in equation (1). This is
evidenced by the probability of regression value (Prob> F) that less than the significance level
(). While partially, not all independent variables significantly affect the score of the UN.
Kindergarten education affect the score of Indonesian Language significantly in
equation (1) and (2). Kindergarten education is able to increase the score of the Indonesian
Language by 33.78% in equation (1) and 24.37% in the second equation. Coefficient of
kindergarten education decreases as the other factors being added besides education
kindergarten.
Gender has no significant effect on the acquisition score of the Indonesian Language
and Mathematics for elementary level. These results differ from those estimates junior high
level estimation. It also illustrates that there is no difference between the ability of elementary
school students men and women.
Type of public schools affect the value of the UN Indonesian pad equations (2) and the
UN Mathematics in equation (2) and (3) significantly. Individuals who enroll in public
schools received grades Indonesian UN was 23.97% higher than individuals who attend
nonpublic school. Then, individuals who enroll in public schools UN Mathematics scored at
46.24% higher in equation (2) and 37.23% higher in equation (3) than individuals who attend
nonpublic school.
Then, the individual who ever repeated classes scored significantly lower for both
subjects in equation (2) and (3). Individuals who have ever repeated class get Indonesian
Languages score 33.95% lower in equation (2) and 34.12% lower in equation (3) than
individuals who did not repeat class. As for the Mathematics, individuals who ever repeated
class gained 38.02% lower score in equation (2) and 43.65% lower in equation (3) rather than
individuals who did not repeat class.
Geographical location of residence of individuals also affect significantly the
acquisition score of the Indonesian Language. Individuals who live in urban areas obtain
Indonesian Languages score higher than individuals who live in rural areas. Individu who
live in rural areas still use the language of a particular area, so rarely use Indonesian.
Some level of parental education on the equation (3) also significantly affect the score
of the UN. Mother's highest education level that reached elementary school, high school, and
college can improve individual grades mathematics examination. This mother's education
level can increase the acquisition Mathematicss score by of 28.16%, 47.13%, and 91.05%
respectively. The effect of maternal education coefficient also increases as higher levels of
education. Fathers highest educational level that reached college also significantly increase
the score of Indonesian Language by 49.85%.

84

Table 4 Estimation Output (Elementary Level)

Variabel
Konstanta
TK
laki_laki
negeri
tinggal_kelas
bekerja
urban
menikah
ibu_SD
ibu_SMP
ibu_SMA
ibu_univ
ayah_SD
ayah_SMP
ayah_SMA
ayah_univ
N
R2
Prob > F

UN Bahasa Indonesia
(1)
(2)
(3)
6.9522*** 6.7823*** 7.1105***
(0.0555)
(0.1685)
(0.2948)
0.3378*** 0.2437**
0.0690
(0.0795)
(0.0815)
(0.0946)
-0.0890
-0.1060*
(0.0803)
(0.0902)
0.2397*
0.2022
(0.1431)
(0.1674)
-0.3395** -0.3412**
(0.1307)
(0.1440)
-0.1410
-0.1347
(0.0869)
(0.0999)
0.3557*** 0.3217**
(0.0823)
(0.1002)
-0.3409
(0.2172)
-0.0414
(0.1237)
0.0000
(0.1534)
-0.0003
(0.1555)
0.1976
(0.2809)
0.1464
(0.1299)
0.0345
(0.1533)
0.2604
(0.1639)
0.4985**
(0.2297)
747
746
624
0.0236
0.0684
0.0842
0.0000
0.0000
0.0000

UN Matematika
(1)
(2)
(3)
6.5165*** 6.1396*** 6.2829***
(0.0609)
(0.1992)
(0.3683)
0.1437
0.1387
-0.0684
(0.0978)
(0.0993)
(0.1139)
0.0599
0.0768
(0.0974)
(0.1073)
0.4624**
0.3723*
(0.1729)
(0.2020)
-0.3802*
-0.4365**
(0.1482)
(0.1668)
-0.1003
-0.0601
(0.1023)
(0.1152)
0.0986
-0.0295
(0.1000)
(0.1162)
-0.2563
(0.2759)
0.2816**
(0.1421)
0.2418
(0.2201)
0.4713**
(0.2091)
0.9105**
(0.3161)
0.0270
(0.1505)
-0.0194
(0.1950)
0.1347
(0.2108)
0.2252
(0.2760)
744
743
625
0.0030
0.0250
0.0597
0.1420
0.0100
0.0002

Note : - * p<0.05, ** p<0.01, *** p<0.001

- () robust standard error
The next result is from junior high level estimation. The results of the regression
estimation show all independent variables in the regression significantly affect the score of the
UN together both Indonesian Language and Mathematics subjects. Probability value of the
regression results (Prob> F) junior high schools is smaller than the significance level ().
The estimation results indicate that the kindergarten education significantly affect the
score of the Indonesian Language in equation (1) and (2) alone, and significantly affect the
score of Mathematics in equation (1). Kindergarten Education increases 39.24% Indonesian
Languages score in equation (1) and 31.92% in equation (2). Kindergarten Education also
increases the score of Mathematics 41.84% in equation (1). Coefficients of kindergarten
education variable that affect the score of the UN also decreased from equation (1) to equation
(3) in junior high level estimation.

85

Gender of the individual was also a significant influence on Indonesian Languages

score in equation (2) and (3). Individual males scored Indonesian Language 32.83% lower in
equation (2) and 37.4% lower in equation (3) rather than individual women.
Individuals who enroll in public schools scored significantly Indonesian Language
higher than those who enroll in nonpublic school in equation (2) and (3). Type of public
schools providing score of Indonesian Language 37.08% higher in equation (2) and 36.12%
higher in equation (3) than other types of schools.
At the junior high level estimation results, parental marital status showed a significant
effect on the score of Indonesian Language. Complete parents and married affect positively
on individuals by increasing the score of the Indonesian Language by 79.51%. The highest
educational level of mothers who reach college are also significantly increases the Indonesian
Languages score of 60.3%.
It turns out that the score of the UN at the elementary level also affects the score of the
UN in the junior high level. Indonesian Languages score in elementary level can significantly
increase the score of the Indonesian Languages score junior high level of 10.74% in equation
(2). Mathematicss score in elementary level affect the score of Mathematics junior high level
for 42.95% and 43.8% in equation (2) and (3) respectively. This is because Mathematics is
one subject that is difficult to master, so the ability to master this subject may not differ much
while still in elementary school and junior high.
Table 5 Estimation Output (Junior High Level)
UN Bahasa Indonesia
Variabel
Konstanta
TK
laki_laki
negeri
bekerja
urban
menikah
ibu_SD
ibu_SMP
ibu_SMA
ibu_univ
ayah_SD
ayah_SMP
ayah_SMA

UN Matematika

(1)

(2)

(3)

(1)

(2)

(3)

7.4298***
(0.0817)
0.3924***
(0.1148)

6.5838***
(0.4196)
0.3192**
(0.1342)
-0.3283**
(0.1322)
0.3708**
(0.1443)
0.1129
(0.2350)
0.0639
(0.1341)

5.7034***
(0.4855)
0.2159
(0.1461)
-0.3740**
(0.1456)
0.3612**
(0.1536)
0.2279
(0.2591)
0.0280
(0.1461)
0.7951***
(0.1634)
0.3059
(0.1854)
0.2771
(0.2200)
0.2552
(0.2344)
0.6030*
(0.3356)
0.0545
(0.2017)
0.0601
(0.2767)
-0.0162
(0.2259)

7.1600***
(0.1033)
0.4184**
(0.1663)

4.5241***
(0.4602)
0.1906
(0.1987)
-0.0849
(0.1777)
0.0646
(0.2088)
-0.1656
(0.3072)
-0.1421
(0.1848)

5.1040***
(1.1258)
0.1308
(0.2140)
-0.0963
(0.2026)
0.0457
(0.2165)
-0.2546
(0.3443)
-0.2062
(0.1935)
-0.7847
(1.0933)
0.2671
(0.2775)
-0.0499
(0.3464)
0.0039
(0.3377)
0.3147
(0.4486)
0.1048
(0.2841)
0.1866
(0.3649)
0.3565
(0.3127)

86

ayah_univ
UN(SD)_bhs

0.1074*
(0.0583)

0.3283
(0.3313)
0.0929
(0.0679)

0.2436
(0.4582)

UN(SD)_mtk
N
R2
Prob > F

324
0.0350
0.0007

259
0.1121
0.0001

222
0.1602
0.0000

327
0.0191
0.0123

0.4295***
(0.0676)
263
0.1738
0.0000

0.4380***
(0.0733)
226
0.1990
0.0000

Note : - * p<0.05, ** p<0.01, *** p<0.001

- () robust standard error
At the elementary level, the independent married variable and working variable
have not a significant influence on the score of the Indonesian Language and Mathematics. As
for the junior high level, the working and urban variable do not affect the score of
Indonesian Language and Mathematics significantly. At the junior level, repetition variable
not included in the regression because the individual who ever repeated classes only two
people, so it is less valid to be included in the regression.
Kindergarten education affect the score of the Indonesian Language and Mathematics
if all other factors that may be influence too was not added in the regression. This causes the
effect of preschool education on the score of the Indonesian Language and Mathematics in
equation (1) and (2) for primary and secondary education to be invalid or biased. The low
value of R2 for each equation for the both level schools also suggests that the effect of
kindergarten education will not be valid if the other factors are not added in the regression.
Kindergarten education variable coefficients also decreased from equation (1) to equation (3)
for the both level schools.
Conclusion
Based on the research that has been presented in previous chapters, the author can take
a few conclusions. The results of this study indicate that kindergarten education (TK) affect
on the score of Indonesian Language and Mathematics National Test Score significantly when
all other factors are not added in the regression. Kindergarten education is no longer
significant when other factors added to the regression, especially the factors derived from the
characteristics of the parents. This causes the effect of kindergarten education to be invalid or
biased. The results of the study authors also showed that the mother's education has a
significant effect on the acquisition score of the Mathematics at elementary level. It means the
mother has an important role in children's academic grades since elementary school,
especially for subjects that are difficult to master. Not only the mother's education, the results
of this study also shows the influence of higher education owned by a father against the score
of Indonesian Language in elementary level. Marital status of parents affects the acquisition
score of the UN only in junior high level. This may be caused by psychological factors have a
child who has a more mature knowledge of the condition of the parents during old teenager.
Several other factors also significantly affect the score of the Indonesian Language and
Mathematics elementary and junior high levels. Neighborhood individuals residing in urban
areas significantly influence the score of the UN elementary level. Types of schools followed
a significant effect on the score of Mathematics in elementary level and Indonesian Language
in junior high level. The problem repetition class is also associated with a significant effect on
the score of Indonesian Language and Mathematics.
Early Childhood Education issues that expensive or lack of qualified educators and
interactive with children can be a cause of early childhood influences on achievement in
school becomes less than the maximum for the children. It can be used as the subject of
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further research on early childhood education. Early Childhood Education can be a means for
children to train the ability to think and read as a self preparation before entering into formal
education. Early Childhood Education requires that funds must be spent by the parents. This
needs to be considered for the government to issue a policy, such as grants or tax reductions
for early childhood services (Burger, 2010b), to support the expansion of early childhood
programs. The government can co-founded institutions of early childhood education with a
low cost or free, but has quality educators so that more children get the opportunity to acquire
education praformal, learn while playing, which is a positive impact on their future academic
achievement.
The study also found that in addition to preschool education, other factors influence
the individual academic grades. The government needs to encourage outreach to the parents
that the parents need to spend time with their children, especially when learning.
Collaboration between teachers in the school and parents is important to monitor the academic
progress of children and control their behavior so as to reduce problems such as repeat classes
or dropout. The government also needs to pay attention to the quality of education in rural
areas. Schools in rural areas requires a qualified teaching staff and better facilities in order to
bring out children that can be competent with children who attend school in urban areas.
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development? An international review of the effects of early interventions for chil dren
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Information, Communication and Technology

(ICT) in Early Childhood Education

92

ROBOTICS IN EARLY CHILDHOOD DEVELOPMENT

Yudianto Sujana
Program Studi PG-PAUD, Universitas Sebelas Maret, Surakarta
Email: yudianto.sujana@gmail.com
Abstract: This article presents the robotics technology and the benefits on early childhood
development. Robotics technology can help children to think creatively and systematically,
learn to work together, problem solving and improve fine motor skills. The use of robotics in
early childhood development is also very suitable to constructivism theory which states that
learning is to build knowledge of the self. The robot that used is Huna robotic education kit
that is suitable for children because it can be assembled into a variety of shapes and are
made of materials that are safe for children. This article also describes the steps in
introducing robotics technology to early childhood.
Keywords: robotics, early childhood development, educational robotics kit

Introduction
Robotic technology is one of the very rapid development of technology, including in
Indonesia. For common people the robot is sensed as a machine that is made up of metals and
shaped like a human or animal that can move and do activities such as living creatures. This
is reasonable due to the lack of education about robots in Indonesia, the robot knows only
through robot-themed films in the form of humans or animals. The robot itself has long been
used in industry to increase productivity of work. Many jobs are less suitable if done by
humans as a job that needs a high level of accuracy and high risk jobs can be replaced by
robots.
The word "robot" comes from the Czech language "robota" meaning workers. The
word robot was first used in a play called Rossum's Universal Robots in 1921 to refer to a
machine that can do the work of humans automatically. While the definition of a robot
according to the International Organization for Standardization is "an automatically
controlled, reprogrammable, multipurpose, manipulator programmable in three or more axes,
the which may be either fixed in place or mobile foruse in industrial automation
applications." (ISO, 2012).
The use of robots today not only limited to the needs of work, but the robot can also be
used as a medium of learning, which is called the educational robot. As the name implies,
educational robot is a robot which is used as a medium of learning, because through
educational robots we can learn a variety of disciplines such as mathematics, science, ICT
and others. Educational robot can be assembled into a variety of shapes and can be
programmed to perform a variety of movements and work, so that it can increase creativity.
Various types of educational robots can be met in the market such as Roborobo, NXT, Lego,
Fishertecnik, i-Robo, Robo Kai, Polulu, and Huna Robo.
The use of educational robot as a learning medium can be initiated at an early age. In
early childhood, educational robot utilized as a means to improve aspects of child
development such as cognitive, fine motor, social, emotional and art. One type of robot that is
suitable for use in early childhood is Huna Robo. Huna Robo parts have bright colors so it is
appealing to children and are made of materials that are safe for children. Moreover Huna
Robo also has CE certification (European) and KC (Korea) so the safety is assured.

93

Robotics Benefits In Early Childhood Development

Learning using educational robot in early childhood are in accordance to the theory of
constructivism. The theory of constructivism is learning to build knowledge itself, once
digested and then be understood within the individual, and an act of the person (Semiawan,
2002). Introducing robot to early childhood clasroom is well suited since the basic four tenets
of constructionism are already present in early education: learning by design, manipulating
(computational) objects to think with, the exploration of powerful ideas, and the importance
of self-reflection (Bers, Ponte, Juelich, Viera, & Schenker, 2002). With educational robot
children can make the robot according to their imagination and make it move or perform
certain tasks, so the the child can build his own knowledge.
The educational robot also has many benefits to early childhood development,
especially in the field of cognitive, fine motor, social, emotional and art.
Cognitive
Cognitive development is a child's intelligence in the form of the ability to know,
remember and understand the various objects. Cognitive ability can be understood as the
ability of the child to think and the ability to perform more complex reasoning and problem
solving (Desmita, 2009). Paiget states that cognitive development occurs when children are
constructing knowledge through active exploration and investigation of the physical and
social environment in the neighborhood (Catron & Allen, 1999).
Educational robot Huna Robo consists of various parts that can be assembled into a
robot form and each part are grouped into different colors. It can enhance children's cognitive
such as the introduction of color, geometric shape recognition, number recognition, patterns,
classifying objects and recognize differences in size, small-big, long-short.

Figure 1. Huna Robo part list

Fine Motor
Fine motor skills is an ability to coordinate the movement of the small muscles of the
limbs such as fingers and eyes. Sujiono (2009) argues that the fine motor skills are
movements that involve only certain parts of the body and performed by small muscles, such
as the skill to use finger hand and wrist movement.
Parts of the Huna Robo are able to combined and formed into other shapes. In melding
between parts need concentration and thoroughness in order part is installed properly, it will
train the fine motor skills so the children can thrive.

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Figure 2. Assemble Parts Example

Figure 3. Turtle Robot

Social Emotional
Social development is the ability of learning and behavior related to the individual to
live as part of the group. Hurlock (1992) argues that social development as the acquisition of
the ability to behave in accordance with social demands which include: 1) learn to behave in
a socially acceptable 2) plays the role of socially acceptable, and 3) demonstrate appropriate
social attitudes.
Emotion is a complex situation, there may be feelings / thoughts are characterized by
biological changes that arise from a person's behavior. Emotion refers to a feeling or thoughts
Typically, a biological and psychological state as well as a series of tendencies to act
(Goleman, 1995).
The use of educational robot Robo Huna conducted in groups, each group was given a
set of parts. In the process the children will learn to socialize with friends with a group, learn
to work together, learn to respect each other, not fighting over the parts (each caving) and
train patience and perseverance in making a robot.

Figure 4. Children in group

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Art
Learning art is an attempt to explore the potential of children outside of cognitive
abilities. Art can be used as a medium of self-expression and foster the creativity of children.
The benefits of art according to Pekerti (2008) is as a medium of self-expression,
communication media, playing media and to channel the interests and talents of the child..
Robo Huna ability to be assembled in a variety of forms can be a medium of expression for
children, children can form a robot according to the imagination and creativity, and can foster
a sense of confidence and pride of the robot their makes.

Figure 5 Robots

The steps of Learning Robotics

Robotics learning in early childhood should be done gradually and adapted to the
child's developmental level. Learning robotics in early childhood can be divided into four
stages as follows:
1. The parts introduction phase. At this stage the child is introduced to the parts of Huna
Robo and how to unify among parts. Asked children to assemble static robot that have not
moved and adjusted to the stories that have been prepared, such as Three Little Pigs story.
When finished making the robot, teachers or parents tell a story and invite children to
play a robot that has been made to fit the story.

Figure 6. Three Little Pigs and wolf

2. The motors introduction phase. At this stage children begin to introduced to the motor
and also a source of energy such as batteries. Asked children to make a robot that can
move like crocodile robot, dog robot, rabbit robot and frog robot. After successfully
making the robot, children are invited to talk and discuss how the motor and energy
sources works.
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Figure 7. Bunny robot

3. The sensor introduction phase. At this stage the children are introduced to an infrared
sensor that can be used to move the robot dynamically. Asked children to create the robot
that utilizes a sensor, such a train robot that can move to follow a black line (line
follower), the duck robot that follows the white paper, skiing robot that can recognize the
edge of the table and a the car robot that can recognize the wall. After successfully create
the robot, children are invited to talk and discuss about how the infrared sensors works.

Figure 8 Duck robot

4. The remote control introduction phase. At this stage the children are introduced with a
remote control that functions to move the robot from a distance. Asked children to make a
robot that can be driven using the remote control like racing car robot, tank robot and
insect robot. After successfully create robot, children are invited to talk and discuss about
how the remote control works.

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Figure 9. Racing car robot

Conclusions
The introduction of robot technology can be done at an early age, but only as a medium of
learning to improve aspects of child development, not to introduce robotic technology itself.
Aspects of child development can be enhanced through robotic technology are cognitive, fine
motor, social, emotional and art. Robotics learning in early childhood should be done
gradually and adapted to the child's developmental level.
Based on this study it should be carried out further research to measure the effectiveness of
the application of robotic technology to the development of children.

References
Bers, M. U., Ponte, I., Juelich, K., Viera, A., & Schenker, J. (2002). Teachers as Designers:
Integrating Robotics in Early Childhood Education. Information Technology in
Childhood Education, 123-145.
Bers, M. U., Seddighin, S., & Sullivan, A. (2013). Ready for Robotics: Bringing Together the
T and E of STEM in Early Childhood Teacher Education. Jl. of Technology and
Teacher Education, 355-377.
Catron, C. E., & Allen, J. (1999). Early Childhood Curriculum: A Creative Play Model , 2nd
Edition. New Jersey: Merill Publ.
Desmita. (2009). Psikologi Perkembangan Peserta Didik.
Goleman, D. (1995). Emotional Intelligence. Michigan: Bantam Books.
Hurlock, E. B. (1992). Perkembangan Anak jilid 1. Jakarta: Erlangga.
ISO. (2012, March 1). ISO 8373:2012 Robots and robotic devices. Retrieved September 2,
2014, from International Organization for Standardization:
https://www.iso.org/obp/ui/#iso:std:iso:8373:ed-2:v1:en
Joao-Monteiro, M., Cristovao-Morgado, R., Cruz, M. G., & Morgado, L. (2007). A Robot in
Kindergarten. HAL, 382-387.
Pekerti. (2008). Metode Pengembangan Seni. Jakarta: Universitas Terbuka.
Santrock, J. W. (2002). Life-Span Development: Perkembangan Masa Hidup, Edisi 5, Jilid 1.
Jakarta: Erlangga.
Semiawan, C. (2002). Belajar dan pembelajaran dalam taraf pendidikan usia dini:
Pendidikan prasekolah dan sekolah dasar. Jakarta: Prenhallindo.
Sujiono, N. Y. (2009). Konsep Dasar Pendidikan Anak Usia Dini. Jakarta: Indeks.

98

IMPLEMENTING INSTRUCTIONAL SYSTEM DESIGN

BETWEEN TAIWAN AND INDONESIA VIA ONLINE TEACHING
Yeni Rachmawati
(Ph.D. Student at National Dong Hwa University,Taiwan;
Instructor of Indonesia University of Education, Indonesia)
Cheng-Hsiung Lu
(University of Hawaii at Manoa, USA)
Hui-Hua Chen
( National Dong Hwa University, Taiwan )
Ocih Setiasih
(Indonesia University of Education, Indonesia)
Leli Kurniawati
(Indonesia University of Education, Indonesia)
Abstract
The purpose of this study is to share information about the necessity of multicultural education in Indonesia
through online teaching, that held at National Dong Hwa University, Taiwan, and Indonesia University of
Education, Indonesia. As multicultural education will help students to create equal educational opportunities
from diverse racial, ethnic, social-class, and cultural groups, one of its important goals is to help all students to
acquire the knowledge, attitudes, and skills needed to function effectively in a pluralistic democratic society
and to interact, negotiate, and communicate with people from diverse groups in order to create a civic and
moral community that works for the common good. This study has implemented Dick and Carey model by
online teaching approach. The subjects on this research are the fourth semester of undergraduate students who
are majored in Early Childhood Teacher Education at Indonesia University of Education. They are composed
of one male and fourteen female students. The results may not be generalized to other teaching institutions due
to the limited numbers of the participants. This research was conducted in two public Universities in two
countries. The first location is held in the Department of Curriculum Design and Human Potentials, National
Dong Hwa University, Taiwan; the second location is held in Department of Early Childhood Teacher
Education, Faculty of Education, Indonesia University of Education, Indonesia. It was interesting that using
online teaching still could achieve good improvement, similar to traditional teaching that using face-to-face
situation. The distance between Taiwan and Indonesia is not influenced and being distraction for the learning
process; neither the limitation of media, tools and Internet connection affected as long as the teacher prepared
well all of needed materials. By using Dick and Carey's instructional system design, students were able to
enhance their understanding about this theme of learning. This condition showed the increase of students'
performance mean scores from 5.142 to 8.928 with four students able to get posttest scores 100% correct,
seven students 90% correct, two students 80% correct, and only one student 60% correct. According to the
percentage of the average score of posttest, the teaching activity by using this approach has succeeded to
improve students' understanding about multicultural education. In addition, the percentage of each item has
increased as well. The comparison between pre and post test has shown that the lowest score on pretest is 2.0
and the highest one is 7.0. It dramatically increased on the posttest scores with the lowest score 6.0 and the
highest score 10. The rising scores ranged between 2-6 scores with an average of 3.785 point. Consequently,
the online teaching by adopting Dick and Carey's ISD model has been proved to be effective for improving
student's learning peformance.
Keywords : Multicultural education, online teaching, traditional teaching, instructional system design

A.

Preface
Multicultural issue is something important in Indonesia due to the uniqueness and
cultural diversity in Indonesia. Indonesia is the largest archipelago in the world. It is a
South East Asian country located on the equator, between the continents of Asia and
Australia, and between the Pacific Ocean and the India Ocean (Kementrian Sekretariat
Negara RI, 2013; Albert, Trommsdorff, Mayer, & Schwarz, 2005). Indonesia has huge
population is around 222 million people in 2006 (kementrian sekretariat negara RI; ; 2013).
Therefore, Indonesia becomes the worlds fourth most populous nation after China, India
99

and the US (Kementrian Sekretarian Negara RI, 2013; Population Reference Bureau, 2003).
Furthermore, Indonesia consists of 17,508 Islands (kementrian sekretariat negara RI; 2013)
with around 370 ethnic groups and languages (Amaleeet al; 2007). According to
Kementrian Kebudayaan dan Pariwisata (Maskur, n.d.) Indonesia has 125 faiths with six
religions are acknowledged and approved by state, namely Islam (88%), Catholic and
Protestant (8%), Hindus (2%), Budha (1%) and konhuchu (1%) (CIA cites in Albert, et all;
2005). For these reasons, it is relevant to conclude that Indonesia is very diverse in nature
(Miksicet al; 2002; Kosasih, n.d.). From this information, the author intended to conclude a
whole picture which protrayed the demographic reality, as below:

Picture. 1 Diversity of Indonesia

Indonesia is a diversity country, but the issue of multicultural education is still new in
society. However, recently, several studies and researchers have discussed about these issues
is conducted around 2000s (Amirin, 2012; Suparlan, 2002; Lubis, 2006; Syaifuddin, 2006;
Amirin, 2012). So this topic is very interesting to discuss in a class.
B.Purpose of the Study
The purpose of this study is sharing of information about the necessity of
multicultural education in Indonesia through teaching online, that held in National Dong
hwa University, Taiwan and Indonesia University of Education, Indonesia. Multicultural
education will help student to create equal educational opportunities from diverse racial,
ethnic, social-class, and cultural groups. One of the important goals is to help all students to
acquire the knowledge, attitudes, and skills that needed to function effectively in apluralistic
democratic society and to interact, negotiate, and communicate with peoples from diverse
groups in order to create a civic and moral community that works for the common good.
Moreover, from this study, students would make reflection in their own country, and
emphasize about their national identity.
C. Literature Review
1. Instructional System Design Models
a. Definition
Instructional Systems Design (ISD) Models are the systematic guidelines instructional
designers follow in order to create a workshop, a course, a curriculum, an instructional
100

program, a training session, or the instructional materials and products for educational
programs. ISD is a process to ensure learning does not occur in a haphazard manner, but is
developed using a process with specific measurable outcomes. The responsibility of the
instructional designer is to create instructional experiences, which ensure that the learners
will achieve the goals of instruction (Rao; 2013, P7).
b. Componen of the sistems approach model
The componen of instructional system design of Dick and Carey (2005) including;
a.Identify instructional; b. Conduct insructional analysis; c. Analyze learners and contexts;
d.Write performance objectives; e.Develop assessment instruments; f.Develop instructional
strategy; g.Develop and select instructional materials; h.Design and conduct formative
evaluation of instruction ; i. Revisi instruction; j.Design and conduct summative evaluation

Figure 2.1. Dick and Carrey Instructional System Design Model

2. Online Learning
Online learning is inherently related to ICT. This have three categories ; the ubiquitous
workstation (usualy means a multimedia PC equipped with a web browser), the
communication technologies that enable widespread learner networking and access to the
web, and the software tools that enable educationalists to author and deliver online learning
(mcpherson, et all ;2004). At the beginning of the 1990s only a handful of educators and
educational researchers were seriously involved with creating and teaching Alnetwork
courses, yet a decade later millions of student are online, not only in the United States but
also around the world (Hiltz & Goldman; 2005). The use of computers was verified in the
US Departements of Labor and Educaions report entitled what Work Requires of school: A
SCANS Report for America 2000,whih includes the following as one of the five
competencies needed by todays workforce (SCAN cited in Morrison & Lowther, 2005).
Work with a vaiety of technology
Select technology-chooses procedures, tools, or equipment, including computers and
related technologies
Applies technology to task understands intent and proper procedures for set up and
operation of equipment
Maintains and troubleshoots equipment-prevents, identifies, or solves problems with
equipments, including computers and other technologies
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Online education is a growing field with over 30% of college students taking at least one
online course last year (Allen & Seaman, 2014). Many colleges and universities are
exploring ways to expand or extend their programs to students online. Some programs are
offering courses completely online, while others are using a blended approach, incorporating
online components into their existing courses.
Researchers have argued that online courses can be as effective as traditional
instruction when the method and technologies used are appropriate to the instructional tasks,
there is student-to-student interaction and timely teacher-to-student feedback (Hamzaee,
2005, p. 216).
Changinging circumstance within the world at large and the increasing accessibility of
technological solution are driving those of us who work in further education and higher
education institution to develop innovative learning strategies and solution. In order to
respond to escalating demands from both society and industry, through the adoption of
flexible online learning environment. Within the online learning environment, educationalist
are now able to reach increasing number of student in traditional higher education, further
education, distance education and continuing professional development (Berge and Collin,
cited in mcpherson, et all ;2004)
Will and Alexander (Mcpherson, et all ;2004) explain that technology in itself does not
change or improve teaching and learning. Attention to management processes, strategy,
structure, and most importantly roles and skills, are the key to successfully introducing
technology in university teaching and learning.
Ausserhofer described this technology as the most recent educational panacea being
used to try and provide student with transferable skills, namely online communication,
online discussion and negotiation of meanings (Mcpherson, et all ;2004).
Khakhar and Quirchmayr defend the idea that such a framework should focus on how
technology can efficiently support tutors and educationalists in their capacity to provide
learners with high quality learning environments, support materials and learning and
teaching strategies, withn the institutional and social environment in which they are
embedded (Mcpherson, et all ;2004).
Goodyear (Mcpherson, et all ;2004) proposes that this framework should aim at:
Improving the quality of the organisational environment in which online learning
takes place
Developing pedagogical frameworks appropriate to the environment in which
learning is taking place
Enhancing the skills of teachers, trainers and managers in the use of innovative
methods and techniques
Ensuring the quality and user friendlines of learning materials and online services
Encouraging the recognition of qualifications obtained through online learning
a. Online Tutoring Strategies and Skill
McPherson, et all (2004) said that tutoring online is definitely different with
traditional instruction. Sometime its more difficult and need some supporting to make it
more efficiency. He then described the four main online tutor roles as Berge identifying:
Pedagogical and intellectual roles are some of the most importan for the online
learning process (Paulsen, 1995). The online tutor uses questions and probes for
learners responses that focus discussion on critical concepts, principle and skills
(Zafeiriou, 2000). These roles may involve opening discussions, focusing on relevant
content and issues, intervening to promote interest and productive conversation,
maintaining student to involve in discussion, and summarising debate
Social roles involve the creation of friendly and comfortable social environments in
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which learner feel that knowledge is possible.

Managerial or organisational roles involve setting learning objectives; establishing
agendas for the learning activities; timetabling learning activities and tasks; and
clarifying procedural rules and decision-making norm (Mason; 1991; Paulsen; 1995)
Technical roles, possibly the most daunting for academics, involve becoming familiar,
comfortable and competent with the ICT system and software that compose the online
learning environment.

Figure 2. 1. Online tutoring roles

Numerous authors, such as Gerrard (2002) and McPerson et all (2004) assess the
online environment as follow:
Place greater emphasis on written skills

Produces a more formal tone

Does not follow a linear conversation but instead promotes multiple conversations

Does not confine tutoring to specific time

Places greater emphasis on student-student learning

Requires tutors to develop new ways of encouraging participation

Requires tutors to assess the worth of online contributions

b. Time for Change
Change to the educational system are often met with marked resistance, regardless of the
recommended alternations that are proposed or the advanced technologies that offer new
opportunities (Hiltz & Goldman; 2005).
D. Method
This teaching and learning activity has implemented Dick and Carey model (2005)
by teaching online approach. This model as well known is innovative in constructed
curriculum and teaching method to design, analyze, develop, implement and evaluate
instruction.
Dick and Careys theory offer a linear method which fulfills the empirical and
replicable process for the purpose of the study. The auxiliary explanations of the research
subjects and instruments are respectively designated at below.
1. Research subject and characteristic
The subjects on this research are the fourth semester of undergraduate student who
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are majoring in Early Childhood Teacher Education, at Indonesia University of Education.

They are consisting of one male and fourteen female students who have age approximately
20 years old. Multicultural education is one topic of the Social science for early childhood
education course.
As instructor, I would encourage student to knowing the issue of multicultural
education in the world and the connection to Indonesia. We discuss it from the beginning of
Indonesia independent, our cultural diversity condition, and the challenging in the future.
As a young generation they should concern toward the cultural issues, they have a
big responsibility to protect the cultural diversity from extinction. The students supposed to
have positive attitude in this topic.
2. Obtain the Research Subjects
The class will implement teaching online approach. I as a teacher will lecture in
NDHU, Taiwan and my student will be study at Indonesia University of education. I will use
the PPT. To raise motivation and give some attraction in my way of teaching, I arrange the
PPT with variation of color, graph and a lot of picture. Then I put some activities for
students to sing medley songs of nusantara. This song is related to national identity of
Indonesia that mention in my content. Toward this activity, student will active, enjoy and
feel excited. So to make it more meaningful,optimum and enjoyable activity, I made
collaboration with my colleague that she was a musical instructor in my department. The
last activity, we will discussion some issues and interactive communication.
3. Place and Location the research
This research will conduct in two public Universities in two countries. The first
location is held in Departemen of Curriculum Design and Human Potential, National Dong
Hwa University in Hualien City- Taiwan. The second location is held in Departement of
Early Childhood Teacher Education, Faculty of Education, Indonesia University of
Education in Bandung- Indonesia.
National Dong Hwa University is the biggest campus in Taiwan. Its founded in 1994.
Similarly, with Indonesia University of education, either is one of the biggest campus and
the oldest Educational University in Indonesia. It founded in1954.
4.Design Models
In these study, I would implement ISD with teaching online as a part of Instructional
System Design model. At the time of applying teaching-learning activities, I would give a
pre test first. Afterwards, student will watch the video, then. They would be given the post
test.

Figure 1-2 . Design teaching-learning model

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5. Research Instrument
On this research will use instrument to evaluate academic achievement of the student,
and teacher performance. For students achievement, I use pretest and posttest. For the
teacher performance, it will be used the student feedback and peer review feedback.
6. Research Limitation
These study will be held in National Dong Hwa University connected to Indonesia
University Education. The teaching online will present about the necessity of multicultural
education in Indonesia at social studies courses. In this Class, there are 14 students of EarlyChildhood Teacher Education Departement. The duration of the teaching is around 60
minutes; 10 minutes pre test; 40 minutes lecturing; then 10 minutes post test. The results
may not generalized to other teaching Due to the limitation number of the participants .
E. Discussion
Teaching Online is implemented on 4th June 2014 at the seminar room C317
Departement of Curriculum Design and Human Potential Departement, National Dong Hwa
University. It connected to Indonesia in the Room 306 at Early Childhood Teacher
Education Departement, Faculty of Education, Indonesia University of Education. The Class
in Taiwan was presented by 11 student and in Indonesia presented by 14 students.
The teaching online start on 10.30 AM until 12.00 PM. The class begin with introduction
the group member in NDHU and UPI. Furthermore, the teacher offering pretest around 5
minutes, then lecturing, singing together and discussion. At the last, class is closing with
posttest.
1. Analysis of Pretest, Posttest Scores
It was extremely interesting that using teaching online still can achieve good
improvement, similar to traditional teaching that using face to face situation. The distance
between Taiwan and Indonesia is not influenced and distraction the learning process.
Neither the limitation of media, tools and Internet connection is not a big deal, as long as the
teacher prepared well all of stuff material.
After implemented teaching online that presenting about the necessity of multicultural
education in Indonesia, using Dick and Carey's instructional system design, the student be
able to enhance their understanding about this phenomenon. This condition was revealed by
table 8.1 that showed the increase of students' performance score mean from 5.142 become
8.928. Four students able to get posttest score 100% correct, seven students got 90% and
two students got 80%, and only one student got 60%.
According to percentage of the average score of posttest the teaching activity by using
this approach has succeeded to improve student understanding about multicultual education.
In addition, the percentage of each item has increase as well.

Figure 8.1. Comparation Pretest and Posttest Score

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The comparison chart above, has shown that the lowest score on pretest is 2.0 and
the highest is 7.0. It dramatically increasing on the posttest score, the weakest score is 6.0,
and the tallest is 10. The rising score between 2-6 score, in average the rising point is 3.785
point. So, the teaching online using ISD Dick and Carey model has improve the student
peformance.
2. Analysis of Peer Review Form
The chart below are the respond of peer review when the teaching online is
implemented. The number of respondent is seven people. The peer review form used the
form of Chang et all. (2005) which was composed of five dimensions : mastery of course
knowledge (three items), presenting the teaching contents clearly (eight items), flexible
usage of teaching strategies (eights items), masteri of effective classroom management skills
(five items), and make good use of communication skills (six items).
Item 1. Mastery of course knowledge
The graph has shown that 71% respondent feel excellence and 29 % satisfactory
for the items of mastery of course knowledge. This part of the item mentioned that the
instructor be able to grasp the teaching material completely. Then the instructor be capable
of link the old and new knowledge of students effectively. Furthermore, the instructor be
able to link the life experience of students.
Figure 8.2. Mastery of Content

Item 2: Presenting the teaching content clearly

The graph clearly seen that 73% of respondent feeling excelence toward the skill of
instruction to present the teaching clearly, 25% feeling satisfy, and O% of respondent feeling
it presenting in below average. While 2% peer review respond for the item number2.8. that
mention about summarize the learning point, the instructor not applicable or not performed
that point.

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Figure 8.3. Abilty to present teaching content clearly

Item no.3. Flexible usage of teaching strategies
The pie char below, has shown us that 58% of respondent consider that it was
excelence in flexibility usage of teaching strategies, 32% assest it satisfactory. While 1 %
consider below average, especially on item 3.1. initative and maintain student motivation. In
addition, 9% respondent consider that the instructor not performed on item number 6.7 that
mention about the ability to implement remedial instruction according to student individual.

Figure 8.4. Flexible usage of teaching streategies

Item 4. Mastery Of Effective Classroom Management Skills
This grap has shown that 63% respondent admit that the instructor is excelence and
mastery of effective classroom management skills, and 11% think satisfactory. While 0%
consider below average and 26% recognize that the instructor not applicabe or not
performed on item 41. That mention about ability to keep classroom regulation, point 4.2.
proper use of rewards and punishments and the item 4.5. that mention ability to handle
student misbehavior properly.

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Figure 8.5. Mastery of effective classroom management skills

Item 5. Make good use of communication skills

The char below, it clearly seen that 46% respondent acknowledge that the instructor
excellence using the communication skills, and 23% feeling stisfactory. While 10% admit
that the instructor using communication skill below average, particularly on item 5.5. that
mention about correct, neat and orderly hand write. In addition, 21% respondent consider
that it is not applicable or not performed on item 5.2. that mention about take care of
majority students and walking around the class .
F. Conclusion
Teahing online is quite fun, and good experience for teacher and student. We
engaged with high technology and contemporary issues in teaching. Beside that the most
importan thing is teaching online could be succeed and reach the instructional goal. The
student achievement and knowledge showed in good performance.
In general, the praxis of instructional system design using teaching online be able to
enhance student understanding of multicultural education.Refer to the result of pretest and
posttest that revealed student understanding about the topic has improved from 5.142 mean
of pretest to 8.928 mean of posttest.
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In addition, feedback questionnaire students illustrated most of the students feel

satisfy, and interested in the topic. Something that I have to improve on this teaching online
is maintain two languages, bahasa and English in my PPT, because this teaching at two
country it should be use two languages, although my focus is my students in Indonesia.
Another is preparation in technical neednest. I need to print out my PPT, so I did not face
difficulties technically to see my PPT.
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EFFECT OF UTILIZATION CD INTERACTIVE MEDIA IN SCIENCE LEARNING

MOTIVATION FOR THIRD GRADES ELEMENTARY SCHOOL
(Experimental study in Palmerah 15 state primary school, West Jakarta Academic Year
2010/2011)
By
Mohamad Syarif Sumantri dan Rina Kristanti
Faculty of Educational Jakarta State University
Email : syarifsumantri@yahoo.com
This study aims to to get empirical data on the effects media utilization Interactive CD on
motivation to learn science third class Elementary School. Research with an experimental
method through the design of post-test only control group. The population in this study were
all students of third class Elementary School in West Jakarta. Samples were third-grade
students in 15 public elementary school Palmerah, West Jakarta numbering 70 students,
which is 35 students as the experimental class and 35 students as the control class. Samples
were taken by using a cluster sampling technique. The data was collected using a
questionnaire enclosed motivation to learn science in elementary school third grade. Data
analysis techniques using t-test, at significance level = 0.05. The test results showed t = 3.48
> t table = 1.66; means H0 is rejected and H1 is accepted. With the conclusion of the study is
the use of interactive CD of media positive effect on the level of motivation to learn science
elementary school third-grade students. The implication of this study is that teachers and
parents need to know that the student's motivation to learn science need to be considered
because it helps the students have learned the task of accepting full responsibility, students
can complete the task well, they are persistent have difficulty and optimistic attitude in
learning science . In addition, teachers can utilize interactive CD of media as a source of
helpful learning increases learning motivation science. Through Interactive CD of media,
motivation to learn science students will be increased and learning to be effective, so the
enjoyable will support the learning process in the classroom.
Keywords: CD of media, learning motivation, science, elementary school
Introduction
In general science lessons in primary schools carried out by means of the approach
through a text book. Math and science is often presented in a way classical or technical
lectures by teachers at school. With classical style actually makes students easily bored and is
difficult to understand the lesson presented by the teacher, the teacher's role in science lessons
should consider and serious in trying to improve the motivation of their students so that
students can understand the subject matter with better science.
In general, elementary school teachers have not been optimized to manage the
classroom effectively subjects such as science teachers should emphasize the competence of
science process skills through observation and practice. But most teachers will prioritize a
lecture approach and students are encouraged to memorize all the material rapidly and
accurately. Though the subjects of science requires the skills and knowledge that is more than
just recall it. Primary school teachers have only put on the achievement of the learning
outcome goals and only pay attention to the completion of a structured learning program
teachers without regard to the need of students, how students learn, enthusiastic about
learning or mastery learning.

111

Continuous learning process using lectures, reading materials, and do the problem is
how to teach the less appropriate (Sri Esti Wuryani D, 2006). This makes students depressed
and learning are boring and tend to be less meaningful than students are encouraged to
conduct individual or group practice. In general, elementary school teachers who less
maximize of media and learning resources are available in the school. For example, the use of
interactive science CD of media to motivate students to learn concepts more a real.
Utilization instructional media according to Yudhi Munadi (2008) is one alternative
that can be used to increase students' motivation to learn science. Instructional media is a tool
in conveying the material that students are enthusiastic and obtain better learning results.
Based on the results of early observation that the information obtained by researchers
studying media use by teachers is not serious. Appropriate learning media is suspected of an
interactive CD. Interactive science CD media available in many primary schools.
Wibowo, Thomas (2005) explains that this interactive CD media play a role in
facilitating student learning significantly. Media interactive CD to help students understand
the material science in accordance with the daily lives of students. For example, material
changes in energy. This illustrates that the teacher must always be active, creative and
initiative in tackling the problem of learning. This condition is more teacher encourages active
and creative role, recall position of teachers as advisors, mentors, and an incentive for the
students' activities. One of the active role of the teacher is using the media in accordance with
the times in the learning process.
Learning by using interactive CD media is done by looking at the problem is the lack
of motivation of third-grade students Palmerah 15th State Primary School This action is a
preventive measure to prevent saturation of learning science. Based on the above problems,
the researchers are interested to see the effect of instructional media interactive CD on
motivation to learn science third grade elementary school students.
Research Methods
The purpose of this study was to get empirical data on the effects of media use
Interactive CD on motivation to learn science 3rd grade elementary school students and the
study was conducted in 15 public elementary schools Palmerah, West Jakarta. The study was
conducted in February - March 2010.
The research method is a method of experiment, because researchers rely on
independent variables directly is research that intentionally manipulates the independent
variable to see the effect that occurs in the dependent variable.
Posttest study design using the design-only control group, and there are two groups
chosen at random (R). Experimental group and the group given no treatment is called the
control group. To perform tests on independent variable group performed two static design.
These two groups are assumed to have the same characteristics, namely class, age, and
teaching materials, and the only difference in treatment alone. The results of measurements of
the dependent variable of the two groups were compared to see the effect of the treatment.
Tabel 1
Two Design Group

R
R

group
E
K

Treatment
X1
-

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Posttest
Y1
Y2

Based on the design of the study, the treatment given to the experimental group. The
treatments were given in this study is to learn science by using interactive CD media and
purpose of the treatment is expected to encourage higher student motivation to learn science.
Treatment of 12 times with a duration of 30 minutes for the sessions. The material in each
treatment according to the science of learning materials.
To get data on the differences in learning motivation science experimental group and
the control group, the researchers conducted an evaluation performed by instrument
questionnaires given after treatment (post-test). Post-test results of comparison studies
measure differences in learning motivation science experimental group and control group.
The target population is the entire third grade elementary school students in West
Jakarta. The sample in this study is a third grade student of Palmerah public elementary
school in West Jakarta. Sampling technique uses cluster sampling technique. Cluster sampling
is a sampling performed not based on class or strata, but is based on a group or cluster.
Sampling was conducted by: (1) Collect and take random public schools in 8 districts
of West Jakarta is obtained as the first stage. (2) Take the 29 Kelurahan randomly from 1
districts of Palmerah obtained as the second stage. (3) Selecting Palmerah in 3 schools in the
district which has a computer laboratory at random. (4) Based on the randomly selected 2
schools. Finally, based on the design of the study, the selected schools with third grade
parallel, the class 3A as the control group and the experimental group 3B class numbering 70
students were randomly acquired of Palmerah state elementary School 15th as a sample.
Data was collected using a non-test instrument used to measure students' motivation.
Score to measure the learning motivation is the Likert scale. In this study, the measured
variable is in the form of enthusiastic, caring, and student motivation. All of these variables
cannot be measured with certainty, thus enthusiasm, attention and motivation are arranged in
a statement to the respondents and the results assessed in the form of a numeric value range in
accordance with the criteria established researchers. From the above statement it can be
described that learning motivation is a mental stimulation one to do something so that
learning motivation, including the attitudes of students in learning.
Validity testing showed that the results of research by using research instruments
should be accounted for accuracy. Criterion is valid if the count r > r table at the confidence
level = 0.05. Because the data type is a continuum of data then the formula used is the
correlation (r) product moment person.
Number of respondents test this instrument is 29 students, then the table is used as a
criterion r is 0.36. Requirement that the item is said to be valid if the count r > r table. But if
the count r < r table the item drop or otherwise invalid. Invalid item or drop, will not be
included into the instrument. Reliability of the instrument with a Likert scale so that the
calculation using the Cronbach alpha.
Data analysis techniques to the analysis with descriptive and inferential statistics.
Descriptive statistics were used to determine the centralization tendency the data (mean,
median, mode), tendency the spread of the data (range and standard deviation) as well as
making of frequency tables and histograms. Inferential statistics are used to test hypotheses
and make generalizations. The requirements to be fulfilled is to test the normality of the data
using Liliefors test. Test of homogeneity of variance is done by using the formula Barlett test
at significance level = 0.05, to test the hypothesis by using t test with significance level =
0.05 the n1 = n2 and 1 2.

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Results and Discussion

Calculation results of students' motivation to learn science which treated of media using CD
Interactive (experimental group)
The results obtained from the study for the experimental group respondents
Elementary third grade students who were treated using Interactive CD for learning science
has a total score of 2893 with a highest score of 96, the lowest score of 66, and an average
score of 82.66. Median value of 83, the value of mode 80 and 82, the value of the variance
and standard deviation 35.23 (standard deviation) was 5.94.
Table 2 Frequency Distribution of Learning science Motivation in III grades by
treatment CD Interactive of media
Class Interval
66-70
71-75
76-80
81-85
86-90
91-95
96-100
Total

Frequency Absolute
1
2
10
12
7
2
1
35

Frequency Relative
2,86%
5,71%
28,57%
34,29%
20%
5,71%
2,86%
100%

Based on table above can be acquired the value of the frequency and interval value of
each class interval. The number of respondents were below the average of the 13 respondents,
or 37.14%, which means that as many as 13 students in a class have a value below the
average, while those in the class average of the 12 respondents, or 34.29%, which means that
as many as 12 students have corresponding average value, and which is above the average
grade of about 10 respondents or 28.57%, which means that as many as 10 students have
grades above average.
The results of the calculation of learning motivation science without using an interactive CD
of media (Control Group)
The results obtained from the study for the control group respondents untreated
students in the form of an interactive CD media use has a total score of 2820 with a highest
score of 97, the lowest score of 59, and an average score of 80.57. The median value of 82
and a value of mode variance 83. Value 48.43, and standard deviation (standard deviation)
was 6.96.
Table 3: Frequency distribution of motivation science third class without assistance CD media
interactive (Control Group)
Class Interval
59-64
65-70
71-76
77-82
83-88
89-94
95-100
total

Frequency Absolute
1
1
7
11
12
2
1
35

114

Frequency Relative
2,86%
2,86%
20%
31,43%
34,28%
5,71%
2,86%
100%

Based on the table above can be acquired the value of the frequency and interval value
of each class interval. The number of respondents who are under the average the 9
respondents or 25.72%, which means that as many as 9 students have scores below average,
while those in the class average of the 11 respondents, or 31.43%, which means that as many
as 11 students have corresponding average value, and which is above the average grade total
15 respondents or 42.85%, which means that as many as 15 students have grades above
average.
Hypothesis Testing
Testing this hypothesis using a t-test the tests the average difference in the two. T-test
to test the two groups, the experimental and control (one-shot case study) with the criteria if t
count > t table, then H1 is accepted and if t < t-table then H1 is rejected.
Based on the results of hypothesis testing using t-test, the obtained value t = 3.488 and
t- table value = 1.66, df = 68 value at significance level = 0.05. From these results it is
known that t count > t-table, so it can be concluded that there are differences in students'
learning motivation science interactive CD treated with learning motivation science untreated
interactive CD, where the average student motivation by using interactive CD is higher
(82.66) compared to the average student motivation without the use of an interactive CD
(80.57). Thus using an interactive CD of media have a positive influence on motivation to
learn science. Summary results of hypothesis testing using t-test can be seen in the table, as
follows:
Table 4: Results of t-test
Specification

dk (n1+n2-2)

t- count

t-table

Calculation results
of t-test

68

3,48

1,66

Significance
= 0,05
Significant

Discussion of Results
Through hypothesis testing, the test results are known t-count 3.48 and t-table at 1.66.
With conditions t-count > t-table, prove that Ho (null hypothesis) which states that there is a
significant positive effect on the using interactive CD of media to motivate elementary
students to learn science is rejected, whereas H1 (alternative hypothesis) which states that
there is positive significantly from using interactive CD of media to motivate elementary
students learn accepted science.
From the research, describes the differences learning motivation in the experimental
group with the control group. Motivation to learn science group given assistance interactive
CD of media (experimental group) is better than the learning motivation the group who did
not receive assistance interactive CD of media (control group). It is evident that the
enthusiastic students in participating in science lessons, they are spirit, accepted a task with
full responsibility, able to complete the task properly, resilient and optimistic in the face of
difficulties in learning, so as to make the students are motivated to learn science. This is
consistent with an interactive CD of media functions expressed by Heinich, Robert, et.al.
(2005). that interactive CD is of media that utilizes a computer to create and combine text,
graphics, audio, video and image animations to make learning fun and does not make the
students easily bored. Based on the purpose of education Science teachers are required to be
able to stimulate students to think reflectively, meaning how teachers design teaching so that

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students are active, creative and responsive to a wide range of existing problems (Kurrikulum
IPA SD 2006).
Media interactive CD prioritizing elements of interactivity. This media can provide
immediate feedback on answers or responses given by the students. In addition, the CD
interactive media can individually control their own pace of learning students personally. In
addition, students can choose their own topic you want to study. Display interactive CD of
media that can motivate students draw students to learn. This is in accordance with the
statement Slavin (2009) motivation is an internal process that activates, guides, and maintains
behavior over time or something that causes one to do something and to do something to
survive it. When using CD media students will listen, view, and consider and interact with the
subject matter is a practice and a game, then the student can understand very well and
understand every new word that is contained in the interactive CD. In accordance with the
opinion Hannafian (1988). The use of interactive CD of media can clarify the presentation of
the message so it does not occur lesson learning activities verbalistis. Sardiman. (1999)
confirms that the learning system is delivered in a single package consists of animated films,
motivation, challenge, adventure, attractive graphic design, music and song, as well as an
interactive system to make your students' learning experience to be so enjoyable and
memorable.
According to analysis above research, the provision of treatment with an interactive
CD of media proved to have a positive influence on students' motivation. In addition, an
interactive CD of media is more effective and does not require expensive, allows teachers to
explain the particular subject matter science. so that the material presented is easy to
understand the students. This is in accordance with the opinion of Greenberg (1998)
motivation can encourage the process of generating, directing, and establish behavior toward
a goal.
Learning science in primary schools can be understood as an activity practiced in
order to get an understanding. Media the interactive CD learning behavior consists of psychic
and physical activity in an integrated and comprehensive proceed. Implementation of natural
learning daily life according to Santrock, John (2008) is an activity of individuals who obtain
the knowledge, attitudes, and skills learned by processing materials.
Elementary science learning generally according Darmodjo, Hendro. (1993) tend to
emphasize rote classical or material. This resulted in motivating students in science subjects.
Proper use of media can help the learning process more enjoyable. Another thing that can be
observed from the changes in students' learning motivation science is influenced by the
interactive CD media. In case this happens the of media influence media use interactive CD
on motivation to learn science third class is a positive effect.
Conclusion
Based on the calculation results of testing research hypothesis, acquired t-test = 3.48 and ttable = 1.66 at significance level = 0.05 with n = 70, the t-test is greater than t-table so that
H0 (null hypothesis) which states that there is a significant positive effect on the using
interactive CD of media on motivation to learn science students of third class rejected,
whereas H1 (alternative hypothesis) which states that there is a significant positive effect on
the using interactive CD of media on motivation to learn science elementary third grade
students received.
Based on these results, it can be concluded that there is a significant positive effect on
the utilization of interactive CD of media on motivation to learn science elementary school
third-grade students. It is evident that the students were given an interactive CD of media-

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assisted activity more highly motivated students in learning science, with indicators that
students can receive job with full responsibility, students can complete the task properly, the
students being persistent have difficulty and optimism in the study compared with students
who were not given assistance use interactive CD media.
Implications
The results of this study provide a theoretical description of the effect of using an interactive
CD media on motivation to learn science Elementary School third-grade students. In
maximizing the utilization of interactive CD of media as an effort to increase students'
learning motivation science third grade elementary school, in practice need to consider the
following matters: schools need to provide enough computers for each student, teachers need
to understand technology as a facilitator of students to be competent in running interactive CD
application, science teachers need to master the material in accordance with an interactive
CD, using interactive CD used should be appropriate to the learning objectives, and
interactive CD tailored to the characteristics of the students. Thus using an interactive CD can
assist teachers in implementing science learning becomes more active, effective, creative, and
enjoyable.
REFERENCES
Darmodjo, Hendro. (1993). Pendidikan IPA. Depdikbud.
Heinich, Robert, et.al. (2005). Instructional Technology and Media for Learning. New
Jersey:Prentice hall.
Hurlock, Elizabeth. (1991). Perkembangan Siswa, Jilid 2. Jakarta Erlangga.
J. Hannafin, Michael, et l.(1988). The Design, development, and Evaluation Of Instructional
Software. New York : Macmillan Publishing Company. (1988).
Jerald, Greenberg. (1996). Managing Behaviors in Organizations. New York:Prentice Hall.
Kurikulum 2006. (2006). Peraturan Menteri Pendidikan Nasional. Jakarta: BP Dharma
Bhakti.
Munadi,Yudhi. (2008). Media Pembelajaran. Jakarta : Gaung Persada Press.
Santrock, John W. (2008). Educational Psychology,Third Edition. New York: Mc Graw Hill.
Sardiman. (1999). Motivasi dan Belajar. Jakarta: Ghalia Indonesia.
Sarlito Wirawan S. (1989). Pengantar Umum Psikologi. Jakarta : Bulan Bintang.
Slavin, Robert E. (2009). Psikologi Pendidikan Teori dan Praktek, Edisi Kedelapan., Jakarta:
PT. Indeks.
Wuryani D, Sri Esti. (2006). Psikologi Pendidikan. Jakarta: PT Grasindo.

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URGENCY COMPUTER GAMES

FOR STIMULATION THE EARLY CHILDHOOD DEVELOPMENT
Syahrul Ismet
Department of Early Childhood Education
Faculty of Science and Education
Padang State University
E-mail: syahrul_unp@yahoo.com
C.P. 085319107976
abstract
The rapid development of communication technology of the 21st century have made the
children as a digital generation. Information and communication technologies are becoming
an important part integral in the lives of children, as well as participate in every stage of their
development. The position of computer technology is not just a means of regular play, but it
has become a medium for learning children. The availability of a variety of alternative
applications of computer games specifically for children at this time, provide an opportunity
for children to play and develop rapidly and the maximum. Computer games that are
interesting, challenging, and provide new experiences, according to the characteristics of early
childhood development. During this time, parents and teachers do not use computer games
maximize and effective in stimulating the growth and development of children. The findings
of the experts indicate that stimulation by utilizing a computer game can develop the potential
of early childhood optimal quickly, context and integration.
Keywords: computer games, child development, stimulation.

Preliminary
Early childhood this time, has become the digital generation, the generation that
interact directly with a variety of media technologies. Various media technology, especially
computers have been used by children in their play activities. So it can be said that computer
technology and children's media, at the present can not be separated.
There are three major groups of generation, in conjunction with the technology,
namely: 1) addict digital community, namely the generation of high-tech addiction.
Generations close and hanging with digital technology; 2) digital immigrant cummunity, the
generation that adapting high technology, but trying to control the use of technology for the
benefit of daily; 3) digital permisive community, namely the generation of high-tech abstain.
Computer technology provides much convenience to implement the learning process.
The use of computers has become increasingly familiar as a medium that can assist teachers
in implementing the learning. However, not many early childhood education institutions make
the computer as a medium for the stimulation of early childhood development.
Use of Computers for Early Childhood
George S. Morison in Santrock (2009: 52) asserts, the use of computer technology at
home and at school is very good for early childhood development. Kids now a generation of
technology (digital age / digital citizen). Children grow and develop through interaction with
technology. Various applications fun games for children. In fact, only nine months old baby

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has been interacting with the computer, while sitting on the lap of her parents. This is an
important fact that the children had learned directly from the computer.
It is understood that the development of computers has affected the lives of young
children. The interaction of children with computers into their daily activities. Through a
variety of fun computer games, computer into a media option that interests the child. So it can
not be denied, that the child essentially has learned directly through the use of a computer.
Based on the fact that children use computer technology in everyday life, then
Morrison (2004: 374) suggested that all classes of early childhood education has a technology
center that includes a computer, internet access, printers, digital cameras, and educational
programs (software) fit in the computer. These tools can be utilized to the maximum to make
the learning process in the classroom, and a variety of activity centers. The same thing is
explained by Ajen Dianawati (2009: 1) that the computer functions can assist student learning
activities, so that the development has been utilized as a tool for learning in schools or
institutions of learning guidance.
The use of computers in early childhood institutions will positively impact child
development. Children will have an opportunity equal access to technology, regardless of
economic status. Children can develop their skills through interaction with the computer.
Children can improve the performance through the use of the internet and a variety of learning
software.
Utilization of computers in the education of children, according to Davidson and
Wright as quoted by Brewer (2007: 124-125) are based on several assumptions, namely: the
use of computers becomes a social activity, the use of computer based initiation of children
and direct experience, computer software to support children to explore, experiment and solve
problems, offer computer learning new things, and the computer as a form of child
development in the classroom.
Understood from these assumptions, the use of computers in early childhood
education is not just to give the child the opportunity to interact with technology. However,
the computer becomes a media that is able to develop a lot of things in the child.
Consequently, teachers are not only required to have a computer technical computer skills,
but also able to develop the potential of children through a variety of computer learning. In
accordance with the opinion of Diana Trister Dodge and Laura J Colker was quoted Parwoto
(2008: 55), that the computer can provide high completeness effective learning for children.
While the development of a child with a computer match depending on how they use it.
In terms of age, the introduction of telematics and applications suggested by Rusman,
Dedi Kurniawan and CEPI Riyana (2011: 96) begins in children and given to all levels of
education. According to Catherine and Glenn de Padua (2012: 45), many researchers suggest
the age of 3-4 years as the best age to start computer classes for children. When this age,
children have mastered basic life skills, such as walking and talking. The basic skills of a
child into capital and active in exploring computer directly.
Expert opinion that the use of the computer education should start at an early age,
giving confirmation that the computer system useful for the development of the child in his
golden period. If the child has had basic life skills, such as walking and speaking, then these
skills can already be used to interact with the computer. Computers provide many advantages
in developing the potential of early childhood.
Based on the description of computers and early childhood can be concluded that the
development of today's computers took place rapidly. Early childhood and parents are
encouraged to use the computers in the children's learning. Age 3-4 years to the dawn of time
learning the computer is good for children, because children already have the basic skills to

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explore. The use of computers will be valuable for the development of effective and
completeness of children's learning, if tailored to the needs and interest.
Computer games Stimulation Benefits for Child Development
The use of computers can help the social development of children. Morrison (2008:
116) detailing the many social values of children that can be developed through learning
computers, among others, self-control, self-reliance, self-confidence, positive friendships, and
self-reliance activities without always being watched.
During this time, the reasons for rejection of computer learning for children, because
they do not develop the social aspect. When children interact with computers, children are
busy with their own activities without social interaction with others. This can be overcome by
teachers to design learning computer-based social development. Teachers can freely develop
such social values in the design of computer-based social learning. For example, a joint
project activities, provide a few chairs in the computer, working in pairs or small groups
collaboration. Teachers can also provide opportunities for children to explore and then discuss
their project. Next, children were asked to explain things that are found during the project
activities.
The use of computers can enhance a child's intelligence. According to Conny R
Semiawan (2008: 55), an increase in the development of the child intelligensi, due to
encouragement the child's curiosity is high (curiosity is typical of human nature). In addition,
the speed, accuracy, currency of the information can be obtained through the computer. Thus
the enrichment occurs in brain function, which in turn increases the production of neuroglial
cells are specialized cells that surround the neurons, so it will increase the number of neuronal
cells. Senanda with Conny Semiawan, Bambang Warsita (2008: 140), confirms the use of
computers can enhance the achievement of learning outcomes with the use of time and cost is
relatively small.
Children have a tremendous potential of the brain. The potential that will thrive when
given the stimulation penguhubung make synapses between nerve cells more. Through
computer activities that challenge the child will try to answer the curiosity, as well as a
careful and fast growing practice. At the end of stimulation through the use of computers to
create increasingly better intelligence and increased child.
The use of computers can develop children's creativity. This was said by Anna Craft
as quoted Parwoto (2008: 55) as follows:
"A lot of games (games) computer matching with different learning activities.
Children can see their own level of success, especially in basic skills, such as reading,
using the keyboard, and various types of open-ended investigations. All the activities
of the child is the development of children's creativity through a computer. "
The use of computers to train children with a wide range of technical skills. Skills
such as turn on the computer, run up and close it. In carrying out the program, the child will
be involved more with the technical skills. During play, children stimulate to read, understand
and are trained to use various keys on the keyboard and mouse. This makes the process of
training the child's creativity flourish.
According to experts, the use of computers in early childhood learning, cultivate a
critical attitude in the child. By the time the child interacts with the computer, children will
observe, play and develop the ability to indefinitely. Berekplorasi child as he wishes to try out
new experiences. According to Blanchard (2010: 1) research Critcher (2008), Drotner and
Livingston (2008), Hasebrink, Livingston, Haddon and Olafsosson (2008, Linebarger and
Piotrowski (2009) concluded that children aged 3-5 years, is now able to develop various their

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potential by learning through the media. Children can directly observe, explore, play and learn
through digital media they like.
Computer learning in kindergarten can develop physical motor abilities, such as:
developing eye coordination, small muscles of the fingers of children, and increase their
motivation to play. Parwoto (2008: 55) suggested that the computer learning, teachers have a
lot to understand the use of computers for their students, because they have to guide and
resolve when the child has an error in the use of computers.
Motor activity is the highest activity in the child's life. Through a child's motor activity
was able to rain physical and neurological coordination. Motor activity is also easy to
determine, since the visible of the activities of children. When using a computer children
develop physical coordination by playing a mouse, keyboard or touchscreen.
According to The David and Lucie Packard (2000: 45) in addition to the development
of parenting skills that are technical, computer study also establish a communication link
between a child with someone else. Through various social networks on the Internet, allowing
for children to connect with their friends mapun family. Not only in the form of verbal
communication, even a child can also communicate through sharing his work with others.
Catherine and Glenn de Padua in The David and Lucie Packard (2000: 45) also
describes some of the benefits children with learning computers, namely:
"1) improve children's learning skills, it is pointed out various studies that children
who use computers have better academic performance 2) stimulate children's
creativity and imagination, because even a simple computer program will be felt
challenging for children, because children learn to identify problems, analyze option,
and choose the best solution, 3) promote the development of personality, because the
computer program allows the children make mistakes, correct, and try again without
fear of being scolded. the child becomes accustomed to risk-taking, possess a more
independent and more confident ".
From the description of the benefits of computer games to stimulate early childhood
development, it can be concluded that computer games provide many benefits for children
and can be tailored to the needs of development. These benefits include the social value of
emotional intelligence, motor skills, creativity, real experience, critical thinking, academic
ability, personality, communication and so on. The use of computers in early childhood
learning can help the development of children quickly and effectively.
Principles of Computer Games stimulation for young children
Based on the Needs Children
Early childhood is unique in its development. Between one child with other children
can not be equated. Thus, the needs of each child is different. Learning computer must
understand the development of children with different requirements. For that, according to
Morrison (2004: 389-393) before carrying out the computer study early childhood educators
need to understand a few important things.
"First, the teacher should be informed about the different needs of each child to
technology. Such information is useful for teachers to plan lessons and assistance
aktvitas different for each child. Second, the use of computer technology is designed
to develop a child's social skills. This is related to the criticism that the learning
computer is not able to develop a child's social. Third, teachers implement meaningful
learning for children, such as discovery learning, problem solving and computer skills
".

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Understanding the different needs of children can help teachers plan effective
computer learning. Since early childhood learning should address the needs of each individual
child's development. Differences in individual needs, will mempengerahuhi teacher assistance
to each child during learning.
Play
Implemented through the stimulation of a child's learning the game. Playing for children is a
means to develop a variety of skills. For that developed computer-based learning game.
Henniger as quoted by Morrison (2004: 468) explains the principle of the development of the
game through a computer, namely:
"1) shows the activity of children's play, which can stimulate children's physical
activity, 2) the child can choose their own type of game he likes, 3) children can play
directly, minimize teacher intervention on the child, 4) process-oriented game, instead
of the resulting work children, 5) game stimulates imagination and kreatiftas child, 6)
games with minimal risk. "
Principles of learning computer-based game shows the liveliness of children and
benefits for development. Child during the play shown to be active, self-reliance, direct play
and fun. During play children develop imagination and creativity.
Development of social value
The development of social values is an important part of a child's learning. Because
the child will enter real life in society. The emergence of criticism of computer learning
minimal social value, because as long as the computer is learning emphasizes individual
activities. In fact, many of the techniques that teachers can do in developing a social value
through a learning computer.
According to Clement and Sarama, as quoted by Morrison (2004: 468) suggests the
use of a computer can develop a child's social. For example, teachers deal with computer
learning laboratory with putting a few chairs in a variety of computers and software in the
computer. This will make the children interact with each other and share their experiences in
working.
Mentoring Children
Although computer-based learning to the child, but the mentoring teachers or parents
while studying computer is still needed. Because every child has the ability of the different
interactions with the computer. Mentoring serves to facilitate the children's curiosity, as well
as preventing the negative of computer use.
According Henniger (2013: 471), there are three forms of mentoring parents and
teachers when interacting with the child in learning computers, namely as an instructor,
mentor and model. As instructors, teachers and parents membelajarkan how to use
technology. As counselors, teachers and parents to guide the child can adapt, so skillfully use
computers. As a model, teachers and parents will always be considered about how to use a
good computer.
Integration of Learning
Children learning computer, not just the technical skills to use the technology. But
utilized integrated with learning programs that follow the child. Thus, a computer learning
materials can be prepared based on the needs of the school. So that learning becomes a source
of learning computer that is connected to the other child's learning experience. This is

122

supported by Henniger in Morrison (2004: 379) that pengeaturan computer centers in allows
child labor mengkasesnya on any learning and development activities of children use the
computers as a core part of the school.
Selection Software
Computer programs for early childhood learning is growing by leaps and bounds.
Various types of software can be selected according to need. To be optimally useful as a
source of children's learning, teachers need to pay attention to the principles in the use of the
software.
According to Brewer (2007: 124-15) kids computer software selection refers to the
technical aspects, aspects of learning, aspects of content and developmental aspects.
Technical aspects, such as operating the buttons that are used, how to run programs, save and
print work. Aspects of learning, such as voice and image support, equal parts of the display,
the ability to give feedback. Aspects of the content, in the form of the material to be studied
children like the information, processes, capabilities, and level of difficulty of each level.
Aspects of development, such as a game program according to the child's age. In line with
Brewer, D Brown Phylis Morrison (2004: 387) describes some of the considerations when
choosing software teachers:
"1) The application matches the specifications of the computer, because it is associated
with the operating system, memory, speed and color, 2) the application in accordance
with the standard curriculum taught objectives, 3) applications adapt to the
development of age, 4) application of fun to play."
NAEYC (National Association of Early Young Children) in Morrison (466-467) have
established the principles of computer learning for young children is the reference in the
development of children's computer learning. Principles are:
"1) teachers' use of computers to adjust for age, the differences of each child, as well
as cultural differences, 2) computer learning stimulates cognitive and social
development, 3) the computer must be integrated into the child's learning environment
so easy to use a child any other learning, 4) all children have access to computers in
the class, 5) software used should depict reality in the community and used as a
problem-solving strategies, 6) early childhood professionals and parents work together
to realize the hardware and software that is suitable for children, 7) early childhood
educators need training to be a professional, so that learning becomes the better
computer ".
It is understood that the principles of software selection is very important in learning
computer. Since the control over the software into computer-based learning activities. In
general, the software used should be appropriate to the needs of early childhood, children
develop a range of skills, and is easy when operated.
Conclusion
Computer games can be used to stimulate the development of early childhood, from
the age of 3 years. Media use of computer games can be included in learning activities at
school (early childhood / kindergarten). Many benefits accrue to children through the game
due to a computer, such as motor skills, academic intelligence, social values, to solve
problems, and so on. To implement an effective stimulation computer games for children's
development, the teacher refers to the principles of stimulation computer games for children.

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Brewer, Jo Ann. Introduction to Early Childhood Education Preschool Through Primary
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Pendidikan Anak Usia Dini oleh Suci Romadhona dan April Widiastuti. Jakarta:
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CONTENTS OF ADVERTISING IN CHILDREN TELEVISION SHOWS

Nurist Surayya Ulfa
Department of Communication, Diponegoro University
nurist.surayya@undip.ac.id
This study is a content analysis of advertisings aired at several television children programs
in Indonesia. Based on the analysis of 1.442 ads, it is found that the duration of ads are
generally about 4-5 minutes, with 10-15 advertisings aired. While in prime time show, the
duration is increasing to 7-8 minutes and aired 24-27 ads. The proportion of ads is 50%
children products. Meanwhile, 83% ads is emotional advertising that contains only 1-2
informations and only 3% ads is informative of which contains 4-5 informations.
Keyword: information contents, advertising, children television programs
1. Background of The Study
Advertisings targeted to children are nowdays increasing compared to those in the past
decades. In Amerika, most children watched nearly 20.000 ads a year in the 1970s (Adler et
al, 1970), became 30.000 ads per year in the early 1980s (Condry, Bence & Scheibe,1988)
and then roughly 40.000 ads per year in the beginning of 1990s (Kunkel & Gantz, 1992). In
1999, Comstock and Scherer estimated children were exposed to about 60.000 ads in a year.
While in UK, each children exposed to 18.000 television ads (carvel, 2000) and in China was
16.000 ads per year (Chan & McNeal, 2004). For the meantime, there were only limited data
about children exposure to advertising in Indonesia that can be collected. Previous research
showed children spent 1-5 hours a day to watch tv in the weekdays. Even some 23% children
watched at a longer time (Ulfa, 2013). Other research found that during tv viewing, some 5-8
years old childrens kept staring at the TV when the advertising put on air between the show,
however children above 8 years old had shifted theirs attention when the ads aired. (Calvert,
2008: 217). Nevertheless, study in Indonesia found 30,5% children age 6-12 years old were
remain watching tv during ads show and 9,5% were doing some other activities when ads
aired (Ulfa, 2013). Of course the kids (and adults) do not always pay attention to the
television screen when the ad aired, but in practice, the audience had the opportunity to see
the ads on all the events they watch.
The high exposure of tv ads to children bring about some concerns from many parties,
especially since the ads were assessed exploit children. The exploitation is often referred with
emotional language seducers (referring to the marketer) and innocents (referring to
children). In this context, they are viewed negatively by the criticism that the ads could
persuade children to buy products they do not need and spend money they may not have
(Young, 1990). Advertising are also put a lot of emphasis on ownership or inspire a certain
lifestyle (Hahlo, 1999). In addition, many studies have found negative effects of advertising
on children include; childrens health and obesity, images of the ideal body, stereotypes,
images of race and ethnicity, and the vision of materialism and happiness (MccDermott,
hastings, Stead, Carrian & harris, 2008).
Children are considered vulnerable to advertising because they do not really
understand about the intentions of the ads and the process of making an ads. At younger age,
childrens consumption capabilities and persuasive information processing are still
underdeveloped that resulted in the childrens meaning making regarding what is shown in
the advertisings (Bilmolt Tammo, H.A & Claassen Wilma, 1998). Those limited capabilities
often caused them, at a certain age, easy to accept, persuaded, and perceived wrong

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interpretation of advertising messages (Oates, Blades, Gunter, &. Don, 2003). Moreover,
advertising commonly uses techniques to create magnitude and exaggerate images that offer
wrong impressions of the product. As follows, children are ever more difficult to consider the
size, image, taste or shape of the actual products (Gunter, Barrie, Oades, Caroline & Blades,
Mark. 2005). The findings of a previous study showed that 83.5% of children aged 6-12 years
have been able to distinguish ads from other content of tv shows; and 74% could mention
what products are advertised. However, 60.5% of children couldnt mention the purpose of
advertising, 62.5% couldnt rule out peripheral messages of ads, and 67% did not understand
the intention behind the advertising (Ulfa, 2013).
Children need explanations and sufficient information to have a good comprehension
of advertising and become less vulnerable from potential negative effects of ads. Hence, this
paper intends to describe the advertising profile and information contents of Indonesian
television advertisements that aired on the child tv program.
2.

Theoretical Framework
Information in advertisements is fundamental in marketing because of its role in
affecting the behavior of consumers. Consumers rely on information about the products and
services to arrive at rational purchase decisions. Information about price, quality and other
product attributes enables buyers to utilize their income or wealth by finding the product
whose mix of price and quality they most prefer (Beasles et al.,1981). Inevitably, marketers
have to utilize marketing tools (e.g., television advertisements) to disseminate information
about their products to influence their respective consumers decision processes. In another
light, product categories influence consumers need for information. It is widely accepted that
purchase decisions vary when faced with different products categorized into different
dimensions and consequently affecting the informational need of consumers (Peter & Olson,
1999;Kotler & Armstrong, 1998).
Researches examine the information cues present in the advertisements employing the
Resnik-Stern content classification (Resnik & Stern, 1977; Stern & Resnik, 1991; Weinberger
& Spotts, 1989; Mueller, 1991). Determining the level of information content of
advertisements involved identifying the type and amount of information cues that is present in
each commercial. According to Resnik and Stern (1977), every commercial transmits some
information by transmitting visual and audio stimuli that provide meaningful cues. For a
commercial to be considered informative, it must permit a viewer to make a more intelligent
buying decision after seeing the commercial than before seeing it. A commercial needed only
to communicate one of the fourteen informational cues to be considered informative. The
content classification developed by the pioneering work of Resnik and Stern (1977) presents a
list of information cues. These include price, packaging or shape, quality, guarantees or
warrantees, performance, safety, components or contents, nutrition, availability, independent
research, special offers, company-sponsored research, taste and new ideas.

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Resnik and Sterns List of Information Cues

Information
Cues
1

Price

Quality

Performance

Descriptions
cost of the product, value retention capability
objective evaluation of workmanship, engineering, durability,
excellence of materials, structure superiority, superiority of
personnel, attention to details, or special services
function of the product, how well does it do function of the
product, how well does it do

Components/
contents
Availability

Special offer

limited time non-price details

Taste

superiority of taste in test by a sample of potential customers

Nutrition

specific data of nutritional content

Packaging

package more desirable than alternatives

10

Guarantees/
warranties

post purchase assurance post purchase assurance

11

Safety

safety features

12
13
14

Independent
research
Company
research
New ideas

ingredients, composition, ancilliary items

place of purchase, available period, contact phone number

research done by independent research firm

research done by advertiser
new product percepts

Source : Resnik and Stern (1977).

Lin (1993) and Lin and Salwen (1995) reclassified the information cues into rational
appeal (price, quality, performance, safety and guarantees and warranties) and emotional
appeal (taste, packaging and new ideas). An advertisement categorized informative if it
contains some information, whereas emotional ad contains less information about the product
and just display the performance or quality of the product claims than informative advertising.
Methods
Using quantitative content analysis, this research collected data from several popular
tv programs targeted to children. The tv shows selected purposively based on pre-research
survey to 80 elementary students in Semarang to identify most watched tv shows among
children respondents. The programs are: (1) Spongebob SquarePants- (2) Si Bolang (3) Teddy
Boy, (4) Tukang Bubur Naik Haji. The shows were recorded via video home system (VHS)
during a week (2-8 June 2014). After coded the frequency of ads in the show, we merely
analyzed the ads and advertisements that were repeatedly shown were considered as one
sample point only. Four people coded the data. Inter-coder reliability was measured using
Scotts Pi Coefficient and the result ranges from 0.62 to 0.91 of which interpreted as having
adequate reliability.

3.

4.

Results and Discussion

The total sample of this research is 1442 advertisings which consists of 283 different
advertisings. Hereabout the description of the findings.
Ads Duration and Frequency

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Regarding duration and frequency of advertising, including the number of commercial

breakbreak between the show displaying ads), duration of each commercial break, number
of ads broadcasted in the commercial break, total duration of ads in the show and percentage
of ads in the show are describe in the table below:
Tabel 1: Ads Frequency and Duration
number of ads
per
Total duration Percentage of
commercial
of ads
ads in the show
break

Total duration
of the show

times of
commercial
break

Spongebob
Squarepant

60 min

3-6 min

8-14 ads

21-27 min

40%

Si Bolang

30 min

4-5 min

10-14 ads

8-12 min

29%

Teddy Boy

30 min

4-7 min

13-16 ads

8-12 min

30%

Tukang Bubur
Naik Haji

60 min

6-10 min

21-28 ads

21-25 min

38%

The commercial break duration vary from 3 to 10 minutes within the shows. In prime
time TV shows, the duration of commercial break can be longer, that is up to 7-8 minutes.
Differences in the duration determines the difference in the number of ads that aired once a
commercial break. On average, 10-15 ads played in each breaks, excluding the prime time
commercial breaks that televised 21-28 ads appearing in 6-10 minutes.
Product Category Advertised in Children Programs
The product category on childrens programs in this research classifies into three main
categories: children products targeting children as the primary target market;; product family
of products consumed by the family members, primarily targeting the mother or parents as the
Purchaser and to make children as influencers to consume; and adult product-targeting adults
and influencing children as their future market. The finding as described in the diagram 3.
50% ads advertised in children programs are children products primarily targeting children as
their market. While the rest 26% are family product and 24% are adult products.
Table 5. Produt Category Targeted to
Children in Children TV Shows
Jenis

Snack

12%

M ilk

15%

Instant Food

7%

Soft Drinks

5%

Candies

5%

Children TV Shows

4%

Ice Cream

4%

Fastfood Restaurant

1%

Toys

1%

Stationery

0%
54%

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Children products advertised on children programs found on this research is shown on

the left table 5. Only 54% ads advertised products that can be consumed by children. The
most advertised children products are snacksvarious light foods consumed directly by
children; instant foodsnoodles, cereal and others; instant drinksjuice, milk, fruits based
drinks and various packaged drinks; and candies. This finding shows products targeting
children that advertised in children tv shows are still dominated by food--drinks and snacks.
While the rest (only 5 %) is other product categoriestv show, toys and stationary.
Regarding products ranking on the most advertised products on children programs,
research findings showed adult and family products; ie. adult body care products. Display
frequency for this product category is the highest. Adult body care products; such as
cosmetics, deodorant and hair treatment and household products, e.g. home care and cooking
seasonings are advertised quite intensively during children programs. The overall products
ranking advertised on children programs are shown on the right table 4. While in the table we
also notice there is 1% political advertising in children tv programs. This due to the timing of
data collection came along with political campaign period.

Table 4. Overall Product Categories Advertised in

Children TV Shows
No

Product Category

Adult body treatment

187

16%

Children Milk

173

15%

Snack

136

12%

Instant Food

82

7%

Groceries

80

7%

Children Body Treatment

61

5%

Soft Drink

60

5%

Candies

52

5%

Drugs

51

4%

10 Other Children TV Shows

48

4%

11 Ice Cream

42

4%

12 Teenage/Adult TV Show

41

4%

13 Provider Cellular

35

3%

14 Others

20

2%

15 Fastfood Restaurants

14

1%

16 Children Drugs

13

1%

17 Politics

13

1%

18 Seasonings

12

1%

19 Adult Milk

10

1%

20 Toys

1%

21 Stationary

0%

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Information Contents on Advertising

Resnik and Stern (1977) described that information on an advertising consists of:
price, quality, performance/capability, components or ingredients, usage manuals, special
offering, taste, nutrition, packaging information and product guarantee, product safety,
independent research findings related to products, research on product and new ideas.
Reseach on advertising of 283 various products shown on children programs found
that the advertising contain some information components as shown on the left table. Based
on the left table, the most displayed information on advertising is product quality: 48%. Even,
14% of the advertising shows merely product qualityone type of information. Products
which shows merely quality information are: Berry Good, Big Babol, Big Cola, Choki-choki,
Pop mie and etc. Besides quality, information on product performance is shown intensively:
43%. Even, 12% of the advertising shows merely one type of information on product
performance: Close up, Dove Facial Foam, Head & Shoulders and other body care products.
Based on samples gathered during research, there are not any advertising showing information
about guarantee and product safety, even though those information are highly significant to
product consumption. Similar to information on internal or external research findings on
certain product consumption, only 2% of the advertising shows.
Advertising is a paid communication format to direct its viewers attention and
concentration toward a certain proportion (Lurry, 2008:23). The left table shows that majority
of advertising on children emphasize on product abstract quality and performancebased on
subjective claimcompared to providing guarantee, security and factual data based on
research findings.

Advertising has the ability to sell abstract ideas, start practical concept of a product
and certain cultural values. An advertising delivers more than just a persuasion to buy a
product, moreover it manages to direct formation of values on what should be grasped on
social or political life. Both in the sense of directing viewers to consume the product. The
research findings show that ideal values on what is good in our society shifts more on the
judgment of product quality and performance, even though not clearly showing product safety
information.
Related to advertising quantity of information, the research findings as displayed on
next table 6 show that most advertising (83%) contains only 1-2 information. Advertising
with less information is categorized as emotional advertising. Merely 3% of the advertising
contain more information.

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Tabel 6. Percentage of Information

Content in Ads
Information

Quality
Performance
Nutrition
Taste/Varian
Place/Period of Buying
Price
Components/ contents
Special Offer
Packaging
Company research
Independent research
New Ideas
Guarantee
Safety

48%
43%
19%
17%
15%
8%
8%
4%
4%
2%
2%
1%
0%
0%

This finding fits to research by Crask and Laskey (1990). Almost all advertising in this
research, especially those belong to categories of personal need, households, and foods are
informative. For example, milk product shows up to five types of information on its
advertising. The information is used more to anchor the benefits and advances among
competitors than provide specific personality on the product.
Some previous research finding indicated that information quantity of advertising
depends on media characteristics and product category. Resnik finds that advertising
displayed on afternoon is more informative compared to advertising on morning or noon.
(Resnik & Stern, 1991)
While this research shows that advertising during non prime time is more informative
compared to prime time. This is due to number of advertising and its duration managed to be
displayed.
Recommendation
This study found that the duration of the ad that aired in childrens programs
comparatively high. Based on Undang Undang Penyiaran No. 32 thn. 2002, article 46 about
advertising broadcasting, paragraph 8, it is mentioned: the highest proportion of commercial
advertisements for private broadcast institution is 20%, while for public broadcast institution
is 15% at most compared to total duration. This finding indicates the percentage of ads
duration is ranging from 29% to 40% of total duration of the show. This figure far exceeds the
standards set by Indonesian Broadcasting Commission (KPI) that is 20% maximum.
In Undang Undang Penyiaran is also states that broadcasting commercial
advertisements aired on the broadcast programs for children must adhere to the broadcast
standard for children. While the study showed 24% of the ads that aired in the childrens show
is in the form of adult products category. Such data could be a consideration for KPI to curb
the commercial broadcasting so its not only feasible, but also safe for children.

131

References:
Aaker, D. & Norris, D. 1982. Characteristics of TV commercials perceived as informative.
Journal of Advertising Research, 22(2), 61-70.
Anderson, Simon et al. 2011.Information Content of Advertising; Theory and Empirical
Evidence. Journal of Marketing.. p. 1-25
Bilmolt Tammo, H.A & Claassen Wilma. 1998. Childrens Understanding of TV Advertising
: Effects of Age, Gender and Parental Influence. Journal of Consumer Policy 21: Hal.
171-194
Calvert, Sandra & Wilson, Barbara J. 2008. The Handbook, Media and Development. USA:
Blackwell Publishing
Dowling, G. 1980. Information content in U.S. and Australian television advertising. Journal
of Marketing, 44(3), 34-37.
Frazer, C. (1983). Creative strategy: A management perspective. Journal of Advertising,
12(4), 36-41.
Gunn, Jeanne Brooks & Donahue, Elisabeth Hirschhorn. 2008. Introducing the Isuue. Journal
of The future of Children Vol.18/No.1/Spring 2008. P.3-10
Kirkorian, Heather L Et Al. 2008. Media and Young Childrens learning. Journal of The
Future of Children. Vol.18/No.1/Spring 2008. P.39-60
MccDermott et al. 2008. A Review of The Effects, Uses and Interpretations of Commercial
Messages and Activities by Children. Final Report: Univeristy of Stirling
Palmer, Edward L, Young, Brian M. 2003. The faces of Televisual Media; Teaching,
Violence, Selling to Children, 2nd Ed. London: Lawrence Erlbaum Associates Publisher.
Resnik, A. J. & B.L. Stern. 1977. An Analysis of Information Content in Television
Advertising. Journal of Marketing. 41. p. 50-53
Sliburyte, Laimona. 2009. Children and Advertising: issues in Consumer Socialization
Process. World Academy of Science, Enginering and Technology Proceeding. P.
1618-1622
Ulfa, Nurist Surayya. 2013. Mengidentifikasi Pemrosesan Informasi Komersial di Televisi
Pada Anak-anak. Unpublished research.
Vina D. Myra & Valmoria, Agatep. 2007. Product Categories And Information Content
Of Television Advertisements In The Philippines. Philippine Management Review:
2007, Vol. 14, 145-165.
Wright Peter, Friedstad Marian, & Boush, David M. 2008. The Development of Marketplace
Persuasion Knowledge in Children, Adolescents and Young Adults. Journal of
American Marketing Association Vo.24 (2) Fall (2005) P. 222-233

132

GADGET : WHAT AND HOW ?

INDONESIAN CHILDRENS PERSPECTIVES ON GADGETS
Endah Silawati, Hj. Setyaningsih Rachmania,
Prodi PGPAUD Universitas Pendidikan Indonesia, Kampus Cibiru
endah.silawati@gmail.com
niarachmania2768@gmail.com
ABSTRACT
This article descibes the childrens perspectives of gadgets hardware and program. This
description is a part of the results from the study based on the fact that digital era has been
mushroomed around the world and also in Indonesia. The uses of the gadgets are not just for
teens and adults but also for children. Unfortunatelly, not all gadgets are suitable with the
eastern characters. Most of them have program that shows pornography and violence. The
childrens perspectives will be used as the basis in developing gadgets as learning media and
development especially for cognitive ability. The qualitative approaches is used in this study.
Interview and questionaire are used as data collection techniques. Data of the study is
analysed based on the process of data reduction and also coding.So it can be concluded in the
same category and theme. Laboratory kindergarten of UPI Cibiru was the place to conduct the
study decause it is related with the implemented curriculum. The result of study showed that
100% children knew computer, laptop, mobile phones, camera, TV, tablet/ipad, 34% children
knew handycam, and 17% children knew MP3 and printer. Then, 100% watched TV, 85%
often played computer, Mobile phones dan tablet, , and 50% played laptop and camera.
Among many programs in gadgets, all of the children like competitive and ranked games. For
boys tend to like games which have good and bad characters shown in battle like program
such as subway surfer and temple run, while the girls tend to participate in games which have
micro role playing such as making pizza, sushi, bakery, beauty parlor and so on. All of the
children knew the function of the gadgets by looking at how the adult used them and they can
also used them appropriately. It is suggested to creator of the gadget program to develop
program which have educative and eastern characters but still interesting and chalenging to be
played.
Key words : gadget, childrens perspectives, hard ware, program .

INTRODUCTION
From birth, children are immersed in a media rich world (Rideout et al. 2003; Knobel
2005; Marsh 2005, 2006 in in Hayes, Taylor & Wheway: 2006)). In addition, media with high
technology has developed rapidly around the world. This can also be felt in Indonesia. In less
than 2 decades, Indonesia had the impact of the development of the technology. In the
globalization era, not just the experts in technology who are influenced but also by the
society. Technology is not considered to be a luxurious applications anymore and the access
to get it can be done by the people everywhere. Gadget users are not limited for adults who
are able to buy or use them anymore but teenagers and even children are who are still in the
early ages are interested in using the gadgets. The sophistication of using gadget do not
limit them to follow the trend.
In some aspects, technology is benefit to be used as learning media, but in other ways,
they have linitation also. According to Hayes et all (2006) gadget can help children in

133

developing their conceptual skills (cognitive). In addition it is also playing media which is
very fun and develop creativity. By playing gadget, children also can explore some
comunicative expression, develop some skills, such as: language, mathematics, solving
problem and scientific mind that are usefull for them in the future. Besides that, the positive
side of gadget as learning media are:
1) Children can control their own learning
2) Giving variety of learning activities
3) Develop individual thinking skills to be logical and systematic.
While the limitation of gadgets as learning media are:
1) Just effective to be used in developing cognitive and intellectual skills.
2) Individual using makes children to be less interaction in society
3) Gadget only provid virtual interacton
4) Can have radiation effect
5) regular useof gadget can give negative effect for childrens eyes
The growth of a child is an amazing thing. The development of the brain of the early
childhood can reach up to 80% so that this period is the most important phase in the growing
process of a child. This is also known as the golden age period where the growing process of a
child must reach its maximum level and positive stimulant must be given. It can be said that if
a child does not have enough attention and education, the child will not have enough
preparation to enter the next stage of the education and life.
In consequence, children should be educated based on their learning style. According to
Suyanto (2005) the learning process for the young learners must be done through playing.
P lay has a key role in promoting exploration and mastery, exercising muscles and the mind,
and relating to other people (Schaefer et all, 2001). Gadgets, as one of the technological
product can facilitate this proces of learning. For instance, by providing varieties of games or
play. Hurlock (Abidin, 2009) called it as a passive play. Children, these days, grow and
develop in a very fast development. They can communicate and acess to various information
from the small gadgets they have.
The aim of the process of learning gadgets for the young learners is only limited to give
comprehension and prepare them to accept the advancement of technology. Be prepared to
adapt with various technological changes will influence the future life. The correct age for the
young learners to learn gadgets is between 3-4 years old (Hayes, et all ,2006).
At the moment, many people doubted the effectiveness of gadgets in the process of
learning for the young learners when they play gadgets. They tend to passive in motoric. This
is contrary with the the characteristics of the children who should be active and creative as
learners. But as the era of technology, children are forced to know gadgets and technology.
Therefore, as teachers for the young learners, we should be creative and we have to think hard
on how to use the technology so that it will usefull for the development of the young learners.
The time management of using gadgets for the young learners, is most suggested 1-2
hours per day. Playing with classmates must also be concerned because as social being,
human needs other people.
In maximizing the positive effect of gadget as learning media, the first step that we
should do is to investigate their perspective of gadget. Therefore this study is focused on
getting the perspectives views from the children, especially the Indonesia children about the
use of gadgets. This study can also be hoped to be the basic development of gadget as
learning media.

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METHODS
This study uses mix method in order to apply positive side of qualitative and quantitative
method (Creswell, 2009). Qualitative approach with descriptive method is used to identify
childrens perspectives on gadgets (hardware and program). While quantitative approach by
experiment method with one group pre-test and post-test design is used in identifying the uses
of gadget as learning media to enhance vocabulary skills. In this article, the data presented are
only focus on the perspectives of the children with qualitative approach. In addition, it is
analyzed by Miles and Huberman data analisis technique (Arikunto, 2002).
In gathering the data, some techniques were used such as interview and quesionare. In the
interview, the children were asked some open ended questions about kinds of gadgets. The
questions covered some points, which are: 1) the functions of gadgets, 2) games that they
usually play, 3) intensity of playing gadgets, 4) person who accompanied them in playing
gadget, 5) the gadgets program that they like, 6) the place where they usually play gadget, 7)
the way they play gadget. While the quesionares was fullfiled by the parents with the same
questions.
The subjects were students of TK Laboratorium UPI Kampus Cibiru and the sample were
using 10 students randomly. It is assumed that all the sample have the same characteristics of
age and language skills.
RESULTS AND DISCUSSION
In collecting the data of childrens perspectives on gadget, 7 questions have been asked,
which were: 1) the function of gadgets, 2) games that they usually played, 3) intensity of
playing gadgets, 4) person who accompanied them in playing gadget, 5) the gadgets program
that they liked, 6) the place where they usually played gadget, and 7) the way they played
gadget. The interview was taped and transcribed in order to analize the data.
First question that was asked to the children was about their knowledge of the kinds of
gadgets. They were asked whether they know 12 kinds of gadgets, which are: computer,
laptop, mobile phones, camera, TV, tablet/ipad, MP, printer, handycam, netbook, X-box, ereader. The result of study showed that 100% children knew computer, laptop, mobile phones,
camera, TV, 34% children knew handycam tablet/ipad, and 17% children knew MP3 and
printer. None of them knew netbook, X-box and e-reader. They said that they do not know the
netbook because in Indonesia, it is also usually called as laptop. They are unfamiliar with Xbox and e-reader, because in Indonesia that kinds of gadgets is rarely used. The data is
described in the figure below:

Figure 1. Childrens knowledge on kinds of gadgets. Column 1: computer, laptop, mobile

phones, camera, TV, tablet/ipad, column 2: handycam, column 3: children knew MP3 and
printer and column 4: netbook, X-box, e-reader

135

The second question was about the gadget that they usually played. From the data
gathered, it can be concluded that100% watch TV, 85% of the children tend to play computer,
mobile phones dan tablet that other gadget, and 50% play laptop and camera. It can be
assumed in this findings, that most of the family in Indonesia have TV and computer in their
home, and almost all the family members have mobile phones. While not all the children
often play laptop because their parents usually left them to work since it is personal tools and
related to parents jobs. They are worried if the children will damage it. The children also
rarely use camera because not all family have this gadget, since its function can be replaced
by mobile phones.
The next question was about the intensity of playing gadget. Because the children are still
in the process of comprehending the time concept, the interviewer helped them in giving the
answer by describing the time based on their perspectives. The result showed that most of the
children usually played gadget between 1-2 hours a day.
Fourth question was about person/people that played gadget with the children. From their
answers, all of them usually played it with their parents, other family members or alone and
rarely with their friends. Because gadget is a personal tool, they tend to love to play it alone.
Fifth question was about gadgets programs. Among many programs in gadget, all of the
children like competitive and ranked games. Boys tend to like games which have good and
bad characters shown in battle like program such as subway surfer and temple run, while the
girls tend to participate in games which have micro role playing such as making pizza, sushi,
bakery, beauty parlor and so on.
Sixth and last question was about the place where the children play gadget and the function
of gadget. From the interview it was found that they usually played it at home. While about
the function, all of the children knew the functions of the gadgets by looking at how the adult
used them. In addition they can also used them appropriately.
From the results of study above, it can be concluded that all of the children have been
engaged in gadget and many were already competent with a range of technologies. This
findings is suitable with statement proposed by Marsh (2005 in Hayes et all: 2006) that
preschool children are engaged in a range of complex practices in accessing websites, using
interactive games on digital and satellite television, playing with mobile phones and using
games consoles, such as PlayStation.
Most of the children perceived gadget from its shapes. For example, when they were asked
what is computer?, most of them stated it as a box with some images in it. Their perspective
is still in concrete point of view based on what they see and hear, not in the function,
eventhough they know it. This finding related to the cognitive development of the children
stated by Peaget (Yusuf, 2002) that children in this age (5 years old) still in the phase of pre
operational with one of its characteristic is that their intelligence is still limited by their
perspective of what they have seen in one dimension and at the same time.
The tendency to choose the program is influenced by the social culture context, gender and
playing development. All of the children like competitive and ranked games. They are
unintrested and feel bored when played uncompetitive game. This finding is related to
microgenesis playing development which assumed that children change their playing period
from one game to another in the short time (Abidin, 2009). In addition, Vygotsky also stated
that scafolding should be suitable with their Zone Proximal Development. Therefore, the
games should be chalenging but not difficult. Ranked/leveled games are suitable with that
assumtions, because they can play challenging games appropriately with their ability.
In Indonesia, most families are muslims. In their values, gender awareness are done in
early years. In addition, Indonesian culture also has perspective that boys should be strong,

136

active and play phisical or war game, while girls should be play more passive. Those values
and perspectives affect the tendention of game selection. Boys tend to like games which have
good and bad characters shown in battle like program such as subway surfer and temple
run), while the girls tend to participate in games which have micro role such as pizza
frenzy.
CONCLUTION
Nowdays, from birth, children are immersed in a media rich world (Rideout et al. 2003;
Knobel 2005; Marsh 2005, 2006 in Hayes et all, 2006). They also connected to technology
media and have their own perspectives on it. Their perspectives is important in order to make
those tools give positive effect for their development. The result of study showed that 100%
children knew computer, laptop, mobile phones, camera, TV, tablet/ipad, 17% children knew
MP3 and printer, and 34% children knew handycam. Then, 85% often played computer,
Mobile phones dan tablet, 100% watched TV, and 50% played laptop and camera. Among
many programs in gadget, all of the children like competitive and ranked games. For boys
tend to like games which have good and bad characters shown in battle like program such as
subway surfer and temple run, while the girls tend to participate in games which have micro
role playing such as making pizza, sushi, bakery, beauty parlor and so on. All of the children
knew the fuction of the gadget by looking at how the adult used them and they can also used
them appropriately. It is suggested to creator of the gadget program to develop program which
have educative and eastern characters but still interesting and chalenging to be played.
REFERENCES
Abidin, Yunus. (2009). Bermain, Pengantar Bagi Penerapan Pendekatan Beyond Centres and
Circle Time (BCCT) Dalam Dimensi PAUD. Bandung: Rizqi Press
Arikunto, S. (2002). Prosedur Penelitian. Jakarta : Rineka Cipta.
Creswell, J. W. (2009). Qualitative, quantitative, and mixed method approaches (third ed.).
Thousand Oaks: Sage Publications, Inc.
Hayes, Mary. Whitebread, David. Taylor, Chris Wheway, David et all (2006). ICT in the
Early Years. New York: Mc Graw Hill
Yusuf, Syamsu (2002). Psikologi Perkembangan Anak dan Remaja. Bandung: Remaja
Rosdakarya.
Schaefer, Charles. Reid, Steven. Archer, Jill. Bay-Hinizh, April. et all (2001). Game Play.
Canada: John Wiley & Sons Inc
Suyanto, Slamet (2005). Dasar-Dasar Pendidikan Anak Usia Dini. Yogyakarta: Hikayat

137

APPLICATION SOFTWARE DEVELOPMENT STATISTICS PROCESSING WITH

VBA AND INSTRUCTIONAL MEDIA BRANCHING LINEAR
Researcher:
Rita Mariyana, M.Pd (Chairman)1
ritamariyana@upi.edu
Asep Deni Gustiana, M.Pd (Member)2
Asden84@gmail.com
This study aims to develop to improve the quality of learning by making statistical data
processing tools are easy to understand, easy to use by following the flow and statistical
methods so that students can quickly perform data processing in both subjects for task
completion and the completion of an essay, a thesis or a dissertation. To describe the results
of a study to improve the quality of learning with this statistical tool research uses descriptive
method, the purposive sampling technique to students taking statistics courses in early
childhood teacher education study program Indonesia University of Education. Data from the
study, questionnaires, interviews, observation and documentary studies analyzed by
quantitative and qualitative techniques. The final product of this study is to improve the
quality of products tools of statistical data processing and statistical learning media courses
are quickly understood and easily used not only for Early Childhood Education students but
for students taking a statistics course.
Keywords: Tools, Learning Media, Linear Branching, Data Processing, Statistics
Background
The development and progress of education is strongly influenced by the development of
science and technology. The emergence of a wide range of technology product can be
harnessed and used in the field of education, as well as providing opportunities to the teachers
and to improve the quality of education through improved teaching and learning process. The
computer as a medium for learning with software that is programmed properly in accordance
with the principles of learning is an appropriate means to assist teachers in teaching-learning
process. As noted by Nana Sudjana and Ahmad Riva'i: "The subject matter, feedback,
illustrations, summaries, and questions packed into a package of learning programs, so as to
create educational interaction between students and the learning package individually"3
Learning is a complex process that occurs in everyone and lasts a lifetime. The
change of behavior in the self-learner is a sign someone has done a study on the process
itself, both changes that are knowledge (cognitive) and skills (psychomotor) or related to
values and attitudes (affective). Effective learning process must start from direct
experience/concrete and then leads to a more abstract experience. Verbal information tends to
be boring. With the media, the messages that are abstract subjects can be visualized, so that
students are interested in what they learn. The taste of this interest will impact the growth of
motivation that will directly improve student learning outcomes. Computer-based learning
programs offer a dynamic learning program that is assumed to be better. With computerbased learning package models are packed with a good tutorial is expected to result in the
learning process better with indicators of improved student learning outcomes.
1
2

Rita Mariyana, Lecturer Indonesia University of Education.

Asep Deni Gustiana, Lecturer Indonesia University of Education.

Nana Sudjana, Ahmad Rivai. Teknologi Pengajaran. Sinar Baru dan Lembaga Penelitian IKIP
Bandung : 1989. Hal 137.
3

138

Limitation and Problem Formulation

In this study the use of instructional media in the form of a computer application used
to explain the statistics lecture material is packaged in an application tool VBA-based
statistical data processing and learning tool tutorial type branching models (linear branching).
Related to the above, it is a common problem in this study is formulated as follows: "What is
the effect of the application of statistical data processing tools and media-based learning
VBA computer-based tutorial-type branching models (linear branching) to improve learning
outcomes statistics course".
To measure differences in the effect of instructional media application processing aids
VBA-based statistical data and computer-based learning programs tutorial-type branching
linear models is to compare the scores of students learning outcomes using the application
program aids VBA-based statistical data processing and computer-based models of learning
media tutorials type of branching (branching linear), between before treated with post-treated.
Based on the identification by the researchers, to better guide the present study, there
is a restriction problem on the following matters:
1. The student as the research object. More specifically, the study was limited in early
childhood teacher education students who took a statistics course.
2. The application program aids VBA-based statistical data processing and computer-based
instructional media to be tested is the model of tutorial-type branching (branching) and
the type of straight (linear) which is a product of the researcher.
3. The results of the study measured the cognitive aspects of learning outcomes C1 level
(knowledge), C2 (understanding) and C3 (application)
4. Motivation to learn is measured is how much attention and interest of students to
computer-based learning programs to help their understanding of the course material
More specifically, the research problem is formulated as follows:
How does the application program aids VBA-based statistical data processing and computerbased instructional media type of branching (branching) and the type of straight (linear) to
increase student learning outcomes in the cognitive aspects of C1 (knowledge), C2
(understanding), and C3 (application) ?
In general, this study aims to determine the effect of application of statistical tools and
models of computer-based instructional media tutorial type branching (branching) and the
type of straight (linear) to the improvement of learning outcomes and learning motivation of
students in the eye Statistics courses in early childhood teacher education program of study.
Method
The method used in this study was a quasi-experimental method, which is one of the
main characteristics of this method is not performed random assignment, but rather use an
existing group of subjects.4

Mohammad Ali. Strategi Penelitian Pendidikan. 1993. Angkasa : Bandung. Hal 145.

139

Figure 1. Road Map Research

The study was conducted on the student, the experimental group using statistical tools
and application media computer-based learning programs (branching) and the type of straight
(linear).
TABLE 1.
TREATMENT OF EACH VARIABLE IN RESEARCH

Defendant Variable (y)

learning outcomes (Y1)

Independent Variable (x)

Computer-Based Learning Program, application program
tools of statistical data processing based VBA
X1

The design used in this research is the design of pre-test post-test using the experimental
groups without random assignment. The research design can be seen in Table 2.
TABLE 2
RESEARCH DESIGN
GROUP
A

PRE-TEST TREATMENT
Y1
X1

POS-TEST
Y2

Remarks:
A : The experimental group
Y1: pretest experimental group
Y2: Posttest experimental group
X1: The treatment for the experimental group
In the design of this study, subjects were taken in the form of a class without random
assignment. Do not do this due to the random assignment is not possible to change the class
researchers who have been there before, to determine the subject of research into
140

experimental groups. Then on the consideration that the groups in a class are usually already
established, then if researchers form new groups feared would cause damage to the nature of
the atmosphere of the class. On the basis of this consideration a group of researchers using
existing classes and to experiment with these groups with quasi-experimental methods.
The steps undertaken in the use of quasi-experimental design in this study are as follows:
1. Determine the experimental group (A)
2. To the experimental group was given a pre-test (Y1)
3. Providing treatment in the form of the use of statistical tools application modifications
and types of computer-based learning program branching (branching) (X1)
4. To the experimental group was given a post-test (Y3) to determine the ability of the end
or the result of learning
5. Testing equality of pre-test results and the experimental group post-test results of the
experimental group.
6. After conducting experiments and post-test questionnaire given to the experimental group
to determine differences in the influence of the program on student learning
7. scoring against any motivation questionnaire answers according to answer key
8. Cultivate questionnaire results for the experimental group.
Benefits Research
1. Benefits for Education Technology Disciplines
This study is expected to be material and aids learning media especially statistics course.
Application of this statistical tool can be the solution, especially for statistical data
processing technology field of education, especially in maximizing the use of computer
facilities in early childhood teacher education laboratory computer.
2. Benefits and Workforce Education Lecturer
As a matter of information for educators as well as those who pay attention to the
implementation and development of learning programs that use computers to assist in the
teaching-learning process at all levels of educational institutions.
3. Benefits for Students
The results of research into the use and application of statistical tools of computer-based
instructional media program branching and linear model of this tutorial is expected to be
used to solve problems in education and helping statistical data processing for thesis.
4. Benefits for Other Researchers
For other researchers who are interested to study about the use of statistical tools and the
application of instructional media. The results of this study can be used as input and
preliminary studies to understand the use of computers in the manufacture of media with
different variables and more problems.
5. Product Benefits for general research
The products produced in the form of statistical data processing tools can be used for
wider society not only to help data processing statistics for education alone but can be
used for other fields wider.

Subjects Research
Subjects in this study were students who took a statistics course in Early Childhood
Teacher Education Indonesia University of Education Bandung. The study population was
students taking statistics courses in Teacher Education of Early Childhood Program Indonesia
University of Education Bandung. Random sampling is a sampling technique that is done by
giving opportunities or opportunities to all members of the population to be sampled. Thus
obtained samples are expected a representative sample.
141

System Design and Application Flowchart

Here is a diagram of the system design VBA Excel statistical tools that have been developed:
Main Menu

Instrument Test
Validity
Reliability
Level of Difficulty
Distinguishing

Normality Homogeneity Test

Kolmogorov Smirnov Test
Skewness Kurtosis Test
Chi Squared Test
F-Max Homogeneity Test
Leveane Test

Correlation and Regression

Test
Pearson Correlation
Rank Spearman Correlation
Single Regression
Multiple Regression
One-Way Anova
Two Way Anova

Non Parametric Test

Wilcoxon Test
Mann Whitney Test
Friedman Test

Parametric Test
T-Paired Sample Test
T-Independent Sample Test
Z test

The image above displays a flowchart workflow application tool of statistical data
processing based Excel VBA. Beginning of test instruments, normality test, correlation, and
regression test the average difference both for parametric and non-parametric.
Evaluation, Implementation and Application Overview
Evaluation
1. Subject Test
As an instructional media development research activities, products must go through a
testing phase beforehand. The test is intended to obtain data that can be used to determine
the quality of the resulting product. The process of testing is done through two processes,
namely the expert test, and the test group.
2. Testing Expert
The test performed by a qualified expert data processing research. This stage is useful for
the evaluation of the data processing is different whether it is appropriate or the outcome
should be. Applications tested whether the presence or absence of irregularities logic.
3. Trials Group
Experiments conducted on a group of students who took the early childhood teacher
education courses Statistics. This procedure is useful for the assessment of whether the
application of statistical tools based on Excel VBA built to run well to calculate the results
of research.
4. Testing Instrument
142

Testing instrument in the development of research-based statistical tools data processing

excel VBA using a Likert Scale questionnaire instrument with four options. The review
conducted by the expert testing instruments of research.
5. Analysis of Test Results
Data analysis of the results obtained aims to determine the response to the development of
statistical tools based data processing Excel VBA that has been made. Questionnaires were
then analyzed using analysis approach Summated item scales of Likert Scale (Kothari,
2004: 83), in which the final score is obtained by using the formula:
From the scores of each of the questions, and then converted into the following
categories (Suharsimi, 2010: 192; Kothari, 2004: 85): 76% - 100% = very good, 51%
- 75% = good, 26% - 50% = not good , 0% - 25% = not good
Implementation
1. Software
OS Windows XP SP3 / Windows 7
Visual Basic Application of Excel MS Office 2010
2. Installation
To install this application program steps must be taken:
a. Copy the application program to the hard drive
b. Open the master file, it will display the password confirmation request. Select the menu
is read only.
c. Once the application program is open, save as and name with a user name that is the
subject, grade, and school name will be the subject of analysis of multiple-choice
items. This step is the last step in the installation.
Application overview
Main form
The main form in the application is a spreadsheet application where there is a title,
and the main menu of statistics, ranging from test instruments, test for normality,
correlation, regression and parametric tests and non-parametric tests.

Pictures of the main application form

143

Sub Main Form

Sub main form is a worksheet that displays menus that are more specific
calculations which we will choose what we will use to process statistical data.

Pictures Sub Form Test Instruments

Pictures Sub Form normality and homogeneity test

Sub Form Image Correlation and Regression

CLOSING
Application software development tools of statistical data processing with VBA and
linear branching instructional media created to assist teaching and learning statistics by
considering the ease and simplicity of the process so that learners can quickly implement.
Making an application designed to accept a variety of input and ideas to help students,
especially students of early childhood education to be easier to understand statistics.

144

This application was developed several objectives such as learning effectiveness and
efficiency of learning, innovative learning, motivate learners and independent learning to do.
To be able to be optimized, teaching materials can be tailored to the ability of learners.
REFERENCES
Jhon, Walkenbach, (2007). Excel VBA for Dummies. Indiana : Wiley Publishing
Rivai, Ahmad, Sudjana, Nana, (1989). Teknologi Pengajaran. Bandung: Sinar Baru dan
Lembaga Penelitian IKIP Bandung.
Santoso, Singgih (2002). Mengolah Data Statistik Secara Proposional. Jakarta : Elekmedia
Komputindo
Sudjana, (2005). Metode Statistika. Bandung : Tarsito
Suharsimi (1998). Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta : Rineka Cipta

145

146

Parenting

148

PARENTING PERCEPTION ON EMPING MELINJOS WORKERS

TO THE 2-TO-3-YEAR-OLD CHILDREN IN BATANG REGENCY
Yubaedi Siron1, Nurul Shofiatin Zuhro2
Postgraduate Studies of State University of Jakarta
1
sironyubaedi91@gmail.com, 2nurulzuhro@gmail.com
ABSTRACT: The objective of this study is to describe and explain the parenting perception
on emping melinjos workers in the Batang Regency, Central Java. This study used
qualitative methods. Data were collected through observation, interviews, and documentation.
The data were analyzed by data reduction, data display, and research data verification. The
results showed that the perception of parents in looked after their children on 2-to-3 year olds
have many different types of parenting. Permissive parenting is the most often and dominant
which applied by emping Melinjos workers. Parents tend to let the children develops and
playing by itself. There are some parents have treated their children well and use authoritative
parenting but it rarely applied by emping Melinjos workers. Some parents more often use
authoritarian parenting when the price of emping melinjo is raising on the market. Parents will
asked their children to do other activities they like, in other word the parents would have a
longer time to focused on their work.
Keywords: Parenting perception, parenting, emping Melinjo workers, children 2-3-year-olds.
INTRODUCTION
Children development at age 2-3 depend on their parents role. The good parenting on
this step will affected in the next life steps. Children at age 2-3 should get appropriate
parenting from their parent during that period of age. Conditions and development of 2-to-3year-olds children has an important role as foundation of development for the next life
stages.
The policy of the Republic of Indonesia No. 4 of 1979 on Child Welfare chapter 9
states that the parents takes responsibility to create the welfare of children spiritually,
physically and socially.
Hill, Waldfogel, Brooks, Gunn, & Hann on Papalia and Feldman (2014: 218-219) cites
the National Longitudinal Survey of Youth (NLSY) research to 6144 children whom the
mother worked full-time in the early birth of infant are more likely to showed negative
results on cognitive ability and behavior at age 3 to 8 years than children whom the mother
worked part-time or not working at all during the early birth. In that conditions, children
which had bad circumtances family showed less negative impact on cognitive rather than the
child with the good one. The National Institute of Child Health and Human Development
(NICHD) had 900 longitudinal children studies that stated when a mother works at early birth
of infant, it would have negative impacts on children's cognitive development from age 15
months to 3 years old if the mother works for 30 hours or more per week.
The problem is that the several society have not been giving their best attention to their
child in aged 2-3 years yet. Though that age is a very critical period in child development,
physical, motor, cognitive, language, social, emotional, and moral values.
Emping Melinjos worker cases in Batang on emping Melinjo cluster centers is also
worrying. The majority of parents of children aged 2-3 years prefer to do fulltime job as
emping melinjo worker. In fact, age of 2-3 years is vulnerable period that need intensive care
to support child development.

149

Emping Melinjo (Melinjo chips) snack is the kind of traditional chips made from
Melinjo seed (Gnetum gnemon). There are several type of emping melinjos product. Emping
Melinjo is traditional home industry. The worker processed the seed into chips in their home
with traditional tools or kits (e.g. pethik (hammer) and tatakan (made from stone)).
In the regencyof Batang, there are few numbers of early childhood cere centers that
serve 2-to-3-year-old children needs. In the regency there are 19 ECE services for 2-to-3year-old are still centralized in the city (9 ECE services for 2-to-3-year-old in the district of
Batang, 2 in the district of Limpung, 2 in the district of Bawang, 1 ECE services for 2-to-3year-old in District of Gringsing, Subah, Reban, and Warung Asem).
In fact, most of the emping Melinjos workers scattered in some citysides, far from the
center of town/district which has ECE care centers. The ECEs service for 2-to-3-year-old
also spend a large costs that the emping melinjos workers can not sustain. It becomes
interesting studies to examined about parenting perceptions to emping melinjos workers,
and how emping melinjos workers would raise their 2-to-3-year-old children with limited
costs to access appropriate educations. The implication is it can be used as a reference for
local government to creat educational policy for the children of emping melinjos workers.
Parenting Perception
Stenberg (2009: 81) stated perception occurs as environmental objects impart the
structure of the informational medium that ultimately impinges on sensory receptors, leading
to internal object identification.
Perception is a cognitive process to give meaning to the stimulus of the environment
that can be captured through the senses (Sigit, 2003: 17).
Perception is one of the psychological factors that contribute substantially to the
participation of parents in early childhood education. In looking at the same event object,
which is obtained by a person's understanding may be different from others because they
have a different perception.
Perceptions of parents of early childhood education is no direct connection through the
senses of sight and hearing, and no interference interpretations and thoughts. Parents perceive
early childhood education with a sedentary position, so it is always the same and stable in its
position.
Hangestiningsih (2008: 334) stated that the way parents develops their perception of
early childhood education is determined by the condition of internal or personal
characteristics. This condition can be categorized as internal needs, attitudes, motivations,
expectations, past experiences, personality, and education. Parental perceptions of early
childhood education has certain characteristics. The most prominent characteristics of the
parents are usually the most decisive perception formed. The current situation also affects the
perception of the parents' perceptions about early childhood education was formed.
Parenting on Early Childhood
Harvard Family Research Project (2006: 2) stated that parenting was the family
involvement process that includes the attitudes, values, and practices of parents in raising
young children. Nurturing, warm, and responsive parentchild relationships and parental
participation in child-centered activities relate to positive learning outcomes in early
childhood.
Family is an informal education that is essential for children. The integrity of a
family, especially parent were needed by the children. Parent role strove to help the

150

children to internalize the moral values, to be recognized and understood, precipitated, and
personalized in children. ( Fahrudin, 2011: 135).
Children at 2-3-year-olds
Jacobsen, H., Moe, V., Ivarson, T., Wentzel-Larsen, T. Smith, L. (2013: 666) stated
that research has underscored the importance of early years development, nurturing
caregiving environments on brain development, and the importance of positive brainenvironment inter-action during the first 2 years of life also been documented by research
on foster care and adoption.
Children are active learner for each aspect of their development. They need constant
experiences to help them refine emerging social, cognitive, physical and language
competencies. Improved large and fine motor control allows them to become more
independent. They need indoor and outdoor play activities that will encourage practice and
enjoyment of their motor skills. (Wortham, 2006: 94).
METHODS
Subject on this study is 35 people whose children are at 2-to-3-year-old. Subject
recruited in snowball sampling technique.
Data gathering will be stopped if the data were saturated. The technique of collecting
data through observation, interview and documentation. The interviews were audio-recorded
with the permission of the interviewees. The participants were encouraged to follow issues
and angles of particular interest to them.
The examination technique used is triangulation of data sources. Data were taken for 5
months. December 2013-February 2014 and June-July 2014 Analysis of the data used in this
study using data reduction, data presentation, and drawing conclusions and verification.
The interviews were transcribed verbatim in Javanesse language and translated into
English so that the authors could discuss the interview data together to examine and compare
the data within and across the categories to finalize themes. The transcriptions and the
translations of interviews were then returned to the interviewees to ensure that the original
and translated transcripts accurately expressed their views.
The study focused on several villages in the district Limpung. Limpung district serve as
a focus because of the biggest centers in the district of Batang emping melinjo, so the icon is
in the district town dubbed as "Limpung as a Emping's City" with the Emping melinjo
worker as a mascot sculpture at the city central.
RESULTS AND DISCUSSION
Based on observastion, rating scale, and interviews about parenting perception on
emping melinjos worker to their 2-to-3-year-old children, found that perceptions of
parenting in the emping melinjo workers are varied. Permissive parenting is most frequently
applied by emping Melinjo workers. Parents not taking care about children activitiesa, what
they do, what they will, how they behave, to whom they socialized, why they choose
somethind and where their children were playing, and when the children got appropriate time
to do their certain activities. For the emping Melinjos worker as parents, their work
productivity will increased if there were no any disturbance from family members, especially
their children. So they would let their children do anything with less parents control.
Children were left to play alone or in pairs of group, as a play on the ground, playing
with their parents working kits, learned to eat by themselves with less control and grew on
thier own. Children experimented himself with his surroundings e.g playing in sanitary line,

151

dusty yard, etc. As performed by NGS-one of respondent- to her daughter, she left her
daughter play with no time limitation and left her exploring the garden near his home by
herself. Even if she did not want to have shower when she had her shower time in the
morning, NGS would let her daughter and not persuaded her to have shower.
NGS said: Nyong arep ngedusi nek awan bae sekalian kotore. Palingan, si bocah
angel nek dikon adus.
...I will have shower her in afternoon as she got her body dirty after play whole day.
Guess she would not want to shower when she has her playing time in the morning...
On the other hand, in terms of snacking time, parents were become more authoritarian
and not allow the child to got their will. As performed by MK-the other respondent- to her
son in buying snack peddlers. MK would not buy her son snack he want due her familys bad
economic circumtances.
MK said:..Tak jaraken ben nangis nek njaluk jajan pas nang umah ora ana duwit.
... I left him crying when he asked for snacks because I have no money...
BKB team on BKKBN (2013) stated that parents do not set boundaries of behavior and
let the child do things according to his own desires. Children who have permissive parenting
type will grow as unconfindent children, likes to hurt others, selfish, not self-sufficient and
less responsible.
Parents with authoritarian parenting type were too force their will or rules. Started from
shower time, eating, and napping time. Toilet training treatment from them was also force the
children. Children will be bathed in certain time regardless of the children mood or wants.
Others were crying hysterically when they had their shower time and the parents still kept on
going, as same as meal time. Some parents forced their children to eat without considering
the child's appetite and pleasure. Parents would forced to feed their children though the child
cried or ran away to avoid eating.
BKB team on BKKBN (2013) stated that authoritarian parents force children to follow
what the parents want. Parents would make a variety of rules that must be obeyed by their
children without care about their childrens feeling or oppinion. If the child did not follow the
rules, the parents would tend to give harsh physical punishment.
Authoritarian parents are not comnforts the child and have a poor relationship with
them. This parenting style shows parents domination that the children should have to obey
the rules correctly, and doing whatever they said or advised. Children would feel depressed,
withdrawn and does not believe in parents.
In addition, children who experienced authoritarian parenting type would grow into a
less confident, aggressive and have difficulties in learning process at school and makes their
friends away.
Georgiou, Fousiani, Michaeli-des, Stavrinides (2013:69) found that authoritarian
parenting type was also positively associated with bullying and victimization at school. The
main contribution of the present study is the finding that vertical individualism significantly
mediates the relationship between authoritarian parental style and bullying propensity.
Some emping Melinjos workers also apply authoritative parenting. Children are given
the freedom to do a play activity. As with choosing toys, playground references, and
playmates. But the authoritative attitude of parents in this case is almost tangent to the
permissive attitude, which tends to make the omission in facilitating their children.
BKB team on BKKBN (2013) stated that authoritative parenting appreciate the interest
of the child, but also emphasizes the ability to follow social rules.
Parents appreciate the child's ability to make decisions, children's interests, opinions
and personality of the child. Parents which were authoritative, being warm in affection to the

152

child and the child but did not hesitate to expect good behavior, assertive in setting the rules
at home, and limit restrictions. They explain why the child should not do a thing.
However, with this style of parenting as parents can trapped in excessive compromise
with the child so that it can be manipulated by children.
Moreover, Gul and Noor (2010:69) found a positive correlation between authoritative
parenting style and self-esteem among stammering individuals. The result indicates a
negative correlation between authoritarian and permissive parenting styles and self-esteem
among stammering individuals.
Gullan, LeRoy, Boxer, and Mahoney (2014:303) said that positive parent-child
activities directly related to childrens internalizing and externalizing problems, and modified
the nature of the association between the parenting alliance and internalizing problems in
families. Interestingly, in families where parents engaged in fewer positive activities with
their children, a strong parenting alliance actually related to greater child internalizing
problems.
CONCLUSION
Based on the results and the discussion about parenting perception of the emping melinjos
worker, It can be conclude that the parenting perception were high variatively. Permissive
strategy were dominant in the emping melinjo worker.
In the other hand some parents also apply authoritative behavior to the children.
Furthermore, there are some parents also were being authoritarian in educating their 2-to-3year-old children.
REFERENCES
Fahruddin. (2011). Peran Keluarga Dalam Pendidikan Anak Usia Dini. Jurnal Pendidikan
Usia Dini. Volume 5 Nomor 1 April 2011. Halaman 135-156. ISSN 1693-1602
Georgiou, S. N., Fousiani, K., Michaelides, M., Stavrinides, P. (2013). Cultural value
orientation and authoritarian parenting as parameters of bullying and victimization at
school. International Journal of Psychology. Vol. 48 Issue 1, p69-78. 10p.
Gul, S., Noor, R. (2010). The Effect of Parenting Styles on Self-Esteem of Individuals
Suffering from Stammering. Journal of Social Sciences. Vol. 4 Issue 2, p69-78.
Gullan, R.L., LeRoy, M., Boxer, P., Mahoney, A. (2014). Interaction Between the Parenting
Alliance and ParentChild Activities in a Clinic-Referred Sample of 2 to 18-year-olds.
Journal Child and Family Studies 23:303311.
Hangestiningsih, Endang. (2008). Mengoptimalkan Partisipasi Orang Tua dalam Pendidikan
Anak Usia Dini. Wacana Akademika. Vol. 3 No. 4 Juli, 305-392.
Harvard Family Research Project. (2006). Family Involvement Makes a Difference. Evidence
that Family Involvement Promotes School Succes for Every Child of Every Age. No 1 in
A series. Spring.
Jacobsen, H., Moe, V., Ivarson, T., Wentzel-Larsen, T. Smith, L. (2013). Cognitive
Development and Social Emotional Functioning in Young Foster Children: A Followup Study from 2 to 3 Years of Age. Child Psychiatry Human Development. 44:666-677.
Papalia, Diane E. Dan Feldman, Rith Duskin. (2014). Menyelami Perkembangan Manusia.
Edisi 12 Buku 1. Translated by Fitriana Wuri Herarti. Jakarta: Salemba Humanika.
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Tim BKKBN. 2013. Menjadi Orang Tua Hebat dalam Mengasuh Anak. Jakarta: Bina
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Curriculum. Fourth Edition. New Jersey: Pearson Education, Inc.

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PARENTAL MEDIATION ON TELEVISIONS VIEWING BEHAVIOR

Sri Widowati Herieningsih.
Department of Communication, Diponegoro University, Semarang
PREFACE
In spite to the fact that children have recently exposed and experienced to various
updated media, television remains a dominant medium to children. Watching television is
attracting to children, as to other segments of audience due to its practical simplicity and
affordability. Studies indicated that children watch a lot of television program, as a sole
activity as well as a companion to other activities such as eating or playing with their toys
(Gunter, 2007:18). Parents, in many cases, also consider television sets as baby sitters to their
children. They believe that television is an effective tool to keep their children occupied while
they are doing their things. Research also pointed out that many parents prefer to see their
children watching television at home than wandering around the neighborhood. In many
occasions when children moans, loosing appetites, or reluctant to do their homeworks,
parents put their children in front of the television sets to cope with it, nonetheless a bigger
issue should emerge because television is not a good baby sitter.
Concerns on the childrens high exposure to television programs leads to its poor
impact onto children. Leaving alone children to grow along with television is putting danger
into their development. Researches on the negative effect of television on children that have
long been conducted since 1960s stated that television had influence childrens cognition,
affection, and behavior. The information-processing approach of research tradition explained
that young children are prone to television content because of their limited cognitive ability to
process television contents and narratives. Children are also lack of comprehension in
discerning facts from fantasies, that make them get the wrong idea about realities that come
from television, and could lead to imitating improper behaviors. Bandura (Littlejohn, 2009:
298) in his social learning theory assumed that a person learn by observing her/his
environment. A child understand certain behavior by imitates attracting models in her/his
surroundings. Bandura further argued that people collect information from their environment
and use it as guidance to behave and do things. Among those of the environment is surely the
mass media.
In spite of the abundant critics to television content, particularly those related to
children program and children audience, nothing much had been done to change the
Indonesian television system. There are powerful political forces and huge economical
interests at play. The existing regulation (Broadcasting Regulation article 32 of year 2002) is
not sufficiently regulate the television content, especially regarding its relation to the
protection of children audience. The Indonesia Broadcasting Commission (KPI) also enforces
a content rating system based on proper age classification. Still, it is not adhered by all
television content.
Dan Blake (Porter, 2001:35) explained the significance of media literacy in 5 points.
First, we need media literacy because we are living in a media environment. Second, media
literacy stress on critical perspective. Third, being media literate is part of the citizenship.
Fourth, media literacy encourage an active participation of audience. And fifth, media literacy
helps us understand communication technology better. One of the many activities of media
literacy that focuses on children is Parental Mediation. Parental mediation is considered as the
most effective method of eliminating the negative effect on children (Buijzen et al, 2007). In
parental mediation, parents accompanying their children to watch television, implementing

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rules of watching television, or helping their children to interpret and discuss the television
content. Parental attitudes to television were important. Children who were heavy users, or
who watched proportionately more of commercial stations, had parents who were less likely
to express concern over the negative side effects of watching television. Such children also
tended to have parents who perceived less need to control their childs use of the medium
(Gunter, 1990: 184).
The ideal parental mediation requires parents to always critical to television content,
and they should be able to discern the proper content from television. Parents understanding
of television contents rating is also the significant aspect to parental mediation. Yet, not all
parents conducting parental mediation, and it leads to questions of parents consumptions of
television program, parents understanding of television ratings, and the parental mediation
that they conducted. This study used survey method for a total number of 205 sampling units,
drawn purposively in Jakarta and Semarang area.
FINDINGS
1. TELEVISION CONSUMPTION.
Childrens television viewing behavior are somehow related to their familys pattern
of television viewing. In such case, mothers usually have the most significant role in shaping
their childrens viewing habit.
The number of television sets owned in a household varies from 1 to 6 sets. More than
half of the respondents had only one television set (58%), fewer had 2 units (26%), and the
least had 3-6 television sets (16%). This figure implies advantages as well as threat to parental
mediation. Having only one television set in the house will make children to share it with the
other family members. This lead to the second benefit, that is control over children viewing
behavior by other members of the family. On the other hand, there are potential risk for
children when they exposed to adult television contents when they were watched by the older
family members.
Related to the number of television sets owned, was how the family placed it in the
house. Family that had only one television set, almost all placed it in the living room (92,7%).
But family with two or more television sets faced a crucial placement point of their television
sets. Installing a television set to a childrens room was a direct threat to the children that
exposed them to improper television contents, unlimited duration of television viewing, and
without any supervision from their parents. Placing television set in the childs room is a risky
decision because its huge impact to children, psychologically, socially, physically, and
spiritually.
Who watch the most television programs at home? Actually children are the main
audience of television (86,6 percent), then followed by their mothers (55,6%). For most cases
in the family, their television sets were turned on for an average of 9 hours each and everyday
(52,2%), some between 5-8 hours (30,7%), and only a few (17,1%) between 1-4 hours. The
conditions will certainly provide unintended exposure to children around the television sets
whatever the programs are. So, a mixture of the quantity of television sets, careless placement
of television sets, a limited choice of pro-child television contents, and boundless access to
the always-on-television-sets, is indeed a minefield to our children on the subject of
negative television effects. Moreover, children are undeniably the main audience of television
at home.
The average amount of time spent to watch television programs was quite enormous.
About half of the sample (50,7%) stated that their children spent 4-7 hours daily to watch
television programs, few even more than 7 hours (8,3%). Only 41 percent of the children

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spent 1-3 hours daily watching television. The figure shows how excessive children spent
their times to watch television, compare to any other activities children of 12 and under
supposed to do, including school. It is worrisome indeed.
Then again, mothers television viewing habit is another significant factor to be
scrutinized. The amount of time spent by mothers on television in week days usually
correspond to their childrens school and homework routines. The majority of mothers
(52,7%), watch television for 3 hours or less daily, 33,7 percent spent 4-7 hours, and the rest
spent more than 7 hours on television. On week ends, they spent more hours than week days.
2. PARENT UNDERSTANDING OF TV RATING
A strategy of choice to relieve the negative exposure of television content on children
is to improve the responsible parties understanding and capability for the need of childrens
development, especially on how to choose the proper television content for their children
(Collins in Carvert, 2008: 496). Thus, parents should have critical perspectives onto the media
(Potter,1988), and the capacity to distinguish the proper television contents for their children.
Potter explained that understanding media is a multidimensional concept consisting of
cognitive, emotional, aesthetic, and moral aspects. The cognitive dimension is the ability to
understand how media contents were produced and how social structures affect the production
processes. The emotional dimension is the ability to understand how people interested,
understood, and attached to media contents. The aesthetical dimension is the ability to
perceive how people enjoy media contents. And the moral dimension stresses on the ability to
understand values and moral themes from media messages. All of those dimensions require a
comprehension of the formal features of the media (Calvert, 2008: 556), one of which is
television ratings.
To help the audience understand the designation of television content, the Indonesia
Broadcasting Commission developed a rating system based on age categories. They are A for
anak/children, R for remaja/adolescence, D for dewasa/adult, SU for semua umur/all ages,
and BO for bimbingan orang tua/parental guidance (PG). Most of the respondent (71%) paid
attention to the rating label on the television screen. Some of the respondent who pay no
attention to the label believe that watching television is unlike watching movie in the theater
and since television programs were intended to family audience members, they did not see
any reason to consider the rating labels.
Most of the respondent (81%) correctly understood the meaning of PG. It was a pretty
good gesture despite the fact that it was not automatically led those mothers to do the assign
meaning of PG. Mothers were not easily understand a combination of rating label. For
instance, only 50,2 percent understood well the meaning of A-BO (Children-Parental
Guidance).
3. PARENTAL MEDIATION
Literally, mediation has not been consistently defined. Therefore, there are various
definitions of the term. The most excepted definition is that of Schement (2002: 701).
According to Schement the researchers agree that mediation leads to television related
interactions between parents and children. Parental Mediation Theory explains how parents
use various interpersonal communication strategies in order to mediate and limit the negative
effects of mass media, particularly the effects of television on their children. According to
Nathanson (in Schement, 2002: 701) there are three types of parental mediation: 1) restrictive
mediation, the parents make certain rules in relation to the types of programs their children
allowed to watch, how long they should watch, and when they watch, 2) active mediation,

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includes talking about and discussing the television programs and its messages, 3) coviewing, parents accompany their children watching television.
3.1.

Restrictive Mediation.
Restrictive mediation often understood as the presence or absence of rules or
restrictions relates to the childrens consumption of television. Mediation is measured by
whether the parents set certain rules that consist of: watching duration, timing or when
children watch TV, as well as the rules associated with certain television programs which are
children prohibited to watch (Calvert & Wilson, 2008: 554). Each family has different norms
related to television. Some families have strict rules about television consumption, while other
families may have little concern about children's viewing rules.
Duration or amount time spent daily on watching TV has grasp attention of many
scholars who are concerned with the negative effects of television. The research finding
indicates that the majority of respondents (67%) always/often limit the times their children
spent on watching TV (duration). Such finding suggests that many mothers have alert the
importance of giving restrictions on watching TV with an expectation of reducing the
negative effects of television. However, not all mothers limit their childrens duration on
watching TV, about a third of the respondents rarely or even never limit their childrens
duration on watching TV. Various reasons put forward by the mother for not having duration
limitation including; their children do not like watching TV, the children already set their own
schedule so they know when to study and when to watch TV, and there are some mothers who
said that they never thought about the restriction.
The restriction related to the duration of children watching TV which is set by mothers
for their children is varied. The research finding is quite alarming, the majority of women
(about 60%) set very loose rules on the duration of watching TV: between 3-4 hours per day
(35.5%), 5-6 hours (18.5%), even 2 percent of respondents allow their children to watch TV
for more than 6 hours. Children who watch TV more than 3 hours a day is categorized as
heavy viewer. Two hours a day is recommended hours spent by children on watching TV. The
research finding indicates that the majority of mothers are aware of the importance setting
time limit for their children on watching TV, but they set the rule for more than two hours
time limit.
Besides setting the rules, another important factor that mothers should aware of is
supervising their children when they are watching TV. The findings show that the majority of
women are always/often supervise their children when they are watching TV (69.7%). They
ask their children to stop watching TV, to take a break from watching TV, to go to sleep, or to
perform other activities. There are some mothers (30.3%) who are rarely or never conduct
supervision, their children have freedom to watch TV all the times. The reasons for giving
such freedom are the assumption that the children are better watching TV than playing out of
the house, TV is presumed as an entertainment to calm down the children, to increase eating
appetites, and TV as a companion in doing school works. Some mothers say that they cannot
supervise the children due to the number of TVs (more than one) and one of the TV is in
childrens bedrooms. The other reasons for the mother not supervising the childrens habit of
watching TV are they are busy working, tired, or the mothers themselves love to watch TV.
This condition indicates that some mothers are lack of control on their children television
habit.
Rules that are made for the children in watching TV is not just limited to the duration,
but also the rules that are applied while they are time watching TV. The majority of mothers
are claimed that they always set a limitation in watching TV such as remind their children to

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stop watching TV for doing homework, studying, praying, or going to bed. However, not all
mother set such limitations, about 26 percent of respondents state that they rarely or never do
so. It is also related to watching TV supervision conducted by the mothers, about 30 percent
of mothers said that they rarely or even never supervise when their children watch TV. These
findings suggest the lack of control, restriction and supervision, the mothers tend to allow
their children to study or do homework while watching TV. They said that their children
prefer to study while watching TV.
TV shows are not entirely safe for children to watch. The rules set by the mothers and
mothers supervision on watching TV are indicators of restrictive mediation. In relations to
TV shows watched by children, 76 percent said they provide restrictions, and about 24
percent of do not set any restriction at all. This condition needs a serious attention due to
many inappropriate TV shows that potentially have negative effects on children. Moreover,
the research indicates that 21 percent of mothers rarely or even never conduct watching TV
supervision to their children.
Sinetron (drama TV Series) is the most restricted TV show to watch, about half of the
respondents say that sinetron is prohibited to their children. Sinetron is considered by some
mothers contain both verbal and non-verbal violence, bullying, fighting, gangster, insulting
poor people or people with physical disability, and consumptive behaviors. In other words,
the contents of sinetron are not appropriate for the children. One example given by the
respondents is a TV series titled Ayah Mengapa Aku Berbeda"(Dad, Why Am I Different),
one of the characters is a girl with speech disability is subjected to mockery and abuse. TV
show for mature audiences is prohibited for children by many respondents. The respondents
do not mention the name of the TV shows which considered for mature audiences.
Variety show is a TV program that is watched by most of the respondents. Almost all
mothers do not prohibit their children to watch variety show. YKS, a very popular variety
show which is now banned for airing, contain a lot of violence, either verbal or non-verbal.
Most of respondents do not consider reality show as dangerous for children to watch.
Animated (cartoon) film is a TV program that is closest to the children. Animated film is a
program that almost all respondents not forbid their children to watch it. Most mothers
assume that cartoons is a TV show for children, without further consideration of violence
contained in the film. In many animated films extreme violence are dominated its scenes
including; the use of sharp weapons, blood spilled, and scary expressions. Sexually reference
scenes are commodity that are often used for developing story lines, for example; opposite sex
attractions, and a story of love triangle. Some of animated film also contains a very strong
mystical content. Some of films show spirits, demons, and the devils that are scary for young
viewers.
3.2

Active Mediation.
Active mediation or could be categorized as evaluative guidance is established by
developing interaction between mother and children during watching TV. In other words,
parents watch TV with the children and actively convey a conversation. According Chakroff
& Nathanson (in Calvert & Wilson, 2008: 554), the form of mediation is often measured by
how often parents encourage children to think critically about the show, and some research
only measured communication between adults and children about TV. Mediation, particularly
active mediation is effective in reducing the TVs consumption and the impact of TV on
children. Parents are comments or providing feedbacks on the content of television programs.
According to Nathanson active mediation is categorize into three types; active-positive,
active-negative and neutral-active. Positive active mediation refers to how parents encourage

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and give positive comments about television programs watched by their children. Negative
active mediation refers to parents who tend to be negative toward television programs.
Active-neutral Mediation is a type of active mediation that involves additional information or
instructions about TV for the children.
Discussion of TV programs contents between mother and children aims to help
children evaluate the meaning developed in the program including the notion of morality
(explain the bad behaviors conducted by the characters). In assisting children to watch TV,
there are three things that can be done by the mother. First, an explanation of "why" (motive
underlying action), some TV programs need an adequate explanation due to different cultural
and social values. Second, mothers provide confirmation in the notion of value judgments
(good vs. bad, right vs. wrong, appropriate vs. inappropriate). Third, mother give
reinforcement for the children to implement the right values, for example, by
complimenting characters who perform the right actions, and emphasizing that certain acts are
wrong/bad so that the children do not imitate such actions.
Discussions between mother and children in relation to scenes, stories and characters
in the TV shows are important due to various TVs contents that are not suitable for children.
Moreover, the rapid changes of digital technology as well as the improvement in the
cinematography techniques saturate the computerize scenes that look like real. Children who
do not understand such technologies will regard those kind of scenes as real. Therefore,
mothers need to talk to their children about TVs contents so that their children will be able to
understand the notion of computer generalize scenes.
The findings of this research indicate that the 55 percent of the respondents are
always/frequently discuss the TVs contents with their children. On the other hands, almost
similar percentage around 45 percent of mothers rarely engage conversation about TVs
contents with their children. The fact that some mother rarely talk about TVs content is quite
alarming due to negative impacts of television to children behaviors.
Story lines in various TVs programs are sometimes do not make any senses, and
many of them are too complex. The role of the mother is important to explain the story to the
children, so that the mother can explain how to differentiate reality and fantasy. The research
shows that 52.5 percent of the respondents always/often discuss their children. The percentage
of the respondents who rarely or never talk about story lines is 47.5 percent. Discussion of the
character in TVs programs is important for children to understand good and bad behaviors.
The research indicates that the percentage of respondents who are always/often conduct
discussions with their children about TVs character is 52 percent and those who rarely/do not
engage in discussions is 48 percent.
Some respondent realize the negative effects of TV ads including initiating childrens
consumptive behaviors. However, the majority of mothers admit that they are rarely or do not
engage in discussions with the child about content of TVs commercial (about 70 percent).
The main reason why mothers do not engage in such discussion is the fact that TVs ads only
appear briefly, placed in between TVs programs, so that no one deliberately watch
commercials. Advertising is considered not a real TV show, only a brief distraction. Mothers
are expected to help children "reading" and criticizing the ads.
According to Nathanson (in Mendoza, 2009: 31), active mediation is the most
promising mediation among other forms of mediation. Active mediation has a great influence
on encouraging childrens pro-social behaviors, children ideal news consumption, as well as
reducing aggressive behavior in children. A study conducted by Austin indicates that active
mediation is a type of mediation that suitable for creating: better understanding of TVs

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contents, more skeptical toward the contents of television news, and suspicious in what is
seen on television (Mendoza, 2009: 35).
3.3.

Coviewing.
Coviewing refers to "the simple act of watching TV with the children" without any
discussion of the contents. This activity is only limited to accompany children in watching
television without conducting discussion or conversation. While Mother and children
watching television together, they usually conduct other activities; mother (cooking, sewing,
embroidery) and children (doing homework, playing games).
Watching TV together has two sides, on one side watching together is good especially
if they watch childrens programs, but on the other hand, if they watch TV together
sometimes children are exposed to a variety of programs choose by mother that are not
suitable for children under 12 years old. Programs that may not suitable for children that are
coviewing by mother and children including: variety shows (44%), reality shows, (about
35%), soap opera (about 33%), and infotainment (23%). As for the animated film, the
majority of respondents claimed that they always/often watch together with their children
(about 58.5%). This condition is quite encouraging, because even though most cartoons are
aimed to children but many of them are not safe for children to watch
CONCLUSIONS
1. The research shows that the pattern of TVs consumption in the family is not in ideal
condition. That condition is triggered by the placement of TV set in the children bedroom
so that the parents cannot set limitation and give an adequate supervision. The majority of
mothers and children is a "heavy viewer". They watch TV more than 3 hours per day, both
on weekdays and holidays.
2. One of the guides that can be used by parents to choose the program for children that is
TV programs categorization labels/TVs rating (BO, A-BO, R-BO, SU, D). Those labels
are shown in the top left or bottom right of TVs screen. There are many respondents who
do not pay attention to the label. Half of the respondents did not understand the meaning
of the A-BO (Children-Parental Guidance).
3. The finding shows that some mothers do not applied restrictive mediation which are
measured through the following indicators: the rules that limit the duration of watching
TV, the kinds of TVs program watched by children, and mothers supervision. Almost
similar condition shows in active mediation or usually interpreted as evaluative guidance
which has not been done by all respondents. Coviewing is another form of mediation,
which refers to the simple act of watching television with the children. The research
indicates that not many respondents conduct coviewing regularly.
RECOMMENDATIONS
1. In relation to familys pattern of watching TV, it is important not to place a TV set in the
childrens bedroom and to turn the TV off when no one is watching.
2. The research finding indicates that a lot of mothers do not have a sufficient understanding
related to the categorization of television program. Many of TVs programs do not put the
categorization label throughout the show. Such conditions need an attention from TV
stations, Indonesian Broadcasting Commission (KPI), NGOs and academicians so that
they will conduct education and socialization in order to increase understanding about the
importance of TVs program categorization labels.

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3. Mothers are expected to conduct restrictive mediation, active mediation and co-viewing.
They should make watching TV together and discussing TVs content with their children
as a part of daily routine. Mothers should explain the rules of watching TV and
conducting active discussions related the story lines, scenes and characters in the
television programs.
REFERENCES
Chen, Milton, 1996. Anak-anak dan Televisi: Buku Panduan Orang Tua Mendampingi Anakanak Menonton Televisi, Jakarta: Gramedia.
Calvert, Sandra & Barbara J. Wilson, 2008. The Handbook of Media, Children and
Development, Malden: Blackwell Publishing.
Gunter, Barrie, Jill McAleer. 1997. Children and television 2nd ed. London: Routledge.
Littlejohn, Stephen W & Karen A. Foss, 2009, Encyclopedia of Communication Theory I,
Thousand Oaks: Sage Publication Inc.
Mendoza, Kelly, 2009, Journal of Media Literacy Education: Surveying Parental Mediation:
Connections, Challenges, and Questions for Media Literacy. Vol. 1, Iss. 1, Article 3
Potter, W. James, 2001, Media Literacy, Second Edition. New Delhi: Sage Publication.
Schement, Jorge Reina, 2002, Encyclopedia of Communication and Information, volume 1,
New York: Macmillan Reference.
Schement, Jorge Reina, 2002, Encyclopedia of Communication and Information, volume 2,
New York: Macmillan Reference.

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THE PSYCHOLOGICAL DYNAMICS OF PARENTS OF CHILDREN

WITH SPECIAL NEEDS
Putu Rahayu Ujianti
Ganesha University of Education
ayujianti@gmail.com
Abstract
This paper analyses the process of acceptance on parents who have children with
disability. This paper argues that parents sufficient knowledge and understanding of their
childrens special condition and the forming of support group give a significant contribution
to the acceleration of parents acceptance. To have children with special needs is a challenge
for parents. Acceptance on the children condition is the main key in determining attitudes and
taking steps needed for optimizing the childrens growth and development. Unfortunately,
many parents experience obstructions in accepting the condition of their children. This results
in conflict within the parents themselves, with their spouses, or with other members of the
family. This acceptance process itself has to go through several stages, namely denial,
bargaining, anger, depression and acceptance. Many parents live in denial and anger before
they can accept their childrens condition. Parents knowledge and understanding about their
childrens special needs is one of the supporting factors which lead to acceptance. Yet the fact
is many parents, especially from the middle and lower classes lack of information and believe
more in superstitions in society. This fact surely hinders the steps needed to accept their
childrens special condition and take proper care of them. The presence of support group
which consist of parents of children with special needs and those concerned in the
development of special needs children is a place for comfort, emotional release and
information exchange for the parents.
Key words: parents, children with special needs, psychological dynamics

Introduction
The birth of a child with a disability can affect the family in profound ways.
Bernal (2006) observed that parents feel deep sadness, frustration and excruciating
pain, which occur simultaneously with the experience of giving birth and raising
children with special needs. The rejection showed by parents toward the presence of
their child will affect their further growth and development. Studies have shown that
early intervention will provide opportunity for optimum growth and development in
children with special needs. Therefore, if parents of children with special needs still
show non-acceptance of their existence, the steps toward intervention will be unlikely to
take place. The research conducted by Xu & Filler (2008) and Stalker, Brunner, Maguire
and Mitchell (2011) found that in addition to teachers, parents collaboration is one of the
determining factors in child education. Having said this, parental involvement will be unlikely
to obtain if parents are still in denial and refuse to accept their childrens special condition.
Parents have been found to react differently when they discovered their childs
special needs. Seligman and Darling (1989) mentioned that the psychological and social
economic factors had an influence on reactions displayed by parents. The emotional states
parents are under vary, from shock, denial, distress or anger, guilt, as well as fear and anxiety,

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before they finally come to accept and adapt to the reality (Dukes and Smith, 2007). In
particular, mothers are the figures who are exceptionally vulnerable to adaptation issues due
to their direct role in child birth.
Having a child with disability, a child whose dependency on the mother goes beyond
what is normally expected, forces the mother to extend her affective links indefinitely
(Kingston, 2007). It is only when parents reach the acceptance level that they can take the
necessary steps for their childs growth and development.
Often, parents who are still unable to accept their childs condition send their child to
a special school or even to an inclusive one. They also join therapy in the hope that their child
will gradually grow normal.
I hope that he could be like his older sibling who developed fast in literacy and was
an achiever at school. He was already a very good reader when he was just in first
grade
(mother of Dion, 8 years old)
Actually, his kindergarten teacher warned me that my son was special. He would
fit more in a special school. I enrolled him in this (special) school, but I hope he could
have a place at a main stream school once he is in third grade
(mother of Rafi, 7 years old)
Raising a child with special needs together with their siblings presents its own
challenges for the family. It is quite common for parents who are still in denial to compare
their special child to their other children and demand that their child have the same ability as
that of their normal siblings. In several cases, spouses put the blame on each other as the
cause of their childs disability or refuse any involvement in their childs growth and
development process. If a couple is unable to go through this phase, then their marriage may
be susceptible to divorce.
The Stages of Adjustment
The state theory approach states that parents undergo a few stages after learning about
their childs special needs. Several of these stages are similar to the stages of mourning and
grief experienced by families over the death of their loved ones. The mentioned phases are
shock and disturbance, denial, sadness, anxiety and fear, anger and finally acceptance. The
stages of parental reaction adapted from Kubler-Rose (Seligman, 1989 and Dukes and Smith,
2007) are as follows:
1. The first reaction that parents display to learning of their childs special needs or
disability is to deny the reality of the situation.
.After my meeting with her preschool teacher, I studied Erika and tried to remember
anything she might have done that was different, that was not within the norm. She
had always been a perfect baby. She rarely cried. She slept well. She ate well. Erika
had reached all the developmental milestones on time. She was even doing some
things ahead of schedule, such as knowing her ABCs by the age of one and half. How
could anything be wrong with a child who could be so bright and so adorable? Look at
her. Shes talking. She cant be autistic
(Mother of Erika, 6 years old)

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At this denial phase parents experience shock and disbelief. Denial occurs
subconsciously to rationalize overwhelming emotions (Mangunsong, 2011). Parents
are in denial to protect them from the pain that the mind or heart cant handle (Morrel
and Palmer, 2006). They are in fear of what might happen to their child, confused as
to how they are supposed to react in this situation, and visualize negative images of
their childs future. At this stage parents begin to develop over protective attitudes and
behavior to their child, family and themselves.
In a number of cases parents have been found unable to accept their childs diagnosis.
They would then connect their childs special needs with superstitions or mystics. A
father whose daughter was diagnosed with ADHD insisted that she was fine. When his
daughter displayed impulsive behavior that put herself in danger, he called it part of
the mystical ability that she possessed.
since she was born, my daughter has had this special ability. She can see and hear
sounds which most people cannot. That is why she is behaving this way
( father of Ratih , aged 7 )
It is parents superstitious and mystical beliefs used as an explanation for their childs
condition that often obstruct necessary intervention measures.
2. Bargaining: at this phase, parents try to bargain or negotiate a compromise. Their
reasoning is that if they put enough effort, then their child will somehow get better.
Any improvement the child experiences will be considered a compensation of the
parents hard attempt.
Even after we were given a real diagnosis of Down Syndrome, my quest for the
cure didnt let up. I read everything I could find about Down Syndrome, the various
medications, and the current research. I believed that if I knew enough, I could
somehow fix the situation. I equated my frenetic activity with hope and caring. If I
tried hard enough, all would be well
(mother of Lisa, 5 years old)
During this stage, parents will join any activities that can give them benefits. In
addition, they will turn to spirituality and hope for a miracle. This is the period where
parents try to find any sort of answer or explanation of their childs condition.
3. Anger: when parents realize that there is no significant improvement in their child,
they may express anger. Parents start to blame themselves, God and their spouse for
their childs condition. Their anger may be directed at the lack of help from the society
or professionals, even to the point of feeling isolated. The continuous questioning
from others and the staring from people who have no understanding of special needs
children may trigger more anger in parents and become harmful if taken out on their
child. Thus, at this phase children are in a vulnerable position. Parents over protective
attitude toward their child may also increase if the societys reaction tends to be
negative.
4. Depression: occurs when parents have come to realize that their anger is unable to
change their childs condition, and eventually reluctantly accept the situation which
causes depression. In depression, they only see hopelessness, with no end in sight.

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there was also a feeling of everything being out of control. This thing had invaded
our lives and taken over. I couldnt make it go away. I couldnt even understand it. My
life and my familys life had changed and I had no control over it. I wanted to be able
to control my emotions and stop crying, but I couldnt even do it
(Mother of Erika, 6 years old)
This hopelessness may result in parents unwillingness and inability to think of and
take the required steps for they feel that there is no point in doing anything. Further,
they also experience loss of self-esteem and confidence in their ability as parents.
5. Parents who have reached the stage of acceptance are able to discuss their childs
condition more readily. They manage to balance love and intention to encourage
independence. Their only concern for wanting their child to acquire certain social
skills is their childs independence and not part of their ego as parents (that they have
tried hard enough as shown at the bargaining phase). As presently they have the ability
to discuss their childs condition openly, parents at this phase voluntarily collaborate
with professionals to set a realistic plan for their child.
I thought this sadness and hopelessness would last forever, but it did not. I
do not know how long I felt sad, angry and in grief every day. All I can
remember one day I decided to stop the tears and start to move on. I was able
to open up again to the people who cared about me and to allow them to help
me. I stopped crying and started learning how to help my child.
(mother of Erika, 6 years old)
When they have reached the acceptance phase, parents are able to get a wider
perspective on life; one example is by pursuing personal interests which do not
concern their child. This stage includes parental ability to discipline without feeling
guilty because they can balance love and discipline to their children. It is also for the
childs sake that parents can disregard their over protective behavior in realization that
they will not be there for their child forever; therefore, they need to be prepared for
independence. Further, parental acceptance presents itself in their ability to identify
their childs positive qualities.
my daughter was born and grew up normal. But, when she turned four she had a
high fever and suddenly passed out before being in a coma. When she regained
consciousness she lost all her abilities. It was like she turned into a baby again. Even
now she is still practicing her speech. I went into shock and disbelief, especially when
I learned that she might never be like other normal children again. However, over time
I became grateful. It was fortunate that she only lost her abilities, not her life.
Everytime I look into my daughters face I am reminded that we can die anytime
(mother of Sheila, aged 6)
Quite similar to the stages above, according to Healey (1996) the first point of
providing support for parents should be during a period of uncertain diagnosis, which can
engender confusion or bewilderment. Following the rendering of a specific diagnosis, such as
autism or a less definitive determination like pervasive developmental disorder, the parents'
typical stages of adjustment are as follows:
1. Stage one
The parent may be shocked, and he or she may cry or become dejected. Sometimes
parents may express their feelings through physical outbursts or, occasionally,

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inappropriate laughter.
2. Stage two
This is an extension of stage one, and some parents may deny their child's disability or try
to avoid that reality in some other way. Some parents will search for or try to propose
various actions in an attempt to change the reality. Some may "shop for a cure" or try to
bargain for a different reality.
3. Stage three
At this stage, parents may feel anger. They may demonstrate their anger outwardly, in the
form of rage, or become withdrawn and passive from intense feelings of guilt. Verbally
attacking anyone who might be blamed for their unfortunate circumstance, including
displacement of responsibility onto the original diagnostician or any supportive
professionals, is common. If the parents are feeling angry, guilty, or both, professionals
must understand this stage is a very positive point to reach in the process of adjustment
and not become defensive if attacked.
4. Stage four
Parents become resigned to the fact that their child has a disability. In some situations,
one or more of the family may slip into depression. Feelings of shame, guilt,
hopelessness, and anxiety stemming from a new overwhelming burden of responsibility
can become intense. For a few parents, retreating, accompanied by an attempt to hide the
child, especially from friends and persons during organized or routine social encounters
may be the first sign that they have begun to accept the fact their child has a disability.
However, any inclination toward or demonstration of behavior that results in abnormal
isolation of one or any family members must be prevented or eliminated.
5. Stage five
This is the stage of acceptance, meaning the parents have achieved an unconditional
positive regard for the child. Specialists debate whether or not this stage of adjustment
includes parents who show only acceptance of their child's condition, commonly called
neutrality, or a very important new stage of cognition when parents not only begin to
understand and appreciate their child but strengthen their skills in coping with life's trials
as well as being able to help their child, themselves, and others. Reaching this stage is
highly correlated with the school inviting parents to become team members in a program
with caring professionals, and often paraprofessionals, that is designed to meet all of the
child's needs.
6. Stage six
Parents are able to put their lives back together and enjoy living, imagine a future, and
talk of their child free of undue emotion. They can discuss and participate in designing or
providing instruction objectively.
Every parent goes through the above stages differently. Some parents may experience
only a few or all the phases at one point. One of the common reactions reported is guilt.
Winter (2006) even observed that for some parents grieving can turn into an unending episode
since they have to deal with the delay in their childs development on an ongoing basis.
Nevertheless, it is of importance to admit that they are still in grief in avoidance of continuous
emotional tension and depression. Discussing their childs condition openly can help parents
to move out of the denial phase (Winter, 2006).
If parents are unable to come out of the stage of denial and anger, they are unlikely to
accept their child as part of the family. That is why some children with special needs are
looked after by other members of the family such as their grandmother, uncle or aunt because

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their parents do not feel capable or embarrassed to raise children who are considered
abnormal. Some children live with their nucleus family, but are not schooled or given
adequate stimulation because it is considered unworthy of doing; the children will not
understand anything let alone improve.
This refusal is not experienced merely on the subconscious level, but also occurs in
behavior. Known (2010) notices that there is a correlation between the way fathers and
mothers bring up their special needs children (hyperactive) and the performance level of
children at school (preschool). In his study, Known (2010) found that preschool boys with
hyperactivity experienced more over reactive responses from parents compared with their
normal peers. In addition, their parents were less warm in their interactions with these
children and they showed less interest in their childrens hobbies. Consequently, these boys
with hyperactivity displayed lower performances in comparison with their normal peers.
Fathers of hyperactive boys have the tendency to overreact to their childrens behavior
that is considered exaggerating. They tend to be quick to respond with anger, and hard to
display warmth and calmness to their childrens hyperactive and impulsive behavior.
Similarly, mothers also tend to easily lose their patience, respond to their children with
irritation, anger, or harsh discipline. Knowns (2010) research also revealed that mothers of
boys with hyperactivity displayed less warmth and responsive behavior toward their
childrens interests. These parents also felt unsatisfactory with their own way of child
nurturing.
Sullivan (in Whiteman and Yager, 2007) noted that as parents pass through the early
stages of grief and shock, most begin to accept their childs situation and adjust to it. He also
notes, however, that this initial level of acceptance is of acceptance is often relatively fragile
and can be fraught with its own challenge.
Parental Knowledge, Understanding and Acceptance of Child Condition
Winter (2006) believes that part of the acceptance process of child condition begins
with the understanding that every child is valuable. Thus, they deserve time, effort, patience,
respect and love from their parents regardless of their condition.
Unfortunately, societys inadequate understanding of the condition of children with
special needs contributes to the low acceptance of their existence inclusively. There are
various stigmas which are myths and superstitions attributed to these children. Children with
special needs are considered to be a birth defect due to certain sins they carry, or one or both
of their parents past sins. These children are also considered incapable of functioning
independently and performing the simplest tasks; thus, the purpose of their existence is
simply for the sake of living. They are often taken for granted, bullied and underestimated.
Even the parents of children with special needs become the target of societys ridicule and
gossip. Parents may feel isolated and hopeless due to their status as parents of children with
special needs (Bernal, 2006). For this reason a number of parents of children with special
needs make a decision to place their children in the care of other people.
Another view on children with special needs is that they are considered to have the
sixth sense (different from indigo), supernatural abilities; thus, any special treatment for them
is not required. In fact, it is the therapy or other types of stimulation are believed to revoke
their supernatural abilities. When they display certain kinds of behavior like being impulsive,
hyperactive and inattentive, they are thought to demonstrate their abilities. (Ujianti, 2012).
Seligman and Darling (1989) stated that differences in parents reaction were
influenced by their psychological, material and social economic conditions. The knowledge
and understanding of childs condition gives a contribution to parents acceptance process. In

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some cases, parents who are also the carers of their special needs children are blocked by their
limited knowledge of their childrens condition, aspects of child development which require
special attention, and their poor understanding of the thresholds for their childrens ability or
inability and needs. As a result, they tend to build hopes beyond or even lower than their
childrens capacity. Some parents nurture their children based on mere compassion and fail to
realize that children are actually able to be trained to perform certain social skills according to
their ability. Therefore, it can be concluded that one form of support needed by parents of
special needs children is assistance for parents in playing their nurturing roles and sufficient
information about the condition of special needs children (Warner, 2006).
While most parents want and have a need for professionals to be truthful as a
prerequisite to being recognized as trustworthy persons with credibility, they do not need
information that is bleak and replete with dismal prognosis. The majority of parents will come
to understand the realities and implications regarding their child's achievement as the various
stages of development are reached and passed (Healey, 1996).
The Role of Support Group in Parental Acceptance
Stalker, Brunner, Maguire, and Mitchell (2006) mentioned that the key element in
overcoming obstacles occurring in the process of acceptance that parents go through is
adequate, consistent and informal communication with parents. Parents need information
about their childrens special needs from teachers as well as child development professionals,
yet prefer direct communication (face to face) or over the phone instead of written
information which sometimes can be difficult to understand.
Winter (2006) explained that building a network of parents of special needs children
who have similar challenges can help parents to accept their childrens conditions. This
support group can serve as a forum for parents to exchange information about activities,
professionals and education programs which can be helpful for their children in addition to
sharing their experiences of raising their children. It is of utmost importance though that
support group encourages affirmative interactions; therefore, parents can experience positive
emotions when being in it instead of anger and self-pity having shared the same struggles
(Kingston, 2007). The participants of this support group other than parents of special needs
children are experts, relevant professionals, and anyone who are concerned with special needs
education regardless of whether they have family members with special needs.
During a meeting session in support group, parents can learn about how other parents
deal with the challenges and obstacles they face (Winter, 2006). Parents of newly diagnosed
children, who are in the middle of that overwhelming time of adjustment need to hear from
other more experienced parents that it will get better (Morrell and Palmer, 2006). Hearing
other parents share their experiences does not necessarily mean the reality they face is going
to change, yet at least parents may feel better for positive attitudes can make a difference
when facing the demands of raising children with special needs. Dealing with the really
difficult times gets easier not necessarily because the situations are easier, but because with
time parents become stronger.
Moreover, listening to other parents sharing their stories will help grow the
understanding and awareness inside the other parents of special needs children that they are
not alone in this situation as they thought they were at the bargaining phase. They need the
support and help of other people if they would like their children to obtain adequate services
and education.
Meeting and sharing with other parents of special needs children can also become a
catharsis or emotional release, particularly if there are volunteer professionals involved such

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as psychologists. These professionals can assist with the process of emotional release in a
constructive way so not to make parents feel trapped in the negative and destructive nurturing
role (Winter, 2006). The parents in support group can learn to recognize and acknowledge
their mixed emotions or feelings since according to Whiteman and Yogers (2007) research,
parents who are least accepting of their range of feelings often seem to struggle more with
their overall adjustment.
Support group can also function as a forum for information exchange about activities
that their children can join.
I received information from another mother in this group about a drawing teacher
who took on students with special needs. Then, I asked a few other mothers who were
interested to invite this teacher to our house and share the fees. Not long after that, we
started to organize swimming sessions for our children, so now they have a variety of
positive activities and exercise their motor skills at the same time. If a mum is
unavailable, we will take turns looking after her child
(a mother and member of a support group of mothers of special needs children ather
sons school)
Further, it is capable of accomplishing greater things, e.g., raising publics and other parents
awareness of special needs education.
we proposed to school committee to hold a seminar about children with special
needs by inviting speakers with related expertise in this area such as doctors,
psychologists and practitioners. We also proposed that the school invite the general
public and all parents regardless of their childrens conditions. It was an event where
we as parents of special needs children could empathize with one another, as well as
have an open dialog and discussion with the society about our feelings and what our
children were facing. We were also sending an indirect message out there in order that
people could have a better acceptance of our childrens condition. The overall
response was positive since the information was presented by the experts. The
distance that separated our world and that of parents of normal children felt somewhat
closer
(mother of Amel, aged 6, goes to inclusive school)

Conclusion
Parents of children with special needs undergo a number of phases and emotional
sates, such as guilt, anger and denial before they can finally reach the acceptance stage.
Parental acceptance plays an important role in the intervention process to help the child. One
of the hindrances for parents to reach the level of acceptance is insufficient knowledge and
understanding of their childs condition.
Support group serves as a forum where parents can exchange information about
services and education for children with special needs, share their experience of raising
children with special needs and a place for emotional release. Support group provides
encouragement and assistance for parents in playing their roles given that the nature of
interaction among members is affirmative and positive.

170

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Parent Roles in Education Through the Experience ofWorking-Class Families of
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Bernal, C. (2006). Challenging the tragedy Meeting the Needs of Children with
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Needs. London: Sage Publication
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171

PARENTAL INVOLVEMENT FOR EARLY CHILDHOOD EDUCATION IN

KINDERGARTEN
Mukti Amini
email: muktiamini@gmail.com, muktiamini@ut.ac.id
Abstract
Early childhood education in kindergarten requires good cooperation between the
parents with teachers in kindergarten. However, sometimes occurs that is not as expected.
There are many problems in the pattern of interaction between teachers - childdren - parent. In
a preliminary study to one of kindergarten in Tangerang, found that 3 of 53 parents who urged
teachers to give literacy or math homework for their children. Another problem is according
the teacher, 12 of 67 parents are less attempt about good habits that have been taught in
school to continue to be maintained and monitored at home.The problems, based on
interviews with kindergarten teachers in South Tangerang, also occurs in other kindergartens.
Therefore, it is necessary to study the parental involvement in the nurturing of children in
kindergarten, to be the basis data for preparing a parenting program that is appropriate for
them.
This study used a survey method in 10 kindergartens located in South Tangerang,
Banten, Indonesia, which is held in mid-2013. Based on the survey, most children (62%)
delivered by their mothers, the most parents activity in kindergarten is communicating with
teachers or kindergarten head about their child, and the lowest activity is participating in
parenting class. The most parental involvement form particaped by the parents is the theme
assembly, and the lowest is teacher volunteer. These data indicates that need efforts to be
more intensive parental involvement program for child education.
Keywords :Parental Involvement , Early Childhood Education, Kindergarten
INTRODUCTION
Formal education children in INdonesia consist of Pos PAUD, Play Group (KB),
daycare (TPA) and kindergarten (TK). However, besides formal education, early childhood
education can also run informally by the children's parents. Informal education should be
implemented inline with formal education. However, some cases shows that sometimes there
is problems come from discrepancies of informal education between formal education.
Before teaching, kindergarten teacher usually get enough knowledge about early
childhood education, including development activities which are appropriate and
inappropriate for children. With this practical knowledge, so children feel comfortable
learning by playing in their class. However, sometimes the constraint comes from the parents.
Parents often have a specific target on his kids, for example should be able to read or write.
The expectation is imposed on the teacher, that parents often ask writing or reading
homework to their children. Sometimes, parents ask directly the teacher to be held in the
classical reading exercise on the learning activities. The problems also occurred in one of the
kindergarten in South Tangerang. Teachers in group B complained, there are 2 of 30 parents
were frequently asked reading-writing-math homework, while in group A there was 1 of 23
parents of children who often ask the same thing. Kindergarten teachers who already
understand the stages of child development feel dilemma, because in theory their knew,
teaching reading or writing to young children can not be forced like that. But they was afraid
if it does not accommodate the parents' request, many parents will be protesting.

172

Another problem is, sometimes the parents often do not proceed good habituations
that already started in kindergarten. For example, in kindergarten children are taught to
always pray before and after meals or washing hands, but in home this habit is not do
anymore. Also in demonstrating for the waiting their turn, talk polite, and so on, sometimes it
is not a concern of parents when children are at home.
Complaints from the kindergarten teacher of habituation that is not in line between
home and school is much more than about calistung exercise. In group A there are 3 (of 23
parents), and in group B there are 7 parents (of 30 parents), and at Play Group there are 2 (of
14 parents). Based on interviews with kindergarten teachers in South Tangerang, similar
problems often occurs in their kindergarten. That is, there are to be improve in the parental
involvement and relationship between parents and teachers in kindergarten.
Children are usually drop off by her mother to kindergarten. Of the 67 children who
learn in kindergarten, 47 children (or 70%) were commonly dropped off by their mother, not
by a shuttle vehicle. Because of a child's learning in kindergarten is not too long (just two and
a half or three hours) a lot of mothers prefer to stay at kindergarten untill child's learning end
of that day. Especially if the mothers do not have to work elsewhere. The time for waiting is
usually filled with chatting each other or sometimes selling merchandise among them. This
waiting time can be used to provide additional knowledge to parents in terms of the caring of
children, so that gradually there is a synergy between the care of children at home with
school.
Based on this background, it's needed to study the parental involvement in child
education both at home and kindergarten. So the purpose of this paper is to get a
comprehensive description of the parental involvement in child education at home or
kindergarten was located in the region of South Tangerang. This paper is expected to benefit:
the parents in the kindergarten, as input on how to care and educate children according to the
task of development; and for kindergarten teachers, as an effort to increase insight into the
collaborative activities with parents.
Role of Parents in Children's Education. Parents have a very important role in
children's education. The role of parents for children's education, among others, are: (1) the
first and main teacher of the child, (2) children learn life and learn to develop all aspects of
development, (3) the main protector for the child, (4) the source of life for children, and (5)
the source of happiness child. (http://paudust.blogspot.com). Based on these opinions, parents
especially mothers, are much more time with the child as a baby, so they become the central
figures in the development of children's interests and talents. Furthermore, Arya (2008)
explains that the role of parents in motivating their talents and interest can be done by: (1)
teaching children to expect success, (2) adjusting the interest of children with the learning
styles, (3) the child must learn that it takes perseverance to achieve success, and (4) the child
must learn to be responsive and to deal with failure.
In addition, according to Iskaradah (2009), parents also play a role in the development
of the child, includes: (1) maintain physical and mental health of the child, (2) give the
foundation a good personality, (3) guide and motivate children to develop themselves, (4)
provide adequate facilities for the development of the child, and (5) create an safe and
comfortable environtment to the development of the child. Based on the opinion of Iskaradah
is seen that the role of parents is fundamental, not only in education but also the growth and
development of children.
Practically, Hayati (2011) divides the attitude of parents who support or inhibit the
development potential of children. The parents attitudes what support the potential of children
are: can be seen from: (1) respect the child's opinion and encourage him to express it, (2) give

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the child time to think, reflect, and imagine, (3) allow children to make their own decisions,
(4) encourage children to ask many questions, (5) assure to children that the parents
appreciate what their want tested, performed and produced (6) support and encourage
children's activities, (7) enjoy being with children, (8) give reinforcement and praise to
children, (9) encourages the child's independence in their activities and (10) build a good
relationship with the children.
Meanwhile, parent attitudes that inhibit children's potential are: (1) tell the child that
he is punished if done wrong, (2) prohibit children to angry or protest to their parents (3)
prohibit children ask about parents decision, (4) prohibit children to play with other children
have different views and values of the child's family, (5) the child should not be noisy, (6)
strict parents supervise children's activities, (7) parents do not give specific advice on the
completion of the children asignments, (8) a critical parent against children and reject the idea
from children, (9) impatient parents in children (10) parents and children are fighting power,
and (11) parents press and force the child to complete the asignment.
Parental Involvement in Children's Education. The results of the study Henderson
and Mapp (2002) proved the involvement of parents in the education of children associated
with childrens academic performance, behavioral, cultural, age, and school quality. In terms
of achievement for early childhood, the influence of parental involvement can be seen from
some of the following studies: (1) when parents are involved- regardless of socioeconomic
status, ethnicity/ race back ground or education level of parents, children will show higher
achievement, (2) when parents are involved in their children's education, the child will be
more likely to help with the housework, and higher in school presence, (3) in a program
designed to involve parents in full partnerships, children's achievement from disadvantaged
families are not only increasing but also able to achieve the standard level as required for
children of middle socioeconomic status families, (4) the child will most likely have setback
if parents do not participate in schools activities, or do not build awin-win relationships with
teachers, or do not monitor what is happening in their child's kindergarten.
Whereas, in terms of the behavior of early childhood , the influence of parental
involvement in children's education can be seen from the following studies: (1) when the child
reported that she felt the support of the school and the home, the child will have a higher
confidence, consider the school more important, and tend to do things better, (2) violence and
antisocial behavior of children showed a decrease with increasing parental involvement, and
(3) children's attitudes and behavior shows that more positive when parents are actively
involved. Based on the exposure, there are seen that through intensive parental involvement
on child development, there are many positive effects gained by children. Conversely, the
lack of parental involvement will lead to a variety of bad effects such as decreased
performance, increased antisocial behavior, and poor relationships with teachers and parents.
Thinking Framework. Parents have a very important role in taking care and
educating children, since the child was born to school. Parental involvement in children's
education and development will greatly affect children's achievement and behavior later in
life. When the children have started learning in early childhood institutions such as
kindergartens, parents involvement is also still required. However, not all parents know
about how to educate and take care of children in accordance with the age and development of
the child, so that on the one hand many cases of omission of children, and on the other side of
violence or coercion of a child learning in children who are not suitable at all. On the other
hand, kindergarten also has various problems dealing with working with parents. There are
some parents who are not in line with the kindergarten in imparting various good habituation
that already started in school. There are also parents who impose reading-writing-counting

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(Calistung) learning in children, but the child is not ready in terms of 'school readiness'. In a
case like this, early childhood kindergarten as an institution can act as a bridge to provide
insight for parents in order that parents involvement in parenting run optimally.
METHODS
Data Collection Methods. This paper was the result of research on kindergartens in
South Tangerang, with consideration that in this area there were many new kindergartens
adapt with the growth of new estates on the outskirts of Jakarta, which is generally inhabited
by a young family. The time of study was 2013/2014 school year. The goal of this research
was the parents (mothers) of kindergarten children in South Tangerang. The variables in this
study were: mother's education level, mother's willingness, and the child's age group.
The study was conducted in 10 kindergartens located in South Tangerang, which was
selected based on purposive sampling technique. Distributions of questionnaires were given
to 300 parents in 10 kindergartens in South Tangerang. So every kindergarten get 30
questionnaires for elderly and 10 questionnaires for The Principal and the teachers.
Questionnaires were returned and filled were 238 of the parents. The instrument used in this
study was a questionnaire given to parents kindergarten to determine the pattern of
involvement of parents of children both at home and in kindergarten.
Data Analysis Methods. The data obtained in the field were presented descriptively
in forms of tables, graphs and qualitative analysis.
RESULTS AND DISCUSSION
Parents profile. Through the profil of the child's parent will usually be seen in
relation to parenting. When we view from the parent job status, it can be described as follows.
Table 1. Parents Employment Status
No
1.
2.
3.

Percentage (%)
Father Mother
96,64
44,54
2,521
55,04
0,84
0,42

Level
Work
Not work
No answer

It is seen that almost all fathers work with percentages above 95%, whereas mothers
who worked nearly 45%. This means that the number of mothers who do not work are
enough, so that it can be assumed that mothers who do not work have a greater opportunity to
take care of their children to kindergarten than working mothers.
Parental Involvement in Kindergarten. The parents meeting in kindergarten
necessarily involve mothers. Therefore, be aware about who drop off or pick children up
every day. Aspect of engagement that views of who picks the children up to kindergarten can
be seen in the following chart.
Figure 1. Person who Drop off the Children into Kindergarten

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Who Pick up the Child into Kindergarten?

6%

2%

3%
8%

10%
9%

62%

Not answer
Mother
Father
Family (aunt/uncle)
Housekeeper
Not picked up
Shuttle car

Figure 1 shows that the majority of children were picked up by their mother, and only
6% were picked up by housekeeper. It is in line with initial presumption that the medium to
pilot kindergarten picked up by a lot more by the mother than the housekeeper or maid.
Being middle to upper kindergarten usually the majority of working mothers so that children
are picked up by other parts such as father, Sisters, aides, or schools pickup. The dominance
of the mother as a person who pick the children up to skindergarten facilitate communication
patterns between parents and teachers.
Table 2. Parents Activities in Kindergarten
No
1.
2.
3.
4.

Aspect
Communicating with teachers or kindergarten head about their
child
Familiar with the other parents in kindergarten
Involved in various activities in kindergarten
Participate in parenting class in kindergarten

Average
3,32
3,30
2,55
2,18

Table 2 shows that the highest rates are in direct communication with the child's class
teacher. While parental involvement in parent meetings it was ranked lowest, only 2.18. It
means parent participation in this meeting is still room for improvement through activities
that make parents interested in coming. The shape of the activity in parental involvement in
kindergarten is already implemented and followed by parents can be seen in the following
tabel.
Table 3 Parental Involvement Form in Kindergarten
No
1.
2.
3.
4.
5.
6.
7.
8.

Aspect
Performance at assembly theme
Forum meeting parents
Day parental consultation
Education Seminar
Childcare Simulation
Home visit
Teachers volunteer
Other (swimming, the rituals of Hajj, helps the committee,
social gathering, the race for the elderly)

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Percentage
(%)
60,1
35,7
12,6
12,2
5,0
2,5
0,4
0,4

It was found that assembly theme form usually attended by parents, followed by a
meeting forum of the parents, but the percentage is almost half. It means, parent meetings and
other parental involvement forms need to be repackaged so that parental involvement in these
activities is quite high. Teahers partner activity (teacher volunteer) includes activities that are
less desirable with a percentage of less than 1%.
CONCLUSIONS AND RECOMMENDATIONS
Conclusion. In terms of communication, there are 34% who do not provide
kindergarten communication books, and activities at the highest communication book is still a
write impression / message for the teacher. However, parents are diligent enough in
communicating directly with her class teacher,is that when the mother picks up her child .
Most children (62%) picked up by his/her own mother, and the events of the most visited by
the parents is the peak theme in kindergarten.
Recommendation. The results of this study should be continued with efforts to
increase parental involvement in children's education, especially parental involvement in
kindergarten.
REFERENCES
Arya, P.K. 2008. Rahasia Mengasah Talenta Anak. Jogjakarta: Think
Anonym (2008).
Peran Orang Tua dalam PAUD. Download from
http://paudust.blogspot.com/2008/11/peran-orang-tua-dalam-paud.html
Dit PAUD (2012). Pedoman Penyelenggaraan Pendidikan Anak Usia Dini Berbasis
Keluarga. Jakarta.
Epstein, J. (1995). School, Family and Community Partnership: Caring for The Children We
Share. Phi Delta Kappa, 76 (9), 701-712
Fardana, NA & Tairas MMW (2012). Pengembangan Model Parental Involvement Sebagai
Strategi Stimulasi Kemampuan Literasi pada Anak Usia 4-6 Tahun di Wilayah
Pedesaan Kabupaten Gresik. INSAN Unair Journal, Vol. 14 No. 03, Desember 2012
Iskaradah (2009). Peran Orang Tua Bagi Pengembangan Anak Usia Dini. Download from
http://iskaradah.blogspot.com/2009/05/peran-orang-tua-bagi-pengembangananak.html
Henderson & Mapp (2002), National Standards for Parent/Family Involvement Programs.
Hayati, N. (2011). Peran Orang Tua dalam Pendidikan Anak Usia Dini. Yogyakarta: UNY.
Download
from
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Irsyadi, A.Y (2012). Pengaruh Bimbingan karir dan Pola Asuh Orang Tua Terhadap
Kemandirian dalam Memilih Karis Siswa Kelas XI Jurusan Teknik Instalasi Tenaga
Listrik
SMA
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1
Sedayu.
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Palupi, DR. & Wrastari, ATW. (2013). Hubungan Antara Motivasi Berprestasi dan Persepsi
Terhadap Pola Asuh Orang tua dengan Prestasi Belajar Mahasiswa Psikologi
Angkatan 2010 Universitas Airlangga Surabaya. Psikologi Pendidikan dan
Perkembangan Unair Journal, Vol 2 No 01, Februari 2013. Download from
http://journal.unair.ac.id/filerPDF/dyah%20retno-110810224_Ringkasan.pdf

177

ROLE OF PARENTS INVOLVEMENT IN EARLY CHILDHOOD EDUCATION

PROGRAM OVERVIEW FROM REGGIO EMILLIA APPROACH AT
YOGYAKARTA
Avanti Vera Risti P., M.Pd
Early Childhood Education Program, Faculty of Teacher Training And Education
Ahmad Dahlan University
Email: veraristi@gmail,com
ABSTRACT
Parents involvement is one of the most part for developing early childhood education
program. This study is aiming to see the parents involvement in early childhood education
program on learning process through Reggio Emilia Approach. The readiness and the level of
parents involvement will be the indicate that early childhood education program are high
quality program. This study involved 10 early childhood school in Yogyakarta on
kindergarten program. The Data of this study were drawn of observation, documentation, and
interview. The result show that the participation of parents involved in lower level with
passive activities that parents being on learning system. It shows that parents, teacher and
children do not use the three protagonist of education in learning program. The activities that
shows in learning program only involve parents as pasif person, the came to school when the
child having problem, any meeting, or counter part when field trip. With parents involvement
in early childhood education program, the benefit that can be get not only but children, and
program too.
Key words: early childhood, reggio emilia approach, parents involvement.
INTRODUCTION
Early childhood education is the basic education program that aims to develop the
potential of every child. In accordance with the concept of the National Association for the
Education of Young children (NAEYC) who believe the quality of early childhood programs
have high quality security and maintenance will provide an environment that will enhance the
development of cognitive, language, physical, social, emotional, and spiritual. Early
childhood programs that have a high quality can be seen from various aspects, but the most
important is that the program can be used for all children and their families (Anita Yus, 2011:
49).
A program that can be used by children and families in the education of early childhood
eeducation is parental involvement activities. Early childhood programs that are capable of
designing learning activities involving children and parents will make the activity more
meaningful to the lives of children. Parent involvement in early childhood programs in full
will have a positive impact for children. Gains will also be obtained indirectly educational
institutions. In accordance with the opinion Konstelnik (1999: 321) about the meaning parents
involvement is a process of helping parents Reviews their abilities to use benefits
Themselves, Reviews their children, and the early childhood program.
Parents involved can be divided into different level or process and the teacher must
provide opportunities for involvement at all these levels from a low to a high level. Level 1,
the lowest level of parents involvement. It consists primarily of involving parents as
providers of service. Level 2, this level is where parents are involved as resources. Level 3,
at this level parents are involved as teachers and aides. Level 4, this level parents as decision
makers. And level 5, at this level parents act as advocates and lobbyists. (Morrison, 1988:

178

326).
Parent involvement in early childhood learning process has miraculous reason as
follows; 1) Parents Want to Be Involved, wishes of parents who want to engage in full has
increased; 2) Increased Achievement and Social Skills, when parents are Involved children's
self-images and increase of achievements; 3) Support Parents, parents are more supportive of
the program in the which they have direct contact and meaningful involvement; 3) Parents
Rights, early childhood educators Recognize that parents have a right to be Involved in
programs that Affect Them; 4) Parents Duty, every parents has to be Involved in some way
for at least the time Reviews their children are in the program (Morrison, 1988: 320). Parent
involvement programs can be applied to various models of early childhood learning, it is
because the principles developed in early childhood programs are not biased in spite of the
intervention of the parents as individuals closest to the child.
Various models of early childhood education offered by many educational institutions to
cater for the needs of children. One model is an effective approach to early childhood learning
is the Reggio Emilia approach is widely adopted by educational institutions in Indonesia. The
key point early childhood learning models that emphasize the relationship between children,
parents and educators in the learning process as the key.
With the cooperation of the three aspects of child development will maximize the
golden age. This is in accordance with the principles of early childhood learning with the
Reggio Emilia Approach proposed by Konstelnik (1999: 34), with the concept of the three
protagonists of education between children, teacher and parents. Each of the protagonists is
endowed with rights and it is the goal of school to support Reviews those rights. Through this
approach the parents have the right to participate actively. In the implementation of the
Reggio Emilia Approach implement The Role of Families and Community. Families are
welcome and extremely active of participants in the schools, collaborating with teachers
Regarding both curriculum and administrative decisions. By developing the concept of
Reggio Emilia Approach to early childhood learning log indirectly schools should involve
parents as active in designing activities. Activities designed to involve parents, the child's
needs in the future development and growth will be met.
Based on parents involvement from Reggio Emilia Approach extremely active
participant can be show in decision on learning activities at class. For example, held the
celebrating birthday of child parents can make rules about the event. Accepted and respect
each other about the diversity of culture or religion at class, the parents have duty to explain
every child the information about that. Parents also have comprehension about development
every child are difference each other. That simple activities, if parents can implemented it can
be said extremely active participant of parents involvement. The commitment of parents and
teacher about involved program can help the child to grow up maximal.
During the early childhood development, the environment will be the most influential
factor. Family as the smallest environment for children provide considerable influence for
development. The family as the individuals closest to the child will be the first role model for
children. The treatment of parents of children who will shape the child's personality will be
seen later today. When a child enters the wider environment that schools, educators become
role models next. Cooperation between parents and educators in early childhood learning
process will maximize the child's ability in all aspects of development.
In the implementation process of early childhood learning parent involvement has been
done in the activities that are administrative. When early childhood program get parents
involvement, the first step of school is getting to know about the readiness. Of school
readiness held in involving parents in the learning process have varying degrees Level 1, the

179

first level involves care givers attitudes and skills. Level 2, a second level of readiness
related to the center or program. In this level there is two kind of readiness for parents are
passive readiness and active readiness. Passive readiness is also characterized by involving
parents mostly in passive ways. The activities of this readiness such are face to face
communication, short or infrequent phone calls, and having open house only once a years.
On the other hand active readiness is characterized by planning and providing a variety of
ways for parents to be involved. The activities are regularly schedule parent conferences,
parent seminar and courses, and home visits. Level 3, a third level relates to the involvement
readiness of parents. (Morrisson, 1988: 324).
Without parents involvement and school readiness in providing services to early
childhood will be a lot of things that are passed by the elderly in particular. Cases like sexual
abuse or abduction is not a fault of school completely, parents should be actively involved in
the learning process so that they can monitor the progress of children during school. Based on
this background, researchers want to know how to parent involvement in developing the
quality of early childhood education programs viewed from the Reggio Emilia approach,
especially in the city of Yogyakarta.
METHODOLOGY
This qualitative study focus on explaining the level of parents involved and the school
readiness in early childhood education. Ten school of early childhood education program
became the participants of the research. They are asked about the form of parents involved
program and how the school ready for this program. To find out how the parents involved
program has been held, class observation was also conducted. Descriptive data from the result
of documentation, observation, interview and analyzed qualitatively.
RESULTS AND DICSCUSSION
From the analysis obtained some form of activities involving parents in early childhood
learning are:
a. a. Acceptance of progress report
Receipt of the progress report of activities involving parents conducted by the school
each semester. In this activity, parents will receive a six-monthly report will be the
development of children. The activities carried out in the classical and the teacher
explains child development class in general. Personal consultation done some parents
who require detailed reports of child development.
a. b. Activities assistance outside school
In the mentoring activities outside of school, parents are involved as a child companion.
Activities conducted as competitions, field trips, and out bonds. Parents only served to
accompany the child during the activities with the aim of facilitating teachers to
accommodate the activities outside of school.
a. c. Parenting
Parenting hosted by the school once a year once by inviting all parents. For schools that
have high financial capability of these activities will be conducted by invited speakers
were quite varied. However, the participation rate of the elderly is not maximized.
a. d. Participation in school activities
For activities carried out within the school other than the school classroom learning
activities is held performance in stage activities. Forms participation parents is to provide
a means shopped child appeared in the stage.
From the activities, we can said that parents involvement get involved at administration.

180

They can be the decision in importing part in early childhood learning process. Parents have a
right to get involved extremely at class to develop the child or the program. As we know
Reggio Emilia Approach make parents as well as child or program. They can be separated
each other if we havent information about parents involved that can be do at early program
education.
When this study analyzed using the Reggio Emilia approach advanced by Konstelnik
(1999: 34) the concept of the three protagonists of education. Each of the protagonists is
endowed with rights and it is the goal of the school to support Reviews those rights.
Explained in more detail that the parents have the rights to participate freely and actively in
the elaboration of the founding principles and Reviews their children's experiences of growth,
care and learning. It is said that parent involvement in early childhood learning program is a
right that must be granted by the school fully in providing an educational experience for
children to grow, care, and learning. So the involvement of parents who are passive in this
study when viewed from the Reggio Emilia approach has not been seen at all. The passive
ways can we see at the readiness of schools and parents in providing rights and obligations.
Reggio Emilia Approach also explain that the parents involvement at program it doesnt
mean only parenting program. The examples of parents involvement is make rules at class
about activities that involved parent. This study description how parents help the program
when child will performance. They prepared the own child to make up or get the dress, if
that program analyzed from Reggio Emilia Approach we can say that parents get involved in
passive ways. The parents actually can more involved with the program like being the
organizer so they can joined the activities more active, because the can make a rule, design
the events, or performer.
From the description above forms of parent involvement activities are carried out in early
childhood learning is the level of parents involvement at level 1. At this level, parents
involvement is at the lowest level. The level of participation of parents conducted in
accordance with the service given school. Responses given in the lowest level of this depends
on the willingness of each parent. For parents who need information or a more in-depth
program of activities will be fully involved parents, but for parents who had had enough with
the services of the school does not require further communication. This is in accordance with
the views expressed by Morrison (1988: 324) which states that the level 1 is the lowest level
in parents involvement, it consists primarily of involving parents as providers of services. The
service can be provide are limited only by Reviews their time and desires.
In the process of involving parents in early childhood learning when referring to the
opinion of Morrison (1988: 323) about the readiness of educators in designing learning
activities that involve parents. There are three levels of readiness of educators in engaging
parents, this study shows the level of preparedness of teachers in second level passive
readiness.
Readiness educators at the second level of passive readiness emphasis on face to face
communication activities, short or infrequent phone calls, and having an open house only
once a year. Activities that have been held in the early childhood program activities as
described by Morrison that the parents have not been fully involved in the learning process on
the other hand has a new educator readiness in conducting parent involvement at level two
with passive readiness.
CONCLUSION
The discussion above the involved of parents in early childhood education in Yogyakarta
over view of Reggio Emilia approach showing the readiness of parents at level one and level

181

two educators readiness with passive readiness. Improving the quality of early childhood
learning programs through parents involvement are expected to be used as one way of
improving the quality of school learning. Parent involvement programs need to be understood
by educators and parents before they designing learning programs for early childhood, so that
both sides have equal readiness. With equal readiness of the learning program will be
designed according to the needs of children's growth and development.
REFERENCE
Brostrm, Stig. (2006). Curriculum In Preschool. International Journal of Early Childhood.
2006, 38, 1, Research Library, pg. 65.
Hedge, Archana V. & Cassidy, Deborah J. (2009). Kindergaten Teachers Perspectives on
Developmentally Appropriate Practices (DAP): A Study Conduted in Mumbai (India).
Journal of Research in Childhood Education, Spring 2009, Vol. 23, No. 3, pg. 367.
Kostelnik, Marjorie J. Soderman, Anne K. & Whiren, Alice Phipps. 1999. Developmentally
Appropriate Curriculum. Best Practices in Early Childhood Education. Upper Saddle
River: Prentice-Hall, Inc.
Morisson, George S. (1988). Early Childhood Education Today. Fourth Edition. Columbus:
Merrill Publishing Company
Morrison, George S. (1988). Education and Development of Infants, Toddlers, and
Preschoolers. London: Scott, Foresman, and Company.
Miles, M. B. & Huberman, A.M. (1984). Qualitative Data Analysis. Beverly Hills: SAGE
Publication Ltd.
Miyahara, Jungko & Meyers, Cliff. (2008). Early Learning and Development Standards in
East Asia And The Pacific: Experiences From Eight Countries. International Journal
of Early Childhood, 2008, 40, 2, pg. 17.
Moleong, Lexy J. (1993). Metodologi Penelitian Kualitatif. Bandung: PT Remaja
Rosdakarya.
Vera, Avanti. (2014). Sriwijaya University Learning and Education- International Conference
2014.. Improving The Development Of Qualified Preschool Until 1st Grade Primary
Education Through Involvement The Parents. Faculty of Teacher Training and
Educational, Sriwijaya University, Palembang, May 16-18 2014
Vera, Avanti. (2013). Suara Merdeka: Lentera. Keluargaku, Sekolah Pertamaku. 15 Juni
2013.

182

Gender Issues in ECE

184

GENDER POWER RELATIONS IN INDONESIA EARLY CHILDHOOD

EDUCATION: AN ANALYSIS OF TEXTBOOKS FOR TEACHERS
By Vina Adriany
Abstact
For the last 10 years, the practice of early childhood education in Indonesia has been very
much influenced by Developmental Appropriate Practices (DAP). It has been widely
believed that DAP provides of a more comprehensive and humanistic understanding of young
children. We suggest that the central theme in DAP is predicated on the child centred
approach, an approach that argues that early childhood education should be based on
childrens psychological, physical as well as emotional needs. Such practices are believed to
balance the power relation between teachers and children in the classroom. Using a feminist
poststructuralist approach, this paper will attempt to examine power relations in the practice
of DAP in early childhood education in Indonesia. This research will analyse three Indonesia
early childhood education text books in order to understand the power relations in the practice
of DAP in Indonesia. Findings from this research yield power relations in three main
discourses i.e. time and space, adult-child, and gender discourses. This research also shows
the extent to which the early childhood education textbooks regulate children as well as
teachers in sophisticated manner.
Keywords: Power relation, DAP, feminist poststructuralist, discourses, and early childhood
education, Indonesia
Introduction
For the last ten years, the practice of early childhood education in Indonesia has been
very much influenced by developmental appropriate practice (DAP) approach. The DAP itself
is an approach in education that is influenced by developmental psychology theories. One of
the most prominent theories in developmental psychology theories is Piagets theory of stage
development. His theory basically sees childrens development undergoes certain stages of
development that is assumed to occur universally irrespective of childrens socio-cultural
background. In order to show how young children move from one stage to another stage,
Piaget conduct his experiment in a laboratory setting. His finding reveals the extent to which
young children are seen as a rational and active being that are able to make decision for
themselves (Burman, 2008). DAP is widely celebrated because it tends to see young children
in a more democratic way. Early childhood education practitioners believe that DAP liberate
children and thus DAP has been widely implemented in educational setting including in
Indonesia. Early childhood education educators in Indonesia take DAP for granted perhaps
because as Burman (2008) suggests, they believe that DAP provides a more humanistic
perspective on young children.
The aims of early childhood education in Indonesia is to prepare young children
entering basic formal education, to assist them to achieve their fullest being by providing
conducive environment and observing closely their developmental task (Departemen
Pendidikan Nasional, 2009). Such intervention provided by early childhood education in
Indonesia is therefore consistent with what defined by Hall (Burman, 2008) as the most
effective means of helping children.
In addition to that, in the first book out of the three text books analyzed in this paper,
Indonesia Directorate of Kindergarten and Primary School Services have also listed 10 basic

185

principles of early childhood education (Departemen Pendidikan Nasional, 2006). First, early
childhood education should be based on playing while learning principle. This principle
becomes in fact becomes one of the most fundamental principle of DAP (Walkerdine, 1984).
DAP maintains the boundaries between play and work in early childhood education,
where play is considered to be childrens normal characteristic. Any form of working such as
reading behaviour is considered as deviant and thus it needs to be regulated and normalized
(Walkerdine, 1984). The second principle is developmental task oriented pedagogy. This
principle is very much predicated on Piagets theory of child development. Any activities in
the classroom should be designed in a way that it doesnt contradict childrens stage of
development. Any form of interferes that go beyond childrens stage of development are seen
as a form of abuse that may harm children development. The third principle is childs need
oriented pedagogy. Education should be directed to fulfil specific needs of the children. The
fourth principle is early childhood education should be predicated on child centered
pedagogy. Child centered pedagogy itself is very much closely related to the DAP because
they both give emphasis on child as an active agent and what teachers and parents can do is
facilitating their development so that they can achieve their fullest being (Burman, 2008).
Fifth, early childhood education should use thematic approach. The thematic approach is
adopted because it is believed to value the different characteristics of children in the
classroom. Curriculum is then designed in order to respond to each need of the children. The
sixth principle of early childhood education in Indonesia is education should be active,
creative, effective and fun. This principle is similar to the idea that childs word should be
joyful as well as playful. Learning in early childhood education should be fun and thus any
forms of working in early childhood education needs to be control (Walkerdine, 1984).
Seventh, early childhood education should develop childrens life skill. Eight, learning in
early childhood education should be supported by conducive environment. The ninth principle
is that learning in early childhood education should be democratic. This principle might be
seen as Morss (1996) claims as an attempt to bring politic into early childhood education. The
use of the term democratic in the early childhood education is transformed when early
childhood education attempts to include children in the decision making processes. This idea
is also closely related to the belief that young children are rational subject that are capable of
making decision for them. Lastly, the tenth principle in early childhood education is learning
in early childhood education should be meaningful. These ten principles are clearly predicated
on DAP. They show obviously how early childhood education in Indonesia is very much
influenced by developmental psychology theories.
These basic tenth of early education have implications for teachers. In order to
implement these principles, early childhood teachers are expected to act accordingly. The
teachers should act as a facilitator in which they have to be responsive to the need of their
pupils. They should not interfere their pupils, but instead they need to provide a stimulating
environment for their children. Again, this is another indicator of how early childhood
education in Indonesia is shaped by Piagets theory. Piagets theory itself has also recognized
the role of teachers as a facilitator who manipulates the environment in order to gain desired
outcomes (Burman, 1994). The three text books analyzed in this paper also yield the extent to
which they are informed by Piagets theory and DAP. Emphasis on play, childrens stage of
development, the notion of children as active subjects, and teachers as facilitators can be
found out throughout the text in three books.
This research is conducted in the early stage of PhD research at Lancaster University
which aims to investigate gender construction in early childhood education in Indonesia.
Hence, this research can be considered as a small part of the PhD research as well. While the

186

larger research requires empirical observation from the field, this research will only deal with
three books in Indonesia early childhood education
Critiques of DAP
Though the practices of DAP appear to be harmless, and thus it still dominates the
curriculum and practices of early childhood education, an increasing number of scholars have
questioned its practice and offered an alternative approach to DAP (MacNaughton, 2000).
They offer a poststructuralist approach in understanding early childhood education. Studies
conducted by MacNaughton (2000), Davies (1994, 2003a &2003b), Yelland (1998), Kamler
(1999), & Walkerdine (1984) show the extent to which poststructuralist approach can be used
in both theories and practices of early childhood education. Their main criticism toward the
theories and practices of DAP is on their doubt about whether DAP frees or controls the
children in a more sophisticated manner (MacNaughton, 2000). Burman (1994) is also
sceptical to the fact of whether DAP can really fulfil the needs of all the children in one
particular classroom.
A teacher attempting to conform to those precepts encounters an untenable conflict
between mandate for non-interference to promote independence, and her institutional
position as responsible for childrens learning. How can she oversee the individual
development of a class of thirty children? Various studies of both accounts of and
implementation of progressive education...have highlighted how teacher position
themselves as both responsible for, but helpless in, moulding childrens development
(Burman, 1994: 165-166)
MacNaughton (2000) has also questioned the extent to which DAP is seen as gender neutral.
While many practitioners continue to see DAP as do not promote particular gender norms and
values, MacNaughton believes that DAP is in fact gendered. It maintains and sustains
particular gender norms and values which support the binary opposition between male and
female in the society.
Critiques toward DAP are also focused on the notion of developmentally appropriate
children. Early childhood education teachers tend to assume that the childrens developmental
stages are innate and universal. Greene (1999; p. 257) questions who is the child? Thorough
analysis conducted by Walkerdine (1984) and Greene (1999) show how the subject of child in
the early childhood education is produced and reproduced through power knowledge relation
hence the subject of child is not innate. Such subjectification of child creates normalization of
child (Walkerdine, 1984). The process has created norms against which all children, parents,
and also teachers are being judged (Greene, 1999). Children who do not conform to the norms
are seen as deviant and thus it may exclude children from different cultural, racial, and gender
background.
One of the central concepts in poststructuralist framework is the concept of power.
Our view of power follows that of Michael Foucault in which he examines how power is not
only confined to the use of punishment. Power according to Foucault is not centralised but it
operates within the discourse. Since power is circulated within the discourse, power is not
always oppressive. People are in fact participating in the discourse. The discourse on child
development for example might be embraced by mothers participates in a parenting class,
fathers buy children toys, teachers emphasizes on the play in her class room, the
establishment of child care and so forth. As Foucault said;
Power must be analysed as something circulates rather as something which only
functions in the form of a chain. Power is employed and exercised through a net-like
organisation. And not only do individuals circulate between its threads, they are

187

always in the position of simultaneously undergoing and exercising this power

(Foucault, 1980: 98)
Power is also exercised within various institutions such as mental hospital or even
school. Devine (2003) argues that the power embodies in school as a social institution enables
it to categorize children according to their sex, social status, and ability. Children who are not
categorized to the norms will then be excluded as the other. In this sense, power produces a
particular subject. As Foucault also mentions:
...power produces, it produces reality, it produces domain of objects and rituals of
truth. The individual and the knowledge that may be gained of him belong to this
production (Foucault, 1979: 194)
There are various dimensions of the power relations that circulate within the
institutions such as school. We can explore the circulation of power in school through a focus
on gender (Paechter, 1998) and also through a focus on age that is on adult-child relations.
(Davies, 1994, 2003a & 2003b; Devine, 2003; & Francis, 1998). Adult-child relations seem to
also contribute to the power relations in the school. Both adults and young children are
passively positioning or powerless in one discourse, while at the same time are taking an
active positioning or powerful in another discourse (Francis, 1998). In her study, Davies
(1994) observed a little girl named Joane who positioned herself in multiple ways. In one
discourse, Joane was powerful even when she had to play with her friend, Tony, in a tree
house in their school. She was so powerful that she was able to negotiate with Tony whom
they should prevent from entering the house. Yet when she realized that she was being
observed by adult that is Davies, the researcher, she positioned herself into domestic
discourse by claiming that what she did in the tree house was only cleaning the sawdust on
the floor (Davies, 1994). It shows the extent to which power relations are continued to be
negotiated.
Since the idea of power in this research is understood as something that operates as a
network within institutions, power can be seen to be embodied in the resources and outputs of
educational institutions as well as within social relationships permeate written as well as
spoken forms of educational discourse. We now turn to explore how power circulates within
the production and use of educational text books. We examine the gendered nature of power
in such books.
Research conducted by Jackson and Gee (2005) in which they analyzed early school
reader illustrations across 50 years yield the extent to which early school reader illustrations
in New Zealand promote particular types of gender norms and values that sustain the binary
opposition between male and female in the society. Another research done by Jackson (2007)
reveals how women continue to be position as inferior to men in early school readers. Study
conducted by Brugeilles and Cromer (2009) also indicates how gender is represented in
school textbooks.
Several studies have also dealt with Indonesia text books at primary school level but
no studies so far have been conducted at the pre-school level. Study conducted by Logsdon
(1985) for instance, in which she examined several educational textbook in the primary school
reveals that the books prepared Indonesian children to live in a male dominated society where
womens primary function is reproduction. Another study conducted by Parker (1997) where
she studied the process of gendering children in Balinese school finds that teachers behaviour
and its curriculum tend to be gendered. This research thus aims to identify the extent to which
power relations can be found in Indonesia early childhood education text books. Text books
in this research can be defined as a set of books used by teachers in order to assist their
teaching practices. Hence, text books function as guidance that will ensure teachers teaching

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practices are following them. In addition to that, the second aim of this research is to explore
the multiple discourses that constitute the books. It is through the production and usage of
such books that the underlying DAP theories discussed earlier come to influence pedagogy.
Focus on Three Textbooks for Early Education Teachers in Indonesia
The three text books analyzed in this research are produced and published by
Directorate of Kindergarten and Primary School Service, Indonesia Ministry of Education.
The production of these text books are seen as part of the larger curriculum in early childhood
education in Indonesia. These books are governments attempt to make sure that the practices
of early childhood education follow national curriculum (Departemen Pendidikan Nasional,
2006).
The first book i.e. Teaching and Learning Practices Guidance in Early Childhood
Education (Pedoman Pembelajaran di Taman Kanak-kanak) is a general guidance for early
childhood school principals and teachers (Departemen Pendidikan Nasional, 2006). It
explains the basic philosophy and characteristics of early childhood education and also point
out the key themes of early childhood education teaching. This book also discusses methods
that can be implemented in early childhood education, how to organize the class, and how to
evaluate children in the school. The other two books deal with more specific subjects. The
second book i.e. Teaching Guidance for Language in Early Childhood Education (Pedoman
Pembelajaran Bidang Pengembangan Berbahasa di Taman Kanak-kanak) is a book of
guidance of how to teach language in early childhood education (Departemen Pendidikan
Nasional, 2007a). This book besides elaborates the basic assumption of why teaching
language is important for children development, also provides with examples of how teachers
should teach language to young children. The last book i.e. Teaching Guidance for Moral
Development in Early Childhood Education (Pedoman Pembelajaran Bidang Pengembangan
Pembiasaan di Taman Kanak-kanak) is a book of how to teach routine to young children.
This book basically provides teacher with guidance of how to teach moral value to young
children (Departemen Pendidikan Nasional, 2007b).
These three books will be analysed using feminist poststructuralist approaches. The
use of poststructuralist frameworks will assist us, the researchers in two ways. First, they
enable us to understand the text from various meanings or from multiple discourses (Jackson,
2007). Second, the feminist poststructuralist approaches will also assist us to be aware in
identifying power relation in term of gendered (Jackson, 2007). The use of feminist
poststructuralist also involves careful reading of the text with awareness to inconsistency and
contradiction (Blaise, 2005). Finally, poststructuralist approach assists us in identifying how
power is circulated within these textbooks.
Analysis
Time, Space and Power
The distribution of power between teachers and children is reflected in the use and
allocation of time and space in the school (Devine, 2003). The relations between time and
power in the three books are quite obvious. In the first book i.e. Teaching and Learning
Practices Guidance in Early Childhood Education, an example of activities that can be
implemented in the classroom is given as follows;
1. Opening Activities/ Circle Time (approximately 30 minutes)
a. Singing, praying, and greetings
b. Discussing todays theme
c. Doing physical activities preferably outside the classroom

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2. Main Activities (approximately 60 minutes)

a. Teacher explains the activities that will be done by children. Children normally are
divided into groups;
Group 1: Copying lines (fine motor)
Group 2: Drawing (art)
Group 3: Experiment for example by making tea (cognitive)
b. Children are allowed to free any activities that they like.
c. Children do not have to do all the three tasks in three different groups.
d. Children are allowed to do only 1 or 2 tasks, but teachers should remain motivate
them.
e. Children are free to move according to their interest. The movement doesnt have
to be clock wise, yet it will be allowed as long as children prefers that way. (For
example: a child moves from group 1 to group 2).
f. The time allocated for each groups is not restricted to 20 minutes. When children
have finished 2 or 3 tasks, the children are allowed to move into the playing zone.
3. Break (approximately 30 minutes)
Washing hands, praying, eating, and playing
4. Closing Activities
a. Counting from 1-5
b. Clapping hands with three different styles
c. Reviewing todays lesson
d. Singing, praying, and going home.
(Departemen Pendidikan Nasional, 2006: 30-31)
The above illustration clearly shows the extent to which the book regulates the time.
By regulating and specifying the time for each activity, the book does not only control the
children but it also controls the teachers. Thus teachers in early childhood education becomes
an individual that can be trained and thus they can be controlled as well (Walkerdine, 1984).
Giving a very strict time table, teachers in this situation will face with tension of how to
respond to the childrens need but at the same time follow the time table accordingly.
The idea that teachers in early childhood education needs to be controlled can also be
found in the second book i.e. Teaching Guidance for Language Development in Early
Childhood Education, when teachers teach language to children especially when they
introduce children how to use the word I1. This diagram is just one example to illustrate
how teachers behaviours are not natural but produced and reproduced within the discourse of
DAP.

In Indonesian language, the word I can be translated into two different words. Both carries the same
meaning, but one should take into consideration the social condition as well as to whom they speak to.
The first word is likely to be used more polite. While the second word is more likely to be used by people
with authority or when one declares something very important. The teaching of language in early
childhood education introduces these differences and considers this as a norm that needs to be acquired
by young children.
1

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Stage 1
Teacher
explains
todays
activities

Stage 2
Children listen to
the teacher s
explanation of how
to use different
words of I and to
use them
appropriately

Stage 4
Teacher praises
pupil who can do
the task and
motivate those
who are still
strugling to do the
task.

Stage 3
Teacher assigns
the children to
use different
words of I
appropriately

(Departemen Pendidikan Nasional, 2007a: 13)

The diagram shows the extent to which teachers behaviour needs to be controlled by
providing step by step of procedures of how to teach young children. In this sense the book
show that teachers understanding toward their pupil is not innate, yet it is the result of
knowledge production. The discourse on developmental psychology has created subject
named early childhood teachers who posses certain behaviour such as praising and motivating
their pupil.
The book also provides an illustration of how early childhood education should be
organized. It gives example as follows;
Entrance
door

Blackboard
G
R

G
L
(Departemen Pendidikan
R Nasional, 2006: 35)

O
U

O
C

U Nasional, 2006: 35)

(Departemen Pendidikan

Group 2

R
S

Playing Zone

Even though the structures of the classroom appear to give space for childrens spontaneous
behaviour to move around without any restriction, but the establishment of the playing zone
as a separated zone create a distinction of the zone from the other activities in the classroom.
In addition to that, the fact that playing zone can only be used by children once they have
finished doing 2 or 3 tasks show how the concept of time and space in this book are very
much correlated to the notion of discipline. As Devine (2003) argues that time and space in
the school take place within disciplinary framework. Children need to be disciplined in order
to enable them to confirm the norms of the society.

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Adult-Child Power Relation

Adult-child power relation is very much obvious in the text books. The text in the
books yields the extent to which adults are so powerful. In fact, though Foucault (1980)
himself believes that power is continued to be negotiated, there is almost no place for
negotiation in adult-child relationship in these books. Despite of the fact that DAP perceives
young children as rational being that can make decision for themselves, children are
continued to be seen as powerless throughout the discourse in the books.
Adult-child power relation can be found in the following example, given in the third
book i.e. Teaching Guidance for Moral Development in Early Childhood Education. This
illustration shows how teacher should respond a childs inappropriate behaviour and thus
replace it with a good behaviour.
The school is almost finished. All the children are ready to go home and started wearing
their shoes. One boy named Rama suddenly shouts, Teacher! and at the same time he
lifts up his feet.
The teacher asks him, Whats wrong with your feet dear?. Rama replies, I cant tie my
shoelace!. Oh, I see., the teacher responds. Why dont you try to speak nicely to me,
like teacher can you please help me tie up my shoelace?.
Rama then follows his teacher instruction. The teacher ties up his shoelace and Rama says
thank you to the teacher.
Note:
It is the duty of the teachers to fix childrens inappropriate behavior.
(Departemen Pendidikan Nasional, 2007b: 25)
Despite of DAPs believe in the notion of child as an active being, the above
illustration shows the extent to which DAP views children as a passive being, receiving
whatever information provided by the environment. They do not have the capacity to
construct their own identity. Their identity construction is built upon the sponge models of
identity formation (MacNaughton, 2000). A model argues that a child constructs their identity
simply by observing adults.
Another example shows how children are continued to be portrayed as voiceless in the
text books.
Stage 1

Stage 2

Stage 3

Stage 4

Stage 5

Stage 6

Teacher
prepares
teaching
materials

Teacher
pronounc
eseveral
words in
order,
children
listen
attentively

Children
imitates
teacherss
word in
the same
order like
teacher

Teacher
pronounc
edifferent
words in
order,
children
listen
attentively

Children
should at
least say
three
words in
order

Teacher
allows
children
to say at
least three
different
word in
order out
of the two
examples
given eexg

(Departemen Pendidikan Nasional, 2007a: 16)

192

The diagram point outs how adult-child power relations in the text books are so
pervaded and how childrens behaviour are merely the result of copying adults behaviour.
Every childs behaviour is thus the result of socialization process and hence children are
continued to be seen as voiceless.
Gender Discourses
Part of the power-relations found in the textbooks is gender discourse discourses. The
gender discourses found in the books sustain and also promote the binary opposition between
male and female in the society. Dominant norms of masculinity and femininity are operated
throughout the text books.
Gender norms in these books can be found both in the text and also in the illustration.
The image in the books obviously show gender discourses in term of fashion. Blaise (2005) in
her research has identified that gender discourses are often maintained by discourse on
fashion. Boys and girls in the books are drawn in a particular stereotype fashion.
These two pictures are taken from the book Teaching Guidance for Language
Development in Early Childhood Education. It shows the situation where boys and girls play
together.

(Departemen Pendidikan Nasional, 2007a: 42)

193

The image below can also be found in the book;

(Departemen Pendidikan Nasional, 2007a: 15)

Though the three pictures above show the activities done by both girls and boys, yet if
we analyze the image thoroughly, it is very obvious that girls and boys are using certain type
of clothes, each indicate a gender norms in the society. The picture symbolizes what and how
girls and boys should behave accordingly in the society, in matters of dress.
Another picture involved show how girls should behave when they become an adult.

(Departemen Pendidikan Nasional, 2007a: 41)

The picture above not only indicates what it is to be a grown up female in a society,
but it also shows how this textbook domesticates women. Womens main role is illustrated as
a mother.
In the other book i.e. Teaching Guidance for Moral Development in Early Childhood
Education, other stereotype gender value is also socialized. The book consistently uses the
word she to point out early childhood teachers in the books (Departemen Pendidikan
Nasional, 2007b: 24, 25, 26, 43, & 50). By utilizing the word she, the book does not only
show that early childhood education teacher is associated as females job, but it also excludes
male from the discourse on early childhood education. By excluding men, the book can be
seen as perpetuating hegemonic masculinity and emphasized femininity. Both hegemonic
masculinity and emphasized femininity define a stereotypical gendered norms and expectation
considered appropriate male and female (Connel, 1987 & Blaise, 2005). By not illustrating
male as a teacher in early childhood education in the book, it leaves out male from the
profession and continues to see male as the other in the field of early childhood education
(Sumsion, 2000).

194

Conclusion
Findings of this research indicate the extent to which power relations operate in the
text books. Though as Paechter (1998) mentions it is undeniable that early developmental
psychology and child-centered approach create friendlier and more exciting classrooms, it
also has a dark side. The research shows how developmental psychology and DAP persist to
produce subjects named early childhood education teachers and children. Teachers and
children who are able to follow the characteristics given in the books will be regarded as
either good teachers or developmentally appropriate children. Those who fail to subscribe to
the categories will be excluded and seen as the other. Thus, finding of this research confirm
Walkerdines arguments about how the subject of child is produced and reproduced in DAP
(Walkerdine, 1984). This research also shows how power is circulated in the textbooks not by
a mean of oppression but by discourses (Morss, 1996). Finally, this finding also reveals that
the practices of early childhood education found in these books tend to control children in a
more subtle ways.
References
Blaise, M. (2005). A feminist poststructuralist study of children doing gender in an urban
kindergarten classroom. Early Childhood Research Quarterly, 20 (2005), 85108.
Brugeilles, C. & Cromer, S. (2009). Analysing Gender Representations in School Textbooks.
Paris: CEPED.
Burman, E. (1994). Deconstructing Developmental Psychology. London: Routledge
Connel, R.W. (1987). Gender & Power; Society, the Person, and Sexual Politics. Cambridge:
Blackwell Publishers Ltd.
Davies, B. (1994). Poststructuralist Theory Classroom Practice. Victoria: Deakin University
Press.
Davies, B. (2003a). Frogs and Snails and Feminist Tales. New Jersey: Hampton Press, Inc.
Davies, B. (2003b). Shard of Glass. Children Reading and Writing Beyond Gendered
Identities. New Jersey: Hampton Press Inc.
Departemen Pendidikan Nasional (2006). Pedoman Pembelajaran di Taman Kanak-kanak.
Jakarta: Departemen Pendidikan Nasional
Departemen Pendidikan Nasional (2007a). Pedoman Pembelajaran bidang Pengembangan
Berbahasa di Taman Kanak-kanak. Jakarta: Departemen Pendidikan Nasional
Departemen Pendidikan Nasional (2007b). Pedoman Pembelajaran bidang Pengembangan
Pembiasaan di Taman Kanak-kanak. Jakarta: Departemen Pendidikan Nasional
Devine, D. (2003). Children, Power, and Schooling: How Childhood is Structured in The
Primary School. Staffordshire: Trentham Books Limited.
Foucault, M. (1979). Discipline and Punish: the Birth of the Prison. New York: Random
House.
Foucault, M. (1980). Michael Foucault: Power Knowledge. Herrtfordshire: Harvester
Wheatsheaf.
Francis, B. (1998). Power Plays: Primary School Childrens Construction of Gender, Power,
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Greene, S. (1999). Child development: old themes, new direction in Martin, W., Dorothy, F.,
& Karen, L. (eds.), Making Sense of Social Development (pp. 250-268). London:
Routledge.
Jackson, S. & Gee, S. (2005). Look Janet, No you look John: construction of gender in
early in early school reader illustrations across 50 years. Gender and Education, Vol.
17, No.2, May 2005, pp. 115-128.

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Jackson, S. (2007). She might not have the right tools...and he does: childrens sense making
of gender, work, and abilities in early school readers. Gender and Education, Vol. 19,
No.1, pp. 61-77.
Kamler, B. (1999). Constructing Gender and Difference. Critical Research Perspective on
Early Childhood. New Jersey: Hampton Press Inc.
Logsdon, M. (1985). Gender Roles in Elementary School Texts in Indonesia. In MJ.
Goodman (Ed.), Women and the Pacific: Towards an East-West Dialogue (pp. 243262). Honolulu: University of Hawaii Press.
MacNaughton, G. (2000). Rethinking Gender in Early Childhood Education. New Sout
Wales: Allen & Unwin
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Falmer Press.
Parker, L.(2001). Engendering School Children in Bali. Journal of the Royal Anthropological
Institute (N.S) (Incorporating Man), 3, 497-516.
Sumsion, J. (2000). Negotiating otherness: a male early childhood educators gender
positioning. International of Early Years Education, Vol.8, No. 2.
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Venn & V. Walkerdine (Eds.), Changing the subject: psychology, social regulation,
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Yelland, N. (1998). Gender in Early Childhood. London: Routledge.

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NEOLIBERAL EARLY CHILDHOOD EDUCATION POLICY AND

WOMENS VOLUNTEERISM
Hani Yulindrasari
Faculty of Arts
The University of Melbourne
Prodi PGPAUD FIP UPI
Abstract
This essay analyses the neoliberal doctrines embedded in the ECE movement and the impact
of related reforms on women. The analysis of the several ECE document policies shows that
neoliberal idea is reflected in the mandate of ECE describe by the grand design of ECE
movement, the improvement of teachers quality agenda, and the governance of ECE, which
put forward competitiveness, non-government providers, and international penetration in the
ECE market. Neoliberal policy that intersects with patriarchal thinking has put women in a
disadvantaged situation. The ECE development has exploited women in the way it uses
women as unpaid workers and gives women extra burden for the sake of accreditation.
1. Introduction
The rise of the Suharto regime in Indonesia in the mid 1960s was accompanied by a
radical change from criticism of Western capitalism and economic neo-colonialism to an
embrace of foreign investment and Western supported development (Rosser, 2012). In this
context the World Bank introduced neo-liberal reforms in Indonesia such as deregulation and
opening up foreign investment and imports (Parente, 2009). In response to the Asian
economic crisis which hit the Indonesian economy the IMF forced the government to
implement further neo-liberal reforms such as massive reduction in tarrifs and elimination of
subsidies of daily goods, and privatization of public services (Dalrymple, 1998; Parente,
2009). In this period Indonesia moved from an emphasis on development to neoliberal
globalism (Gellert, 2005). The reform agenda stretched to the education sector. Within
neoliberal doctrine, education is defined as a mechanism for producing quality workers for the
economy (Robertson, 2007). Therefore, transformation of the education system is very
important for future economic development (Lee, 2012; Robertson, 2007).
Recognition in the field of child psychology and neuroscience that the early-childhood
period, from 0-6 years old, is a critical period of human development rationalized the World
Banks emphasis on investment in early-childhood education (Mahon, 2010). The World
Banks influence on the development of early-childhood education (ECE) in Indonesia started
in 1998 through a loan of as much as USD 21.5 million (World Bank, 2007). Since then, the
World Bank has pushed the Indonesian government to reform policy regarding ECE. In 2001,
as a critical step, a directorate of early-childhood education (DOECE) was established within
the Ministry of National Education (MONE) and an ECE movement in Indonesia started.
Aiming at Gross Enrolment Rate (GER) 72% in 2014, the government developed a target of
satu desa satu PAUD, to establish one ECE center in every village in Indonesia.
Historically women have dominated the ECE field in Indonesia, which has meant that
it is traditionally a low paid career. Therefore, reforms in ECE have primarily affected
women. This essay will analyse the neoliberal doctrines used in the ECE movement and the
impact of related reforms on women. Firstly, this essay will explain and clarify the concept of
neoliberal doctrines that frame my analysis. Secondly, I will briefly describe how neoliberal
discourse is embedded in the ECE movement. Thirdly, I will analyze the impact of neoliberal

197

policy in ECE on teachers who are mostly women. Throughout this essay, I argue that the
Indonesian ECE movements adoption of neoliberal principles has lead to further exploitation
of women in this field.
2. Neoliberalism in education
Early definition of neoliberalism emphasized economic policy characterized by privatization
of governments enterprises, deregulation or less governments intervention in the economy,
and competitiveness or the deployment of market mechanisms (Cox, 1996). However,
Ferguson (2009) explains that the term neoliberalism has been applied to diverse phenomena.
This essay will use Fergusons definition of neoliberalism as a regime of policy and
practices that works through and at the same time produces neoliberal agents (Ferguson,
2009: 170). Within a neoliberal regime, the government runs like a business, handing over the
function of the state to private parties of subcontractors for profit (Ferguson, 2007). People
are also seen as economic agents, who have skills, traits, marketable capacities and freedom
of choice (Gershon, 2011). Both the government and citizens are autonomous market actors.
Citizens are constructed as active and responsible to achieve governmental results
without any direct state intervention (Ferguson, 2009: 172). In this context the governmentcitizen relationship is a partnership with a distribution of responsibility and risk to maintain
each partys autonomy in the market (Gershon, 2011). For this essay, I focus on teachers, the
community and students; teachers and the community are the responsible subjects and
students are the subjects in whom skills and traits should be invested in and nurtured to
produce neoliberal agents.
In the field of education, Robertson (2007) underlines three key principles of a neoliberal
reform. The first one is the transformation of the mandate (the objective of education). A
neoliberal mandate of education is to develop competitive economic actors who are efficient,
creative, and problem solvers. The second is the forms of capacity or the means through
which the mandate is going to be achieved. Capacity is related to funding and human
resources (teacher). Neoliberal reforms emphasise the achievement of a mandate with the
most efficient budget. Education providers are usually encouraged to generate additional
income as the government limits its financial support. One strategy of cost efficiency is the
reformulation of the teacher's salary system. Performance-based pay is usually applied in the
reform. The third strategy is the mechanism of education governance. These are indicators of
neoliberal governance in education: outcome-based funding; some services are decentralized
and others are centralized, competition among educational institutions; introduction of a profit
oriented private education provider, and multi-national firms involvement in education
(Robertson, 2007). I will unpack the policy of Indonesian ECE movement accordingly to the
above principles explained by Robertson (2007).
3. Neoliberalism in the Indonesian Early Childhood Education Movement
a. The Education Mandate
The mandate of ECEC development in Indonesia corresponds with the neoliberal mandate of
education. The Grand Design of ECEC development in Indonesia, established in 2011,
inscribes the mandate of ECEC as instilling in Indonesian children with the dasa citra (ten
ideals) as the foundation of high-quality future human resources." The ten ideals are that
children will be faithful to one God, pious, noble, healthy, intelligent, honest, responsible,
creative, confident, and nationalist. To meet the criteria of being of high quality they will
also be globally competitive (MoNE, 2011). The term used to refer to future Indonesian
citizens is human resource. According to the Merriam-Webster dictionary, this term means

198

a group of people who are able to do work. The use of this term implies that children are
seen as part of the potential workforce for future national economic growth. The emphasis on
global competitiveness also means that the future citizens should have skills and capacity to
participate in the global market. Children are viewed as an asset that should be managed and
developed. This is in line with Gershons (2011) explanation about neoliberal self, that a
neoliberal self owns a bundle of skills and traits to be managed.
Another important aspect of the neoliberal self is autonomy (Gershon, 2011). The Learning
approach adopted in the ECE development standards in Indonesia (MoNE, 2009) is childcentered pedagogy. Ryan (2005) defines child-centered pedagogy as education with a
curriculum that corresponds to the unique characteristics, needs, and interest of each child.
Children are seen as independent and active learners and the teachers authority is viewed as
hindering childrens potential to explore and make sense of their world. Within a childcentered learning approach, children are free to choose their own activity according to their
individual interest. Therefore, the teacher is only a facilitator in this approach (Ryan,
2005:99). Children here are constructed as a self-regulating and rational individuals free from
others control (Walkerdine, 1990). This construction is connected to the concept of
neoliberal agency and the view that people should act autonomously, rationally, and
responsibly in free choice decisions (Gershon, 2011: 539-540).
b. The Form of Capacity
Robertson (2007) underlines two aspects of capacity: financial capacity and the teachers
capacity. Robertson (2007) argues that one of the characteristics of neoliberal policy in
education is budget cuts or fund efficiency. There have not been budget cuts to education in
Indonesia, Since 2005 the government increased education budget to twenty percent of total
National Development Budget and Spending (NDBS) (MoSS, 2009). However, public
spending on education as a percentage of GDP is decreasing every year, from 3.5% in 2009 to
3.0% in 2010, and 2.8% in 2011 (The World Bank, 2014). This could mean less government
commitment on education and deregulation in education, especially in higher education
sector. In 2012, the government has enacted new law about higher education that opens up
privatization in higher education (The Republic of Indonesia Law No. 12/2012).
One significant reform since 2005 is teacher professionalization which aims to
improve the quality of teachers. Taubman (2009) argues that improving teacher quality is one
of the key markers of neoliberal doctrine in education. The low pay and low status of teaching
in general have triggered the government to reform the teaching profession starting in 2005
through the Republic of Indonesian Law Number 14/2005 about Teachers and Lecturers, the
Government Regulation Number 74/2008 about teachers, and the Minister of National
Education Regulation Number 16/2007 about Standard of Teachers Academic Qualification
and Competencies. I would argue that this law and regulations aim to professionalize
teaching. According to Larson (1977) , professionalization is a systematic effort to
institutionalize a set of cultural and technical resources into a system of work for financial
benefits. Professionalization involves specified higher education, skill enhancement, and
professional training and development (Boyd, 2013). This law regulates teachers educational
qualifications, competencies, teachers management and development, and of course about
additional allowance to improve teachers take-home pay.
One of the most significant strategies of teacher professionalization in Indonesia is the
mechanisms of certification. Certification is conducted using a quality assurance mechanism
(Chang et al., 2014). According to Osgoods (2006) neoliberal professionalization,
emphasizes masculine attributes such as rationality, competitiveness, and individualism as its

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standard. Teachers are assessed accordingly to certain criteria such as educational and training
experience, the period of employment as a teacher, their achievements, and competencies.
This assessment is document and test based. Not all teachers pass this assessment. It is highly
competitive. Teachers who have better documented paper-based portfolio are more likely to
pass regardless of their performance in class.
c. The Governance of ECE
According to Robertson (2007: 12) there are several indicators of neoliberal governance in
education. They are outcome-based funding; some services are decentralized and others are
centralized, competition among educational institutions; introduction of profit oriented private
education provider, and multi-national firms involvement in education.
ECE services in Indonesia are organized in such a way as open to competition
between the services. According to the Republic of Indonesia Law Number 20/2003 about the
National Education System, early-childhood education is not included in the formal education
system. However, ECE is divided into three forms of organization, formal ECE, non-formal
ECE, and informal ECE. Prior to ECE movement in 2001, there were only two categories of
ECE; ECE that used a school system for children age 4-6 (now called formal ECE) and nonschool system for children age 0-3 (now called non-formal ECE). The division was based on
the age of the children. In 2001, the government established the Directorate of EarlyChildhood Education within the Directorate General of Non-Formal Education in the
Ministry of Education and Culture. Since then, the distinction of formal and non-formal ECE
is only based on who manages the institution of ECE. The distinction by age has become
blurred as non-formal ECE also serves children age 4-6. This has resulted in high competition
between formal and non-formal ECE. The competition ranges from competition of getting
more students and government funding to opportunity for teachers professional development.
Later in 2011, the government made a change in the bureaucracy of ECE. All ECE
formal, non-formal, and informal are organized in one new directorate that is the Directorate
of Early-Childhood, Non-formal, Informal Education. Since then ECE refers to all kinds of
ECE, formal, non-formal, and informal. However, the distinction between formal ECE and
non-formal ECE persists in the public discourse, so does the competition.
Establishing a non-formal ECE is easier and simpler than a formal ECE. However, it
is still subject to accreditation. Non-formal ECE can be organized by a community without
any binding standards. This is why the types of ECE in Indonesia have become very diverse.
The following table is a brief summary of ECE types in Indonesia:

Kindergart
en
TK/RA
(Formal)

Play group
KB
(nonformal)

Childcare
TPA
(nonformal)

Child Age 4-6

(year old)
Target
Child

2-4

Focus

Preprimary
education

Integrated
Service Post
(Posyandu)
(non-formal)

Program for
Family with
Young Children
(BKB)
(non-formal)

3 mo-6 yo

Other form
of
playgroup
(SPS):
(nonformal)
2-4

0-6

0-5

Child

Child

Child

Mother

Child
developme
nt

Care
service for
children of

Child
developmen
t;

Child and
Mother
Health care
service
combined

200

Parenting
education,
combined with

Child
developme
nt and
school
readiness

Opening
hours

5-6
days/week
150-180
minute/day

Responsib
le
governme
nt
agencies

Ministry of
Education
and
Culture
for TK
Ministry of
Religious
Affairs
for RA

Minimum
2
days/week
150-180
minute/day
Ministry of
Education
and
Culture
policy and
guideline
developme
nt

working
parents;
supplement
ed with
child
developmen
t
5-6
days/week
8-10
hours/day

supplement
ed with
additional
program

with
parenting
education

child
development
activities during
meeting

Minimum 2
days/week

2
days/month
2 hours/day

2 days/month
2 hours/day

Ministry of
Social
Welfare
care and
social
service
component,
supervision
Ministry of
Education
and Culture
policy
and
guideline
developmen
t

Ministry of
Education
and Culture
Policy
and
guideline
developmen
t

Ministry of
Health
technical
support,
supervision

Ministry of
Womens
Empowerment
and Child
Protectionpolicy

Ministry of
Home
Affairs
works
together
with Family
Welfare and
Empowerme
nt
Movement

National
Population and
Family Planning
Board (Badan
Kependudukan
dan Keluarga
Berencana
Nasional/BKKB
N)

Source: (Yulindrasari, 2012)

Picture 1. ECE Types and Forms in Indonesia
According to the ECE Grand Design Indonesia targets 86.5% GER by 2025. This means that
Indonesia needs an additional of 30,000-42,000 ECE services a year to reach the target. To
achieve the goal the government has relied so much on the non-government providers, both
profit oriented private provider and community based provider. According to 2009/2010
statistic there are only 1.616 state- owned ECE from total 67.550 formal ECE in Indonesia
(Central Education Statistic, 2009/2010). Less regulated non-formal ECE has made it the
largest contributor to the increase of GER 36.51% from the total ECE GER 53.70% (MoNE,
2011). It also has made a wide gap of quality in the diverse ECE services. Many international
franchise education corporations establish ECEs, especially in big cities, with a very
sophisticated set of facilities (Newberry, 2012). On the other hand, there are also many ECE
services with very limited facilities (Hasan et al., 2013). Parents are treated as neoliberal
agents who act as rational and autonomous consumers to choose the service at their own risks.
4. The Impact of the Neoliberal ECE Movement on Women
Neoliberal state deploys its citizens and community to achieve expected governmental
result with minimal state intervention (Ferguson, 2009). The Indonesian government places
the responsibility of the ECE development on the community. Neoliberal policy that
intersects with patriarchal thinking has put women in a disadvantaged position. The dominant

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gender ideology in Indonesia prescribes child-care and education as womens most important
role and responsibility (Dewantara, 1961; Kartodirdjo, Poesponegoro & Notosusanto, 1977;
Yafie, 1999). Patriarchal thinking regards womens work as voluntary and free of charge for
the benefit of mens reproduction of power (Hearn, 1982). This ideology intensely influences
the government strategy concerning ECE especially in the governments instrumentalization
of grassroots womens organization as the driver of ECE. During the Suharto regime the
community and lower class women, through the Family Welfare Movement (FWM), were
used as unpaid workers to implement many development programs (Newberry, 2012). This
practice has persisted in the post Suharto period, community and womens organizations have
also been encouraged to establish more non-formal ECE. Some of the organizations, in
addition to FWM, are Forum PAUD, KOWANI, Dharma Wanita, Dharma Pertiwi, Muslimat
NU, Aisyiyah, Dewan Mesjid Indonesia, Wanita Islam, Wanita Katolik, Persit Kartika
Candrakirana, and Wanita Bhayangkari (MoNE, 2011).
A testimony from a FWM member, supports my argument about the governments
instrumentalization of womens organizations in the ECE field. Involvement of FWM
members in the ECE movement is primarily based on top-down instruction and it is voluntary
in a sense that there is no financial benefit from their involvement. Menik Ardi Leksono, a
principal of ECE Permata Bunda, writes in edukasi.kompasiana.com1 about her experience as
ECE teacher. In her article entitled The Dilemma of a Non-formal ECE Educator [translated
by HY] she writes how her involvement in ECE is connected to her role in FWM. The head of
FWM in her village suddenly sent her a decree appointing her as the head of FWM working
group II, and this made her a principal of ECE (Leksono, 2013).
Furthermore, women as mothers are considered volunteers such that, teaching and
caring young children is their responsibility that should not be commercialized. Material
compensation for the time and energy spent by the non-formal ECE workers is extremely
small. Their salary ranges from nothing to three hundred thousand rupiah (around AUD30)
per month. They are eligible for a monthly incentive from the government as much as one
hundred thousand rupiah (AUD10) to three hundred thousand rupiah (AUD30) depending on
the budget of the local government. The highest salary they get is six hundred thousand rupiah
(AUD60) monthly while the provinces average minimum wage is more than one million
rupiah per month. Not all ECE teachers are lucky enough to get eight hundred rupiah
monthly. Most of them receive less than five hundred thousand rupiah per month. The reason
why they accept low pay is their commitment to care for young children. As Menik mentions,
but I dont think about financial benefit. I get a spiritual fulfillment by seeing cute
young children. Seeing the progress of the children. From stuttering to becoming more
fluent. Seeing the children know A, I, U, E, O. Seeing the children can write their own
names, and so on and so on (Leksono, 2013) [translated by HY]
ECE teacher are always reminded by the society how noble they are and how they
are considered as a moral role model. Measuring their nobility with a financial benefit is
considered inappropriate. An article in perempuan.com, posted in 22 December 2012, entitled
Teaching kindergarten is like being a mother states,

Kompasiana is an online media of citizen journalism. Anyone can write their opinion or citizen reportage in it.
It is affiliated to Kompas.com, one of most popular online media in Indonesia.

202

the most important thing about being a kindergarten teacher is sincerity. Do not ever
think about salary, it will hinder your work ethic. Think about being a good teacher
who is useful to others. For women, teaching in kindergarten is similar to teaching our
own children. (Perempuan.com, 2012) [translated by HY]
Moreover, due to the professionalization, teachers in ECE are now required to do the
administrative work. The work includes preparing daily and the monthly lesson plans based
on the government prescribed curriculum. Non-formal ECE is also subject to government
accreditation that is why administrative work becomes important. Menik Ardi Leksono
writes:
As a non-formal ECE educator we are demanded to make Daily Work Plan, Monthly
Work Plan and use determined curriculum. It costs us energy and thoughts. It is not
equal with the salary which is only fifty thousand rupiah to one hundred rupiah a
month. I have a domestic helper at home who come every day from 6.45am to 12noon
and get five hundred thousand rupiah per month. If I use my logic, I will have extra
money if I stay at home and do not have helper rather than I work in ECE and only get
one hundred thousand per month. (Leksono, 2013) [translated by HY]
I agree with Osgood (2006) that professionalization in ECE gives teachers extra
administrative burdens as well as over-stressing technical competence. Therefore, it is not an
exaggeration to say that ECE professionalization furthers the exploitation of women.
5. Conclusion
The government of Indonesia has applied neoliberal ideas in the ECE policies. This is
reflected in the mandate of ECE describe by the grand design of ECE movement, the
improvement of teachers quality agenda, and the governance of ECE, which put forward
competitiveness, non-government providers, and international penetration in the ECE market.
Neoliberal policy that intersects with patriarchal thinking has put women in a disadvantaged
situation. The ECE development has exploited women in the way it uses women as unpaid
workers and gives women extra burden for the sake of accreditation.
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GENDER RESPONSIVE EARLY CHILDHOOD EDUCATION IN ISLAMIC

PERSPECTIVE
Erhamwilda
PGPAUD Unisba Jl. Ranggagading 8 Bandung
email: erham_wilda@yahoo.co.id
Abstract
The responsive attitude and behavior of gender will grow well if its already been implanted
since early childhood because the early childhood is an important age to put many basic of
attitude and behavior formation. Gender perspective is affected by norm, values, and culture
where a person grows up. The globalization influence that is streamed via various media takes
part on the people view about gender. The inability of educator to form gender responsive
early childhood education process also gives a foundation to the emergence of biological,
social-emotional, and moral problem for kids. The cases of sexual abuses in early childhood
are examples for the lack of attention towards gender responsive education. Islam already
described how gender responsive education is. In Islam men and women are educated
according to their gender so they can fulfill their role as individual, social, and religious
appropriately.
Keyword: Gender Responsive, Early Childhood, Education, Islamic Perspective
INTRODUCTION
Early childhood is mentioned by Montessori as sensitive periods. In this period, the
process of growth and development in every aspect is enduring a quick period in human life
development. Developments of children personality include physical-motoric, intellectual,
social, emotional, moral, language, art, and creativity aspects. In this personality aspects
development, there are differences between male and female children besides their
similarities. The differences of development can affect the differences of needs, hopes, roles,
responsibilities, and dreams.
In moral and ethical aspect there will be differences of attitude and behavior between
male and female children because attitude and behavior are not only formed by culture, but
also the form of compliance towards a believed religion. In Islam there are ethics and rules
that applied only for girls, and there are rules applied only for boys, and there are rules that
applied for both. Islam also set how the social relation between boys and girls is built in
varied aspects of life. This is quite different with secular and liberal countries culture where
they set athinner border of ethics, moral, and behavior rules between man and woman, even
for radical feminism activists, people are free to choose their life role, without being restricted
by their sex.
Perspective differences about the behavior rules will affect the difference about the
roles and responsibilities as male or female, which is sometimes adverse one of gender and it
leads to injustice of gender. In many cases of gender injustice, often womenbecome the ones
that areadverse, even though its also can be found in men. Understanding of someone about
role and social relation form that is right, fair, equal, and benefit both males and females are
formed by social environment since early age.
Education held in home, school, or society becomes the main foundation to change the
perception about gender and apply it to form a gender responsive generation. In formal and
non-formal education, it isbeing set somehow so responsive gender education can be
implemented in every level of education.

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The implementation of responsive gender education is ruled as cited from

PERMENDIKNAS number 84/2008:
Section1: Every working unit of education field that doing a planning, implementing,
supervising, and evaluating from every policy, and development program of education field is
ordered to integrate gender inside it.
Gender Mainstreaming of Education Field as cited from verse (1) in environment of National
Department of Education is implemented using the implementation guidelines as cited inside
this Minister Policy Attachment.
Section 2: Working unit of education that is proved organizingGender Mainstreaming of
Education Field not corresponding to the provision that is said in section 1 will be given
punishment according to legislation policy.
In line with Permendiknas cited above, for formal or non-formal school where the
majority of students are muslim, or for muslim especially to held a gender responsive
education, it is needed to define clearly the meaning of gender, gender responsive, and gender
responsive education. In particular, considering early age period is the foundation of
formation for gender responsive attitude and behavior, so in PAUDs where the majority of
students are muslim and RadhatulAthfal needs to form a formula of Islamic gender responsive
education. This article will be focused on answering these following questions: (1) The
meaning of gender in many perspectives, (2) Islamic Gender Responsive Education, (3)
Gender responsive early childhood education in Islamic perspective.
METHODE
This study uses Book survey method; because most of data are take from literature. The main
idea of this article take from Quran and Hadith for explaining Islamic perspective.
RESULTS AND DISCUSSION
The Meaning of Gender
When talking about gender, often the people identify gender with sex. This
understanding came from the English dictionary where it describes gender assex. On the other
side some people associate the talk about gender with woman problem. Despite of these, the
meaning of gender is a lot wider than just sex. In Websters New York Dictionary, its written
that gender can be described as the action that is being shown between men and women, seen
from value and behavioral perspective, while in Womens Studies Encyclopedia, gender is a
cultural concept that is trying to make a distinction in the matter of roles, behavior, mentality,
and emotional characteristic between men and women which is developed in the society.
Furthermore Hilary M. Lips describes gender as cultural expectation of women and men
(cited from Nasaruddin Umar, 2010: 29-30).
PP/PA Ministry defines gender as social construction or attribute given to human that
is built by human society; to separate identifications of human based on definition of
biological socio-culture. Gender is social construction built by human culture and has nonpermanent characteristic and will be adjusted with the development of human culture in the
same place and it differs in every different place with different culture.
Furthermore it can be interpreted that gender is about how individual role in daily
individual life, family, and society life, also how is the relation between men and women
being built.Gender role will be affected by individual understanding about the concept about
their selves whethertheyre born as men or women, and individual understanding about the
role they have to play based on internalization of values given to them and their life
experiences. The problem is, there is a culture teaching the equality of social role between

207

men and women, and otherwise there is a culture teaching roles that may adverse one of the
sex.
Jahiliyah Arabic culture before Islam came, taught roles and lower position of women.
Women were being treated as slaves for men, and even the parents in Jahiliyah era were
shame to have a daughter, even buried them alive. Reuben Levy (cited by Nasarudin Umar,
2010: 122) revealed an Arabic poet: The grave is the best bridegroom and the burial of
daughters is demanded by honour.
Allah Swt describes how cruel that culture was, as cited in Al Quran, QS An-Nahl
(16:58) that can be translated as: And when one of them is informed of [the birth of] a
female, his face becomes dark, and he suppresses grief. Furthermore in QS Az-Zukhruf
(43:17) its said: And when one of them is given good tidings of that which he attributes to
the Most Merciful in comparison, his face becomes dark, and he suppresses grief.
Islam breaks such culture by set roles, tasks, and responsibilities as men and women
based on their natural physique and psychology, through orders and bans for men, women,
and both to play their roles in varied life situation.
In western world, after the revolution in America and France at 18th century, the
exemption of women movement started to grow, because of there were too many unfair
treatments towards women occurred. The payment difference between men and women, and
the limited access or women in economical sector triggered a riot. This movement appeared as
a reaction of discriminative and unjust towards women in materialistic western civilization.
The women exemption movement stimulates many forms of ideas about pushing the
increase of role and exemption of women from any discrimination action. This movement
also affects the way of thinking in other countries, including Indonesia. However, the core of
the movement needs to be observed further before being adopted and implemented. This is
considering many kinds of developing idealism about gender are varied from the ones that
purely an attempt to increase life quality of women and the development of mutual social
relation for men and women until the idealism that came from the riot of women that suing
right equality with men, even theres a movement that want women to lead and rule the world,
defeating men on every aspects of life.
Abdul Wahab Almasiri states that feminism as one of the idealism that fight for
women justice, it means world spins for women. The radical feminism movement also
makes propaganda some slogans like theres no place for men, why men rule the world,
men are the cause of women pain, keep calm and fight the patriarchy, get angry and
smash patriarchy, how beautiful if women rule the world, and many others (cited by Diah
Nurwitasari, 2014).
Many forms of those propagandas and slogans are kept being fought by radical
feminism people so its reflected inside many laws inside world organizations. In 1967 UN
declared a special declaration about abolishment of discrimination: Civil society
organizations of women must be able to pursue a change against norms, religion values, and
culture that are valid. Furthermore in 1975 it was declarated as International Year of
Women. Then March 8th is set as International Day of Women (December 1977), and in 1979
Convention the Elimination of Al l Form of Discrimination Againts Women
(CEDAW) was being held.
Indonesia as a member of UN already did ratification of CEDAW. With the
ratification, Indonesia obligate to eliminate every form of unfair treatment toward women
and push the realization of gender equality and justice, temporary or in long term. Indonesia
through Inpres number 9 in 2000 already obligate every ministry, any governmental or nongovernmental organization in national, province, and city level to implement the

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mainstreaming of gender (PUG). PUG is a strategy built to integrate gender into one integral
dimension in planning, implementing, supervising, and evaluation on national development
program and policy.
In PUG implementation, the meaning of gender propaganda given by western world
needs to be specially formulated because of the difference of culture and value believed. The
meaning of gender in every region in Indonesia could be different, for this the meaning of
gender in Islamic majority region shouldnt be opposing the value of Islam. Gender isnt a
women riot, and gender also doesnt mean to blur the role difference between men and
women in every aspects of life. This implicates that PUG for education doesnt mean to
make the students have perception that men and women are same or can change their sex
according to role they have perception on.
Considering many views about gender written above, and avoiding the gender
definition against the value of Islamic value, gender in Islamic perspective can be described as
a role and responsibility assignment for men and women in society with their position as God
Almighty servant.
Islamic Gender Responsive Education
Attitude of people towards gender can be classified as 5 kinds: gender blind,
gender aware, gender sensitive, gender introspective, and gender responsive. When a
person is a gender blind, we could be a neutral or gender bias. Gender neutral means they
couldnt see the difference in needs, aspiration, or hope between men and women. Gender
bias means when there is an alignment toward one of the sex, and the other one is ignored.
Gender aware means knowing what and who involves in gender, while gender sensitive
means understanding about gender roles. Then gender introspective means understanding
why the role difference happen, and gender responsive means the ability to analyze the
existence of gender problem according to their own needs. If theres a need that doesnt
given attention, it means there is a gender injustice.
An equal education for men and women can be described as a gender responsive
education. A gender responsive education doesnt mean to give a same treatment to boys
and girls, but giving education that may hell the development of personality aspects of
boys and girls according to their own needs, so they can grow healthily, normal, and
happy.
Furthermore Islamic gender responsive education means an education that gives
attention and facilitates the development and fulfillment of boys and girls needs without
breaking the religion norms that becomes a basic reference to live all aspects of life.
Islam views the equality of rights between men and women doesnt distinguish
love acts and justice toward both. In QS Al Maidah, 8, Allah Swt said: .Be just; that is
nearer to righteousness... Rasulullah Saw also said as narrated by Ashabus Sunan, Imam
Ahmad, and Ibnu Hibban from Numan bin Basyirr.a which translated as: Be fair between
your childrens, be fair between your childrens, be fair between your childrens.
As a realization from Allah Swt command and as being described by Rasulullah Saw,
all of parents at all ages, apply the base of justice and love equality, treatment, and love
towards children with discriminating between son and daughter (Nashih Ulwan, 2007: 38)..
Al Humaidi narrated from Abu Said, that Rasulullah Saw said: Whom having three
daughters and three sisters or two daughters or three sisters, then he treats them well and be
patient for them and cautious to Allah for them, he will enter paradise(Nashih Ulwan, 2007:
39)

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Thus the gender responsive education in Islamic perspective is giving education to

boys and daughters according to their own needs and giving a same possibility or opportunity
to develop their potential so they can play their role as men or women according to God
guidance.
Until now the effort of building a gender responsive education, hasnt went really well
as it supposed to be. There are some cultures that still seeing women dont need to go to
school, and women only are supported so they can do their natural and reproduction function,
but the needs of a good education dont get enough attention. Cases of women trafficking,
sexual harassment, rape, and being used as a tool to get money are happening mostly to
women that are weak in knowledge, faith, economy, and arent given a proper education.
An Islamic gender responsive education is an equitable and equal education according
to Islamic policy: not give the education mostly only to men, in education process teaches
how to be a pious men and women in playing their roles as individual that maintain their
dignity, role in family, and in society, also a good relation between men and women
according to Islamic value.
Islamic Gender Responsive in Early Childhood Education
Early age is a root of forming a personality of an individual. Sigmund Freud sees
early years as an important key in developing a personality. The basic structure of
personality is formed in toddler age, and years after to complete it. Erikson, a
psychosocial expert, said that social development starts in early age with the development
of trust and mistrust (starts from 1.5 years old) towards environment (Hurlock, 1980: 76).
Trust can be developed if the needs of children are fulfilled with consistency and love.
Cognitive development will be optimum, starts from sensory-motor phase, when senses
are stimulated to recognize many things in environment. Motor development gave been
stimulated and started since early age, even since infant starts to do some reflex
movements.
Aside those personality aspects, one of the important personality aspect that need
to be developed in early age is moral aspect which is creating a situation that make child
to behave according to values and policy believed. Kohlberg with Piaget said that children
thought about moral are affected by their cognitive maturity rate. Children learn about
moral from their interaction with other people in thir environment, whether with adult or
their peers. Initially children are still egocentric, and only can see everything about
themselves, but it will decrease by the time, so they can see everything in other people
perspective. In this matter children need to learn about moral and control their behavior
according to applicable values.
About the role as men and women since early age has been taught by the
environment through roles played by father as man figure and mother as woman figure.
Ward (in Hurlock, 1992: 156) said sex role that is being decided by the culture, reflects
behavior and attitude that is generally accepted as masculine and feminine in a certain
culture. Characters which are deciding behavior pattern that are accepted for both of sex in
a culture depend on the things that are regarded in the culture. Stereotype about sex role
develops as a specific concept accepted, such as: body shape, face characteristics, clothes,
behavior pattern, way of talking, way of expressing emotion, way of earn a living
(Hurlock; 1992: 157). The forming stereotype will be a standard used by social group to
measure whether a person according to their gender or not.
Hurlock (1992, 158-159) also explained that stereotype acts as training guide for
children. Children are taught since the beginning of childhood to see, think, feel, and act

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as stereotype standards for their sex. Stereotype aspects include cognitive, affective, and
psychomotor aspects. There are some facts underlying the stereotype of sex role, there are:
(1) physical differences, men generally have a stronger body and a bigger power of
muscle. Women have a smaller body, weaker muscle, and less power; (2) physiological
difference, women can pregnancy and must endure an uncomfortable period during
menstruation, at menopause they lose of the physiological function, on the other hand men
dont have periodical discomfort, and dont have the decrease of sex will; (3) instinct
difference, motherhood instinct is considered encourage women to be a mother and spend
time with children. Father instinct function as an encouragement to protect their children
before the children independent enough; (4) intelligence different, theres a believe that
generally men have a bigger brain size and they have a higher intelligence rate; (5)
achievement difference; in history, the biggest achievement in art, music, literature,
science, and many others are held by men, and men are considered more superior; (6)
emotional difference, because women have a periodical disturbance, theres an assumption
that this periodical physiological disturbance led to emotional disturbance, and it m akes
women emotionally unstable; (7) health difference, women are considered as weak a nd
have more physical disturbance than men, because of the menstruation, pregnancy, giving
birth, and they are smaller, (8) death rate difference, women generally reach a longer age
because they have an easier and safer life, thanks to the protection of women.
In Islam its clear that men and women are different, not only in biological aspect
but also in every aspect of life that can be seen by the rules for men and women as
followed.
Allah said which translated as: "..And the male is not like the female (Q.S. Ali
Imran:36). Furthermore in (Q.S. An-Nisa: 34) Allah Swt said: Men are in charge of women
by [right of] what Allah has given one over the other and what they spend [for maintenance]
from their wealth. So righteous women are devoutly obedient, guarding in [the husband's]
absence what Allah would have them guard. But those [wives] from whom you fear arrogance
- [first] advise them; [then if they persist], forsake them in bed; and [finally], strike them. But
if they obey you [once more], seek no means against them. Indeed, Allah is ever Exalted and
Grand (translate, Dep. Agama, 2000) .
To celebrate the born of the baby, theres a difference between giving birth to son and
daughter, Aqiqah of male infant are 2 sheeps, and as for female infant is 1 sheep (Sahih
Abu Gaud No. 2451). This relates to a bigger responsibility given to men.
As for boys before 7 years old, theyre obligated to do a khitan, but theres no
obligation for girls. About shaving head: Women are prohibited to be bald (shaving thei r
hair completely), except its a sunnah for their 7 th day of birth (SahihTirmidzi, no. 838).
Furthermore about clothes and appearance, Rasulullah Saw said: Allah hates
women to look like men and men look like women (Sahih Abu Gaud, No 3574). As for
the meaning of look alike is about many things including: clothes, looks, voice, style,
habit, attitude, game, ethic, and many others.
The obligation of covering aurat is different between men and women. Aurat of
men is from the navel to the knees, as for women is all of the body except face and
palms. The meaning of aurat is the part of body that must be covered if they are not with
their mahram. Allah Swt said: Tell the believing men to reduce [some] of their vision and
guard their private parts. That is purer for them. Indeed, Allah is acquainted with what they
do (An-Nur: 30). And tell the believing women to reduce [some] of their vision and guard
their private parts and not expose their adornment except that which [necessarily] appears
thereof and to wrap [a portion of] their head covers over their chests and not expose their

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adornment except to their husbands, their fathers, their husbands' fathers, their sons, their
husbands' sons, their brothers, their brothers' sons, their sisters' sons, their women, that which
their right hands possess, or those male attendants having no physical desire, or children who
are not yet aware of the private aspects of women. And let them not stamp their feet to make
known what they conceal of their adornment. And turn to Allah in repentance, all of you, O
believers that you might succeed (An-Nur: 31).
In both of verses above, its clear that theres a difference of rules and ethics
between men and women in converse policy, where there is an order to reduce some of
their vision for both of men and women, and there is an order to cover body with scarf to
the chest for a baligh women. There are a lot of other commands showing the
characteristic differences men and women, so the attitude and behaviour shown must be
different. As in congregation prayer, The best saf for men is in the front, and the worst is
in the back, the best saf for women is in the back and the worst is in the front (Sahih
Muslim: 206-256 H).
Considering many general signs that have been underlined in Islam and
psychological theory of development, about the stereotype difference for men and women,
so in the development of early age personality aspects through formal, non-formal, and
informal education in families, it needs to be noted some matters as followed:
a. The needs of early age children according to the development and difference in needs
between boys and girls need to be given enough attention from the educators.
b. The facility provided to help the development of early age behavioral aspects,
especially indoor and outdoor games that can be played by both, by boys, and by girls,
need to be given attention. Games facility as the media of developing personality
aspects consider the needs, interest, participation, and the joy of boys and girls. Pla ying
according to stereotype will ease the children to learn according to their sex.
c. Approach and method of developing personality aspects, needs to be chosen according
to the capacity and potential of boys and girls. For example in motoric aspect
development; boys with gross motor skills can be trained to be braver, more agile,
stronger, while girls are trained for the gross motor skill according to their capacity, no
need demanding them to run, jump, or climb as fast as boys. Girls are trained to be
skilled washing household tools, using small broom, cleaning everything. Boys are
encouraged to protect, help, and safe girls (friends, sisters) and not harming women.
Otherwise girls need to be trained protecting themselves, being not rude, gentle, and
loving a beauty. Girls are raised their love instinct, tendency of taking care, shame, and
learn ethic as women. While in cognitive aspect, can be applied the same thing towards
boys and girls, because both of them need to sharp their mathematical logic thought,
and both of them have chance to be smart. Thus for linguistical, art, creativity aspects
for boys and girls can be developed their potential to actualize themselves.
d. Material or theme choosen in development of personality aspects need to be adjusted to
the needs of boys and girls. For example for Me theme, it will be different between
boys and girls. On the other side, they need stories, games, songs, that create the shapes
of men and women roles, also a mutual relation for men and women. Boys and girls
need a picture of the accepted attitude in the environment acording to Islamic value,
and which one that is rejected.
e. Character development, its needed clear examples through games, songs, group
activity, or stories that may grow attitude and understanding between men and women,
and they can work together without consider one of them is lower than them both.

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f. Evaluation of personality development aspect for early age children basically doesnt
have any significant difference. In the scoring of boys and girls, it can be done in form
of portfolio, but in some aspects can be different between boys and girls. For example
in the development of moral and religious aspect, the children learn to pray in
congregation, girls can put themselves in back saf, while boys in front saf. Boys learn
how to be an imam, and being a makmum for girls. In dressing matter, its different
betweem girls and boys, according to Islamic rules.
According to the discussion above, can be drawn some main idea that core for
developing gender responsive education models.
1. There are many description about gender in scientific studies, there are describing
gender as: (a) gender as sex type; (b) gender as roles and responsibility distribution for
men and women are varied according to culture; (c) gender as equalization of men and
women with freedom to play the role as men and women without considering
values/ethics; (d) gender related to psychological development that rises the stereotype
and determines the roles and relationships between men and women.
2. Gender in Islamic perspective is role and responsibility assignment men and women
happening in society according to their position as God Almighty servant.
3. Responsive gender education is a fair and equal education for both boys and girls but
that doesnt meant to give a same treatment to boys and girls, but giving an education
that helps the development of personality aspects for both boys and girls according to
their own needs and aspirations, so they can grow healthy, pious, and happy.
4. Islamic responsive gender education; is a fair and equal education according to Islamic
rules that doesnt give more education to one of boys or girls only, which in the
education process teaches how to be a pious men and women in playing their roles as
an individual that protect their dignity, playing their roles in their family, and in
society, also make a relation between men and women according to Islamic value.
CONCLUSION
Islamic responsive gender educations a fair and equal education according to Islamic rules
for boys and girls that pay attention to their differences in needs, aspirations, abilities, and
hopes, by facilitating their own development through the preparation of games facility as
media, choosing approach and education method, formulating theme and its
implementation in AUD education, also development evaluation of AUD that encourage
boys and girls to play their roles, tasks, and responsibilities according to Islamic guidance.
REFERENCE
Daud, Abu. (305 H).Sunan Abi Daud. Beirut: DarulFikri.
Diah Nurwitasari. (2014). Gender dan Ketahanan Keluarga.Makalah pada Raperda PUG
Jabar.Tidakditerbitkan.
Kemendiknas.(2008). Peraturan Menteri PendidikanNasional Nomor 84 Tahun2008.
Jakarta.
Hurlock, Elizabeth B. (1980). Psikologi Perkembangan (Suatu Pendekatan Sepanjang
Rentang Kehidupan). Terj.Ed. 5. Jakarta: Erlangga.
Hurlock, Elizabeth B.(1992). Perkembangan Anak. Jilid 2.Ed.6. Terj. Jakarta: Erlangga.
Muslim Bin Hajat.(206-256 H). Shoheh Muslim. Beirut: Darul Fikri.
Quran Tajwid dan Terjemah. (2006). Jakarta: Maghfirah Pustaka
Ulwan, Abdullah Nashih. (2007). Pendidikan Anak Dalam Islam. Jilid 1.Terj. Jakarta:
PustakaAmani.
Umar, Nasaruddin. (2010). Argumen Kesetaraan Gender Perspektif Al-Quran. Cet. 2.
Jakarta: Dian Rakyat.

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APPLICATION OF GENDER RESPONSIVE LEARNING

IN KINDERGARTEN
Anayanti Rahmawati
Sebelas Maret University, Teacher Training and Education Faculty
Science Education, Early Childhood Teacher Education
anayanti.rahmawati@yahoo.co.id
Abstract
Implementation of learning in Early Childhood Education is still not giving equal
treatment between boys and girls . Though education should be implemented equally, fairly
and equitably . Realization of equality of educational efforts can be done through gender
responsive learning , ie learning that no particular superiority of one gender over the other
gender . Gender have often given meaning as differences in the male and female also gender
was not an issue but the actual physical biological differences between men and women , nor
the problem of sex differences . Actual concept of gender is that gender is a difference in the
role created by society about what and how men and women should behave . Gender
differences can lead to gender bias , ie, a view that distinguishes the role , position , and
responsibilities of men and women in family and community life so that the appearance of
gender bias should be minimized as early as possible .
Research conducted in Aisyiyah 56 kindergarten at Baron Surakarta aims to identify
the implementation of gender responsive learning . This research is descriptive qualitative .
The research focus is gender responsive learning conducted in the classroom. Technic data
collection used were observation and interviews . The observations were made to determine
directly the learning process conducted by the teacher while the interviews were conducted to
obtain verbal descriptions about the learning process that teachers do in the classroom .
The results showed that gender responsive learning conducted in Aisyiyah 56
kindergarten at Baron Surakarta is not optimal because of the lack of gender responsive lesson
planning in detail and in writing . Suggestions can be submitted to Aisyiyah 56 kindergarten
at Baron Surakarta is the making of gender responsive lesson planning in detail and in writing
so that teachers have a guide in implementing gender responsive learning consistently .
Keywords : gender responsive learning , early childhood
INTRODUCTION
Education is the right of every citizen is guaranteed in the 1945 Constitution that is
"every citizen is entitled to teaching" (Chapter XIII chapter 31 verse 1). This means that every
citizen has the right to acquire an education. A Law No. 20 of 2003 on the national education
system stating that "education is dealt with in democratic and equitable and nondiscriminatory to uphold human rights, religious values, the cultural and racial diversity"
(Chapter III of chapter 4 verse 1). Referring to the legislation, then the maintenance of
education in Indonesia must be done in a fair and non-discriminatory.
Early childhood education as one of the elementary education held in Indonesia is "a
construction of effort devoted to children from birth until the age of six are done through the
provision of educational stimulation to assist the growth and development of body and soul to
his own readiness in entering further education "(Law No. 20 of 2003 Article 1, item 14).
Early childhood care and maintenance should be based also on the Law No. 23 Article 4 of
the 2002 Child Protection, which states that "Every child has the right to live, to grow, to
grow, and to participate as appropriate in accordance with the dignity of humanity, as well as

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protection from violence and discrimination." Based on these annotations can be concluded
that early childhood education is a preparation for entering the next level of education that
should be maintained in equal, fair and equitable. Equivalence for early childhood education
can be provided through a grant equal opportunity to every child regardless of the gender
difference.
The word gender derived from English, which have the meaning of "sex" (Echols and
Shadily, 1984). But the meaning of gender and sex is different, because the concept of sex
refers to the biological differences between women's and mens physically that brought a
divine birth, whereas gender according to Oakley (in Fakih, 2002) is a socio-cultural
understanding of what and how women and men should behave. The difference is not nature
but created by society through a long process of social culture. Shobahiya (2012) adds that
gender identity is a result of social construct so that up to a different place and a different
society could be developed in a different gender identity. For example, in Java island that is a
very unusual woman to climb trees, but it is usually done by the women of Sulawesi island.
From these annotations can be concluded that gender is not the nature or destiny from God,
but gender is created by the community itself.
Gender is created by this community can raise the occurrence of gender bias, that is a
view which distinguish the role, position, and responsibilities of men and women in family
and community life. Greater impact as a result of gender bias is the emergence of gender
discrimination which can have the shape of marginalization, subordination, gender
stereotypes and violence of different.
The emergence of gender bias in early childhood education can be minimized through
gender responsive learning, that learning is not a gender specific preferred over the other
gender. Salama (2006) stated that their continuing to be gender-responsive learning can be
done through two aspects of the material that is taught and teaching processes. Expansion is
done by analyzing the subject matter of each message in the subject matter to be presented
what was to meet students' learning needs in a fair gender. While the expansion of the process
of teaching and learning activities performed over the plan design learning model to the
implementation process of learning in the class was updated such that the applicability of the
parameters of justice and gender equality can be seen in terms of access, participation,
control, and acceptance of the benefits of each component of the learning design. But in
reality, the implementation of gender responsive learning in early childhood education has yet
to be fully realized. Research Jatiningsih & Kartikasari (2010) stated that the interaction
between teachers and children are still found gender bias, where the girls would be more
understandable if it was a way of expression to cry, but the boys are not treated equally. Other
condition is that teachers tend to give more latitude in playing anything on the boys while
girls tend to be limited in the play, especially in a game that is considered challenging
(dangerous). Moreover, the process of learning and teaching is still a tendency gender bias,
for example in a reading lesson, the teacher still often give examples of bias, such as "Mother
went to the market". When the teacher asked who cook at home and have children who
answered "Papa who cooked at home" the teacher did not respond by explaining that cooking
can be done by anyone, but even give answers "yes, it's because his father works in a
restaurant." Teaching materials used in early childhood education also still have gender bias,
such as the picture on the book more often favored the ability of men compared to women,
such as the male doctor examining a sick person is assisted by a female nurse.

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METHOD
This study was conducted in Aisyiyah 56 kindergarten at Baron, Surakarta. Subjects
were the teachers. The focus of this research is the study of gender responsive learning in the
classroom. Technic data collection used in this study is observation and interview. The
observations were made to determine directly the learning process conducted by the teacher
while the interviews were conducted to obtain verbal descriptions about the learning process
that teachers do in the classroom.
RESULTS AND DISCUSSION
Based on the analysis of aspects of learning that teachers do in the classroom is known
that gender responsive learning conducted in Aisyiyah 56 kindergarten at Baron Surakarta not
optimal yet. Aspects of gender responsive learning consisting of planning, teaching, learning
and evaluation has been done by the teacher. However, the planning aspect of learning is
known that teachers in creating lesson plans still global, yet detailed written lesson plan for
gender responsive. This results in the learning process of teachers is less consistent for gender
responsive. Nevertheless, in the aspect of learning process which includes a preliminary
activity, core activities and events covering, teacher gender responsive enough to give the
same treatment to both genders, there is no distinction between genders. Evaluation of
learning has been implemented gender responsive by providing a non-discriminatory
evaluation but the results of the evaluation showed the tendency of certain learning outcomes
are superior to one gender. The results can be seen in the following table.
Table 1 of Gender Responsive Learning Implementation
Aspects of Learning
Planning
Teaching and learning process
a. Activities advances

Description
Planning teacher learning has been done globally but
has not yet written a detailed and gender responsive
Teachers provide apperception and motivation to both
genders, so that children are encouraged to do as best
as possible without any pressure or feeling defeated
before the match

b. Core activities

Teachers give equal treatment between genders, all

children have equal opportunity in the implementation
of the learning

c. activities cover

Teachers provide cover to praise one gender, but based

on the results of real children who have done together

Evaluation

Evaluation is done non-discriminatory, although there

was a trend girls excel in physical fine motor abilities
while boys tend to excel in physical gross motor
abilities

CONCLUSION
These findings are gender responsive learning implemented in Aisyiyah 56
kindergarten at Baron Surakarta not optimal yet because there is no gender-responsive
planning learning in detail and in writing. Advice that can be suggestion to Aisyiyah 56

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kindergarten at Batron Surakarta is making learning gender-responsive planning in detail and

written to guide teachers in implementing gender responsive learning consistently.
REFERENCES
Echols, J. M., Shadily. H., (1984). Dictionary English - Indonesia. Jakarta: PT Gramedia.
Fakih, M. (2001). Analysis of Gender and Social Transformation. Yogyakarta: Pustaka
Pelajar.
Jatiningsih., Kartikasari. (2010). Efforts sow Values Education Through Gender Equality in
Kindergarten. Proceedings of the 4th International Conference on Teacher Education;
Join Conference & UPSI UPI Bandung, Indonesia, 8-10 November 2010.
Salamah. (2006). Development of the Gender Responsive Learning Model Elementary School
in South Kalimantan. Khazanah, Vol. V (6), November December.
Shobahiya, M. (2012) Gender and the Islamic Learning for Early Childhood. Suhuf, Vol. 24
(1), May, pp. 39-50.
Act of 1945.
Law 23 of 2002 on Child Protection.
Law No. 20 Year 2003 on National Education System.

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Teachers Training in Early Childhood Education

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STRATEGY OF EXPANDING EARLY CHILDHOOD EDUCATION TEACHERS

CREATIVITY IN LEARNING
Titin Faridatun Nisa
Yulias Wulani Fajar
Lecture at PGPAUD FKIP Universitas Trunojoyo Madura
Correspondency: Jl. Raya Telang PO BOX 2 Kamal, Bangkalan Madura
( tiha_04@yahoo.com, wholand@yahoo.com )
Abstract
Creativity is important to be given early. Therefore, guidance is needed to develop someones
creativity. A teacher who is creative will also create a creatively teaching design. The
creative learning will make students to be active in developing their own creativities.
Developing creativity can be conducted using various ways to build learning climate
triggering the development of the ability to think and work. The strategy that can be taken to
develop someones creativity is by asking some questions that challenge the highest level of
thinking process in accordance with the concept of the development of creative ideas, also
creative and innovative work. The questions given are categorized based on the profile map of
someones creativity (i.e.) the imaginative individual profile, investment, improver, and
incubating idea.
Key Words: Strategy, Creativity, and Profile Map of Creativity.
INTRODUCTION
Regulation number 20 2003 about national education system definitely said that early
childhood education is guidance try to a child from their birth until six year old it do by giving
stimulation education to help their grow and evolving body and soul. In order every child has
readiness in their next education. Early education childhood can be due by Formal way
(kindergarten, Raudatul Atfal) Non formal way (baby day care, play group, etc) and Informal
way (family education, environment)
Formal education in Indonesia almost significant to improve logical while stimulation to
improve creativity is ignored and for some case school resist they creativity such as by
improve imaginative rigid. In school children try a looking for one answer from one case. The
answer only one and same, exactly same like the teacher. The children never give independent
to solve the problem like the process that they wanted. early education childhood is the key to
solve nation slumped specially to prepare better human resource. Some research in neurology
prove if the child is stimulated from begin they will be genius (potentially) every child have
their own capability to learn (limitless capacity to learn) in herein to think creatively and
productively. Because of that children need education program that should open the hide
capacity (unlocking the capacity) by right education as early as can be. If the children
potentially never be show up it means the children loss chance and special moment in their
life, and at the time, the nation will lose their best human resource.
One of the ways to prove great education is needed teacher creativity to manage
education. The creative teacher will plan the education by creative design also. Creative
education will make student more active to improve the creativity. To improve it can be due
by some coordination or improve the in evolve the environment that could improve they effort
and creation. In the real there are 12 PAUD institutions in kecamatan kamal bangkalan
Madura that is observed, based on principal interview we know that many teacher less
creative in manage education process. Teacher less using the tools surround their environment

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that could be media for study educative. More over their method is less narrative. Teacher
only use paper work student work paper show educative method become monotone and less
creative. It is give bad effect for resist the student creativity because the environment doesnt
help. Human as a creator that has some potential one of the potential is creativity. Especially
in education is improving process. Nobody cant wakeup in a morning become a creative
teacher. The creative teacher start by make a design of educating may not in a good situation.
Improve their technique by real practice in class. Creativity is process that give a new think
different unique and innovative. Creativity is also process to think and imaginary thing and
fantasy by someone.
Best on the description above make a writer interested to study the strategy off teacher
improvement creativity in learning. So from the study can give general knowledge about
strategy teacher creativity improvement in learning, especially in improvement children
potency as like their talent profile map creativity. Individually profile map creativity is
studied in accordance Jeff De Graff and Katherine A Lawrence (2002) defied into 4 groups:
imagine, infest, improve and incubate.
METHODS
The method that used in this research is qualitative method. The method is chosen
because in the research we use subjective approach which the researcher tries to explain
human behavior so that can be understandable, specially to determine the strategy to improve
teacher creativity in learning.
The technical to gain the data are observation and interview. Observes do for she how
far teacher creativity in learning and interview do for dig information teacher profile creativity
in learning, and also to dig strategy for creativity improvement result and discussion.
RESULTS AND DISCUSSION
Learn is a part of human life. Learning process include student and teacher. The purpose
of this learning process is get something new and interesting. Something new, original and
unique results from the creativity. Because of that need creative learning process, the process
of creativity learning is supported by:
1. Space to make creativity. To improve the creativity we need some physically
infrastructure like computer and books
2. Creative learning. Teacher should have to read the situation and monitoring and also
to evaluated evens and get the risk to innovate in learning process. Teacher should
have innovation humor and make a fun situation for the student.
Based on Harris (Khabibah, 2006:11) creativity is a special ability to think create
something new, ability to found new idea and combine chance and reuse some idea that
happen. Attitude is willingness to accept change and reform, play with idea and flexibility
view process is a hard worked process continuity step by step to make a change and to fix the
work. In this chases creativity is definition as capability for create and found something new.
Based on Walas (munandar 2002) Creativity process has four step: are preparation,
incubation, illumination and verification. Preparation mean student prepare their self for solve
the problem, incubation mean student try to free their self from the problem. Illuminations
mean involve the inspiration and new think. Verification is evaluation step which the idea or
new creation is verification by reality.
Based on Jeff De Graff and Katherine A Lawrence (2002) Individually profile map
creativity defied into 4 group: imagine, infest, improve and incubate.

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picture 1. profile map creativity

Imaginative individual profile has competition that based by imaginary to improve their
creativity. Every individual has in a imaginary ability but only imaginative individual can
prove their imagine become idea and unique works. At the last imagine is work.
Imaginative individual explore new ideas create new art create new product, create new
solve problem. Investor individual profile shows the strong the competition individual show
the strong competition this step readies the loss or win or take the risk. Many new invention in
since and technology born from this individual type that has character, strong willingness
never gives up.
Improve Individual Profile state by their creativity character that never and. The activity
to copying modifications make perfect and engineering something better. This character
support the process by great discipline fast work and obey the rule.
Incubate profile someone that could give innovation idea before retaliation this
character are work with surely and full heart sure for their work and feel, believe, based with
norm life standard. They has strong commitment for the community, focus and effective
communicated. They grow in group interaction improve individual power in a group,
allowance human resource trying improve organitation function that their step better.
Based explanation about Jeff De Graff and Katherine A Lawrence make a summary
from individual creativity profil :
1. Imagine notable prove to innovation purpose and improve. Character : generalize,
exploration, change able, and stylish
2. Invest notable speed and profit. Character : oriented to work, good think, diciplin and
challenge
3. Improve notable quality and optimalitation. Character : systemic technique, practice and
concern to the process
4. Incubate notable to interest and idea. Character : idea, communicative, learner.
CREATIVE LEARN DESAIGN PLAN
Creative learn make student feel fun and improve their creativity it make student active
to improve their creativity. It is the strategy to gain new idea, new method, new design, new

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model better than before. All new think come from some caused such us : new information,
new discovery, new technology, variety learn, collaboration system, and new competition.
Essentially learn design is a process creativity and state the mutual target as creative and
innovative product. Indicator of creatifity in creative learn desaign plan, example :
1. Learn process is planned to improve the new learn experience for the student
2. Learn process is planned for get new information
3. Learn process is planned to improve think and ideas
4. Learn process get different learn product from before
5. Learn product is expresioned and communicated by creative media
Based on the target above teacher should prepare the plane design not only for the
material student work paper but also focus to improve student creativity.
STRATEGY TO IMPROVE CREATIVITY IN LEARNING
Generally student creativity improve can be done by thinking and create. Based on
conquer the knowledge and scient in great skill. In taksonomi bloom to create is a important
think to make perfect so cognitive sphere dosnt ended by evaluation alto creation. Creation
is product in highest thinking level. To improve creative student need teacher that has
competent like :
1. Knowledge about character and creative student needs
2. Skill to improve ability highest thinking
3. Skill to improve student ability to solve the problem
4. Solve improve learn tools to challenge the student more creative
5. Improve learn strategy individually and collaborative
6. Give tolerance and freedom although it is different but can get creative learning product
Beside teacher competention student creativity improve by environment learning
cultural that support them. Based on study Utami Munandar 2002 character of creative
student are :
Open for new experience
Flexible
Freedom for by self
Appraised for fantasy
Interest in creative activity
Confidence for their ideas
Autonomous and initiative
Teacher hope the student will honest, diligent, finished the task on time, compromistis
obey the rule confidence, energy full and thinkable. To improve student creativity the teacher
should use some question like:
Are there any new idea
Do you have any idea
Is there any new process to make it perfect
Is there any revision to make it better
To improve imagine can use this question
Is there something in your mind
Is there new idea
Can you make a new formula

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CONCLUSION
Human as a creator that has some potential one of the potential is creativity. Especially
in education is improving process. Nobody cant wakeup in a morning become a creative
teacher. The creative teacher start by make a design of educating may not in a good situation.
Improve their technique by real practice in class. Creativity is process that give a new think
different unique and innovative. Creativity is also process to think and imaginary thing and
fantasy by someone. Essentially learn design is a process creativity and state the mutual
target as creative and innovative product
REFERENCES
Munandar, Utami. (2002). Kreativitas dan Keberbakatan. Jakarta: PT Gramedia Pustaka
Utama
Munandar, Utami. (2009). Pengembangan Kreativitas Anak Berbakat. Jakarta: PT Rineka
Cipta
Jeff DeGraff & Katherine A. Lawrence. (2002). Creativity at Work: Developing the Right
Practices to Make Innovation Happen. San Francisco: University of Michigan Business
School Management Series, Jossey-Bass a Wiley Company.
Khabibah, Siti. (2006). Pengembangan Model Pembelajaran Matematika dengan Soal
Terbuka untuk Meningkatkan Kreativitas Siswa SD. (Dissertation, Universitas Negeri
Surabaya).

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DISCOVERY PATTERN LEARNING OF DISTANCE HIGHER EDUCATION

STUDENT THROUGH UTILIZATION ONLINE INDEPENDENT EXERCISE
Sri Tatminingsih and Trini Prastati
Academic staff of Faculty of Teaching and Education Sciences,
Universitas Terbuka Indonesia
tatmi@ut.ac.id
ABSTRACT: This research aims to find the pattern of student learning in order to improve
their learning ability after using of online independent exercise in the website. Research
conducted in semesters 2011.2 used techniques of observation and interview on teacher
education for early childhood education students in district of Jakarta and Serang-Indonesia
study groups Pondok Pinang and Serpong. Data obtained based on the activity of 27 of 30
students who had been trained on how to access and benefit from a menu contained in the
website UT. Data elaborated in a qualitative manner descriptive based on a journal made by
student freely. The result showed that flattened any respondents access 2.94 times or about
three times. Most respondents access between 2 p.m. until 5 p.m. with an average of about 2
to 3 hours per access. A menu opened by respondents included independent training online,
online tutorials the smart teacher online, smart registration, students, the laboratory of
learning, and menus strategy learned long distances. In addition, there are 4 (four) patterns
or the order in the manner of a student access to online exercise independent. Other results
suggest that the activity of students accessing and working on exercise independent online
directly or indirectly will make students able to study or read a book on subject matter
dealing with is student learning activities are on the increasing ability especially in reading
modules after they actively access the online independent exercise.
Keywords: learning activities, distance higher education, the online independent exercise
INTRODUCTION
Universitas Terbuka (UT) or Indonesian Open University as the only open and distance
higher education institution in Indonesia has more than 600 thousands students all over
Indonesia who are actively following the program. Most of the students are teachers who are
living in all over Indonesian territory, in big cities, small countries, or even remote areas that
rarely can be accessed by any vehicle. Besides, the students are those who have a job so that
they have to be able to manage their time both for working and studying.
The main learning material used by the students is Student text book (Buku Materi Pokok
(BMP)) or the Main Material Book. Every single subject has BMP that consists of several
modules and the number of the modules depends on how many SKS (Sistem Kredit Semester)
or Semester Credit Unit the BMP has. In addition to the main learning material, Universitas
Terbuka also provides the students with a variety of alternative learning materials and
resources as learning supplements such as video, audio cassette, and they are mostly included
in the BMP,
Besides the integrated supplement, UT also offers other learning resources in UTs
Website (www.ut.ac.id). One of them is Latihan Mandiri (LM) or Independent Exercise.
Based on observation at a glance in the field and some non-formal interviews with some
students, important information revealed that is they have never known or utilized
Independent Exercise. Based on that fact, we were interested in investigating how the
students utilized Independent exercise.

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The study area was limited to UPBJJ Jakarta and Serang on 8th semester S1 PGPAUD
(Teacher Education in Early Childhood Education) students, with approximately 30 students.
It was based on several reasons, these are: 1) in UPBJJ Serang and Jakarta there are a lot of
students who are studying in 8th semester, 2) in the 8th semester students have to take a subject
matter namely Computers in Early Childhood Development Activities that are associated with
skills to access internet, 3) The subject that is observed is Management of Early Childhood
Development Activities. Only one Kelompok Belajar (Pokjar) or study group taken from each
UPBJJ because not all study groups have the 8th semester students. This study aims to: 1)
know how students take an advantage of LM to improve their learning skills, 2) determine
whether or not there is an increase in student learning abilities as they use the LM.
Supplement learning materials functioning as additional learning materials aimed to clarify
the matter of elusive modules, upgrade expiry of the printed material that has not been revised
and enriched.
Supplement learning materials can be accessed via menus on UT website. While the
tutorial at UT held in several models, namely: 1) face-to-face tutorials (Tutorial Tatap Muka
or TTM), 2) Online tutorials (tutorial online or tuton) that can be accessed via menus on UT
website. 3) tutorial through television broadcasts and 4) tutorial on radio
(http://www.ut.ac.id/informasi-mahasiswa.html)
Other learning support service provided by UT is the availability of various services in UT
website. Facilities contained in this website will facilitate students to get in touch with UT.
UT has so many services like this. Some of them are: 1) the student menu contains student
services provided in the form of information services, learning support services, academic
advising, and academic administration services. This service is intended to help students cope
with academic and administrative problems encountered during studying at UT.
http://www.ut.ac.id/informasi-mahasiswa.html.
2) Online UT that is facilities provided by UT for all students. These services include
online tutorials (tuton) that is for registered courses in last semester. Tuton is guided by a
tutor who will help students in online learning through internet networks. Tuton initiations are
available within eight weeks. Each initiation contained course materials and assignments to be
done and sent back to UT through online. (http://www.ut.ac.id/ut-online.html)
3) Independent exercise (LM) that is a menu in UTs website that can be used by students
to learn subject matter materials and to measure their capability in doing various test items. In
this LM menu the students can do the objective tests or multiple choices tests directly or
through online by downloading the test items first. If the students do the test items directly
through online, they will be able to know directly whether their answers right or wrong
because the LM application has been facilitated by the answers and a reason why an answer is
right or wrong. Besides, the students also are given references which part of the module they
have learned that can be used to confirm the answer of the test. The online address for LM is
http://student.ut.ac.id/repository/.
4) UT Open Courseware, which is a menu where the students can access various web
supplements that can widen their views of knowledge of some particular subject
matters.http://www.ut.ac.id/html/suplemen /suplemen.html.
METHODS
This research used the qualitative research about learning activites at PGPAUD (Teacher
Education in Early Childhood Education) students in UPBJJ Jakarta and Serang. Overall steps
in carrying out research described as procedure follows.

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Figure 1. Research Prosedure

Figure 2. Research Design

Subjects were student PGPAUD-UT UPBJJ Jakarta at the time of registration 2012.2 as
many as 30 students of group learning in the classroom Pondok Pinang and Serpong Tutorial
Face to Face (TTM) 2012.2. The group have been the subject of research for several reasons,
which have characteristics and varying backgrounds, education, duration of work, work place,
but be in a study group and follow the same course, and follows the activities of TTM with
the same tutor as well. The advantages of this group are generally already familiar with
computers, and used to open the internet.

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RESULT AND DISCUSSION

Distance Education System
Some of distance education characteristics are: (1) teachers and learners are separated
which means there is a distance between them. The physical distance is relative because it
cannot be determined by kilometers or miles, and teachers and learners are not in the same
classroom in the same time. 2) the influence of an educational organization that is different
from personal study. It is to say that educational process in UT differs from that of informal
education, autodidact, or self learning. UT is an organization or educational institution that
manages a distance education as one of the requirements of Distance Higher Education
Institution; 3) the usage of technical media: printed media, audio, video or computer to
integrate teachers and learners and bring along the educational content with them, meaning
that in UTs educational system, there is a process of communication between teachers and
students using both printed media (module or BMP) and no printed media (tapes, radio, video,
television, computers and the Internet) as an intermediary and a messenger of educational
message; (4) availability of two-directions communication so as participants learners can have
benefits and can take initiative to make a dialog, meaning that student can take initiative to
discuss their problems both administrative or academic problems with educational managers;
(5) the possibility of occasional meetings for the purposes of teaching and socialization, in
this case is the provision of learning support such as face-to-face and on-line tutorials as an
event to help the students in learning and provide them with opportunities to socialize with
tutors, managers and fellow students; (6) participation in the form of educational
industrialization, meaning that in UTs educational system there is a long, systematic and
complex processes. (Suparman, 2004)
Learning Strategy in Distance Education System
In distance education system, there are some learning strategies which can be applied by
students. One of them is MURDER learning strategy (Thomas Hobbes, year unknown,
http://www.studygs.net/murder.htm) in Tatminingsih (2009) (http://www.ut.ac.id/strategibelajar-murder.html). MURDER (English) = Mood - Understand Recall Digest Expand
Review which can be described as follows:
1) Mood that is to create a positive mood to learn like what ancient words say that There
is no love without knowing, so that the students should try to know learning materials,
tutor or BMP first before start to study a subject matter. Besides, the students should
always try to create a happy mood anytime they are going to study the learning materials.
2) Understand One way to understand the learning materials is by continuously reading
the BMP and giving marks some difficult words or sentences. Then, if you have a chance,
try to figure out the explanation of that words or sentences by asking a tutor or finding
some other resources.
3) Recall The students should periodically and continuously reread the learning material
4) Digest It can be done by reread summary which is created by the students themselves.
If they remain find some unclear explanations, they have to search them in other relevant
resources.
5) Expand Learning materials can be developed by trying to apply the materials or
concepts into real life.
6) Review The students should reread the learning materials anytime they have a chance,
it will make them easier to understand and memorize the materials.
Strategy to Learn Printed Learning Materials
The main learning materials in Universitas Terbuka, is printed learning material that
usually called Buku Materi Pokok (BMP) or The Main Material Book that consists of

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modules. Each of the three modules equal with one Semester Credit Unit or Sistem Kredit
Semester (SKS). In UT thera are two kinds of printed materials i.e. BMP and Guidance Book.
Some strategies that can be used to learn printed materials are as follows.
(http://www.ut.ac.id/tips-mempelajari-modul.html). The first strategy with activities as
follows : a). Read the preface of the module carefully so that you really understand the
contents of the module, benefits of learning the module, and how to understand the content of
the module (b) read the whole content of the module at a glance (c) find key-words and
difficult words to understand or new words and try to find the meaning of the words in a
dictionary (d) Next, read the content of the module part by part (e) attempt to really
understand the content of the module by yourself or by having discussions with colleagues (f)
learn learning material supplements in order to widen the view of a problem or knowledge (g)
If it is possible, do an observation on physical development of children who are living arround
you, and make a resume (h) do available exercises and tests formative seriously i) utilize
tutorial activities by asking difficult parts of the module to the tutor or colleagues.
The Way Students Utilize LM to Improve Their Learning Skills and Handicaps They
Are Facing with
Observation data on students learning activities through LM in UT website can be
achieved through journals which are freely created by respondents. The numbers of
respondents who are observed are 27. These students were actively opening LM and they
were living in Serang and Jakarta, and studying in Pokjar (Study Group) Serpong UPBJJSerang and Pokjar Pondok Pinang UPBJJ Jakarta. They have had a one-day short training
about how to access menus in UT Website.
Respondents were asked to write date and access time, what menus they have visited, what
activities they did when and after accessing the internet, and what handicaps they found. The
students made a journal start with the 3rd until the 8th tutorial class and its about five weeks.
Researchers did not control the students journal every week, but collected the final journals
at the end of the tutorial class.
Based on the respondents journal, it is known that in 5 weeks respondents visited LM and
other menus in UT website 5 to 22 times at average or it is about 2. 94 times or about three
times a week. Most of them visited the website at 1 p.m. until 5 p.m. and once access is about
2 to 3 hours. They visited Latihan Mandiri (LM) or Independent exercise, Online Tutorial,
Guru Pintar Online (GPO) or Online Smart Teacher, Registration, Students, Learning
Laboratorium, and Distance Learning Strategy.
Besides information about what menus have been opened by the students, the data also
uncovered patterns or steps how the students accessed LM. There are 4 patterns the students
most preferred:

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In this 1st pattern it can be seen that the students execute LM online then they make a note
all wrong answers and after that they look for the right answers in BMP. Moreover, they
access other menus like tuton or GPO.

In this 2nd pattern, students access to LM just for downloading and printing the LM and
they do the tests off line at home or school. If they cannot answer the questions, they look for
the answers in BMP or ask colleges or tutors in tutorial activities.

The 3rd pattern shows that students do the tests (LM) online and record wrong answers.
After that, they download and print LM. They dont directly seek the right answers in BMP
but they visit some other menus in UT website. After they finish with the computer, then they
seek the answers in BMP. Finally they learn LM and BMP all together in once time.

In the 4th pattern, we can see that when accessing UT website, the students will access
tuton first and learn initiation materials in that tuton. After that the students will visit LM
menu and execute the test online in LM menu and jot down the guidance to answer the test
(hint) that available in LM application. Then, the students will open GPO, Learning Lab., and
Students Menu. After living the computer, the students study the BMP based on the guidance
to answer the test that has been recorded by them. Meaning that the students only learn

231

particular material based on the guidance. The students who are using this pattern are they
who have registered themselves for following tuton.
Based on the collected data, it can be concluded that through the use of LM, directly or not,
the students have attempted to improve their learning activities and it is satisfy the distance
learning strategy, MURDER. This analysis can be described as follows:
Mood The application of mood is that the students have to prepare themselves not only
their time but also their energy to accomplish LM.
Understand One way to understand the learning materials is by reading the BMP
continuously, giving marks to some difficult-to-understand words. Then try to find out the
explanation of those words by asking to colleges or tutor or other believable resources. The
implication of this strategy is that the students directly or not will learn BMP with many ways
and ask to people who can answer their questions.
Recall This part can be seen from the ways the students use almost the same patterns
many times. They execute LM then record the wrong answers, look for the right answers in
BMP or other resources and then do the test (LM) again with their new knowledge.
Digest The implication in this part is that the students study BMP based on their notes or
memory about test (LM). They analyze their wrong answers and try to correct the answers
when they access LM again.
Expand The students expand learning materials by trying to open and look for
association other menus with their learning activities. The students also try to expand their
knowledge by asking colleges or tutors.
Review This part can be seen when the students are going to have semester final
examination (Ujian Akhir Semester). They review all materials they have learned before to be
able to answer the exams.
Besides the data about the way the students access LM, collected data also show that the
most of respondents said that they have no significant handicaps in accessing LM. It is to say
that LM is easy to be accessed by the students.
From the side of the students, it can be seen that students ability in using ICT (Information
Communication and Technology) is good as well. They can collaboratively use internet and
BMP to help them understand the learning materials.
The students seem to be able to look for other learning resources through the use of
internet so that their knowledge improves. However, it can be denied that there is a small
number of students said that access to the internet goes slowly.
After doing deepen interview to these students, it is known that the slow access was caused
by internet network in their village or the internet provider is having network trouble. When
they were asked to use another provider, they have no problem anymore with the network.
CONCLUSSION
From the result of the research, it can be concluded that accessibility to LM by the
respondents is 5 to 22 times in 5 weeks. So in average in one week a respondent visited LM
2,94 times or about three times a week.
Most of the respondents access LM from 1 p.m. to 5 p.m. with the length of time about 2
to 3 hours for once access. They visited Latihan Mandiri (LM) or Independent exercise,
Online Tutorial, Guru Pintar Online (GPO) or Online Smart Teacher, Registration, Students,
Learning Laboratorium, and Distance Learning Strategy. Besides, the data also uncover four
patterns the way the students access LM.
The result of this research also shows that accessing LM and do the test, directly or not,
will make the students study their BMP. The students utilize LM continuously or stimulant

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with their reading activity. It is to say that students learning activities have improved and it
can be seen from the improvement of their reading activities in which they read BMP after or
when they have access to LM.
On the basis of the conclusion, the researchers recommend that UT has to socialize LM
and other menus in UT website continuously not only to the students but also to tutors and
Pokjar (study group) management officers because the students have a lot of information from
their study group.
Besides, it is suggested that tutors (face to face and online) utilize LM and other menus in
UT website in their learning process. While the students are suggested to apply distance
learning strategy correctly and continuously so self learning will really happened and can be
internalized by the students.
REFFERENCES
Daulay, Pardamean (2010). Pemanfaatan ICT center dalam peningkatan akses sumber belajar
bagi mahasiswa universitas terbuka. Jurnal PTJJ. Vol.10(1). Jakarta: Universitas
Terbuka
Pusat Bahasa Depdiknas. (2001). Kamus Besar Bahasa Indonesia (3rd Edition). Jakarta: Balai
Pustaka.
Suparman, M. Atwi dan Zuhairi, Aminudin. (2004). Pendidikan Jarak Jauh Teori dan
Praktek. Cet.1. Jakarta: Universitas terbuka
Tatminingsih, Sri (2009) Tips Mempelajari Modul (Buku Materi Pokok.
http://www.ut.ac.id/tips-mempelajari-modul.html. Downloaded Monday 10
Oktober 2011 at 09.15 a.m.
Thomas Hobbes (---) MURDER a Study System http://www.studygs.net/murder.htm
Downloaded Monday 10 Oktober 2011 at 10.00 a.m.
Tim Universitas Terbuka (2007). Katalog Program Pendas. Jakarta: Universitas Terbuka.
Robin Mc. Taggart, (1991). Action Research A Short Modern History. Victoria: Deakin
University.
Wardani, IGAK, (2005). Program tutorial dalam sistem pendidikan tinggi Terbuka dan jarak
jauh. http://www.ut.ac.id
-----------, Layanan Bantuan Belajar. http://www.ut.ac.id/informasi-mahasiswa.html
Downloaded Monday 10 October 2011 at 10.14 a.m.
-----------, UT-Online. http://www.ut.ac.id/ut-online.html Downloaded Tuesday 11 October
2011 at 1.30 p.m.
-----------, Latihan Mandiri, http://student.ut.ac.id/repository/. Downloaded Tuesday 11
October 2011 at 1.45 p.m.
-----------, Web Suplemen, http://www.ut.ac.id/html/suplemen /suplemen.html. Downloaded
Tuesday 11 October 2011 at 1.55 p.m.

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COUNSELING MODEL-BASED COLLABORATIVE ENVIRONMENT

SOCIAL CULTURE STUDENT PGPAUD FKIP UNINUS BANDUNG

Dr Hj. Euis Karwati, M.Pd. S.Kom

ABSTRACT
Less successful implementation of counseling in London Uninus FKIP PGPUD counseling
due to lack of implementation based on the socio-cultural environment of the counselee.
Therefore, the model-based collaborative counseling socio-cultural environment should be
implemented immediately. The target of this research is the completion of the
implementation of the results of the model. Subjects were counselors and students.
Techniques of data collection using questionnaire, interview and observation. The results
show that most students PGPAUD FKIP Uninus Bandung still has shortcomings in terms of:
mutual aid, develop skills, apply concepts, improve the quality of tasks, manage time, learn
the conceptual, advancing alma mater, utilizing the abilities of others, traditions and events.
In addition, counselors are lacking to build collaborative relationships, clarify complaints,
problems, objectives and expected results, changing perspective, how to act, and the
atmosphere of the counselee and less precise in evaluating and terminating counseling. Data
were analyzed qualitatively and quantitatively.
Keywords: collaborative counseling, social and cultural environment
One indicator of the success of counseling is the counselee is able to solve the problem
in the present and future problems and be able to change the views, action and atmosphere
counselee. The ability to solve problems is very supportive of the socio-cultural development
of students, while the socio-cultural development of students is recognized as one of the goals
the college.
The results of the observation team of researchers showed that most students PGPAUD
FKIP Uninus, still has shortcomings in terms of: (1) implement and maintain good habits
during exam time, learning, and task groups; (2) use polite language in interaction; (3)
positive activities; (4) sharing of experiences; (4) use of research, (5) develop new ideas; (6)
help each other solve problems; and (5) create comfort in interacting with friends.
Understanding sociocultural counselee an important effort in carrying out counseling.
Implement counseling based on socio-cultural environment will direct students to the noble
values, wisdom, creativity, and independence of the counselee. The atmosphere of the
counseling support the realization of socio-cultural development of the counselee. Improved
social and cultural development of the counselee will be effective, if the counselor uses a
model-based counseling molaboratif socio-cultural environment of students, because the
model is collaborating with many counselees, counselees attention to values and habits,
lifting ability, strength and experience of the counselee, lots of dialogue, tone and emphasis
in speech accordance with the conditions of the counselee. On the basis of this, it is necessary
to implement the model-based collaborative counseling students in the social and cultural
environment Prodi PGPAUD FKIP Uninus Bandung.
B. Problem Formulation
Conditions in the implementation of counseling Prodi PGPAUD FKIP Uninus can be
described as follows: (1) the implementation of counseling is not conducted jointly with the
counselee; (2) the disparity cooperation expected by the counselee and counselor; (3) less
counselor encourages counselees to join together with the counselor in solving the problems
of the counselee; (4) less counselor can explore issues, objectives and expected changes
234

counselee; (5) counselors are less able to use the experience, toughness and ability to solve
the problem of the counselee; (6) the counselor has not been widely used at the time of the
counselee circumstances can change him; (7) does not carry out an assessment counselor
when the counseling process and after counseling is completed; (8) lack of linking counselor
counselee problem shared with his future.
To provide a significant contribution to the improvement of the socio-cultural counselee, the
collaborative counseling needs to be implemented. Based on this, the formulation of the
problem in this study is how the implementation of a collaborative model of counseling based
socio-cultural environment of students.
C. Research Objectives
The purpose of this study is the completion of the implementation of the results-based
collaborative model of counseling student socio-cultural environment in Prodi PGPAUD
FKIP Uninus Bandung.
D. Study Library
1. The concept of Collaborative Counseling
Frans & Bursuck (1996: 74) says that "is a style of collaborative professionals chose to
use in order to Accomplish a goal they share". So collaborative is a preferred way for use by
professionals in achieving a common goal. Idol & Baran (Schmidt, 2003: 60) argues that "In
a collaborative, planning and implementing are joint effort".
Collaborative research is carried out by the cooperation with the counselee counselor
who focuses on the relationship of partnership, active participation, and the change in them.
Counseling is a collaborative service that prioritizes performance patterns respectful, creative,
not looking at the problem from one perspective, not force match counselee to one theory, but
the emphasis reality. The idea can be generated through conversation and interaction between
counselor and counselee. This issue was raised Berger & Luckmann (Bertolino and O,
Hanlon, 2002: 4).
Counseling is a collaborative effort of assistance provided to the counselee through
collaboration between counselors and students that is based on socio-cultural environment
counselee to create change views, actions, and the atmosphere, so that the counselee is able to
solve problems in the present and in the future.
The concept of collaborative counseling adapted from the opinion Bertolino and
O'Hanlon (2002), among others: the cornerstone philosophy of counseling is based on
constructivism and social kontruksionisme, the approach used focused on solving problems at
the moment and in the future. Counseling is based on the principle of collaborative
involvement of the counselee, improve relationships, change-oriented and future, as well as
the prediction of the changes. Dimensions collaborative counseling are: experience, views,
actions, and atmosphere. The steps include: building collaborative relationships, clarify
complaints, problems, goals, and results are prioritized, creating a shift in perspective, how to
act, and the atmosphere of the counselee, evaluation and follow-up.
2. Socio-Cultural Environment Students
Culture is the atmosphere of the college campus where college community interaction.
H.A.R. Tilaar (2002: 6) argues that "... .the organization must be dynamic, flexible, so it can
absorb the rapid changes, among others, due to the development of science and technology,
changes in society leads to an increasingly democratic society and respect for human rights" ,
including the number of personnel and their behavior, social interactions every college
personnel is influenced by life in society.

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The system of individual interaction will produce a social climate that will affect the
college personnel to interact with other personnel. The college will also give effect to the
social institutions beyond. Thus the college with other social institutions have a reciprocal
relationship.
Discuss the community college as a means to discuss culture, because culture can be defined
as the way of life of a society. Society is a group of individuals who interact organized to
follow a certain way of life. Society formed by people who are in it, while the culture is the
way they behave, the crystallization of the way of thinking, and acting in a community
environment. Social and cultural environment will be formed following the human existence.
Humans have a special position in the world. This suggests that human behavior has a
purpose and is always associated with other human beings.
Culture is a resource for the community's personality, one of the elements is a system of
knowledge that directly shape perspective, action, and creativity of the self and its world.
Results of human reflexes are not learned as essentially naruli not include culture. The results
of creativity, initiative, and a sense of the human can be classified into: ideas, activities, and
objects work (Koentjaraningrat, 1985: 2).
The above description can be concluded that the socio-cultural environment college is
the way individuals think, act, and be creative in interacting with its environment that can
generate norms, values, beliefs, and behaviors are learned and possessed by every individual.
This is in accordance with the opinion of the said Saphier and King (1983) that:
... ..school Culture with norms and expectations that support change and
improvement: collegiality, experimentation, high expectations, trust and confidence,
tangiblesupport, reaching out to the knowledge base, appreciation and recognition,
celebration and humor caring, involvement indecision making, protection of what "s
important, hones open communication, traditions.
Based on the above opinion, socio-cultural college has the following characteristics: (1)
kesejawatan, (2) experimentation, (3) high expectations, (4) trust, (5) support, (6) the
development of basic capabilities, (7 ) awards and recognition, (8) caring, celebration, and
humor, (9) involvement in decision making, (10) protection, (11) traditions, as well as (12)
honesty and open communication.
E. Methods
The approach used in this study is a qualitative approach, whereas the method is
descriptive. Subjects were counselors and students. The research data was collected using
questionnaires, observation and interviews. The stages of the research is the preparation
phase, data collection and processing as well as the discussion of the research results.
F. Results and Discussion
Results
1.
The data collected through observations, questionnaires and interviews with students
from Bandung Uninus FKIP PGPAUD Prodi,
a.
Student Social and Cultural Environment
Some students Prodi PGPAUD FKIP Uninus Bandung still has shortcomings, among
others: (1) lack of mutual aid in performing the duties of a lecturer; (2) less developed
expertise as a teacher; (3) fails to apply the concepts in carrying out the duties of a lecturer;
(4) lack of motivation to improve the quality of the given task lecturer; (5) less set up time to
study the results of the lecture material; (6) are less interested in learning the course material
that is conceptual; (7) less concerned to advance Uninus name; (8) an underutilization of the
ability of others to solve problems and make decisions, (9) an underutilization of tradition
and important events on campus for self progression; (10) is less open to classmates.
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b. Implementation of collaborative counseling counselor

Counselors Prodi PGPAUD FKIP Uninus Bandung in implementing collaborative
counseling still has shortcomings, in terms of: (1) Establish collaborative relationships; (2)
Clarify complaints, problems, objectives and expected results; (3) Changing perspectives,
how to act, and the atmosphere of the counselee; (4) Evaluate the process and outcome of
counseling; (5) End of counseling.
2. Discussion
This discussion will describe the results of research on the socio-cultural environment
of students, and student opinion on the implementation of collaborative counseling conducted
by counselors in Prodi PGPAUD FKIP Uninus Bandung.
a. Student Social and Cultural Environment
Some students Prodi PGPAUD FKIP Uninus Bandung still has shortcomings with
regard to socio-cultural environment. Therefore, the counselor should plan a strategy so that
students are able to perform the activity by conditioning the social and cultural environment
conducive. Conditions necessary for conditioning the atmosphere is the ability to change the
way, how to act, and the student atmosphere. One of these counselors must understand and
apply the concept of collaborative counseling that is based on socio-cultural environment of
students, so that students who have these deficiencies can be overcome through the
implementation of the principles and steps of collaborative counseling.
b. Implementation of collaborative counseling
1). Counselors less build collaborative relationships, due to: (a) less revealing strengths and
weaknesses of the counselee; (b) less explaining the counseling process and do not make a
deal in implementing collaborative counseling; (c) lack of participation counselee in
problem solving; (d) lack of appropriate language used by the counselee counselor; (e)
lack of direct talks on changing the counselee; (f) less directs counselees on goal in the
future;
2) clarify the counselor less complaints, problems, goals and results, due to: (a) less revealing
excess counselee in problem solving so that less find alternative solutions to problems; and
(b) less directed at changes in the future.
3) The counselor about creating change in view, the action and the atmosphere, due to: (a)
less eliminate or change the story that contains the problem into a fun story; (b) not trying
to create and connect patterns and problem solving with the present; (c) lack of trying to
find a family atmosphere that affect the counselee and the counselee find problematic
story.
4) The counselor about evaluating and end the meeting, due to: (a) less revealing new issues
and evidence of change in the counselee; (b) lack of trying to encourage the counselee to
achieve priority goals and outcomes; (c) reveal that less has changed and relate them to the
problems of the counselee dihapadi.
5) The counselor is not quite right in the end the counseling, the counselor due to lack of the
causes of unsuccessful, change, problematic stories into a fun story, the benefits of sharing
experiences; and explained that counseling is not an end to the activities of the latter.
G. Conclusion
The conclusion of this study is the counselee still has shortcomings in terms of helping
each other, develop skills, apply concepts, motivation improve the quality of tasks, manage
time, learn the conceptual, advancing alma mater, take advantage of the ability of other
people, traditions and events. In addition, counselors are lacking to build collaborative
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relationships, clarify complaints, problems, objectives and expected results, changing

perspective, how to act, and the atmosphere of the counselee; less precise in evaluating and
terminating counseling.
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DEVELOPING A PROFESSIONAL CULTURE IN THE PRESCHOOL TEACHERS:

A PERSPECTIVE OF GAGASCERIA PRESCHOOL
Delila Saskia P
GagasCeria Preschool, Bandung Indonesia
(delila.saskia@yahoo.com)
In Indonesian history, preschool are known as not formal education form. Therefore,
preschool did not considered as important sector on several years ago. Nowadays after
government gives a special attention, public understanding about the importance of early
childhood education (ECE) began to increase. The total numbers of pre-school institutions
and children who attend in pre-school education increased progressively, but the availability
of human resources in this field is still limited. To meet the growing demand of preschool
services, many pre-school institutions providing teachers who do not fit both of qualification
and competencies. Ministry of National Education and Culture (MONEC) overcomes this
issues by (1) established a national standard for qualification and competencies of early
childhood educator, and (2) providing gradually teacher training and course program.
However MONEC have limited capabilities to serve a huge numbers of preschool teachers
around Indonesia. The opportunity of teachers training and course program is not spread
evenly so that preschool teachers facing a lot of obstacles on finding resources and best
practices required for their professional development on the field. Accordingly, MONEC (3)
has given permission to all private preschool institution in Indonesia to perform regulation
system on teacher professional development. Since most of recruited teachers are not from
ECE background education, GagasCeria as one of private preschool in Bandung Indonesia
also has a strategy on teacher professional development. This presentation will bring out the
perspective of GagasCeria preschool on developing a teacher professional culture.
Key words: early childhood education, Indonesian preschool, teacher professional
development, GagasCeria preschool.
1. Introduction: General overview of Indonesian Early Childhood Education sector
Early childhood education has become a national public movement in Indonesia, since
Indonesian Ministry of National Education and Culture (MONEC) declared "Indonesian
Golden Generation" on the National Education Day on July 2012. It is a big plan of
Indonesian to preparing the golden generation in 100th Indonesias Independence Day
anniversary on 2045.
In previous time Kindergarten and Elementary are in the same directorate, Kindergarten
offers the education only for children aged 4-6 years. Based on Dakar framework for action
2001, Indonesian MONEC launched the Directorate General of Early Childhood Education.
Then in 2003 the national education system was changed significantly with regarding the new
regulation: (1) Early childhood education is addressed for children aged 0-6 years; (2)
Developmental process of early childhood through education stimulation; (3) The aim of early
childhood education is to assist the growth and developmental process of child's physical and
mental in a holistic way; (4) Developmental and educational process in early childhood is to
preparing the further education (Sujiono, 2012). The implementation of those new regulation
shaped a formal preschool (Kindergarten, for children aged 4-6 years) and non-formal
preschool (Child care for children aged 0-6 years and Playgroup for children aged 2-4 years).
Nowadays Indonesia has about 30 million early childhood and the gross enrollment
rate of children in preschool in 2012 is 34.5% of the government's target of approximately

239

75% by 2014 (Latif, 2013). Indonesia Government has promoted to increase the number of
preschool institution to enhance the opportunities of underserved children in preschool level.
After government gives a special attention, public understanding about the importance of
early childhood education (ECE) began to increase. The total numbers of pre-school
institutions growing rapidly and also children who attend in pre-school education increased
progressively. Unfortunately, the quality of Indonesian preschool educators gained attention
lately, the availability of human resources in this field is still limited. To meet the growing
demand of preschool services, many pre-school institutions providing teachers who do not fit
both of qualification and competencies on early childhood education sector.
Ministry of National Education and Culture (MONEC) overcomes this issues by (1)
established a national standard for qualification and competencies of early childhood
educator, and (2) providing gradually teacher training and course program (3) giving a
permission to all private preschool institution in Indonesia to perform regulation system on
teacher professional development.
Even though the policy has been made by MONEC, but quality of preschool teachers
are still not completely well due to the following reasons: (1) number of teacher's supply from
university are not meet the needed of field's demand (2) the limited number of teacher's
supply from university resulting teachers with non appropriate qualification and competencies
for early childhood education (3) MONEC has limited capabilities to serve training and
education for a huge numbers of preschool teachers around Indonesia. Even though the
Indonesian Directorate General of Early Childhood Education has been held frequently the
formal course, seminars, workshop, conferences, subject training to improving the quality of
preschool teachers, but the opportunity of teachers training and course program is not spread
evenly. In fact, preschool teachers facing a lot of obstacles on finding resources and best
practices required for their professional development on the field. (4) Many preschool's
institutions has limited resources to serve professional development program to improve
teacher's qualities (5) Teacher's training generally designing slightly different of the realclassroom context.
These conditions are challenges that must be solved in Indonesia preschool sector
certainly, since in recent years the government has concerning on improvement the quality of
preschool service.
2. Teacher's Profesional Development at GagasCeria Preschool
To meet the challenges based on Indonesia teachers preschool condition above, each
preschool institution in the field has their own regulation system on teacher professional
development in addition to the governments teachers training program.
GagasCeria preschool as a private preschool has own system on improving teachers
quality, because teachers must contend with competing demands that challenge their ability to
provide quality instruction (West-Olatunji et al: 2008). Since someone decided to entering the
early childhood educator profession, they will perform many task: to interaction with
children, working with family, being part of team, and implementing curriculum, standards
and assessment (Feeney et al, 2010). GagasCeria has realized that the significance of
professional development is crucial for quality of early childhood education practices in terms
of developing a childs perspectives, understanding childs development stages, implementing
play and learning contents into practices, designing better lesson plans, creating adequate
play/learning environments for children, establishing harmonious collegiality, and so on
(Kadota, 2012).

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There are three types of teacher professional development at GagasCeria Preschool:

a. Pre-service training
Pre-service training serve for a new teacher that will joint at GagasCeria Preschool.
GagasCeria accept motivated teacher with various background of education in Bachelor
degree. The differences of background subject study has been made GagasCeria to do
much more effort for teacher's pre-service program. However strongly motivated a new
teacher for entering teaching field, they will always ecounter some difficulties in achieving
all the teacher's role (Orenstein et al, 2011) without any preparation. In service training
consist of several days of lectures, observing classroom, lesson reflecting session, teaching
practice, discussions, and workshop on teacher's administration stuff.

b. In-service training
Serve for all teachers and staff at GagasCeria Preschool. In-service training consists of
intern and extern training based on teacher's need and stage of teacher's developmental.
Intern training are conducting by GagasCeria Preschool with expert as a trainer. Extern
training is sending teacher to attend seminar/training in other institutions. All training
based on teachers needed.
c. Regular of teacher's activities
- Weekly meeting
There are several activities of teachers during a year. In every week teachers gather to
discuss and share their experience in their own classroom, the relation with parents, and
other issues at school. Sometimes teacher conducted book review activity or small
workshop on early childhood education or teacher's issues.
- Classroom news paper
Regularly, teacher publish their own classroom paper that inform about classroom
activities or special moment that happened at their classroom. Actually this activities
can help teachers to improve their writing skill.
- Lesson Study
Lesson Study is daily activity that conducts by teachers as learning and research
process in order to improve the quality of lesson. Such learning and research process
improve the quality of professional during the planning, observing, and reflecting
children activities collaboratively in teacher's team.
3. Discussion about Lesson Study
3.1 Lesson Study in Indonesia
Lesson Study is a model of Japanese school-based teacher professional development
as collaborative research on classroom activities is thought to make possible the exchange of
experiences between teachers, collaborative planning, participatory learning, the enhancement
of professional dialogue among teachers, and teachers reflection (Matoba, 2007). Lesson
study has been introduced and spread faster since early 2000s in Indonesia by cooperation
between JICA, Indonesian MONEC and several universities (Suratno, 2012). Even so, the
Lesson Study for practical research program has been launched by MONEC and introduced to
junior high school level only, then they are spreading to elementary school level in 2013.
Today, lesson study is widely used across the continuum from secondary to preschool settings
(West-Olatunji et al: 2008).

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3.2 Typical of Lesson Study

The most interesting aspect of Lesson Study is the mechanism it provides for studying
and improving the methods teachers use. Lesson Study breaks away from the model of expert
telling teachers what to do. Rather, it assumes that teachers learn to teach by treating teaching
as an object of study by trying to improve teaching by studying carefully what works and
what doesnt (Stigler and Hiebert, 1999). Through Lesson Study, the classroom becomes the
teachers laboratory for continuous improvement of teaching and learning (Wang-Iverson and
Yoshida, 2005). Teachers in Lesson Study groups are not only improving their own
knowledge and skills but are also contributing to a knowledge base that may, potentially,
inform more permanent improvements over time (Stigler and Hiebert, 1999) since Lesson
Study contirbute on build an environment for teachers to be reflective and good observers.
3.3 Lesson Study in GagasCeria Preschool
Since 2009 GagasCeria Preschool has been using Lesson Study as one tool of teachers
professional development based real-classroom context, besides the other various pre-service
and in-service teachers training annual program. In reality, Lesson Study was never launched
in early childhood education sector. Lesson study in preschool level has not known as well as
in the higher level of education. There is no resource or reference to be accessed about Lesson
Study best practice in Indonesian preschool level. Therefore, this issue is not only in
Indonesia but also in international scale. Lesson Study approach is spreading to early
childhood education and care in study in the countries that adapt the former approach (Akita
& Lewis 2008) which is usual Lesson Study for primary. It is become a challenge for
GagasCeria preschool as an institution that organized playgroup and kindergarten for children
aged 2-6 years, to introduce Lesson Study as a teacher professional development in order to
create a learning community and teachers as researcher.
Therefore, the way early childhood education examine classes is different from the
usually lesson study. It does not compare and examine the teaching plan and practice, but
observe what activities and events children experienced in the field, how they were recorded
for recollection, and they reflect and examine the case to interpret with colleagues (Akita,
2011). The successful adoption and implementation of Lesson Study in pre-school setting
require changes in the mindset of both teachers and leaders. Lesson Study is often
missunderstood as focusing on creating perfect lessons. This is not about observing and
evaluating the teachers teaching the lessons. The focus is on the students and how the lesson
facilitate learning (Lewis et al, 2009).
Since preschool teacher is always expected to engaged in an ongoing cycle of
observing, guiding learning, and assessing children's progress (Dodge, 2006), Lesson Study
become an appropriate tool to support such teacher's roles.
3.4 Benefits of Lesson Study at GagasCeria Preschool
- Teacher's quality
Effective Lesson Study will have a long-term impact on teachers profesional
development. Teachers can develop their high quality professional such a strong
understanding of the subject content knowledge and pedagogical knowledge. Specifically
Lesson Study improve several foundation skills for teacher as follows: (a) lesson plan:
designing a lesson with high level of prediction and anticipations, and arrangement lesson
materials and tools, (b) to conduct the instructional: give an optimal response to children,
observing the children, collecting data from observation, (c) reflecting the lesson: analyzing

242

data, making interpretation, and re-design the lesson to support children development process.
Some teachers believe that the most important thing in lesson is lesson plan, but in fact there
might be a risk that the regular lesson plan is followed technically and without reflection by
the teacher (Runesson & Gustafsson: 2012). Finally, Lesson Study develop high quality
teachers and directly put an impact on student learning process.
- Teacher's collegiality
By working in groups to improve instruction, teachers are able to develop a shared
language for describing and analyzing classroom teaching, and to teach each other about
teaching (Stigler and Hiebert, 1999).
Wang-Iverson and Yoshida (2005) described about what makes Lesson Study unique,
when compared to traditional professional development:
It is teacher-led, long term professional learning.
It is planned collaboratively over a periode of time through intensive study of materials,
standards, and students; It was found that lesson preparation was done in a more in-depth
manner.
It supports a collaborative focus on student thinking through observation of classroom
practice in real time, sometimes with external experts; the support of the knowledgeable
other was critical.
It offers a process that makes a goal (e.g., enhancing student motivation for learning) for
learning concrete through an actual lesson.
It provides fresh perspectives on teaching and learning.
It foster shared reflection based on classroom evidence
It concretizes the idea of teacher reflection, as well as what problem solving looks like
and what thinking entails
It involves long-term participation of knowledgeable others.
- School's culture
Lesson study is a culturally centered professional development tool that stresses group
rather than individual goals and outcomes (West-Olatunji: 2008). Lesson Study provides two
important pieces that are often missing from professional development: the direct observation
of students and teachers in the classroom, and teachers coming together to discuss what they
have observed. Such reflection and discussion session on teachers team called as collaborative
research process. During the discussion, teachers are learning each other: senior teachers and
also the junior teachers. The culture of Lesson Study is all of teachers is on the same level
during the process. The goal of their collaborative work is to improve the lesson rather than
examine teacher or classroom activity.
4. Conclusion
Among the roles of the teachers are researcher and learner. Therefore, professional
development is actually part of the job description, an ongoing and continuous process, rather
than a qualification for employment. Perhaps the most important prerequisite for employment
as a teacher there is the disposition to go on learning. Early childhood education sector need
to consider alternative models of teachers professional development. Lesson Study offering
professional learning process and continuous improvement of teacher's daily role by
observing the children. For teachers, watching lesson from the student's perspective can build
knowledge of student thinking and motivation to improve their own instruction (Lewis et al,
2012).

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Becoming an qualified's teacher will require consistent opportunities over long periods
of time for teachers to study and improve their own teaching. There are at least three ways to
improve the lesson: individual teachers, teacher community, materials and tools (Lewis et al,
2009). Lesson Study could answer that chance and become a continuous pathway to improve
the lesson.
GagaSceria Preschool has been conducted Lesson Study for five years as regular
activity for teacher. Lesson Study give more benefits on develop teacher's culture as a learners
and researchers. Teachers can planing, observing, and reflecting the lesson better time by
time. Lesson study can become a school's learning culture in order to improve quality of
teachers and quality of lesson. Finally, the author wish that teachers, educational researchers
and teachers educators could respond positively to spread the benefits of lesson study in
preschool sector.
REFERENCES:
Akita, Kiyomi. (2011). Study on early childhood education and care and Lesson Study.
Keisuisya: National Association for the Study of Educationan Methods(Ed.) Lesson
Study in Japan., chapter 19, pg. 421 432.
Akita, Kiyomi., Lewis, Catherine. C. (eds.) (2008). Jugyo no Kenkyuu, Kyoshi no Gakusyu Guidence for Lesson Study: Lesson Study and Teacher's Learning. Tokyo: Akashi
syoten.
Chichibu, Toshiya., Kihara, Toshiyuki. (2012). How Japanese school build a professional
learning community by Lesson Study. Emerald: International Journal for Lesson and
Learning Studies, 2 (1), pg.1 25.
Dodge, Diane Trister., Colker, Laura J., Heroman, Cate. (2000). The Creative Curriculum
For Preschool Fourth Edition. Washington DC: Teaching Strategies.
Feeney, Stephanie., et.al. (2006). Who Am I In The Lives Of Children. Canada, USA:
Pearson.
Kadota, Ryo. (2012). Examining Issues and Challenges of Field-Based On-Site Training
Session in JapanesseKindergarten - focusing on its roles, perception, and frms of
documentation. Presented on WALS 2012 International Conference, Singapore.
Latif, Mukhtar., Zukhairina., Zubaedah, Rita., Afandi, Muhammad., (2013). Orientasi Baru
Pendidikan Anak Usia Dini, Teori dan Aplikasinya. Jakarta: Kencana.
Lewis, Catherine C., Perry, Rebecca R., Hurd, Jacqueline. (2009). Improving mathematics
instruction through lesson study: a theoretical model and North American case.
Springer Science+Business Media, B.V. 2009, pg. 285-304.
Lewis, Catherine C., Perry, Rebecca R., Friedkin, Shelley., Roth, Jillian R. (2012). Improving
teaching does improve teachers: evidence from Lesson Study. SAGE: Journal of
Teacher Education, 63 (5), pg. 368 373.
Ornstein, Allan. C, Levine, Daniel U, Gutek, Gerald L. (2011). Foundation of Education
International Edition. Belmont: Wadswroth.
Runesson, Ulla., Gustafsson, Gerd. (2012). Sharing and developing knowledge products from
Learning Study. Emerald: International Journal for Lesson and Learning Studies, 1 (3),
pg. 245 260.
Stigler, James W., Hiebert, James. (1999). The Teaching Gap. New York: Free Press.
Sujiono, Yuliani Nurani. (2012). Konsep Dasar Pendidikan Anak Usia Dini. Jakarta: Indeks.
Suratno, Tatang. (2012). Lesson Study in Indonesia: an Indonesia University of Education
experience. Emerald: International Journal for Lesson and Learning Studies, 1 (3),
pg.196 215.

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West-Olatunji, Cirecie., Behar-Horenstein., Rant, Jeffrey. (2008). Mediated Lesson Study,

collaborative learning and cultural competence among early childhood educators.
Journal of Research in Childhood Education, 23 (1), pg. 96 108.
Wang-Iverson, P., Yoshida, M. (Eds.) (2005). Building our understanding of Lesson Study.
Philadelphia: Research for Better School.

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DEVELOPMENT OF TEACHERS TRAINING PROGRAM

IN CHARACTER BASED LEARNING FOR EARLY CHILDHOOD EDUCATION
DR. Ocih Setiasih, M.Pd1
setiasih@upi.edu
Rita Mariyana, M.Pd2
ritamariyana@upi.edu
Ali Nugraha, M.Pd3
alinugrah4@gmail.com

ABSTRACT
The literature reveals that the process of learning in early childhood emphasis on the
development of a variety of potential terms, the formation of attitudes and behaviors as well
as the development of basic knowledge and skills they need to adapt to the environment and
to face the developmental tasks further study. Character is the quality of mental or moral,
moral strength, name or reputation. This study aims to develop a teacher training program in
character education-based learning for young children. Research using the method of
Research and Development. The final product of this research is a training program for
teachers in character education based learning for early childhood that are designed based on
the results of research.
Keywords: Training, Programme, Teachers, Character, Early Childhood, Education.

INTRODUCTION
Law of the Republic of Indonesia (UURI) No. 14 Year 2005 on Teachers and
Lecturers Chapter I of the general provisions of Pasal 1 states that the meaning of: "Teachers
are professional educators with the primary task of educating, teaching, guiding, directing,
training, assessing, and evaluate students on early childhood education, formal education,
primary education and secondary education. "(Ayat 1). "Professional is the work or activity
undertaken by a person's life and become a source of income that requires expertise, skills, or
skills that meet certain quality standards or norms as well as the educational needs of the
profession." (Ayat 4). "Competence is a set of knowledge, skills and behaviors that must be
owned, lived, and controlled by the teacher or lecturer in performing the task
kerpofesionalan." (Ayat 10). Law of the Republic of Indonesia Number 20 Year 2003 on
National Education System (UUSPN) on the seventh of the Early Childhood Education
(ECD) in Pasal three of Ayat 28 (3) states that "early childhood education in formal education
shaped Taman Kanak-kanak (TK), raudatul Athfal (RA), or other forms equal ". In the
explanation of Article 28 paragraph (3) explained that the kindergarten (kindergarten)
education for personal development and self-potential according to the stage of development
of learners. Raudhatul Athfal (RA) Islamic religious education that instills the values of faith
and devotion to the students to develop their potential as in kindergarten.
Children aged 4-6 years were part of early childhood who are at the age range of birth
to 6 years. At this age the term referred to as preschoolers. Kindergarten (TK) is one of the
1

Lecturer Indonesa University of Education

Lecturer Indonesa University of Education
3
Lecturer Indonesa University of Education
2

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pre-school education in formal education. Preschool children between the range of 4-6 years,
usually doing his formal education, both organized by the government (State) or private
parties. At kindergarten age (4-6 years), is a sensitive period for children. Children begin
sensitive to receiving all potential development efforts. Sensitive period is the period of
maturation of the functions of the physical and psychological ready to respond to the
stimulation provided by the environment. This period is a time of laying the first foundation
in developing the physical, cognitive, language, social, emotional, self-concept, selfdiscipline, self-reliance, art, moral, and religious values.
THEORETICAL
Teacher Competency
The term competence in Indonesian defined as skill or ability. There are several
meanings of competency, including the opinion of experts as follows.
1. "Teacher competency is the ability of a teacher to her responsibility or has performed
duties appropriately". (Uzer Usman, 2000). The ability of a teacher to perform the duties
in a responsible and decent.
2. "... is a knowledge, skills, and abilities or capabilities that a person Achieves, roomates
Become part of his or her being to the exent he or she can satisfactorily perform particular
cognitive, afective, and psychomotor behaviors". (McAshan, 1981) in Mulyasa (2002).
Competence is defined as the knowledge, skills and abilities controlled by someone who
has been a part of him, so he can do the behaviors of cognitive, affective, and psychomotor
as well as possible.
3. Competence is a set of knowledge, skills and behaviors that must be owned, lived, and
controlled by the teacher or lecturer in performing the task porfesionalism.
The teacher is a position or profession that requires specialized skills as a teacher. Can not
be done by people who do not have the expertise to undertake the activity or job as a teacher.
To be a teacher is required special conditions, especially as a professional teacher must master
the ins and outs of true education with a variety of other science that needs to be nurtured and
developed through specific training or education period Prajabatan (Usman, 2000: 5). In Big
Indonesian Dictionary, is defined as a teacher who teaches his job. However, in the
implementation of educational activities the teacher's task is certainly not just teaching
oriented skill development dimension of the realm of copyright alone but also teachers also
developed the realm of taste and Karas learners. Because, in the perspective of educational
psychology of teaching, in principle, means the act of a person (teacher) from others
(learners) learning, in the sense of changing the entire dimension of behavior. (Shah, 1999:
222). Meanwhile, according to Surya (2003: 134-135) evaluated from a psychological
standpoint as teachers are: (1) educational psychologists, means a person who understands the
psychology of education and are able to practice it in his duties as an educator; (2) the artist in
human relations (artist in human relations), means that the teacher is the one who has the
ability to create an atmosphere of human relations, especially with the students so that they
can achieve educational goals; (3) forming a group (group builder), which is able to create
groups and activities to achieve educational goals; (4) the catalytic agent or innovator, one
who is able to create a renewal to make things better; and (5) mental health workers (mental
hygiene workers), means that the teacher is responsible for the creation of the mental health of
the students.

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Character Education for Early Childhood

1. Definition of Character
The character is currently a debate is interesting and as the discussion in every field,
especially in the field of education because education is a transformation of knowledge
from generation to generation, as people involved in education would have to understand
what is meant by character. in language, the character comes from the Greek meaning
charassein carve, when we try to understand more deeply what it means to "carve out" we
find that the results are good and the engraving on the good things will continue to cling,
not easily worn out.
2. Character education
Character education is made up of two words that have meaning when separated each,
education is always concerned with human social relations, human birth can not live alone
but need someone else while the character is more subjective because it is said to be
related to the structure as a human anthropological and actions in defining freedom.
Character education should be provided in educational institutions, especially early
childhood education due to the formation of character can not be done quickly but takes a
long process that can be attached to the positive character strong in the individual soul is
like carving that will not wear out terrmakan time, character education in the school
context capable of animating and directing a realistic appreciation of character education,
consistent and integral.
3. Character Education Training For Early Childhood
Coaching is a character in this study contains educational material on a set of positive
values that are considered appropriate for the character mengembagkan early childhood
consisting of (1) Against the Almighty God's love in the form of values based on the
behaviors that demonstrate compliance with the command and Almighty God prohibition
applied in everyday life; (2) tolerance and pacifism are planting a habit to be patient,
tolerant, and resist emotions and desires; (3) discipline, namely the value associated with
the order and regularity; (4) honesty is the attitude that shows understanding the
capabilities and value of self-esteem; (5) the attitude of confidence that shows the ability
to understand themselves and the value of self-esteem; (6) Self that is the behavior that do
not rely on others. Planting value aims to help get children determine, perform, and fulfill
its own needs without assistance or with assistance as necessary; (7) creative behavior is
behavior that encourages a person to be able to give birth to something new in the form of
ideas, as well as new works by emphasizing on the ability to combine, solve a problem or
answer and reflect the operational capability of the creative child; (8) the value of hard
work that is related to the behavior of such unyielding grind to finish with joy; and (9) the
liability value is associated with consciousness to perform and endure everything.

METHOD
The research method of research, we choose the research and development or research
and development is adapted from Borg & Gall models by taking the 7 stages of development:
1. Reseach and information collecting (collecting information, literature review, research
framework)
2. Planning (do the designing, formulating research objectives, research work procedures)
3. Develop a preliminary form of the product (scratch or develop a form of product design
and validate an earlier draft of the initial draft products)
4. Preliminary field testing (test-limited)
5. Main product revision (to revise the main product)

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6. Main field testing (test-expanded) and

7. Operational product revision (to revise the extended trial)
Methods of Research and Development is used to develop a teacher training program in
character education-based learning for young children. Reseach and Development Methods
used because it will produce a draft program of teacher training in character education-based
learning for young children. For more details the implementation phase of the study described
the stages of research to be conducted following the flow chart below.
Theoretical and
Empirical
Studies

1.
2.

3.

Teacher
Competency
Based Learning
Character
Education
Preliminary
Study

Program
Planning

The design of the

Teacher Training
Program in
Character
Education-Based
Learning for Early
Childhood

Program
Development

Hypothetical
Program Based
Learning Teacher
Training in
Character
Education for
Early Childhood

Figure 1. Stage Research Procedure

RESULTS AND DISCUSSION
Teacher training programs in character education based learning for early childhood is
designed with three phases: the preparation phase, the implementation phase and the
evaluation phase. Description of each stage of the design of the above described as follows:
Preparation Phase I.
There are five main activities in the preparation stages, namely: 1) Drafting Training, 2)
Develop Training Module, 3) Setting up the Media and Training Tool, 4) Recruitment
and Coaching Coaches, and 5) Target Teacher Recruitment. Explanation of each activity
in the preparation stages are as follows:
1. Drafting Training
Training plan is a plan of action that will be performed by a trained trainer or speaker.
Component design of the training include:
a. competency
b. Training Materials
c. delivery strategy
d. Assessment Plan
2. Develop Training Module
The training module is the main material for all participants. To facilitate the participants
in the study module, the presentation module using the following format: (A)
Introduction, (B) Competence Participant, (C) Exposure Matter (Concept and description),
(C) Example Application, (D) Exercise independent.

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3. Preparing Media and Training Tools

Media training and tools mentioned here are apart of a Training Module. Media and tools
both for projection, as well as tools and materials that will be used by the participants
during the training activities carried out. Media and tools / basic training materials to be
prepared are: infokus, flipcharts, markers (colored), isolatif da scissors, and other
contextually required
4. Recruitment and Coaching Coach
Trainers / resource persons who will be involved in this trial is a coach that has been
prepared. Coach taken from teachers who came from FIP PGPAUD Prodi UPI and Senior
Teacher / Head of Laboratory UPI kindergarten.
5. Teacher Recruitment Goals
Trainees who will be the target of training is the kindergarten teacher from the
circumference Campus University of Indonesia, including UPI Lab School kindergarten
teacher and kindergarten teachers from the District of Sukasari.
II. Implementation phase
There are seven main activities in the preparation stages, namely:
1) Pre-Test,
2) Presentation Materials I, II, III, ...
3) Practice I, II, III, ...
4) Reflection,
5) Strengthening,
6) Simulation (Peer teaching), and to
7) Post Test.
Explanation of each phase of the activity on the following:
1. Pre-Test
Before participants attended the training, they work on the problems of pre-tests that have
been prepared by the researcher (team). Pre-test is intended to determine the ability of the
participants before the start of training. The results will be used to determine the portion
of the effectiveness of the training.
2. Presentation Materials I, II, III ...
Coach / resource presenting training materials in accordance with the scope of the material
in the module. Presentation by using a variety of strategies as specified in the training
plan. Presentation materials also by optimizing the various media and tools / materials that
have been prepared. The presentation of the material is always accompanied with
illustrations and examples of relevant and adequate.
3. Practice I, II, III, ..
Practice is intended participants perform various exercise activities either independently,
in pairs, or in groups. Practice activity is a manifestation of the material that has been
given to the participants. Thus mastery of the skills of participants on the material is
always detected. This training system also emphasizes the application-based material
progress of each participant / group (progressive approach).
4. Reflection
Reflection is done after all of the material delivered to the participants. The focus of
reflection is to check the control participants on the overall material that has been given.
Things that have not been controlled within their competencies expected, it will be used as
an ingredient in providing reinforcement.

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5. Strengthening
Reinforcement is an activity to fulfill the material that has not been well controlled by the
participants. Strengthening done by looking at the learning style of participants, followed
by an illustration of the most understood by participants. Targe reinforcement is
controlled participant maximum competence in accordance with the predetermined.
6. Simulation (Peer Teaching)
The simulation was performed when the participants have expressed mastered the whole
matter, which was concluded through reflection and reinforcement activities. Simulations
using peer teaching approach, where each participant mencob appear as teachers, and
other participants appear as learners.
7. Post Test
Post test given after all participants to follow all stages of training. Results of post-test
will be one part in seeing the success of training conducted.
III. Evaluation phase
There are three main activities in the evaluation stages, namely:
1) The process of training,
2) training results, and
3) Develop Plan for Follow-up.
Explanation of each activity in the evaluation stage are as follows:
1. Assessment Process Training
Assessment process is carried out on all stages, starting from the preparation phase, the
implementation phase to phase of the evaluation itself.
2. Training Outcomes Assessment
Assessment of training outcomes include assessment of competency achievement and
other training products, namely in the form of materials and various devices / procedures
applied in the training.
3. Making Plans Follow-up
Develop follow up the activities carried out between the material and or progressive
training plan.
CLOSING
1. Character education should be given early because during early childhood has a huge
opportunity to instill good character in children. that the education given to children in
conformity with the development of each individual or institution involved in early
childhood education, child development, especially to understand the emotional and moral
development of children because of this development is a capital base planting character
in children.
2. Competency-based learning teachers in character education in early childhood needs to be
improved through various forms of training that can facilitate teachers to understand more
komprehenship implementation of character education for early childhood integrated with
learning in kindergarten from the conceptual level to the level of practice.
3. The teacher training program in character education based learning for early childhood is
designed with three phases: the preparation phase, the implementation phase and the
evaluation phase.

251

REFERENCES
Gutama, (2002). Kecerdasan Spiritual dalam Membentuk Perilaku Anak. Jurnal Ilmiah
Anak Dini Usia. Vol. 02. Hal. 32-37.
Hamalik, Oemar. (2004). Pendidikan Guru Berdasarkan Pendekatan Kompetensi. Jakarta :
Bumi Aksara
Jalal, Fasli (2002). Pendidikan Anak Usia Dini Pendidikan yang Mendasar. Jurnal Ilmiah
Anak Dini Usia. Vol.03 Hal.4-8.
M. Surya, (2001) Psikologi Pembelajaran. Publikasi Jurusan Psikologi Pendidikan dan
Bimbingan FIP UPI.
Mulyasa, E. (2006). Menjadi Guru Profesional Menciptakan Pembelajaran Kreatif dan
Menyenangkan. Bandung : Remaja Rosdakarya
Mariyana, Rita. (2007). Pengembangan Program Pembelajaran Berbasis Bimbingan di
Taman Kanak-Kanak. Tesis. Sekolah Pacsasarjana Universitas Pendidikan Indonesia.
(Tidak diterbitkan)
Majid, Abdul dan Andayani, Dian. (2012). Pendidikan Karakter Perspektif Islam.Remaja
Rosdakaya: Bandung
Muhibbin Syah, (2001). Psikologi Pendidikan. Remaja Rosdakarya: Bandung.
Masnifal, (2013). Siap Menjadi Guru dan Pengelola PAUD Profesional (Pijakan Mahasiswa,
Guru dan Pengelola TK/RA/KB/TPA). PT Elex Media Komputindo : Jakarta
Solehuddin, M. (1997). Konsep Dasar Pendidikan Prasekolah. Departemen Pendidikan dan
Kebudayaan, Fakultas Ilmu Pendidikan, Institut Keguruan dan Ilmu Pendidikan;
Bandung.
Sugiyono, (2005). Memahami Penelitian Kualitatif. Bandung : Alfabeta.
Usman Uzer, (2004). Menjadi Guru Profesional. Remaja Rosdakarya; Bandung.
Yusuf, S (2001). Psikologi Perkembangan Anak dan Remaja. Bandung : Remaja Rosdakarya.

252

IMPLEMENTATION OF LEARNING MODEL COLLABORATIVE COUNSELING

BASED ON TUTOR TRAINING IN RANCAKALONG SUMEDANG
By:
N. Dede Kohoerioah
ABSTRACT
Not optimal training results in early childhood tutor in Rancakalong Sumedang was one of
them due to lack of instructors to motivate trainees to participate in the learning process
through the disclosure and use of abilities, strengths and experiences of early childhood tutor
so as to increase the independence of learning. Therefore, the need to carry out the
implementation of a collaborative learning model based counseling on early childhood tutor
throughout Rancakalong Sumedang. The purpose of the implementation of this model, is that
early childhood tutor is able to learn independently. Number of participants as many as 50
people. The timing of the 4 meetings / 4 hrs. Developmental psychology training materials.
The results of the implementation of the model indicate a positive change in early childhood
tutor, proved (1) expect more early childhood training tutors to implement collaborative
learning model based counseling, (2) early childhood education tutors felt helped in solving
the problem of learning, (3) early childhood education tutors feel increased motivation to
learn mandirinya, (4) realize the importance of early childhood education tutors independent
learning. Data revealed by using questionnaires and interviews. The data were analyzed
qualitatively.
Keywords: implementation of learning, collaborative counseling, and independent learning
A. Introduction
1. Background
The success of training can be seen from there and whether or not changes to the
trainee, one of which is the increasing independence of learning. Independence of higher
learning will help facilitate the trainees to learn, but if a low learning self-reliance will have
difficulty in learning.
The success of the training process is supported by the participation of many
pelatihan.Oleh Therefore, participants should serve as partners in the planning of training,
building relationships, explain the objectives, materials, and training strategies. These
conditions will increase learning motivation, participation, and creative, as well as fun and
increase the independence of learning of participants.
Results of interviews with tutors early childhood research team before training begins
(August 2014) showed that the training provided by some instructors still are lacking: (1)
increase the independence of learning; (2) relationships; (3) describe a training strategy; (5)
make an agreement on training activities; (6) utilize the capabilities, strengths, and
experiences of early childhood education tutors; (7) creates a change in training; (8) provide a
useful task for trainees; (9) to motivate a lot of reading; (10) to understand the advantages and
disadvantages of early childhood learning tutor.
Results of interviews with participants in the district early childhood tutor Rancakalong
showed that most trainees feel less capable in terms of: (1) understand the training materials;
(2) completing the task correctly; (3) resolve issues relating to learning; (4) increase the
enthusiasm in learning; (5) improving the ability of self-learning; (6) improve attitudes and
study habits.

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Based on the above conditions, the instructor in the training process should give priority
to implementing training plans, relationships, cooperation, participation, and utilization of
early childhood tutor. So the training is conducted to develop independent learning
participants. To develop independent learning trainees can be reached by the implementation
of the teaching model based on collaborative counseling, because it is a learning process that
prioritizes partnership, collaboration, participation of trainees, oriented towards problemsolving and future. Thus the focus of this study, is the application of counseling collaborative
learning model based on tutor training ECD in Sub Rancakalong, Sumedang District.
2. Problem Formulation
How is the implementation of a collaborative learning model based counseling to
improve independent learning early childhood tutor trainees throughout Rancakalong District
of Sumedang District.
3. Research Objectives
The purpose of this study was to obtain the results of the implementation of counselingbased collaborative learning model to improve learning independence early childhood tutor
trainees throughout Rancakalong District of Sumedang District.
B. Counseling Collaborative Based Learning Model to Improve Learning Independence
Counseling collaborative based learning model to improve learning independence,
arranged in order to enhance independent learning through the learning process. This model is
based on the concept of collaborative counseling, independent learning profiles of students,
learning conditions performed by lecturers FKIP Uninus Bandung, then tested the feasibility
through the seminar by presenting students, faculty and experts FKIP Uninus Bandung.
Furthermore, this hypothetical model is implemented in early childhood tutor training in Sub
Rancakalong. The components of the model implemented in early childhood tutor training,
are:
1. Purpose
The general purpose of this collaborative learning based counseling is to help trainees in
improving learning independence with regard to aspects of knowledge, attitudes and skills in
learning.
The specific objective is to help the trainees to understand and realize the importance of
self-reliance, discipline, commitment, basic skills, a self-learning, meaning learning, and selfefficacy in learning, and is able to perform the proper steps to learn, able to interact with
others, able to solve problems learning and life problems and have principles and strong
confidence.
2. Learning Materials
Collaborative learning materials based counseling is learning independence related to
aspects of the knowledge, skills and attitudes to learning. If these materials are detailed every
aspect are: aspects of knowledge in the study consists of understand and realize the
importance of self-reliance, discipline, commitment, basic skills, a self-learning, meaning
learning, and self-efficacy in learning. Aspects of the study consisted of attitudes capable of
doing the proper steps to learn, able to interact with others, able to solve problems of learning
and life issues. Aspects of the learning skills of principles and strong confidence.

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3. Type of Service
The type of service used in this model is general and intervention services. Public service
is the assistance provided to all participants in the classical training through a learning process
that is carried out lecturers to enhance learning independence. While intervention services are
carried out by lecturers assistance to trainees individually and personal problem that aims to
help solve learning problems intractable by them and not possible in the learning process.
4. Requirements
The requirement for counseling-based collaborative learning, are: (a) has an interest to
increase the independence of learning; (b) Understand the concept of teaching, counseling,
collaborative and independent learning; (c) Ability to conduct interviews; (d) Ability to
appreciate and understand the learning independence; (e) Ability to listen and interpret the
problem independent learning; (f) Ability to disclose information of the trainees or
instructors; (g) Has the nature of patient, thoughtful, quiet and pleasant; (h) has the feeling of
humor, self-esteem, and social; (i) Able to accept criticism with open heart; (j) Ability to use
the ability, strength and experience of the student; (k) Clarify complaints, problems, and the
preferred destination of students; (l) Have a willingness to change views, action and
atmosphere of the student; (m) Able to evaluate from the beginning to the end of the learning
process
4. Technique
The technique used in this model are (a) the interview; (b) consultation; (c)
discussions; (d) workshop (seminars and workshops).
5. Evaluation
a. Type of evaluation that can be used is the evaluation process and results.
b. Evaluation Criteria: (1) trainees feel more active, and feel increased self-reliance of
learning; (2) comfortable and satisfied after consultation with the instructor; (3) the trainees
feel heard and valued; (4) an increase in the number of participants to consult the instructor;
(6) the existence of a positive assessment and change perceptions of the trainees after
receiving assistance; (7) an increase in motivation, skills, attitudes and study habits of
trainees; (8) the existence of clarifying the complaints, problems, goals take precedence; (12)
the change in view of the action and atmosphere of the trainee.
C. Research Methods
1. Research Approach
The approach used in the implementation of this model is a qualitative approach, the
research method is descriptive, technical questionnaire, interview and observation guide.
2. Research Stage
The stages in the implementation of research-based learning model collaborative
counseling (August 2014) are: (1) preparation, (2) the implementation of a collaborative
learning model based counseling on tutor training ECD in Sub Rancakalong Sumedang (3)
The collection of data, and (4) Analysis of the research results.

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3. Operational Definition of Variables

a. Learning Model
The learning model is the pattern of faculty teaching activities conducted with participants
from the beginning to the end of the lesson it contains approaches, strategies, methods, and
techniques and learning tactics were agreed upon by the faculty and students.
b. counseling Collaborative
Counseling is a collaborative relief effort focuses on the relationship of cooperation,
partnership, participation counselee, many came, listen, appreciate and validate the counselee,
and respectful, creative, do not use a lot of force and the conversation so as to uncover and
exploit the capabilities, advantages and experiences counselee to achieve the objectives and
expected results.
c. Implementation of Collaborative Learning Based Counseling
Learning-based counseling is a collaborative teaching and learning patterns between
instructors with early childhood tutor built on the basis of a harmonious partnership, making
agreement on training, motivating early childhood tutor, responding to, appreciate, validate,
uncover and exploit the capabilities, advantages, and early childhood tutor experience to
achieve the training objectives.
d. Independence of Learning Tutor ECD
Independent learning tutor ECD include the ability to solve problems related to learning,
the ability to understand the training materials, training, have attitudes and habits, as well as
making it easier to learn the skills training. Characteristics of early childhood learning
independence tutor that is the willingness to learn, positive thinking, changes in attitude,
behavior and self-sufficient.
e. Tutor Training ECD of Rancakalong
Early childhood tutor training Rancakalong is Rancakalong District of community
members who have the desire and was approved by the local community as well as the
Department of Education to become a tutor Rancakalong District of ECD in Rancakalong and
training organized by the SBRC Uninus Bandung.
4. Research Instruments
The data required in the implementation of this model is the independence of the
conditions studied early childhood education tutors tutor training and implementation of early
childhood education, while the data collection tool is the instrument of implementation of
tutor training and early childhood learning independence.
5. Location and Research Subject
Locations used in the implementation of this model is the se-ECD District of Rancakalong
Kab.Sumedang and research subjects are early childhood tutors and instructors.
6. Data Analysis
After the independence of data and implementation of early childhood learning tutor
collected models, followed by the processing and analysis of data.

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E. Results and Discussion

1. Results Before the Treatment
The results of this study indicate that the majority of trainees throughout early
childhood tutor District of Rancakalong show that independence is still less independent
learning when viewed from the aspects of knowledge, skills and attitude to learn.
An examination of the partial knowledge of early childhood education tutor who became a
trainee less independence of learning, proved: (a) lack of understanding of the benefits of
independent learning, so the lack of early childhood tutor read books or articles on early
childhood education; (b) lack of understanding of the benefits of discipline and commitment
to learning, so that learning plans that have been made are rarely implemented; (c) (d) lack of
knowledge of basic skills in learning, so if you find difficulty in learning often stops learning;
(e) less ordinary self-learning activities, so that when the first material to be read before the
training find it difficult to understand; (f) less know the benefits of early childhood learning
for life tutor, so after learning does not know its effect on activities in addition to learning; (g)
lack of knowledge capabilities, advantages / strengths and learning experience, so often feel
unable to learn something that will be studied.
An examination of the attitude of some early childhood tutor trainee learning less
independence, proved: (a) less have a handle to develop independent learning, so that learning
is often unfocused and affected by other activities; (b) less firm stance in achieving success in
learning, so it is not tough and less confident of the business to be achieved; (c) lack of
confidence in the ability possessed by himself, so often feel faint when having difficulties in
learning.
Viewed of aspects of the skills most lacking independence early childhood learning
tutor, is proven: (a) less know how to learn effectively, so that in conducting the study was
preceded by a difficult and complex matter leading to an easy and simple first; (b) less able to
communicate with others, so that if it finds it difficult to learn the training material is difficult
to ask for help to others; (c) less able to deal with learning problems, so if there are
difficulties in learning are not able to finish the training and the test results are less good; (d)
less able to deal with life, so that when facing life problems often affects the learning
motivation.
2. Results After Treatment
After carrying out the implementation of a collaborative learning model based
counseling on early childhood tutor training, a team of researchers gave questionnaires
unstructured and interviewed about the impact of early childhood tutor training using
collaborative learning based counseling. The impact of treatment in terms of knowledge,
among others: (a) want to know how to learn effectively; (b) to understand the importance of
learning activities; (c) want to know how to understand the AUD to be able to control it; (d) to
prove the truth of the concept to the conditions at the school; (e) want to increase the
motivation to understand the AUD, (f) wanted to improve teaching AUD; (g) want to know
how to create something that children love to learn; (h) can recall the knowledge of the AU at
the time of the lecture; (i) wish to apply learning independence in everyday life.
The impact of treatment in terms of attitude, are: (a) can improve morale and interest in
learning; (b) may increase the passion for reading modules of training; (c) to foster the desire
to observe the child in school; (d) may increase the patience to do the learning; (e) may
meningatkan confidence in the face of the child; (f) can improve the attitude of caution; (g)
scaling up the responsibility for advancing the AUD, (h) can increase creativity in creating a

257

new one; (i) the manner and attitude can change the face of the child; (j) can increase
closeness, kerahaman, tenderness in the face of a child.
The impact of treatment in terms of skills, is (a) able to explore the potential of AUD;
(b) more skilled dealing with children who depend on their parents; (c) often gives
reinforcement to the child at school; (d) can create a simple skill; (e) more active and more
fond of AUD; (f) be able to perform appropriate learning to AUD; (g) to look for more
creative learning themes; (h) often try to teach by applying AJEL; (i) often gives
reinforcement to the child at school.
2. Discussion
Based on the results of the study before and after treatment were treated turns given to
early childhood tutor very positive impact, in terms of knowledge, attitudes, and skills. Tutor
training early childhood in District Rancakalong appear once the spirit and feel the need for
training, it is evident at the time of training they are rarely absent except for when it is no
Agustusan event. Before the instructor is present and when the training starts they already
exist in the training room. Training time they are excited, the material presented by the
instructor is always considered good. After completion of the training team of researchers
conducted tests, the results are very satisfactory. Thus large changes in their terms of
knowledge, attitudes and skills as a sign that the implementation of a collaborative learning
model based on the tutor early childhood counseling in District Rancakalong Sumedang was
very successful. So most of them are looking forward to returning to training held in District
Rancakalong.
F. Conclusions and Recommendations
The results of the implementation of this model can be concluded that the majority of
early childhood tutors was less independent in their learning from the aspects of knowledge,
skills and attitudes to learning. But after being given treatment turned out to be a lot of
changes in the early childhood tutor.
Suggestions are based on the results of the implementation of this model, intended for
early childhood instructors tutor is expected at the time of training, explained to the tutor on
the importance of early childhood learning independence, discuss the behavior of early
childhood learning with a tutor, the tutor exercises for early childhood learning in the exercise
room by providing training materials that have not described by the instructor, and tutor
directed to early childhood, each capable of learning itself, and able to fill the matter made by
the instructor.
G. REFERENCES
Aprillia, Imas Diana (2010), Model Bimbingan dan Konseling Kemandirian Remaja
Tunarungu di SLB B. Bandung. Proceeding 2ND International Seminar 2010 Practice
Pedagogic in Global Educational Perspective.
Borg, W.R. & Gall, M.D. (1989). Educational Research: An Introduction. New York:
Longman.
Brookfield, SD. (1986) Understanding and Facilitating Adult Learning. Milton Keynes:
Open University Press.
Nurhayati, Eti. (2010). Model Bimbingan Akademik Untuk Peningkatan Keterampilan dan
Kemandirian Belajar Mahasiswa Di Perguruan Tinggi. Disertasi. Bandung. Sekolah
Pascasarjana UPI. Tidak diterbitkan.
Furqon. (2002). Statistika Terapan Untuk Penelitian. Bandung: Alfabeta.

258

Hidayat, Ayi Najmul. (2010). Model Bimbingan dan Konseling Kolaboratif Untuk
Meningkatkan Keterampilan Belajar Siswa SMA. Disertasi. Bandung. Sekolah
Pascasarjana UPI. Tidak diterbitkan.
Ikbal, Muhammad. (2010). Model Bimbingan Perkembangan Untuk Pengembangan Konsep
Diri dan Kematangan Karir Siswa Madrasah Aliyah Di Bandar Lampung. Disertasi.
Bandung. Sekolah Pascasarjana. UPI. Tidak diterbitkan.
Prayitno. (1997). Pelayanan Bimbingan dan Konseling Sekolah Menengah Umum (SMU).
Jakarta. Kerjasama Koperasi Karyawan Pusgrafin dengan Penebar Aksara.
Sukmadinata, Nana Syaodih. (2002). Pendekatan Penelitian dan Pengembangan. Bandung
PPS. UPI.
Sukmadinata, Nana Syaodih. (2005). Konseling, Pembelajaran, dan Kreativitas dalam
Pendidikan dan Konseling di Era Global. Bandung: Rizki.
Zubaedi. (2011). Desain Pendidikan Karakter. Konsepsi dan aplikasinya dalam pendidikan.
Jakarta. Kencana.

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CAREER GUIDANCE MODEL IN EARLY CHILDHOOD TEACHER TRAINING

PROGRAM FKIP UNIVERSITAS ISLAM NUSANTARA (UNINUS) BANDUNG
Ayi Najmul Hidayat
ABSTRACT
Less successful career guidance and lack of career maturity of students in Early Childhood
Teacher Training Program University of Islam Nusantara Bandung one of them due to the
lack of career guidance programs are arranged systematically, and comprehensively.
Therefore, we need a model of effective career guidance program in Early Chidhood Teacher
Training Program Uninus Bandung. The research objective of this unity, the drafting of
hypothetical models. The approach used in this research is a qualitative approach, whereas the
method is descriptive. Subjects were faculty and students. The research data was collected
using questionnaires, observation and interviews. The results show that some students still
feel poorly informed about the work, are less able to determine the choice of a job, are less
able to prepare work plans, are less able to resolve career issues and problems in the work
place. The components of the model of career guidance programs, are: purpose, content of
career guidance services, career guidance service providers requirements, career counseling
techniques, and evaluation. The data were analyzed qualitatively.
Keywords: career guidance program

A. Background
Process in higher education is at least able to develop students to become qualified
human resources, discipline, drive development, and become professionals. Human resources
development in college is an attempt to develop the potential of students to develop optimally.
Therefore, universities should seek to develop the potential of students, and help channel
capabilities. The process of education at an educational institution needs to implement three
service areas are administrative services, teaching and guidance (Mortensen and Schmuller,
1964: 7). The three fields are intended to optimize potential and enhance the development of
student's personality.
Implementation of the field of career guidance services absolutely need to be done in
the education process at the college. This is because a part of the career counseling guidance
and counseling, guidance and counseling while the companion main areas of teaching and
student intellectual development. Guidance and counseling functions and key positions in
education (Rochman Natawidjaja, 1990: 16). Learning is done by the lecturers many touches
on the intellectual, while the non-intellectual students less touches, so the problem is less be
concerned student career
Based on the observations of the research team showed that Early Childhood Teacher
Training Program FKIP Uninus career guidance programs have yet to develop a systematic
and comprehensive manner. Even if the existing ones need to be tailored to the student's
career problems. Efforts to develop programs need to identify bimbigan career preparation
and career maturity of students, examines the factors causing the problems a student's career,
and how the efforts to solve them. On the basis of the conditions of the research team are
interested in doing research on career guidance program model in Early Childhood Teacher
Training Program. FKIP Uninus.

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B. Problem Formulation
Some phenomena, among others: (1) there is a variety of student needs and career
problems, (2) do not have a career guidance program organized in a professional, systematic
and comprehensive, (3) necessary to prepare an appropriate career guidance program student
career issues. On that basis, the formulation of the problem in this study is a model of how the
career guidance program is implemented in the right PGPAUD FKIP Uninus?
C. Research Objectives
In general, this study aims to produce a model of proper career guidance program in Guidance
and Counseling PGPAUD Uninus Bandung.
D. Study of Theory
1. Career Guidance Program
The program is a set of activities or steps that are prioritized for the purpose, as
proposed by Hunger and Wheelen (1993: 17) is a program ... a statement of activities or steps
needed to Accomplish a single use plan. The program consists of several elements, among
other objectives, implementing, type of activity, resource, strategy, and execution time. This
is in accordance with the opinion of Robins (1978: 160) that ".... a program should Contain all
the activities Necessary for Achieving the objectives, and clarify WHO should do, what, and
when".
Based on the above opinion, it can be concluded that there should be a program element
objectives, operational, type of activity, resource, strategy and implementation time.
Semiawan (Ikbal, 2010: 40) argues that career guidance is an aid services to the entire
population in the realization of his life as a meaningful statement of the quality of life of
individuals in the balance of interaction with the community in which he lives is constantly
changing.
The above opinion, explaining that career guidance should be directed to optimize the
potential of the students, so that students feel a meaningful life, and career guidance should be
dynamic by considering the changing demands of society and the world of work.
Thus meaning that career guidance is the guidance given to students by a professional
person in order for the students to recognize, understand, accept and direct potential, and can
plan a career, and career decision making, leading to satisfaction, happiness for herself and
society.
To be an effective career guidance program, let attention to the following factors: (1) to
the provision of career guidance program objectives to be achieved; (2) the details of the
activities to be undertaken; (3) the officers who have expertise in career guidance, are aware
of the function and role, moral, and able to judge yourself, (4) the existence of a positive
attitude of management and other personnel for career guidance, (5) the existence of a
container that manages the program career guidance; (6) there is good coordination between
the staff of career guidance; (7) the existence of a good working system, clear and orderly; (8)
the presence of data recording; (9) the existence of tools for collecting data, (10) the existence
of sufficient facilities and infrastructure; (11) the existence of an adequate budget for the
benefit of career guidance services; and (12) the existence of a cooperative relationship with
the personnel inside and outside the PGPAUD.

261

2. Students Career Issues

Surya (1997: 14) suggests that the problems commonly faced by students career
include: (1) career information, (2) the skills to enter the career world, (3) personal
information, (4) planning a future career, and (5 ) career adjustment. Based on these opinions,
then the problem is the student's career in this study is limited to issues related to career
preparation: (1) information about the job, (2) the determination of employment options, (3)
planning of the work, and (4) problem-solving work.
E. Results of Preliminary Study
Based on the results of data collection by a team of researchers at students showed that
PGPAUD FKIP Uninus London does not yet have a model career guidance program
organized in a systematic, comprehensive, and not based on student issues. In addition, career
guidance programs are not being disseminated evenly to the entire faculty, so some professors
there who do not understand the meaning of career guidance in more depth, and the
motivation, insight, and responsibilities in implementing career guidance is still not optimal.
Objective conditions appear to have been done in the field of career guidance by lecturers to
students, the relationship between faculty and students seem familiar, as well as relationships
with the leadership lecturers Prodi. The objective conditions are contributing factors that can
be used to formulate a systematic career guidance program and comprehensive.
F. Research Methods
The approach used in this study is a qualitative approach, whereas the method is descriptive.
The subject of research is that faculty and students. The research data was collected using
questionnaires, observation and interviews. The stages of the research conducted in this study,
is the preparation phase, data collection and processing as well as the discussion of the results
of research and designing stages hypothetical model.
G. Results and Discussion
The results show that some students still feel uninformed. This is related to information
in addition to being a kindergarten teacher / AR. Difficult to determine the choice because the
information obtained is less detailed and in-depth. Less capable of planning because the
information obtained is less explain the possibilities that will occur in the future. Less able to
solve the problem because career guidance given to students is not based on the analysis of
the problems of students so that students are less interested and less helped in solving the
problem.
Components of a hypothetical model of career guidance program has been arranged
consists of: objectives, materials of career guidance services, career guidance service
providers requirements, career counseling techniques, and evaluation.
H. Bibliography
Dardji Darmodihardjo. (1988). Anak Serta Penjengjangan Pendidikan. : Makalah Konvensi
Pendidikan Nasional Indonesia I. Bandung. Gedung Merdeka.
Gall, M.D. (2003). Educational Research: An Introduction. Boston: Pearson Education, Inc.
Miller, Frank, W. (1978). Guidance Principle and Service,. Sidney: Charles E. Merril
Publishing Company.
Motensen , D.G. and Schmuller, A.M., (1964). Guidance in Today Schools. New York: John
Willey & Sons Inc.
Robbins, Stephen, P, (1978). The Adminiatrative Process. New Delhi: Prentice-Hall of India.

262

Rochman Natawidjaja, (1988). Peranan Guru dalam Pendidikan di Sekolah. Bandung:

Abardin.
_______, (1990). Fungsi Profesionalisasi Bimbingan karir dalam Pendidikan.Pada FIP IKIP
Bandung.
Nana Syaodih Sukmadinata. (2005). Konseling, Pembelajaran, dan Kreativitas dalam
Pendidikan dan Konseling di Era Global. Bandung: Rizki
Shertzer, B. and Stone. S.C., (1980). Fundamentals of Counseling. New York: Hougton
Mifflin Company.

263

CRITICAL POLICY STUDY FOR EARLY CHILDHOOD EDUCATION TEACHERS

TRAINNING PROFESSION
Rudiyanto, S.Pd, M.Si1 (Ketua)
rudiyanto1706@gmail.com
Rita Mariyana, M.Pd2 (Anggota)
ritamariyana@upi.edu
Euis Kurniati, M.Pd3(Anggota)
euis_kurniati@yahoo.com
Ali Nugraha, M.Pd4(Anggota)
alinugrah4@gmail.com

ABSTRACT
Being a professional teacher is a continuous process that refers to the basic standard with
continuous performance assessment. The process of becoming a professional teacher pursued
through academic education and professional education. This study aimed to describe the
policy of professional education Early Childhood Education teachers to improve the
professionalism of early childhood teachers. The study uses descriptive analytical research
methods with quantitative and qualitative approaches. The final product of this research is the
teaching profession education programs that are designed based on the results of research
proven and reliable.
Keywords: Professional, Teacher, Education, Early Childhood
INTRODUCTION
Teachers are professional educators with the primary task of educating, teaching,
directing, training, assessing, and evaluating students in early childhood education, formal
education, primary education and secondary education (PP 19: 2005 pasal 1.1). "Teacher Is
The Heart Of Quality Education." (Bahrul Hayat, 2005) This expression implies that the
teacher is one of the indicators that determine the quality of education. Good or not the
quality of education will be seen from the performance and competence of teachers as
educators implement the learning process.
Teacher education is the key to success, with his professional duties, the teacher helps
the other people (students) to learn and grow; foster the intellectual, personal and social
citizens who entered the school (Cooper, 1982). Teachers motivate students to learn, in
addition to managing the classroom effectively (Barry & King, 1993). For the teacher should
be a facilitator of learning for learners who dyed condensed by the atmosphere warm and
acceptance, realness, openess, prizing, trust, empathic understanding, love, caring (Rogers,
1969; Gordon, 1974; Smith, 1978; Barry & King, 1993; Hendrick, 1994). Teachers should
always pay attention to and understand the atmosphere of the class and the class as a cool
handle, not explosive (Silberman, 1970), because "the language of acceptance is so powerful"
(Gordon, 1974). The attitude of teachers affects the behavior and activities of student learning

Lecturer PGPAUD Indonesia University of Education

Lecturer PGPAUD Indonesia University of Education
3
Lecturer PGPAUD Indonesia University of Education
4
Lecturer PGPAUD Indonesia University of Education
2

264

(Smith, 1978). The classroom atmosphere should be made into a democratic pattern of
relationships "me okay, you're ok" (Beechhold, 1971) in (Prayitno, 2005)
Based Educator Standards in Government Regulation No. 19 of 2005 states that
"Teachers should have the academic qualifications and competencies as agents of learning,
physical and spiritual health, as well as having the ability to achieve national education goals"
which include:
1. The minimum education qualification of Diploma (D-IV) or Bachelor (S1)
2. Educational background in areas or subjects taught
3. Certificate of the teaching profession (at least 36 credits above the D-IV / S1)
In the above Government Regulation, said there are at least four competencies required of
teachers as educators, including:
1) Pedagogic Competence, namely: "The ability to manage the learning of learners that
includes an understanding of the learners, the design and implementation of learning,
evaluation of learning outcomes, and the development of learners to actualize their
potential."
2) Competence Personality namely: "Personality educators steady, stable, mature, wise, and
dignified, become role models for students, and noble."
3) Professional Competence, which is: "The ability of educators in the mastery learning
material is broad and deep that enables guiding learners acquire competency." And
4) Social Competence, namely: "The ability of educators to communicate and interact
effectively with students, fellow teachers, staff, parents / guardians of students, and the
community."
THEORETICAL
Teacher Competency
The term competence (competence) in Indonesian defined as skill or ability. There are several
meanings of competency, including the opinion of experts as follows.
1) "Teacher competency is the ability of a teacher to her responsibility or has performed
duties appropriately". (Uzer Usman, 2000). The ability of a teacher to perform the duties
in a responsible and decent.
2) "... is a knowledge, skills, and abilities or capabilities that a person Achieves, roomates
Become part of his or her being to the exent he or she can satisfactorily perform
particular cognitive, afective, and psychomotor behaviors". (McAshan, 1981) in Mulyasa
(2002).
Competence is defined as the knowledge, skills and abilities controlled by someone who
has been a part of him, so he can do the behaviors of cognitive, affective, and
psychomotor as well as possible.
3) Competence is a set of knowledge, skills and behaviors that must be owned, lived, and
controlled by the teacher or lecturer in performing the duties of professionalism.
The teacher is a position or profession that requires specialized skills as a teacher. This
job can not be done by people who do not have the expertise to undertake the activity or job
as a teacher. To be a teacher is required special conditions, especially as a professional teacher
must master the ins and outs of true education with a variety of other science that needs to be
nurtured and developed through specific training or education period Prajabatan (Usman,
2000: 5). In Big Indonesian Dictionary, is defined as a teacher who teaches his job. However,
in the implementation of educational activities the teacher's task is certainly not just teaching
oriented skill development dimension of the realm of copyright alone but also teachers also
developed the realm of feeling and intention of the learners. Because, in the perspective of

265

educational psychology of teaching, in principle, means the act of a person (teacher) from
others (learners) learning, in the sense of changing the entire dimension of behavior. (Shah,
1999: 222). Meanwhile, according to Surya (2003: 134-135) evaluated from a psychological
standpoint as teachers are: (1) educational psychologists, means a person who understands the
psychology of education and are able to practice it in his duties as an educator; (2) the artist in
human relations (artist in human relations), means that the teacher is the one who has the
ability to create an atmosphere of human relations, especially with the students so that they
can achieve educational goals; (3) forming a group (group builder), which is able to create
groups and activities to achieve educational goals; (4) the catalytic agent or innovator, one
who is able to create a renewal to make things better; and (5) mental health workers (mental
hygiene workers), means that the teacher is responsible for the creation of the mental health of
the students.
METHOD
To solve a problem in a research required regular, well-planned, carefully and
continuously. While the steps that must be done to solve the problems of a study must use
research methods.
The study used the descriptive analytical method with quantitative and qualitative
approaches, this is done by adjusting the main objective to be achieved is to describe, analyze
and explain the whole of the data obtained so as to apply generally.
Identification
and
formulation of
the problem

Determinati
on of
research
methods

Data

Data analysis
and explanation

conclusion

Figure 1. Flow Research

RESULTS AND DISCUSSION
1. Professional Teacher Education Policy Studies
Government Regulation No. 74 of 2008 about Teacher has outlined that the provision
of teacher education institutions under the authority of educators, which can then be referred
to as the supply of university-based teacher. According to these laws, the institution is a
college education personnel assigned by the government to carry out a program to provide
teachers in early childhood education, formal education, basic education, and / or secondary
education, and to organize and develop pedagogy and nonkependidikan. The teacher should
have the academic qualification of at least S1 / D-IV and certified educators. If a teacher has
to have both, its status is recognized by the state as a professional teacher. Law No. 14 Year
2005 on Teachers and Lecturers and the PP 74 about Teacher, has mandated that only
qualified teachers S1 / D-IV field of education and no field of education only qualified as a
teacher. That is, if they have taken and passed the education profession.
Two of these regulations outlined that participants professional education established
by the minister, which is very likely based on the quota needs formations. Especially for the
professional education of teachers, some of the important mandate that can be tapped on the
two pieces of legislation. First, potential participants qualified professional education S1 / DIV. Second, the certificate for the teacher educator is obtained through professional education
programs organized by the college that has a program to provide accredited education

266

personnel, both held by the government and society, and are set by the government. Third,
educator certification for prospective teachers should be done in an objective, transparent, and
accountable. Fourth, the number of students each year professional training program specified
by the Minister. Fifth, the program ends with the professional education competency test
educators. Sixth, educator competency test is done through a written test and a performance
test in accordance with the standards of competence. Seventh, implemented in a
comprehensive written exam that includes mastery: (1) insight or educational foundation,
understanding of learners, developing curriculum or syllabus, instructional design, and
evaluation of learning outcomes; (2) the subject matter is broad and deep in accordance with
the standards of the course content, subject groups, and / or programs that diampunya; and (3)
the concepts of scientific disciplines, technology, or art that is conceptually overshadow the
subject matter, a group of subjects, and / or program diampunya. Eighth, the performance test
carried out in a holistic manner in the form of practice exams.
2. Design Professional Teacher Education
Kartadinata, S (2014: 202) argues that the frame of Professional Teacher Education as
the professionalization of educators spirit is characterized by a unique field of expert services,
which are recognized by the public and the government, the education required a relatively
long and earnestly to master the scientific basis of the arts of the unique services, systematic
training and supervised practice in the process of implementing a non regular arts and
contextual under professional supervision, reasonable compensation, followed by an increase
in professional responsibilities in a sustainable manner.
Based On Teacher Education International Conference held in April 2010 at the
University of Indonesia is no longer question of concurrent and consecutive approach but
emphasizes conceptual coherence-structural approach in teacher education programs and
implementation. Thinking about the whole organization of Teachers' Professional Education
in which squash the juridical issues-academic and teacher education approaches in protracted
debate UPI embodied in the concept of re-design of Teacher Education. Teacher Professional
Education is a process integrity, ranging from the recruitment of prospective students to the
competency test. As affirmed that the Professional Teacher Education includes academic
education and professional education as a whole.
Some reasons for doing Importance Re-Design Professional guru.Pertama education,
meeting the demands of the Law No. 14 Year 2005 on Teachers and Lecturers, which
confirms the teacher as a profession with a number of competencies and their
dipersyaratkannya rights attached to the disabling. Second, to meet the demands of the need
for teachers through strengthened peningkatankualitas content knowledge is done by
strengthening pedagogical knowledge as well as providing practical teaching experience in an
authentic setting.
Contrary to the assumption that being a professional teacher is a continuous process
that refers to the basic standard with continuous performance assessment. The process of
becoming a professional teacher pursued through academic education and professional
education. The process leads to increased knowledge and skills taught through the following
three things: (1) the transfer of teaching experience in an authentic setting, (2) the integration
of theory and practice of learning to teach in the context of practice in practice and (3) takes
place collaboratively in a professional community .

267

3. Draft Competency PPG PAUD UPI

PP 74 Year 2005 on mandates that teacher training and professional development for
teachers includes pedagogical guidance, personality, social, and professional. Coaching and
professional development of teachers referred accomplished through training and professional
development in this regard is the Professional Teacher Education. The program focuses on
four competencies above. However, based on the study of the needs of teachers in the field,
the need for professional guidance for a variety of its essence. The need is grouped into five
categories, namely understanding of the learning context, the strengthening of mastery of the
material, the development of methods of teaching, learning innovation, and experience on the
latest theories. The results of the needs analysis and dietakan formulated in the draft PPG
PAUD graduate competencies as follows;
Competency PPG ECD UPI
No

COMPETENCE

SUB COMPETENCE

1.1. Selecting appropriate learning materials to the child's

1.2.
1

Able to develop curriculum

1.3.
2.1.

Ability to develop a learning

plan

2.2.
2.3.
2.4.
2.5.
3.1.

Able to organize learning

that educates

Able to carry out assessment

of learning

3.2.
3.3.

4.1.
4.2.
4.3.
4.4.

4.5.

Able to develop sustainable

quality learning

Has the attitude and behavior

as early childhood teachers

5.1.
5.2.
6.1.
6.2.
6.3.

developmental level
Applying pembelajran development model for early
childhood
Develop an integrated learning program, contextual
and meaningful according to the child's
developmental level
Develop a complete learning design, integrated to
various age groups and institutions.
Develop learning materials based on the theme
Creating instructional media
Develop learning scenarios
Developing assessment instruments and evaluation
processes and learning outcomes
Utilizing
information
and
communications
technology
The learning environment that is safe, comfortable
and pleasant to facilitate the learning process
Organize learning through play that stimulates the
development of children in an integrated manner in
accordance with the development
to evaluate the process and outcomes of learning
Analyzing the results of the assessment
Documenting the results of the assessment
Using the results of the assessment and evaluation
information to design a stimulation program
development
Communicate results of assessment and evaluation to
stakeholders
Reflect on the learning that has been implemented
Utilizing the results of reflection weeks to the
development of learning activities
Communicate effectively, empathy and courtesy to
the children
Being polite in accordance with the norms
Dressed neat, attractive and cheerful

268

4. Design Curriculum Early Childhood Program Teacher Professional

A. Structure of the Curriculum
The structure of the PPG program curriculum contains subject material packaging
programs for educating learning (subject-specific pedagogy) SSP, and Practice Experience
(PPL). SSP is a learning activity in the form of workshops or workshops. PPL is the provision
of direct experience of learning and education in the partner institutions.
The burden of learning that must be completed PPG PAUD participants are as follows:
1. For S1 luluan PGPAUD / PGTK as much as 20 credits with the details;
a) Workshop SSP (subject-specific pedagogy) 6 credits
b) Establishment of Field Experience Program (PPL) 14 credits.
2. For graduates of non PGPAUD S1 / PGTK much as 40 credits with details;
a) Workshop SSP (subject-specific pedagogy) 20 credits
b) Establishment of Field Experience Program (PPL) 20 credits.
Table 1.
Curriculum Structure PPG PAUD

No Code

Academic Activities
Credits

Event

SKS
S1
S1 NON
PGPAUD PGPAUD

Subject Specific
Paedagogy (SSP)
PPG Participants makes the whole
activity programs for specific age
groups according to the needs and
development of children
Participants AUD PPG-ECD create
early childhood learning device, which
consists of lesson plans, materials,
media, and structuring the learning
environment

10

Workshop
curriculum
development

Learning
Development
Workshop

Workshop on
Assessment and
Development
Packaging AUD

PPG-PAUD
participants
create
assessment instruments early childhood
development

PPG-PAUD Participants Implement

learning for early childhood among
peers

Micro Teaching

PPG-PAUD Participants implement

learning activities to develop aspects of
child development as a whole,
integrated, contextual, meaningful, and
fun through play activities
Reflect on the process, the results of
PPL has been done and designing
learning improvement on an ongoing
basis

12

18

20

40

Field Experience
Program

PPL

Classroom Action
Research

269

b. Mapping PPG PAUD Curriculum Structure UPI

Mapping the structure of the PPG early childhood curriculum was developed based on
the structure of the curriculum UPI PPG PAUD. Mapping is essentially focused on the four
competencies that should be possessed by the teacher as described in the above explanation,
namely pedagogical, personality, social, and professional competence.
1. Pedagogic competence
Pedagogical competence is the ability to be possessed Kindergarten teacher with
regard to the characteristics of learners viewed from various aspects such as physical, moral,
social, cultural, emotional, and intellectual. This implies that a kindergarten teacher should be
able to master the theory of development and learning principles that educate as children as
learners have the character, nature, and different interests.
In addition, a teacher must be able to develop curriculum at the unit level and tailored
to local needs. Teachers must be able to optimize the potential of children as learners to
actualize his ability in the classroom or other learning environment, and must be able to
conduct an assessment of the learning activities that have been carried out. The ability to be
possessed of teachers with regard to aspects observed, namely: a. Mastery of the
characteristics of learners from the physical, moral, social, cultural, emotional and
intellectual. b. Mastery of developmental theory and principles of learning that educates. c.
Able to develop curriculum related to the development of teaching. d. Conducting educational
development. e. Utilizing information and communication technologies for the benefit of the
organization of educational development. f. Facilitate the development of potential learners to
actualize their potential. g. Communicate effectively, empathetic, and courteous with learners.
h. Conduct assessment and evaluation processes and learning outcomes, utilizing the results
of the assessment and evaluation for the sake of learning. i. Taking action to improve the
quality reflective learning.
2. Competence Personality
Execution of duties as a teacher should be supported by a sense of pride to be the task
entrusted to it to prepare for the future quality of the golden generation. Despite severe
challenges and obstacles encountered in the implementation of the task, the teacher must
remain steadfast in fulfilling their duties as an educator. Education is a planned process that is
progressing through the learning process. Teachers as educators must be able to influence the
direction of the process in accordance with the values that are considered good and true in
society. Values include norms, moral, aesthetic, and scientific, ethical behavior affects
learners as individuals and as members of society. Application of good discipline in the
educational process will result in mental attitude, character and strong personality learners.
Teachers are required to be able to membelajarkan learners about self-discipline, learning to
read, to love books, appreciate the time, learning how to learn, obey the rules / discipline, and
learn how to do. They will all be successful if teachers are disciplined in carrying out its
duties and obligations. Teachers must have the ability relating to the stability and integrity of
the personality of a teacher. These aspects are observed: a. Acting in accordance with the
norms of religious, legal, social, and national culture of Indonesia. b. Present yourself as a
person who is honest, noble, and role models for students and the community. c. Present
yourself as a person who is steady, stable, mature, wise, and dignified. d. Shows the work
ethic, high responsibility, a sense of pride to be a teacher, and self-confidence.

270

3. Social competence
Teachers in the public eye and learners is the role model that needs to be emulated and
merupkan kehidupanya role models in everyday. Teachers need to have social skills with the
community, in order to implement an effective learning process. With these capabilities,
automatic relationship with the public school will run smoothly, so that if there is a need by
parents of students, the teacher will not get into trouble. Social skills include the ability of
teachers to communicate, work together, get along sympathetic, and have a pleasant life.
Criteria for teacher performance in relation to social competence are presented below. a. Act
objectively and not discriminatory because the consideration of sex, religion, race, physical
condition, family background, and socioeconomic status. b. Communicate effectively,
empathetic, and courteous with fellow educators, staff, parents, and community. c. Adapting
in place on duty throughout the territory of the Republic of Indonesia that has social and
cultural diversity. d. Communicate with the community's own profession and other
professions in oral and written or other forms.
4. Competence Professionals
Professional competence is the ability to be possessed of teachers in the planning and
implementation of the learning process. Teachers have a duty to direct the activities of
learners to achieve the learning objectives. The teachers are required to be able to convey the
lesson material. Teachers should always update, and master the subject matter presented.
Preparation of material self cultivated by seeking information through a variety of sources
such as reading the latest books, access the internet, and keep abreast of the latest advances on
the material presented. In presenting the lesson, the teacher has a role and duties as a source of
material that never dry in managing the learning process. Teaching activities should be
welcomed by students as an art process management lessons learned through training,
experience, and willingness to learn that is never broken. Pesertadidik liveliness should
always be created and continue to use teaching methods and strategies appropriate. Teachers
can create an atmosphere that encourages pesertadidik to ask questions, observe, conduct
experiments, as well as finding the correct facts and concepts. Therefore, teachers should use
multimedia learning activities, resulting in an atmosphere of learning by doing, learning by
hearing, and learn while playing, as the material context. Teachers should pay attention to the
principles of didactic methodology as a science teacher. For example, how to apply the
principle of apperception, attention, working groups, and other principles.
In terms of evaluation, in theory and practice, the teacher must be able to carry out the
evaluation or assessment in accordance with the objectives to be measured. The type of
assessment used to measure learning outcomes to be true and correct. It is also expected
teachers can arrange assessment instrument properly, so that the instrument is made can be
used to obtain a true picture of a child's development. Ability to be held on the dimensions of
the professional or academic competence can be observed from the following aspects. a.
Master the material, structure, concepts, and supporting scientific mindset of teaching
subjects. b. Mastering the standard of competence and basic competences subjects / fields of
teaching development. c. Develop subject matter of teaching creatively. d. Developing
professionalism in a sustainable manner by taking action reflective e. Utilizing information
and communication technology to communicate and develop themselves.

271

CLOSING
1. The process of becoming a professional teacher pursued through academic education and
professional education. The process leads to increased knowledge and skills taught
through the following three things: (1) the transfer of teaching experience in an authentic
setting, (2) the integration of theory and practice of learning to teach in the context of
practice in practice and (3) takes place collaboratively in a professional community .
2. Coaching and professional development of teachers is done through training programs and
professional development in this regard is the Professional Teacher Education. based on
the study of the needs of teachers in the field, the need for professional guidance essence
diverse nature. The need is grouped into five categories, namely understanding of the
learning context, the strengthening of mastery of the material, the development of
methods of teaching, learning innovation, and experience on the latest theories.
3. Mapping the structure of the early childhood curriculum was developed based on the
structure of the PPG PPG early childhood curriculum. Mapping is essentially focused on
the four competencies that should be possessed by the teachers, namely pedagogical,
personality, social, and professional competence.
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Hamalik, Oemar. (2004). Pendidikan Guru Berdasarkan Pendekatan Kompetensi. Jakarta :
Bumi Aksara
Jalal, Fasli (2002). Pendidikan Anak Usia Dini Pendidikan yang Mendasar. Jurnal Ilmiah
Anak Dini Usia. Vol.03 Hal.4-8.
Muhibbin, Syah, (2001). Psikologi Pendidikan. Remaja Rosdakarya: Bandung.
Mulyasa, E. (2006). Menjadi Guru Profesional Menciptakan Pembelajaran Kreatif dan
Menyenangkan. Bandung : Remaja Rosdakarya
Masnifal, (2013). Siap Menjadi Guru dan Pengelola PAUD Profesional (Pijakan Mahasiswa,
Guru dan Pengelola TK/RA/KB/TPA). PT Elex Media Komputindo : Jakarta
Sugiyono, (2005). Memahami Penelitian Kualitatif. Bandung : Alfabeta.
Sukamadinata, N.S (2005). Metode Penelitian Pendidikan. Bandung: Kerjasama Program
Pascasarjana UPI dengan PT Remaja Rosdakarya.
Usman Uzer, (2004). Menjadi Guru Profesional. Remaja Rosdakarya; Bandung.

272

Language Development and Literacy

in Early Childhood Education

274

THE INFLUENCE OF LEARNING BY LANGUAGE EXPERIENCE APPROACH

TOWARD SPEAKING AND EARLY READING ABILITIES IN CHILD
(Quasi Experiment Study Toward Children of Group B, Kindergarden Plus Quran
Al-Mansyuriyyah, Bandung)
Susan Maulani, M.Pd.
ABSTRACT
This study aim to find out how the influence of Language Experience Approach (LEA)
toward speaking and early reading abilities in child. This study use quantitative research
approach that is quasi experiment by using Nonequivalent Control Groups Design.
Subjects of study are children of Group B, Kinder Garden Plus Quran Al-Mansyuriyyah,
that is Group B1 as experiment class and Group B2 as control class. Each group consist
of 15 children. Data which is needed in this study is speaking and early reading ability
before (pretest) and after (post test) following learning by Language Experience
Approach. The result of pre test and post test is analyzed by using Analysis of
Independent Sample t-test, to find out enhancement difference test of speaking and early
reading abilities of control class and experiment class. The result of study show that
there is significant difference on speaking and early reading ability between control
class and experiment class. This is happened because there is children direct involvement
with object or thing, so childs recall is prominent from ability aspect of remembering
and revealing again. The change is also seen in experiment class in which they are
quicker in responding the question. In early reading ability, child is quicker in relating
the word he/she read with object or picture which represent the reading. By application
of Language Experience Approach learning, child obtain much eases because he/she read
something whose concept has been known. Recommendations for teacher are they can
use Language Experience Approach in Kinder Garden, to develop speaking and early
reading abilities. The next research can promote again the application of Language
Experience Approach learning in developing another aspect such as cognitive aspect or
fine motor aspect.
Keywords: Language Experience Approach, speaking, early reading.
INTRODUCTION
Background
Kinder garden is one form of early childhood education which handling children ages 4
6 years old. According the experts, this age is golden age in which in this age children
have period of sensitivity. Children begin sensitive to receive various development
efforts for their potency, included language development.
In communicating, language is important tool for everyone. Through language,
someone or child will capable to develop the ability to mingle with others. The mastery
of this skill in social environment is began with mastery of language ability. Without
language, someone will not capable to communicate with others.
Childs speaking ability toward others is important requirement in order to
become part of group in his/her environment. By speaking ability, children are accepted
easier by their peers. Beside, by ability to speak well and confidently, child can influence
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others or peers who behaved less good to become polite. Good speaking ability can also
become modality for child to become leader in his/her environment, compared to child
who doesnt have good speaking ability. From explanation above, it can be concluded
that speaking ability is very important to be developed since earlier. That development is
done by giving appropriate and effective stimulation.
In addition to speaking, another language ability which is no less important is
reading ability. Speaking and reading have tight connection, as revealed by Tarigan
(1994: 3) that there is very tight relationship between the development of spoken
language and readiness of reading.
Beside that, speaking ability is also very influential toward reading ability. In
accord with Lobans study in 1960 (Endah Susilawati, 2006) that:
Show interestedness of language art, the group of children who where high in
general language ability were also high in reading ability, while those who were
low in general language ability were also low in reading ability.
Children who were high in spoken language ability will influence their reading
ability, while children who were low in spoken language ability were also low in reading
ability.
Speaking and reading ability will also success if speaking and reading learning is
designed and implemented with joy (joyful learning) and appropriate with children
development.. The atmosphere which is joyful and full of passion will make children like
and able to enjoy various activities included speaking and reading activity, because one
of children characteristic is their short term concentration. Thus when the activity is
joyful and full of passion, it will make children endure in that activity.
One of approach which is used to develop speaking and reading ability is Language
Experience Approach (LEA).
Learning by Language Experience Approach principally use child experience as
teaching material of speaking and reading, begin with direct experience, than teacher and
child discuss child experience. From that experience teacher make some notes or record
of experience, it could be simple pictures or pictures sequence which is labeled in accord
with childs experience, it could be words which are spoken by child then written by
teacher. It could be combinations of picture and word which more detail.
Child experience become priority in speaking and reading learning because learning
which related with closest thing and meaningful for child will make child easier to learn
it.
This is supported by one of characteristic which is very prominent in the way of
early children learn that is their behavior orientation abound with here and now situation
so all learning efforts departed from what is brought by children because new
understanding can be build if students willing and capable to relate new things they find
with what they had been known and understood before (Musthafa, 2008 : 89).
Language experience approach also can integrate language skill components,
because child learn to read in communication context where reading occur in speaking
and listening combination, such as stated by Fisher (1977) The Language experience
approach is based on the interrelatedness of language and reading. Pupil learn to read in
a communication context where reading occur in conjunction with talking, listening.

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Miller (Dhieni, 2005 : 5.18) stated the power of language experience approach
particularly is enable children to use their own experience as learning material of
speaking and reading.
Based on the elaboration of problem above, this study focused on Learning
Application by Language Experience Approach in enhancing early speaking and reading
abilities toward Kinder Garden children.
Aims
1. To find out whether there is difference of speaking ability between children who
get Language Experience Approach treatment (experiment group) with children
who do not get Language Experience Approach treatment.
2. To find out whether there is difference of early reading ability between children
who get Language Experience Approach treatment (experiment group) with
children who do not get Language Experience Approach treatment.
The Benefit of Study
1. Theoretical Benefit
It is hoped that the result of this study can prove empirically about learning influence by
language experience approach in enhancing speaking ability and early reading ability of
Kinder Garden children.
2. Practical Benefit
It is hoped the result of this study is beneficial for Kinder Garden teachers in developing
language ability particularly speaking ability and early reading ability by Language
Experience Approach.
The Method of Study
The method which is used in this study is experiment method by using Quasi Experiment
Design. The form of this quasi experiment design is non equivalent Control Group
Design.
This study was conducted in Kinder Garden Plus Koran Almansyuriyyah, Gegerkalong
Bandung. The subjects of this study are children of group B, age of 5 6 years old. Two
classes are determined as experiment group and control group.
THEORETICAL BACKGROUND
Language Experience Approach
1. Definition of Learning Experience Approach
According to Dictionary of reading (in Sumarni, 1994 : 16).
Language experience approach is an approach in learning to read in which students or
groups own word written down and used as materials of instruction for reading, writing,
speaking and listening.
This is in accord with what is expressed by Marcia (2006):
The language experience approach is a whole language approach that promotes reading
and writing through the use of personal experiences and oral language. It can be used in
tutorial or classroom setting with homogeneous or heterogeneous groups of learners.
Based on review toward the definition of language experience approach which
had been explained, it can be concluded that language experience approach is an
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approach in reading learning which emphasize the role of child experience as learning
material. Experience in this case is important because from this experience someone will
possess the concept which later will be generated in the form of language.
2. The Principle of Language Experience Approach
There are some principles which need to be noticed by teachers in early reading learning
by Language Experience Approach. Those principles are explained by Cramer (2004)
and also Staufler (in Sumarni, 1994). Those principles among other are:
First, spoken language and experience bridge the distance between spoken
language and writing, when language and experience is made to become speaking and
reading learning, speaking and reading learning will become easier, because spoken
language experience is basic of written language experience. Because every children
always acquire their spoken language before they acquire written language.
Second, speaking and early reading learning is arranged based on child
experience. Language and experience have very tight connection because language is
experience expression, and experience need language for expressing it.
Third, language intended to find the meaning and the best way to obtain it is by
usage and practice which is meaningful, in age toward entering school (4 6 years old)
child has own the experience about the meaning and concept which adequately made to
become basic of speaking and early reading learning.
Forth, there is relation among what is seen, what is done and what is spoken by
human being. This show that experiences owned by human being is interrelated and
supported each other. In other words, one experience will support the realization of
another experience. And the existing experience is basic to obtain new experiences.
Fifth, if language will be taught effectively so teaching should be based on
language usage functionally. This imply that whether a language teaching is effective or
not is very influenced by the meaningfulness of material which is given in the sense that
material which is taught related or appeared in learners daily situation.
Sixth, constructive experience support learning and understanding process. This
imply that learning process which is based on meaningful experience will facilitate
understanding thus enable the success into learning process.
3. The Strength of Language Experience Approach
Language Experience Approach has some strengths in language learning, according to
Fisher (1977) and Slocumb and Travis (1997) is as follow:
a. The content of meaningful reading
In principle, in early reading learning by Language Experience Approach, children
express their meaningful experience for them and teacher write that experience thus what
is read by children is what has been passed through by them. It is important to write the
experience to become a part in reading process so children read what they have been
known and understood because its concept and word have been familiar for children and
they can read it easily.
This is in accord with statement of Russefendi (Kasmad, 2006: 22) who
distinguish between rote learning and meaningful learning. Rote learning is learning
through remembering what has been obtained while meaningful learning is learning
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process where new knowledge learned is connected with knowledge which has been
possessed before.
b. Children read their own language
Because reading material derived from children words, thus reading become easy.
Children view that their spoken language can be written as material for reading.
c. Language Experience Approach involve all components of language skill.
According to Fisher (1977) The language experience approach is based on the
interrelated of language and reading. Pupil learn to read in a communication context
where reading occur in conjunction with talking, listening and writing. Thus, when
teacher use language experience approach in class, naturally teacher has integrated four
components of language that are listening, speaking, reading and writing.
d. Reading is an active process
Language experience approach make reading become an active process. Speaking
express the experience. Question- answer, talking, discussion is part of this approach.
Children actively involved in determining what reading material he will be read.
Another advantage obtained from language experience approach in Cairney (2008) are:
1. confidence as language users
2. growing vocabulary
3. growing awareness and knowledge of concepts of print
4. an awareness that written texts carry meaning that can be understood and shared
5. a growing understanding that words and pictures together can communicate meaning
The quote above show that another benefit of language experience approach is
confidence as language users, growing vocabulary, growing awareness and knowledge of
concept of print, awareness that written text carry meaning that can be understood and
shared, a growing understanding that words and pictures together can give a meaning.
This is in accord with statement that one of best way to support children conceptual
development is by involving children into various kind of activity or concrete experiences
such as doing field trips, giving various opportunity to children to observe various
objects, concrete experiences with sciences (for example pour water on plant, feed pet
animals, etc). And to help children to internalize their new experiences, various follow
up activities are needed, one of them is by holding group discussion or talking together
(Musthafa, 2008: 43).
Discussion, question and answer, talking is part of language experience approach.
Question and answer method is a method in language development which can give
stimulus in order that children actively in thinking, through teacher questions, children
will try to understand and find the answer. According to Soetomo (Dhieni, 2005: 7.14),
question and answer is a method where teacher ask the question to be answered by
children. Or vice versa, children ask the question to be answered by teacher.
The goal of question and answer method in Kinder Garden according to Dhieni (2005
: 7.15) is following:
a. Practicing childs courage to propose their opinion.
b. Practicing childs courage to propose their opinion.
c. Training child in talking with good intonation.
d. Developing childs vocabulary and words repertory.
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e. Training child to respect others opinion.

f. Training child to be willing to listen others question and answer.
Talking is also become part of language experience approach. Talking is one of form of
communication among individuals. Communicating is two way process. In order that
communication occurred in conversation, listening skill and speaking skill are needed.
To talk effectively, learn to listen and learn to speak is equally important.
Hildebrand (Moeslichatoen, 2004: 26) suggested that talking means
communicating each others thinking and feeling verbally or realizing receptive language
ability and expressive language. Talking can also means as dialog or as realization of
receptive and expressive language in a situation.
Some important benefits which can be felt in application of talking is explained
by Moeslichatoen (2004: 94) among others:
(1) Increasing childs courage to self actualization by using language ability
expressively; stating the opinion; stating the feeling, stating the willingness and need
orally.
(2) Increasing childs courage orally about what should be done by his/herself and other
children.
(3) Increasing childs courage for build the relationship with other children or his/her
teacher to weave the pleasant social relationship.
(4) By child frequently getting the opportunity to put forward his/her opinion, feeling
and wiliness, it will increase child ability to build his/her identity.
(5) By holding talking activity frequently, more and more new information which are
obtained by children which sourced from teacher and other children. Information
dissemination can enlarge childs knowledge and insight about aim and theme which
are determined by teacher.
4. The Application of Language Experience Approach
Generally, concept which is contained in usage of Language Experience Approach is
determine what focus which will be discussed with children. This focus can comprise:
cooking practice, how plant or flower can grow and develop; plan a field trip; make
various kind of experiments in class, etc. Children tell their experience to teacher
through question-answer and talking.
The procedure of Language Experience Approach usage which is applied in
Kinder Garden, according to Morris (1986: 6) are:
1. Experiencing.
2. Discussing the experience.
3. Making some record of experience (words, pictures, photographs).
4. Finally, using the recorded experience for further reading.
a. Direct Experience
Children explore the environment by seeing, listening, touching, smelling and feeling.
When they are exploring, all senses are involved to manipulate the existing objects.
According Hildebrand (Moeslihatoen, 2004: 25): because learning process of Kinder
Garden children is more emphasized in doing than listening the lecture, thus teaching
Kinder Garden children is more than providing material and activity so children learn in
accord with their experience and make the conclusion by their own thinking. It means
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that through direct experience, it is hoped that children obtain broad opportunity to do
activity and confronted with various materials which can attract their attention, fulfill the
need of curiosity and conduct the study toward facts which is faced directly.
b. Discussion about experience
After first step that is children involve actively in activity, teacher discuss or do questionanswer and talking with children about the experience which have been done in first step.
a. Make some notes or record of experience (word, picture, photograph)
1) Teacher make record of children experience, it could be simple picture or
sequence of pictures which is labeled in accord with children experience.
2) The record of experience also could be words spoken by children then written by
teacher, or detail combinations of picture, word, photograph, etc.
b. In final step by using note or picture in third step, teacher hold discussion again and
read again the notes and pictures together with children.
The steps of learning application by Language Experience Approach which is
explained by Morris above have suitability with theory of Bruner (Wilis Dahar, 1988:
118) who proposed that learning modus of children follow 3 stages of representation in a
series, that are: enactive stage, iconic stage, and symbolic stage.
1. Enactive stage, that is a stage of knowledge learning where the knowledge is learned
passively, by using concrete objects or using real situation.
2. Iconic stage, that is a stage of knowledge learning where the knowledge is
represented (realized) in the form of visual imagery, picture or diagram, which
describe concrete activity or concrete situation which is contained in enactive stage
above.
3. Symbolic stage, that is stage of learning where the knowledge is represented in the
form of abstract symbols that is arbitrary symbols which is used based on people
agreement in field concerned, whether verbal symbols (for example alphabets,
words, sentences), mathematical signs as well as another abstract signs.
The implication of Bruners theory in learning process are: (a) confront children to
real situation; (b) children will try to compare the reality out of them to mental model
which has been possessed; and (c) learning activity of third stage that is learning stage by
using symbolic representation modus.
In applying the stages of learning by Language Experience Approach above, teachers
should pay attention to three dimensions of learning that are: (1) Modeling- teacher
should give good examples to be imitated by children, (2) Involvement- children should
be involved actively in learning, (3) Consistency- teachers should be consistent with what
they do.
Result of Study
The result of study show that learning by using Language Experience Approach can
enhance speaking ability of children of Kinder Garden Plus Koran Almansyuriyyah based
on data analysis of average score of speaking ability pre test in children of control group
as much as 26.25 and average score of speaking ability pretest in children of experiment
group as much as 26.56. This show that there is not significant difference in speaking
ability of children in control group and experiment group where control group show
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speaking ability score in group which almost the same from experiment group with score
average difference as much as 0.04 between control group and experiment group. Then
after posttest was administered, score of control group enhance to become 41.00 while
experiment group enhance to become 48.44. This means that in two groups there is
enhancement but experiment group obtain higher score enhancement. Thus, it can be
concluded that learning by using Language Experience Approach can enhance speaking
ability, by seeing the result of posttest between two groups there is score average
difference as much as 7.44 which is bigger in experiment group than in control group.
This enhancement also can be seen in N-Gain of experiment group that is 3.04 which
means that there is higher enhancement in experiment group than control group that is
2.01.
The result of study also show that learning by using Language Experience
Approach enhance early reading ability of children of Almansyuriyyah Kinder Garden.
Based on data analysis, the average score of early reading ability pretest of children in
control group is 19.31 and the average score of early reading ability pretest of children in
experiment group is 19.75. This show that there is no significant difference of early
reading ability of children in control group and experiment group where control group
show early reading ability score in group which almost the same from experiment group
with average score difference as much as 0.44 between control group and experiment
group. Then after post test was administered, control group enhance as much as 27.31,
while experiment group enhance as much as 30.38. It means that for two groups there is
enhancement, but score enhancement is higher in experiment group. Thus, it can be
concluded that learning by using Language Experience Approach can enhance early
reading ability, by seeing post test result between experiment group from control group.
This enhancement can be seen in N-Gain of experiment group that is 1.32 which show
there is higher enhancement in control group that is 0.99.
Discussion
The significant enhancement in experiment group which is caused by learning process by
Language Experience Approach in Kinder Garden, give new experience for children.
Contextually, children get many things specially in language ability or communicating
orally. Language Experience Approach in children language development can practice
them to speak fluently, because in experiment group there is direct involvement of
children with object or thing, so children recall will prominent from ability of recall and
reveal again. The change also seen in experiment class where children become more
confident, enthusiast and quicker in responding the question, as revealed by Cairney
(2008). Another benefit which is obtained from language experience approach is: (1)
confidence as language users (2) growing vocabulary. Different from control group
which depend on teacher words (children do not involved directly with real object), with
resulted in children ability to recall and reveal again which is low, and they seem
doubtful in responding the question.
Language Experience Approach can fulfill childs need to actively involved in
child language development. Through Language Experience Approach, child get new
experience in development of speaking and language ability. According Hildebrand
(Moeslihatoen 2004: 25) because learning process of Kinder Garden children more
emphasized on doing than listening the lecture, then teaching Kinder Garden children is
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more than giving material and activity in order that children learn in accord with their
own experience and make conclusion by their own thinking. It mean that through direct
experience, it is hoped children get broad opportunity to do activity and exposed to
various materials which can attract their attention, fulfill the need of their curiosity, and
conduct the study toward facts which is faced directly. Direct experiences can help
accelerate and enrich childrens conceptual development and also enrich their word
repertoire (Musthafa, 2008:43).
Through concrete experience, children can convey the ideas in their mind and
capable to response the question, and ask the question in accord with their experience.
According to Freunbel (Moeslihatoen, 2004: 72), what will be shown and done by
children departed from their understanding about something they observe. In this case,
children need a process to understand the experience in order to realize a real work.
This is in accord with statement that one of good way to support children
conceptual development is by involving children into various kind of activity or concrete
experiences such as doing field trips (visiting various places), providing various
opportunity for children to observe various object, concrete experiences with science (for
example pour water on plant, feed the pet animal, etc). And for helping children to
internalize their new experiences, various follow up activities are needed, one of them is
hold talking together or group discussion (Musthafa, 2008: 43). Discussion also become
part of language experience approach because after children doing the activity, teacher
invite them to discuss about the activity which has been done.
There is significant enhancement in experiment group in early reading ability.
This is because learning by using Language Experience approach is appropriate to be
used to early reading development. The change which happened to children of
experiment group is they recall easier the words indicated and they are able to read it.
Child is quicker in connecting the words he/she read with object or picture which
represent the reading, by Language Experience Approach, children get much ease
because children read something whose concept have been known by them, such as
revealed by Steinberg (Tampubolon 1991: 66): the principle of early reading is that
reading material should be consist of words, phrases and sentences. It means that reading
material should have the meaning which can be understood by children. Furthermore, it
also means that learning materials should be strongly related with children experience, or
something they ever experienced. Reading especially based on ability to understand
spoken language. By reading ability, understanding the meaning from writing can also
be done easily. If children understand the meaning of bread, juice in spoken
language, it is easier for them to learn reading with those materials. The ability in
understanding spoken language is important basis to learn early reading. This is in
accord with opinion of Lisa et al (1997) that: The language from the children; content
based on experience, children able to read the text and foster active participation in
reading. Differ from experiment group who are relied on reading only, they find
difficulty in reading a word and they lack the ability to connect the word they read with
object or picture which represents reading.
Concrete experiences make children easier in reading. This imply that to develop
early reading learning, it is preferable to introduce the words which refer to objects close
with children world, and learning with language experience approach had did it before
children are invited to read preceded by activity which involve children actively then
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discuss with children about that experience and teacher write or make card of words
which connected with activity which has been passed through by children in accord with
procedure of language experience approach in Kinder Garden which is revealed by
Morris (1986: 6) that is: (1) Experiencing (2) Discussing the experience (3) Making some
record of the experience (words, pictures, photographs) (4) Finally, using the recorded
experience for further reading.
Grace (Kabanga, 2008) mention that one factor of children environment which
should be noticed in reading acquisition is giving reading material which meaningful for
children, distinguish between rote learning and meaningful learning. Rote learning is
learning through memorizing what have been obtained while meaningful learning is
learning process where the knowledge which has been learned is connected with the
knowledge which has been possessed before. Russefendi (Kasmad, 2006: 22).
Beside that, to support children reading development, according to Musthafa
(2007): involve children into activity of thematic and meaningful reading (in accord with
life experience or activity which is experienced by children). Language Experience
Approach has some strengths in language learning. According to Fisher (1977) and
Slocumb and Travis (1997), one of them is the content of reading which is meaningful.
Principally, in early reading learning by Language Experience Approach, children reveal
their experience which is meaningful for them and teacher write that experience, thus
what is read by children is something they have passed through. It is very important to
write the experience to become part of reading process so children read what they have
been known and understood because its concept and word is familiar for them and they
can read it easily.
Cairney (2008) suggested that another benefit which is obtained from language
experience approach is: (1) growing awareness and knowledge of concepts of print (2) an
awareness that written texts carry meaning that can be understood and shared (3) a
growing understanding that words and pictures together can communicate meaning.
Learning which is based on children language experience make learning without
burden, so the possibility to be success will be high. And make children capable to
connect their experience in logical and systematical series. This give very positive
influence and very needed by children in developing their experience about reading
because children capable to read the symbol form from idea they have mastered. It is
differed to reading activity which is began with memorizing alphabet and spell it to
become a word. As revealed by Cramer (2004) and also Stauffer (Sumarni, 1994),
language is to find the meaning and the best way to acquire it is by meaningful using and
practice. In age toward entering school (4 6 years old), children have experience about
meaning and concept which are adequately to made to become basic in speaking and
early reading learning.
Conclusion
1. There is speaking ability difference between children who are given treatment by
application of Language Experience Approach with children who do not get the
treatment. Speaking ability enhancement of experiment group is higher compared to
control group.
2. There is difference of early reading ability between children who are given treatment
by application of Language Experience Approach with children who do not get the
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treatment. Early reading ability enhancement of experiment group is higher

compared to control group.
Suggestion
Based on conclusion of study result and findings during the study about speaking and
early reading ability through learning by using Language Experience Approach, some
suggestions can be proposed as following:
a. Teacher can use Language Experience Approach in Kinder Garden to develop
speaking ability and early reading ability.
b. Teacher should involve children actively in learning, such as doing experiment with
real object, and through concrete experiments because by that children capable to
create, manipulate, and develop their idea, therefore children speaking ability can be
developed more by those concrete experiences. Such was the case with early reading
ability, because childrens reading material is based on experience that will make
them read it easily.
c. Bearing in mind the importance of learning which appropriate with children
development, teacher need to chose approach and method which is varied and joyful
included Language Experience Approach, thus learning in Kinder Garden will not to
become burden; one of them is language development aspect which included
speaking ability and early reading ability.

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EFFECTIVENESS OF THE USE OF IMAGES ON MEDIA STORYTELLING

ABILITY OF KINDERGARTEN CHILDREN
Rakimahwati
Jurusan Pendidikan Guru Pendidikan Anak Usia Dini
Fakultas Ilmu Pendidikan Universitas Negeri Padang
Abstract
This research on the background of the background by the lack of variety of media and
methods used by teachers in the use of media bercerita.Guruhanya magazines and ask the
child to tell a story. Based on the media, visible child it difficult to express words that will be
told and many children remained silent when asked to tell a story. This study aims to
determine the effectiveness of media images on children's storytelling ability. The method
used is a quantitative approach in the form of quasy experiments. Based on the results of the
study of media images have a significant influence on the ability to tell the child.
Keyword :Picture media, Ability to story
Background of the Study
Education is a very important thing for children. The education should be given
appropriatewith the child's developmental age. One form or pattern of education is the
provision of education in early childhood through institutions kindergarten (TK) as stated in
Law No. 20 of 2003 on National Education System (SISDIKNAS) of Article 28, paragraph 3:
early childhood education in the formal education that aims to help students develop the
potential within the child that includes moral and religious, social, emotional, independence,
cognitive, language, physical motor as well as art education to enter elementary school (SD).
In early childhood, not only playing as a form of life skills in obtaining skills, but
children also can receive a variety of learning academic knowledge in their preparation for
entering the next elementary education. At this time, children experience a period of time
sensitive or sensitive in receiving a variety of efforts to develop its full potential as: religious
values (moral), physical, motor, cognitive, language, social emotional. Language as one
aspect of development which should be developed in early childhood is a medium of
communication so that children can be part of a social group.
Language development basically started since the first cry of the baby, because the
baby's cry can be thought of as the language of the child. Crying for children is a means to
express the will of the soul. This is called expressive language which baby's crying is a
language in expressing his wishes and feelings through the crying. Four aspects of language
skills, ie listening or listening, speaking, reading, and writing. Children must be able to master
all four aspects of language skills.
Human life cannot be separated in the language. They should be able to use language
as a tool of communication, even to the level of their thinking with regard to language.
Through language, children can express their ideas, thoughts, feelings to others both orally
and in writing they will be easy to socializing and easy to adjust to the environment.
The provision of early stimulation is important for further development of the
children, one aspect of child development is the language. Language is an important aspect of
development in early childhood, due to the language the child can communicate with people
around. The communication can be done through storytelling, storytelling is a means of
communication to express, declare or express thoughts, imagination, ideas and feelings to
others. To be able to tell the necessary specialized skills, good memory, techniques variation,

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and also fun for children, therefore they need for training so that children are able to develop
all of his imagination.
To assist children in expressing the incident, experience or mood it is necessary to
reform the media to develop the ability to tell stories, the media image of the media including
the concept of knowledge, inserting and removing imajinsi child.
Bachri (2005: 10) statedstorytelling is told something that tells the story of an act or an
event and delivered orally with the aim of distributing the experience and knowledge to
others. Farida Nura'ini in Kurniya (2010: 12) stated that the child thought was a picture. In
other words, natural language is the language of children's cognitive picture. All the
information she received, would he mind his own thinking in the form of concrete, a suitable
form to convince the process information.
For activities, the teachers prepare the illustrated story based on the theme. Then, ask
the child to recall what children remember about the picture. Teachers give children the
opportunity to tell the appropriate experience and imagination.
Based on observations of researchers in the field, this time using only teacher of media
picture and asked to tell the children the picture. In addition, the lack of variety in storytelling
teacher that makes kids glued to the picture. There are still many children did not, and have
not been able to recount an event. Teachers do not give children the opportunity to tell the
appropriate imagination.
From the above problems, the researchers are interested in developing a child's ability
to tell through the medium of drawing. This media picture means in the form of picture that
appropriate to the theme and be colored. Children were asked to tell the image that
corresponds to the topic corresponding sub-themes. Here the child's imagination will grow
and be able to express what their minds.
The goal is to get children to express what in children thinking based on the existing
topics. Children can also train the courage to speak and provide opportunities for children to
be able to compose a good word to be able to communicate well.
Methodology
Based on the problems studied, the shape of this research is quantitative quasy types of
experiments (quasi-experimental). The population in this study was a kindergarten Aisyiyah
East West Pasaman archipelago. TK Aisyiyah East Nusantara is under the leadership of Mrs.
Aniarti and cared for by seven educators. With the number of children up to 70 children.
In this study, the selection of the sample using purposive sampling technique in which
the technique is based on the consideration for the purpose tertentu.Berdasarkan way over,
then the class that will be used in this study was used as the experimental class B1 group with
the number of children 16 and B2 groups used to control class the number of children 16.
This instrument uses a Likert scale for the assessment. According Sugiyono (2011: 93)
item instrument that uses a Likert scale has gradations from very positive to very negative,
which can be either words. For the purposes of quantitative analysis, the answer can be given
a score, as follows: a) Excellent; b) Good; c) Good enough; d) Less well; e) Not good
The validity of the items or the validity of the items, according Sugiyono (2012: 363)
validity is the degree of permanence of the data occurs in the research object with data that
can be reported by the researchers. An instrument is said to be valid is that the data did not
differ between those reported by researchers with data that actually happens to the object of
research.

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Instrument reliability, according Arikunto (2010: 221) Reliability refers to the notion
that something fairly reliable instrument to be used as a means of collecting data because the
instrument is good. Testing the reliability of the instrument is done with alpha formula.
The data analysis technique used in this study was to compare the difference of the
two average values, so it is done with the t test (t-test). But before the first test of normality
and homogeneity tests.
Normality test aimed to see if the samples are normally distributed or not. In Syafril
(2010: 212-214), is used to test the normality Lilliefors test. Test of homogeneity in Syafril
(2001: 69) aims to determine whether the class data sample in this study has been derived
from a homogeneous population. To test the homogeneity testbartlett.
If you already know a normal distribution of data and analysis of new homogeneous
data according to predetermined analytical techniques, is to find a comparison using the t-test.
Test data have been obtained with the t-test formula in Syafril (2010: 176).
Result And Discussion
To be able to draw conclusions from the results of the research, hypothesis test using
the t test. Before performing the t-test first tested for normality and homogeneity tests of the
research results.
Based on the normality test experimental class and control class derived price L0 and
Lt on the real level of 0.05 for N16 that the experimental class L count value 0.1318 is
smaller than 0.213 to 0.05 L tables. Thus the value of the experimental class derived from
normally distributed data. To control class derived L 0,1632lebih count less than 0.213 to 0.05
L tables. This means that the data control class is also derived from the data were normally
distributed.
The results of the homogeneity test calculations showed that the X2count experimental
class and control classes are smaller than the X2table (X2count equal to 2.4177 < X2table at 3.841),
mean experimental class and control class has a homogeneous variance.
Based on the results of hypothesis testing using t -test obtained t of 4.26 . While the
significance level ttable to 0:05 ( 5 % ) with a df of 28 is = 2.0423 . Thus it can be seen that
tcount smaller than the significance level ttable 0:05 ( 5 % ) is 4.26 > 2.0423 . So we can say H0
ditolakdan Ha accepted.
So, it can be concluded that there are significant differences between the results of
children's ability to tell the experimental class (B1) which use the media picture with the
control class (B2) that uses storytelling transactions are carried out directly from the image in
kindergarten Aisyiyah East West Pasaman archipelago.
Based on the research capabilities of children storytelling in the experimental class and
the control class, the result value of the average grade child's ability to speak in class
experiments (group B1) is higher than in the control group (group B2). After the hypothesis
using the t test, it had a significant influence.
Storytelling ability is an ability that should be developed for each individual, so that
the child will be easier to express thoughts orally. Mulyasa (2012: 116) stated the language is
the ability to express what is experienced and thought by the child and the ability to grasp the
message of the speaker. Thus storytelling in the context of the communication can be
considered as an attempt to influence others through speech and narrative about something.
To help children in the event that said something verbally to others, we need a creative
medium that children are able to recall events experienced or seen before. Therefore, to use
the media as a new media image.

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Bachri (2005: 10) stated storytelling is told something that tells the story of an act or
an event and delivered orally with the aim of distributing the experience and knowledge to
others.
While the Farida Nura'ini in Kurniya (2010: 12) stated that the child thought it was a
picture, this picture story the media is concerned with a child's imagination through pictures
bercbahasa topic seen. In learning to use media images, the teacher serves as a facilitator,
which will provide guidance and examples to children. Liveliness of children in finding story
ideas based on his imagination and daring to tell others emphasized on the use of media
images.
Conclusions And Discussions
The results obtained that there are differences in the average value of the results of an
experimental class storytelling abilities (B1) with a control class (B2) in kindergarten
Aisyiyah East West Pasaman archipelago. It is proven that by using media images can affect
the ability to tell the child. So that the average value obtained from the experimental class was
higher (75.5) than the control class (86.75).
After being tested the hypothesis, it turns out the results are tcount<ttable where 4.26>
2.042 as evidenced by the of 0.05 significance level, this means there is a significant
difference between the results of the child's ability to tell the class experiments using media
images to tell the control class which uses the magazine to tell.
Media picture gave the significant results on the ability of telling a story, this was due
to several factors of effective learning activities, teachers and children were equally
enthusiastic in storytelling. Then the theme used when the research is a theme close to the
child, which is the theme of the universe with the sub-theme of celestial objects, natural
phenomena and the earth and the sky so that the children feel happy in storytelling. This study
is expected to give significant results for the advanced researcher can take reference for other
researchers.
References
Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu Pendekatan Praktik. Edisi Revisi.
Jakarta: Rineka Cipta.
Jensen, Eric. 2008. Brain-Based Learning. Yogyakarta: Pustaka Belajar.
Kurniya, Anita. 2010. Pengaruh Penggunaan media cerita bergambar Terhadap Peningkatan
Keterampilan Menyimak dan Membaca pada Anak Berkesulitan Belajar kelas II SDN
Petoran Jebres Surakarta.
(http://eprints.uns.ac.id/3404/1/173522312201007441. pdf, diakses pada tanggal 12Februari
2014, Jam 14.15)
Mulyasa. 2012. Manajemen PAUD. Bandung: PT Remaja Rodaskarya.
____________. 2009. Belajar Membaca Yang Menyenangkan Untuk Anak Usia Dini. Jakarta:
PT Elex Media Komputindo.
Sugiyono. 2012. Metode Penelitian Kuantitatif, Kualitatif dan R & D. Bandung: Alfabeta.
____________. 2013. Metode Penelitian Pendidikan. Bandung: Alfabeta
Syafril. 2010. Statistika. Padang: Sukabina Press.
Wiyani, Novan Ardi & Barnawi. 2012. Format PAUD. Jogjakarta: Ar-Ruzz Media.

289

COMMUNICATION ABILITY OF EARLY AGE CHILD WITH EMOTIONAL

DISORDER IN EAST NUSA TENGGARA
Oktovianus Halla 1), Beatriks Novianti Bunga 2), Indra Yohanes Kiling 3)
Fakultas Keguruan dan Ilmu Pendidikan, Program Studi PG PAUD 1, 2)
Fakultas Kedokteran, Program Studi Pendidikan Kedokteran 3)
Universitas Nusa Cendana
E-mail: oktovianushalla@gmail.com 1)
E-mail: boenga.eve@gmail.com 2)
E-mail: iykiling@gmail.com 3)
ABSTRACT
Early age children with disabilities is a group that susceptible to stigma and discrimination.
Therefore, World Health Organization and United Nations Childrens Fund on year 2012
declared a global agenda to address the needs of inclusive ECCD to increase the participation
and development of early age children with disabilities. In respond to that agenda, it is needed
to first understand the particular needs of early age children with emotional disorder such as
their communication ability, before they can be included into an ECCD service. This research
aims to describe the communication of early age child with emotional disorder in Kupang,
East Nusa Tenggara. The child shows insignificant performance in verbal communication
skills like linguistic content, structures and the use of language. Meanwhile in non verbal
communication skills such as face expression, body gesture and hand gesture, the child
showed considerable performance. The research method used was qualitative and data
collecting methods are direct observation to the child and interviews to the subjects parents.
Parents and ECCD tutors should consider to set a communication-stimulating relationship in
house and ECCD post to support the verbal skills development. This researchs result could
give impact in the development of inclusive ECCD science in East Nusa Tenggara, also to
help future research in inventing best practice models in the field.
Keywords: communication skills, early age children, emotional disorder, east nusa tenggara

INTRODUCTION
Early age children are the cornerstone of every countrys development that is needed
to be teached, loved and care for. This early childhood period span from prenatal development
until eight years of age (WHO, 2012). Investing in this period could enhance the overall
quality of the person itself, for the rest of his her lives. On the contrary, failure in fulfilling the
early age childrens needs could bring disastrous, long-term effect to the person, including
disabilities (UNICEF, 2013). This condition also be in effect for those children with
disabilities. One of the deciding factor that determine whether this period would served as a
positive or negative foundation for a children with disabilities, is the proper development
support addressed to them. That is why together WHO and UNICEF have started to a global
agenda to address the need of care services for the children with disabilities all around the
world.
Indonesia is one of the many country that have started to put more attention for the
development of the children with disabilities. The National Education System regulated in the
Law No. 20 year 2003 has thoroughly organized the early age children education system
called PAUD (early childhood care and development/ECCD). This law specifically

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mentioned that the purpose of the ECCD is to support the development of children aged 0 6
years old by stimulating their physical and mental aspect in order to prepare them to enter
formal education. Also covered in the law, is the regulation to protect the rights of every
children with disabilities in Indonesia to get a proper education services, which also
strengthened by the existence of the Child Protection Law no. 23 year 2002.
A decade after the existence of these regulations, Indonesia still found itself struggling
in fulfilling the basic rights of early age children with disabilities. In a rural and left-behind
province such as East Nusa Tenggara, the problem has affected more than seven thousands
children that unable to acces decent care and education services (Tempo.co, 2012). These
children also suffered from various environmental risk factors that could worsened their
developmental process mentioned by WHO (2012), such as poverty, stigma and
discrimination, poor caregiver interaction, institutionalization, violence, abuse and neglect,
also limited acess to programmes and care services.
In order to bring positive changes for early age children with disabilities in East Nusa
Tenggara, it is first needed to understand various condition and specific needs of early age
children with specific kind of disabilities. Emotional disorder (tunalaras in Bahasa) is one
kind of the disabilities that could be found early in humans life. Children with emotional
disorder are considered troubled, conduct disordered and disturbed for their often
hazardous behaviour (Lewis and Norwich, 2005). Previous study (Hadjstylianos, 2014) found
that these children need a deep relationship, more participation from their parents, tutor and
administrative side, also more nurturing from the school.
To build a deep relationship, parents and also tutor need to understand the
development of these childrens communication skills. Components of this skills are non
verbal skills such as face expression, hand gestures, body gestures; and verbal skills such as
language content, language structure and the utilizing of language (Porter, 2002). A proper
descriptive qualitative study is needed to get a better understanding of the communication
skill of early age children with emotional disorder. Previous studies in Indonesia have put
more focus in exploring the condition of early age children without disabilities (Bunga and
Klaas, 2012; Klaas and Bunga, 2012) or older children with disabilities (Kawuryan and
Raharjo, 2012; Suparno et al., 2010).
This research aims to describe the communication skills of early age children with
emotional disorder in Kupang, East Nusa Tenggara. By understanding this and disseminate
the result, the ECCD tutor, the parents and the community could get a better awareness of
these childrens needs. Enhanced awareness could then motivate them to include early age
children with disabilities into ECCD services. Such inclusive practice (Early Childhood
Special Education/ECSE) has been proven in nurturing early age children with disabilities in
a developed country such as United States (Odom and Wolery, 2003). In the future then, East
Nusa Tenggara could hope to see more and more ECSE services grow and help to shape the
development of early age children with disabilities to their fullest potential.
METHODS
This research use descriptive qualitative as its research method. Data gathered with
direct observation to the subject and then compared to the data gathered from interviews with
the subject parent. Observation happened in the school setting, exactly at studying in the
clasroom and playing with friends in school time. Observation conducted five times, four
times in school and one time in the subjects house.

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RESULTS AND DISCUSSION

Subject aged 8 years old, female, and stayed in Kupang city, East Nusa Tenggara. She
is the fifth children, the youngest one. She has two older brothers and two older sisters. Her
father worked as a private company employee and her mother as a household mother. The
distance between subjects house to her school is approximately 15 kilometres. Her mother
always accompany her to go to the school. She attends a special education school and got
diagnosed by the schools expert as a children with emotional disorder.
The general findings of the observations are that the subjects is actively playing alone,
like to be alone and curious to an object that never seen before. The rest of the findings are
encoded according to the comunication skills explained by Porter (2002).
Verbal Communication Skills
Language Structure
The language structure expressed by subject was so minimum. The subject was only
able to express around five to six words in one sentence such as I want ( to go) buy (a)
candy. The sentences was often incomplete and other persons that unfamiliar with subject
could find these sentences hard to understand. Subject oftenly avoids to explain the purpose
of her saying if enquired.
Utilizing Language
Subject uses her mother tongue, Kupang city language, mostly influenced by her
mother. She also uses the language dialect consistently and fluently. It is found that subject
has a small range of vocabularies. She often uses same sentences to express a slightly
different message. This also could be confusing to her new acquintance. Subject happened to
be in the same class with students with hearing difficulties/impairment. According to her
mother, this situation has worsen the subjects capability in using sentences and expanding
her vocabulary.
Language Content
The content of subjects language is mainly straight forward and almost every time
purposive. It was rarely found an abusive or unmeaningly sentences. This is corrected by the
interview result that shows that subjects contents of language are mostly direct and dont
have complex meaning.
Non Verbal Communication Skills
Facial Expression
Observation and interview data shows that subject has no trouble in expressing basic
human emotions such as happy, shy and sad. His facial expression could clearly understood
by regular persons with no difficulties. This non verbal language oftenly becomes the main
way of communication of the subject, rather than talking. This is helpful according to her
mother, because her emotion expressions are easier to understand.
Hand gestures and body movement
Subject interestingly active in using her hands as a way to communicate, but rather in unique
way, by drawing something. She loves to draw the object(s) of her language content in the
mud. One example observed, subject often asked for her backpack to her mother by drawing
backpack on the ground, not by saying any command. This rather bossy attitude is confirmed
by interview data from her mother.

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Early age children with emotional disturbances are a potential trouble makers if not
intervened early, they could wreak havoc in the community in terms of conducting various
anti social activities (Davis et al, 2007). This disruptive and destructive tendency has only
shown in this research subject specifically in the active behaviour with a tendency of attention
deficit hyperactivity disorder.
Early age children with emotional disorders normally will not experience any atypical
language development that experienced by children with hearing, vision, intellectual or motor
impairments. Sometimes though, a language delay could happened whenever a children with
emotional disability are required to study more than one language simultaneously (Porter,
2002). In the subject cases, it might be necessary to limit them to one language at a time.
Subjects tendency to deliver straight forward message with her non verbal expression
got strengthen with the learning environment in her school, where students with different kind
of disabilities are mixed into the same class. According to Hester et al. (2004), school
inability and rather neglectful attitude to help students with emotional disabilities to succeed
in the development could turn them into a burden in the future for the community. This
should be anticipated by first increasing the awareness of the tutors and parents about their
students development.
To sum it up, subject as an early age child with emotional disorder has a shallow
verbal proficiency and has tendency to put more emphasis in communicating with others by
using the non verbal skill set. Parents and tutor that involved with children with emotional
disorders should consider this condition when interacting with the children. Stimulating the
verbal communication skills will bring balanced communication ability to the children,
making them more sociable. A more sociable child hopefully will reduce their problematic
behaviour.
CONCLUSION
This study described the communication ability of early age children with emotional
disorder. By understanding the components of communication skills in early age children
with emotional disorder, parents and ECCD tutors should start to build a better stimulating
environment for their childrens communication ability development. According to the
finding of this research, by specifically giving stimulation to enhance the verbal
communication capability such as language content, language structure and the uses of
language, children with emotional disorders communication will get balanced. A balanced
communication verbal and non verbal skills hopefully will help children adjusting in the
social environment in the future. Collaboration between tutors and parents could also
encourage more inclusive ECCD/ECSE to work effectively in bridging the gap between
children with disabilities and without disabilities.
REFERENCES
Bunga, B. N., & Klaas, M. A. N. (2012). The Role of Traditional Games Kayu DoI in Child
Counseling Processes. In Kartadinata, S. (ed.) The 1st International Seminar on
Guidance and Counseling (ISGC), pp. 63-72. Yogyakarta: UNY.
Davis, M., Banks, S., Fisher, W., Gershenson, B., & Grudzinskas, A., Jr. (2007). Arrests of
adolescent clients of a public mental health system during adolescence and young
adulthood. Psychiatric Services, 58(11), pp. 1454.
Gargiulo, R. M., & Kilgo, J. L. (2005). Young Children with Special Needs. Mason: Delmar
Cengage Learning.
Hadjstylianos, E. (2014). Exploration of Effective Strategies for Children with Emotional

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Disorders as Identified by Helping Professionals in Schools. North American Journal

of Psychology, 16(1), pp. 129-136.
Hester, P. P., Baltodano, H. M., Hendrickson, J. M., Tonelson, S., Conroy, M. A., & Gable,
R. A. (2004). Lessons Learned from Research on Early Intervention: What Teachers
Can Do to Prevent Childrens Behavior Problem. Preventing School Failure, 49(1),
pp. 5-10.
Kawuryan, F., & Raharjo, T. (2012). Pengaruh Stimulasi Visual Untuk Meningkatkan
Kemampuan Membaca Pada Anak Disleksia. Jurnal Psikologi Pitutur, 1(1), pp. 9-20.
Klaas, M. A. N., & Bunga, B. N. (2012). The Function of Traditional Games Siki Doka in
Guidance and Counseling: A Cross-Cultural Study. In Kartadinata, S. (ed.) The 1st
International Seminar on Guidance and Counseling (ISGC), pp. 49-54. Yogyakarta:
UNY.
Lewis, A., & Norwich, B. (2005). Special Teaching for Special Children? Pedagogies for
Inclusion. Berkshire: Open University Press.
Odom, S. L., & Wolery, M. (2003). A Unified Theory of Practice in Early Intervention/Early
Childhood Special Education: Evidence Based Practices. The Journal of Special
Education. 37(3), pp. 164-173.
Porter, L. (2002). Educating Young Children with Additional Needs. Crows Nest:
Allen&Unwin.
Suparno, Supartini, E., & Purwandari. (2010). Pengembangan Model Modifikasi Perilaku
Sosial Melalui Media Belajar Berkonsep Konvergensi Bagi Anak Autis. Jurnal
Kependidikan, 40(2), pp. 201-214.
Tempo.co (2012). Ribuan Anak Cacat NTT Tak Mengenyam Pendidikan. Accessed at March
14th 2014 from http://www.tempo.co/read/news/2012/04/24/079399414
UNICEF (2013). The State of Worldss Children 2013: Children With Disabilities. Accessed
at 6th May 2014 from http://www.unicef.org/sowc2013/
WHO (2012). WHO and UNICEF encourage discussion and action on early childhood
development and disability: a discussion paper. Accessed at May 5th 2014 from
http://www.who.int/disabilities/media/news/2012/13_09/en/

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IMPROVEMENT OF EARLY LITERACY ABILITY THROUGH EDUCATIONAL

GAME TOOLS (AN ACTION RESEARCH CONDUCTED AT THE
KINDERGARTEN OF PADU AL KAUTSAR, IN THE DISTRICT OF SERANG,
WEST JAVA IN 2013)
Irma Yuliantina
ABSTRACT
The research objective was to improve childrens literacy ability through Educational
Game Tools(EGT) using an action research design. This research was conducted at the
Kindergarten of PADU Al-Kautsar in the district of Serang, West Java in 2013. The research
was designed in four stages, namely : planning, action, observation and reflection. The
research was targeted to kindergarteners who had literacy problems.Necessary data were
collected by means of a non-test instrument, mainly relied on observation records in the forms
of notes and photographs. The obtained data were processed systematically for structures and
analyzed descriptively for meanings. The performance indicator for literacy ability was set at
80% at the minimum.
The data analysis resulted in a satisfactory percentage of literacy ability at 86.06%,
which is above the performance indicator. Therefore, the hypothesis was proven to be true,
that EGT could improve the kindergartenerss literacy ability of the PADU Al-Kautzar, in the
District of Serang, West Java. This result implied that EGT could be implemented for
improving the kindergarteners literacy ability. It would be more effective when it takes into
account other factors as well, like teachers competency, learning facilities and childrens
individual differences.
Keywords: literacy ability, Educational Game Tools and an action research.

INTRODUCTION
Early childhood educaton (ECE) is mushrooming throughout the archipelego of
Indonesia. This phenomenon is made possible through affirmative actions of the central,
provincial and local governments as well as the general public. The number of ECEs has
been increasing quatitativelyand they are developed even in the neighborhoods. Active
participation of housewives and community members have contributed to a large development
of ECEs in Indonesia. The increasing number of ECEs would certainly improve access of
children to ECEs in almost all locations.
According to the National Education Law Number 20/2003, ECE is geared towards
the development of children since birth to six-years old. Childrens development could be
facilitated through educational stimulation, and through which childrens growth could be
improved both phisically and mentally. In addition, the Ministry of National Education and
Culture set in its Strategic Planning a vission of ECE, which runs as : The creation of early
childhood generation, who are smart, healthy, happy, religious and ready for the next of
schooling.Statistically in 2014, the gross participation rate (GPR) in ECE is 72.91%
nationally; while the GPR of ECE is about 60.00 % provincially. Moreover, the GPR in ECE
in cities is 90.00%, while 50.00% in small towns.
It has been widely acknowledged that childrens literacy ability could be facilitated
through educational games.Ideally and/or theoretically, these games require a variety of
learning tools. However, the required educational game tools are not always available
empirically. Many ECEs do not have necessary and sufficient game tools, which could be

295

used to assist children to achieve their developmental stages. Moreover, insufficient

availability of game tools is due to societys perception about the high cost of such tools.
Some ECEs possess relatively necessary game tools, but they are not quite safe and
educational for early-aged children. In generaly, many ECEs do not have sufficient, safe and
educational game tools that coukd be used to assisst teachers as well as children to achieve
their developmental stages.
Realiising the importance of the educational game tools for early age childrens
development, an action research was conducted at PADU Al-Kautzar, in the District of
Serang, West Java in 2013. The educational game tools used in this research were selfprepared. They were all taken from the near environments in town and villages.
THEORETICAL REVIEW
Chidrens Development
Children are central to a family since they glue firmlymembers of the family. They are
often considered as the pearls and prides of the family. Hurlock (1980:108) thinks that chidren
is a period after infants. Childrens period could be divided into two, namely : a period
between ages 2 and 6 (early period) and ages 6 and puberty (late period). Erikson (in Danim,
2010:72) believes that chidren aged between 3 to 5are in a period of playing. During this
period, they love to imitate adults around them and initiate to create playful atmospheres.
Usually, they are around their own families during this period.
According to Piaget (in Syah,2008:70), children aged 2 to 7 are classified in the preoperational phase. They have completed a stage of object permanence. Children usualy have
been aware of the permanent existence of objects, despite of objects absence from their
sights. Furthermore, Ki Hajar Dewantara (in Santoso, 2011:24) stated that childhood period or
kindergarten is begun at ages 0 to 7, during which they are developed through modellings or
examples and habit formations. . NAEYC (in Hartati, 2007:11) put fowards that early
childhood is a period between 0 to 8 years old. In concolusion, children at early ages are
group together as those individuals who are in the process of continual development and
growth. Operationally, early childhood is a period, whereby children are undergoing continual
development and growth, which are facilitated by means of examples and playful games.
Literacy Ability
Human beings have a potential to use a language, which is different from animals.
Through languages, any speech community will interact verbally, codify rules, take notes,
store information, express meanings in graphical, written and oral forms. According to
Danim dan Khairil (2010:77), a language development starts from babling, pivotting
utterance, mentioning names, asking questions, producing simple sentences, expressing in
writing, reading and drawing. Mc Cartney (2006:246) explains that language development is a
result of mental processes, regulated in motions by language experience..Language experience
will eventually form channels dan processess that will be gone through. Children acquire a
language from their milleaus.
Soendari dan Wismiarti (2010) explained about teaching children to write, a teacher or
parents should understand writing stages as the following.
Stage 1: Random scribling
Chidren usually scratch at random, make initial scribles, random scribles, using crayons
on papers. Colourful scratches are combined and separated in different pages.

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Stage 2: Organized Scribling

Organized scribles are formed in repeated straight lines upwards or horizontals, lines,
dots, elipses, circles, which appear to be unconnected and spread over the surfaces.
Stage 3: Lines and Repeated Forms
Drawn in forms, signs and organized lines from left to right of the page with letters or
dots from top to bown.
Stage 4: Excercise with letters or names
Repeated letters appear to form names, some of them are right and some are merely
symbols flying over the page, drawing in lines, written in drawings, drawing in the
forms of familiar objects, such as houses on top of the other, Letters of names are often
displaced or written from top down. Writing names could use capitals or small cases
with abstract and correct examples.
Stage 5. Writing Names
Initial, last or combined names could appear with writing, repeated with colours
(markers, crayons or pencils); names could be written at front or as an expression of
thought, in the box with a background atau colourful shadows; names could be written
on paper with drawing underneath; serial numbers and alphabets could be used.
Stage 6: Imitate Words in the Environment
Write words from enironment at random and repeated in different sizes, orientation and
colours including names of family members.
Stage 7: Spelling
First effort is to check and spell words by combining different letters to form a words as
follows.
(1) Initial consonant (H represents hourse) )
(2) Initial consonant (Trepresents tree)
Stage 8: General Spelling
Indepedent effort to separate letters and take notes correctly to form complete words.
Stage 9: Further Stage
Children find different spelling and they start to write and read, for example: Mom and
dad love me.
In conclusion, a language is speeches and written symbols used for human communication.
Language ability could be developed since birth in accordance with the cognitive
development. Understanding language development stages will surely help identify the right
development stages in speech, writing and reading as well.
Educational Game Tools
In the Modular Guidelines for Preparing Educational Game Tools (2007:4),an
educational game tool (EGT) is anything used for a medium or an resource for playing and to
develop childrens potentials. The EGT refersto those tools, which are purchased in the
markets or prepared by themselves (Sosialisasi AUD,2004:13).
There are three kinds of EGT, namely: (1) manufactured EGT, (2) natural EGT (clay,
sand, leaves, beaches) and (3) mixed EGT. Other than these three EGTs, traditional games
are found numerous in Indonesia. These tools are called traditional EGTs, the materials of
which are gathered from the nearest environment. The materials are collected from disposals,
used materials and the likes, which are easily found and collected.

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RESEARCH METHODOLOGY
Objective
The research objective was to improve childrens literacy ability through
Educational Game Tools (EGT). The children literacy ability was in fact their initial
language development. While, the outcome of this study is mainly geared towards the
optimal use of natural EGTs, of which materials are collected from the childrens nearest
environment.
Location and Schedule
The current research was conducted at kindergarten, that is Taman Kanak kanak
PADU Al Kautsarfounded by Yayasan Al-Kautsar, located on K.H. Abdul Hadi Street, RT
03/RW 16, Warung Pojok in the District of Serang, Banten, West Java.The subjects were
focused on children aged 5 to 6 years old, totalling to 20 children altogether. This research
was conducted in two months, started in January to March 2013.
The Taman Kanak-Kanak PADU Al-Kautsarwas chosen because of 4 reasons, namely:
(1) strategic location and easy access to children, (2) in the vicinity of housing complex for
safe access to location, (3) abundant source of natural EGTs and (4) teachers are competent in
childrens development stages and capable in discussing ECEs problems.
Design and Action
The study used an action research design (Rapoport in Wiriatmaja,2008:12). This
research was conducted at the Kindergarten of PADU Al-Kautsar in the district of Serang,
West Java in 2013. The research was designed in four stages, namely : planning, action,
observation and reflection (Kemmis and McTaggart, 1998). The research was targeted to
kindergarteners who had literacy problems. Necessary data were collected by means of a
non-test instrument, mainly relied on observation records in the forms of notes and
photographs. The obtained data were processed systematically for structures and analyzed
descriptively for meanings. The performance indicator for literacy ability was set at 80% at
the minimumusing an action research design. This research was conducted at the
Kindergarten of PADU Al-Kautsar in the district of Serang, West Java in 2013. This research
was designed in four stages, namely : planning, action, observation and reflection. The
research was targeted to kindergarteners who had literacy problems. The study was
conducted in collaboration with teachers, principal and supervisor. Thourgh this mechanism
the real problems encountered by children could be detected and appropriate solutions could
be given.
Necessary data were collected by means of a non-test instrument, mainly relied on
observation records in the forms of notes and photographs. The obtained data were processed
systematically for data structures (reliability and validity) and analyzed descriptively for
meanings. The performance indicator for literacy ability was set at 80% at the minimum
RESEARCH FINDINGS
Results of data analysis show that childrens literacy ability could be improved when
(1) they were stimulated sufficiently well with playful games, (2) they were truely involved
actively in fun activities and (3) they were optimally supported by teachers using natural
EGTs.In two cycles, the improvements were well observed. Prior to real action, the childrens
literacy ability was noted as much as 56.50% in the first cycle and 67.41% in the second
cycle. Realizing such minimum improvements, EGTswere applied eventually in two cycles.
The results show impressive improvements as much as 71.43% in the first cycle and 100% in

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the second cycle. Therefore, it could be concluded that natural EGTs were very effective in
improving the childrens literacy ability.

100

86.06

80
60

67.41
56.50

40
20
0
Pre Cycle

Cycle I

Cycle II

Graph 1. Childrens Literacy Ability Without EGTs

Graph 2. Childrens Literacy Ability With EGTs

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According to the research collaborator, the improvements were observed after the
administration of the action. Aside from the main finding, childrens enthusiasm and interest
in games were also observed
From the teachers perspective, preparation of natural EGTs had challenged them to
be more productive and creative in finding good and suitable EGTs with the theme and subthemes. This study also disclosed a fact that use of EGTs didnot depend only on the kinds of
EGTs, but also depended upon the ways EGTs were used. This study seemed to support
Piagets claim that through creative pla, children could have knowledge about things.
CONCLUSION
Results of data analysis show that childrens literacy ability could be improved when
(1) children were stimulated sufficiently well with creative plays, (2) children were truely
involved actively in fun activities and (3) children were optimally supported by teachers using
natural EGTs.
In two cycles, the improvements were well observed. Prior to real action, the
childrens literacy ability was noted as much as 56.50% in the first cycle and 67.41% in the
second cycle. Realizing such minimum improvements, EGTs were applied eventually in two
cycles. The results show impressive improvements as much as 71.43% in the first cycle and
100% in the second cycle. Therefore, it could be concluded that natural EGTs were very
effective in improving the childrens literacy ability.
SUGGESTION
The results could be used for the following stakeholders and activities.
1.TK PADU AL-KAUTSAR
EGTs when used properly and timely could improve TK PADU Al-Kautsars educational
quality standards, especially the teachers, learning processes and educational facilities as
well as resources.
2.Yayasan Al-kautsar
EGTs will inspire the Founder of TK PADU Al-Kautsar to give freedom to explore better
techniques, methods and approaches that yield good learning outputs and outcomes. Those
teachers who had been creative and productive should be awarded on a merit base.
3. Community
ECEs community could be benefitted with this study. ECEs should make use of natural
EGTs, not only to develop childrens literacy ability but also other abilities as well.
4. Future Research
Future research could start with these findings and proceed to develop deeper and
explorative studies on ECE. Other variables may be explored in future research in ECE,
and the results of which would certainly widen academic horizons of the curriculum
planners, teachers, birocrats and other stakeholders of ECE.

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IMPROVEMENT OF LITERACY ABILITY THROUGH EDUCATIONAL

GAME TOOLS

TEACHERS SUPPORT
CHILDRENS LANGUAGE ABILITY

RECIEVING LANGUAGE

1. Listening to and
identifying speech
sounds.

2. Understanding
and following oral
direction

EDUCATIONAL GAME TOOLS

LITERACY

EXPRESSING LANGUAGE

1. Using words and

extended sentences
2. Answering questions
3. Posing questions
4. Active involvement in
conversations

1. Enjoying and appreciating reading

2. Understanding written concepts
3. Showing knowledge of the
alphabets
4. Using reading skill to meanings.
5. Understanding meanings in the
texts and books
6. Understanding text objective
7. Writing letter and words

FABRICATION

1. Puzzle
Hijaiyah
2. Animal
costumes
3. Paper
Origami
4. Scotlait
5. Baloon

MILLEAU

1.
2.
3.
4.
5.
6.
7.
8.
9.

Dried leaves
Branches
Dried flowers
Banana trunks
Papaya trunks
Star fruits
Paper boxes
Streoforms
Used cans

10. Mineral water

bottles

301

REFERENCES
Modul Pembuatan dan Penggunaan APE , anak usia 3 6 Tahun (Jakarta: Departemen
Pendidikan Nasional, direktorat Jenral pendidikan Luar Sekolah, Direktorat
Pendidikan Anak Usia Dini, 2007) p.4
Sosialisasi pendidikan Anak Usia Dini( Jakarta: Direktorat Pendidikan Anak Dini Usia
Direktorat Jendral Pendidikan Luar Sekolah Dan Pemuda Departemen Pendidikan
Nasional, 2004) p.13
Sudarwan Danim, Khairil, Psikologi Pendidikan (Dalam Perspektif Baru),Bandung: Alfabeta,
2010) p.77
Kattheleen Mccartney & Deborah Philips, Blackwell Handbook Of Early Childhood
Development , (Malden: Blackwell Publishing, 2006). p.246.
Retno Soendari dan Wismiarti, Sentra Persiapan (Jakarta: Pustaka Al-falah, 2010), p.71
Soegeng Santoso, Konsep Pendidikan Anak Usia
(Jakarta:2011).p.24

Dini

Menurut

Pendirinya 1.

Sofia Hartati, How To Be a Good Teacher and To Be a Good Mother, (Jakarta: Enn,2007),
p.11
Elizabeth B Hurlock, Psikologi Perkembangan, (Jakarta:Erlangga,1980) Edisi Kelima p.108
Sudarwan Danim,.H.Khairil, Psikologi Pendidikan (Dalam Perspektif Baru), (Bandung:
Alfabeta, 2010) p.72
Muhibidin Syah, Psikologi Pendidikan dengan Pendekatan Baru, (Bandung: Remaja
rosdakarya 2008) p.70

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LINGUISTIC INTELLIGENCE THROUGH IMPROVED METHOD

STORYTELLING,
action research in kindergarten Siger Emas, Age 4-5 Year Bandar Lampung.
GUSTIANA
ABSTRACT
The purpose of this study was to determine the learning process is implemented using
storytelling methods can improve linguistic intelligence. This study was conducted in Bandar
Lampunbg TK Siger Emas , 17 children aged 4-5 years, with 3 people watchers.
Implementation of research in the beginning of June to August 2012.
The method used in this research is a classroom action research refers to the model of
classroom action research Kemmis and Mc Taggart, in which the activities of one cycle
consists of 4 components: planning, action observation, and reflection. The study consisted of
duan cycle. A cycle consists of 8 times the action. Analysis of data using quantitative and
qualitative data. Quantitative data were analyzed using descriptive analysis (frequency table,
on average, presentations, standard deviation) and t-test, while the qualitative data was
analyzed by step (1) data reduction, (2) data display, and (3) verification of data.
The results showed an increase in linguistic intelligence by using storytelling, can be
proven in the first cycle the figure of 38.2% and the cycle Iidiperoleh figure of 96.0%. While
the linguistic test results also improved, as evidenced in Cycle I obtained figures and 48.2% in
Cycle II obtained a rate of 93.2%.
The implications of the research findings, teachers should be more careful in selecting
appropriate learning method to improve linguistic intelligence. Thus, the proposed
suggestions to the kindergarten teacher to be able to use the method of storytelling as a
method to motivate optimal linguistic intelligence.
Keyword: Linguistic Intelligence, Method Storytelling
INTRODUCTION
A. Background
"Healthy, intelligent, cheerful, and noble", this couplet beautiful and meaningful
expression which became the motto of care, education and early childhood development in
Indonesia. In order to participate Indonesian people realize that healthy, intelligent, cheerful,
and that the noble upbringing, education and early childhood development should be prepared
in a planned, integrated and comprehensive and involve all parties that may affect the growth
and development of early childhood.
Beginning with the concern to see children - early childhood of the medium that can not
feel the education in kindergarten kindergarten dikarena cost factor was so high that the
government provide convenience to the public or to care for the early childhood education
childhood education institution open early, so early childhood - paudpun
growing like mushrooms in the rainy season coupled with the advent of instant teachers.
Putu stone is name of the village is located in the District of North Telukbetung, Bandar
Lampung, in the area of Batu Putu there are several play groups and kindergartens - many
organized nursery. Attention focused on the few groups where teachers play in teaching and
learning activities are very memperhatinkan, with limited knowledge because people - people
who are involved in dealing with early childhood qualifications are those who have high
school education, junior high and even housewives unclear educational background so can

303

imagine how they can stimulate the growth and development of the intelligence of the
students.
In terms of infrastructure of the building where the execution started learning seadaanya
and APE that do not support. However, teaching and learning activities still happen with
alarming Based Opinion Jamaris Martini "Development of a process that is cumulative,
meaning that previous developments will be the basis for further developments. If the child's
development from the beginning there are no barriers ", then the next will be better, and vice
versa, therefore the role of parents, early childhood educators and the environment is very
meaningful at this time. Childhood is the most rich, this period should be utilized by the best
education, if the wasted life of this period will never be in the search instead. Our task is to
take advantage of the early years of childhood is the highest concern, not waste it.
Based on the views of the experts, the importance of early childhood education, and
required serious treatment, in order to realize the next generation of qualified and can not
imagine if managing and implementing early childhood education are not people who have a
certificate of education and professionalism field of early childhood course can be used as a
guinea pig child and commodity goods.
Linguistic intelligence is still low in children park Kindergarten is because teachers do
not have the educational qualifications for early childhood, poor learning, the selection of
teaching materials is less precise language in school, the less warm communication between
teachers with their students, as well as less varied use of media in teaching another cause is
that the lack of knowledge in terms of Early Childhood Education. Looking at these
constraints and phenomena that exist in the field, the authors tried to find a variety of
techniques and strategies.
To help improve the intelligence of the children so that children are able to process
words effectively orally. It is hoped that the children can has one linguistic or often known by
intelligence linguistik.Sesuai with the principle of learning in kindergarten is "learning while
playing", this linguistic study also harusdisajikan to play, fun, using appropriate methods and
media interest. For that we need a method that is in accordance with the characteristics of the
Infant children park so this ability can be developed at an early age children so that children
can be creative and can mengembangkkan understanding before entering elementary school.
The teacher must be able to develop a more precise method for guiding children with play
activities not ignore. The method developed is not boring child nor the child leave the habitat
in which they live with others.
Learning to use a storytelling method is one of the methods with good storytelling
activities performed by both teachers and the students that can be done inside or outside the
classroom that contains a variety of learning activities and materials used. Settings class in
this study has the aim to teach specific concepts, provide opportunities for children to practice
listening, speaking, reading, and writing as well as the skills necessary for life such as: think,
learn, solve problems and communicate.
For kindergarten linguistic development through storytelling is an activity that is most
dominant in the study because storytelling is a great way to involve the interest and facilitate
learning in all areas of development. Storytelling is a powerful way to provide diverse insight
to the students, in order that kindergarten children prepare learning environments by using the
method of storytelling in all teaching and learning activities.
The development of children's intelligence must be seen by the difference needs to tife
dominant ability in children. one in between the child's intelligence is linguistic intelligence.
An ability that is related to the use and development of language in general. People who have

304

high linguistic intelligence will speak fluently, good and complete and he is easy to develop
knowledge and linguistic intelligence ..
The observation at kindergarten age children are able to speak properly, not shy,
confident, but there are still some children who do not want to talk at all, either with his friend
and fellow teacher, because shy and not confident. Therefore, there should be a method that
can change the attitude would not talk, because if this is allowed to drag on it will be
detrimental to the child, and not according to the language development of children aged 4-5
years. For teaching the teacher has actually been no attempt to improve linguistic intelligence.
But the teacher is not optimal to exercise it, as in selecting / determining the method of
learning is still centered on the teacher (teacher centered), in developing the theme of learning
does not include all aspects of child development more are required to read and write, in
selecting tools / media, the type of and lack of teacher enthusiasm to innovate, assess the
learning activities in kindergarten. Though professionalism in carrying out the task, the
teacher is obliged to plan learning, implementing quality pembelajara process, as well as
assess and evaluate learning outcomes.
Linguistic intelligence in children occurs through a variety of activities that do, hear the
language and imitate the sounds of language. Through these activities children discover that
spoken language has rules, particularly with respect to phonology, or sound, or syntak
grammar and semantics or meaning of the word. If educators understand the above, do not
need to worry about the development of verbal linguistic intelligence of the child who is not
in accordance with the developmental age
children, if applying the method of storytelling in learning in kindergarten.
Based on these problems, it is alleged there is a problem that needs to be studied and
researched. The problem is how to improve the linguistic learning kindergarten age group of
4-5 years through storytelling methods and whether an increase in linguistic intelligence after
the action.
B. Research Problem
Based on the above research focus, then the problem is formulated in this study are as
follows:
1 Is linguistic intelligence can be enhanced through storytelling in kindergarten children 4-5
years of age?
2 How is the implementation of storytelling in improving linguistic kindergarten children
aged 4-5 years?
THEORETICAL STUDIES
1.Linguistic Intelligence Itself Early Childhood
One view is widely recognized that the development of language assumes that children
learn language only when they learn something else, with the repetition of behaviors that can
deliver positive results. Children make a sound, the parents smiled and replied, son says
"BBB" when no adult male nearby and parents say yes, it (papa) or the child says (mam).
When children learn to say it repeatedly bring joy to parents and children add new words by
imitating what they hear and develop the use of language when getting the response from the
adults around him.
Gardner provides a means of mapping the various capabilities of the human with the
ability to group them into categories pollowing eigh comprehensive or "Intelligence":
"Linguistic: The ability to use words effectively, both orally (eg, as a storyteller, orator,
or politician) or in writing (for example, as a poet, playwright, journalist editor, or).

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Intelligence includes the ability to manipulate Syntac or language structure, phonology or

sounds of language, semantics or meaning of language, and pragmatic dimensions or practical
use of language. Some of these uses include rhetoric (the use of language to persuade others
to take a specific course of action), mnemonics (using language to remember infarmation),
ekplanation (using language to inform), and metalanguage (using language to talk about
himself) "
People who have linguistic intelligence capable of dazzling others with his ability, for
example, leaders can meyaakinkan his followers to follow his train of thought, the poet who
uses the power of his verse lyrics to arouse emotions in the reader or listener, presenter of a
TV or radio to be able to pronounce the sentence or word clearly and smoothly, the comedian
who is able to outwit the audience to laugh bias and many more areas that can be facilitated
through language intelligence
Application to the theory of the child's ability is gained recognition from all sides, but
one important question remains. Basically what drives the child to make an over all things. Is
baby trying to make the sounds made adults. Research shows that many of the earliest
expressions of the child is a genuine (original). It is the things that the children never heard
before. And they may not be praised for "not true".
According Chomsy language can only be controlled by humans, animals may not be
able to master the human languages. This opinion is based on assumptions. First, language
behavior is something inherited (genetic): patterns of language development is the same in all
sorts of languages and cultures (something that is universal); and the environment has only a
small role in the maturation process of the language. Second, the language can be mastered in
a short time, four-year-old boy was able to speak like an adult. Third, the child's language
environment can not provide data sufficient for mastery of complex grammar of an adult,
according to Chomsky further equipped with a child born with a "tool of language
acquisition" (language acquisition device).
During the period from two years to five years, gradually increasing his vocabulary and
improved construction of a sentence until he can participate in simple conversations and
express their needs and develop their ideas. Then the children continuously improve their
ability to express and understand complex sentences. But they still have trouble with certain
language asfek-asfek all time pre-school and early elementary school.
It seems that the environment will continue to develop the child's language, through
adaptation and interaction with peers maaupun adults who always shows how the language
that never stops in the child's hearing. They were given long sentences and complicated to
follow at the beginning-the beginning and the children identify and say simply that
subsequently change their language a little more advanced and then encourage the
development of new understanding.
Be a question mark whether the native language can help children learn language? The
learning conditions seem abs. Adults simplify the complexity of the language to make young
language solved the issue, the question of repetition may encourage interaction, practice and
eventually be learning. Tone was exaggerated dank eras will help children focus attention
mmereka to understand the meaning of words and sentences.
Be a question mark whether the native language can help children learn language? The
learning conditions seem abs. Adults simplify the complexity of the language to make young
language solved the issue, the question of repetition may encourage interaction, practice and
finally be learning. Tone was exaggerated dank eras will help children focus attention
mmereka to understand the meaning of words and sentences.

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It seems a lot of factors that play a role in the development of language. Humans may be
born with the capacity for language. However, children develop language at the time they
develop other cognitive abilities. In particular, children 4-5 years of age most children master
the basics of the original language of the previous development of children using irregular
forms, but some tife certain constructions such as passive expression remains difficult at this
age. Several other experiments indicate the possibility that children at this age have here a
difference in the ability of language to develop even more so if the child is less given the
opportunity to interact more with other friends her own age.
According to Piaget (1962-1993), egocentric children are not able to recognize the other
person's perspective and therefore can not communicate meaningfully. Which means children
are more self-centered talk that talk alone to yourself. But at the end of the preoperational
period, the cognitive maturity and social experince, the children are not too self-centered and
more able to perform symbolic thinking, and thus eliminating speak for themselves.
Most children in any culture began to learn the language of his mother at the age of 4
years, but demikia, according to Piaget, spoken language is learned and not just happen.
Explained that the motivation to learn a language is the value of adaptation to make it and,
therefore, between language and social interaction can not be separated. Language will evolve
and grow if there interksi, the opposite interaction occurs and runs smoothly only through
language.
Children communicate more effectively with parents and personal needs are met. As a
result the child wants
understand the words of others in order to more closely adapt to the environment in
which he lives. In this sense, the spoken language for children has a value which is very
beneficial in the association, so it is difficult to forget the language that has opened his mouth
and moving his tongue as small as when he started learning to speak.
In the same discussion Piaget argued, children learn spoken language just as if studying
other ilmum, namely shaping and constructing language. Children form the rules of the
language of experience. With the use of one language, and are justified by his parents, a child
build language kemampunya.
In general, it seems agreed that the first key to the development of children's language is
by encouraging them to use their own language in a way to talk, listen. And on reaching 5
years of age they begin to develop an awareness metaliguistik. This means that their
understanding of language and how it is becoming apparent. They are ready to learn and
expand the rules of the language beyond the knowledge implicit interaction with a lifelong
process.
2. DEVELOPMENT of LINGUISTIC INTELLINGENCE
This intelligence is the ability to process words or use words effectively, both orally and
in writing. Intelligent person in this field could argue, convince, entertain, or teach effectively
through spoken words. This intelligence has 4 skills, namely: 1 Listening, 2 Reading, Writing
3, 4 Speaking.
The purpose of developing the linguistic intelligence:
a. Children are able to communicate both
orally and in writing with both .
b. Children have the language skills to
convince others
c. Children are able to remember and
memorize information

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d. Children are able to provide an

explanation
e. Children are able to discuss it own natural language.
Smilansky in Beaty (1994) found three major functions of language in children, namely: 1
Imitating greeting adults, 2 Imagining the situation (especially the dialogue) and 3 Set the
game. The three functions of language activity can be done in kindergarten through
storytelling, retelling the story has been heard, share experiences, sociodrama or writing
stories or poetry.
Linguistic intelligence development can be divided into two terms, namely the noncommunicative child language and communicative. And from that nonkomunikatif, its use
can be seen from three things:
Children imitate what he had just heard, he unconsciously mimicking others. It is created
for his own pleasure. There seems to be an element of exercise here, which is a repetition
to facilitate the ability to speak even without realizing it.
Children talk alone (monologue). A child sometimes speak loudly alone without going to
communicate with others. Children like to speak for themselves while playing.
Monologue among friends. Seoorang children sometimes talk to yourself a little harder
though he is in the midst of his friends. Some small children sitting together can speak on
their own without the intention associated with another friend.
Further Compbell dikutif by deciphering the language of this monologue with two things:
First; Understanding of the expectations that the child does not happen. For example, he can
not lift a large desk, and he spoke on the table as if the table was lifted by itself. Second,
instructions that the words and actions of a child that has not terdifrensiasikan
(distinguishable) in full. Children do not distinguish between the spoken word. While people
who have verbal linguistic intelligence has the following characteristics:
Listen and respond to any sound, rhythm
and various expressions of the word.
Imitate sounds of language, reading,
writing and discussion.
Listening effectively, understand, decipher
and remember what he says.
Speaking effectively to various audiences, objectives and know how to speak in a simple,
eloquent persuasive or excited at the appropriate times.
While the use of language in communicative form that, where a child starts trying to
connect with other people. For example, the child tries to explain how the game works or
sometimes criticize other friends. They talk to each other and respond to what is said to be his
friend, though still often miscommunication between them.
With the language of the expanded mind of a child, compared with the thinking at this
stage of development sebalumnya always depend on the exhaustion of a child perform motor
actions, thinking that using the language more quickly and widely.
In general that an important key to the development of language is to encourage
children to speak, listen and read stories to the intent and idea of what he says to be clear and
understandable. And the importance of interaction with the environment and can name objects
colors that exist in the environment.

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3. STORYTELLING METHOD ITSELF UNDERSTANDING STORYTELLING

METHOD
The method is the way that has been organized and well thought of to achieve something
mean (Poerwadarminto Dictionary: 170).
Method is the operational steps of the selected learning strategies in achieving the
learning objectives so that the source in using a learning method should be appropriate to the
type of strategy used (hatimah 2005: 9).Storytelling is said or spread occurrence of an event
that dipaprkan in it not only the outline of the event, but also things that has to do with the
incident. Storytelling is one of the methods of administration of the learning experience for
children by bringing the story to the child verbally.
In the implementation of learning activities in kindergarten storytelling method
implemented in an effort to introduce, provide information or explanation about the new
things in order to deliver learning that can develop the basic competence of kindergarten
children.
The success of a child's learning is strongly influenced by the creativity of the teacher to
make variations and diversity in the learning method. Learning methods that will make
children bored monotone. Learning methods are not appropriate to the material will also make
acceptance of information and knowledge to the learners become obstructed. Therefore,
teachers must adjust the selection learning method with the material to be presented, the
development of child psychology (child character), facilities and time. Storytelling is a
method of learning that is appropriate in the language development of children, because there
are aspects of storytelling fun entertainment for children and storytelling is also a method of
learning that is not patronizing and flexible, which children find exciting atmosphere as the
atmosphere of play.
In this case tells the story into something that is important for children because:
Storytelling is a tool character education are the most easily digested children
Storytelling is a method and materials that can be integrated with other basic skills.
Namely speaking, reading and writing.
The purpose of storytelling for children ages kindergarten is to provide information or
instill social values, moral and keagaaman, providing information about the physical
environment that includes all things that exist around non-human child, for example about the
animals, events from the environment, such as a variety of food, clothing, housing, plants that
are on the home page, school. Being information about the social environment includes
people who are in school and community families.
The purpose of storytelling for children are:
Storytelling gives free scope to a child to develop the ability to sympathize and
empathize
Storytelling gives cultural and moral lessons which have a stronger effect than
subjects given character through narrative or direct orders
Storytelling is an example to children of how to address a problem with both at the
same time giving lessons on how to control desires judged negatively by society.
Based on the views of these experts, storytelling is one of the few areas of creativity.
Storytelling not only help children make good social adjustment, storytelling also helps them
practice good personal, helps children improve self-insight to know how other people react to

309

it and to tell a story. Children learn how to talk with others and acquire conversational skills
yng diperlukn for social acceptance and leadership roles. Storytelling is an activity that a
person does to another person orally with or without the tool about what the tool should be
submitted in the form of messages, information or just a fairy tale to be heard with a sense of
fun, because the person who presents the story convey it interesting.
Story telling is an activity that is very beneficial to children's brain development,
sharpening the intellect and imagination of children, improving the ability to speak and
communicate, build character of children, warms relationships of parents and children, and
others.
In line with the opinion of the benefits Moeslichatoen storytelling to instill honesty,
courage, loyalty, friendliness, sincerity, and positive attitudes that others in the family life,
school, and outside of school. Provide a number of social knowledge, moral values, and
religious, providing a learning experience that can develop cognitive abilities, effective, and
psychomotor each child, providing a unique learning experience and interesting, and the juice
can be thrilling, uplifting, and lead to preoccupation separate and allow the development
dimension of feeling.
Characteristics of language skills of children aged 5 years are:
(1) It can use more than 2,500 vocabulary,
(2) the scope of the spoken vocabulary concerning the child; color, size, shape, taste, smell,
beauty, speed, temperature, difference, ratio, distance, surface (coarse-grained),
(3) 5-year olds are able to perform the role
as a good listener,
(4) can participate in a conversation, children are able to listen to other people talk and
respond to the conversation,
(5) that are made by children aged 5 years has been related to a variety of commentary on
what is done by himself and others, as well as what he saw. Children at the age of 5 years
are able to perform self-expression, writing, reading, and even poetry.
From the above description of the development of language skills usin children 4-5 years of
age have the ability to start learning characteristics develop listening skills in order to
facilitate interaction with the environment. On the basis of the teacher's ability to optimize the
child's ability to speak with children appreciate the initiative and interaction with their peers
based on reasonable mind itself.
4. RESEARCH METHODOLOGY
Methods of Intervention Measures
In Kemmis & Mc Taggart includes four stages: (1) planning (planning), (2) the action
(action), (3) observation (observation), (4) reflection (reflection). The spiral model of action
research aims to improve learning practices and improve the quality of teaching and learning
process.
Reasons studies using action research is a practice improvement efforts through the
provision of education and action to improve practice in a professional learning in the
classroom. Form of action research in this study is to provide an act of the subject under study
by using the method of storytelling (independent variables) to determine its effect on
improvement of linguistic intelligence is the ability to use the spoken word.

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5. Development of the Linguistic Intelligence Children aged 4-5 years.

The development of intelligence in children's outcomes instrument kindergarten age 4-5
years, ie: before the action plan, the researchers first observed the situation of teaching and
learning processes of teachers known group A before the new measures.
6. Place and Time Research
This study will be conducted in group A, aged 4-5 years, kindergarten Siger Gold Bandar.
When the study was conducted since December of 2011 as a baseline observation, then
resumed again when the second semester of the school year in progress, which is about june
to agustus 2012, exactly a child enters the second half.
7. LATAR RESEARCH
The research was conducted on the Gold Siger kindergarten located in the village of Telok
Betong Batu Putu North sub-district of Bandar Lampung.
Siger kindergarten Gold Bandarlampung chosen the backdrop of this study because the
kindergarten children are still low verbal ability, learning focuses on reading, writing and
arithmetic as well as teacher-centered instruction executed (teacher centered) is not centered
on the child (student centered). On the basis of these reasons, the researchers are interested in
examining the relevant kindergarten deeper to explore the potential of children so that the
ability to use the word orally to develop optimally.
8. Methods and Research Design
Research Methods
The method used in this study is action research (Action Research) or action research using a
mixed research approach (Method Mix) approach will research used qualitative and
quantitative approaches.
9. DESIGN INTERVENTION
MEASURES / DESIGN CYCLE
RESEARCH
Action research Kemmis & Mc Taggart includes four stages: (1) planning (planning), (2) the
action (action), (3) observation (observation), (4) reflection (reflection). Based on the results
of reflection, researchers will be able to see if there is an increase in the results of intervention
measures. The method is based on collaborative action research, in the sense of empowering
classroom teachers, other teachers, the principal in the process of learning by storytelling to
improve linguistic intelligence of children.

311

For more details can be seen steps in each cycle in the image below:
1. Observe the changes in the
student after allowing for
storytelling
2. Discussion with peers
3. Evaluation of the I

Initial Assessment:
1. Observation of Teaching and Learning
2. Interview with Principal & Teachers
3. Provide Early assessment through
observation courage and smoothness
Children

1. Conducting observations of
child verbal ability results
2. Observing the activities of
the learning process,
particularly the interaction
between children in
communication, observation
between the researcher and
the object
3. Evaluate the ability of oral

1. Preparation of research
facilities
- Setting the room
- Preparing learning resources
2 Performance Indicators

1. Implement learning
activities with storytelling
based planning
2. Collect data on other
complementary supporting the
process of learning

Revise and modify the learning

according to the results of the
first cycle of action

1. Observe the changes that

2. occur in students after the
second action
3. Evaluation of the second

The application of learning

according to the second plan
1. Observing the learning
activities in accordance second
planning cycle
2. Data collection actions both

target achieved

Target not achieved

10. PLANNING / IMPLEMENTATION MEASURES

A. Action Planning
This action research using cycles, where each cycle has the following steps: initial
observation, planning, action, observation, and reflection. The steps in the cycle is the basis to
formulate the next cycle. Planning study was conducted with a cycle with the following steps:
1. Preliminary observations
Activities carried out at the beginning of this observation are: a) determining a research and
problem to be studied; b) the licenses; c) exploring a research site; d) collect initial

312

information about the learning of linguistic kindergarten children aged 4-5 years Siger Gold
Bandarlampung.
2 Planning
After the observation, and then plan activities. The activities to be implemented are: 1) to
determine the target of competence; 2) designing a storytelling learning methods for each
cycle; 3) make SKM / SKH, SKM made for the implementation of learning during one cycle
while SKH made for each meeting actions in the implementation of storytelling; 4) plan
activity steps for each action; 5) prepare the media; 6) developed a method of storytelling to
the learning of each cycle.
3.Pelaksanaan Actions
Before carrying out the action observation held prior knowledge about the child's verbal
results will be compared with the results observed in the cycle. Children are given verbal
skills assessment with 2 versions. The first child directly observed one by one with the
instrument verbal skills, while the second child naturally assessed when children play with the
observation instrument. Implementation of each cycle conducted 8 meetings. Follow-up of the
learning cycle is to identify the strengths and weaknesses of the process and learning
outcomes storytelling. Results were analyzed for the benchmark plan the next cycle of
learning.
4. observations
When children do activities during the learning process, the researcher was assisted by
teachers observe each student and describe things that happen in the research process and
describe the changes in the linguistic intelligence of a child after using the method of
storytelling.
5. Reflection
Reflection is done by analyzing the results of measures how far the level of linguistic change
before and after the next action.
Data Collection Techniques
In collecting the data, the researcher was assisted by a group of teachers. The research
data used by using techniques lapangasn records, interviews, observation and testing
techniques linguistic More clearly outlined as follows:
Field Notes. Field notes were written record of what is heard, seen, and experienced in
the context of data collection and reflection on the qualitative assessment of data. Notes
field is used to obtain the target under study is about the child's speech. Field notes were
made in complete records after investigators get to the house, the process is carried out
each time make observations and interviews.
Interview. Interviews used is a structured interview and unstructured interview.
Interviews were conducted with teachers, parents and children to obtain in-depth
information about the results speak capability of telling a story. Interviews used is an
open interview.

Observation of recording, documenting activities with photographs and record the

learning process for obtaining data on the activities of students and teachers for the
learning activities that refers to the method of storytelling. The electronic recording
devices such as cameras to listen and see the courage and verbal fluency in children when

313

learning takes place by using the method of storytelling. So the data that is recorded is the
process of each action in each cycle has been implemented. The data obtained used for
reflection.
Provide the end of each cycle assessment in the form of observations that are used to
seeing in the linguistic aspects of verbal ability.

A. Conceptual Definition
Conceptually, linguistic intelligence is the intelligence of word processing and the ability to
use words effectively both orally and in writing. Verbally to others, which is characterized by
(1) the verbal aspect, includes a clear pronunciation, intonation reasonable, correct kallimat
arrangement, and the choice of the right word, spell the word correctly. (2) non-verbal
aspects, including courage, fluency and expression / gestures in speaking; (3) aspects of
content, covering of detail and clarity in the delivery of the content of the conversation.
B. Operational Definitions
Linguistic intelligence is a score that describes the child's ability level linguistic intelligence
obtained by the instrument's ability when it had engaged in oral storytelling. Levels of
linguistic intelligence shows the development of verbal ability children from the simplest to
the most complex. Scoring exercise is to look at verbal abilities of children with levels
indicated:
Develop according to expectations (score 3); Developing Good (score 2); Not to Grow (score
1)
C. Analysis of Data
Data obtained from this study includes two types of data, in accordance with the demands of
action research, the qualitative and quantitative data. Analysis of the data used are:
Data that are qualitative (descriptive implementation of activities / learning of given actions
and views of the teacher), and then analyzed inductively, with a step of data reduction, data
display and data verification.
quantitative data in the form of descriptive analysis. Descriptive techniques to describe the
characteristics of the distribution of scores of respondents each study. Descriptive techniques
used in the form of a frequency distribution table, percentage, average, and standard
deviation, from the initial assessment / pre-test, to the first cycle and the second cycle.
Calculation ujit-t menggnakan aplikai MS. Excel.
quantitative data and qualitative data are integrated to produce meaningful conclusions.
RESULTS AND DISCUSSION
1. Background
Siger Gold is an early childhood education environment that seeks mengopptimalkan
potential of children and foster active learning (active learning). In Teaching and Learning
activities (KBM) integration of high element of education (schools, parents, and community)
is preferred in order to achieve the level of achievement of the development of ageappropriate child development and qualified for the benefit of mankind and the nation.

314

2. Conclusions, Implications and Recommendations

A. Conclusions
Based on the results of data analysis and discussion, it can be concluded as follows:
An increase in linguistic children, after being given a lesson by using storytelling. The
application of storytelling in learning, children can improve children's outcomes linguistic
intelligence by creating meaningful communication.
implication
The results of this study memeberikan implications as follows:
a. theoretical
Development of linguistic learning can be designed and developed by applying the method
of storytelling bercerita.Penggunaan necessary to stimulate the child's linguistic intelligence is
good and true., Because the process is not only the transfer of the teacher talks to the children,
not just the teachers who talk a lot to explain to the child ren but designed constructively,
student centered, more children do and do. With many children child involvement in the
learning process, indirectly memeotivasi children to communicate with each other, so that the
learning more meaningful.
storytelling method emphasizes the courage of children in the use of communicative and non
kumunikatif capabilities.
b. practical
Application of learning by storytelling will affect the role of the teacher, especially
terhadapkecerdsan outlook and linguistic treatment of children, and no less important to the
learning process orentasi. Researchers proved that the use of storytelling in the overall process
of teachers is expected to no longer use the mengaaauasai teacher centered learning process,
but it is expected to serve as a facilitator who helps facilitate the children in learning, sebgai
mentors who provide exemplary, as motifator that can motivate the child to communicate.
Learning with storytelling can improve children's linguistic intelligence. Application of
storytelling will impact apada planning, learning development, management and development
activities play in linguistic intelligence assessment system focused on the ability of children
both communicative and non kumunikatif during the process of playing.
Energy Education Institute of Education. Learning using storytelling methods should be
pursued as one of the materials provided to student teachers, especially students of Early
Childhood Education (ECD)
For education in universities, in developing means of improving the quality, the quality of
teachers in improving their professionalism. Especially as a medium of learning in the lecturedimensional development and improvement of linguistic anakk an effort to design the right
game and the right use of the learning model and in accordance with the characteristics and
needs of young children.
ECD Society business. Input to the management of early childhood education with an
interest in early childhood education, antecedent can be a useful additional reference
materials.
c. suggestion
Based on the conclusions and implications that have been raised, then there is some
suggestion that the proposed research, among others:

315

 Principal
Principals should be aware that the success of the performance achieved olleh khususnys
teacher learning using storytelling methods require the full support of the school in providing
sufficient financial support, memberikann conducive atmosphere for teachers to develop
linguistic intelligence of children.
Researcher
To other researchers who will conduct research in the same field should consider keterbatasan existing limitations in this study that the results obtained can be accountable and
should be done further research involving the development of a process-prose reflections
older children varied according to the needs.

REFERENCES
Armstrong, Thomas. Every Child Smart. Guide Helps Children Learn by Utilizing Multiple
Intelligence her. New York: Scholastic, 2002.
------------, Multiple Intelligences in the Classroom. Alexandria: Virginia USA, 2009.
Arikunto. Suharsimi. Research Procedure A Practical Approach. (New York: Rineka
Reserved 2006.
Brewer, Jo Ann. Early Childhood Education. United States: Pearson Education, Inc., 2007.
Chaer, Abdul. Psycholinguistics. Jakarta: Rineka Reserved 2003.
Campbell, Linda, Bruce Campbell, Dee Dickinson, Practical Methods Based Learning
Multiple Intelegencees. Translators Team Intuition. Jakarta: perss 2005.
Hurlock, Elizabeth B. The development of the child. Translated by dr. Med. Meitasari
Tjandrasa. Jakarta: Erland, 1978.
Hana, Jasmin, Intelligence Therapy Children with Fables. Yogyakarta, 2010
Djaali and Pudji Muljono. Pengukuan in Education. Jakarta: Jakarta State University
Graduate School, 2004.
Jamaris, Martini. New orentasi in Educational Psychology. Jakarta, 2010
-------------------, Development and the development of childhood kindergarten. Jakarta:
Grassind 2006.
------------------, Modified Scientific Research. PPs UNJ: 2006

316

THE EFFECTIVENESS OF SINGING SONGS AND ACTION IN

INTRODUCING ENGLISH TO CHILDREN IN KINDERGARTEN
By: Elise Muryanti
Universitas Negeri Padang
Email: elise@fip.unp.ac.id, elisemuryanti@yahoo.com
Abstract
This study aims to determine how much of the effectiveness of the method of Singing and act
to the in introducing English to children in kindergarten Adhyaksa Padang. This study used a
quantitative approach in the form of experiment. The data was collected through purposive
sampling techniques. The Data collection techniques used tests, that consist of 7-point
statements. Then the data is processed with difference test (t-test). The result shows that the
children in the experimental class using singing and action have on average higher when
compared to children in control classes using show and drilling method. Based on the
calculation of the t-test obtained t_calculated greater than t_table, it indicates that there are
significant differences between these two classes. It can be concluded that the use of singing
songs and action method gives a significant influence on children English vocabulary
mastery.
Key words: Singing songs and Action, English to Children
A. Introduction
Children learn a foreign language different from adult. Children like learning through fun
activities. On the age of zero to eight children have good memory or their memory is in the
optimal or maximum capacity in other word it is called as golden age phase. That is why it is
a good starting point to introduce English vocabularies and expressions to children. Even
though Indonesian curriculum do not considered English as an important subject that should
be developed for kindergarten students, due to the need of globalization era which there is no
border of a nation, teaching English is considered as a crucial thing. English can be as a tool
for communication in international relationship so being able to communicate in English can
benefit to build relationship. It is also widely known that English is used as the media of
sharing the development of sciences and technologies. Those who are able to communicate
in English can be get a lot of benefits from reading and listening to sciences news
development.
In fact, learning English need a continuous process. It needs serious effort that can be
started in childhood. Childhood is a good starting point to introduce English. Children can
be introduced to English Vocabularies and expressions daily related to the themes of
learning. Children encounter the language steps by steps, day by day by having fun and
enjoyable activities. The English vocabularies that children get can be pathway to be fluently
in learning English as foreign in next education in the primary and secondary school.
Furthermore, It is widely known that stages of learning a second or foreign language is
similar to learning the first language. Learning a second language has almost the same phases
as learning the first language. Every step that a child should follow will suit to its
development. For early childhood students, the average age of the students is 4 to 6 years old,
learn a second language will be easier rather than learning over 8 age periods. It is necessary
to teach English to children with the help of teachers with enjoyable learning aids and
methods. Teachers can focus learning on vocabulary building and pronunciation. Hurlock
(1978) explains that there are two criteria to ensure a child to communicate in the correct

317

way, firstly, a child must know the meaning of words that he uses in communication.
Secondly, he must pronounce the words appropriately.
Related to the explanation above, it is important for parents or teachers to give
comprehensive input to a child in teaching words to them, especially in teaching English
correct pronounciation.
Furthermore, Desmita (2005) also explains that the development of early childhood
students language started from the development of vocabulary. At this stage, approximately a
child has already master around 20.000 to 24.000 words. This fact shows how fast a child
master a language just from listening and observing. That is why in teaching a new
vocabulary to early childhood students should emphasize on the comprehensive inputs. A
teacher, especially in teaching English, should not only focus on how a child has an ability to
pronouce a word correctly, but it must be concerned also on their ability to understand the
meaning of words that they use.
Brown and Payne (1994, cited in Hatch and Brown, and Nation and Yongqi Gu (2007: 85)
said that there are five stages of learning vocabularies; encountering new words, getting the
words form, getting the words meaning, consolidating words form and meaning in memory
and using the word.
In fact, children acquire their first language by some stages. In the first stage, language
learners are not supposed to be able to speak the first language fluently on the early stage.
Initially, young learners are introduced some of vocabularies that are closed to their
environments like food, animals, house, furniture, rooms, family, communication tools and so
on. In further education, the vocabularies are improved to wide range of verbs, adjectives,
adverbs and abstract nouns.
Related to those stages, there are some methods that can be used to teach English to
children. Children cannot learn from traditional learning method like lecturing or tutoring, but
they are motivated to learn through fun activities such as playing games, singing, singing with
rhymes and action, and drilling and repetition.
Learning to play provides students activities through the context and the real life
situation in which children get the experience, and express to communicate their feeling of
the experience (Smidt:2011). Children are enjoyed their learning and find a comfortable
learning community as they play and get the vocabularies. Using song and action can give a
chants of language, the song and rhyme can be effective in teaching the vocabularies to
children and it provides good learning atmosphere of learning English as foreign language
( Ara: 2004).
In addition, Dun ( 2014: ) said that children can learn a language from short term of
songs and rhyme, they can learn how English word sound and be familiar with 44 sounds
and 26 alphabet letters. Rhyme is easy to memory because the sound is attractive and easy to
follow.
Moreover, Songs are used to get inside to the students and it has several advantages of
using songs. Murphey (1992: 14) explained some advantages of Songs:
Music and songs are tools for living, and the topic has great value, especially
when the students select the material.
Songs give students some
responsibility, give the students the means to select good from the bad, for the
teachers ,it can be a tremendous learning experience, it equalizes the
encounter between students and teachers, creating mutual respect between
students and teacher, it also keep the students as the center of the activity.
What is more, Medikawati (2012:49) states singing songs is an ideal way learning
language vocabulary for children as when they sing songs children can dance and use the

318

body movement which is good in memorizing letters and words that have been learned in a
foreign language.
It is clear that using rhyme and action are useful in learning English Vocabularies for
children. It provides an interactive and motivated learning atmosphere for children. Children
enjoy their learning and obtain fun learning activities.
B. The method of the Study
This study used an experimental design. This design was used to answer the question of the
research about how effective the use of rhyme and movement toward the students
vocabulary mastery. Purposive sampling technique was used to gather the data in this
research. The data collected through tests. Then, the data collected was analyzed by using ttest formula. To ensure the test applied was reliable, the product moment formula was used.
The formula is as follow:

C. Findings and Discussion

1. Findings
Before conducting the research, the class was given a pre test to know
The Result of Pre Test of Experiment class and control class
English vocabulary
Variabel
Experiment class
Control class
N
16
16
Highest grade
74
71
The
lowest 46
43
grade
Sum of grade
934
934
Mean
58,39
58,39
SD
7,64
9,09
2
SD
66,29
82,62
From the table above, it can be seen the comparison of the results of introducing
English children between the experimental class (B1) with a control class (B3) where the
mean of the experimental class (58.39) by the number of children 16, equal to the mean of
the control class (58.39) with the same number of children is 16. Standard deviation and
variance of the results of the introduction of English children also differ between the
experimental class and control class. The experimental class standard deviation is 7.64, while
the control class is 9.09, as well as the standard Deviation in the experimental class (66.29)
while the control class (82.62). It is clear that the highest and the lowest score of each class is
different. The highest score of the experimental class (74) while the control class (71). It can
be Compared that, the lowest score in experimental class is at 46 , it is higher than the
control class.
After conducted the experiment for 12 meetings the result of experiment class
increased significantly. The table below gives the information of the post - test result.
The result of the Post- Test introduce English to children in Eksperimen Class
(B1) and Control class (B3)

319

Methods of learning
Control class
Experiment class
Drilling
and
Singing and action
repetition method
16
16
100
81
76
43
1475
1080
92,17
67,50
6,46
10,76
41,68
115,69

Variabel
N
Highest grade
Lower grade
Sum of grade
Mean
SD
SD2

The table shows that there are 16 numbers of children in experimental class, the
highest score obtained is 100 and the lowest score is 76. From this experimental research, the
sum of grade obtained is 1475, with mean at 92.17, the standard deviation at 6, 46 , While in
control class The Standard Deviation is 41.68.
In the control group, the number of children is16 which is the highest score at 81 and
the lowest is 43. In addition, the sum of the grade is 1080, with the mean 67.50, a standard
deviation of 10.76 and a SD quadrate is 115, 69. It can be seen that the highest score of the
experimental class is 100, while the control class is 81 and the lowest score of the
experimental class is 76, while the control class scores is 43. Based on the descriptions in the
table can be seen that the result of the introduction of English- experiment grade is higher
than that of the introduction of English in the control class.
2. Discussion
The result of the research indicates that in introducing English to children by using the
method of singing and action in experimental class which is the average is 92.17 while the
average of the control class is 67.50. Based on the data analysis illustrates that t-count of
7.62 compared to 0:05 ( T-Table = 2.042) with degrees of freedom df (N1-1) + (N2-1) = 30.
Thus t count> t table is 7.62> 2.042, it can be stated that the H1 hypothesis is accepted and H0
hypothesis is rejected. Therefore it can be concluded that there are significant differences
between the results of the introducing of English to children in the experimental class using
singing song and action compared to the control class using drilling and repetition method.
The Method of singing and action is one of the effective methods used in the process of
introducing English in early childhood ( Ara (2004) and Dun (2014) . This is because through
singing rhyme or songs children will be more quickly learn, master and practice the teaching
materials submitted by educators. Children feel learning through singing songs and action is
not a barrier but they will find it is comfortable of learning atmosphere as they have fun and
motivating in learning. According to Medikawati (2012: 49), the rhyme of song is a way that
is ideal for learning the language and vocabulary for children, where the rhyme of songs can
be sung while dancing and also memorizing letters and words that have been learned in a
foreign language. Songs can be helpful and interesting that can be easily for children to
remember the vocabularies in the song consequently the child will learn new words, phrases,
and have fun at the same time.
Tabel 15. The result of the test of Hypothesis by using t-test
No
1
2

N
Experiment
Control

16
16

average
92,17
67,50

320

Tcount

ttabel
0,05

decision

7,62

2,042

refused

The results indicate that songs have a great contribution to increase childrens
vocabularies as well as building learners responsibility, building mutual respect and it
involves learners as the center of the activity. Learning language through song make children
feel happy to learn because they enjoy the song, while singing they also actually learn English
( Murphey :1992).
Movement or action is in the child's body language to express his feelings in the form
of movement activity obtained after listening to the singing. Through a motion and if the
child's body can express feelings and the ability to understand the music (singing) delivered.
One of the English songs taught by the researcher is "food make body healthy". The
introduction of this song to the children in studying involves the body and physical actions.
Song teaches children that can be a channel to excess energy, memory training, coordination
and concentration, developing vocabulary, grammar and creates a jovial mood. Activities
through action can encourage students comprehension to the vocabularies they have from the
rhyme of songs.
D. Conclusion
In conclusion, the ability of the child to remember English vocabulary is more and faster
by using singing and action methods. In addition, the pronunciation of English vocabulary is
more precise than using drilling method. The other advantage of singing song and action in
English children is that children feel happy and motivated to learn English.

References
Ara, Shaheen. 2009. Use Songs and Games in Teaching English to young learners in
Bangladesh. The Dhaka University Journal of Linguistic. Vol 2 no 3 february.
Desmita. 2005. Psikologi Perkembangan. Bandung: PT. Remaja Rosdakarya
Dun,
Opal. 2014. Learning English through sharing rhyme. Retrieved at
http://learnenglishkids.britishcouncil.org/en/parents/articles/learning-english-throughsharing-rhymes retrieved on 6 of Sept 2014 at 8.35
Hurlock, Elizabet B. 1978, Perkembangan Anak.England: McGraw Hill
Medikawati, Julie. 2012. Membuat Anak Gemar dan Pintar Bahasa Asing. Jakarta: Visi
Media.
Murphey, Tim. 1992. Music and Songs. Oxford: Oxford University Press.
Nation, Paul and Yongqicu, Peter. 2007. Focus on Vocabulary. Sydney: Mac Quarie
University .
Schmidt, Sandra. 2011. Playing to learn: The role of play in the early years. Oxon: Routledge.

321

IMPROVING STUDENTS ENGLISH VOCABULARY MASTERY THROUGH THE

USE OF MULTIMEDIA AT KIDERGARTEN FANTASIA
NEW KEBAYORAN SOUTH JAKARTA
Dr. Ratna Sari Dewi, M.Pd.
English Language Study Program Faculty of Tarbiyah and Teaching
UIN Syarif Hidayatullah Jakarta
Ratnasaridewi.72 @ gmail.com
Abstract
This study aims to determine the process of learning English vocabulary through the use of
multimedia and the efforts made by teachers to improve the mastery of the English language
through the use of multimedia on kindergarten students Fantasia Kebayoran Baru, South
Jakarta. This research was conducted in kindergarten Fantasia Kebayoran Baru, South Jakarta
with the number of study subjects were 28 students consisting of 15 women and 13 men. This
study uses a model of action research Kemmis and McTaggart consisting of (a) planning, (b)
action, (c) observation, and (d) reflection. Data collection techniques using field notes,
interviews, documentation and observation while data analysis was performed by using
quantitative analysis to analyze data from vocabulary and qualitative analysis to analyze the
data from the learning process. The results showed an increase in vocabulary kindergarten
students Fantasia Kebayoran Baru, South Jakarta after the implementation of the use of
multimedia. As for the learning process through the use of multimedia is composed of
mastery of words and simple sentences by using multimedia.
Keyword; Vocabulary, English language, the use of multimedia

INTRODUCTION
As one of a developing countries, Indonesia is inseparable from the era of globalization
where competition cannot be avoided in many ways . To prepare for the competition, Human
Resources (HR) of Indonesia should be able to master a wide range of science and
technology. In addition, HR of Indonesian should also master English as an international
language. English should be introduced early on to the whole Indonesian nation, including the
introduction of the English language in early childhood. Early childhood according to
NAEYC (National Association for the Education of Young Children) in Aisha, (2011: 1) is
the children who are in the age range 0-8 years, which is included in educational programs in
the park child care, child care in the family (family and child care home), education either
private or public preschool, kindergarten, and elementary school.
One of the introduction of English in early childhood is the mastery of vocabulary.
Vocabulary is the vocabulary or the number of words that a person has. Children English
vocabulary is not an innate, but rather the result of a child's developmental abilities. Mastery
of English at early childhood (AUD) done, one of them, is through imitation. Imitation is
done by introducing vocabulary through the use of a variety of media , interesting media for
children.
Based on the result of observation, student mastery of English vocabulary is very weak.
This is caused by many factors such as the teacher has not been able to use an effective
method of introducing the English vocabulary. It is seen frequently teachers use the lecture
method in introducing the English vocabulary. Introduction of vocabulary by using the lecture

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method, causing the children bored, lazy, and tend not to pay attention when the teacher
introduces vocabulary. In addition, the teacher can not use a variety of learning media and
attractive, and interesting in introducing the English vocabulary. The use of interesting
instructional media make students motivated and willing to be actively involved in the
learning process. In the case of the use of this media, teachers are required to have a good
understanding of the characteristics of the children so that they can choose the right media to
use in the introduction of English vocabulary. One of the media to be able to introduce the
English language is through the use of multimedia. By using this media students vocabulary
are expected to be going well and the proficiency in English increased. The application of
multimedia has obvious function to clarify, simplify and make learning vocabulary exciting to
be submitted by the teacher to the students so as to motivate learning and streamline the
learning process.
Based on the above explanation, action research needs to be done to see if there is an
increasing mastery of English vocabulary through the use of multimedia on kindergarten
students of Fantasia Kebayoran Baru, South Jakarta.

METHODS
This research was carried on at kindergarten Fantasia located in Kebayoran Baru, South
Jakarta. The research was conducted in the academic year 2013-2014. The study lasted for 3
months since July to September 2013 This research is Classroom Action Research (CAR) or
classroom action research is an action research done in the classroom. The purpose of action
research is to improve the effectiveness of teaching and learning in the classroom and in the
end to provide intervention on educational practices in the classroom. The process model used
in this CAR is a model process cycle (round / spiral) which refers to the model of Kemmis S
and Mc. Taggart R. The procedures in the study include: planning, acting (action), observing
(observation), reflecting (reflection), and so on until reflection and subsequent action plan
finished.
RESULTS AND DISCUSSION
Description of Data
The research data was obtained from 28 kindergarten students of Fantasia Kebayoran
Baru, South Jakarta. The data collected were analyzed, then interpreted then by using the
following categories:
1. Category is low if the level of vocabulary mastery less than 60.
2. Category is moderate if the level of vocabulary mastery more than 60 and less than 75.
3. high category is if the vocabulary mastery at the same level of 75 or more.
Data were compared with a predetermined standard of success which amounted to 70%.
After knowing the level of students' abilities, then groping students based on the low, medium
and high level category through the following calculation:
Categories of students ability = X 100%
The results of this assessment in the first cycle can be categorized as follows, students
who have a low value category are 15 students: 7 students get a value of 50, 3 students get a
value of 55, and 5 students get a value of 58. Students who have moderate category totaled 10
students, they are: 6 students scored 65 and 4 students scored 70. Then students who have a
high category consists of 3 members, namely: 2 students get 75, 1 student scored 80 on the
assessment results of this first cycle demonstrate mastery of vocabulary has not reached the
desired target of the students' vocabulary mastery is still below 75%.

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The results of the second cycle can be categorized as follows: students who have a low
category are 2 students with the scored 55. Moderate categories are 4 students; 2 students
getting a score of 70 and 2 students scored 75. Students who have a high category, increased
to 22 students, they are: 14 students scored 80, 5 students scored 85, 2 students scored 90, 1
student scored 95. The results of second cycle demonstrate the improvement of vocabulary
mastery with success criteria of more than 70% of students scored above 75.
Interpretation of Results Analysis
From a series of tests it was found that the results of students' vocabulary mastery can
be increased by using multimedia. Vocabulary mastery can be achieved by utilization of
multimedia by using a variety of existing media such as the use of video media learning,
power point, computer, and integrate different media into the learning activities. By making
use of multimedia in learning vocabulary, enthusiastic students to learn and master the
vocabulary tends to be good and increasing. Moreover, during the learning process in the
classroom, the teacher tried to give stimuli to hone the students' memory of the vocabulary
learned in the classroom, the teacher gives a task that can be learned at home.
Learning undertaken by teachers during the study seen by the use of a CD games.
Students are guided to have activities by using a few words in the missing letters, then arrange
the order of words into simple sentences. In addition, teachers also use the power point slides
are designed by teachers to emphasize vocabulary learning objectives so that the students will
be focused mastering vocabulary by seeing the power point presented by the teacher.
CONCLUSION AND SUGGESTION
conclusion
Based on the results of research and discussion that has been described, it can be
concluded that the mastery of English vocabulary can be increased, among other things:
1
The role of the teacher in teaching vocabulary which is quite effective in directing the
student to learn the vocabulary of teachers already use a variety of appropriate learning
methods. The learning method used by teachers include Psychical Total Response
(TPR) and communicative, audiolingual, and others. Using a variety of learning
methods to make students enthusiastic and motivated to master vocabulary.
2 By using a variety of media led students to master vocabulary with a variety of existing
media and allows teachers to deliver learning materials to design a wide range of
vocabulary and challenging learning activities so that the change of attitude that implies
an increase in mastery of English vocabulary.
3
The role of learning in the form of media such as CD games, power point, and video
assist teachers in delivering learning materials especially vocabulary. This is evident
from the first cycle of students 'vocabulary mastery is low whereas in the second cycle
students' vocabulary mastery increased significantly.
Suggestion
Based on the conclusions of the implications of the results of the investigation above,
the authors submit the following suggestions:
1. Teachers should always try to improve the capabilities and insights related to a variety of
early childhood knowledge so that teachers can always be creative to create a variety of
instructional media and teaching methods so that in each learning activity will be
engaging and motivating students to learn.

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2. The use of multimedia learning is very helpful. Teacher introduces vocabulary in English
to the children. However, the teacher should introduce the vocabulary is not too force
students to quickly master the vocabulary because it would lead to children becoming
bored and eventually the students will not want to know the English vocabulary.
REFERENCES
Aisyah, Siti. (2011). Perkembangan dan Konsep Dasar Pengembangan Anak Usia Dini,
Jakarta: Universitas Terbuka.
Basuki dan farida. (1993). Media Pengajaran. Jakarta: Departemen Pendidikan dan
Kebudayaan.
Bretz, Rudy, (2008). Serbaneka Media Pembelajaran, Jakarta: Bumi Aksara.
Mayer, Richard. E., (2009). Multimedia Learning: Prinsip-prinsip dan Aplikasi. Yogyakarta:
Pustaka Pelajar.
Nunan, David. (1998). Language Teaching Methodology, New York: Prentice Hall.
Suyanto, Kasihani K.E. (2008). English For Young Learners. Jakarta: Bumi Aksara.

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THE INFLUENCE OF TOTAL PHYSICAL RESPONSE ON CHILDRENS

LISTENING SKILL AND ARABIC VOCABULARY MASTERY
( QUASI-EXPERIMENTAL STUDY ON GROUP B KINDERGARTEN
RA AL-MUQODDASAH JAGABAYA BANJARAN BANDUNG ACADEMIC YEAR
2010/2011)
by: Dinar Nur Inten
ABSTRACT
Early childhood period is golden age to develop their competence and knowledge
including Arabic acquisition. Since their curiosity and receptive ability are at higher level,
children can learn Arabic effortlessly. Language is both a gift and a medium for human
communication. In addition language differentiates human from animal. Language enables
humans to get to know ; themselves; among their peers; nature; knowledge and moral
(religion) (Yusuf, 2009:179). Alloh SWT states in surat Yusuf : 2

We actually create the form of the Qur'an in Arabic, that you may understand (Yusuf:2).
This implies that moslems should learn Arabic since their childhood to develop their
competence in comprehending and implementing Alquran content. Listening skill plays
significant role because it enables children to learn other skills namely; speaking, reading and
writing and incrrease their knowledge as well. In addition listening skill exposes children to
vocabulary mastery.In fact many kindergarten teachers especially in remote area dont know
approriate method to develop childrens listening skill and Arabic vocabulary mastery.
This study investigates the influence of Total Physical response on Childrens
listening skill and Arabic vocabulary mastery. It was in RA Almuqoddasah , Jagabaya,
Banjaran this study took place. The sample was taken from class B consisting 30 children
which was divided equally into experimental and control group.Total physical response is a
method of language teaching focusing on learners body movement. This method is
developmentally appropriate for children. It enables children to produce target language and
move or practice according the supporting media available.
Based on the findings of this study, the experimental groups listening skill improved
from 47.26 to 68.33 and their vocabulary mastery increased from 127.53 to 306.87. Based on
the findings of this study, it is suggested that Total physical response be used in teaching
Arabic for kindergarten children. This method is appropriate to develop other language skills
namely speaking; writing and reading.
A. Introduction
Language is a medium of communication among people to accomplish their daily
need. The achievement that someone gains in his or her life depends heavily on his/ her ability
to communicate. Childs ability to communicate develops naturally, as Chomsky states that
children acquire their language the way they learn to walk and stand (Dardjowidjojo, 2003;
235)
Children acquire at best foreign language when they are 4-7 years old. Azhim
(2002;74) states that teaching second language to children aged 4-7 years will lessen their
next learning challenge. Four to six-year old children are in their golden age to develop basic
skill and knowledge including learning second language (Arabic) their curiosity and high
receptive ability will enable them to learn Arabic effortlessly.

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According to Agustin (2008; 2-3) human intelligence capacity reach 50% when
they reach their 4 years old, and when they reach eight years old their intelligence capacity
grow into 80% finally they reach highest peak at their 18 years old. In their 4 years old
scientists named it golden age.
The researcher didnt find the appropriate method of teaching Arabic dealing with
vocabulary when she conducted the study in the site. The teachers applied teaching method by
asking the children to memorize Arabic vocabularies. In other words teachers demonstrated
by producing Arabic vocabularies and children listened then produced exactly vocabularies
that teachers mentioned. This method is prone error of listening and vocabulary mastery.
There are some benefits of introducing Arabic acquisition in early childhood. This
introduces children to learn to understand earlier Alquran and to try to memorize it. In line
with this, Azhim in his book entitled guiding children to be skilful language learner Alquran
strongly influences children capacity to learn language and develop their affection (Azhim,
S.A, 2002:66). According to Al-khul;ly (2002;5) Arabic has its comparative advantage
compared to others. Arabic is chosen for Alquran; prayer, and hadits. An error in Arabic
pronunciation consequently leads to misunderstanding.
Alloh states in Al-Quran Surat Yusuf ayat 1 - 2

Alif Lam Ra, This is the verses of the Book (Quran) is clear. Indeed We sent down
in the form of the Qur'an in Arabic, that you may understand (Yusuf : 1-2).
Referring to some classical interpretation, it is known that Alquran uses Arabic
consisting of Hijaiyyah letter. Muhammad SAW was challenged by his enemies and they
didnt believe that Allah create Alquran. The prophet then challenged his enemies to create
exactly the same quality like Alquran.
The lesson from this is that Alquran language is unbeatable in terms of its beauty/
aesthetic and its literary work and vocabulary richness. Considering those factors, it can be
concluded that Arabic can be an appropriate framework for children language acquisition.
There are four language skills namely; listening, speaking, reading and writing.
Listening skill leads children to understand vocabulary (meaning). Vocabulary mastery is a
vital language component for successful four language skills to take place.
In line with this Harjono (1988) states that among foreign language components,
vocabulary is pivotal component in foreign language learning (Jamaris,2005;9). Based on the
above arguments, it is clear that vocabulary mastery is a crucial component in learning a
particular foreign language. Failure to achieve vocabulary mastery leads to problems in
performing language skills.
Early childhood learning is inevitable from playing, comfortable situation and joy.
Munandar argues that education should be aimed at developing students creativity so they in
the future can fulfill their needs, society and nation (Munandar, 1999: 14) Learning Arabic
should be designed appropriately. The method should suit children development. To deliver
Arabic learning, this study chose Total Physical response (TPR)
This method was developed by psychologist professor in San Jose University named
James J. Asher. He argues that language addressed to children carries an instruction/
command and children can respond physically by movement before they verbally respond or
produce language respectively. In addition this method is practical, and contains element of
playing which to some extent reduces children stress and provides soothing situation. This
benefit will lead to childrens achievement in learning Arabic vocabulary mastery

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Previous studies support the effectiveness of TPR. Learning (Kunihira dan Asher,
1965; Kanoi, 1970), learning Russian language for adult and children (Asher, 1965,1969),
learning French for adult and children (Meas, 1969; Davies, 1976;1977), learning German
language for adult (Reeds, 1977; Swaffer dan Woodroff, 1978) (Arsyad, 2003:60). TPR has
been implemented in Indonesia. Here are some results: Yenny Octaviany (2007), The
Application Of Total Physical Response In Teaching English Vocabulary, the results show
that listening skill gain improved 95,65% and speaking skill increased 93,13%
(http://www.macalester.edu/educationreform/actionresearch).
The objectives of this study are as follows:
1. To investigate children listening skill in RA Almuqodasah
2. To investigate childrens vocabulary mastery
3. To investigate whether TPR influences childrens listening skill or not
4. To investigate whether TPR influences childrens vocabulary mastery or not
Method
Method used in this study is Quasi-experiment. It is used to investigate the influence
of TPR on children listening skill and Arabic vocabulary mastery. This study applied nonequivalent pretest -postest control group design for both experimental and control. Nonequivalent pretest -postest control group design was applied because both control and
experimental received pre-test and post-test, but the sample was not randomly chosen.
Pretest was conducted to experimental group and control group to investigate the
existing children vocabulary mastery and listening skill. On the other hand post test was done
to find out the differences between the mean between experimental and control group due to
TPR treatment toward experimental group.
Tabel 3.1
Research Design
Group
Experiment
Control

Pretest
O1
O3

Treatment
X1
X2

Postest
O2
O4

Explanation :
X1
: treatment using TPR for experimental group
X2
: conventional learning (non-TPR)
O1
: Pre test for experiment group
O2
: Post test for experiment group
O3
: Pre test for control group
O4
: Post test control group
RA Almuqoddasah Jagabaya, Banjaran was chosen as the site of the study. It belongs
to Almuqoddasah foundation which serves as Islamic Education organization. It has several
education level ranging from playgroup, Islamic school featuring Alquran memorization,
alquran translation, and alquran interpretation. It goes without saying that the foundation is
managed by educational expert graduated from Islamic boarding school. This foundation
provides equally both general education and Islamic education in each educational level. In

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addition RA Almuqoddasah is well-equipped with good facility that holds a huge number of
students. It also introduces Arabic for young learners.
The subject of this study was students of B group of RA Almuqoddasah. This group
consisted 30 students and they were equally divided into experimental and control group.
Since they started learning Arabic vocabulary, they were chosen as subject of this study.
To answer the research question, this study designed and prepared three instruments
namely observation, treatment and documentation. To assess young learners vocabulary
mastery and listening skill, this study used likert scale, according to Sugiyono (2008;135) this
scale is used to assess attitude, opinion, and perception of someone or group of people
concerning a particular issue.
The response from likert scale instrument ranges from very positive to very negative
where the wording includes: able to do weighs 3, sometime weighs 2, not able to do weighs 1.
The instrument passed validity and reliability test before it was applied. This was
done to make sure that the instrument assesses what it was supposed to assess and to ensure
its validity.
1.

Item Validity
To test construct validity, this study used three experts judgment specializing in
their field which is relevant to this study. Their opinion was asked regarding the instrument.
Having passed this stage and considering the experience available, the study tested the
instrument. In this study, validity test was done through the following stages:
a.

Counting Coefisien Correlation of product moment/ r, counting (r xy ), using the

following formula:
N XY ( X)( Y)
rXY
N X 2 ( X) 2 N Y 2 ( Y) 2

(Arikunto, 2006)
Explanation:
rXY = Coefisient Correlation between X variabel and Y variabel
X = test item which is sought its validity
Y = total score which are gained by sample
b.

Decision making process

Decision making process went through the criteria as follows:
1) If counted r is positive, and counted r 0,3, the test item is valid
2) If counted r is negative, and counted r < 0,3, the test item is not valid
Masrun (cited in Sugiyono, 2007 : 188-189) states that the chosen test item should
have correlation level 0,3. The higher the correlation the bigger the chance to reach the
target, and to assess what it is supposed to assess. Out of 25 items for listening skill, this study
found that item no 4 and 7 were not valid. On the other hand, out of 107 items for vocabulary
mastery instrument this study found no 4, 7 and 23 were not valid.

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2. Instrument reliability
Reliability refers to the degree of consistency of a particular instrument. This test is
meant to investigate the consistency of each test item. The reliability test uses the Cronbachs
Alpha ( ) formulathrough the following stages:.
First, counting reliability score or counted r (r11) using the formula as follows:
2
n i
r11
1 2
t
n 1

Explanation :
= Reliability test which is sought
r11

2
i

t2

Number of variance for each item score

= total variance
= number of test item

second, seeking variance all item using formula as follows:

N
(Arikunto, 2002:109)

Explanation :
X = score number

= squared score number

= number of sample

Point of departure of reliability coefficient used correlation coefficient from Sugiyono

(1999;149) which is displayed in the following table as follows:
Tabel 3.4
Interpretation guidance
Correlation coefficient
Coefficient interval

Degree of relationship

0,000 0,199
0,020 0,399
0,040 0,599
0,060 - 0,799
0,080 1,000

Very low
low
moderate
High
Very high

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Reliability test process uses MS excell 2010 software. The test revealed analysis
teechnique to investigate overview of listening skill and vocabulary mastery using steps as
follows:
a.determining ideal (highest) maximum score gained by sampel:
ideal maximum score = number of items x highest score
b. determining ideal lowest score gained by sample:
ideal low score = number of test item x lowest score
c. Finding range of ideal score gained by sample:
scorer range = ideal highest score ideal lowest score
d. finding interval score
Interval score = Range score / 3
From the above steps, this study achieved the criteria as follows:
Tabel 3.6
Criteria of Variable overview
Criteria
High
moderate
low

Range
X > Min Ideal + 2.Interval
Min Ideal + Interval < X Min Ideal + 2.Interval
X Min Ideal +Interval
(Sudjana 1996 : 47)

To answer the research question concerning the influence of Total Physical response
method on listening and vocabulary mastery, this study applied t test independent
(independent sample t test) through data analysis listening skill and vocabulary mastery
before and after the treatment using TPR. This technique is done by comparing data
normalized gain, between experiment and control group. This test is used to gain empirical
data about the influence of TPR method on listening skill and Arabic vocabulary mastery of
the children of experimental group compared to control group using conventional method.
Test technique used supporting software of statistical product and service solutions (SPSS)
version 18.0.
Procedure to test the influence uses the formula as follows. First counting data of
normalized gain (N-Gain) using the following formula (Coletta, V.P., Phillips, J.A., &
Steinert, J.J., 2007).

g=

postest-pretest
skor maksimal - pretest

Secondly testing data normality of gains between two groups testing normality of
data gains is done by using statistic test of Z Kolmogrov-Smirnov (p>0,05) and supported by
SPSS 18.0 assistance.
thirdly, testing variance homogeneity data gains of the two groups (p>0,05) using the
help of SPSS 18.0.
Fourth, testing the difference (or influence) of Total Physical Response (TPR)
method in improving listening skill and Arabic vocabulary mastery of children by using
independent t test (Independent sample t test) which was done in the following stages.
a.
Hypothesis
H0 : eksperimen = kontrol

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There is no significant difference of means on listening skill and Arabic vocabulary

mastery between experimental and control group.
H1 : eksperimen < kontrol
There is significant difference of means on listening skill and vocabulary mastery
between experimental and control group.
b.
Rationale for decision making
Decision making process was done by two ways; comparing counted t with table t or
by comparing probability score gained by =0,05.
If decision making uses counted t, the criteria is to accept H0 if t 1- < t hitung <
t 1- , where t 1- is taken from table t with degree of freedom dk = ( n1 + n2 1) and the
chance (probability) 1- . For other counted t scores, H0 rejected.
If decision making is based on probability score (p value), the criteria is:
If p score < 0,05, H0 is rejected
If p score > 0,05, H0 is accepted
c.
Finding score of counted t using the formula as follows
Y1 Y2
t Hitung
S12 S2 2

n1 n 2
Explanation:
Y1 = mean of control data
Y 2 = mean of experiment data
n1 = number of sample from control group
n2 = number of sample from experiment group
s12 = variance of control group
s22 = variance of experiment group
(Furqon, 1997:167)
Finding and Discussion
Initial Listening skill mean shows moderate category with detailed explanation as follows:
14 children belong to moderate category and 1 child belongs to high category. This can be
seen from the following graph of initial listening skill

After the treatment of TPR, childrens listening skill improved significantly from the
mean of moderate initial listening skill to high category. Bromley (1991) explains factors

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influencing children listening skill namely: first: listener factor. Children who have no
motivation to listen , are frequently in trouble in understanding the information. For this
reason, teachers should explain the objectives and benefits as well as motivate children.
Secondly, circumstance factor. The most appropriate situation for listening skill is a free noise
place from voice and sound. This what happened to RA Almuqoddasah children who studied
in a free-noise place which support their learning activity.thirdly speaker factor. Teachers
ough to combine messages with various ways so children can listen actively. Message or
vocabulary of Arabic which were delivered must be supported by movement (gesture), facial
expression, body language, fluency. Those factors are available in TPR method
For further evidence, the following graph illustrates children listening skill in post test
(at the end)

With respect to children vocabulary mastery, in the beginning (pre test) their initial score
belonged to low category,
because children felt not comfortable and confused about
Arabic vocabulary. Here is the graph displaying children vocabulary mastery at the beginning

After children learned Arabic vocabulary through TPR method, their score at the end
improved and belonged to high category. This happened because they learned using TPR. In
using TPR, children not only produce the target language but also were invited to move in
accordance to the instruction they received. Inevitably this provided fun on the part of
children. Musthafa (2010), in learning foreign language , it is suggested that the method
displaying model and providing movement. Those aspects are available in TPR.

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The following graph illustrates children vocabulary mastery at the end

Suggestion
Base on the finding and discussion above, this study suggests that TPR method be
applied to develop the other language skill namely speaking, reading and writing. David
(cited in Arsyad, 2003) states that using TPR method increases listening skill and Arabic
vocabulary as well. It also support other language skills such as speaking, reading and
writing.TPR method not only creates an interesting teaching and learning for children but
also prevents impression of pressure on the part of children so they can develop their
potential.

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THE DEVELOPMENT OF CHILDRENS UNDERSTANDING ON RHYTHMIC

THROUGH SINGING ACTIVITIES WITH KEYBOARD ACCOMPANIMENT
IN KINDERGARTEN
Indra Yeni
boby.rara@yahoo.co.id
Jurusan PGPAUD FIP Universitas Negeri Padang
Abstracts: This article aims to determine the development of children's
understanding of rhythmic through singing with keyboard accompaniment in
kindergarten. Data were collected through interviews and observations of
teachers and students related learning to sing in TK Dharmawanita UNP, then
analyzed following the model of Miles and Huberman. It was found that the
understanding of the rhythm can be developed through increased ability to feel
the beats, the ability to feel the initial pressure at each time signatures (accent),
and the ability to follow the rhythm, where these aspects can be obtained through
singing activities supported by the accompaniment of musical instruments such
as keyboards.
Key Words: rhythm, singing, keyboards
INTRODUCTION
Education of children of kindergarten (TK) aims to help develop the full potential and
physical ability, intellectual, emotional, moral, religion and art in children optimally in a
conducive environment, democratic, and competitive. This is done by guiding, nurturing, and
provide learning activities that can develop and increase the potential of children optimally.
One aspect that was developed in kindergarten is the development of children basic
abilities in music (Bean and Oldfield, 2001). The development of basic abilities in music in
kindergarten is a means to develop the skills, talent and imagination of children to music. At
the time of kindergarten, children need to develop the minds, so as to make children become
more confident and sensitive to the environment. Tutchell (2014: 68) says that through music,
children can feel the touches of art that will take him to think in the abstract, imaginative and
creative, so the music can be used as a forum for all types of children education.
Music for children can serve as a vehicle to express their thoughts and feelings. Music
can be either a statement or a message and have the power which can move the heart,
insightful aesthetic tastes. Solehuddin (2000) suggested to distribute music through songs,
control, and cause feelings such as joy, cute, emotion and awe. It is closely related to the
development of emotional and psychomotor development of children.
Froebel in Hartati (2005: 42-45) believes that the value of musical experience in
children has made the music/songs to be considered as an important and integral part of
everyday life during childhood. This statement considers that the importance of the role of
music in the lives of children both physical and psychological.
With singing children can express what is felt, thought, dreamed personally, and
through singing children will come in contact with something beautiful. When viewed at a

335

glance, singing is a regular activity for children. In fact, many of the positive benefits of
singing activities for children, such as: (1) gross motor coach; (2) establish the confidence of
the child; (3) finding the talent of the child; and (4) train children's cognitive and language
development. Singing of course can not be separated from the words and sentences to be
pronounced. With singing can train vocabulary increase memory retention and also the brain
child (Kamtini and Tanjung, 2005: 117-118). In addition, the singing is also beneficial
lowering hormones associated with stress because it makes the mind more fresh.
Based on preliminary observations found that singing should be a fun activity and
interest of children. However, some preliminary findings obtained in the field causing the
problem becomes interesting to study. Some of the findings are: first, the students sing in
unison sounds, nothing sings faster than other learners, some are singing slower. When a
child's singing voice sounded flat without any particular emphasis on the text of the song
sung. There are students who sing in a loud voice, some are singing with a weak voice barely
audible; second, learners do not know the song sung text. Some of the songs performed was
sung over and over again, both in the classroom and outside the classroom, but there are still
children who do not know the text of the song, so it looks just stood still, playing, annoying
friends who are nearby, or attempt to move the mouth but do not spend voice; Third,
educators are not correcting errors in singing children. Educators should conduct an
evaluation of the activities carried out singing. However, no correction of errors educators to
children in singing. Educators only improve children's behavior in singing; fourth, singing is
not supported by an adequate instrument. To carry out learning to sing in kindergarten, an
adequate instrument is needed. Availability instrument strongly support the implementation
of learning to sing. To perform the activities required to sing appropriate musical
accompaniment. The presence of musical instruments affect the ability of students in
response to rhythm and sung tones. Limitations of musical instruments is a prohibitive factor
for educators and learners to do the singing. Singing activities in the classroom are generally
accompanied by musical instruments tambourine.
Thus, children who do not actively participate in singing activities can be grouped into
three categories, namely: (1) children who sing with the mouth moving, but it is not clear
what she was saying, eyes tend to be focused, and singing are unable to generate expression
of the child's body movements; (2) the child does not sing, no visible movement of the
mouth, eyes tend to be the focus, and the singing are unable to raise the child's expression of
motion; (3) the child does not sing, it focused attention on efforts to interfere with his friends
around him, whether they participate or not sing.
UU No. 20 of 2003 on National Education System Article 28 paragraph (3); Rahman
(2005: 55-58); NAEYC in Hartati (2007: 10); Mulyasa (2012: 16); suggested that early
childhood is children who are in the age range of 0-8 years, which in the age range of the
children experience the process of growth and development of both physical and psychic
rapidly. Therefore, it takes various measures to stimulate the growth and development of
optimally match the characteristics of the child. According to Bredekamp and Copple (1987);
Kellough (1996); Solehuddin (2000), the characteristics of early childhood is to be unique,
self-centered, active and energetic, have a strong curiosity, exploratory, express relatively
spontaneous behavior, rich with fantasy, easily frustrated, lacking consideration of doing
things, the power of attention short, much to learn from experience, and show interest in your

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friends according to the stage of development because the child is part of a social creature.
Efforts to stimulate the growth and development can be done through singing.
According Kamtini and Tanjung (2005: 118); Yeni (2010: 89), singing is a means of
disclosure of children's thoughts and feelings through tone and words (text) which contains
an idea and a vision of beauty. One of the aspects of music that can be developed in children
is the understanding of the diverse rhythmic pattern. Mahmud (1995: 11-12); Yeni (2009:
50-52) states that rhythmic with regard to rhythm, which can not be separated with a pulse,
rate, count that takes place regularly within the same time. Thus, a rhythmic as part of rhythm
is seen to be developed through activities such as musical experience singing activities.
This research aims to develop children's understanding of rhythmic through singing
with keyboard accompaniment in kindergarten. To achieve these objectives, this research
focused on learning activities singing with keyboard accompaniment in kindergarten.
METHOD
This research can be grouped into descriptive research, using a qualitative approach in
TK Dharmawanita UNP Padang located within the campus of the State University of Padang.
Key informants in this study is the teacher who plays keyboards in learning to sing. While
informants were chosen by purposive sampling method.
Data were collected using observation, free in-depth interviews with questions that are
structured and unstructured, and documentation. The tools used to collect research data, such
as: notebooks, and laptops (netbooks), audio recorders, cameras, and camcorders.
Implementation of the technique guarantees the validity of the data based on certain criteria.
Techniques guaranteeing the validity of the data used in this study include: (1) the extension
of participation; (2) triangulation; and (3) discussion with colleagues.
The data obtained in this study were analyzed using Miles and Huberman models.
Miles and Huberman (1984) and Nasution (1988) explains that in qualitative research there
are three stages of analysis in the form of streams, namely: data reduction, data display and
conclusion drawing/ verification data. The third stage of the analysis carried out during the
research process as a parallel group. This means, that whenever there is a data analysis, these
three elements will be running at once.
RESULTS
Singing activity is a learning activity to develop aspects of the art in the child, so the
implementation was preceded by a series of planning done carefully. Results singing activity
is then evaluated, to determine the level of achievement development of art the expected.
Therefore, the results of this study are presented in three (3) aspects, including planning,
implementation, and evaluation (Masitoh, 2005).
Singing Activity Planning
Planning of singing activities prepared by the special teacher which to teach a song at
children. Plan that is prepared by the teacher in the form of Semester Planning. Semester
Planning prepared by the teacher at the beginning of the school year, before the kids started
school. Plan that is prepared by the teacher in the form of Planning Semester. Plan prepared

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by the teacher at the beginning of the semester of the school year, before the kids started
school. Teachers determine the names of the songs that will be introduced and taught to
children based on themes chosen in learning in kindergarten, which consists of eleven theme
is divided into two semesters.
The themes were chosen in the first semester, consisting of: myself, my environment,
my needs, animals and plants. In the second semester, consisting of: recreation, employment,
air, water and fire, means of communication, my homeland and the universe. These themes
are then going to be a guide in determining songs which will be introduced to the child. For
example, the theme myself, a song learned like Satu-satu Aku Sayang Ibu and Lima Jari
Bersatu. The songs were taught to the child in accordance with the schedule that had been
developed in the planning of the semester.
In TK Dharmawanita UNP, the introduction of the song performed by the teacher on
Friday and Saturday according to a predetermined schedule in planning the semester, while
the implementation of the singing with keyboard accompaniment held every Monday through
Friday at the kindergarten field. On Friday the children gathered in a room, where all the
activities of the different classes performed together in this classroom.
Program planning singing activities with keyboard accompaniment in TK
Dharmawanita UNP Padang is based semester planning which has been prepared by a special
teacher of music. Implementation of the introduction of the new songs scheduled for the
semester planning on Friday and Saturday. But in fact, this activity is more often focused on
Fridays, Saturdays because kids are more focused on sports activities
Planning the singing with the keyboard accompaniment of designed by the teachers
seem less appropriate to the learning objectives to be achieved. This is due to the
implementation of the introduction of the song is not in accordance with the schedule that had
been developed in the semester planning. There are songs that their identification is not
carried out in accordance with the schedule established. As a result, the song is not exactly
taught sung on learning activities in the week, because the theme is no longer relevant.
The research findings were obtained prior to the implementation of the singing with
keyboard accompaniment made, teachers prepare lesson plans in advance. Masitoh (2005);
Hartati (2007: 174) argues that planning is a program created by the teacher in writing to
carry out a learning activity. So, before singing activities carried out, the first teacher to plan
activities so that the activities are carried out in accordance with the learning objectives to be
achieved.
Program planning singing activities with keyboard accompaniment composed by a
special teacher of music in the form of the semester planning. The songs that will be taught to
children, is determined based on the theme in kindergarten learning activities are carried out
in the classical. Teachers also determine the appropriate schedule to teach the song to the
children, with the aim of singing activities undertaken to support the development of other
aspects.
Implementation Singing Activities
Implementation of the singing with keyboard accompaniment conducted every morning
Monday through Friday, at the square in front of the kindergarten. The song is sung on
Monday to Thursday, in contrast to the song sung on Friday. On Monday to Thursday, songs

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are sung, such as: song Anggota Tubuh, Nama-nama Hari, Naik Delman, Taman Kanakkanak, Selamat Pagi, Halo-halo Bandung, Naik Kereta Api, etc. Meanwhile on Friday the
songs performed are Islamic songs, like the song Nama-nama Malaikat, Bismillah,
Alhamdulillah, Masyitoh, Mari Sembahyang, Rukun Islam, and other Islamic songs. From
some of the song titles, there are songs that are routinely sung every morning, Monday
through Friday as a song Selamat Pagi, Halo-halo Bandung, dan Naik Kereta Api.
Every morning teachers and children to do the singing with keyboard accompaniment.
Children begin lining up at 08:00 pm, assisted by teachers to line up neatly. Activity preceded
the motivation for children to excited when marching, followed by a reading pledge, followed
by the singing with keyboard accompaniment.
After reading pledge, a special teacher plays music keyboard to accompany the children
to sing along guided by a classroom teacher. The first song is sung by title Nama-nama Hari,
followed by a song Selamat Pagi and Halo-halo Bandung. At the time of the song Namanama Hari and Selamat Pagi sung, singing teacher and children are heard in accordance with
the beat, tempo, and rhythm are selected on the keyboard. When a song Halo-halo Bandung
and Naik Kereta Api sung neatly child begins to walk into the classroom simultaneously and
sequentially with rhythm accompaniment (style) appropriate keyboard.
Implementation of the singing with keyboard accompaniment also held on Friday and
Saturday in a room together. Here before singing activities carried out, the teacher did the
introduction of new songs to the child in accordance with the theme being taught. Teachers
lead and deliver a greeting to the children, clapping with the goal of keeping kids excited
about learning activities. Teachers encourage children to read prayers before learning, prayer
iftitah, read short letters and verses seats. Afterwards, special teachers of music started to
introduce songs that will be sung in children using media images to fit the theme of the day.
Teachers in teaching and introducing new songs to the child by first reciting the lyrics
slowly per stanza followed children repeatedly, until the complete lyrics of the song sung.
Once children begin to memorize the lyrics, the teacher adds rhythm to the lyrics of the song
being taught, then singing with keyboard activities with the aim that children can develop a
sense of sensitivity to initial beats (accents) of the songs are sung.
Based on the findings it appears that the implementation of the singing with keyboard
accompaniment has been implemented according to the plan drawn up by the teacher.
Implementation of the singing with keyboard accompaniment conducted regularly every
morning from Monday to Friday. Singing is a fun activity for children and singing experience
gives him satisfaction. Moreover, the implementation of the singing is accompanied by
musical keyboard, kids will be more interested and will feel happy when singing together.
Yeni (2010: 89) suggests that singing is a tool for children to express their thoughts and
feelings. Thus the singing very well done so that the child can express what he felt by doing
the singing.
The introduction song in children conducted in accordance with the schedule that had
been developed in the semester planning. The process of introduction of the song to sing
activities require media as a tool to introduce the lyrics in children. The media is a factor that
must be considered in planning lessons. Media and learning resources selected should be
appropriate to the activity and provide appropriate experiences for children. Teachers also
have to decide how the media and learning resources are available and how the activities are

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organized. Activities organized means being prepared media can be used as a tool to develop
the child's ability to remember, so that children know and memorize the lyrics of the song
being taught by the teacher. Teachers in TK Dharmawanita UNP Padang in introducing the
song to the children's use of media and media images directly. Media images are used
according to the title and lyrics of the song that will be taught, such as on the song Keranjang
Sampah, teachers using media images and pictures wastebasket child who was cleaning his
yard.
Media used in the introduction of new songs is still too simple, just a plain picture of
HVS. Instead, the teacher creates a better medium to use more media because the media is a
tool in the delivery of the first distributors of learning materials and can stimulate children to
learn in particular in the introduction of new songs for children. This is in accordance with
the opinion of Gagne (1985); Briggs in Sanaky (2011: 3); Schramm in Sadiman (2012: 6), the
media are the various types of components in the environment that can stimulate children to
learn. The use of media in the introduction of the song can enhance a child's attention,
making children more interested and more quickly understand the meaning of the lyrics of the
song being taught. This is in accordance with the benefit of the media by Sudjana and Rival
(2010: 2), the teaching will be more attractive to learners so as to motivate learning and
teaching materials will be vague so as to be understood by learners and enabling students to
master the goal of teaching more good.
Singing Activity Evaluation
Teacher of Kindergarten Dharmawanita UNP Padang to evaluate the singing with
keyboard accompaniment in order to determine the achievement of the development of
children in singing, good level of success in the learning process and the teacher of the child's
level of understanding in accepting learning. This is in accordance with the opinion of Hill
(1994); Sukardi (2011: 1) evaluation is a process of determining the conditions, in which an
objective has been achieved.
Evaluation is done by the teacher in the singing with keyboard accompaniment through
observation (Bredekamp and Copple, 1987). With this method the teacher can see and
measure the extent to which the achievement of the development of children in singing with
keyboard accompaniment through activities that have been planned and implemented before.
This is in accordance with the opinion Trianto (2011: 267) argues observation is the process
of assessment by way of systematically observe and record the behavior of students in the
classroom or outside the classroom. In the process of singing with keyboard accompaniment,
teachers observe children to see the achievement of the development of children in singing.
Evaluation of the singing with keyboard accompaniment made of teachers through
direct and indirect observations in children. Evaluation is done through direct observation of
teachers limited the reach of the teacher's observation on the development of children's ability
to sing. Evaluation through indirect observation done by discussing the results of
observations of each classroom teacher to the development of learners' singing. Master
classes provide help to report observations to the special teacher of music on children who
are able to sing with the correct rhythm to the rhythm of the keyboard and the children who
can not sing with the correct rhythm at the time of the singing with keyboard accompaniment
lasts. In addition, the class teacher also observed that children actively put his voice when
singing and children who do not participate actively put his voice when singing activity takes

340

place.
Thus, children who are able to sing with the correct rhythm with keyboard
accompaniment and has been actively issuing his voice in singing can be given a compliment.
As for children who can not sing the right tempo to the rhythm of the keyboard, may be
assisted by other teachers or teachers with special music provided guidance children can sing
with the correct rhythm to the rhythm of the keyboard and give more motivation in children
so that they would actively emit sound when singing
Assessment is done by writing a star symbol on the observation sheet learners. Children
who are able to sing with the right tempo to the beat of the keyboard, will be given a four-star
symbol, while the children who can not sing the right tempo to the beat of the keyboard and
do not want to participate in the singing will be given a two star symbols. This assessment
will be written by the teacher based on observations during a semester with a star symbol in
the assessment report on the indicator half sang more than 20 songs children. Based on the
assessment of teachers that have been written in the assessment reports of the semester, the
teacher concludes the summary of the development of children every fragment of time, which
is reported in the form of a brief description of the report given to the parents of each child at
the end of the semester.
According to the Fajar (2005); Sukardi (2011: 4) evaluations have varied functions,
namely: (1) as a tool to determine if the child has mastered the knowledge, values and skills
that have been given by a teacher; (2) to determine the aspects of child's weaknesses in
learning activities; (3) determine the level of achievement of children in learning activities;
(4) as a means of feedback to the teacher, which is sourced from the child; (5) as a tool to
determine the development of children's learning; (6) as the main material progress reports to
the parents of the child.
From the foregoing it is concluded that teacher evaluations need to be done, because the
evaluation is a tool to determine the child's weaknesses and determine aspects of its
development in the learning process in kindergarten, so that teachers can charge students
progress reports to parents. Therefore, teachers need to plan and conduct an evaluation of the
learning process is carried out, in order to know the extent of implementation of the singing
with keyboard accompaniment can effectively develop an understanding of rhythmic learners.
Thus, the implementation of the singing with keyboard accompaniment needs to be evaluated
to see the achievement of the development of children in singing. Evaluation is done by the
teacher by observing the child during the process of implementation of the activities taking
place singing with keyboard accompaniment.
Implementation of the singing with keyboard accompaniment is good enough. The
process of introduction of new songs performed have implemented both methods so that
children more quickly understand the lyrics of the songs performed. There are three (3)
findings resulting from this study, namely: (1) the child is able to feel the beat (beats); (2) the
child is able to feel the accent on the song sung; (3) the child is able to follow the rhythm
heard in the rhythmic accompaniment of musical instruments.
Child's ability to feel the beat in the song can be identified from the song sung by
children tend to be more organized, kids enjoy a song while moving or clapping us when
singing with the keyboard. It is not found when the children sing along without rhythmic
accompaniment of musical instruments, both the keyboard and tambourine. In addition to the

341

ability to feel the beat are well developed, the child's ability to control the tempo when
singing also experienced a significant increase. Child singing with a tempo that is more
appropriate when the rhythmic accompaniment of musical instruments. Child's ability to feel
the accent on the song sung also increased when singing activities undertaken keyboard
musical instrument accompaniment. It can be identified from the child's ability to feel when
the right time start the song sung from the first line of the first verse of the song texts and so
on. The ability of children to the rhythm of the song also increased. It is identified on the
suitability of rhythmic patterns of children with notation sung the song. Thus it can be said
that the ability to feel things as mentioned above is the first step that has the right to develop
the children's ability to understand the rhythm of a song.
CONCLUSION
The results of this study describes the development of children's understanding of
rhythm through singing with keyboard accompaniment in TK Dharmawanita UNP Padang,
has been performing well, but not perfect as it should be, especially with regard to the
planning done by the teacher, where the teacher only plan in the form of Semester Planning
and not arranged in the form of RKH. Implementation of the singing with keyboard
accompaniment in TK Dharmawanita UNP Padang been using relevant media to introduce
the song to the children in the form of media images, but still modest adjusted with the title
and lyrics of the song that will be taught. Teachers shall evaluate the singing by observation
(observation) directly and indirectly to obtain information about the achievement of the
development of children in singing. In conducting the evaluation, the teacher observes the
child directly the process of implementing the singing with keyboard accompaniment.
It was found that the understanding of the rhythm can be developed through increased
ability to feel the beats, the ability to feel the initial pressure at each time signatures (accent),
and the ability to follow the rhythm, in which these aspects can be obtained through singing
activities supported by the accompaniment of musical instruments such as a keyboard.
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Bredekamp, Sue and Copple, Carrol. 1987. Developmentally Appropriate Practice in Early
Childhood Program Serving Children from Birth through Age 8. Washington DC: NAEYC.
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Mahmud, A.T. 1995. Musik dan Anak. Jakarta: Departemen Pendidikan Nasional.
Masitoh, dkk. 2005. Strategi Pembelajaran TK. Modul Edisi 1. Jakarta: Pusat Penerbitan
Universitas Terbuka.
Miles M.B., dan Huberman A.M. 1984. Qualitative Data Analysis: A Sourcebook of New
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Nasution, S. 1988. Metode Penelitian Naturalistik Kualitatif. Bandung: Tarsito.
Rusdinal, dkk. 2008. Pengelolaan Kelas di Taman Kanak-kanak. Padang: Sukabina Press.
Sadiman, Arief S. 2012. Media Pendidikan (Pengertian, Pengembangan, dan Pemanfaatannya).
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Sanaky, Hujair A.H. 2011. Media Pembelajaran (Buku Pegangan Wajib Guru dan Dosen).
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Trianto. 2011. Desain Pengembangan Pembelajaran Tematik. Jakarta: Kencana.
Tutchell, Suzy. 2014. Young Children as Artists: Art and Design in the Early Years and Key
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Press.

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THE WORLD ACCORDING TO CHILDREN WRITERS

(A Cultural Analysis on the Kecil-Kecil Punya Karya series:
Indonesian Children Books Written by Children)
Rd. Safrina Noorman
Lina Meilinawati Rahayu
Nia Nafisah
And
Ernie Diyahkusumaning Ayu Imperiani
Author note
Correspondence concerning this article should be addressed to Safrina Noorman,
Department of English Education, Indonesia University of Education,
Jl. Dr. Setiabudi No. 229, 40154 Bandung, INDONESIA.
This research is funded by English Language and Literature Study Program,
Department of English Education, Indonesia University of Education.
Contact: safrinanoorman@gmail.com
ABSTRACT
The paper discusses the ways in which the worlds and societies in texts written by children for
their peer are constructed in the book series, Kecil-Kecil Punya Karya (henceforth, KKPK).
The study aims to unveil and reconstruct the underpinning ideas or concepts which might
have contributed to the worlds created by these children writers in the KKPK texts. Based on
the texts theme, twenty two books are selected based on their genre for a qualitative analysis.
The study is initiated with a formal analysis which looks into the elements of texts such as
characters and characterization, plots, conflicts as well as the writers crafts such as diction
and figures of speech. Data from the formal textual analysis are read and framed to construct
potential meanings using theoretical propositions from Hunt (1994) on ideology in childrens
literature and Bhabha (2004) on hybridity. The findings indicate that the texts have created a
hybrid world which constitutes aspects indicating both global and local influences. The
influences manifest, most of the time simultaneously, in the various elements of the texts
resulting in hybrid texts which raise questions about the explicit ideology asserted in the texts.
The childrens textual constructions of their own world indicate the ease, comfort, and
customary daily routines in choosing and using texts to show and assert an inclination toward
a world (or worlds) dictated by capitalistic drives which are commonly wrapped in debatable
Islamic or nationalistic (or local) perspectives. Despite the good intention on the adults part
in encouraging children to write and become writers, the texts reveal that texts for
children-even when they are written by children- should not be taken for granted and assumed
as innocent.
Keyword: childrens literature, childrens world construction, hybridity, globalization, and
ideology

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1. Introduction
Indonesian childrens literature has grown very fast since 2000, which includes the birth of
childrens writers. Based on his reviews on Indonesian children books, Trimansyah (1999)
states that books written by adults tend to be didactic, monotonous, and unrelated to the
childrens readers. Yet, childrens books are often deemed innocent and so with books written
by children. The reform era has opened up more possibilities for childrens writers to write in
different genres as major publishing companies facilitate their publications even workshops
for these writers. The frontrunner in this type of publication, DAR!Mizan, for example has
published more than 300 titles of book series Kecil Kecil Punya Karya (henceforth KKPK)
from about 200 productive children writers (Rhamdani, 2013). The popularity of this type of
childrens books has made primary schools purchase the books for their libraries. The fact that
the books and their content tend to be taken for granted as good or suitable for children lead
us to conduct this research. Specifically, it attempts to examine the ways in which the worlds
and societies in texts written by children for their peer are constructed in the book series,
Kecil-Kecil Punya Karya (henceforth, KKPK). Further, the study aims to unveil and
reconstruct the underpinning ideas or ideologies which might have contributed to the worlds
created by these children writers in the KKPK texts.
2. Literature Review
The literature review in this study focuses on the issues regarding childrens literature in
relation to ideology and globalization as well as issues on hybridity and childrens world
construction.
1.

Barangsiapa dengan sengaja atau tanpa hak melakukan perbuatan sebagaimana dimaksud dalam Pasal 2
ayat (1) dan ayat (2) dipidana dengan pidana penjara masing-masing paling singkat 1 (satu) bulan
dan/atau denda paling sedikit Rp. 1.000.000 (satu juta rupiah), atau pidana penjara paling lama 7 (tujuh)
tahun dan/atau denda paling banyak Rp. 5.000.000.000 (lima milyar rupiah).

2.1 Childrens literature

According to Lynch and Tomlinson (2005:3), childrens literature is good quality trade books
for children from birth to adolescence, covering topics of relevance and interest to children of
those ages through prose and poetry, fiction and nonfiction. Hunt (1994) adds that what a
culture thinks of as childhood is reflected very closely in the books produced for its citizens.
Further, Milne (cited in Hunt, 1994:1) who wrote a classic tale Winnie the Pooh, asserts that
childrens books are books chosen for us by others either because they pleased us; or
because we have reason for thinking that they please children today; or because we have
read them lately, and believe that our adult enjoyment of them is one which younger
people can share. Unfortunately, none of these reasons is in itself a sure guide.
Therefore, these books cannot be considered as innocent and taken for granted, most of all,
because of the obvious authorial intent as books for children are usually books written by
adults and deemed relevant and interesting for the children.
2.2 Ideology and childrens literature
Ideology in books for children written by children might work in the same levels of ideology
and eventually reveal the world that they are living in and lived by. Hollindales three levels

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of ideology in childrens literature (1998) are (1) explicit ideology the most obvious
ideology which is usually closely related to the writers social or political conviction, (2)
passive ideology the writers unexamined assumptions, and (3) living ideology the world
lived by the writer and readers
2.3 Globalization and childrens literature
Globalization, according to Lewis and Docter (2011), is characterized by the interactions of
ideas, identities, and institutions across nations making up processes of complex economic
and cultural interdependence. There are three ways to look into globalization: (1) as an
extension of American capitalism, (2) as an unavoidable modern product which might result
in neoliberalism and commercialism, and (3) as a cultural paradox. Further, Bhabha (2004:
247) states in his text The location of culture that:
the transnational dimension of cultural transformation -- migration, diaspora,
displacement, relocation -- makes the process of cultural translation a complex form of
signification. The natural(ized), unifying discourse of nation, peoples, or authentic folk
tradition, those embedded myths of cultures particularity, cannot be readily referenced.
The great, though unsettling, advantage of this position is that it makes you increasingly
aware of the construction of culture and the invention of tradition.
Hence, globalization might also be evidenced in childrens literature in forms which reflect
the ways interactions of transnational dimension manifest or are consumed.
2.4 Hybridity
The notion of cultural hybridity has existed far before it was popularized in postcolonial
theory as culture arising out of interactions between colonizers and the colonized
(Yazdiha, 2010, Cohen and Kennedy, 2000). However, after colonialism or imperialism era,
globalization has both expanded the reach of Western culture, as well as allowed a process by
which the West constantly interacts with the East, appropriating cultures for its own means
and continually shifting its own signifiers of dominant culture (Yazdiha, 2010). Bhabha
(2004), for example, instead of seeing colonialism as something locked in the past; he shows
how its histories and cultures constantly intrude on the present, demanding that we transform
our understanding of cross-cultural relations. Therefore, Bhabha (2004) sees hybridity as the
emergence of new cultural forms from multiculturalism. In line with Bhabha, Cohen and
Kennedy (2000:377) refer hybridity principally to the creation of dynamic, mobile mixed
cultures.
2.5 Childrens world construction
Childrens world construction in this study refers to the construction of the worlds and
societies in the book series, Kecil-Kecil Punya Karya (henceforth, KKPK) written by children
for their peer. It includes the underpinning ideas or concepts which might have contributed to
the worlds created by these children writers in the KKPK texts.

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3. Methodology
3.1 Research design
This is a study in the qualitative paradigm (Alwasilah, 2002; Silverman, 2005), using textual
analysis within a cultural study framework. With reference to Belsey (2011), this study
examines texts with a critical perspective by connecting the texts with their respective unique
contexts.
3.2 Research subject and context
The texts under study are Kecil-Kecil Punya Karya (KKPK) series published by DAR! Mizan.
The series are children books written by children between the age of 8-12 years old. Since the
series are published in sets, the most current sets are selected. Out of 28 books, 22 are chosen
because of the genre, novel, which has more potential in character and plot development.
3.3 Research procedure
Before analyzing the data, there were several steps taken. First, texts were chosen based on
currency and genre. Then, a formal analysis on the texts was used to identify elements of texts
such as characters, plots, and language used. In terms of characters, the study classifies
characteristics of characters and analyzes characterization. For plots, the study classifies plots
based on conflicts evidenced in the texts. As for the languaged used, dictions or word choices
and figures of speech are classified. Data from the formal textual analysis are read and then
framed by Hollindales (1998) three levels of ideology and Bhabhas (2004) theoretical
notion on hybridity to come up with potential meanings for the choices available in the texts.
Finally, conclusions were drawn.
4. Findings and discussion
The findings indicate that the texts have created a hybrid world which constitutes aspects
indicating both global and local influences. The influences manifest, most of the time
simultaneously, in the various elements of the texts resulting in hybrid texts which raise
questions about the explicit ideology asserted in the texts. The childrens textual constructions
of their own world indicate the ease, comfort, and customary daily routines in choosing and
using texts to show and assert an inclination toward a world (or worlds) dictated by
capitalistic drives which are commonly wrapped in debatable Islamic or nationalistic (or
local) perspectives. The followings are the detailed explanation of the hybridity created in the
texts
4.1 Hybridity created through word-choice and illustrations
A hybrid world is constructed from word-choice and illustrations reflecting a blend of
transnational dimensions which evidence the impact of globalization as can be seen in the
following excerpts.
[1]: Oh, no! Itu Dinna, Vega, dan Helza. Mau apa mereka kesini? Pasti mau bikin kacau!
Kata Lily yang mulai mengoceh sebal dengan mata terbelalak. (Abdillah, 2011:35)
[2]: EVERYBODY QUIET! teriak Dinna dari depan kelas. Spontan semua diam
memperhatikan Shinning Stars yang berkacak pinggang. (Abdillah, 2011:39)

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[3]: Hoam..Oh, My God! Jam Tujuh! Mandi! Masrya yang telat bangun segera mandi.
(Fauzia, 2010:82)
Excerpt [1], [2], and [3] above are the example of the insertion of English expressions done
by children writers in most of their texts. The use of English in one hand indicates global
influences toward children writers customary daily routines. On the other hand, English is
seen as more modern, sophisticated and superior than Indonesian as can be seen in excerpt [4]
below:
[4]: Pagi Anak-Anak.sekarang ada empat murid baru di kelas kita. Kalau yang bertiga ini,
kalian sudah pasti tahu. Nah, kalau yang ini, coba kita tanya namanya? kata Bu Silvia sambil
menarik tangan anak laki-laki yang bertubuh tinggi kurus itu.
Panggil saja Sam, katanya.
Waaah.namanya keren, kayak nama orang Barat, puji Ghinny.
Jangan-jangan keturunan barat. Coba nama lengkapnya? Tanya Rendra penasaran.
Iya, coba.., dukung Fian.
Siapa nama panjangmu, Sam? tanya Silvia.
Samsudin, lanjutnya kemudian. Murid-murid langsung tertawa. Murid-murid yang tahu
sopan santun, sih, berusaha menahan tawa mereka. Panggilannya keren, Sam.
Kepanjangannya Samsudin? (Abdillah, 2011:35-36).
When Samsudin was introducing himself with Sam, everyone in the classroom considered it
as a cool name because it is Western name. Yet, after Sam explained that Sam is a nick name
from Samsudin, everyone started to laugh at him.
Mostly, the names used in the texts are foreign names (English) such as Monika, Vanessa,
Esther, Joey, etc. There are only few local names used in the story. This indicates the
inferiority of western world which is considered as more advanced, modern, and
sophisticated.
4.2 Hybridity constructed through the characters inclination toward material things
and their preference for a closer proximity with the global world
A hybrid world underpins by a materialistic ideology where the impact of the global world is
most apparent in the characters inclination towards possessing material things and showing
them off, and their preference for a closer proximity with the global world as can be seen in
the excerpt [5], [6], and [7] below.
[5]: Kak Nafi tersenyum puas dan melanjutkan makan Macaroni Schootel-nya. Rafi memakan
Spaghetti Bologneise Cheese-nya dengan garpu sampai tersedak. Marsya segera menyodorkan
air putih. Rafi cengengesan, seakan berkata, makasih, Kak.
Selesai menyantap Cream Soup, Marsya memanggil Ara dan Zia lewat handphone agar
datang ke rumahnya. Rupanya, Marsya kekenyangan, sehingga tak kuat berjalan ke rumah
Arad an Zia. Jaraknya 12 m, sih.kan, jauh! (Fauzia, 2010:92)

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[6]: Tapi, Lily selalu membawa kartu anggota salon. Dinna, Vega, dan Helza kayaknya selalu
membawa kartu anggota Sparkly Neil. Dan Rendra selalu membawa kartu anggota School
Comic. (Abdillah, 2011:69)
[7]: Setiap murid mempunyai kuda favorit di Shayla Dormitory, Chira seperti menebak
pikiran Alison. Biarpun anaknya tidak suka pada kuda, tetap saja merasa sayang pada seekor
kuda! (Setyanto, 2013:77)
4.3 Hybridity constructed through an instantaneous attitude implying capitalistic
ideology at work
A hybrid world where characters solve problems driven by an instantaneous attitude implying
capitalistic ideology at work as evidenced in the following excerpts [8] and [9] below
[8]:
SMS ku ke Jane:
Hai sobat, aku g bermaksud lancang. Tp aku punya usul, untuk mengobati rindumu pd kak
Beylin, bagaimana bsk kalau kt cri Kak Beylin? Kalau tidak setuju jg g pa2, aku tahu kok
perasaanmu.
Balasan SMS dari Jane:
Aku tdk mrh kok, em, iya, kebetulan saat aku umur tujuh thn pernah diajak mama papa ke
rumah Om Georn. Bsok kta janjian di markas aja. Thanks ya, salam persahabatan. (Jasmine,
2014:47)
This excerpt [8] show how the characters in this case Jane and her friend solve the problem of
finding Kak Beylin, her sibling by relying on Janes memory when she was still 7 years old.
Another instantaneous attitude is also depicted in the following excerpt.
[9]:
Sesampainya di alamat yang dituju, kami melihat seorang gadis yang sedang berdiri di dean
rumahnya. Jane lalu membuka pagar rumah itu dan menyapa gadis tersebut. Maaf, saya Jane
dan ini teman-teman saya. Saya hendak mencari Om Georn karena saya ingin bertama kakak
saya, Kak beylin, kata Jane.
Jane? Jane Fita Nita? tanya gadis itu. Dia mirip sekali dengan Jane.
Iya. Lho, kok Kakak tahu nama saya? KakakKak Beylin? tanya Jane.
Iya, ini Kakak, Kak Beylin, kata kak Beylin sambil memeluk Jane.
Maafkan Kakak ya Dik. Kakak sebenarnya kangen sama kamu, tapi, Kak Beylin belum
selesai bicara sudah disela oleh Jane.
Tapi Kakak tidak boleh sama kedua orang jahat itu, kan? tanya Jane.
Jangan bilang seperti itu, Dik. Mereka sayang sama Kakak. Mereka sudah merawat Kakak
dari kecil, kata Kak Beylin.
Ah! Mereka Jahat! Kalau Kakak tetap mau tinggal bersama mereka, aku pulang sekarang!
kata Jane marah dan hendak pergi meninggalkan rumah itu. Saat hendak keluar pagar, Om
Georn memanggil Jany.
Jane, maafkan kami, ya? Kami baru sadar kalau kami itu memang jahat. Kami tidak

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memperbolehkan anak angkat kami bertemu dengan keluarganya. Kami piker, jjika Beylin
dipertemukan dengan kedua orang tuanya, dia tidak mau kembali kepada kami, jelas Om
Georn.
Maafkan Jane juga, ya, Om. Jane sudah lancang
Pa, Beylin boleh main ke rumah orang tua Beylin sekarang? tanya Kak Beylin.
Boleh, Sayang kata Om Georn. (Jasmine, 2014:47)
Here the excerpt show how characters such as Jane, Kak Beylin and Om Georn are not given
sufficient space and time to process problems, instead are provided with short cuts and happy
endings.
4.4 Hybridity created through characters materialistic entangled with religion as an
ideology attached to other living ideologies
A hybrid world where religion as an ideology is attached to other living ideologies resulting in
complex and often times questionable contexts. Islam as the ideology explicitly presented in
the books is entangled in the characters materialistic and instaneous attitudes and actions that
it becomes superficial and might send mixed messages to the implied readers.
Excerpts [10 and 11 below] for example show the religion stereotype, in this case Islam,
attached to the character.
[10]: Tak lama kemudian, Nurul pun datang. Model seragam Nurul berbeda dari model
seragam perempuan lain di sekolah mereka. Kemeja Nurul berlengan panjang. Roknya juga
panjang. Selain itu, Nurul mengenakan jilbab putih.
Assalamualaikum! Salam Nurul.
Waalaikumsalam! balas Dania, Tiara, dan Lily. (Abdillah, 2011:25-26)
[11]: ALHAMDULILLAAH! seru keenam gadis cilik itu sambil melakukan sujud sukur
Kalian juga bisa kok, asal serius, tekun berkemauan keras, dan tidak mudah menyerah.
Kalau ada kemauan pasti ada jalan, Eh kalian belum solat Zuhur, ya? Sana Solat dulu!
(Paramita, 2013: 44-46).
Another example of a hybrid world where religion as an ideology is attached to other living
ideologies is excerpt [12] below from Berdakwah Lewat Chatting, Siapa Takut? and Another
Chatting Story: Masih Ngobrolin Islam included in Little Miss Perfect (2011). This excerpt
explicitly presents Islam as the ideology is contrasted with other religion. In this text, Islam is
represented as the most righteous religion.
[12]:
Salsa Archuleta: hey, can I ask you something?
Liz. Archie : sure.
Salsa Arculeta: What religion are you?
Liz. Archie: Christian
Salsa Arculeta: Oww
Liz. Archie: How does it feel being Christian?
Salsa Aruleta: Not good

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Liz. Archie: Why?

Salsa Arculeta: Ehm..welll, personally, I think not everything is true in the bible (Salsa,
2011:83)
The excerpt above shows how a character is very passionate about introducing Islam.
However, at the same time, when he/she faces other characters that have different beliefs or
religion, he/she does not have enough relevant references to show that Islam is better.
In the same book, it is also depicted how someone can convert from one religion to another
religion easily as evidenced in excerpt [13] below:
[13]:
Kat. Siarot: youre muslim, right?
Me: yup! Why?
Kat. Siarot: How does it feel? Because I want to be one
Me: hmmm I PROUD to be a muslim! Its fantastic!
Kat. Siarot: is it hard??
Me: No! Not really! For a starter, you have to pray 5 times a day..
Kat. Siarot: that sounds easy.I usualy pray 5 times also (daily) (Salsa, 2011:95-96)
The conversion to the new religion is often a complex and not an easy matter. Yet, the text
reflects instaneous attitudes and actions by showing verbally how a person is interested in
converting his/her religion into a moslem.
5. Conclusion
Despite the good intention on the adults part in encouraging children to write and become
writers, the findings reveal that children texts or books-even when they are written by
children-should not be taken for granted and assumed as innocent. First of all, it is because
children writers construct worlds which raise questions about the values being upheld and
presumably delivered to a wider audience. Another reason is that ideology which is explicitly
resented in children books is entangled with the ideologies that both writers and readers live
in. Therefore, there is a need for the roles played by adults in the production and distribution
of the text. In other words, adults need to be more aware and critical of texts for children.
References
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Alwasilah, A. C. (2002). Pokoknya Kualitatif: Dasar.-dasar merancang dan melakukan
penelitian kualitatif. Jakarta: Pustaka Jaya.
Belsey, C. (2011). Textual Analysis as a Research Method. In G. Griffin (Ed.). Research
Methods for English Studies. Edinburgh: Edinburgh University Press.
Bhabha, H. (2004). The Location of Culture. New York: Routledge Classics.
Cohen, R and Kennedy, P. (2000). Global Sociology. London:MacMillan
Fauzia, M. F. (2010). Kotak Susu Celly. Bandung : DAR! Mizan
Hollindale, P. (1998). Ideology and the Children's Book. Woodchester, UK: Thimble Press.
Hunt, P. (1994). An Introduction to Childrens Literature. Oxford: Oxford University Press.
Jasmine, N. A. (2013). The Five Smarts Girls. Bandung: DAR! Mizan

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Lewis, C. and Dockter, J. (2011). Reading Literature in Seondary School: Disciplinary

Discourses in Global Times. In Wolf, Shelby. et.al. (Ed.) 2011. Handbook of
Research on Childrens and Young Adult Literature. New York: Routledge.
Lynch-Brown, C. & Tomlinson, C. (2005). Essentials of Childrens Literature (5thed.).Boston:
Pearson.
Paramita, S. R. (2013). Batik Girls. Bandung: DAR! Mizan
Rhamdani, B. (2013). 10 Tahun KKPK Gelar Konferensi Penulis Cilik Indonesia 2013
tersedia pada http://media.kompasiana.com/buku/2013/09/23/ 10-tahun-kkpk-gelarkonferensi-penulis-cilik-indonesia-2013-592401.html
Salsa, P. (2011). Little Miss Perfect. Jakarta: Lingkar Pena Publishing House, Mizan Group.
Setyanto, S. S. (2013). Circus Girl. Bandung : DAR! Mizan
Silverman, D. (2005). Doing Qualitative Research: A Practical Handbook. London: Sage.
Trimansyah, B. (1999). Fenomena Instrinsik Cerita Anak Kontemporer. Bandung : Tanpa
Penerbit.
Yazdiha, H. (2010). Conceptualizing Hybridity: Deconstructing Boundaries through the
Hybrid. Formations, 1(1), 31-38

Appendix

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Childrens Social and Emotional Development

354

GUIDANCE WITH BEHAVIOUR THERAPY TO IMPROVE SOCIAL OF

CHILDREN WITH ATTENTION DEFICIT- HYPERACTIVITY DISORDER
(ADHD)
Nur Faizah Romadona
Abstract
Attention Deficit/hyperactivity disorder (ADHD) is one of most common childhood behavior
disorders. ADHD is characterized by hyperactivity, impulsivity, and inattention, with impact
to social problem. There is considerably evidence that social skills deficit are integral to
many emotional, behavioral, and academic problems. Most of diagnosis of ADHD will retain
into adulthood, and has had a long life impact for adults with ADHD. The number of
children with ADHD in the world and particularly in Indonesia continues to increase. It is
important, therefore that school counselor have a guidance service to help children with
ADHD in school. One of psychoeducational approach which can be applied is a guidance
based on behavior-therapy. This therapy includes the systematic application of learning
principles in changing behavior towards more adaptive. Through behavioral therapy,
teacher or parent can teach ADHD children new skills to interact with others appropriately.
Keywords: Social Skills, Behavior Therapy, Children, ADHD
INTRODUCTION
ADHD is neurobiology disorder or behavior disorder which is most frequently found among
children (APA, 2000). The main symptom of ADHD consist of inattention (concentrating
disorder), impulsivity and hyperactivity (Barkley, et all, 2006). Most of children (80%) with
ADHD will retain that symptom until adolescence years, even into adulthood (Faraone, et all,
2003; 104). Child with ADHD has a risk to become adult with anti social and criminal
disorders, substances abuse (alcohol and narcotic), emotion problem, social maladaptive,
education and work failure, interpersonal disorder and personality disorder (Young, 2000).
The numbers of school age children with ADHD today continue to increase. Diagnosis
and Statistic Manual (DSM IV) mention the rate of ADHD in school age children in the world
reach 3 5% (Judarwanto, 2009:1). Meanwhile, Biederman and Faraone (2005: 237) state
the rate of ADHD in the whole world reach 8 12%, and it is estimated that 1 of 20 children
suffer ADHD (Faraone, et all, 2003: 104).
In Indonesia, the numbers of school children with ADHD reach two until four percent.
The study conducted by Tanjung, et all (2000-2001) toward 600 elementary school children in
Jakarta, found the number as much as 4.2% of ADHD sufferer.
Whereas, the study
conducted by Wiguna found 3.27% cases of ADHD from 459 elementary school age children
(Kusumawati, 2008:42). The study by Sunartini (Suharmini, 2005) toward Kinder Garden
children in whole Yogyakarta City reveal that from 3233 of Kinder Garden children, it is
found that 1.76% of children who are included in ADHD category (Suharmini, 2005: 11).
The numbers of children with ADHD in big cities such as Jakarta, has percentage which is
higher, reach 10% so it is estimated that there will be about 7000 new cases of ADHD each
year (Hadriani, 2004).
Various studies state that children with ADHD often have deficit in social skill.
Barkley, et all (1996) reveal that almost 60% of children with ADHD have deficit social skill.
This deficit is caused by inattention behavior, impulsive and hyperactive (Wehmeier, et all,
2010: 207; Solanto, Pope-Boyd, and Stepak, 2009: 27). A child with ADHD tend to

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experience rejection and less accepted in social intercourse by his/her peers, compared with
child without ADHD (Kaiser, Burnett and Pfeifner, 2011: 193). Moore (2008: 168) suggested
that child with ADHD is expected has difficulty to gain social skill because the difficulty in
learning through imitation with peers. This social skill deficit is evident in life both at school
and home, that is child tend to experience rejection from his/her friend and others in child
neighborhood. Social problem is important predictor and it is significant for long life
development of child with ADHD in adolescence and important tool in determining prognosis
of ADHD in long term (Neijmer, et all, 2007). Social skill deficit in child with ADHD is
predictor of various problems which are occurring in adolescence and adulthood in social,
academic, employment, marriage, and psychology domains, and things which are related with
legal law (Solanto, Pope-Boyd, and Stepak, 2009; 27; More, 2008: 169).
Social skill is very needed by child as a tool to be success to go into his/her social
environment (Gresham, 1995). Research during 20 years stated that child with deficit social
skill will more often experience learning difficulty, obstacle in relation with peers, self
adaptation problem, behaviour problem, conduct problem, and more often get diagnosis of
psychiatry disorder in his/her life span (Merrel, 1998). Social skill also become important
indicator in child success, both in school and out of school (Moore, 2008: 168) and give long
term influence which is significant toward adaptive, academic and psychology behavior
(Solanto, Pope-Boyd and Stepak, 2009: 27; Spence, 2003: 84).
Social skill deficit play important role in development of emotion and behavior
problem in childhood and adulthood (Spence, 2003: 84). The research also conclude that
many adults who experience mental problem such as depression, anxiety and personality
disorder, connected with the social skill deficit (Kelly, 1992).
A. ATTENTION DEFICIT-HYPERACTIVITY DISORDER (ADHD)
Attention Deficit-Hyperactivity Disorder (ADHD) is development disorder which occur in
childhood and can persist until adolescence and adulthood (APA, 2000). ADHD have been
known since 100 years ago by terms hyperkinesias, hyperactive, or minimal brain dysfunction
(MBD) (Wadsworth & Harper, 2007).
The main symptom appear firstly in age of 3-6 years old (Loe and Feldman, 2007).
The main symptom of ADHD is inattention (concentration disorder), impulsivity and
hyperactivity (Barkley et all, 2006). This symptom often accompanied by another symptom
such as learning difficulty (25%) , conduct disorder and oppositional disorder (50%-75%),
and tourette syndrome. ADHD symptom usually appear before age of 4 years old, but
diagnosis is done after age of 7 years old (McKinney, Montaque & Hocutt, 1993).
The determination of ADHD diagnosis criteria based on DSM IV-TR (2000) is as
follow:
A. One of (1) or (2)
1)Inattention: six (or more) inattention symptom below had persisted for at least six months
until maladaptive level and inconsistent with development level:
(a) Often fail to give attention to detail or doing mistake, careless in school task, work, or
another activity.
(b) Often experience difficulty in maintaining attention toward task or playing activity.
( c) Often appear not listen if talking directly.
(d) Often do not follow instruction and fail to solve school task, work, or obligation in work
place (not because oppositional behavior or do not hear the instruction).
(e) Often experience difficulty in arranging task and activity.

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(f) Often avoid, dislike or reluctant to be involved in task which need long time mental effort
(such as school task or homework).
(g) Often avoid the necessary things for task or activity (for example game, school tasks,
pencil, book or equipment).
(h) Often get attention easily distracted by external stimulus.
(i) Often forgetful in daily activity.
(2) Hyperactive-Impulsivity: six (or more) of this hyperactivity- impulsivity had persisted for
at least six months until maladaptive level and inconsistent with development level:
Hyperactivity:
(a) Often nervous with hand and leg or twisting on seat.
(b) Often leave the seat in class or in another situation which is demanded to constantly sit.
(c) Often run and climb excessively in situation which is inappropriate (in adolescent or
adult, it is limited to subjective anxiety feeling).
(d) Often experience the difficulty in playing or involved in leisure activity quietly.
(e)
Often get ready for leaving or acting as if driven by a car.
(f) Often talk excessively.
Impulsivity:
(g) Often answer the question without thinking before the question is finished.
(h) Often difficult to wait a turn.
(i) Often interrupt or disturb the others (for example interrupting the conversation or
playing).
B. Some of hyperactive-impulsive or inattention symptoms which cause disorder have
been existed before age of 7 years old.
C. Some disorder as result of symptoms appear in two or more situations, for example in
school (or work place) and at home.
D. There should be a clear proof of meaningful disorder clinically in social, academic
functions or job function.
E.
The symptoms do not occur only caused by pervasive development disorder,
schizophrenia, or another psychotic disorder and not explained better by another mental
disorder (for example mood disorder, anxiety disorder, dissociates disorder, or
personality disorder).
B. SOCIAL SKILL
Combs and Slaby (1977) define social skill as ability to interact with others in social context
by special ways which can be accepted by environment, and in the same time can benefit
individual or benefit each other, or benefit others. Meanwhile, Liebet and Lewinsohn (1973)
define social skill as complex ability to conduct behaviour which will be accepted and avoid
behavior which will be denied by environment. Morgan (1980), emphasize that social skill
not only involve the ability to initiate and maintain positive interaction with others, but also
involve the ability to reach the goals which should be possessed by someone in order to be
able to interact with others (Cartledge and Milburn, 1995: 7). Social skill in childhood has
been proved consistently connected with positive development outcome, such as peers
acceptance, academic achievement, and mental health (Rao, et all, 2008: 353).
Meanwhile, several factors which cause a child has social skill deficit among others
are: lack of opportunity to study pro social behavior, lack of knowledge about pro social

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behavior, lack of practice or feedback when display pro social behavior, and lack of
reinforcement when child display pro social behavior (Short, 2006).
As for dimension in social skill for child with disability according to Walker et all
(198, 121- 122 in Cartledge and Milburn, 1995) as follow:
a. Area I: Skill in class:
i. Listen the teacher attentively (sit quietly and look at toward the teacher)
ii. If teacher ask the child to do something, she/he will do it immediately.
b. Area II: Basic Interaction Skill:
i. Make eyes contact (in conversation or another activity)
ii. Use voice intonation appropriately (the tone is not too high, too quick,
or too slow/low).
iii. Initiate the conversation or ask friend to start to play/another activity.
iv. Listen (look at the person whom talk to her/him and give attention).
v. Talk about the same things or topic with friend/other person.
vi. Ask the question/talking in turn
vii. Ask politely
viii. Capable to maintain the conversation with others.
c. Area III: Skill to Mingle with Others
i. Skill to mingle with others
ii. Follow the rule (for example in playing)
iii. Help friend
iv. Touch friend politely.
d. Area IV: Make a Friendship
i. Take care of ones self well (wash hand and face, brush the teeth, wear
clean and neat clothes).
ii. Smile to others
iii. Praise others.
iv. Make a friendship or amity (initiate talking, talk in turn, ask friend to
play)
e. Area V: Problem Solving Skill
i. If rejected by a friend, capable to find another friend to be asked to
play.
ii. Capable to calm ones self if feel angry/sad
iii. Ignore the feeling and not angry if teased by friend
iv. Capable to reject well if someone try to hurt him/her.
v. Capable to reject politely (if a friend ask him/her to do something
wrong).
vi. Capable to accept and search another way if everything not run well in
accord with plan.
C. BEHAVIOR THERAPY
History and Definition of Behavior Therapy
Behavior therapy is application of various techniques and procedures which are rooted in
various theory about learning. This therapy include systematic application of learning
principles in changing behavior toward more adaptive (Corey, 2007: 193).
Through behavior therapy, teacher or parent can teach ADHD children new skills to
interact with others appropriately. Children are taught new ways in behavior by changing the

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way to respond children behavior (National Resources Center for ADHD). National
Resources Center for ADHD also suggest that teacher and parent concurrently teach new skill
in order to obtain best outcome. Teacher and parent also can give reward or punishment if
children capable to show desired behavior or in contrary when children show undesired
behavior. It is preferable that teacher and parent also give clear rule, list of choices, and
another activity which is structured to help children in controlling their behavior.
Based on National Resources Center for ADHD (2012), the goals of behavior therapy
for children with ADHD are:
a. Overcome the problem in doing task well and correctly in school.
b. Overcome the problem in child behavior in school.
c. Overcome the problem in childs social relation in school.
d. Overcome the problem in childs social relation with adult or siblings.
In behavior therapy, there is no procedure which is prevailing for each behavior
deviation handling. But there is general pattern which can be used which refer to work of
Wolpe and Skinner, even though there are still some opinion differences (Dahlan and
Nurihsan, 2009: 206). Some techniques of that behavior technique are:
a. Reciprocal inhibition and Counter conditioning which refer to procedure that strengthen
the relation of new respond with stimulus which invoke maladaptive behavior.
b. Extinction which refer to procedure to weaken the relation of respond with stimulus.
c. Systematic Desensitization, refer to experimental procedure which is conducted with
reciprocal desensitization (counter conditioning) and extinction.
The Strategy of Behavior Therapy for Child with ADHD
Some therapies in behavior therapy for child with ADHD (DuPaul, 1991) are:
a. Token Reinforcement Program
This program is developed from economy token program. Token reinforcement is very
effective in enhancing academic productivity and improve the behavior of ADHD child.
System design of reinforcement token comprise steps as follow:
1) Identify one or two situations which are very problematical for child.
2) Behavior target is selected by emphasize on the final outcome of behavior.
3) Second reinforcement or token is selected. Token can be checklist mark on card, chip
poker, star mark or point, and child develop list from reward or fun activity which can be
bartered with token.
4) Task analysis is done if the goal of behavior target is too complex.
5) Token is bartered daily for reward or privilege. The rule is the longer the time when
receive token by receiving reward, the program is increasingly less effective.
6) Effectiveness of intervention program should be evaluated continually by using variety of
assessment procedure.
b. Contingency Contracting
This technique involve negotiation from contract agreement between teacher and student who
determine behavior in class desired and its consequence. The goals of academic should be
specific, and also with the goals of behavior, so child should reach it in order to obtain the
reward. But in this procedure, the distance between task implementation by receiving token is
rather long, so it is effective for older child.

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c. Response Cost
In positive reinforcement procedure sometimes it is difficult to maintain the level of behavior
desired. Respond cost procedure use mild negative reinforcement, when undesired behavior
is appeared. The elimination of token or privilege which follow the appearance of undesired
behavior when joined with positive reinforcement technique is quite success.
d. Time Out from Positive Reinforcement
Time-out is included as mild punishment category which is usually done by expelling the
child from class activity. Time out is effective in aggressive behavior or disturbing behavior
in class, especially when this behavior is strengthen by attention from his/her classmate. The
procedure which should be done is: consistency, immediately after the violation of rule is
occurred, and it is started from the shortest time which is proved effective. The place of timeout should be located in class corner area, not in toilet or hall.
e. Home Base Contingency
It provide the reinforcement program at home based on child performance in school.
CONCLUSION
Children with Attention Deficit-Hyperactivity Disorder (ADHD) frequently experience social
problem which is caused by inattention behavior, hyperactivity and impulsivity. Children with
social skill deficit will more often experience learning difficulty, obstacle in relation with
peers, self adaptation problem, behavior problem, conduct problem, and more often get the
diagnosis of psychiatry disorder in the future. One of alternative to enhance social skill of
children with ADHD in school is by guidance based on behavior therapy approach. This
behavior therapy includes systematic application of learning principles in changing behavior
towards more adaptive. Some behavior strategies which can be applied for children with
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361

ESTABLISHING POLITENESS OF WISDOM MAXIM

THROUGH ROLE PLAY AND PUPPETS
(Action Research in Kindergarten Aisyiyah 08 Group B at Cisalak Depok school year
2012/2013)
Nenny Mahyuddin
(Lecturer of Early Childhood Education at University State of Padang)
nenny.mahyuddinpaud@gmail.com
ABSTRACT: This research aims to obtain information on how to improve learning speak
politeness through role play at Aisyiyah 08 Kindergarten cisalak Depok on month JuliDesember school year 2012/2013.This research used in which 15 childhood of 5-6 years old
where participated. Analysis of data conducted using quantitative analysis and qualitative
analysis. The research concluded overall that there are some findings important in the
research, namely: 1) learning role-playing can improve the ability to speak manners on child
of Kindergarten, 2) design kind of classroom role-playing based modesty of speaking
embraces two activities is that play a major role and role-playing small, 3) aspects modesty of
developed was maxims wisdom.
Keywords: Politeness, Role Play, Kindergarten, Puppets

INTRODUCTION
Learning speaking politeness done in order to the formation of behavior in early
childhood, is through training and habituation. Character to a person formed not inherited
genetically of parents to son but through activities that exemplified and done repeatedly to
child accustomed to using the language of daily life, manners either at home or at tk or school.
According to expressed soegeng santoso in his inauguration teacher large fixed fip that
system among advanced by Ki hadjar dewantoro which basically Ing ngarso sung tulodo,
which means if educator in front is obliged to provide an example for the protg, Ing madya
mangun karso, it means if educator being in the center should be more build or arousing
volition so as to the son to have a chance to try, do own And Tut wuri handayani, which
means if educator behind is obliged to give encouragement, monitoring, and power to the
work alone. (Soegeng Santoso, 2000).
But in fact, modesty of speaking at maxims wisdom has not got serious attention to
formal schools as in a kindergarten. Proven when on the ground, still sounds the sound of
children lampoon his friend the rant, insinuates, lampoon, flout psychics, wealth, or vehicle
owned his friend. Disparaging social status as rich or poor, intelligence friend different
(smart, foolish), (honest, the nature of bullroar, lazy, diligent, minutely, bored ), do not care
about the state of his friend at the time of eating, and so on.
Based on the data observation pre-prosperous the ground during September and
December 2011, with in the activities of observation in kindergarten Aisyiyah 08 Sukmajaya
Depok this shows the phenomenon or symptoms less politeness children in a kindergarten. On
monday, 19 September 2011, some children delight screaming and disturb his friend in the
classroom as the teacher called the name of the one by one to bring the book savings before
starting the activity of learning.

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THEORIES
The paradigm research the act of different than in other the kind of research.These
differences can be seen from ontological, epistemology, the theory, reflectivity, and the role
of researchers compared with the paradigm other research, as positivism a hermeneutic and
posmodernisme, and realism critical and research the act or action research ( AR ) in carrying
out research.( Coghlan and Brannick ).
Besides the philosophy research must be able to reflect three major component that is the
essence of body of knowledge constructed. Third the principal component of what is meant is
ontology (what), epistemology (how), and axiology; (to do).Ontology is the principle of in
setting scope of a form of review, as the object and the interpretation of what defines the
reality of that object. Epistemology about how matter is the principle of knowledge is
acquired and organized into a body of knowledge. While axiology is the principle in the use
of knowledge which has obtained and arranged in a body of knowledge.(Yusufhadi Miarso,
2007; 103 ).
It means that that study should start of what, how, and for what something this
phenomenon has to be researched. More match aspect meaningful; if this research is prefixed
curiosity educator against symptoms that exists when a learning process in class. And next
curiosity that teacher underlying research that he did so in the end produce the new theory in
education.
The power of speech and language is two things that measured separately and jointly,
considered reflecting the capability nuncupative a child as a whole. The power of speech
sound consisting of various which he made with their mouths to convey a message; it is an
instrumentality used to communicate. ( Dyer, 2004; 2 )
According to Linda Campbell and friends, effective speak not only involving words we
use, but the way are used, tone, facial expressions, attitude, and body movements. Albert
Mehrabin, writer sillent messages, demonstrate that only 7 % what we will report it passing
words relating to words we use, 38 % relating to tone, and 55 % by expression of the face and
body language. If so the presence, skill talking effective involve all intelligence. (Campbell,
2005: 21). Qaulan Karima, that is talking to noble words fill, implying a word the message, a
way always good, and its aims laudable, obsequiously, reflect behavior commendable and
noble. And qaulan layyina, namely speak softly. (Sauri, 2006: 4 ).
According to Brown there are four categories in measuring skill talking, among which
are: imitative, intensive, responsive, and display at the interactive.(Brown, 2004; 140-142).
Abdullah Nashih Ulwan revealed that ethics speak including social ethics should gain
attention specifically of educators, namely teaches manners in speaking in addition to be
taught on languages and the rudiments in conversation to a child as a kid. So, if child has
reached the age of baligh, he had known the manner of speaking to another person, listen to
talks, and actually have a conversation with them including the ways that can be encouraging
them.(Ulwan, 2007: 563).
Maxim wisdom is expressed by impositif speech and comisif. This maxim is requires that
any participant to minimize loss others, or maximize shareholder profit for others. If we see
daily life, jelly then will seem clearly that what polite at parties a hearer or listened to, may no
polite for both speakers and vice versa. From the experience of this clear to us that essentially
noble politeness it is asymmetrical, unbalanced, both sides of its parts not the same.(Tarigan,
2009; 45).
The characteristics of maxims wisdom, among other: a. Give direct orders, example: Get
a toy that! b. invite activities performed together. Example: Here plastisin, lets play, c.
Offers support when he saw a friend difficulty, example: Here i help you open up bottle caps

363

his drink! d. Asking for help with polite. Example: I need a pencil a brown color, please get
that is near you? e. Give a command to reason. Example: Colored the picture you finish the
case later can ' i miss moriguchi, the value of tables f. convey desire. Example: Cake that
you carry is delicious, may I tasting?
Play is an activity that child help achieve development whole, whether physical,
intellectual, social, moral, and emotional. Thus, play is something which need for child
development and can be used as a way to spur children growth. Play is a usable in learning
activity in kindergarten at once set as a method of teaching. (Yus, 2011: 135 ).
Role-playing according to Suyanto very well done to develop the ability of language,
communication and understand the role, in the society.(Suyanto, 2005: 126 ). Role-playing
enables the student identify situations the real world and with the ideas of others. The
identification is can alter behavior and attitude as students receive character of
another.(Hamalik, 2009; 214 ).
According to play the role of Yaumi is the activity of learning that besides apply the
process of assimilating can also apply the process of accommodation so that learning
produced bring the impact on memorization and to give the strengthening of that matters in
real life. (Yaumi, 2012; 116). Santrock also noted that play the role of allowing the child
overcome frustrations and is a medium for a therapist to analyze the conflicts of children and
their ways handle it. (http://www.psychologymania.com/2012/06/teori-bermain-peran.html).
Play dissembler is one of the four games identified by Piaget and other experts that indicates
the presence of the development of the level of complex cognition.( Papalia, 2007; 292 ).
RESEARCH METHODOLOGY
A method of research that we use is a method of action research or research action.The
act of this research is participatory and collaborative.An approach that is used is the approach
qualitative and quantitative. A qualitative approach explain event that is carried out during the
study is to get the image and explanation complete in the implementation of research action.
The study is done for six months which was held on the academic year 2012 / 2013 in
a kindergarten Aisyiyah 08 Cisalak Depok located in the hallway mosque Cisalak Depok,
west java. The first stage is assessments the beginning and analysis of the fact. Before
drawing up plans the act of class, researchers beforehand do observation and hold assessments
beginning about speaking early childhood leading modesty of speaking.
The second stage is a discussion to determine a solution the form of measures to be taken
as the application of to solve the problems facing. The third stage this is drawing up plans the
act of cycles I. Planning an act done. Activities carried out in this stage is learning scenario
implement planned. Details of the program is the application and planning have been
compiled under a deal with teachers RKM and RKH, and appropriate later elaborated in steps
play a role and through five times the meeting.
The stage of observation / observation. At this stage carried out against the process, the
implementation of the act of observation the effects and the results of action. Observation is
also done on how far an act done to help reach a like purpose that have been planned.
Stage reflection. Analyze results action to see an increase of skill talking early childhood
that leads to modesty of speaking through role-playing given treatment before and after
treatment given by involving field officer.

364

Table 3.1. The grating instrument research

No

Dimensions

1.

Maxims wisdom

Sub Dimensions

Give direct orders

Invite the
activity

Indicators learning outcomes

1. Asked for help with a sentence

very opportune.
2. Choose the right word to
declare desire.
3. Choose the right word to
declaring a renunciation.

joint 4. Conversed
sentence

with

Function
modesty of
language
directive

proper

direktive

Offers
support 5. Declare approval with a
when seen frend /
sentence that true.
others difficulty.
6. Ask with a sentence that right.
7. Answer the question with
simple sentences.
8. Can talk smoothly with simple
sentences.
Asked for help with 9. Can use words more courtesy
polite
when asked to help teachers a
friend or parents.

comisive

10. Using the word: sorry please

excuse me, please according
to circumstances.
Give a command 11. Ask friends do something for
by reason.
the benefit of along with
explain the reason.
12. Remind a friend who forget
to write down the name and
the date on worksheets
students (LKS).
Expressed
intention.

direktive

directive

their 13. Telling back occurrence or the Declaration

experience.
14. Can declare demand.
15. Dare said the needs of its body
directly, Teacher, I wanted to
pee

According to Sukardi, the validity of an is degrees indicating where a test measuring what
will measured. The validity of an instrument have some meaning important at them: the
validity of associated with the exactness interpretation test result the validity of an be defined
as degrees that denotes an the category of low, intermediate, and high, as well as the principle
of tests valid and not valid only for a purpose alone.( Sukardi, 2008; 31 ).

365

Calculation validity in this research using the validity of constructive. Kerlinger said
validity that observation behaviorial is used in the validity of constructive. ( kerlinger, 2004;
861 ).Djaali revealed that the process of validation constructive. an instrument must be done
through review or justification experts or through appraisement a group of a panel comprising
those who gained control of the substance or content variables will measured.( Djaali and
Pudji Muljono, 2004; 52 ).
Before an instrument used, then first carried out the test the validity of data. Test the
validity of the data used is test and test the validity of reliability. The validity of an is a gauge
that indicates the level of valid and validity an instrument.( Arikunto, 2002; 144 ).
Qualitative analysis conducted by ways of presenting data obtained from the observation
lapangan accordance with the procedure research ethnography of Spradley consisting of 12
step, namely: 1).Determine informer; 2) interviewed informer; 3 ) make notes pitch; 4 ) ask
questions descriptive; 5 ) analyze the interviews; 6 ) make analysis domain; 7 ) ask questions
structural; 8 ) makes analysis taxonomic; 9 ) ask questions contrast; 10 ) make analysis
components; 11 ) find the theme and 12 ) inscribe report ethnography.( Spradley, 1979; 41 ).
THE RESULTS OF RESEARCH AND DISCUSSIONS
To uncover the manner of teaching in kindergarten teacher ABA 08 Cisalak Depok can be
viewed from two main perspective, namely looking from the observation and look from the
results of comments assessment team at the time of carry out supervision.
First, the observation using sheets of observation activity of learning and sheets
instrument research. The focus of attention is the implementation of the prelude, particularly
regarding the activity of learning the activity of the nucleus, and cover. A score that obtained
from the results of the observation skill talking to children respondents in assessments on 15
early pre-prosperous research ( score ) obtained maximum skill talking to maxims wisdom 49
( 65 % ).
Table 4.2.
The results of assessments modesty of early talking to maxims wisdom
Categories
Excellent
Good
Good enough
The less
Was much less
Total

Number of
children

Percentage

The criteria

2
10
3

13 %
67 %
20 %

61 75
46 60
31 45
16 30
1 15

15

100 %

Exhaustiveness
Complete
Complete
Not completed
Not completed
Not completed

From the table over look that pre-prosperous on research / asesmen early learning
modesty of speaking child maxims wisdom far below standard were only 13 % hence it took
several cycle action.
Table 4.10.
The first learning cycle in modesty of maksim speak wisdom
Categories
Excellent
Good
Good enough
The less
Was much less
Total

Number of children

Percentage

6
9

40 %
60 %

15

100 %

366

The criteria
61 75
46 60
31 45
16 30
1 15

Exhaustiveness
Complete
Complete
Not completed
Not completed
Not completed

From the table over seen that at first cycle maxim wisdom speak the language of
modesty of standards is on category:
a. Good there are six students or 40 % increase from pre-prosperous research still two
students or 13 %.
b. Good enough are 9 students or 60 % decline from pre-prosperous research that there
are 10 students or 67 %.
If seen from the complete there are six students or 40 %, and it frees up students did not
complete are 9 students or 60 %.
Table 4.16.
The results of the second cycle of learning modesty of speaking on maxims wisdom
Categories
Excellent
Good
Good enough
The less
Was much less
Total

Number of
children
6
9

Percentage

The criteria

40 %
60 %

61 75
46 60
31 45

Complete
Complete
Not completed

16 30
1 15

Not completed
Not completed

15

Exhaustiveness

100 %

Results from the table above to see that on a second cycle of maxim wisdom about
speaking skills based on the degrees of politeness language category:
a. The excellent there were four students or 40 %, increase from the first cycle who still 0 or
0%
b. There ' s good 9 students or 60 % increase from the cycle first was 6 students or 40 %.
If seen from the level of completed there are 15 students or 100 %, so that leaves no
students who did not had been completed.
To be more clearly saw the overall increase maxims that has emerged since the beginning,
assessments first, a cycle second, and the cycle can be seen in a table here
Table 4.22.
The results of the act of maxims wisdom of assessments first to second cycle
Categories

Excellent
Good
Good enough
The less
Was much less
Jumlah

Early assessments
Number of
%
children
2
13 %
10
67 %
3
20 %
15
100 %

The first cycle

Number of
%
children
6
40 %
9
60 %
15
100 %

Second cycle
Number of
%
children
6
40 %
9
60 %
15
100 %

On the charts and picture above have seen that every research / action level has been
completed students in any dimension especially in maxims wisdom this change is increasing,
and ranging from pre-prosperous research, the application of cycles first, and application of
cycles second. Pre-prosperous in research level has been completed students was substandard
were only 13 percent, the application of cycles first level has been completed students started
increasing is 40 %, and on applying the cycle of second-rate has been completed students
above criteria the act of venerating reached 100 %.

367

CONCLUSION, IMPLICATION, AND SUGGESTIONS

(a) The implementation of the activity of playing the role of by the application of the
principle of modesty of speaking in kindergarten ABA 08 Cisalak, Depok on assessment
early proven able to increase skill talking children aged 5-6 years and gave positive
contributions (amounting to 68,73 %) overall dimension that explored.
(b) Design model activity learning play a role in cycles first proved contribute (mean 169,33
%) the increase of skill talking children aged 5-6 years. Design model activity roleplaying includes:
1) Play the role of small (micro play), is that play the role of media that uses equipment
small in size. For example, a puppet of small size, playhouse of small size.
2) Play a major role, (macro play) is that play the role of media that uses equipment
undersized the size of body of children / large. For example, kitchen set a measure of
a child.
While the aspect of modesty of speaking to be researched is on maxims wisdom, with sub
dimensions : give direct orders, invite activity together, to offer assistance to see a friend /
others difficulty, ask for aid with polite, give a command with reason, conveying desire.
LITERATURE
Abdullah Nashih Ulwan, Tarbiyatul Aulad fil Islam. Pendidikan Anak dalam Islam, Jilid 1,
Penerjemah: Jamaluddin Miri. Jakarta: Pustaka Amani, 2007.
Anita Yus. Penilaian Perkembangan Belajar Anak Taman Kanak-kanak. Jakarta: Kencana
Prenada Media Group, 2011.
Diane E. Papalia, etc. Human Development, Tenth Edition. New York: McGraw_Hill
Companies, Inc., 2007.
Djaali dan Pudji Muljono, Pengukuran Dalam Bidang Pendidikan. Jakarta: PPS UNJ, 2004.
H. Douglas Brown. Language Assesment, principles and Classroom Practices. New York:
Pearson Education. Inc., 2004.
Soegeng Santoso. Pendidikan Anak Usia Dini di Masa Mendatang, pidato pengukuhan guru
besar tetap Fakultas Ilmu Pendidikan. Jakarta: UNJ, 26 Juli 2000.
Yusufhadi Miarso, Menyemai Benih Teknologi Pendidikan (Jakarta: Kencana Prenada Media
Group, 2007.
Laura Dyer. Look Whos Talking!.Meningkatkan Kemampuan Bicara Anak. (terjemah: Peusy
Sharmaya Intan P) Jakarta: PT Bhuana Ilmu Populer 2004
Linda Campbell, dkk. Metode Praktis Pembelajaran Berbasis Multiple Intelligences
(Penerjemah: Tim Intuisi). Depok: Intuisi Press, 2005.
Sofyan Sauri. Pendidikan Berbahasa Santun. Bandung: PT Genesindo, 2006.
Slamet Suyanto. Dasar-dasar Pendidikan Anak Usia Dini. Yogyakarta: Hikayat, 2005.
Henry Guntur Tarigan. Pengajaran Pragmatik. Bandung: Angkasa, 2009.
Oemar Hamalik, Proses Belajar Mengajar. Jakarta: PT Bumi Aksara, 2009.
Muhammad Yaumi, Pembelajaran Berbasis Multiple Intelligences. Jakarta: Dian Rakyat,
2012.
http://www.psychologymania.com/2012/06/teori-bermain-peran.html, diakses tanggal 1 Mei
2013.
Sukardi. Evaluasi Pendidikan, Prinsip dan Operasionalnya. Jakarta: Bumi Aksara, 2008.
Fred Kerlinger, Asas-asas Penelitian Behavioral, terjemahan Landung R. Simatupang.
Yogyakarta: Gadjah Mada University Press, 2004.
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek, Edisi revisi V. Jakarta:
Rineka Cipta, 2002.
Jammes P Spradley, The Ethnografic Interview (New York: Holt, Rinehart and Winston,
1979),

368

TRADITIONAL SUNDANESE CULTURE-BASED GAMES AS A MEANS

OF STIMULATING THE DEVELOPMENT OF EARLY CHILDHOOD
(Ethnographic Study In The Village Of Jatitujuh, Majalengka Jawa Barat, 2011)
Malpaleni Satriana
Early Childhood Education Program, State University of Jakarta
Email: malpa.mz@gmail.com
Abstract: The purpose of this research was to obtain comprehensive information on how the
traditional Sundanese game can be one of the media that can stimulate the development of
children of this age. This research is a study of Ethnography in the Village Jatitujuh Jatitujuh
district of Majalengka Regency in West Java, which starts in September 2011 to January
2012. The research method used was qualitative, where a research to describe in the narrative
of events, the behavior of people or circumstances in detail and in depth. The data source in
this research is the human element as a key instrument and non-human elements as supporting
data in the form of documentation. Component analysis of data with an interactive model, to
know that the game can be a means of traditional Sundanese stimulation of early childhood
development. The results showed that the traditional children's games kaulinan urang Sunda,
or overtime may be a means of stimulation of development of physical-motor, cognitive,
language, and social-emotional early childhood. This can be seen from the game that can
become the dominant stimulant of any developments and other developments were causing
terstimulasi. The implication of this research is very important for the world, early childhood
education, which can be one of the reference to develop basic skills through the development
of aspects of traditional game area respectively. For the people of Sunda, the results of this
research into the cultural development effort that has historical value, cultural significance,
and local wisdom, while preserving ancestral heritage culture nation Indonesia. Especially
through the game's traditional village community-owned Jatitujuh.
Keywords: Early Childhood, Stimulation, Playing, Traditional Sundanese Games, The
Benefits of Traditional Game
In early childhood, play is the life that he can't leave, his play is one form of his skills,
nor did scheduled play time and lasts the whole time during the child has yet to rest
orsleep. During play, children can receive a wide range of knowledge with a directives,
guidance from the multi-faceted game to make the experience of living together and the
experience to adjust to their surroundings.
Education experts through a variety of research, found that playing the effect on child
development. Play is an activity that can stimulate the activity and development of the
child. Play on children definitely have different characteristics, all of it by a factor of
influence on health and environment of their own. Take advent age of play activities for the
development of children's ability to form optimally. Play activities and play need not be
expensive but in accordance with the type of game and understand the importance of play for
children.
Rusnandar (Journal of Research, Balai Kajian Sejarah dan Nilai-nilaiTradisi, 2004: 17)
points out that the early embodiment of a tradition that is applied to the community has
always been associated with the natural surroundings. This is due to the familiarity
of the human nature in her everyday life together. Natural law is the law of God is honored,
so when people would get in touch with nature, they would be self-conscious with her

369

God. This harmonious relationship is always preserved by lifestyle, including in preparing the
next generation. That realization is applied in the human is capable of keeping foster care and
respect for nature.
In line with the Fajar in his book Bermain Dunia Anak (1995: 11) say that the
game very close once with pattern development of a child's life. The game was given as
needed to reach children at an early age, the development of the material used shall comply
with the surrounding environment. The pattern of life affect the development of children as
well as his game. Traditional game is a form of learning that develops the cultivation of
the values and aspects of child development. That process takes place starting from
preparation until the toy is played. Geography and culture in the area of Sunda included
different fields of life and other areas of Java Island. The difference that allows the growth of
different diversity, including in parenting children very close once with the inception of the
game.
A Child In The Eyes Of Society In Indonesia
The majority of Indonesia society considers the presence of a child as a gift from the
creator so highly anticipated by his family. Gratitude for the presence of the child
embodied with the venue of various ceremonies to welcome the presence of the child, starting
from the beginning of pregnancy until birth. Whereas, in the Sunda ethnic community, the
child is believed to be an jimat awaking in the sense of being a family heirloom. On the
General position of the Kanekes children was able to determine her parents in the community
and their religious life. The Kanekes people yet have children cant be appointed
as officials in the environmental community and also is seen as a person that has not
been trusted by the Almighty. That belief prompted the birth of the ceremonies welcoming the
birth preparation (Ekadjati, 1995: 72).
Kim and Berry in the book Indigenous and Cultural Psychology (2010: 7) the
scientific study of human behavior or mind that is native, that is not transported from other
regions, and that is designed for its people, the human mind or behavior that are native,
there will be transported from other regions and is designed for the people. Parents play a
central role in the child's development by setting goals, teaches socialization skills cognitive,
linguistic, social, and relational needs, and provide a supportive family environment.
Early Childhood Development Standards
Standards development is development potentials are realized in the form of knowledge,
skills and attitudes that must be owned by the student in accordance with the stages of his age.
Development of standards for early childhood, which is the integration of aspects
of understanding the
values of
religion and
morals,
physicalmotor,
cognitive,
language, social and emotional, so it can be used by parents and early childhood educators in
developing the potential of children. The development aspects are combined in the field of the
development
of the whole field
of
development
include:
the
formation
of behavior through conditioning in the form of religious values and morals; the development
of basic ability in physical form of motor, cognitive, language, emotional and social. The
level of achievement of the developments arranged by age group: children 0-<2 years old; 2<4 years; and 4-<6 years old.
Playing
Play for early childhood is learning. Play is an activity performed over and over again
and give rise to pleasure or satisfaction for your self son. Play as a means of

370

socialization, through play can give children a chance to explore, discover, express
feelings, get creative, and learn for fun. In addition, play activities can help children
know about our self, with whom the child is living and the environment where the child lives.
Hughes (1999: 6) say that the play is different from studying and working. An
activity called five elements must be playing in it, has the purpose of which the game it self to
get satisfaction, choose freely the will of its own and no one asked or forced, fun and can
be enjoyed, fantasized to develop imaginative power, creativity, and do actively and
consciously.
Early Childhood Stimulation
The stimulation is an attempt to give something in order to produce what you want
against what has been given such stimulation. Education as a process, either in the form of the
transfer nor the refinement will involve and include a variety of components in order to
achieve the expected goals. Play is a very important stimulation activities carried out for
children. Through play children will receive lessons containing aspects of moral development,
cognitive, language, social-emotional, physical and motor skills. Through play activities with
various forms of the game, children are stimulated to grow.
Traditional Sundanese Culture-Based Games
Kim (2010: 17) culture is an emergent property of the individuals that interact with,
manage, and change their surroundings. While the process of culture is a culture
that represents the collective use of natural and human resources to achieve the desired
results. Sundanese culture on people's game for adults or for children, usually based
on gestures such asrun, jump, a simple social activities, basic math, counting, hand dexterity
and throwstones into a certain hole one.
METHOD
The purpose of this research is to obtain a review of the different types of games that
exist in Sundanese community:
1. Knowing that the Sundanese traditional games can be a means of stimulation of early
childhood development, in particular the basic capabilities which is physical-motor,
cognitive, language, and social-emotional.
2. Find out how the game can be a means of traditional Sundanese stimulation of early
childhood development, in particular the basic capabilities which is physical-motor,
cognitive, language, and social-emotional.
Research methods used in this research is qualitative ethnography. Moleong (2010: 6)
qualitative research is the research aims to understand the phenomenon of what is experienced
by the subjects of the research, such as behaviours, perceptions, motivations, actions, etc.,
holistically, and
by
means
of the
description in
the
form
of words
and language, aspecial natural context and by utilizing a variety of natural methods. The
term ethnographic research process as well as an emphasis on the outcome of that process.
Background Research
The subject of the investigation is a community that settled in the village
of Jatitujuhsub-district of Jatitujuh Majalengka Regency in West Java, as well as toys
(cocoonan) and games (cocooan) are there in the community. Jatitujuh village is one of
the villages in Kecamatan Majalengka Regency Jatitujuh. Sub Jatitujuh is the entrance gate to
then or thern region of Majalengka Regency mainly from Indramayu Regency area.

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RESEARCH RESULTS
Sundanese Traditional Game Genre
The people's game is basically the length of the cultural mechanism in regulating the
behaviour of, and relationship means to accommodate any idea or idea in order to
materialize the discernment through the values that made the benchmark for actionand
deeds supporters culture. Parenting children in Sundanese and media become a tool for the
development and preparation of his adult life is through toys and game.
The village of Jatitujuh as the village border area between the intermingling of cultures
has Majalengka Regency and the Indramayu Regency of cultural intermingling that
researchers get
a traditional children's game Jatitujuh Village which
is
very diverse,
fabulous game that existed on land as well as games that exist on the river. The game on the
ground varies greatly, from the use of the game or not using the gaming device. The game is
done by adjusting where children will play, for example, children can use herbaceous to
play when they're in the garden, playing with clay or sand, and a variety of games that can
take advantage of the natural materials available in their neighborhoods are located.
From the results of research carried out logging, there are around 66 (sixty-six)
GamesVillage traditional Jatitujuh of children age 0-8 years which are still played daily.
Researchers took only 38 (thirty-eight) games from the age of 0-6 years for analysis in
accordance with the level of development of the basic capabilities of early childhood based on
the standard rate of achievement of the child's development, the regulation of the Minister of
national education of the Republic of Indonesia Number 58 in 2009 about the standard
of early childhood education, in particular basic capabilities include physical-motor,
cognitive, language, and social-emotional.
The Sundanese Traditional Game as a Means of Stimulating The Development of Early
Childhood
The standard level of attainment of basic skills development, early childhood, which are
contained in the traditional children's games Jatitujuh Village sub district of Majalengka
Regency in West Java Jatitujuh in accordance with regulation of the Minister of national
education of the Republic of Indonesia Number 58 in 2009 About early childhood
Education Standards, among others: neleng nengklung, koak-koak geleng, angkong-angkong,
tung geleng-geleng, geretan, bruk gula bruk kalapa, paciwit-ciwit lutung, uncang angge,
cacandian, gegelembungan, sisit ula, abah-abahan, tuk-tuk bur, bunga jago, momobilan,
rerumputan jalan, kakapalan, papatungan tanah, ucing patung, cirulang, kokoleceran, kelom
batok, paparahuan, tatarompetan, sangkutan, cublek-cublek suwing, kakalungan,
pengantenan, totopian, gogolekan, cing ciripit, ucing sumputan, ucing kalangkang,
kokorolokan, ucing sentruman, kuda lumping, kekelongan, dan pipileman.
DISCUSSION OF THE RESEARCH FINDINGS
Sundanese Traditional Game Genre
An ecosystem will show a causal relationship between human beings which also
interacts with his environment. So the man as one of the beings that exist in the ecosystem
have a reciprocal relationship with all that is in the neighborhood. To be human means
to build a relationship with a fellow human with the world, and not just in the world but there
are shared with the world. Human beings are human beings as the subject intact, instead of
man which only adaptable are humans as objects (Paulo Freire, 1984: 3-4). Education is
the cultivation of sense of mind science, combined with a sense ofacceptance, then pored
over the deed so that it can be realized in the form of the integrity of the science.

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Function play any form of inheritance is the way science to every generation with the
delivery of a civilized and cultured, a process that's very inherent in interpret a message so
that it can be passed to the next generation of hereditary. Pass down the tradition
of knowledge through play directly, in knowing the gesture message is indeed a natural
learning that our current circumstance, that man is never alone, there are other human
beings and nature in the surroundings. Human should back all that is realized in nature this is
a 'live' and are inter connected to communicate, so balance the structure of nature that can be
combined with the progress of civilization knowledge needs in the future. The following is
a schema that describes the relationship between ecosystems, cultures,and the
game retrieved children through play:
children
preparing children to
become fully human

Learning

patterns of parenting

the relationship between

ecosystems, culture, and
play

identify, classify,
process, create

environment and parents

establishment of
community
society and culture

playing

embodiment of culture in
the lives of children
through play

Picture: Relationship between Ecosystems, Culture and Games

From the picture above, the researchers concluded that children's play is a form of
appreciation of the sense of motion, in the imagination of consciously knowing something in
order to learn about life. Play is also the way a child learns to know her, know what
there can be, and make him understand about life.
Through play children will know who he is as a living thing. On the game neleng
nengklung, koak-koak geleng, angkong-angkong, geretan, tung geleng-geleng, bruk gula bruk
kalapa, paciwit-ciwit lutung, we can see that the babies are taught to understand what he
had as the creator's creation. Optimize the development of the senses taste (leather),
motion and balance, taste (hands), Kiss-cecap, hear and see.
Parents have the dynamic patterns in the invite her baby play, game of stroking,
patting, rocking, so baby can figure out that he can feel something if there is a touch of him
self. The baby was going to do with the movement of the hands, feet and other members of
the body, so that he will have a strong body and balance. Knowing that the fingers can be
used to obtain other goods by way of grasping. Emit cries to call parents when feeling
discomfort, and uses her mouth to suck mother's milk as food for the defense of life. Use
the eyes to see and ears to hear when anyone approached invites talking banter.

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Through play, children also learn about what is in the immediate surroundings. We can
see from the game cacandian, sisit ula, gegelembungan, tuk-tuk bur, rerumputan, a wide variety
of games that take advantage of the media establishment, and so on.The children know that there
are regions in the sand, clay, a river that can be used as a means to play. Knowing that there are
many different types of plants that have the shape, size, texture, and color contrast that
exists around them can be utilized as a medium in the game. The children themselves will identify
and classify plants that they find to be utilized for their game.
Play will teach children to understand about life. We can see from the game abahabahan, momobilan, papatungan tanah, ucing-ucingan, pipileman, and so on. Children
start learning how parents and other adults behave late everyday and through the game
playing the role of micro and macro-role play.
The Sundanese Traditional Game as a Means of Stimulating The Development of Early
Childhood
In the traditional Sundanese games to stimulate the development of early childhood
researchers observed, there is some uniqueness that the game has a tradition of child benefits
and are related in the life as a means of stimulating child development intoadult life, namely:
Children

The game is done in accordance with the sequence of the development of the senses and the process of
development and growing child;

Each game is always involves physical-motor, cognitive, language, social-emotional, andcontain elements of art;

Create an atmosphere of joy and togetherness;

Make the kids know each other;

Creating bonds of kinship that has created an increasingly close-knit families, so interwoven among the villagers stronger;

Through playing a parent pass down knowledge and ability in children;

Through play children's ability to prepare parents to enter adulthood and working time;

Through play children can realize the capabilities that exist on them.

Adult

374

Picture:

Relationships Relationship Benefits the

development of children to adult life

games

as a

means

of stimulating the

The game is done in accordance with the sequence of the development of the senses and the
process of development and growing child;
Since the child was born as a new member of the family, parents and other adults
provide stimulation for the development of your baby through play light-heartedness and
advice that most considered incantations. Where in the first year of its growth is more aimed
at stimulation
of a
sensory array
of nervous taste (leather),
motion and
balance, taste (hands), the sense of smell and the sense of hearing, taste and senses of
vision. Next give the stimulation on physical development, fine motor and gross motor
skills. Resumed with the introduction of the environment around the child, whether there is an
existing family and surroundings surroundings community. To any child able to do games
that reflect the activities of adults or replicate activity in society as their preparation to
become a real member of the community.
Each game is always involves physical-motor, cognitive, language, social-emotional,
andcontain elements of art;
When the kids do a game, well done individually or collectively always involves
physical-motor, cognitive, motor, language, social-emotional, and contain elements of art.
Children are constantly doing physical activity, where they are always rude gesture
control that moves the muscles of the body, particularly on the hands and feet. Kids
learn balance and stability, for example through running, jumping, kicking, throwing
and catching. Any child control of smooth motion i.e. use and coordinate the small muscles in
the
hands. Here children learn
to develop
skills to
help themselves
and
manipulate small objects.
Before and during the process of play activities, children already developed his abilities
and find all kinds of alternative problem solving. Before they play, certainly the
childthinking how he invites his friends to play with, how to directing her friends to play
according to the game that he wanted. When the deal will make the game what it gained, the
children make the rules in the game and make sanctions when there is violation of the time
of the game. On the process of playing is done, children get their learning gains, helping the
child develop logic skills matematic and knowledge of space and time, as well as have the
ability
to sort,
classify and prepare
for the
development
of the
ability to
think carefully. Cognitive development includes child'sway of
thinking,
the
way children see duniannya and on how children use the maintools and materials for learning.
Language development includes understanding and ability to communicate through
speech and writing. While playing, children are able to express thoughts through simple
language can be comunication appropriately and effectively. Children listen to his friend
and spoke expressed his opinion, be it in the form of a statement or a question.
Social-emotional development of children with regard to child's way when interacting
with her friends, interacting with her toys, and interact with adults be. The child will have a
positive self concept, responsibility on him self and on others by following the rules that have
been agreed upon, respect others and initiate. Any child behaving that support social
interaction, i.e. showed empathy, and interact through sharing and taking turns. Socialemotional development of the child is also a process by whichchildren learn about values
and behaviour that is accepted by the community.

375

Create an atmosphere of joy and togetherness;

Each do play activities will always create an atmosphere of rejoicing with the
togetherness of children to one another. Although sometimes there are disputes among
them, ashamed of getting penalized, or there are injuries, kids will soon be able to
forget these things quickly and straight forward return can be familiar with continuing
the game. Through play, children
will always cheerful
and excited with joy
that is
manifested through the community that they create.
Make the kids know each other;
From a game activities conducted jointly, directly children will get to know each other
among them. Children do not need a long time to be familiar with their new child know,
when a child meets his new friends with first they care about is just that play activities will be
more fun when there are a lot of people, so that the child will be familiarizing your self play
with each other.
Creating bonds of kinship that has created an increasingly close-knit families, so interwoven
among the villagers stronger;
When the children had known each other and become familiar, indirectly they have
extended family, so among interwoven between these families also have an impact
on the villagers among the tangle of the stronger.
Through playing a parent pass down knowledge and ability in children;
Types and play activities can become a habit and cultural reflection of an area.
Indirectly some games children are conditioned as a form of activity or work of parents. Some
traditional children's games Jatitujuh Village also reflects the embodiment. We can see
the start of the game which starts abahan-abahan make a complete home design to take on
the role of a parent or adult who perform daily activities in the community. This is
possible because most villagers Jatitujuh also a lot of the work of the building.
Many types of games that uses the medium of clay and sand in children village of
Jatitujuh due to the work of the former Jatitujuh village community worker tilemakeris reliable and the best, so that expertise in the processing of medium sand, clay and
water is not a difficult thing. Their children are becoming very common to see their
parents and indirectly they make games that also use the media.
Through play children's ability to prepare parents to enter adulthood and working time;
Children who play indirectly acquire the basic learning activity how they should work in the
future. Kids who play the role of micro and macro-role play had previously noticed
how parents habits or other
adults are
working,
so
they
also
imitate
with
such work asplays. Through role playing that means children have to understand how to do
the work as farmers, traders, workers of the building, pottery workers and so on, so
thatthey can be read by parents skills through games.
Through play children can realize the capabilities that exist on them.
Children of Jatitujuh village community with over her years doing various stages
of play activities, going to the games that can be demonstrated to their respective abilities.
This can have a look at the ages of eigh years playing sasandiwaraan. Sasandiwaraan is a
game that involves a lot of children in every task, such as making the story, showman, dancer,
artistic, decorations, musicians, technicians, and so forth.

376

CONCLUSION
Traditional children's games kaulinan urang Sunda, or overtime may be a means of
stimulation of development of physical-motor, cognitive, language, and socialemotional early childhood. This can be seen from some of the games that can become the
dominant stimulant of any developments and other developments to cause stimulasion. Of
whom aged 0-<12
months,
there
were game neleng nengklung who
became the
dominant stimulant for physical-motor, and the development of cognitive, language, socialemotional also joined stimulasions. At the age of 12-<24 months there are games uncanguncang angge who
became the
dominant stimulant to social-emotional,
and
cognitive development, language, physical-motor also gained stimulasions. At the age of 2<4 years game sisit ula who became the dominant stimulant for cognitive and language,
social-emotional, physical-motor also gained stimulasions. At the age of 4-<6 years there
were games gogolekan who became the dominant stimulant for language and cognitive,
social-emotional, physical-motor also gained stimulasions.
Traditional children's games was born as the son of seriously, the ecosystem
environment expression. The ecosystem is the human interaction with the environment. So the
relationship of
reciprocity between
the human
being and
as a
result the
one
with another man with his environment that gave birth to the cultural products. For children's
cultural products are traditional games or kaulinan urang overtime. In the game there
are traditional Sundanese interconnected benefits as a means of stimulating the development
of children to adult life, the game is done in accordance with the sequence of the development
of the
senses and the
process
of
growing development
child; each
game is
always involves physical-motor, cognitive, language, social-emotional, and contain elements
of art; create an atmosphere of joy and togetherness; make the kids know each
other; creating bonds of
kinship that
has
created
an
increasingly closeknit family; so interwoven among the villagers stronger; through playing a parent pass
down knowledge and ability in children; through play children's ability to prepare parents to
enter adulthood and working time; through play children can realize the capabilities
that exist on them.
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THE UTILIZATION OF OUTDOOR ENVIRONMENT USING SCIENTIFIC

METHOD AND THE DEVELOPMENT OF KINDERGARTEN STUDENTS
NATURAL INTELLIGENCE
Lely Halimah
UniversitasPendidikan Indonesia
lelihalimah@upi.edu

ABSTRACT
This paper reports the result of a study aiming to investigate how the utilization of outdoor
environment using scientific method stimulates the development of kindergarten students
natural intelligence. The study was conducted at TK Laboratorium UPI, Cibiru Campus. The
study utilized a qualitative case study. Data were obtained from the observation, field notes,
interview, portfolio, and video recording. The data were analysed in an ongoing basis,
interpreted in a conference between teachers and researcher. Results revealed that in general
students natural intelligence developed and the natural intelligence profile of each student is
different. The identification of students natural intelligence profile was strongly supported by
teachers creativity in creating learning centres outside the classroom, following the steps of
scientific method. To conclude, the utilization of outdoor environment using scientific method
is effective in stimulating students natural intelligence thus it can identify their profile of
natural intelligence. Students with a strong natural intelligence profile tend to be more
powerful very enthusiastic, enjoyable, serious, and able to complete the task well.
Keywords: outdoor using scientific method, students natural intelligence
Introduction
Childrens intelligence will become optimal when, at an early stage of development, it is
stimulated with proper stimuli (Davies, 2011: 43). Results from some studies on this area
show that experience supports the development of intelligence, and interaction with natural
environment is the best way for developing childrens intelligence. Therefore, it is important
to allow children interact with many objects in their natural surroundings Rushton and Larkin
(Zambo: 572).
Outdoor environment as a learning resource, in many literature, is believed by many
experts that it has many advantages for childrens success in learning attitude development,
skill, and fulfilling their curiosity in exploring environment Cook and Heseltine (Bilton,
2010); Campbell, and Campbell (1999: 11); Day and Midbjer (2007); White (2008); Rushton
danLarkin (Zambo, 200: 572).
To children, recognizing their world with doing various activities with natural objects is
interesting because they learn optimally providing a direct sensoric experience.
(Patnaudeand Costantino, 1995: 115). The life of nature is a vital soul-nutrient (Day
&Midbjer, 2007: 171).it means that if children learn outside classroom, they will have many
precious chances to inhale fresh air and to get authentic experiences that will empower them
later in the future compared to if they just learn in a box. Regarding this, Day &Midbjerview
school and house as a box which limits childrens space to develop.
In response to the literature, the context and condition of the study are different from the
result of the previous study. Generally, kindergarten teachers in West Java, Indonesia, spent
almost 80% of the learning activities inside the class; meanwhile the rest (20%) was used to

379

play outside the classroom e.g. playing seesaw, swing, globe, and sand box for example. The
outside playing activities is considered a break or recess activity. Therefore, childrens
activity does not seem to be the focal point of teachers attention. The condition, according to
White, &Stoecklin, (1998) describe a conventional paradigm on playing. Meanwhile,
Johnson &Duffek (2008: 2) describe that natural environment in school yard has been
ignored to play and learn. Furthermore, White &Stoecklin (1998) argued that outdoor
environment in a new paradigm is not only the tools that were used to develop childrens
motoric development, but it also covered the activity or manufactured tools that were
potential for children to play and learn directly. The design of outdoor environment as a
playground covers the whole natural objects outside the classroom, including plants, animals,
bugs, as well as sun and air.
In line with the statement above, the utilization of outdoor environment is appropriate
with childrens needs of development, especially for those who has natural potential
intelligence. As stated by Hoerr et.al (2010: 229); McKenzie (2005: 12-15) the characteristics
of children who have natural intelligence profile among others are: willing to learn through
observing and discovering natural phenomenon, skillful in in comparing, categorizing, and
sorting something; enjoying the outdoor activity; feeling alive when interacting with nature;
enjoying keeping pets; loving camping, hiking, and climbing; aware of environment change.
Besides, they will take a deep breath when observing the objects in their natural surroundings,
especially on the ones that are new for them.
Based on the pervious explanation, the study was carried out to investigate the
utilization of outdoor environment using scientific approach in stimulating the development of
childrens natural intelligence thus allowing the researcher to identify the tendency of their
natural intelligence profile. Therefore, this paper exposes the findings related to the steps of
scientific method conducted in the outdoor environment which are effective in identifying the
tendency of their natural intelligence profile.
Method
1. Participants
The participants in the study were eleven kindergarten children, a teacher, and two
prospective teachers. During the study, the researcher and the prospective teachers actively
participated in observing their activity while taking notes on the tendency of their natural
intelligence profile. On the other sides, the teacher organized the whole activity, both on the
conditioning stage and the creation of playing atmosphere and centers. The study was
conducted within a month in the first semester. The schedule followed the routine of the
school, from Monday to Friday starting from 8 A.M. to 11 A.M. There was one central theme
developed in the study Paddy. It was then developed into some sub-themes i.e. the texture of
paddy seed, paddy plant, planting paddy, and Pak Tanis Paddy field.
2. Data collection
The study utilized five data collection techniques: observation, interview, field notes,
portfolio, and audio and video recording (Mcmillan and Schumacher, 2001, p 429 452). The
data collection was carried out systematically, continuously when the children were doing the
outdoor activities naturally through scientific method.
The observation was carried out when the children played in the learning center,
conditioned by the teacher. The researcher and the prospective teachers observed their
activity. A prospective teacher observed 4 children; the researcher observed 3 children. The

380

researcher and the prospective teachers write a field note on the tendency of development of
childrens natural intelligence.
The interview was held in the form of interaction with children during the observation
and at the reflection phase after the activity ended. In this case, researcher and the prospective
teachers looked for the perfect time to interact with the children on how they love outdoor
activity. Portfolio assessment was used to record childrens works. Photograph was used to
see childrens performance and the setting of the activity which are adjusted to the needs of
the study. Furthermore, the video recording was used to record children performance during
the outdoor activity.
3. Analysis
There are four steps in analyzing the data: organizing the data, categorizing the data according
to the theme and the answer pattern from several sources, testing assumption or problem
against the data, and finding out other explanatory alternative for the data. Through those
steps, the data were analysed in an ongoing basis, interpreted in a conference between
teachers and researcher. The analysis is done as a triangulation to find out a shared
perspective in concluding the tendency of childrens early potential natural intelligence
Nelson (1998, p. 152).
The focal point of analysis is to decide the initial profile of childrens natural
intelligence development. It can be seen from four aspects, including: (1) enthusiasm to do the
activity; (2) enjoyable during the activity; (3) seriousness when doing the activity; and (4)
completeness on finishing the task (Wilson, 2008:10; Hoerr, dkk., 2010: 227). The aspects
are reflected by four indicators as stated by Hoerr, (2000, p. 28-30); Fleetham, (2006, p. 57);
Nelson, (1998, p. 149-152); DepartemenPendidikanNasional (2004, p. 48-49) such as not yet;
developing; achieving; and extending.
Those four aspects and indicators are implemented in each phase of outdoor activity
in which teacher uses scientific method following the steps proposed by Gerde, Schachter,
&Wasik (2013: 317) i.e. observing, asking questions, generating hypothesis and predictions,
experimentation or testing of a hypothesis; summarizing or analyzing data to draw a
conclusion, communicating discovery; identifying a new question. The context of outdoor
activity is paddy field. The theme is considered appropriate since the school is located near
the paddy field. In addition, the children show their enthusiasm when the teacher asked about
paddy field.
Based on those reasons, paddy field was chosen to be the context for stimulating the
initial tendency of childrens natural intelligence. Learning activity was divided into two
kinds: inside and outside the classroom. Meanwhile, the focal point of the study was on
childrens activity outside the classroom. To identify the tendency of childrens natural
intelligence development, a continuous and authentic assessment through process and product
are in demand.
There are some assessment techniques that can be used to asses childrens
performance e.g. observing behavior, talking with learners, using performance data, using
work samples (Fleetham, 2006, p. 57; Horwath, 2010, p. 83-84; Smidt, 2007, p. 139144;Hoerr, 2000, p. 24; Hoerr, 2010, p. 272; Baum, 2005, p. 43; Pyle and DeLuca, 2013, p.
374). The detailed description of each technique can be seen in the following table.

381

Table 1. Outdoor Activities Using Scientific Method

___________________________________________________________________________
Scientific
Description
Example: Penemuan
Targeted
Method
tanaman padi
domains
_____________________________________________________________________
Observing
Children observe
Paddy seed can become
Stimulating
paddy seed and paddy paddy plant.
Natural
plant. Teacher guides Children are asked to
Intelligence
them to identify and
recognize padyy seed by
- enthusiasm
describe paddy seed
peeling, counting, sorting,
- enjoyable
and paddy plant
and choosing the ones
- seriouseness
which can be planted
- completeness
Generating
a question

According to what
there are some question
they observe, children raised by the children
make some questions Maam, why do the seeds
about paddy.
sink into the water?;
Maam, why do some
Teacher facilitates them seeds float and why the
in generating a question rest sink?
and helps them express some of questions raised
their ideas.
by the children is used
for generating hypothesis
question

Stimulating
the development
of natural
intelligence

Teacher keeps guiding and

stimulating children to ask
question while she is having
interaction and correcting
children mistakes
Making
Predictions

Based on the result

of observation,
children give the
answer to the
question
Which paddy
seeds will grow?;
The ones which
float or sink?
If the grain is
sinking and floating
planted in the ground,
where the rice seeds
that will grow?
Is sinking or floating?
to make a prediction.

At the gathering time,

teacher ask question
Are you interested in
learning paddy plant?;
Who will be the one?
then the teacher asks
Which seeds will grow?
While pointing out
the grown paddy field.
Some of the children
answer A while the
rest answer B.
There are also
children who answer
both A and B.

382

Stimulating
the development
of natural
intelligence

___________________________________________________________________________
Scientific
Description
Example: Penemuan
Targeted
Method
tanaman padi
domains
_____________________________________________________________________
Teacher helps the
teacher writes the
children use their
answer down on
knowledge and the
the cartoon, along
result of the observation with the name who
give the response
Engagingin the
experiment
and testing

Conucting activities
which allow children
to do an experiment
and exploration to
find out the answer
to the hypothesis
question

Teacher conditions
children to make
a medium
to grow paddy.
Each group is
conditioned to have
two places for growing
paddy: seedbed A (sink);
seed bed B (floating).
Teacher manages
The mediums are
the experiences which
a plastic box, soil,
allow children to be
water, and paddy seed.
involved in the learning Teacher and children
activity according to
make the medium for
the research question
growing paddy.

Stimulating
the development
of natural
intelligence

Childrens activity:
filling the box with soil.
Seedbed A is planted with
sunk paddy seed.
Seed bed B is planted with
floating paddy seeds.
Children write down the
identity or code on each
seedbed putting the name
of the group and its member.
Summarizing
and analyzing
result to draw
conclusions

Teacher and children

observe and water the
both seedbed
A and B every day.
Teacher and children
do the reflection
session, having a

Children in the groups

Stimulating
routinely water both
the development
both seedbed A and B.
of natural
During observing the
intelligence
changes in the seedbed,
children do the following
activities: observing paddy
field which belongs to the

___________________________________________________________________________

383

Scientific
Description
Example: Penemuan
Targeted
tanaman padi
domains
Method
_____________________________________________________________________
conversation about
the growth of paddy
they have planted.
The conversation is
directed to the
hypothesis question
to see and compare
the result with reality.

Communi- Children share

cating
their findings with
discoveries the others

Teacher guides
children to share
their findings

Identifying To encourage children

a new
to learn more,
question
teacher guides them
to ask or express what
they want to know.

Farmer, carrying out an

interview with The Farmer,
counting how much paddy
field in a paddy plant,
listening to the story about
the Farmers activity in the
paddy field, reading and
observing, playing finding
the Farmer, sticking word
cards about paddy plant.
The activities are designed to
lead children get a shared
understanding about plant,
growth, nursery, and paddy.
Teacher conditions children
to deliver what
they have learned, for
example:
telling about their plant,
telling about their
experiences when visiting
the Farmers paddy field,
showing the picture of The
Farmer they have made,
showing their picture and
the model they have made.

Stimulating
the development
of natural
intelligence

There is a tendency that

the children want to know
more about paddy after
they have observed it.
They might wonder
the way how paddy
becomes rice that they
eat every day.

Stimulating
the development
of natural
intelligence

_____________________________________________________________________

Results and Discussions

1. Results
The utilization of outdoor environment using scientific method has created a new atmosphere
for children. In general, they love outdoor environment. From the data analysis, the study can

384

identify the tendency of childrens initial natural intelligence. It is found that seven out of
eleven children tend to have the potential of natural intelligence; meanwhile the rest does not
seem to have a strong tendency to it. This is indicated by the presence of consistency and
tendency of development expectation. Those seven children are enthusiastic, enjoyable,
serious, and always complete the tasks well in all activities.
There are seven steps of scientific method that have been developed in the study: (a)
observing, (b) asking questions, (c) generating hypotheses and predictions, (d)
experimentation or testing of a hypothesis, (e) summarizing or analyzing data to draw a
conclusion, (f) communicating discovery, (g) identifying a new question. Following those
steps, there are several indicators to assess childrens natural intelligence as mentioned above,
i.e. enthusiasm, enjoyable, seriousness, and completeness. From such indicators, the
researcher can identify the tendency of natural intelligence potential.
The implementation of scientific method is not without a burden, although there are
many activities that can be done completely in a single phase. It can be seen in the floating
and sink game. This activity was then followed by proposing a hypothesis question phase, for
example which paddy seed (in seedbed A or B) will grow? This question triggers many
responses from the children: some answer the paddy seed in seedbed A; other say paddy seed
in seedbed B, even there are some children who answer both.
The follow-up activity from floating and sink game is the experiment on which
paddy seed can grow well. It took two weeks until children and teacher can prove the
experiment. To make it successful, teacher asked the children to take care of the seed by
watering it and by putting the seedbed under the sunshine. During this routine, children who
have tendency to natural intelligence seem to be active. It can be seen especially on their
consistency, enthusiasm, seriousness, and the efforts they spend to complete all of the tasks.
For children who do not have a strong tendency to natural intelligence, their
consistency, enthusiasm, seriousness, and efforts are not as strong as those who have a strong
tendency to it. It can be seen from the when they are involved in the activity provided by the
teacher. To some extent, they are enthusiastic to follow the activity. However, once when they
face a problem, they become lazy and seem to get bored. Another example can be seen when
they are asked to observe Pak Tanis paddy field. They seem to be happy, but when the
teacher asks them to talk toPak Tani, their enthusiasm becomes nothing they do not even
say any words. In addition, seen from their seriousness, they tend to left something
incomplete. This can be seen when they are asked to plant paddy seed. They left their task to
see others activity. Seriousness has something to do with completeness. Children with a weak
tendency to natural intelligence tend to leave something incomplete. When the other has
finished the task, they are still working on it.
2. Discussions
The study has informed that every child has the potential of natural intelligence; the only
distinction lies on the natural intelligence profile. The study identifies that out of eleven
children, there are seven children who have a strong tendency to natural intelligence. This
potential supports their development in the next stage. Meanwhile there are four children who
do not have a strong tendency to natural intelligence. To help them develop well, it needs an
extra effort and time to stimulate the potential of natural intelligence.
Teachers creativity in utilizing outdoor environment using scientific method plays a
significant role in identifying the development of childrens natural intelligence. Cook and
Heseltine (Bilton, 2010, p. 27-28) state that the outdoor area is a complete learning
environment, which caters for all childrens needs. Outdoors, children have space, freedom,

385

fresh air and time to work at their current interests. Outdoors, more often than indoors,
provides the opportunities to take risks and be successful. This idea is also supported by
Gestwicki (2009, p. 9) who states that outdoor environments afford rich opportunities for
learning. They provide opportunities for other valuable experiences less easily or effectively
provided indoors. Thus, outdoor experiences are considered a vital component for play (Day,
andMidbjer, 2007, p. 171- 183; Carruthers (Moyles, 2007, p. 173-177).
The development of natural intelligence is influenced by the way teacher utilizes
outdoor environment. The scientific method as Gelman and Brenneman (Gerde, Schachter,
& Wasik, 2013) argued is a process for asking and answering questions using a specific set of
procedures. This process can be used as a guide to create comprehensive and meaningful
science experiences for young children. Engaging children in scientific inquiry using all steps
of the scientific method supports children to construct conceptually-related knowledge
because at each step children use a variety of skills to discover new information about the
concept of study. Gelman & Brenneman (2004: 153) argued is observe, predict, and check
are more than terms; they are skills that are introduced and used throughout the year and
across a variety of settings. Likewise, the termrecord is used often and childrens natural
interest in and developing skill with drawing is applied in a new way to record observations,
to note predictions, and to document findings.
In the similar vein, the study provides the information on stimulating childrens
natural intelligence. The utilization of outdoor environment using scientific method is suitable
for stimulating childrens natural intelligence, because basically every single child has the
potential to be smart, including in the natural sense Gardner (Baum, 2005, p. 7). It can be seen
from the condition that they possess a strong energy to do many activities. They are so busy:
willing to use all of their senses to explore the surroundings. They have a strong curiosity so
that they observe many things, asking a deep question about their surroundings. They are
good observers, imaginative yet sensitive when they face reality. For that reason, time is only
the essence they need time and place to do many activities which can stimulate their
curiosity (Wilson, 2008, p.1; Hoerr, et. al., 2010)
Seen from the category and hierarchical position McKenzie (2005: 12-15) natural
intelligence does not only deal with the study about plant, animal, and other disciplines. The
essential characteristics of natural intelligence are the ability to classify, categorise, and assign
hierarchical framework. This intelligence can be stimulated by several activities such as
making attribute, classifying, comparing, contrasting, choosing, categorizing, detailing, etc.
In line with the condition of children as mentioned beforehands, the study is focused
on the way teacher stimulates natural intelligence, taking the central theme of Paddy. Children
are actively involved in the activity. They are interested in touching paddy seed and plant
provided. They are so enthusiastic when visiting Pak Tani; it even doubled when Pak Tani
explainshis field. Children raised many questions such as Pak, where is the seed? Pak why is
there so many water in the field? Pak where do the water come from?. Such questions arise
from the children who have the tendency to natural intelligence.
In the study, the theme Paddy was chosen considering its availability and
affordability. The theme should be the greatest interest and value to the majority of the
children Vartuli & Rohs (2006: 233); Campbell, & Campbell (1999: 19). In line with this,
Smidt (2007: 24) encouraged that teachers have to design carefully the lesson so that children
can learn and develop through the medium of what they love. Besides, exploration time
should also be taken into account. It is important to allow children do the exploration
continuously. Teacher should consider adding something new to the object being explored.
This provides children with a new challenge so that they will be influenced to do more

386

exploration. The following pictures (Picture 1 and 2) are the outdoor activities created by the
teacher using scientific method as a mean to stimulate natural intelligence.

Picture 1. Children make seedbed

Picture 2 Children plant the paddy seed

It is important for teacher to be aware of childrens needs. One of the means to
facilitate them is by creating a positive outdoor learning environment (Day, & Midbjer, 2007:
3-4). Outdoor environment is very effective to support learning and development, providing a
rich experience compared to the learning environment inside the classroom. Natural materials
have very high play value and contribute to all major areasof development. Therefore,
teachers need to think about adding the resource which can support learning activity so that
stimulating several aspects of development, including natural intelligence (Garrick, 2009: 7;
White, 2008: 15); Louv, dkk., (Wilson, 2008: 4).
As stated by Gardner (Armstrong, 2009: 6; White, 2008: 10; McKenzie, 2005: 12;
Jackman, 2012: 10-12; Baum, dkk., 2005: 10), individual, in general, can develop his/her
intelligence to the adequate level. It is also true for natural intelligence. Every single child has
the capacity to develop his/her natural intelligence to the higher level only if they are given
proper stimuli, experiences, and appropriate environment. For that reason, adults can help
children develop the naturalistic intelligence by encouraging them to collect natural materials
(seeds, stones, leaves, flowers, etc.), closely observe the different types of plants and animals

387

in their yard and community park, study books and magazines with pictures of plants and
animals, and engage in outdoor activities, such as gardening, hiking, climbing, exploring, etc
White, (2008: 10-11).
In reference to the statements above, the use of scientific method in the study cannot
generally be seen as the best way to stimulate childrens natural intelligence considering there
are still a few of participants who are categorized as having a weak tendency to natural
intelligence. It happens due to the reason that the activity done outside classroom is still
limited by a single theme so that those who are interested in animal are not facilitated.
The conditioning phase in the study refers to the statement that there are many things
that can be learned by children through play White (2008: 2); Day, &Midbjer (2007: 16-17).
In addition, White (2008: 5-6); Casey (2007: 90); Jackman (2012: 175-177); Day &Midbjer
(2007: 12-14); Wilson (2008: 6) argued that children need to play outside classroom
environment. Children will enjoy and get many experiences from outdoor environment. The
intelligence development will become better if they have an access to play outside. Therefore,
it is a must for teacher to have an understanding and enthusiasm to utilize outdoor
environment.
In this case, the role of the teachers is to provide an environment which can stimulate
children to play and grow. There are some aspects that need to be taken into account: children
learn anywhere and through anything that exists; provide them a space to explore, do an
experiment, and discover something new. Teacher has to make sure that what is given fulfills
childrens needs (Wilson, 2008: 2); Piaget (Smidt, 2007: 20). Besides, they should also
provide rich environment to support childrens development. In other words, teacher
accommodates children to play and learn in accordance to several concepts, such as:
appreciating childrens perspective and experience; teacher as an observer; providing the
environment and daily schedule for playing; and realizing the contexts in which children
establish meaning and acquiring knowledge (Casey, 2007: 88-89).
Aside of the importance of creating an environment to play, the core activity, in which
teacher interacts with children, also plays a significant role. This phase is a way for teacher to
get children actively involved from one learning center to another. In this case, teacher gives
children a real chance to develop their intellectual potential (Campbell, & Campbell, 1999). In
other words, teacher has to give a full attention to scaffold learning activities in order to help
children develop well in their zone of proximal development (Garrick, 2009: 29-30;
McLachlan, dkk., 2010: 106-108; Baum, dkk., 2005: 66).
According to Jackman (2012: 175) as a teacher, you will also observe, question,
predict, experiment, and verify many scientific occurrences along with the children. That is
what science in early childhood is all about: setting the environmental stage for finding out
about the world. Encourage young children to want to know, Whats in my environment?
What effect do I have? What changes can I make? Attitudes are formed early. We should
nurture young childrens natural curiosity and their need to know why, which will, in turn,
encourage future scientific exploration and enthusiasm.
In resonance with the statement above, during the study, the teacher positions herself
as a player referred to Smilansky et.al (Casey, 2007). Learning strategy created by the teacher
playing with children means that teacher is a player also. Playing with children is a mean
to facilitate learning. There are several techniques that can be used when playing with
children, for example facilitative technique. Using this technique, teacher can pretend as if
he/she is childrens peer. This can support exclusively children who lack of experience to
learn; teacher can point out the theme; having a conversation using child language; expanding
the ideas of playing; giving a role model using objects or doing roleplay; suggesting response

388

and courage. This can als enrich and promote social competence, and empower his/herself as
well as the childrens.
When the teacher plays with children in the context of paddy field following the steps
of scientific method, the general description of childrens natural intelligence profile can be
obtained. At this time, teacher also observes their performance continuously during the
activity Gardner (Campbell, & Campbell, 1999: 36). During the observation, teacher can take
some notes using these guiding questions. What sensory experiences do they enjoy outdoors,
for example sounds, smells, tastes, textures, colours, movement? What actions or activities
do they choose to repeat outdoors? What emotions do they show outdoors? Who do they
choose to play with outdoors? (Garrick, R. 2009: 5).
The answers to those questions can be used as a reference to recognizing childrens
natural intelligence profile. One of the characteristics of children who have natural
intelligence can be seen when they observe the natural phenomena, in this case observing
paddy. They are amazed by the nature (Hoerr, et.al., 2010: 230-232). Besides, they also love
spending time outdoor, keen of observing and asking many questions or telling stories about
flora and fauna, and love gardening and can be worked well within (Armstrong ,2009: 34).
Furthermore, if they are stimulated with the appropriate stimulus, they will ask many out-ofthe-box questions. This can be seen when they ask How can the buried paddy seed grow?
Where is the paddy seed from?. They are curious to understand reality of life (Davies, 2011:
271).
Such conditions give advantages to children. As argued by Sobel (2008: 10) if
children participate in a condition in which they have a flexibility to do an activity naturally,
like planting trees or seeds, taking care of plants, it will develop their natural intelligence as
expected. The identification of the development of childrens natural intelligence is
influenced by teachers efforts in utilizing outdoor environment using scientific method. A
successful teacher is going to consider how they are going to organise their environment and
then how they will manage it every day whether this be inside or out. Organisation is the way
in which the class and classroom is structured to facilitate teaching and learning Pollard and
Tann(Bilton, 2010, p. 36); Bradford and Vernon (2000, p. 7-9). Effective teachers set up an
environment that invites and sustains active investigation. They provide materials that can be
used in multiple ways and at different levels of sophistication (Wilson, 2008, p. 36-40). Good
classroom organization is the foundation of effective instruction. An organized, well-managed
classroom will have established clear expectations(Morrow, 2007, p. 3); Anderson
(Whitebreadand Coltman, 2008, p. 23-35).
Conclusion
The utilization of outdoor environment using scientific method allowing children to do
activities such as observing, asking questions, generating hypotheses and predictions,
experimentation or testing of a hypothesis, summarizing or analyzing data to draw a
conclusion, communicating discovery and process to others, identifying a new question, using
paddy as a central theme, is effective in stimulating the development of childrens natural
intelligence. Out of eleven, there are seven children who are identified to have tendency of
natural intelligence; while the rest of them do not seem to have this tendency. The
characteristics of children with natural intelligence are enthusiastic, enjoyable, serious, and
able to complete the tasks during the activity.

389

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391

THE ROLE OF CHILDREN BUDDHIST SONGS IN CULTIVATING MORAL

VALUES IN BUDDHIST SUNDAY SCHOOL
by
Latifah, A. Budiyanto, and Metta Puspita Dewi 3
1. STAB Kertarajasa, Jl. Mojorejo 44 Kotak Pos 39, Batu, Jawa Timur 65301,
efi_latifah@yahoo.com
2. Brawijaya University, Anthropology - Malang arybudhi@ub.ac.id ;
ary91budhi@gmail.com
3. BSS SV- STAB Kertarajasa, Jl. Mojorejo 44 Kotak Pos 39, Batu, Jawa Timur 65301
1

Abstract
Music became a major activity in achieving the goals of early childhood education, which are
the establishment of behavior and basic skills program. The behavior program aims to prepare
the formation of the child's morality as early as possible to develop the attitude based on
Pancasila and religious values. In this case, the Buddhist songs child plays a major role in
introducing bereft of decency or moral behavior, which is the gate of Buddhist education. The
learning of Buddha through Buddhist song has been highly developed. Even in the
arrangement of Buddhist education curriculum it has to include Buddhist songs that fit with
the theme. Based on a review of the themes it appears that the values of moral education in
Buddhist childrens songs in general are universal. This study will explore the syntax of
learning through singing (i.e. the various aspects of the teaching practices) and analyze the
moral values of those songs.
Keywords: the syntax of learning, moral values, childrens songs, Buddhist Sunday school,
Samaggi Viriya Vihara-Malang
====
Introduction
PP No. 55 Th. 2007 Pasal 42 explained that Sekolah Minggu Buddhis (or Buddhist
Sunday School) is a religious non-formal education organized by the Buddhists. Buddhist
Sunday School (later BSS) are routinely performed in Vihara or Cetya every Sunday. Sunday
School is functioning as a complement or substitute for religious education in the formal
education. Buddhist Sunday School aims to elaborate the saddha (faith) and bhakti of the
students in order to improve their religious quality. This echoed by one of the parents of
students of BSS Samaggi Viriya Unfortunately, in an interview, stressing the important role
of Buddhist Sunday School for students, "BSS is very important because of the Buddhist
religion in public schools is still very poor."
BSS's educational goals outlined in the curriculum, which includes study materials or
materials such as parita/mantra (chants/incantations), dharmagita, Dharmapada, meditation,
Jataka, history of Buddha Gotama, and the basic principal of Buddhism. Dharmagita material
or Buddhist songs are closely related to the other lesson material further. Buddhist songs seem
to be the main medium for delivery of other teaching of Buddhism materials, such as the
importance of meditation, Dana, and Pancasila Buddhist, of which intended for young
children.
The song is an effective medium to convey a variety of subjects (see Campbell, 2001) in
this case the Dhamma, to the kids, because it is interesting so that students will not get bored
and easier to absorb the values contained in it. Along with the development of technology and

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the Buddhist community, learning Dhamma (Buddha's teaching) the song is now booming.
However, many problems still hinder the potential development, such as the Buddhist view of
the music, limited Buddhist songs that are according to the age of the students and the theme
of the lesson, and the teacher mastery of music. These problems will be revealed through
exploration of the syntax of Buddhist learning in BSS song at Samaggi Viriya, Malang, East
Java. In addition, seeing the importance role of songs in the cultivation of Buddhist values,
this paper will explore the process of learning how to sing for cultivating moral values in
Samaggi Viriya Buddhist Sunday School.
Literary Reviews and Methods
Sastrapateja outlines values education as nurturing and cultivating values within the
individual self. Mardimadja defines values education as an aid to students to realize and
experience the values and place them integrally in his/her whole life (Elmubarok, 2009: 12).
Objective values in general education is to help learners to understand, realize, and having
values and being able to put the integral in the life (Maksudin, 2009). Those perspectives
echoes UNESCO agenda that values education is at the core of education that aims to develop
peace founded upon the intellectual and moral solidarity of humanity (UNESCO, 2002).
Values education is done in several steps, among others, (1) the inculcation approach, (2)
cognitive moral development approach, (3) values analysis approach), (4) the values
clarification approach, and (5) action learning approach (Elmubarok, 2009: 61 -75). As
explained by Superking, religious education programs tend to use the inculcation approach.
This traditional approach is widely criticized as ignoring the childrens right to choose freely
their own value.
Based on how a person receives values from the outside and internalize it within
him/herself, Karthwohl (in Lubis, 2009: 19-21) describes the process of value creation that
includes five steps: (1) receiving, (2) responding, (3) valuing, (4) organization, and (5)
characterization. The first step is when a person active and sensitive in receiving stimulus and
facing the phenomena, actively receptive, and selectively choose the phenomenon. The
second step is when a person has begun to accept and actively respond to the stimulus in the
form of a real response. Third step, a person is able to capture the stimulus based on the
values. The fourth step, a person is starting to set of values that it receives from the outside to
be organized (arranged) in him/herself, so that the system becomes an integral part of
him/herself. Fifth step is marked by the dissatisfaction of someone to organize the values
he/she believes in his life in a sustainable, steady and consistent so as not to be separated
again with hism/her personality. More specifically, relates to early childhood education,
Permendiknas No. 58 Th. 2009 issued an indicator that is used to determine the effectiveness
of values education in the formation of character, especially contained in the scope of the
development of religious and morals values .
Kusumawati (2013) discussed the role of children songs in shaping of their character,
principally its nine pillars of characters values as declared in pasal 3 UU Sisdiknas, which are
(1) loved God and His entire creation, (2) self-reliance and responsibility, (3) honesty /
trustworthy, wise, (4) respect and courtesy, (5) generous, helpful and mutual cooperation, (6)
self-confident, creative, and hardworking, (7) leadership and just, (8) kind and humble, (9)
tolerance, peaceful, and unity. Inserted moral values within the lyrics of children songs is an
effective media to brought up childrens psychological development as it is more easy to
interpreted with their mind and also it bond more lasting in their memory. In addition,
Kusumawati explains the characters of Children songs that is simple in its rhyme and rhythm,
lyrics and melodies. Analysing those characters in some of children songs of AT Mahmud,

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Ibu Sud, Pak Kasur, and her own composition, Kusumawati shows that children songs maight
helpful in shaping and developing the character of children. Kusumawati also suggests the
needs to redevelop and renew children songs that are in step with character education and its
contemporary era.
In her study Lestari (2012) shown that the effectiveness of singing, as a method of
character education in children. The lyrics contain the words that contain a specific meaning
that can be used to obtain suggestion, persuasion, and give advice. Methods of singing is
considered more appropriate to convey a specific message to the student, compared to the
usual lecture, because singing seem delighted and not boring.
Use of the lyrics to stimulate children attitudes and social behavior also become one
focus of research Purwadi (2013). Through song, children in their everyday life throughout
the life of children can apply the message inherent in the lyrics. With singing, in addition to
children become happy, children also benefits greatly from the message in the lyrics are sung.
Purwadi research results also revealed that the process of learning through singing using two
concepts, namely learning to sing and sing for learning, the simple way is to sing a song that
will be taught. However, in his study Purwadi saw that the category of children song lyrics
only be seen from the material, while less attention in terms of the notation. This is evident
from the number of songs that are already common in using jumping intervals tone.
Song learning methods in early childhood at SPS Pos PAUD of entire sub district of
Godean become the research themes of Petir Bhawono Lalang, Heni Kusumawati, and
Herwin Yogo Wicaksono (2012). The study reviewed the terms of its goals, materials,
methods, and the learning process. The results showed that the singing role in assisting
method for young children who needs special approach. Methods mentoring done by the
teacher demonstrated the song as the teacher approached the child so that the child sing along
by following the movement of the lips and follow the movement of teachers who have
exemplified and the teacher then told them about the contents of a given learning materials.
This study used a qualitative descriptive approach through observation, interviews, and
documentation. Including participant observation as one of the writer here is also a teacher of
Viriya Samaggi BSS. Interviews were conducted with parents, teachers, and music teachers at
Samaggi Viriya BSS. Documentation is done in the routine implementation of the BSS and
special event involving BSS. The focus of research is the Samaggi Viriya BSS located at Jl.
Telaga Bodas A, No. 1, Yani, Malang, East Java. The main discussion of this paper is on the
moral content of Buddhist songs for educating the children and its syntax of learning as
practice in BSS of Samaggi Viriya Vihara Malang.
Buddhist Education for Children
There arose in me vision, knowledge, wisdom, understanding, and light, Buddha
declared on the night of his awakening. As stated by Bikkhu Bodhi (1998), Thus wisdom is
the crown and pinnacle of the entire system of Buddhist education, and all the preliminary
steps in a Buddhist educational system should be geared toward the flowering of this supreme
virtue. It is with this step that education reaches completion, that it becomes illumination in
the truest and deepest sense. Transfomation of character is the main concern of Buddhist
education. Since a persons character is molded by values, and values are conveyed by
inspiring ideals, the first task to be faced bu Buddhist educators is to determine the ideals of
their educational system. If we turn to be Buddhas discourses in search of the ideals proper
to a Buddhist life, we find five qualities that Buddha often held up as the hallmarks of the
model disciple, Bikkhu Bodhi explained. These qualities are faith, virtue, generosity,
learning, and wisdom as Bikkhu Bodhi clarified:

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The entire system of Buddhist education must be rooted in faith (saddha) faith in the
Triple Gem, and above all in the Buddha as the Fully Enlightened One, the peerless
teacher and supreme guide to right living and right understanding. Based on this faith,
the students must be inspired to become accomplished in virtue (sila) by following the
moral guidelines spelled out by the Five Precepts. They must come to know the precepts
well, to understand the reasons for observing them, and to know how to apply them in
the difficult circumstances of human life today. Most importantly, they should come to
appreciate the positive virtues these precepts represent: kindness, honesty, purity,
truthfulness, and mental sobriety. They must also acquire the spirit of generosity and
self-sacrifice (caga), so essential for overcoming selfishness, greed, and the narrow
focus on self-advancement that dominates in present-day society. To strive to fulfill the
ideal of generosity is to develop compassion and renunciation, qualities which sustained
the Buddha throughout his entire career. It is to learn that cooperation is greater than
competition, that self-sacrifice is more fulfilling than self-aggrandizement, and that our
true welfare is to be achieved through harmony and good will rather than by exploiting
and dominating others.
The fourth and fifth virtues work closely together. By learning (suta) is meant a wide
knowledge of the Buddhist texts which is to be acquired by extensive reading and
persistent study. But mere learning is not sufficient. Knowledge only fulfills its proper
purpose when it serves as a springboard for wisdom (paa), direct personal insight into
the truth of the Dhamma. Of course, the higher wisdom that consummates the Noble
Eightfold Path does not lie within the domain of the Dhamma school. This wisdom must
be generated by methodical mental training in calm and insight, the two wings of
Buddhist meditation. But Buddhist education can go far in laying the foundation for this
wisdom by clarifying the principles that are to be penetrated by insight. In this task
learning and wisdom are closely interwoven, the former providing a basis for the latter.
Wisdom arises by systematically working the ideas and principles learned through study
into the fabric of the mind, which requires deep reflection, intelligent discussion, and
keen investigation.
Buddhism teachs that the root of human suffering is ignorance and failure to understand
the truth. Therefore, a Buddhist child must know the teachings given by the Buddha. To find
out, they have to learn and experience it by themselves as Y.A. Thich Minch Chau (in Y.A.
Sumangalo Mahathera, 1990: v) stated. Buddhism quest for self-respect, emphasizing the
primacy of the wisdom of the mind and develop the power of reason. Buddha always taught
by hold Ehipasiko principle, which means 'come and prove yourselves'. A Buddhist is not
asked to simply trust teachings received, but rather experience it by themselves. Therefore,
one of the things emphasized in the methods of teaching Buddhism to children is the
explanation of the teacher to best help the children understand the assigned material without
having to force them to swallow (Y.A. Thich Minch Chau in Y.A. Sumangalo Mahathera,
1990: vi). Furthermore, Y.A. Thich Minch Chau stated "Do not try to make children believe
anything for granted" as one of the signs of things to avoid in teaching Buddhism. Other signs
are "not feeding the children with excessive Buddhism". Provides lessons and forcing children
to memorize it will damage the minds of children because children need time to digest (in
Y.A. Sumangalo Mahathera, 1990: xiii).
Buddhism gives a high enough stress on the intelligence and wisdom. So teach them to
believe anything for granted on the Buddha's teachings are contrary to the spirit of real
Buddhists. We know that children are easy to believe in something. Nonetheless, Dharma

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teacher must foster and help brighten their trust so that they can see something in a way that
makes more sense.
In this case, the song is an important media as a medium of teaching Buddhism since
the song is a simple, interesting, and fun to educate children to become true Buddhists, by
internalizing the values of virtues in everyday life, such as community service, respect, and
introduce subjects of meditation. In addition, the song also is an introduction or conditioning
for kids to do something like perform worship (puja bhakti). In general, BSS started and
closed with worship. After all the kids assembled, usually sung the opening song began. A
song titled "Namaskara" usually sung together as an introduction to pujabhakti.
NAMASKARA
Mari kita menghormati Sang Buddha
Junjungan kita Guru Buddha amatlah berjasa
Mengajarkan kita semua kebenaran.

PROSTRATION
Let us honor the Buddha
Our lord Lord Buddha is very
meritorious
Teach us all truth.

Because including main activities, the "Namaskara" song can be considered as a compulsory
song of Samaggi Viriya BSS. In addition to the pujabhakti introductory song, they usually
also sing the song of "Meditation" after pujabhakti.
MEDITASI
Tiap hari bermeditasi
Untuk melatih konsentrasi
Pikiran kembangkan cinta kasih
Hati bersih jiwa bersih semua bersih
.

MEDITATION
Every day meditation
To practice concentration
Mind develop love
Heart Clean, soul clean, all clean

In addition to the introductory and concluding pujabhakti song, the song titled "Sekolah
Minggu" can also be regarded as an obligatory song of Samaggi Viriya BSS though not
always sung every week.
SEKOLAH MINGGU
Hai kawan-kawan semua mari turut daku
Ke sekolah minggu Buddhis pilihan kita
Jangan ragu dan bimbang ayunkan langkahmu
Buddha Dharma serta Sangha melindungimu
Bersujud berbakti di depan Sang Buddha mengikuti
jejak Dhamma-nya
Jalan tlah ditunjukkan mari pergunakan
Sila Samadhi dan Panna pedoman kita.

SUNDAY SCHOOL
Hi friends, comes join with me
To Buddhist Sunday School, our preference
Do not hesitate and falter your steps swing
Buddha Dharma and Sangha protecting you
Prostrate in front of the Buddha Dhamma
follow in his footsteps
The road has been demonstrated, let's step
Sila Samadhi and Panna our guidelines.

The special thing that distinguishes between pujabhakti general (adult) with BSS is the
dhamma classes in each meeting. This dhamma class actually is a priority in every activity
BSS, because the importance of instilling a sense of pride and belief in Buddha Dhamma from
an early age. Dhamma classes teach children the Buddha teachings, such as Pancasila
Buddhist, The three Protection, the Four Noble Truths, Understanding, Right Action, Right
Livelihood, Right Effort, Right Mindfulness, Meditation, Law of Karma, Rebirth, sincerity,
Meaning of Vesak, the Buddhas life stories. Due to time constraints and limited treasury of
Buddhist songs for kids, then not all of the provision of material along with the song.

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The following "Dana Paramita" song is one of the songs of sincerity. This song is the
most often sung in Samaggi Viriya BSS, because giving is a major Dhamma practice in daily
life. "Giving, do good, that's a major blessing" (Mangala Sutta: 6). Dana in Pali means the act
of giving, generosity. Upasika Silasirini Lisa (2009) explains that the practice of giving is the
foundation and seed for spiritual development, which is as upayaa (efforts) for self-liberation
from defilements. The practice of giving itself is the first element of the three beneficial
action (pu [[akiriyavat hu), as the first element of four means that the benefit of other beings
(sangahavat hu) and as the first element of the 10 parami (perfection). Parami is the highest
level of grandeur that must be developed by all who intend to attain to Buddhahood.
DANA PARAMITA
Marilah kita berdana untuk kepentingan Dhamma
Smoga kita diberkahi oleh Buddha Maha Suci
Berdanalah kita semua dengan hati ikhlas rela
Semoga karma baik kita dirahmati Sang Triratna

DANA PARAMITA
Let us giving, for the sake of Dhamma
May we be blessed by the Glorified Buddha
Let us give with sincere hearts willingly
Hopefully our good karma, blessed by the
Three Jewels

Another song about giving solicitation is "Anak Baik." However, in SV BSS this song,
not too often sung as only performed in accordance with the Dhamma class theme (thematic).
Instead using the command line, the song Anak Baik " is instilling moral values to build a
positive self-concept in children, that he/she is a child who is able to do good deeds..
ANAK YANG BAIK
Anak yang baik tiap hari bangun pagi
Tidaklah lupa hari minggu ke vihara
Anak yang baik uang jajan tak dihabiskan
Sbagian disimpan sebagian didanakan
Nanti kita jadi kaya bisa bangun pagoda yang indah
bisa juga bangun vihara yang megah
Nanti kita jadi kaya bisa bangun stupa raksasa
Bangun candi paling besar di dunia

GOOD CHILD
Good childe every day wake up in the
morning
Not forgot, Sunday go to monastery
Good child, pocket money, not spent
Some are kept, some are gave away
We'll be rich and able to make the beautiful
pagoda may also wake up the magnificent
monastery
We'll be rich and able to make a giant stupa
Creating the biggest temple in the world

Selain berdana, dua unsur lain yang menjadi dasar seseorang melakukan tindakantindakan berjasa (Punna-kiriya-vatthu) adalah moralitas (sila) dan pengembangan mental
(samadhi). Pengenalan tentang nilai-nilai tersebut diberikan antara lain melalui lagu Catur
Paramita. Paramita merupakan sifat-sifat ketuhanan yang merupakan akar dari perbuatan
baik (kusalakamma) yang harus terus dikembangkan.
CATUR PARAMITA
Kawanku tahukah kamu apa artinya Catur Paramita
Sifat nan luhur sifat nan mulia ada empat semua
jumlahnya
Kalau Metta cinta kasih Karuna kasih sayang
Mudita itu simpati Upekkha hati seimbang

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CATUR PARAMITA
My friends do you know what that Catur
Paramita means
The Sublime nature, the noble nature, there
are four all numbers
If it is love Metta, Karuna is compassion
Mudita is sympathy, upekkha is delicately
balanced heart

In addition, the song "Pancasila" contains Five Instructions of Life, which contains a
prohibition for Buddhists, namely (1) do not kill, (2) not to steal, (3), not committed
misconduct, (4) not being dishonest, (5) does not accept drinks and food can be intoxicating.
Thus, Buddhist song not only provide direction on what to do as a Buddhist, but also what to
avoid. The word 'promise' in the lyrics of the song also makes this song not only gives
knowledge about things to avoid a Buddhist, but also encourage them to commit to the
goodness. That is, by not doing things that should be avoided for a Buddhist. Character
education in Buddhism emphasizes action, not just the knowledge that students should keep in
mind. From the knowledge of the goodness, the learning process should drive the kids to
commit to goodness and ended up really doing good deeds.
PANCASILA
Pancasila landasan Buddhis
Umat susila siswa Sang Buddha
Dengan janji tidak membunuh
Tidak Mencuri, tidak berjinah
Tidak berdusta, tidak kan mabuk
Jalankan Pancasila

PANCASILA
Pancasila is Buddhist foundation
Decency People the disciples of the Buddha
Hold the promise not to kill
Not Stealing, not fornication
Not lying, not intoxicated
Do Pancasila

The formation of religious moral values in the form of orders and prohibitions is aiming
to establish a child's character. Most prohibition forms commonly used for children is the
imperative word "do not!" as seen in the song Inilah Ajaran Buddha. However, the form of
prohibition using the word do not is now beginning to be avoided because the word was
judged ineffective in changing behavior. The use of the word do not for the children, will
have the opposite effect than what was expected, because the child does not know the word
do not. Child's attention would be more focused on what is prohibited and the picture will
motivate to do it, not avoid it. As in fact, the consideration of this matter is that the
psychological development of children is still more to the cognitive than affective. Therefore,
a songwriter needs to be more creative and positive in the lyrics of songs with regard to the
development of child psychology.
INILAH AJARAN BUDDHA
Janganlah berbuat jahat, perbanyaklah perbuatan baik
Sucikan hati dan pikiran
Inilah ajaran Buddha
Jangan ragu jangan bimbang, berpeganglah pada
Dhamma-Nya
Hati tenang tentram bahagia

THIS IS BUDDHISM
Do not do evil, multiply good deeds
Purify the hearts and minds
This is the teaching of Buddha
Do not hesitate, do not worry, hold on to His
Dhamma
Hearts tranquil peaceful happy

Planting Buddhist moral values also moved from the introduction of Buddhist symbols
as seen in the song "Buddhist Flag". This song is not only introduces the Buddhist flag as a
unifying symbol of Buddhists, but rather emphasizes the deep religious significance of the
flag colors as the soul of a Buddhist foundation, "That color Buddhist flag emblem student
life of the Buddha." The Buddhist flag was formed in color- aura color or light outward from
the body of the Buddha when he attained sanctity under the Bodhi tree in Bodhgaya. Six
Buddhist Flag Color or the Dvhaja Sadvarna means: (1) the blue color of the Buddha's hair
symbolizes devotion or dedication; (2) Golden yellow color of the Buddha symbolizes
wisdom; (3) The deep red color of the blood of the Buddha symbolized love; (4) The white

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color of bones and teeth of the Buddha symbolized chastity (5) orange is the color taken from
the color of the hands, feet and lips of the Buddha which symbolizes the spirit; (6) composite
combined five colors symbolizing the five factors mentioned above. The actual meaning of
the term "Prabhasvara" is shining very bright or brilliant (http://www.samaggiphala.or.id/naskah-dhamma/sejarah-dan-arti-bendera-buddhis-internasional/).
BENDERA BUDDHIS
Gagah terpancang di angkasa melambai dan
berkibar
Megah terpampang warna bendera Buddhisku
Biru artinya bhakti, kuning artinya bijaksana
Merah artinya cinta kasih, putih artinya suci
Jingga artinya semangat memupuk segala kebajikan
Itulah warna bendera Buddhis lambang jiwa siswa
Sang Buddha.

BUDDHIST FLAG
Dashing stuck in the sky waving and fluttering
Plastered magnificent colors, my Buddhist flags
Blue means bhakti, yellow means wise
Red means love, white means holy
Orange means to foster the spirit of all virtues
That color Buddhist flag, the symbol of life,
disciples of the Buddha.

The song is also an effective medium, which is used by Samaggi Viriya BSS to
introduce the meaning of Buddhist holy days such as Vaisak. Vaisak day is a day to
commemorate the three greatest events in the life of the Buddha: Buddha's birth, the
achievement of enlightenment, and the death of the Buddha. Usually, children of BSS are
involved in the procession Vaisak celebrations, especially in their involvement in performing
arts. Here is a song that is usually sung by children in the Vaisak commemoration. It appears
that the song is more emphasis on the Vesak celebration and excitement of the special day
rather than with the meaning of the three major events that lie behind it. It looks different
from the song "Hari Asadha" that highlight the background celebration of Asadha day. This
may be due Vaisak Day is interpreted as a feast and better known publicly while the more
specific nature Asadha is to commemorate 3 important events : 1. Buddha's first sermon to the
five ascetics at the Isipatana Deer Park. 2. First Bhikkhu Sangha is formed. 3. Completeness
of Triratna (Buddha, Dhamma, and Sangha).
BERNYANYI LAGU WAISAK
Tralalala tralilili mari kita semua bernyanyi
Tralalala tralilili ayo kawan jangan bersedih
Marilah bergembira nyanyikan lagu Waisak
Marilah bergembira rayakan Waisak

SING SONG Vesak

Tralalala tralilili let's all sing
Tralalala tralilili let friends do not be sad
Let's sing merry Vesak
Let's rejoice celebrate Vesak

HARI WAISAK
Hari ini aku bahagia karna Waisak telah tiba
Ayah dan bunda kasih hadiah sepatu baru yang
istimewa
Hari ini aku gembira teman-temanku datang ke
rumah
Bajunya baru semua untuk rayakan hari Waisak
Waisak Waisak slamat hari Waisak
Waisak Waisak slamat hari Waisak

Vesak Day
Today I'm happy 'cause Vesak has arrived
Father and mother love special gift of new
shoes
Today I'm glad my friends came to the
house
His clothes were all new to celebrate
Vesak day
Vesak Vesak Vesak day Rejoice
Vesak Vesak Vesak day Rejoice

HARI PENUH BERKAH

Ayolah kawan ayo kita gembira di hari Waisak hari
yang penuh berkah
Ayolah kawan ayo kita bersama satukan tangan kita

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DAY FULL OF BLESSING

Come on friends let's excited at the blessed
day of Vesak

panjatkan doa
Sang Buddha hadir di tengah kita sucikan hati
hilangkan dukkha
Sang Buddha hadir dengan cinta kasih-Nya hatiku
damai tenang dan bahagia.
HARI ASADHA
Marilah semua para umat Buddha
Kita mengenang hari Asadha
Di taman rusa Isipatana
Buddha memberikan khotbah pertama
Ialah Dhamma Cakkhappvattana
Kepada lima orang pertapa
Pada saatnya hari Asadha
Marilah kita mengagungkan-Nya.

Come on friends let us unite our hands

together prayed a prayer
The Buddha is present in our midst, purify
the hearts, eliminate suffering
The Buddha comes with his love, my heart
tranquil and happy.
DAY ASADHA
Let all the Buddhists
We remember the day Asadha
At Deer Park Isipatana
Buddha gave his first sermon
Dhamma is Cakkhappvattana
To the five ascetics
In time the Asadha
Let us glorify Him.

In addition to the excitement of the celebration song that depicting Buddhist holy days, the
Samaggi Viriya BSS also featured Buddhist children's songs that are more commonly
associated in cultivating the Buddhist character such as the song Malu dan Takut. This song
is usually sung during the birthday celebration Samaggi Viriya vihara.
MALU DAN TAKUT
Jadi anak jangan pemalu apalagi malu-maluin
Jadi anak jangan penakut apalagi suka nakut-nakutin
Boleh malu kalau berbuat jahat boleh takut kalau
berbuat salah
Maka jadilah engkau anak yang baik sesudah besar
jadi orang berguna

SHAME AND FEAR

Be a kid, do not shy, let alone embarrassing
Be a kid, do not scared, let alone like nakutnakutin
You may be embarrassed if doing wicked,
be afraid that if done wrong
So be a good kid, when you grown up be a
good man

Thus, it appears that the Buddhist children's song used in Samaggi Viriya BSS is to
inculcate Buddhist moral values. This is done through the introduction of the concepts of
introductory Buddhist and Buddhist practice and the meaning attached to them. Although
there are some songs that have been developing a positive self-concept in children's self,
many songs are less stimulating children creativity and positive attitude. It looks at the still
frequent use of the order words, which is to dictate such as the word "do not!" in the lyrics of
the songs. Music can enrich the experience of flavor that can be increase the sense of
humanity such as empathy and compassion. Planting values such as compassion and empathy
in BSS songs seems still rooted in religious concepts, and it seems not enough to propose the
universal values of humanity.
The Syntax of Learning of Samaggi Viriya Vihara Sunday School
Planning Phase
Application of learning through the medium of song performed situationally.
Dhammagita (Buddhist song) adjusting with weekly themes that will be presented. Weekly
theme adapted Rencana Kegiatan Program Kerja Tahunan Penyuluh Agama Buddha Provinsi
Jawa Timur. Plan activities that include extension materials, place and target extension
(community) such as children, along with its execution time. Extension materials consisted of
Living Buddha history, in cultivating love to the environment, the benefits of attending to the

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temple, sharing of merits to the ancestors, the feast of Buddhism, Pancasila and
Pancadhamma, all kinds of giving, kamma, four virtues, four noble truths, bhavana, and
religious harmony.
In addition to adjusting to the theme song and the form of Buddhist practice that held
every week, another thing that most took a more attention is the suitability of the song with
age of the child. Samaggi Viriya BSS is divided into two: big class and small class. Small
class consist of children Play Ground, kindergarten and maximum 3-grade elementary school.
Students of Big class are children of 4th grade elementary school and junior high. While high
school students are usually no longer participate BSS, having followed the adult worship
service. For a small class pursued a song whose lyrics are not too long and the language are
easy to understand. While for Big class, it can be given lengthy song lyrics and contain lots of
Pali.
Implementation
Samaggi Viriya BSS held every Sunday began at 9 AM. Activities begin with
Pujabakti, meditation, and continued with giving practice for 30 minutes. Then
dhammadesana / dhamma story runs about 30 minutes, while the game and the song received
the bigst portion of time, which is 60 minutes. Dhammagita that must be sung entitled
"Namaskara" as an introduction to start pujabhakti and the song "Mari Berdana" to start
giving practice activities.
In introducing the song to the students, the teachers initially play the MP3 song on their
mobile phone or laptop so they all can hear it. However, if the instructor or teacher does not
have a MP3 file they will immediately sing the lyrics and then ask them to memorized
together and later sung it together. After all the students memorized the songs, the song that
will be displayed in an event will be composed and accompanied by organ, piano, guitar or
violin or other musical instruments.
In addition to the material presented in the framework of the provision of BSS, the song
was also prepared in the framework of the activities organized by the Samaggi Viriya Vihara,
among other Chinese New Year, talk shows, social events, birthday monasteries and Buddhist
commemoration feast. Thus, children often get the chance to perform on stage. These
conditions motivate teachers and students to memorize some of the songs to be able to
perform in the event. Students trained at least one month before the H day. For a big class, the
Buddhist songs played with the soprano (recorder or lipsing / flute). Numbers of BSS students
are mastering musical instruments and the present of musical instruments such as the organ at
the vihara has become the support for the implementation of learning a song in Samaggi
Viriya BSS.
BSS Samaggi Viriya is held on the ground floor of the vihara building, while at the
same time, usually, the upper floor is used for adults pujabhakti. So, when the game or the
class subject matter is on progress, the song will be stopped airing. It is intended that
children's attention not diverted to listen to the song. Moreover, the music can disrupt the
passage of adult pujabhakti upstairs. This limitations of space and circumstance indeed inhibit
the activity of a child in a loud voice. Students of big class sometimes embarrassed to sing so
usually they just dare to play music in a soft tones.
Other inhibiting factor is the minimal number of Buddhist Songs Cihldren the instructor
is required to create their own songs for children if required. Therefore, the SV-BSS Trustee
still need materials on Buddhist innovative teaching methods to be able to incorporate the
values of Buddhism. Trustees expect a few new songs that fit with the children class category,
each time of training innovative learning methods is conducted.

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Evaluation
The learning process with this Dhamagita received very positive feedback from
students. In addition to feeling happy, they are easier to memorize the core Buddha's
teachings through song described by the instructors in the weekly theme. At the time of
evaluation of learning, children are asked to come forward one by one to sing the song. For
those who have memorized have the opportunity to earn points, which can then be exchanged
for prizes. Students who have not memorized, will be guided or trained by the senior
instructors or friends who had memorized.
Conclusion
Indeed, BSS songs has looked effective as a medium of expression religious feeling
such as that is one of the functions of music as presented Edwin J. Stringham (in Swanson,
1974: 4-5). As stated by Stringham, "At the same time the music has become an art that
arouses the feeling even when it is unrelated to another immediate experience." However,
given the buddhist preaching style, which Identics with buddhist principles of Pancasila,
which is familiar with the command word "do not" will require more creativity, so songs of
Buddhist children can better provide positive effects. Therefore, a Buddhist songwriter needs
to be more creative and positive in arranges their lyrics of songs with regard to the
development of a child's psychological effectiveness and reflexivity, not just emphasis on its
cognitive that makes them only fluent in memorizing the Buddhist teachings.
In terms of learning the syntax development of BSS, we should bear greater
involvement of the Dirjen Bimas Buddha in order to improve the skill and knowledge of the
instructors and their BSS managerial system for the Trustees, who are mostly from the
community (foundations). It should be emphasized that those involved in this BSS still
'accidental', in fact not a lot of its instructors who really obtain special education on early
childhood. Learning the development of early childhood education especially from the
Muslim and Christian communities can be a mirror for the future development of BSS
education, along with the increasing need of BSS for Indonesian Buddhist community in the
future.
This research is based on the case of BSS in Theravada Sangha community of Indonesia
(STI) Malang, comparative study in more depth in another BSS outside STI in Malang and
even Indonesia should be done in order to give a great contribution to the development of
BSS forward for Buddhists in Indonesia.
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Pembelajaran Lagu Anak pada Anak Usia Dini di SPS Pos PAUD Sekecamatan
Godean. Jurnal UNY - Pend. Seni Musik - S1 - Vol. 1 No. 2.
Bodhi. (1998).Aims of Buddhist Education at
http://www.accesstoinsight.org/lib/authors/bodhi/bps-essay_35.html. Accesed 22
October 2014.
Campbell, Don. (2001). Efek Mozart Memanfaatkan Kekuatan Musik untuk Mempertajam
Pikiran, Meningkatkan Kreativitas, dan Menyehatkan Tubuh. Jakarta: Gramedia
Pustaka Utama.
Elmubarok, Zaim. (2009). Membumikan Values education: Mengumpulkan yang Terserak,
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Kusumawati, Heni. (2013). Pendidikan Karakter Melalui Lagu Anak-Anak. Jurnal Imaji.

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Lestari, Rini. (2012). Nyanyian Sebagai Metode Pendidikan Karakter pada Anak. Makalah
Seminar Nasional Psikologi Islami: Aplikasi Psikologi Islami dalam Pendidikan
Karakter. Fakultas Psikologi Universitas Muhammadiyah Surakarta, 21 April.
Lisa. Pindapata. (2009). Dalam Williy Yandi Wijaya (Ed.). Dhamma Dana Para
Dhammaduta. Yogyakarta: Vidysen Production Vihra Vidyloka.
Lubis, Mawardi. (2009). Evaluasi Values education: Perkembangan Moral Keagamaan
Mahasiswa PTAIN. Yogyakarta: Pustaka Pelajar dan STAIN Bengkulu.
Maksudin. Values education Komprehensif: Teori dan Praktik. Yogyakarta: UNY Press.
2009.
MBM, Wieguan. Gitanada. LPUB Dhammadina.
Purwadi. (2013). Pembelajaran Melalui Bernyanyi untuk Menstimulasi Sikap dan Perilaku
Musikal Anak pada Pusat Unggulan PAUD Taman Belia Candi Semarang. Catharsis 2
(1).
Samaggi Phala. Sejarah Bendera Buddhis Internasional dan Arti Warna Bendera.
(http://www.samaggi-phala.or.id/naskah-dhamma/sejarah-dan-arti-bendera-buddhisinternasional/). Accesed 19 October 2014.
Sumangalo. (1990). Buddhadharma untuk Anak. E. Suwarnasanti (translator.). Bandung:
Pustaka Karaniya.
Swanson, Bessie R. (1974). Music in the Education of Children. Belmont, Calif.: Wadsworth
Pub. Co.
UNESCO. (2002). Learning to be: A holistic and integrated approach to values education for
human development: Core values and the valuing process for developing innovative
practices for values education toward international understanding and a culture of
peace. Bangkok: UNESCO Asia and Pacific Regional Bureau for Education,UNESCOAPNIEVE Sourcebook, No. 2.
Wawa. Hindari Penggunaan Kata Jangan kepada Anak.
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Latifah graduated with a B.A. from the Faculty of Cultural Sciences at Gadjah Mada
University, Yogyakarta, and an M.A. in Asian Studies from the from University of Hawaii at
Mnoa. In addition, she studied a year at the Center for Cultural and Religious Studies
(CRCS) at Gadjah Mada University. Since 2001, she has worked as an editor and a journalist
contributor. Since 2012, she has taught at Kertarajasa Buddhist College, Malang, East Java,
Indonesia. She is a also a researcher at the Center for Culture and Frontiers Studies (CCFS)
of Brawijaya University. Her research interests include gender, culture, and religion.
Ary Budiyanto is lecturer at Fakultas Ilmu Budaya, University of Brawijaya, Malang,
Indonesia. Born in Kudus in 1972, he received an M.A. in Religion and Cultural Studies at the
Center for Religious and Cultural Studies, Gadjah Mada University, Yogyakarta. He is a cofounder, secretary, and researcher at the Center for Culture and Frontiers Studies (CCFS) at
Brawijaya University. He is interested in the issues of religions and cross-cultural studies,
especially as related to Indonesia, Java, Islam, Buddhism and modernity in the field of visual,
culinary, and material culture.
Metta Puspita Dewi. Graduated from STAB Kertarajasa and recieved her Master degree
from Malang State University (UM), major in Education Management. She is currently active
as Teacher of Sunday School at Samaggi Viriya Vihara Malang.

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PSYCHOEDUCATIONAL PROGRAM TO INCREASE PARENT AWARENESS

ABOUT THE BENEFITS OF STORYTELLING FOR OPTIMIZATION
THE DEVELOPMENT OF PRESCHOOL CHILDREN
Laila Qodariah (Faculty of Psychology Universitas Padjadjaran)1
Poeti Joefiani (Faculty of Psychology Universitas Padjadjaran)
Anggit Sukma (Faculty of Psychology Universitas Padjadjaran)
ABSTRACT
Referring to the phenomenon of parents who work, storytelling activities become very rare
opportunity for the child. In the era of digital technology has become a challenge, when
parents choose digital technologies to provide entertainment for their children. Actually
storytelling has countless benefits for children in all psychological aspect. Based on the
preliminary study of 32 parents in Bandung only 31% of parents who tell stories to their
children every day, 13% of parents almost never tell stories to their children. Parents
essentially have knowledge about storytelling activities. However, as many as 16% of parents
still do not know how to tell stories effectively. From this preliminary study, we designed a
psychoeducational program called 'Festival Dongeng Bandung 2014'. Through seminars,
discussions, and workshops, this program succeed to increase of parent knowledge and
awareness about the benefits of storytelling for the optimization of child development. Most
of the participants reported getting new information (71%) of these psychoeducation. The
material is informative, applicable, and interesting. Most of the participants (92%) reported
that all keynote speakers was mastery, clarity, and understandable. All participant reported
that they would apply the information from this activity to their children and make a variety
of plans to implement them. Overall, this program gives a good impact to educate the public
about storytelling.
Keywords :, Storytelling, Psychoeducation, Preschool Children

INTRODUCTION
Starting from the complaints of parents, teachers, and educators about the difficulty of
communicating to the pre-school age children inspires us to create a program that can increase
the awareness of the parents that there is a powerful way to communicate with children is
through storytelling. Referring to the phenomenon of parents who work, storytelling activities
become very rare opportunity for the child. In the era of digital technology has become a
challenge, when parents choose digital technologies to provide entertainment for their
children. Because it is so easy, practical, and does not require a long time to interact with their
children. Whereas the pre-school is a 'Golden Age' phase in which the children becomes very
sensitive to the information of the environment. Childrens cognitive world is full of freedom,
creativity, and imagination (Santrock, 2011). Actually storytelling has countless benefits,
which enhance their critical thinking, stimulate imagination and creativity, improve language
skills, concentration, to train children associative thinking, encourage interest in reading, build
character, help children understand the social values, and exciting entertainment for children.
In addition, tell stories to children by parents can also help improve the attachment and
communication between parents and children. Storytelling can be a bridge of interaction
1

Email: laila.qodariah@gmail.com

404

between children and parents that sometimes difficult because of differences in mindset
(Yudha, 2009; Eder & Hylan, 2010).
Based on this phenomenon, we interested in conducting a preliminary study of 32
parents in Bandung to see how their knowledge, interest, and awareness about the importance
of storytelling for pre-school age children. The survey was conducted through open-ended
questions related to the knowledge and interests of parents towards storytelling. Sampling
technique is done through snowball sampling. Based on the obtained results of the
preliminary study only 30% of parents who tell stories to their children every day, 50%
parents tells story irregularly and 20% of parents never tell stories to their children. Parents
who tell stories to their children said that children show a positive attitude towards
storytelling as enthusiastic, responding to, and look happy while listening to stories. They feel
the benefits of storytelling for their children, such as increasing the parents and children
attachment, can easily convey a meaningful message, to train children to express their
emotions, as well as to train the child to communicate. Parents essentially have knowledge
about storytelling activities. However, as many as 16% of parents still do not know how to tell
stories effectively for their children, as wee can see on the chart below :

Figure 1. Column Chart of the preliminary study of parental knowledge about the techniques
of storytelling for children
Storytelling is a fictional story that has many benefits for children. Children can be
introduced to a variety of situations beyond their experience. Children are introduced to a way
of thinking, perspectives, and how to behave. Teaching stories have existed in both written
and oral form. Rather than think of these as two parts of a dichotomy or even as two distinct
categories, Deborah Tannen (1992) prefers to think of a continuum with meaning derived
solely from text on one end and meaning derived solely from the storytelling environment on
the other end. Chamberliin (2000) said that the false separation of oral and written traditions
is like separating the worthy and the worthless (Eder & Hylan, 2010). Kieran Egan (1987)
believes it is time to see orality as an energetic and distinct set of ways of learning and
communicating, not simply as an incomplete or imperfect use of the mind awaiting the
invention of literacy. Egan believes they could be a powerful mode of communication in
education today. Oral stories entail a set of powerful and effective mental strategies to x

405

patterns of meaning in the memory. These stories carry a charge of emotion that greatly
enhances the likelihood of retaining the meanings, since memorable events tend to be those
associated with strong emotions. Thus, whatever messages children choose to receive will
likely stay with them longer than if the messages were received through written stories (Eder
& Hylan, 2010).
Many parents assume storytelling just a bunch of bedtime story for children. Moreover
for working parents who daily busy with office work, storytelling activities become very rare
opportunity. In the era of digital technology has become a challenge, when children are more
interested in electronic devices than books and other activities. Meanwhile, parents who know
the benefits of storytelling, do not know how effective storytelling for their children. This also
makes them become discouraged to regularly read stories and then again rely on digital
technology as a medium of entertainment for their children. There's no denying that
storytelling requires difficult techniques. To consider a variety of things such as the type of
story, story content appropriate to the child's age, circumstances, various tools are needed, as
well as the duration of storytelling adjusted to the child's ability to concentrate.
Seeing the importance of storytelling for optimizing the development of preschool
children and the phenomenon that parents do not routinely tell stories to their own children,
even more rely on digital technology to entertain children without any interaction between
parents and children, making researchers driven to create programs that can increase the
awareness of parents about the importance of storytelling for children. In addition, the
program can also help parents recognize and practice on how storytelling is effective for their
children, especially for pre-school age children.
There are some example programs about storytelling for teacher and student. For
instance, Lynn Rubright, a professor and storyteller in St. Louis, reported her Project TELL
(Teaching English through Living Language). The purpose of the project was to demonstrate
how storytelling and other arts can serve as pivotal approaches to teach reading and writing,
and it resulted in training and transforming students and teachers. She listed some of the basic
agreements among teachers who have used storytelling in their classes. Here are just a few
examples: 1) the more teachers and their students open themselves to playful experimentation
with stories, the more possibilities there are for varieties of renderings to unfold; 2) through
storytelling workshops, teachers recognize and experience their own potential as skilled
storytellers, and by modeling storytelling in their classrooms, they enable their students to
become more effective storytellers, too; 3) storytelling, combined with dramatic play, allows
children to try on many roles, helping them develop their ability to empathize, increasing
understanding of those different from them; 4) teachers are often surprised at the insights
children reveal as they ponder the complex meanings of fables, folktales, and other literature
they have heard or read; 5) children tell stories they often reveal gifts and talents that have
gone undiscovered with traditional approaches to learning; 6) storytelling offers many
children an opportunity to develop skills and excel in oral expression, gaining respect that
they had not experienced before from peers (Zipes, 2004).
Jack Zipes (2004) have taught various courses on storytelling attended by teachers in
k-12 education, professional storytellers, actors, and university students from 1995 to the
present. Initially, the first course, which was held for about three to four hours every day for
two weeks, was offered through the University of Minnesota to interest a general public of
students in storytelling. The course description, which has constantly changed during the past
seven years, read as follows: This course examines how storytelling and creative drama can
be used as tools in developing students critical literacy, and in making students more fluent
readers and writers. Storytelling is a unique blend of performance, literature, and folklore. It

406

engages personal and cultural identities, and it promotes creative thinking. Critical literacy is
the ability to analyze the presentation of information and identify how the presentation
influences listeners and readers understanding of the information. Writing, performing, and
analyzing narratives are therefore powerful means of developing critical literacy. The purpose
of the seminar is outlined as follows: to provide teachers and storytellers with some historical
knowledge and a critical view of fairy tales and other folklore genres so that they can work
with the tales in different ways to animate their students to become their own storytellers; that
is, to develop their own creative and critical skills (Zipes, 2004).
Donna Eder (2010) chose to study childrens ethical explorations through storytelling
because she believe we need to approach ethical concerns related to youth in a proactive
manner. She tried to address problems of bullying and ridicules in schools through a conict
intervention program called KACTIS (Kids Against Cruel Treatment in Schools). She began
to see that it is not enough to offer programs that prepare children for conict and bullying.
Other forms of social and ethical education are needed. Her rst storytelling sessions for this
study were with two groups of fourth- and fth-grade students in a school in the Midwestern
United States. She was convinced of the importance of discovering the meanings that children
interpret in a story rather than focusing on the meanings that adults intend for them to receive.
In her approach to ethical education, it is crucial that we, as adults, allow childrens own
meanings to be expressed and that we respect their meanings. This will, in turn, foster
childrens own ethical development and those of the adults around them (Eder & Hylan,
2010).
Rob Allen and Nina Krebs (2007) trying to combine drama, psychology, and
storytelling, its called Dramatic Psychological Storytelling (DPS). DPS presents a exible
seven-step model for insight and change. Anchored by Expressive Art and the action method,
Psychotheatrics, DPS combines drama (expression through seven different Expressive Art
types), with psychology (experiences of the individual and the collective), and storytelling
(the content, the expression of an experience or situation). DPS creates a visual
phenomenological, intersubjective framework as it depicts challenges, strategies and
outcomes, whilst developing a dynamic storybook. The DPS process offers Access to
personal or group dynamics that are usually not forth- coming by employing an action method
based on Storytelling and Dramatic Enactment of the Expressive Arts; Psychological
protection for those involved and the enhancement of self-esteem through the detached
witness approach; Cooperation and team building among people in conict; By allowing 3D
dynamics, it becomes possible to see how it is in others shoes; Perspective on self and
interpersonal relationships through the detached witness and by the other approach. Fun in
discovery and observational learning. Life experience with minimal risk to explore
psychological insights through behavioural/cognitive/affective rehearsal. Personal,
interpersonal and mythic connections. This is the very foundation of storytelling, drama and
sacred psychology and the underlying structure of DPS (Allen & Krebs, 2007).
From this preliminary study, researcher designed a psychoeducation program to
increase of parent awareness about the benefits of storytelling for the optimization of child
development, especially preschool children. The program called 'Festival Dongeng Bandung
2014' and it was carried out in cooperation with Study Group Diagonal community. This
program also involves about 18 communities and storyteller in Bandung who care about the
education and development of children. Through seminars, discussions, and workshops,
parents are expected to have knowledge about the benefits of storytelling (level cognitive
1+2-knowledge and comprehension). They also be able to practice the techniques of
storytelling for children, especially for pre-school children (level cognitive 3 application).

407

Parents can watch the storyteller tells the story in very interesting way, so its can inspire
them to apply at home. Parents were also invited to direct practice and learn various media
storytelling. From this program, we hope parents or participant have awareness to applied this
knowledge from the program for their children at home (Level Affective 1 Awareness)
(Sprinthall & Sprinthall, 1990) .
METHODS
The method chosen to deliver the materials to the parents is psychoeducation.
Psychoeducational interventions encompass a broad range of activities that combine
education and other activities such as counseling and supportive interventions.
Psychoeducational interventions may be delivered individually or in groups and may be
tailored or standardized. The purpose of this activity is to prevent psychological problems and
to promote mental health (Lukens & McFarlane, 2004). Basically a training process similar to
the process of learning, where the training is a way to learn, get used to, or teach someone to
become know, familiar, or skillful about something that is learned, both in the scope of
cognitive, affective, and psychomotor as we can see in figure 3 (Kohls & Brussow, 1995).
The process in developing the program includes 3 phases, Phase I (Preparation) which
consists of a needs assessment and program design and Phase II (Development) which
consists of the trial of the program, while phase III (Improvement) covers the implementation,
results, and evaluation activities, (Kohls & Brussow, 1995), as we can see in Figure 2.

Figure 2. The process in developing the program

408

ACTUAL CONDITION
-

storytelling activities become very rare opportunity for the child

parents choose digital technologies to provide entertainment for
their children

PSYCHOEDUCATION

LEVEL : COGNITIVE (C1 + C2)

Knowledge and Comprehension
METHOD : Seminar and Discussion
TOPIC : the benefits of storytelling

LEVEL : COGNITIVE (C3) Application

METHOD: Workshop
TOPIC: Storytelling Technique
LEVEL : COGNITIVE (C2) Application
METHOD: Workshop
TOPIC: Stimulation activities after
storytelling

LEVEL : AFECTIVE (A1) Ketergugahan

METHOD: Storytelling Class
Exercise
OBJECTIVE : Parents can
watch the storyteller tells the
story in very interesting way,
so its can inspire them to
apply at home

LEVEL : COGNITIVE (C2) Application

METHOD: Workshop
TOPIC: Various media and property for
Storytelling

GOAL
1.
2.
3.

Participants learn about the benefits of storytelling to optimize

child development
Participants learn about the application of simple storytelling
techniques, stimulation after the storytelling, and the property
and media storytelling
Participants have the awareness to apply storytelling to
children at home.

Figure 3. The frame work of the learning process

409

The following are the learning outcomes to be achieved through this program:
Table 1. Learning Outcomes
METODA
SEMINAR AND
DISCUSSION

WORKSHOP
Storytelling
Techniques

AGENDA
-

WORKSHOP
Stimulation
Activities

WORKSHOP
Media for
Storytelling

STORYTELLING CLASS
-

Keynote Speaker:
- Psychologist
- Kindergarten
Teacher
- Parents
discussion
Keynote Speaker :
Teacher and
professional storyteller
Example read stories
from the expert
Sharing of storytelling
techniques
Role play
Discussion
Keynote Speaker :
Professional artist and
storyteller
The expert read the
story
Participants to create
illustrations
Role play
Discussion
Keynote Speaker :
Professional craftsmen
and storyteller
The expert Introduce
the types of supporting
media for Storytelling
Role play : make
storytelling supporting
media: paper dolls,
decorate wooden toys
Discussions

20 storyteller perform
3 parallel class
Children and their
parents watch the
storyteller

LEARNING OUTCOME
COGNITIVE
AFFECTIVE
Participants know the
Participants have the
benefits of storytelling
awareness to apply
the acquired
Participants know
knowledge to their
techniques and media
children at home.
storytelling in general
Participants have
plans to apply his
Participants know a
knowledge to their
variety of storytelling
children at home
techniques
Participants know the
proper techniques of
storytelling for children

Participants know some

activities can be used as
simulation activities after
storytelling such as an
illustration activity
Participants know the
benefits of stimulation
activity after storytelling

Participants know a
variety of
properties/supporting
media that can be used in
storytelling
Participants know the
benefits of the use of
property/supporting
media in storytelling

Participants gain
knowledge about various
ways of storytelling for
children

Participants gain
insight to imitate the
style of storytelling
expert storyteller at
home

The program is open to the public in Bandung, therefore no special sampling

techniques are used. The target participants for this program are the parents of pre-school age
children, however, the program is also is open for public, especially for playgroup and
kindergarten teachers as well as college students.
Evaluation of the program will be carried out through one-way design techniques, in
which participants will fill out a pre-posttest on the material presented, and then compared the
results. Pre-posttest was conducted through open-ended questions related to the material
presented. In addition to improvements in the future, parents who participated in this program

410

also evaluates the activities and provide suggestions for the development of this program,
including material (Interesting information, easy to understand, informative, and easy to
apply), keynote speaker and the expert (mastery, understandable, clarity), moderator (ability
to facilitate, management), and facilities (rooms, audio, visual).
The data will be analyzed using descriptive study techniques. Participants answer
questions administered through open-ended questionnaires and Likert-type scale. After
participants answer the questions, researchers describe the responses given. Open-ended
questions allow for a greater variety of responses, the data must be coded or reduced in some
manner and a likert-type scale is analyze statistically.
RESULTS AND DISCUSSION
The program was attended by 845 visitors, 68 participants attended the seminar, and
25 participants attended each workshop class, most of the other participants followed the
storytelling classes in three parallel classes. Participants who attend seminars and workshops
are dominated by women, as can be seen in the chart below:

Figure 4. Demographic data of participants

Participants in this program mostly students, teachers, and parents with diverse
educational backgrounds and work as can be seen in the chart below:

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Figure 5. Participants Occupation

Seminar and Discussions
The seminar lasts for 70 minutes and followed by discussions for 50 minutes. There
are three keynote speaker, psychologist, kindergarten teacher, and storyteller. The first
speaker spoke about the benefits of storytelling for optimizing childrens psychological
aspects. The second speaker, as a teacher, he told how the use of storytelling in the learning
process in the classroom. While the storyteller, sharing his experience in storytelling for all
ages with a variety of media. The seminar activities are describe through the picture below :

Figure 6. Seminar and Discussion Activities

Source : Festival Bandung 2014

412

After following this program, most participants felt getting a lot information about
storytelling, especially the benefits for their children. Only 3% of participants who reported
not getting new information from these activities. In the pre-test evaluation about the benefit,
most of the participants count heavily on child's cognitive development, such as developing
imagination and creativity. After attending this program, participants reported that the benefits
of storytelling is various, from cognitive, language, and social-emotional aspect, as shown in
the following chart:

Figure 7. Participants knowledge about benefit of storytelling

Jack Zipes (2004) believes that storytelling has, and always will have, two basic
functions: (1) to enculturate by expressing the norms and customs of a group/culture in order
to survive and, (2) to challenge and question the establishment, or dominant value system,
with the intention of transforming and improving it. Storytelling is implicit drama; it is
exciting. Story engages; it is demanding. It requires our attention. Great teachers and
especially our friends use stories to reveal. We learn about values, expectations, and intimacy.
Special bonds are created between a storyteller and listener, because stories connect us. Real
storytelling requires dialogue and this leads to meaning, the essence of relationship, of
existence. All the stories have commonalities. This is why they connect. They tell of
triumphs, tragedies, heroes and villains, hope, love, betrayal. They weave an understanding
that keeps us warm in chilly times, like the Grand Stories, or folktales of old. Stories help to
teach discipline; fairytales, for example, have critical moral codas. Stories help us to handle
difcult emotional experiences; they inspire and we try to emulate those we admire (Allen &
Krebs, 2007).
Participants' knowledge increased also seen from the participants' understanding of a
given age in storytelling, 73% of participants revealed that the activity of storytelling can be
given to all ages, not only for small children. This suggests that the participants were quite
capable of understanding that storytelling activities submitted to various ages by adjusting the
proper technique storytelling based on the characteristics of the age. Simple ways tto
customize the stories include the following: Problem or strengths in the stories could more
closely o the childs situation; Names, gender, and personal details of the character may be
changed to allow for closer cultural identification with the character (Slivinske & Slivinske,
2011).

413

Participants also gained increased knowledge in the theme that can be used for preschool age children, the participants revealed that the story of the animals (fable) can be easily
understood by children aged 1-5 years. Through the stories of animals, storyteller can also
convey values of life for children. From pre-test evaluation of the seminar, the participants'
opinion about stories is more on myth and legend. After the seminar, participants reveal other
themes, such as fable, naure, and sains that are more suitable with characteristics of the preschool children.
Of all the types of teaching stories, animal tales are of particular interest because for
thousands of years they have played a central role in revealing the basic values of a society.
Animal teaching stories are one way to offer children opportunities for ethical exploration.
Because animals lack a specic identity, stories about them can take many avenues that can
lead to discussion on a variety of ethical issues. Animal characters give children a chance to
address concerns that adults might not be aware of. In addition, whereas all children,
regardless of their ethnicity or gender, can identify with an animal character. Fables for moral
instruction of children became more prevalent in the medieval period when translators
downplayed the humor of the fables and strengthened their moral tone through the use of a
summary moral (Eder & Hylan, 2010).
Form pre-test evaluation, participants' knowledge on the supporting tools in
storytelling, almost all participants expressed a book is a supporting tool that can be used for
storytelling activities. After the seminar is given, 72% of participants expressed not only a
book that can be used as a supporting tool. Various aspects such as voice, intonation, facial
expressions, and props such as puppets or pictures can also be supporting the activity of
storytelling.

Figure 8. Participants Knowledge about supporting tools for storytelling

Participants gain an understanding that themes, supporting tool, and technique of
storytelling activities should be tailored to the characteristics and the age of the child. When
the storyteller can choose the right way to deliver, the benefits of storytelling can be achieved.
Not only that, all participants (100%) were shown a willingness and enthusiasm to start
applying storytelling activities at home.
Workshop and Storytelling Classes
Workshop is divided into 3 classes parallel with the theme 1) stimulation activities; 2)
storytelling techiniques; and 3) media support for storytelling. Workshop lasted for 90
minutes. For the first 15 minutes, the expert delivery of materials, role play 45 minutes and 30

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minutes of discussion. Through the workshop, the participant is given the practical knowledge
and can immediately put them into practice through role play.
1) Stimulation Activities Workshop
Participants have learned from the seminar that the stimulation activities diverse such
as singing, retelling the content and meaning of the story, question and answer or discussion
with the child, and word play. Storytelling activities is not merely a bedtime activities for
children. Otherwise, telling stories can be a medium for children to learn a lot of things.
Storytelling and creative drama can be used as tools in developing students critical literacy,
and in making students more fluent readers and writers. Storytelling is a unique blend of
performance, literature, and folklore. It engages personal and cultural identities, and it
promotes creative thinking (Zipes, 2004). Stimulation activities workshop are describe
through this picture below :

Figure 9. Stimulation activities workshop

Source: Festival Bandung 2014
Through this workshop, 75% of participants stated that they became aware that
illustrative activities can be one of the activities that have many uses stimulation for children.
Step stimulation for children is as follows: 1) Parents telling stories for children; 2) Ask
children to draw, coloring, or painting of what has been told; 3) Parents can help or together
with the children create illustrations; 4) Illustration can be a character, a situation, or theme of
the story; 5) discuss with the child about the content of the stories and illustrations that have
been made by children, adapted to the issues that want to be stimulated. Stimulation activities
should be given to the child, so the storytelling activities not only occur in one direction only.
After attending the workshop, participants become more aware of the specific benefits
of the activity after stimulation of telling stories, as in the following table:

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Table 2. Participants knowledge about the benefit of stimulation activities

ASPECT
COGNITIVE
CREATIVITY
FINE MOTOR SKILL
SOCIO-EMOTIONAL

BENEFIT
Stimulate the curiosity of children
Adding knowledge of children
Train children's concentration and memory
Brought imagination into illustrations
Expressing ideas and thoughts into images
Increase the fine motoric skills (drawing)
Being a fun entertainment for children More parent-child interaction

Stimulation activities after storytelling is a way of learning that is fun for children. If
children learn in a fun way, children will feel more satisfied and feel confident. Fables can
also invite children to explore his imagination. Imagination can be stimulated by a variety of
questions related to the stories. In addition, the experience of hearing stories also provide a
visualization exercise on setting, characters, and events in the story. Through the activity after
storytelling, such as discussions about the content of the story, of course, can increase
vocabulary, improve children's understanding of a variety of situations, and the children are
learning to express their feelings and thoughts through verbal and illustrative media (Yudha,
2009). Pre-school children in particular think in images and symbols so easy for them to learn
something through pictures, stories, or plays a role (Berk, 2003).
2) Storytelling Technique Workshop
Teaching stories have existed in both written and oral form. Rather than think of these
as two parts of a dichotomy or even as two distinct categories, Deborah Tannen (1992) prefers
to think of a continuum with meaning derived solely from text on one end and meaning
derived solely from the storytelling environment on the other end (Eder & Hylan, 2010).
There's no denying that storytelling requires difficult techniques. To consider a variety of
things such as the type of story, story content appropriate to the child's age, circumstances,
various tools are needed, as well as the duration of storytelling adjusted to the child's ability to
concentrate.
Before attending the workshop, all participants found telling stories techniques for the
child is just read a picture books with the expressive intonation. After attending the workshop,
participants learned various techniques of storytelling. They reported that they are getting
technical knowledge / ways of storytelling that effective for their children. The information
from workshop can be directly applied. They also find out that it has many of the techniques
of storytelling, such as : 1) The simple technique - without using of the property and books,
parents immediately told of stories that have been remembered before. This technique
establish communication and intensive interaction between parent and child. Children more
concentrate on the story and the message than on the tools; 2) Using media support and
props (puppets, hand puppets, musical instruments) - this technique trying to make the story
more vivid and concrete through the help of tools such as dolls, finger puppets, hand puppets,
or music instruments, and other props. Kids will really like this methods, its fun and easily
attract the attention of children. With this technique, children will focus more on property not
on the story; 3). Technique with intonation, expressions, gestures, and mimic. With this
technique, children are invited to recognize various types of emotions. With the help of an
attractive tone, then the story will feel more attractive. The story would be more interesting
and easier to recognize different types of emotions.

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Storytelling Techniques workshop are describe through this picture below :

Figure 10. Storytelling Techniques Workshop

Source : Festival Bandung 2014
Storytelling techniques also presented in 3 parallel classes by 20 professional
storytellers. Through this activity the parents are expected to see an example of selecting or
combining the effective techniques for their children, as it is shown in the figure 11 and 12
below :

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Figure 11. The examples of professional storyteller. (from left-right-top-down a). paper craft,
b) paper puppet show, c) hand puppet, d) used good)
Source : Festival Dongeng Bandung 2014

Figure 12. The examples of professional storyteller. (from left-right-top-down a). marionette,
b) costumes, c) musical instrument)
Source : Festival Dongeng Bandung 2014
There is no set standard which technique should be used, however it is expected that
parents can choose, or even combine a variety of storytelling techniques for their child
according to age, level of concentration, the message they want served, and the child
characteristics. After attending the workshop, participants learned that the storytelling will be
effective if you consider some of the following step: 1) Prepare the story first; 2) Adjusted the
voice, intonation and media support with the stories; 3) maintains the child's imagination and
interest; 4) Storytelling with simple technique, but leads to interaction, so parents can
communicate intensively; 5) Considering the circumstances, it is important to build a close
and friendly delivery; and 6) stimulation activities after storytelling.
Johanna Slivinske and Lee Slivinske (2011) proposed five points The Five Es that
will help practitioner to build rapport and trust with children. This five following points
should be considered when parents tell a stories to their kids, this will help them to build
strong relationship, as well promote coping, problem, solving, and healthy skill life for their
kids: 1) Engage - appeal to the childs sense of curiosity and catch the childs interest;
2).Entertain - an activity to relieve stress; 3) Emote- freely support children to express their
emotion, how to cope with these intense emotions in healty way; 4) Educate - teach coping

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skill, social skill, ploblem solving, and life skill; 5) Encourage - to do their best, and believe
them and their ability to achieve and overcome adversity.
3) Supporting Media for Storytelling
Beside storytelling techniques and stimulation activities, the third workshop is
intended to give knowledge about the various types of supporting media storytelling, as we
can see on the picture below :

Figure 13. Workshop of Media Supporting for Storytelling

Source : Festival Dongeng Bandung 2014
Supporting media is very helpful in telling the story. It can make kids more interested
and maintain concentration of children in the storytelling process. Through the workshop,
participants are introduced to various types of media support such as toys, pictures, hand
puppets, finger puppets, marionettes, wayang, even parents can make their own media from a
junk. Some important things to consider in choosing the supporting media, are: 1) The media
should be appropriate to the content and character in the story; 2) The media is expected to
bring a stories to children's daily lives; 3) The media should be safe and non-toxic; 4) The
media type and size should adjusted with age and children interests.
For children, crafting activities can also train their fine motor skills, such as creating
paper dolls, cloth dolls, finger puppets, paper collage, drawing, etc. This activity can enhance
the creativity of children, as in a storytelling there is no limit so gave rise to potential
opportunities to bring the creativity of children. Encourage children to expressing their
imagination and invite children to create a variety of media that can be used for storytelling
(Yudha, 2009).
The sense of storytelling that we try to instill in children cannot be accomplished if
we do not explore all the arts, which involves all the skills and talents of the children and

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opens their eyes to their potential. Dramatic expression using the arts allows one to
experiment with possibilities and attain an almost distancing effect that enables the children to
step back from themselves, to step out of themselves and to become someone new. The
Expressive Arts channel creativity and offer diverse pathways for forming, sharing and
appreciating human experience. Individuals gravitate toward art types that are comfortable
and/or attractive to them as means of expressing themselves, communing with others,
escaping the daily grind, or resonating with an aesthetic experience.
According to Allen & Krebs (2007), there are seven Expressive Art types employed in
Dramatic Psychological Storytelling include: 1). Narrative - the transmission of information,
imagery and emotion from one person to another, through descriptive speech or writing; 2)
Film - have a close relationship with metaphor, bridges the gap between what was, is now and
future possibilities. Film provides both affective as well as cognitive insights necessary for
change. 3) Theatre - creates a particular type of intersubjective space; 4) Music - Music
offers capacity for expression and connection at a non-linear, non-verbal level; 5) Visual Art
- to connect the individual with the inner self as well as with the energy of the collective and
the collective unconscious speaks to those who are open to taking in the experience; 6) Dance
and Kinesthetic Bodies sharing movement in space create their own energy mass. State of
the body can affect attitude and feelings, both positively and negatively; 7) Ritual and Epic Both participants and observers are changed by these proceedings as they reect common
hopes, fears, dreams and experience.
In addition, from all workshop activities, parents feel the benefits and want to
implement it at home. They wrote down the plans, such as : 1) Practice for storytelling in
children; 2) Invite children to draw or make some stimulation activities after telling stories; 3)
Re-read the literature; 4) Encourage children to be creative through storytelling; 5) look for
the story book; 6) using existing equipment at home; 7) Making stories with children at home
Program Evaluation
The participants were given an evaluation of the various aspects in this program. A
questionnaire was given to see ratings satisfaction participants to the seminar. Aspects of the
questionnaire includes materials, keynote speaker, facilities, and the duration. Response
options are a 5-point Likert scale: from Strongly Disagree to Strongly Agree.
In general, the participants assess that the material given during this program was
interesting, easy to understand, informative, and easy to apply (50% agree and 18% strongly
agree, only 3% disagree), as we can see in the chart below :

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Figure 14. Column chart about program evaluation

Through the material presented, participants gain knowledge and find additional
information about the activities of storytelling. Material in the seminar are easy enough to be
applied in everyday life. Not only beneficial for the kids, but the participants who have
backgrounds as teachers already feel a benefit that storytelling can be implemented in the
learning process in the classroom. Participants also thinks that the delivery methods can help
participants understand the material. The speakers are rated by participants quite mastered the
material and be able to convey the material well enough (seminar rating : 4.1 and workshop
rating : 3.8). Various benefits and ways of storytelling delivered with clear and easy to
understand (64% participants agree dan 28% participants strongly agree), as we can see on
figure 12.

Table 3. Average Ratings Satisfaction of Seminar and Wokshop

Average Rating
No.

Aspect
Seminar

Material (Interesting information, easy to

3.8
understand, informative, and easy to apply)
Keynote speaker (mastery, understandable,
2
4.1
clarity)
3
Facilities (rooms, audio, visual)
3.9
4
Duration
4
Note : Rating is scale 1 to 5, from strongly disagree to strongly agree
1

Workshop
3.6
3.8
2.8
2.9

The supporting facilities and duration used in seminars were sufficient to support the
delivery of content (rating for facilities : 3.9 and duration : 4). The room felt adequate and
conducive to the implementation of the seminar. But for the workshops classroom,
participants felt less comfortable than seminar, as we can see on table 3 (rating for facilties :
2.8 and duration : 2.9).

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CONCLUSION
The program is packed with interesting concepts, through a program labeled a festival, it can
capture the interest of the public to attend this program. The theme chosen is also lightweight,
applicative, and close to the daily life of children so successfully inspire participants to apply
the knowledge they have acquired. The program is organized through the cooperation of
various community organizations in Bandung, also helps to reach all kinds of people around
Bandung. Method psychoeducation through seminar activities and discussions can provide
useful information for participants. Through workshop, role play, and storytelling classes,
participants gain practical knowledge and inspired to apply for their children or students.
Most Participants felt that the material-provided informative, applicable, and interesting
information. Keynote speakers are mastering the material, and this program is in line with the
expectations of the Participants. There are some things that need to be corrected in the future,
especially the setting of the room, facilities, and time management. Overall, the program is
considered worthy to be held back regularly for the community.
REFERENCES
Allen, R., & Krebs, N. (2007). Dramatic Psychological Storytelling Using the Expressive Arts
and Psychotheatrics. New York : Palgrave Macmillan.
Berk, L. E. (2003). Child Development 6th edition. USA: Pearson Education Inc.
Eder, D., & Hylan, R. (2010). Life Lessons through Storytelling : Children's Exploration of
Ethics. Indiana: Indiana University Press.
Kohls, L., & Brussow, H. (1995). Training Know-How For Cross Cultural and Diversity
Trainers. San Francisco: Adult Learning Systems.
Lukens, E. P., & McFarlane, W. R. (2004). Psychoeducation as Evidence-Based Practice:
Consideration for Practice, Research, and Policy. Journal Brief Treatment and Crisis
Intervention Volume 4. .
Santrock, J. W. (2011). Life Span Development Thirteenth Edition. New York: McGraw Hill.
Slivinske, J., & Slivinske, L. (2011). Storytelling and Other Activities for Children in Therapy
. New Jersey: John Wley & Sons, Inc.
Sprinthall, N. A., & Sprinthall, R. C. (1990). Educational Psychology : A Developmental
Approach Fifth Edition. New York: McGraw Hill.
Yudha, A. (2009). Cara Pintar Mendongeng. Bandung: Mizan.
Zipes, J. (2004). Speaking Out Storytelling and Creative Drama for Children. London:
Routledge.

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SOCIAL LIFE DESCRIPTION OF EARLY AGE CHILD WITH MENTAL

RETARDATION IN EAST NUSA TENGGARA
Kresensia Wea Aga Ngawas 1), Beatriks Novianti Bunga 2), Indra Yohanes Kiling 3)
Fakultas Keguruan dan Ilmu Pendidikan, Program Studi PG PAUD 1, 2)
Fakultas Kedokteran, Program Studi Pendidikan Kedokteran 3)
Universitas Nusa Cendana
E-mail: kresensiangawas@gmail.com 1)
E-mail: boenga.eve@gmail.com 2)
E-mail: iykiling@gmail.com 3)
ABSTRACT
Together World Health Organization and United Nations Childrens Fund have stated on
year 2012 that one of their global agenda is to fulfill the needs of inclusive ECCD to increase
the participation and development of early age children with disabilities. To help addressing
the agenda, there is a need to understand various special needs of early age children with
various kind of mental disability such as mental retardation. This research aims to narratively
describe the prosocial behaviors of early age child with mental retardation in special school of
Pembina Kupang, East Nusa Tenggara. This research used qualitative method with child
observation and interview to the parents as the approach to gather data. This research shows
that prosocial behaviors in early age children with mental retardation are divided into four
aspects, that is: a) the ability to join group, b) supportive acts, c) emphaty and caring and, d)
self-adjustment. This behaviors were shown in the child daily activities, their habit, affected
by the culture of their parents and siblings, also by the interaction with their friends and
family. This research could give important informations about the importance of managing
the social interaction in inclusive ECCD by putting emphasis in four aspects described above,
and also the role of parents and ECCD tutors in facilitating activities that could help stimulate
specific needs of social skills in early age children with mental retardation.
Keywords: prosocial, early age children, mental retardation, east nusa tenggara

INTRODUCTION
A household survey conducted by UNICEF and University of Wisconsin on year 2008
(UNICEF, 2013) shows that about 52,4% children aged 6 9 years old experience some kind
of disability. This data shows the high prevalence of this condition that could trouble
childrens development especially the young children. Early age children are child that
belongs from prenatal development until eight years old (WHO, 2012). Early age children
with disability are minorities that susceptible to all kind of negative behaviour such as
discrimination, neglection and bad stigma. To help relieve this, leading humanitarian
organisations such as WHO and UNICEF begin to execute a global agenda to support the
development of early age children with disabilities all around the world.
Indonesia has its own trouble while dealing with the prevalence of disabilities. The
2006s data from Center of Statistics Bureau shows that around 0,7 % or approximately 2,8
million lives are person with disabilities (Astuti, 2013). The number then increased on year
2009 to 1,38% or approximately 3 million lives. This data also shows that mental retardation
has the largest population compared to other kind of disabilities (Putra and Adhi, 2014).
According to Center of Statistics Bureau, the prevalence of mental retardation reach 1 3%

423

from total population of Indonesia, this numbered around 6,6 million lives (Astuti, 2013).
This number are predicted to increase in the future.
Children with mental retardation are child that experience delay in mental
development (underperforming intellectual function when compared to peers) which is
accompanied with the inability to learn and also to adjust with his/her environment. These
children have problems with short term memory, it will be hard for them to memorize visuospatial like in a short term memory psychological test (Ardina, 2012). Furthermore, children
with cognitive delays may learn at a slower pace, experience a high rate of forgetting and also
have diffculty in regulating their behaviour and transferring learning to new events, situations,
or people. They also require more adult guidance and direct instruction, may require activities
that concrete versus abstract, and may not readily understand a lengthy verbal instructions
(Kilgo and Gargiulo, 2005).
One of the most important challenges individuals with mental retardation face while
interacting with their peers and other people is their deficiency in social skills. Cognitive
limitation is considered to the most important factor for the inadequate social skills of
students with mental retardation. Greenspan and Shoultz (cited in Tekinarslan et al., 2012)
state that cognitive limitations of individuals with mental retardation adversely affect their
decision making about how to behave in some certain situations. Therefore, it is noted that
students with mental retardation are unable to master social skills and have difficulty in
generalizing the learnt social skills in different environments.
Although social skills differ at various ages and for various ethnic and cultural groups,
some skills are universal. These universal skills that called prosocial skills comprise being
positive and agreeable, being able to use relevant contextual and social cues to guide ones
own behaviour, and being sensitive and responsive to the interests and behaviour of playmates
(Mize cited in Porter, 2002). One of the important component from prosocial behaviour that
could easily be seen in a early age child behaviour is their skill to enter a social context. The
prosocial skills comprises of (Porter, 2002):
1. Observe the group before attempting entry.
2. Initiate contact by approaching, touching, gaining eye contact, vocalising or using
another childs name.
3. Responding positively to others invitations is a second way to gain entry to others
play.
4. Avoid disruptive actions, such as calling attention to oneself, asking questions,
criticising the way the other children are playing, or introducing new topics of
conversation or new games, being too boisterous and thus out of keeping with the group,
acting aggressively or destroying others play materials
5. Supportive actions. Supportive behaviours tell others that potential playmates are keen
to cooperate and can be trusted. Such actions comprise:
a. complimenting;
b. smiling at;
c. cooperating;
d. imitating;
e. sharing;
f. taking turns;
g. assisting others;
h. leading diplomatically (i.e. making positive play suggestions) to enlist other
children in their play, but without being bossy.

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To be supportive, children also need to pay attention to relevant social cues so that they are
sensitive to the needs of their playmates. In response to feedback from their peers, they
need to:
moderate their behaviour to suit their friends;
respond positively when others are trying to make friends.
Finally, children need to be aware of how their behaviour will influence how other people
respond to them.
6. Conflict management skills
To resolve conflict peaceably with playmates, such as when their requests to enter a group
are being rebuffed, children need to:
be persuasive and assertive rather than bossy;
negotiate play activities;
To help the development of early age children with disabilities in Indonesia,
specifically in East Nust Tenggara, there is a need for data that describes the specific
condition and needs of early age children with a specific kind of disability such as mental
retardation. A descriptive qualitative study is needed to explain the prosocial behaviour
shown by early age children with mental retardation. Past studies in Indonesia have put more
focus in exploring the condition of early age children without disabilities (Bunga and Klaas,
2012; Klaas and Bunga, 2012) or older children with disabilities, specifically in finding tools
to help fulfilling basic need of development (Kawuryan and Raharjo, 2012; Suparno et al.,
2010).
This study aims to describe the prosocial behaviour of early age children with mental
retardation in Kupang, East Nusa Tenggara. The dissemination of this studys result hopefully
will increase the awareness of community of these childrens specific condition and needs.
METHODS
This research use descriptive qualitative approach as its research method. Data
gathered using direct observation and also interviews with the subjects parent and teacher to
explore subjects profile, habits and prosocial behaviour. Observation conducted for a month
in duration that happened in subjects school and house. The tools used were voice recorder in
cellphone, and also writing tools.
RESULTS AND DISCUSSION
Subject with initial I aged 7 years old, female, and stayed in Penfui sub-district,
Kupang city, East Nusa Tenggara. Subject lives together with her mother and grand parents.
Her father and mother got separated. Subject spends time daily mingling with adults when not
at school. The data are encoded according to the prosocial skill components explained by
Porter (2002).
The Ability to Join Group
According to the observation and interviews data, subject has a good observation
skill. This is shown when she meets a stranger. Subject will approach the stranger cautiously.
She will spend her time approximately 5 to 10 minutes to observe the new person. Subject
also showed a decent contact initiation skill. This is shown in responding a person around her
that is talking, either to her or to other person, willing to play together with other
person/children, accept the generosity of a new person, and also attending to guests in her

425

house. Furthermore, subject shows the ability to give positive response to her friends. This is
reflected by various emotional expression such as smiling, laughing and hand clapping.
Supportive Acts
Supportive ability in subject shown in praising other that has been succesful in
following command. This is expressed by hand clapping. Supportive act also reflected by
subjects habit in smiling when seeing a close person approaching. She also shows generosity
in sharing her food with her close friend. She also didnt afraid to take a lead when playing
together with her classmates. This supportive acts are also confirmed by her mother and
teacher in school.
Self Adjustment
This behaviour shown when subject appeared to be able to accept reality, accepting
her limitation. When subject played with her friends in the neighborhood who dont have
disability, subject chose to sit back and observing the others when the others prefer not to play
together with subject. She also willing to enter playing when invited then. This reflected the
ability to adjust in unsupportive condition without holding a grudge.
Empathy and Caring
Subject loves to learn something by imitating. This is shown by her ability to attend to
guest in her house. She was quick to serve drinks and some biscuits to her guests. Her mother
said that she learned this by observing her mother, when her mother attend to house guests in
the past.
From the descriptions above, it could be seen that subject learned the way of prosocial
behaviour by imitating others behaviour especially their secure attachment. The development
theory by Jean Piaget (Santrock, 2012) explained that children build their knowledge and
wisdom by interacting with their environment. Children are not passive object in receiving
knowledge, but rather active in organising their own experience into a complex mental
structure. This mental structures are assimilation, accommodation and balance. Subjects
tendency to imitate reflect her ability to assimilate, accommodate and then reproduce
behaviours. This tendency also reject the previous finding saying that children with mental
retardation will experience huge difficulty during attachment forming to their parents (Gaedt
cited in Dosen and Day, 2001).
It is also observed that subjects prosocial behaviours were often presence when there
is an object of interest that succesful in getting her attention. Subject also tends to voluntarily
socializing with others when she get a gift in forward. This finding strengthen Luby (2006)
explanation that children is an egoistic human, helping others not because wanting to make
the other person happy, but to satisfy his/her self and to find own happiness.
Subjects emotional limitation shown whenever she feels angry. She tends to spit, bite
and hit on others when she get mad with that person. This is need to be addressed quickly
because a child with mental retardation has a potential to experience emotional disorder too
(Porter, 2002; Luby; 2006). A proper stimulation and learning environment could make
children learn how to manage and control self in all sorts of emotion and condition.
To sum it up, early age child with mental retardation has a pretty decent prosocial
skills reflected by the ability to join group, acting supportive to other person, adjusting self in
the unaccepting social environment and showing caring to other person. Parents and tutors
advised to further stimulate existing prosocial skills into a more complete one, that is acting

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kind and prosocial with selfless mentality. Positive social skills will bring great impact to the
development of the children, especially when entering the community as adults.
CONCLUSION
This study described the prosocial of early age children with mental retardation.
Starting to address the needs of the early age children with most common disability in
Indonesia will benefit the country in preparing the gold generation in 2045. According to this
research, parents and also tutors should build an environment that could stimulate the
development of selfless mentality. Existing prosocial behaviours learnt by imitating secure
attachment will become more favorable when it is followed by selfless attitude. A proper
preparation in development environment such as ECCD and family will give advantage to
early age children with mental retardation. Well developed children with mental retardation
hopefully will turn into an independent adult that are ready to enter community and contribute
to the good of the nation.
REFERENCES
Ardina, M. D. (2012). Implementasi Pembelajaran Musik Untuk Mengembangkan Mental
Dan Psikomotorik Anak Penderita Down Syndrom. Harmonia, 12(2), pp. 125-131.
Astuti Y. C. (2013). Hubungan Antara Dukungan Sosial Dengan Coping Strategy Pada Ibu
Yang Memiliki Anak Penyandan Tunagrahita (Studi Korelasional Pada Ibu Yang
Memiliki Anak Tunagrahita Di SLB-C YPLB Cipaganti Kota Bandung). Universitas
Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Accessed at 12nd
September 2014 from http://repository.upi.edu/3885/4/S_PSI_0800932_Chapter1.pdf.
Bunga, B. N., & Klaas, M. A. N. (2012). The Role of Traditional Games Kayu DoI in Child
Counseling Processes. In Kartadinata, S. (ed.) The 1st International Seminar on
Guidance and Counseling (ISGC), pp. 63-72. Yogyakarta: UNY.
Dosen, A., & Day, K. (2001). Treating Mental Illness and Behavior Disorders in Children
and Adults With Mental Retardation. Washington: American Psychiatric Press.
Luby, J. L. (2006). Handbook of Preschool Mental Health: Development, Disorders, and
Treatment. New York: The Guilford Press.
Kawuryan, F., & Raharjo, T. (2012). Pengaruh Stimulasi Visual Untuk Meningkatkan
Kemampuan Membaca Pada Anak Disleksia. Jurnal Psikologi Pitutur, 1(1), pp.
Kilgo, J. L., & Gargiulo, R. M. (2005). Young Children with Special Needs: an Introduction
to Early Childhood Special Education. Mason: Delmar Cengage Learning.
Klaas, M. A. N., & Bunga, B. N. (2012). The Function of Traditional Games Siki Doka in
Guidance and Counseling: A Cross-Cultural Study. In Kartadinata, S. (ed.) The 1st
International Seminar on Guidance and Counseling (ISGC), pp. 49-54. Yogyakarta:
UNY.
Porter, L. (2002). Educating Young Children with Additional Needs. Crows Nest:
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NEGOTIATING THE VALUE OF LEADERSHIP IN LEARNING MODEL OF

CHILD-CENTERED
By Fitri Sukma Irianti
Program Studi PGPAUD
ABSTRACT
This research is criticized about the value of leadership in early childhood. Nowadays
leadership become an attractive topic, many findings show that children with leadership skill
known as a child with a winning personality. It is now present schools with theme of
leadership in children. One of them is called as Pemimpin kindergarten in Bandung. To
determine how is the application of leadership value held in their schools activities, so this
research is adopted semi ethnographic approach and conducted about two months. The
participants were 28 children (aged from five to six years), three teachers and a headmaster.
Data were collected using observations, field notes, interviews, and study documents. The
data were then analyzed using grounded theory. The value of leadership in this school were
integrated with many other values, one of them is religion. Planting so strong religious values
influence how teachers applying the values of leadership in children. Verses of the Quran,
religious figures such as Prophet, as well as a variety of traditions behind the leadership
values given to children. Pemimpin kindergarten states its institute as a school with a childcentered learning method, but in practice the value of leadership in children were conducted
in more teacher centered method. The findings illuminate how teacher centered method used
to implement the value of leadership to the children. Although learning process were
conducted more teacher centered method, but there were a time when the children construct
the value naturally. So the value of leadership of TK Pemimpins children can appear. One of
the leadership values that appear in the child is the ability to empathize with his friend. TK
Pemimpins children do not hesitate to help his friend even though not asked for assistance.
Based on the research, the recommendation is pointed to the government as policyholders, to
school as internal policyholders, to the teacher and to the next research.
Keywords: The leadership value of early childhood, learning model of child-centered,
teacher-centered method.
INTRODUCTION
Education is now considered not just a requirement, but also as a preparation to
support life in the future. Many people who think education is considered a promising
investment (Ailwood, 2008). So nowadays schools started popping up with popular themes
such as character, religion, international school, school who aims its students to be an
entrepreneur and schools with a leadership theme. All the themes above emerged from
expectation to create individuals who are ready to obtain the education and employment in the
future especially in the millennium era (Ailwood, 2008; Docket 2007).
Stodgill (Avolio, Rotundo & Walumbwa, 2009) describe a child with the nature of
leadership as someone who has intelligence, determination, and sense of responsibility. Based
on these advantages, many parents starting to consider the value of leadership as a value to be
owned by their children. This can be seen from many parents who send their children to
leadership based kindergarten; one of them is Pemimpin Kindergarten. Pemimpin
Kindergarten is one of the favorites in Bandung (Badan Akreditasi Propinsi Sekolah Jabar,
2009).

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Pemimpin Kindergarten claimed in their documentation that implementation of

learning activities are centered around child (Web, 2013). It became an interesting thing when
the learning model that claimed by the kindergarten as a model of child centered learning
instead dominated by a teacher. However, this fact does not necessarily make the values of
leadership in the child lost.
Based on the things that become the background above, the formulation that can
represent the contents of this study include:
1. What is the source of leadership values in Pemimpin Kindergarten ?
2. How are those leadership values applied to the children?
3. How does leadership practices effect the children at Pemimpin Kindergarten?
Leadership within the child would have to be develop everyday, as expressed by
Maxwell (Elmore,2010: 183) that "leadership must be develop everyday, not in a day".
Because leadership is not something that you get by itself. Everybody had a potential to be an
effective leader. Needs stimulations so the creativity can develop in kids.
Loh (n.d) says that with leadership, children learn about responsibility, discipline,
tenacity and empathy to the other people. Covey (2008) also say that children who learn a
leadership will learn the skill to make a good decision, social skill and time management.
Nivala and Hujala (Dunlop,2008) says that traditionally, leadership in child has been
associated with the ability of individual characteristic and quality of the child personally.
Loh (n.d) also says that with develop a various value of leadership, child will succeed
in the important things in their life including school and social life. Yet values of leadership
considered can show the differences with other child. The differences appeared between a
child who is follow the arrogant will with a child who follow the principle and beliefs that the
child holds (Richfield,2010).
The topic of leadership is stole the attention of many people about how to develop it.
Although just a few people that do a research about leadership in child (Covey, 2008 ;
Elmore, 2010). Parents and teachers can help to develop the ability of their leadership
together.
Parents are the first trainer of leadership because parents are child's closest
environments. Parents also the one who teach how to delicate the past experiences, how to
treat others, how to survive under pressure (Avolio, 2005).
Those strategies will succeed if the relationship with teachers is good. Teachers are the
parents replacement in school certainly had an important role in child's life. Marzano (Covey,
2008) believes that if teachers have a good relationship with students, students will accept the
rules, procedure and disciplinary acts that had been made by teachers. So it's necessary to
have a good relationship between teachers and students in develop the child's leadership.
A succeed of leadership implementation at school can't be separated from
implemented learning model. Because learning model related with implemented learning
process. Learning model is a pattern that used by teachers in implementing learning activities
in order to help the child achieve the learning outcomes (Depdiknas,2005; Haryati n.d).
Learning models for early childhood divided in two, teacher centered learning model and
child centered learning model (Sugiono,2009; Hayati n.d).
Teacher centered learning model, often considered as a traditional learning method
(Garret, 2008). Methods activities and techniques that been used by teacher and implemented
by teacher (Yuhua, 2005). Teachers also often considered give over control to the child
(Garret, 2008). In teacher centered learning method, children rarely do a cooperative
interaction with their friends so there's a lack of chance to cooperate which of course it can
cause obstruction in the social development of children (Yuhua, 2005).

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Child centered learning model begin from the thought that early childhood think and
learn differently from the bigger child or an adults, so school for early childhood must be
different from and adults (Chung & Walsh, 2010). This thing associated with what Piaget
says (Hadis, n.d :42) that the child is an active explorer, always want to know that always
answer the environment with their own interpretation.
Along with all above Piaget also say that child is build as an active individu that
follow a step of a specific development that fit with a culture background and child's social
(Piaget, 1971; Adriany, 2013). Piaget (Tzuo, 2007) also believe that an individual develop
self awareness as a previous knowledge and new experience. Hailmann (Chung & Walsh,
2010) child centeredness referenced to child base development schools and child's capacity to
develop. Student centered or child centered is a learning model that put a student as a center
in learning process. So this is become the main thing why child centered considered as the
most ideal for children's education, because considered as a learning model that can facilitate
child's development individually. This learning model considered that can develop human
resources quality that society need such as creativity, leadership, confidence, independence,
think critically also global knowledge to always be able to adapt to changes and development
(Pongtuluran & Rahardjo, n.d).
Therefore, based on previous explanation about the development of a leadership in
child, an ideal learning method is child centered learning method. Because with this method
child can construct their own knowledge based on their own experience as believed by Piaget
(Tzuo, 2007). Through child learning centre, a child can be an active individual that develop
their knowledge through social interaction (Piaget, 1971;Adriany, 2013). Child's ability to
understand the problem of their own social environment is a feature of a child that have a
leadership (Fukada, 2001; Soffler,2011). Therefore it's very important for a child to interact
with their social environment, so their sensitivity to others can be trained. It certainly can be
realized through child centered learning.
The practice of education in Indonesia, mostly still emphasize in teacher centered it is
expressed by Pongtuluran & Rahardjo (n.d) one of them caused by national curriculum that's
still rigid and centralized. Government also responsible for the regulations that had been made
considered ambiguous for the rules about childhood education (Depdiknas, 2009).
In the sixth principle, government manage kindergarten as an institution who is child
learning centered (Depdiknas, 2009). But at the same time later the government also set the
maximum number of child in one class which is 20 students with one kindergarten teacher or
teacher assistant. Resulting inequality in the field, because child centered learning method
will be difficult to be realized if the ratio of teachers and children are not balanced
METHODS
This research involved children as one of the informant. Doing research to a child
needed the precautionary principle. It is because an early experience of a child was a critical
time for their development (Hurlock, 1978). So make a relationship with the child may need
to consider the impact that will arise in children. As Greig (2007) has an argue that a child
will be influenced easily of a different situation, so it feared could lead to different responses
also from that child so that will hard to generalization conclusion.
Another thing that supports researchers using qualitative research methods in children
is due to their growth and development occur dynamically. In this context the qualitative
research methods strongly emphasizes the importance of examining the process that take
place, so we can get a deep understanding of their development (Putra & Dwilestari, 2012:
103).

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So in this study requires a method that is able to facilitate the study of children
without changing the ongoing situation. Given a description of the qualitative method as
described would be used previously. Presumably effective method if the informant involving
children is qualitative research.
One of the qualitative research methods is an ethnography method. However in this
study, the method used is a method of semi- ethnography method. It is because usually the
ethnography method will be held for a long term of research. But in this research, the
researcher only did for about two months. Maneen (Emzir, 2007) reveal that if ethnography
used as a method, so it will be referring to a field work which did by a researcher who live
and stay like the group studied, and usually it held in a year or more.
However researcher still implement the principles and stages of ethnography research
method. In order to produce a complete discussion about a leadership culture in a school, so it
needs a rich data. A rich data is a data which is detail, focus and complete about all the things
which related with the aim of the research (Charmaz, 2006).
This study involves 28 children from B class, three teachers and a head master.
Collecting data is this study through observation, interviews, field notes and documents
studies According to Creswell (2013) in qualitative research method such as ethnography
method the researcher became a main instrument. At the time of this study, the researches did
not use research instruments that were created by other people. It is because every researcher
in qualitative research has got their own style to collect the data.
After getting complete data, researchers then process and analyze the data using
grounded theory technique. Charmaz (2006) also revealed that by doing grounded theory
methods a researcher can select, organize and streamline the data collection even rest could
make an analysis of the original data.
The first step in grounded theory is the process of coding the data. Coding (Charmaz,
2006) means giving the name of the data segment by using a label that simultaneously
categorizes, summarizes and accounts for each piece of data. Type of coding used is line-byline coding, which means are giving the name on each row of data that has been written by
researchers.
After the coding process line-by-line. Then began to determine the major themes that
can represent some of the names that have made coding. So then the major themes will be
reviewed again its association with one another. Adriany (2013) revealed that by performing
continuous assessment by comparing each occurrence of the data that has been collected, the
researcher could see the connection between the different codes and different categories.
Hereinafter, the process is carried out in analyzing a semi-ethnographic research is
validating. For an ethnography research, validating process can be carried out by a process of
a triangulation is to perform a variety of techniques using different sources (Creswell, 2013).
Furthermore (Cresswell, 2013; Merriam, 1998; Patton 1980, 1990) revealed that triangulation
process with many sources, methods, investigation, and theories aimed to provide evidence
corroborating a finding in ethnography.
As Creswell (2013) believes in qualitative research method also contained called
reflexivity, where this reflectivity is concerning the position of someone in a community that
is being researched. Otherwise it, reflectivity also closely related with the way researcher
interpret the situation in the field will be an ethnographic findings. The stronger the person
doing the reflectivity of an event, the higher the ethnographer obtains validity for its findings
(Adriany, 2013).
The process of reflexivity that researcher do is related to how the researcher
understand of what is perceived and carried out by the teachers of Pemimpin Kindergarten.

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This is done as a form of emphatic for what has occurred in the field. As it is expressed
Creswell (2013) that is related to the position of researcher in the field.
RESULTS AND DISCUSSION
The discussion of this study is talking about three things that closely related to the
theme of leadership in Pemimpin Kindergarten as a field site. The findings are discussed
regarding the sources of leadership in Pemimpin Kindergarten, how to apply the values of
leadership, as well as the results found in children as the formation of the two previous
values.
A. Religion as a Source of Leadership Values
Leadership value that carried on by Pemimpin Kindergarten is derived values to
religion. Behave to according to religious ordinances, implementation of religious activities,
the values contained in Quran and Hadist, habituation of prays and giving an example
through religious leaders, has become a source for Pemimpin Kindergarten to implement the
value of leadership in children.
As shown in the following excerpts, one of Pemimpins Kindergarten teachers make
Asmaul Husna as one of religious values that can be a used to remind the child to be a leader
when habituation religion will do.
The next activity is relaxation. This activity is given a back sound of
Asmaul Husna which is 99 beautiful names of Allah. During relaxation some
children were in touch, sitting with legs forward, some are preoccupied with their
own activities. Teacher also reminded the children.
Miss Aisyah : sorry some one is not orderly.
Sorry, please control yourself, were going to be a leader, we will call
the names of Allah.
Shown in the above footage that teacher made it clear to the children so they can lead
themselves, when they will call the names of Allah. Miss Aisyah emphasizes the children to
be led their body are also being orderly to become a leader. The value of leadership in
Pemimpin Kindergarten are integrated into every aspect of learning.
Leadership is our habit, which is the motto that Pemimpin Kindergarten carried by
(Web, 2013). With the theme of leadership, so in every aspect of learning that Pemimpin
Kindergarten did will be related to leadership and how to be a leader.
As Truna & Suryadi (2013) revealed that the teachings of Islam comes from Allah
through the revelations of His chosen messengers, Muhammad SAW. His revelation is then
manifested in the Quran while the usual explanation known as the Hadith. Quran and Hadith
is a prime reference for Islamic teachings.
Similarly with Pemimpin Kindergarten, Quran become a prime reference for the
teachers to provide learning for children. Every lesson that they do will associate with the
verses of the Quran as the Quran used as a way of life for Muslims. As illustrated in this
following excerpt.
Afterwards Miss Aisyah is open Qurans mushaf recited evidence of Allah
who create the five senses of human body that is letter of Al-Mulk verses 23. Then
Miss Aisyah provide a review to the children with follow by question and answer.
Miss Aisyah : How to be grateful?
The Children : Prayer, Used with nicely
After that activity was held back, its just that there are some children who
are chatting and playing by themselves. Then, Miss Aisyah reminds the rule behold

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warning will be given in two times, and after that the third warning children are
welcome to calm down off with a breakaway.
Miss Aisyah
: Muhammad the prophet loves the children who can lead
themselves.
(Field notes, 9 September 2013)
Miss Aisyah was also in his role as a teacher is always reminding the children to
be able to lead themselves as a leader must be able to organize themselves (web, 2013).
Leadership value applied by the teacher never misses in daily activities including in the
time of prayer. Although every values are sourced by the teacher.
The children are not conducive when it is a prayer time, so Miss Aisyah gave
expression of disappointed to the children while if they are going to pray, they should
always reminded. Miss Aisyah remembering children that if they want to pray, they
need to lead themselves to pray so the devils leave.
Miss Aisyah
: Allah said that everyone is a leader. Thats why devil doesnt
like.
Are u want to accompanied by devils, children?
If you dont want to, then pray seriously.
(Field notes, 23 september 2013)
Another incident of concern to researchers is when the children pray always
accompanied by teacher so when the teacher can not accompanied the children, sometimes
they are confused with the order of what prayers should they read.
After back from tilawati (reading Quran class), children get ready to eat
snack. The children lined up on the carpet accordance to their group. And then one
child who is on duty will be picked to be a leader while they do a pray. Although
everyday they do a same routine of pray, but oftentimes children forget the order of
prayers that should they read so when they read the pray that must be a teacher who
guide them to tell what kind of pray should they read and how is the order. Otherwise,
the children will be confused about what prayer to say.
It is shown up the negative side from the teacher-centered learning. Where children
are habitually waited for teachers direction and feel insecure to pray by themselves.
Sometimes when she gives a new rote prayer or gives direction to the children for praying,
she did it with a fast intonation. Thus, in practice it sounds less meaning.
Even thought it written in schools document. Pemimpin kindergarten claimed
student-centered learning. But in its practice Pemimpin Kindergarten more doing teachercentered learning, likes what it shown in some excerpts above. Including the source into the
values of leadership is religion.
B. Application the value of leadership through Teacher-Centered learning.
Pemimpin Kindergarten has got seven values of leadership which it be its foundation,
those values are understanding self, communication, getting along with others, learning to
learn, decision making, managing, working with group.
Those seven values are integrated in all materials of learning in Pemimpin
Kindergarten. As researcher explained before, about how is leadership integrated with
religion values. Every step of learning that teacher and children do is aim to raise abilities of
children in leadership thing.

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But in implementation of those values, it still feels strong dominance of the teacher.
Although as institutionally Pemimpin kindergarten reveal that in their learning activity that
Pemimpin kindergarten did is more focus on children as a learner while teacher stand as a
motivator and facilitator who gave stages (Web, 2013).
As illustrated in the following excerpts, it shown that teacher is trying to involve
children in making a decision of who will be a leader.
After the relaxation are done, a teacher give a change to the children who is on
duty today to lead a pray with asking who else are on duty today.
Children call the names that are on duty one by one.
But also the teacher who decided and called a child to lead a pray.
Akbar
: Are you ready friends?
Children : Yes, we are (and the children are started to pray).
(Filed Notes, 09 September 2014)
Even thought teacher asking childrens opinion about who will become a leader, but
then the teacher is also very unfortunate that decides who's a leader. In fact, the leadership
will grow and thrive on the opportunities given to children (Loh, n.d.).
As a matter of fact in Pemimpin Kindergarten, how a leader should be act also
implemented by the teacher through the transfer of information. That a leader should be
patient, if leaders do something he will do it quickly. A leader loves their parent; the leader
can lead his limbs. As illustrated below:
The good leader will learn said miss Aisyah to the children who was fall and cry.
(Field notes, 30 September 2013)
Pemimpin kindergarten also understands that a leader should be a good listener.
Pemimpin kindergarten also believed it is also a part of the capabilities that are expected to
emerge in the child. Teacher often give a strong doctrine to practice childrens ability of being
a good listener. A doctrine that the leader should be a good listener is reflected in the notes
field below.
Before they start the main activities, Miss ana is doing conditioning (focus
child). While children are noisy, Miss ana will say, Sorry, it looks like there is not yet
a good listener!.
(Field notes, 11 September)
Although on occasion the teacher say the word sorry, but this sorry perceived as a
form of control teachers on children's behavior. That control intended to create an atmosphere
more conducive to learning. Even so Dewey (Tzuo, 2007) agree that a teacher still have to
control the class even it is a child-centered learning class. That controls are intended to guide
and help children improve existing potential in him. Dewey (Tzuo, 2007) also magnify that
there would be no intellectual growth without various reconstruction, some impulses and
desires in the form of the first kids show. Direction (control) that conducted by the teacher is
to train a freedom of thinking rather than border it.
A meaningful learning for children is a learning that built on experiences that are
directly (hands-on experiences) (Solehuddin, 1997). Piaget (Tzuo, 2007) argued that a child
will build his self beyond on prior knowledge and new experiences. So it is important for a
child to have diverse experiences. Vygotsky (Tzuo, 2007) also reveal that interactive and
constructive activities, which both are goods those are communication and individual play an
important role in learning.
Based on the observation that researchers do for about 2 months shows that an activity
that children do at Pemimpin Kindergarten are more doing worksheets activities. Even when

435

it is in the center of which was supposed to be filled with hands-on experience of activities,
Pemimpin kindergarten tend to rely on the worksheet for learning activities. When learning
that emphasizes paper and pencil activities considered practice that is not adapted on stage of
development for children (Santrock, 2007).
Nevertheless, most of which rely on the worksheet activities are revealed by the
teacher as limited time that teacher have on school hours child.
The reason why we did worksheet that because a lot of things those kid must do, miss,
but the time was limited. We do all the things beyond an order from our leader. We
feel sorry for children because of it. This is also largely due to the demand of parents
who want many materials. And so the children are full, we often overwhelmed because
so many things we have to do. Otherwise we have not finish another job yet.
Outpouring of the teacher can be understood as a lack of empowerment of teachers to
a running system. It is understood Adriany (2013) as a powerless teacher. Because this is
happen not only what teacher want to, but also there are many conflicts that is inevitable that
one of them is the ratio of children. By looking at the size of the class, the teacher positioned
himself as helpless and ultimately be subject to the structure, the size of the class, school and
classroom regulations (Adriany, 2013). So in this stage the teacher experienced a dilemma in
itself.
This is also can lead to conflict within the teacher. Teacher actually understands that a
good learning is a child centered learning. Where children become an active learners, but the
demands from institution to the teacher also number of learning activities while the time is
limit often make this things happen. Ratio of children and teachers are also become one of the
obstacles. In one class with 28 children are not easy things to facilitate childrens
development one by one.
Although the rules of the class will be accompanied by three teachers, but in practice
often happens one person versus 28 children. It would be very difficult for teachers to
facilitate the needs of children one by one. Even though many experts say the ideal number in
a class of no more than 20 children with two teachers who work together to effectively assist
children (Bredekamp, 1987; Solehuddin, 1997). Similarly, it was understood by the
government as policy maker, they states that a maximum of one class consists of 20 children
with 2 assistant teachers (Permen (government regulation) 58 Year 2009). However in
researcher observation in the field, that count of numbers will be through significant
difficulties if the learning adopts child-centered learning method. Where of course in childcentered learning system which children as centered, every children should be facilitated as
individual.
Child-centered learning method oftentimes become problem when it depends on ratio
between teacher and children. Adriany (2013) revealed numbers of children in one class
would be affecting how the teacher treats children one by one. Teachers are become helpless
when it should facilitate a number of children in a same time with another list to do. The
teachers behavior can be a result of the control exerted by the school and also institution to
the teacher and children (Francais & Mills, 2011; Adriany, 2013). Control is about what the
rights and obligations of the child is also a teacher in the field. So at the same time the teacher
should facilitate children and settle claims in the administrative class who would be quite
time-consuming.
When talking about the presence of the teacher in the learning system that is centered
on the child, on the other hand the teacher has a responsibility for the sustainability of the
learning in the classroom. Therefore, it is often become the reason why in the end often
centered learning to the teacher even though in the settings to the child-centered learning. It is

436

also believed by Brugman (2008; Tzuo, 2007; Adriany, 2013) as a form of responsibility of
teacher in childrens learning process. This responsibility is closely to the task of teacher as a
manager of learning which capacity to ensure the learning process is going well.
Dewey (1998; Tzuo, 2007) recognizes that the existence of teacher control in the
child-centered learning is also still needed, the teacher's role to sustain the class and help
support the development of children by providing guidance to the child.
But still, according to Dewey (1997; Tzuo, 2007) the important thing for teacher does
not only understand the children a whole class, but also has bonding personally to every
children. Accordingly to an education system that embrace child-centered learning, probably
consider the ratio between teacher and children. So the quality of learning that can be created,
this of course will be very beneficial for the teachers and children as well as the main
character.
It is important for the government as policy makers to rethink the regulations on the
number of teachers and children in one class. However, this of course needs to be
accompanied by policies to increase the amount of labor (teachers). As the role of the teacher
which is very crucial to facilitate childhood development, Such Vygotsky (Tzuo, 2007) says
that teacher help and give the children opportunity that related to the growth and development
of children.
So if in implemented at the field is more teacher centered dominant, teacher is not the
only one who can be blame, even though teachers are the main actors in learning process. For
Pongtuluran & Rahardjo (nd) the whole system of education is to be responsible. Adriany
(2013) is also adding that teacher in case with learning practice in field regarded as victim that
just received orders to carry out their duties without being able to do much.
The policyholder is often demanding more things from teachers in a learning process
with no regard for teachers. There are times when the benefits received by the teacher with
what the teacher do is not required to conform. Instead the government should focus
emphasizes learning to children, in a same time government is also make policy that one class
is for 20 children with a teacher (DEPDIKNAS, 2009).
Judging from another point in a child-centered learning. Sometimes teachers power as
educators need for helping children rise their potential to provide guidance to children as a
teacher (Dewey, 1998; Tzuo, 2007). Dewey (Tzuo, 2007) also believe that a freedom of a
child should be built because it is not freedom solely as a willingness to be free. But the major
of education is to establish the freedom of the child in thinking.
It becomes impossible to help children get their goal from education without any
direction from teacher (Buzzeli & Johnston, 2002); Tzuo, 2007). The role of the teacher is
still needed in the learning activity, because the teacher should give some guidance to
children to build their knowledge as well as to help children thrive on positive track (Tzuo,
2007). And so what Estesvag has revealed (Lopes & Santos, 2013) that teachers are not only
expected to remedy teach things related to science like mathematics, but also to teach children
about social skills so that children can become good citizens.
Similarly expressed by Fox (2009) that in early childhood programs, every child will
need direction from adult and instruction about how to express their feelings with appropriate,
play cooperatively with friends and use strategies in the face of social problems. Because if
we compare with children, teachers have a higher sensitivity than the children how an
individual should behave (Chall, 2000; Stevenson & Stigler, 1992, Stigler & Hiebert, 1999;
Lopes & Santos, 2013).
In relation to leadership, the teacher is also a person who can help the child discover
his talent (Covey, 2008). The teacher role is to remind children when children are out of

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control when emotions to his friend. Teacher is also can give spirit when children feel shy and
down while their face the problem. Other roles, the teacher can also be an example of how to
be a leader. That because teacher is become dominate figure in the children everyday life at
school. So the actions of the teacher would be recorded in the memory of children.
C. Effect of Leadership Practice In Children at Pemimpin Kindergarten
In each learning model will certainly cause positive and negative impact in the same
time like coins that always has two opposite side. Although in a second point already
disclosed from a few things that appeared so centered on teacher, but apparently those values
not always deficient. Teacher control also needed in child centered learning. Because,
direction from teacher certainly aims for intelligence development in children not be a
limitation for them (Dewey, 1997; Tzuo,2007).
So did the children in Pemimpin Kindergarten, although there's a child that still
processing so their value of leadership keep appear. In some children has already found a
values of leadership that already attached to them.
Every time line up whether they tend to the toilet or finished from the toilet, children
will racing to make a neat row. Because the leader of the day will chose whether it's
sunflower's group, moon or star that will be chosen. When one group had been
chosen, then the children from that group will say 'Alhamdulillah' as a gratitude had
been chosen. If there's a child had an over expression like say 'yes, yes, yes' , so the
other children will remind iiih.. 'Alhamdulillah'.
In the middle of eating Fatur will remind his friends to put the trash in its place
'please put the trash in its place' says Fatur while walk to put the trash
(Fieldnote, 10 Oct 2013).
The footage above shows how the children reminds each other as form of self
awareness of the right values. Montessori (Tzuo, 2007) says that this thing happened because
children had a power to educate themselves. With always hear how to good behave, children
then construct their knowledge as Piaget (Tzuo, 2007) expressed that child build their
knowledge from the previous knowledge and a new knowledge. Also supported by
Montessori's statement (Tzuo,2007) that child had a Absorent mind soul so instructions
attached primarily good in them.
"A girl saw an empty chair in the area. Saw the chair is empty, she didn't sit in that
chair. But asked her friend first about who is sit on that chair.
Atia : "who was sitting on this chair?"
Dina: "Husein"
As she approached Husein, Atia asked "Husein, can i sit on your chair?" . Husein
didn't answer but sit on his chair directly. Atia followed Husein into his chair, waited
then go because Husein didn't give his chair.
(Field note, 11 September 2013)
The footage above describes how a girl not necessarily grabs her friends chair
although the chair was empty. The girl waited for the former owner to ask for permission if
the boy would like to share his chair or not. The girl didn't push her friend and then the girl
look for the other chair when her friend didn't want
to share.
That behavior describes that theres emotions control from a child, Atia can hold herself to
not grab her friends chair and patiently waited for Huseins answer. This emotional
maturation influenced by intellectual development (Hurlock,1978). That child in Pemimpin
Kindergarten experienced a learning process, although through the transformation of
knowledge from theacher to the child but that learning process already inherent in her. As

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Montessori describe (Tzuo, 2007) that child had an absorbent mind, so it is easy for child to
absorb a knowledge or new experience.
Dewey and Montessori (Tzuo, 2007) agreed that theacher have to give a direction to
the children to help them build their knowledge or help children develop in positive things.
Theacher's directions in learning process at Pemimpin Kindergarten although seems dominant
but can give a positive influence to the children. Like it's describe in filed note below:
As had been describe before at rule provision, that if about to take pencils should
make line up, then children will follow. Children lined up before take pencils, when
there's a child who didn't line up, other children will remind their friend with 'iiiihhh..
Line up!!!'
When doing LK, there's a few child who chat. Then Atia remind her friends 'hey, don't
chat or it won't be done!!!'
(Field note, 19 September 2013)
A succeed of a children in achieve something cant be separated frim the role of the
people around them In relation with early childhood, that influence came from the family also
school environment. School scope that interacts with the child often is a teacher, teacher as a
person who in charge to transfer their knowledge also had a role as a parents replacement.
As describe by Pemimpin Kindergarten that school is a home for a child, and teacher
is a parents replacement in school (Web, 2013) will impact to the interaction pattern between
children and children. Pemimpin Kindergarten teachers absolutely had uneasy assignment.
Based on accepted assignments such as fasilitate children's development.The number of
children that aren't small sometimes being it's own problem especially for children centred
learning (Adriany, 2013). Because teacher have to facilitate a child individually.
Children as a subject active learner, in fact still depend to their teacher to develop a
potention in themselves. Child sometimes considered weak, as a constant individual that need
direction and protection from adults (Adriany, 2013).
Therefore, a balance role between teacher and child equally needed to produce an
optimal learning. Rather than implement child centered learning, teacher set free the child to
do whatever that they can do although that thing is not good for their development. Therefore
teachers portion to control children's development still needed. Teacher's control and
children's freedom doesn't mean as an opposite, those two things adjoining and
complementary in the whole learning activities (Tzuo,2007).
Nuzzelli and Johnston (2002) also argue that is impossible to help children's
achievement in education without direction from a teacher. As well as Fox (2009) describe
that children need an adults to lead and direct how to learn express emotion, play
cooperatively And try to solve problem in social sphere.
Therefore, teacher's role in learning very needed. As describe before that child is an
individual that still need direction about what is fit or not with rules (values) that exist. The
next step is how to prepare teacher that can facilitate children development accordance with
each stage of development. So the potential inside the children can develop optimally.
CONCLUSION
Based on the findings, in the planting process of values at Pemimpin Kindergarten as
describe before. Religion value very thick as part of Islam's Kindergarten, also being a main
source for Pemimpin Kindergarten to set in leadership value into its students.
Those values are very strong so sometimes religion value is more dominant, those
values accepted by student within the knowledge transformation process (doctrine). Where

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teachers are more dominant to give information about religion's value or leadership value
(teacher centred learning method).
Teacher's power that really dominant, it wasn't merely as a form of arbitrary teacher to
the child. This thing is more based on a form of teacher's responsibility to keep learning
process in class (Dewey, 1998; Tzuo,2007). Because in fact teacher also get a pressure as a
control from the school which is the institution who shelter it. That control is aimed for
teachers and students (Francais & Mills, 2011 ; Adriany, 2013)
Child centered learning in fact will find a trouble if facing not ideal ratio. Although
Pemimpin kindergarten is kindergarten that set child centered learning model, but this
kindergarten had a big class. Big class must need more attention for children. This thing is
going to be difficult for teachers when teachers have to deal with a number of children that
isn't comparable with their capacity.
That position will put the teachers in a helpless condition (Adriany, 2013). This
condition in the end always make teacher to centralize the attention to them. So eventually
learners dominated by teacher centered. Beside that child centered learning also always put
the child as a strong child but also helpless when the decision need a permission from teacher
(Adriany, 2013). Therefore eventually leadership values often applied within teacher-centered
method.
Although in daily life children often overshadowed by teacher power when child is
doing activities in school. But, there's interesting thing happened in Pemimpin Kindergarten.
Rather than child's attitudes and behavior get a strict control, children in Pemimpin
Kindergarten are be able to show their ability to lead themselves.
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THE IMPLEMENTATION OF PLAYING BASED LEARNING MODEL

FOR DEVELOPING CHARACTER IN EARLY CHILDHOOD
Euis Kurniati
Universitas Pendidikan Indonesia
(euis_kurniati@yahoo.com)
Abstract
This study focused on the implementation of playing based learning model (PBBK) for the
development of early childhood characters. The research method is descriptive qualitative.
The research started from the implementation training to kindergarden teachers in Sukasari
Bandung and following by the implementation in Ar-Raudlah Kindergarten. The results
showed that According to teachers in Sukasari and Ar Raudlah teachers, the PBBK model
developed student discipline which showed that coming to school on time, orderly lined up,
waiting their turn, negotiate, and set options (make decisions). This model is also able to
instill nationalism children with mastering national anthem and recognize traditional games in
their area. The recommendations of this study is that the PBBK model should be validated by
experimental test to see changes in the character of children quantitatively.
Keywords: PBBK model, character, early childhood
How to made character is not easy, requires continuous education. Character in early
childhood is vital to develop, because the children need to be prepared to appear to be a strong
personal as able to work, honest, responsible, discipline, as well as a variety of characters that
indicate positive relationships built among humans. Failure to achieve the child's behavior
will influence further developments as presented Mize (2005 ) that children who do not form
positive peer relationships are more likely to have problematic relationships later on. The
problem is the formation of character is fundamental for education as expressed in
Jareonsettain (Sapriya:2007) shifted that "we have a crisis of character at the root of all the
troubles everywhere and the crisis has come about the result of education without refinement
of character". The crisis facing the nation shows that there has been a shift in values, people
initially centered on spiritual things to people based on material things, worldly-paced
consumer. People's lifestyles changed from politeness, friendly, courteous people become
accustomed to violence and criminality individualistic and do not care about the feelings of
other people all interests are met despite hurting others (Milanesi&Bajek : 1990; Waruwu,
2010:35).
Character problem also has become a national issue, as expressed by President Susilo
Bambang Yudhoyono in his speech when commemorating Education Day at the State Palace
on 11th May 2010, which emphasized the importance of character building. Individuals who
have character are those who have the moral, morals, and good manners, which can be shown
by the behavior of which, tolerance, respect, and harmony. The character development in the
educational process should be optimized ( www.setneg.go.id ). Education as a fundamental
pillar for the development of student character, should be returned to the real purpose as
stated in the Law of the Republic of Indonesia Number 20 Year 2003 on National Education
System (Education Law) Article 3 which states that the national education aims at developing
the potential participants students to become a man of faith and fear of God Almighty, noble,
healthy, knowledgeable, skilled, creative, independent, and become citizens of a democratic
and accountable. To be able to develop the character in early childhood, learning models need

443

to be developed according to the needs of children with play activities based on cultural and
national character. It is based that play is a child's natural way to find the environment, other
people, and himself. Has played a very important role in the development of early childhood
character. Through play children learn to work together, waiting for their turn, responsible,
and solve problems. But the fundamental problems is to play in the implementation of
learning in early childhood. Generally, teachers of kindergarten makes playing as a method of
learning using games as a medium. It makes the essence of creation atmoshpere play in
children when they are in school to be biased so that teachers and parents consider activities
play as different activities with learning. Teachers at the school also tend to act as facilitators
for children to play and are not directly involved in play activities with the children. Another
important thing is the fact that in addition to being a teacher facilitator should also play an
active role in the game so the atmosphere is created naturally play. Another problem is when
a variety of educational toys that have been provided yet underutilized in stimulating the
child's character. Diversity play in the implementation of learning shows confusion faced by
teachers in kindergarten empowering play as a medium for the development of character. Play
is children's work, when children play they are actually working. For them, playing is a
serious activity, and a very important thing for children to learn and grow (Dimidjian, 1992).
In line with that of Michel de Montaigne (1533-1592) in (Clements & Fiorentino, 2004 )
states that "It should be Noted that children at play are not playing about; their games should
be seen as their most serous - minded activity ". Maxim (1985) in Solehuddin (2000:88)
explains the roles played on the development of the child as follows: (1) physical; develop big
muscles and small, such as lifting beams, throwing a ball, painting, cutting, and so on, (2)
intellectual skills; develop children's thinking activities through language, observe the colors,
shapes, problem solving, and so on, (3) social skills, develop interaction activities with other
children, learn to welcome, engage with others and empathy, for example: waiting for their
turn, (4) emotion; develop children's expressions, control emotions, cope with stress, fear and
frustration.
In principle, the play contains a sense of fun and more concerned with the process than
the end result. The development of play as a way of learning should be tailored to the
developmental age and abilities of the students, which gradually developed from playing
while learning (elements play larger) to learn and play (elements to learn more). Thus
students will again face the awkward way of learning at the next level. Therefore, in
providing learning activities to the students to be aware of the maturity or stage of
development of the students, playing instruments or tools, methods used, time and place as
well as playmates (Department of Education 1995:8).
Play can shape the character of children. Quality character needs to be formed and
nurtured from an early age. Early childhood is a critical period for the formation of one's
character. Many experts say that the cultivation of character in a person's failure at an early
age, will form a personal problem later in adult life (Megawangi, 2004:23). At this age
children need to be prepared to appear to be a strong personal as able to work together, to be
honest, responsible, disciplined, and various other characters. The character of the child can
be observed on the skills of working together, waiting for their turn, solve problems, share,
resolve conflicts, communicate in ways that either, overcoming anger, responding strongly to
the context and confidence in all situation. The foregoing demonstrates the importance of
developing a playing-based learning model to develop the character of early childhood, here
in after referred to as the PBBK model. This learning model is very important because it will
be able to raise the culture and character of the nation but in accordance with the needs of
children. The PBBK model is also able to address the lack of learning model that is consistent

444

with the needs of the Indonesian people, because during this learning model used is generally
adopted from BCCT, CRI, Montessori, Regio Emilia, Head Start, and other things that may
not necessarily correspond essentially with the needs of Indonesian children. Based on the
above, this study aims to determine the PBBK training prosess to the teachers in Sukasari
Bandung and the implementation process PBBK model in AR-Raudlah Kindergarten.
METHOD
The research methods in this study are descriptive qualitative research. This method is used to
obtain information on the process of the implementation training PBBK Model to the
kindergarden teachers in Sukasari Bandung and the implementation PBBK Model in ArRaudlah Kindergarden. Location of the study conducted in the District Sukasari Bandung.
Training participants amounted to 98 people consisting of 19 principals and 79 teachers as
respondents included Ar-Raudlah Teachers. The data was collected using a unstructured
observation, documentation and open notes written by teachers during training and
implementation.
RESULTS
The implementation of PBBK model is done through three phases: training, peer teaching
and mentoring. At this stage, the training has far exceeded the initial target, the 20
participants. The training was attended by 97 teachers (485 %), peer teaching followed by 78
teachers (390 %). The training was conducted over three times. The first training was
conducted on Tuesday, 27th August 2013, the target is the entire head Sukasari a kindergarten
in District 20, but the present number of 19 people. After socialization and training is done,
the head of the kindergarten were interested to study this model further and further expect the
training to teachers. The second training was held on Thursday, 3rd October 2013, a total of
36 teachers attended training and training is held on the third Saturday of 5th October 2013, a
total of 42 teacher training. The total number of participants involved in the training activities
are 97 teachers and principals. Peer Teaching activities conducted on 3rd September and 5th
October 2013 by 78 teachers. According to the teacher (trainee), the PBBK Model playing,
creative, innovative, fun, nice, structured (systematic), a nice, simple, attractive, more priority
to the needs of the child. She also stated that this model can be applied in school. This model
is new and different from the model that has been done in schools, especially in terms of:
location of free play, the determination limits (boundaries), snack time, gymnastics, sequence
(stages), sing Indonesia Raya, the determination of the order of attendance, reading a book,
song, ice breaking, traditional games, how to welcome the child, how to prepare SKH. This
model requires teachers to be more creative, innovative, self, spirit, democratic, attractive,
attention to the students, and other things that can be done by the teacher. This model can
develop a child's character, nationalism, kids will be more happy, active, focused, free to
choose, racing to not oversleep. On the other hand, some teachers also said that they can not
implement this model because: time learning in school is only 2 hours, while this model
requires 3 hours, time is too much choice, inadequate classrooms, lack of teachers and staff,
principals less support, and child to teacher ratio is less than ideal, the results of the activities
children are different from one another. Accroding to Ar-raudlah Teachers, stated that The
PBBK model was very interested because it integrates play into all activities, the teacher also
said that in the beggining it seem very hard to implemented this model, because we have to
change all the routinity in our school, but after three days the implementation, i see that it
more systematically, childrens knows the order, they have opportunities to choose the activity
and its makes children learn how to made decision and be reposibile with this, and because

445

the schedule is very tight its make they not run in the class. The model trained the children
discipline, its showed when they arrived on time, put they shoes and bag in the right place,
and also able to sing national anthem. PBBK models in line with what is described
Solehuddin (2009:22-27) states that learning is an effort that is focused on the provision of
treatment and the creation of a learning environment that is aligned with the learning and
developmental needs of children. Learning should be based on the guidance, which has the
following guidelines: (1) learning objectives directed to the development of all aspects of
children's development and learning in an optimal and proportional. (2) learning activities
material is comprehensive and integrated, rich and varied, as well as with the relevant
capacities, interests, and learning needs of children. (3) learning method is implemented in an
integrated manner through a variety of themes, projects, or activities as well as by taking into
account the background and progress of children's learning. (4) The pattern of the relationship
and how the interaction with the child's teacher actualized by displaying attitudes and
behaviors that support a wide range of potential and interest in respect of each child by way of
a private child without exception, treat children fairly and not excessive, give positive support
to the efforts of children's learning, as well as warmly and openly connected with the child.
(5) Provide attention and special treatment given to children in need. (6) conduct an
assessment to determine the child's developmental progress and learning as well as to improve
the quality of learning and child development. (7) the provision and use of instructional media
and the equipment is prepared in line with a bunch of level of development, learning capacity,
and socio-cultural context of the child, varied, interesting thus providing opportunities for
children to choose and invite children to involve actively and passionate in the learning
process. (8) Planning and management of classes and pages prepared so that children can
learn to be varied - individually, in groups, and classical. Creating a conducive class by
setting rules or rules defined for the child behaves in a simple and consistent. (9) The
relationship and cooperation with parents is woven teachers as equal partners, because
education is a shared responsibility between parents and schools.
CONCLUSION
Playing-based learning model ( PBBK ) is a model developed based on the needs of children
will play that aims to develop all aspects of child development. But more specifically this
model can help develop a child's character such discipline by coming to school in a timely,
orderly lined up, waiting their turn, negotiate, and set options (make a decision). This model
is also able to instill nationalism children with mastering the national anthem and other songs
and familiar traditional games in their area. Based on the teacher testimony that this model is
relatively different from the existing, pleasant and accommodating characteristics of play, can
be carried out with due regard to the ratio of teachers and children, rooms, and facilities.
At this stage of training, community service activities is going well. The participants were
very enthusiastic and keen to use this model in the learning process but it requires very careful
preparation to be able to implement this model. The recommendations of this study is that the
PBBK model should be validated by experimental test to see changes in the character of
children quantitatively.
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447

THEMATIC ANALYSIS OF THE SIMBOLIC AND IMAGINARY PLAY

Dewi Retno Suminar
Faculty of Psychology, Airlangga University
dewi.suminar@psikologi.unair.ac.id
ABSTRACT
The aim of this study was to find answers about how the empirical relationship
between the theme of the playing process with the background of the children. What themes
emerge when children play symbolic and imaginary. The benefits of this research will provide
input for Early Childhood Education (PAUD) in the use of symbolic and imaginary play as a
basis to determine the psychological condition of the child. Symbolic and imaginary play
involves symbolism, where the children can interpret symbols and show imagination and play
acting "as if". Symbolic and imaginary play is divided into two, playing the role of the macro
when the children themselves play a role in accordance with the theme and the micro is when
the child uses dolls to represent themselves or through a process of personification. This
research kind is qualitative and the process of assessment is done during play. A qualitative
study using observation method is the right method in research on playing process, which the
process is more important than the results. Data were collected through natural observation.
The subjects in makro symbolic and imaginary play were two girls age 5 and 6 years who
play in a single episode mother and children. The subjects in micro symbolic and
imaginary play were two girls 5 years old and 5 months and was conducted in two episode.
This research showed that the symbolic and the imaginary play can reveal the
background of the child. Themes that emerged at makro symbolic and imaginary play is the
birthdays. The theme that emerged at micro symbolic and the imaginary play is about house
situation, habits, hopes, family relationships, likes and dislikes. So by identifying themes in
symbolic and imaginary play, teachers could understand their students' psychological
condition.
Keyword: Thematic Analysis, symbolic and imaginary play, children
INTRODUCTION
Play is often regarded as a unimportant activity for some parents. Parents are happier
when their children do learning activities / course compared with play activities. Playing is
still considered to be a negative thing compared to learning activities (Kompas Cyber Media,
June 30, 2006). Effects of playing can not be seen as fast as learning activities, where children
were graded with certain value / numbers. However,many research showed that a lot of
benefits for children could be gained such as cognitive development (Carruthers, 2002;
Cohen, 2001; Guo & Harris, 2000; Hulle, Goldsmith Lemery, 2004; Kim, 1999; Russ, 2004),
affection (Russ, 2004; Scarlett, 2005) and interpersonal (Gullo, 2003; Russ, 2004). In
addition, Wolfgang (2004), states that when doing symbolic and imaginary play, children
express ideas through movement, moving the toy or play an object. Symbolic and imaginary
play includes role playing, using fantasies and symbolization.
Garvey, Giflin-Weiner, Piaget (in Lidz, 2003) states that playing has the characteristic
fun, spontaneous, intrinsic motivation, flexible and naturally produce effects on the physical
and cognitive growth. Furthermore, several studies showed that playing process can be used
to detect developmental delays in children, boosting the childrens development, and also to
detect the presence of obstacles in the emotional development of children. With that fact,
playing can be used as treatment (Russ, 2004).

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There are many different types of play. Each kind of toy will give a different effect on
development. Effects that occur in each children are also different from one another. There
are toys that make children able to do a symbolisation of things and develop their
imagination. This type of toy called Pretend play (Russ, 2004), also known as symbolic and
imaginary play because of elements of symbolisation and the use of imagination in pretend
play process.
This type of toy can be played with any backgrounds, making it easy to find this kind
of toy in various regions. However, the themes that exist in this type of play can not be used
equally between regions to one another. Indonesia, which has a wide range of areas with its
own characteristic will respond differently when children play "symbolic and imaginary".
When children play symbolic and imaginary play, there will be different interpretations of toy
tools that exist, and consequently will lead to different play activities. The existing situation in
the play "symbolic and imaginary" will bring up the themes of play that characterized the area
of origin of the child which different from the themes that emerged in another culture.
Therefore, since there are limited data on the themes that emerge when children play
"symbolic and imaginary" in Indonesia, then the data on the themes of the play "symbolic and
imaginary" has become an issue of interest in this research.
What is done by a child when theyre playing is a big question to be answered in this
research. Through play children behave as if that's the best way out. Children have the ability
to use the game as a means to express emotion, express aggression, play ideas and fantasy,
story-telling practice, and solve conflicts and problems (Russ, 2004).
When children do play "symbolic and imaginary", then the child will be faced with a
variety of toys, especially when the child is able to symbolize toys. In the process there will
symbolize the meaning of these toys. Once the child will understand what the meaning of the
toys, and what would be used as a means to play in any situation. This condition eventually
bring in to play a different theme with each other. The difference is the underlying theme of
the words that will be released and this child based on the background of the child's life. For
example, the anniversary theme wont be concerned for the child of a district, but it is the
theme of a familiar maneuver of the district. A tart wont annotated as part of the birthday
celebration theme when their birthday celebration is commemorated with rice tumpeng. By
looking at these examples it can be said that the habit of a region will affect the play of a
child.
Based on the description above, to avoid the bias in achieving the purposes of the
study, then research questions will focuses on its research. Research questions are:
a. How is the connectivity between the theme play with the child's cultural background?
b. What themes emerge when children play symbolic and imaginary?
METHODS
a. Type of Research
This research is qualitative research. The selection of this type of research because of the
qualitative research process has the characteristics of flexible and open in the play of ideas
(Strauss, 1998). This research was conducted with openness to existing data and use a variety
of information as data. In addition, why type of research is qualitative because in this type of
study, researchers will measure the process of play.
b. Analysis Unit
A qualitative study in order to reach the right target, it is necessary to formulate what became
the unit of analysis in this research. The unit of analysis in this study are utterances issued by

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preschoolers. The remarks will be written back in the form of verbatim or simply a result of
recording field. Phrases child during play or process termed narrative in this study will be the
unit of analysis, meaning that will be analyzed are expressions that children removed during
the process of play.
c. Subject Research
Subject of this study is preschool children aged 3-6 years. Scarlett (2005) mentions that in
early childhood is a golden bridge for symbolic and imaginary play. According to Piaget
(Santrock, 2004) that when a child is in the presymbolic allows children to improve
imaginations.
d. Methods of Data Collection
Data collection was done by observation. Assesment of play is making measurements
when the child was playing, so it is measuring process of playing itself (Lidz, 2003). Playing
can be describe as a "window" that can be used to view the entire functions in children
include cognitive, social, emotional, coarse and fine motor skills and language development.
According to Kelly-Vance & Ryalls (2005), improvement of the assesment of play through
observation caused by dissatisfaction of the standardized instruments years. Based on research
findings, observation is a good instrument for observing childs play behavior than
standardized instruments.
Based on these considerations, this research using collecting data method through
naturalistic observation. Observation process is done by making observations on the situation
of playing without the intervention of researchers both in making play setting and stimulation
settings before or while children play. In addition, natural observation more likely to obtain
data about the themes spontaneously in the symbolic and imaginary play. The basic principle
in play is the spontanity of a child that results in happiness.
The results of the observations will be contained as a narrative and then used verbatim.
At the verbatim, narrative will be written as children phrases while playing. Methods of data
records is done by recording the child's expressions using tape recorder. In addition, if it is not
possible to record with a tape recorder, then use field note so wont miss moments when
children pronounce words. Running records are used in the data collection because the play is
a running record of the process and use the obtained picture and record everything in detail
(Daniels, Beaumont & Doolin, 2002). Children at play symbolic and imaginary nature is
spontaneous without scenarios, so as to be able to understand the symbolic and imaginary
play is how children's participation in play and uniqueness that occurs in the interaction
(Goncu & Patt, 1999).
e. Techniques of Organizing and Analysis Data
Organizing techniques and data analysis done by writing children phrases verbatim who later
grouped in chronological order, by the time the process of play. Further analysis will be
conducted through the thematic movement of playing time. This analysis is known as part of
the analysis process (Strauss, 1998). Playing is an ongoing process so that the description of
the process is variable. Therefore, the overall shape of the analysis process, but not in the
sequence to be analyzed. Focus its analysis on the micro is playing on the themes that
emerged during the child's play is extracted from the child expressions. In step, the macro
play will be linked to the themes of the theoretical themes of symbolic and imaginary play
presented by Hendrick (1991).

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The data have been collected and will be interpreted based on unclassified theoretical studies.
Once categorized, it will be seen the themes that are in the process of symbolic and imaginary
play that is micro. Thus the beam is in the process anlisis of observation, recording,
classification themes.
RESULTS AND DISCUSSION
a. Research Setting
The research was conducted by setting the house and its surroundings that have spaces
that allow children to make plays. This house is the house itself the subject of a more enabling
children to explore this process to play without having to go through the adaptation process in
advance. Process play itself can be called as a trigger emotional behavior independently
(acting out). Setting the first observation is that setting that is done outside the home in
settings symbolic and imaginary play that children do in the macro with the way children play
with toys that are stimulating toys. In the process of play children use tools for himself. The
process of play at the core of the house, next to a car garage. Near the core there is a patch of
garden that is still a lot of land and vegetation. Toys used are household devices namely
glasses, cups, small buckets, plate, knife, spoon and fork. The children also add to the doll.
Setting for the second observation made inside the house. Inside the house is a symbolic
and imaginary play that is micro tool used is wooden house and wooden dolls. Indirect child
plays for himself, but is done by using the means of play dolls for. Each puppet represents the
character expected of those who are around children. Home-prepared home is two houses.
One other house and left the child to arrange the furniture and let children derive meaning
whose house it is. At the beginning of the play states that children who are left home alone
and the house to the right is defined as the child's grandmother and grandfather ( uti and
dear). Selection of home which is used as a home adan which are not themselves subject
selection. This is done as a symbol generation process early by children. In addition, children
also use the equipment you have available and select it yourself. For example, toy cars,
amounting to two and placed in his house used to represent the car at home that indeed there
are two. Likewise, when selecting home furnishings handpicked although not the same as the
conditions in the home of the subject, but the subject chose in accordance with the desires and
fantasies.
b. Results
The results described based on symbolic and imaginary play settings which used are
micro and macro. In the process of macro symbolic and imaginary play, children play
themselves and symbolize the play instruments in a appropriate daily habits. Playing tool that
is made symbolization and daydreaming suitable with their condition. In the process of
symbolic and imaginary play at the macro level, a playing tool is to play the mother and child.
The phrase that emerging describes theme birthday. Classification of child expressions shown
in Table 1.

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Table 1
Classification of expression that is playing Play Macro Household / Mother-Child Play
Ungkapan

Klasifikasi

aku masak dulu.., kamu jadi anaknya

bonekanya ini jadi anaknya aja... dia yang ulang
tahun besok... aku jadi mbaknya.. ya...
ya wis... aku tetep jadi ibunya ya...
lho... aku kakaknya dan boneka ini adiknya

Role sharing

e..e besok kamu ulang tahun ya... aku buat roti

sama lilinnya nanti di tiup.

Culture's birthday by
blowing out candles

ayo... udah bangun mandi dulu lalu belajar

Sequence of behavior

kamu jadi mamanya ... terus jemput aku...gitu

Iya... ibu nyiapin masak dulu.... kamu tidur sana...
khan udah makan dan belajar

Behavior rule

Perubahan peran yang ulang tahun adik (boneka)

namun kemudian berganti Subjek 2
Lidi jadi lilin

Inconsistent in the role

Tema

Birthday

Simbolization
kadonya... (memberikan selembar daun)
Menjadi ibu, menjadi kakak, ulang tahun, sekolah,
membaca (padahal Erna belum bisa membaca)

Expectation

In micro toys, child using 5 pieces dolls according to conditions of the subject. The
choosing of doll is also done by the child. Children chose the doll according to the desired
character. Dolls that look older, taller, fit with the character whom and so on. Once selected,
child found 5 pieces of doll as a representative of the people in her house. People who become
her house resident is a doll that is used to represent a father figure. When viewed from the
facial expressions do not actually look older than the other male characters. But it appear that
in choosing, they looking for high male doll than another. Father figure have a higher height
than the other male dolls. The mother illustrated by looking at the clothes worn. In addition,
mothers in the next process will be called "mother" by her, selected for it higher height than
other figures. In addition, this selection is also seen in the identification of the hair, because
there are other figures with white-haired woman. Based on this selection she has been able to
identify a figure that is considered old and young through a phusical appearance of hair. She
identifies herself as the smallest doll than the other two dolls. Male figure is identified as an
older brother figure whom she called Angga. While the female figure identified as a sister
figure who summoned Lita. The process of interpretation of existing dolls to represent her
family is a father, mother, brother, sister and herself.
In the process of interaction during the play shows the dialogue that took place
between the three of them. During the dialogue process shows the atmosphere that occurs
between them based on expressions that arise from the child. Furthermore, the subject also
identifies the figure with white hair as a grandfather figure that called akung and
grandmother figure whom she called uti. Selection of dolls as a form of personification is
done with a physical basic. After taking notes in the field and see what the childs expressed, it
can be summarized in theme categories of table 2.

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Table 2
Theme Categories While Playing Macro Symbolic and imaginary Play
Category

Examples of Expression / Behavior

Episode 1
pemilihan barang-barang dan mengatur
rumah
posisi tempat tidur, cara memperlakukan
boneka sebagai person

Examples of Expression / Behavior

Episode 2
nah tivinya jadi dua satu mbak lita...
di bawah ... aku di atas sambil
tiduran ...

Habit

sholat subuh bersama

mas angga yang nyiapin sholatnya
mengurutkan perilaku seperti yang biasa
dilakukan di rumah

ini mas angga , mbak lita ama aku

main bareng di depan TV... mas..
ambil laptop aku mau main.... di
sini... eh.... mbak litanya ambil
maem... dulang aku sambil main...

Expectation

aku khan sudah pinter kata bu Lia kalau

mau kelas satu harus maem sendiri dan
belajar mandi sendiri....
cari uang untuk pergi ke Bali ...

aku nggak takut ma om Seger... udah

nggak kuat...aku khan tambah
besar...

Relationship
with family
members

Mbak lita di sini tidur dulu sama aku. Aku

lihat tivi sambil bobok sama mbak lita..

trus makan jajan bareng-bareng... eh

ya.... ayah juga pulang
mancing...ngeng..ngeng... ayah dapat
ikan tapi nggak banyak... dapat
empat.... trus makan jajan bareng....

Likes

Aku nonton Tivi anak anak dulu ah

nonton play house dulu...

aku juga suka lagu kepompong.

mas senengnya sama ama aku...suka
idel laste

the atmosphere
of house

Dislikes

aku nggak mau pergi mancing...

e. Discussion
House is the closest environment for children. Childhood is the phase with limitations
in expressing their verbal emotions. Interview process with the child is a very difficult
process. According to Daniels, Beaumont & Doolin (2002) the child has a high sensitivity. It's
easier to see what people think of children through observation than by asking what child felt.
Children have a tendency to follow what is said by an adult. The tendency to say "yes" and
"do not know" making information about what the child feels difficult to obtain. Playing is a
situation that makes children feel comfortable. The emerge of comfortable feeling will allow
children to explore themselves and what they feel will be able to get out if there are symbols
that stimulate them. (Russ, 2004). Furthermore, associated with emotion Kwon & Yawkey
(2000) stated that in doing symbolic and imaginary play, a child will learn how to express,
and control overt emotions, and understanding developments of the other emotions. In the
follow-up will help the children learn their emotions and peoples emotions, so it will
eventually lead to the development of healthy emotional.
Based on Table 2, the themes that emerge will possible to know about the home
atmosphere, habits, expectations, preferences, relationships between family members and

453

dislikes. The themes that emerge can be triggered in a basic of play therapy. Krasnor &
Pepper (in Russ, 2004) states that the symbolic and the imaginary play capable to reflect
child's developmental level which can then be used as a diagnostic tool. It was previously also
suggested by Fein (1989) that the symbolic and the imaginary play is a symbol of emotional
meaning. Playing symbolic and imaginary play has playing themes that will provide
enrichment for children to understand the emotions contained in a role that must be played
accordance the theme of play. Thus through the symbolic and imaginary play can be a
"window" for educators and parents to know about the child or their student. Symbolic and
imaginary play is a tool to see the whole area development (Bergen, 2013).
Symbolic and imaginary play which is micro can detect how the child's relationship
with family members as well as the situation in the house. The house is the closest to the
child's development. Bronfenbrenner (Santrock, 2004) theory said that the family is the
closest layer in mikrosistem layer for children as individuals. As the closest layer for child,
then the interaction between members greatly affect a child's development both in terms of
cognitive, affective and psychomotor. Children's knowledge about the laptop, one of the show
in cable television channels, cars brand and so on would be typical of children that cant be
found in children who are not accustomed to the such stimuli in their family environment.
Variation is what makes the uniqueness of the child's development based on a family
atmosphere, habits, relationships with family members, hope, like and dislike. Childs feeling
will easily come up when they said "... I like idel castel movie, I love kids movies, I .. dont
wanna go, I want this and I do not want that" will probably appear when the child escape of
themself than playing the macro of symbolic and imaginary play.
The process of macro symbolic and imaginary play is when the child plays himself in
the play (see results in Table 1). Themes that arise when children playing mother and child or
playing house as expressed by Hendrick (1991), so the theme that emerged was the birthday
theme. Birthday theme is a theme that is common in preschool and culture when they did
blew the candles as a sign of a birthday celebration than tradition of tumpengan. This proves
that the culture's birthday by blowing out candles get rid of tradition of tumpengan as one of
the birthday celebration for children. Thus it show that what happened in child will be able to
be detected by the symbolic and imaginary play. The themes that emerge will be a reference
in play therapy. As expressed by Stahmer, Ingersoll, Carter (2003), that the behavior of the
approach by using symbolic and imaginary play will help as a therapy for children. Symbolic
play and imaginary is a tool to detect in some aspects, such as disability of cognition,
affection, interpersonal and problem solving. The longitudinal study conducted by Sigafoos
(1999) for three years, indicating that a number of childs playing behaviors associated with
the childs disability. These results indicate the need to improve assessment based on children
playing behavior, particularly to detect disability of the child. Deunk, Berenst & De Glopper
(2008) said that the symbolic and imaginary play allows children to move from one action to
another action. It makes the symbolic and imaginary play not only one ability, but 4 ability at
once, which is cognition, affection, interpersonal and problem solving (Russ, 2004). In
addition to disability of children, by knowing the home atmosphere, habits, expectations,
relationships among family members, likes and dislikes can help early childhood educators in
dealing with children and to understand the mechanism of child psychology.
CONCLUSION
The conclusion of this research is the symbolic and imaginary play can reveal
childrens background. Family background will affects a play theme when the child plays
symbolic and imaginary play. Themes that emerge when children playing symbolic and
imaginary play which is macro is the anniversary theme. The themes that emerged in the

454

symbolic and imaginary play that is micro is home atmosphere, habit, hope, relationships
between family members, likes and dislikes oneself. Thus, from two categories of symbolic
and imaginary play, early childhood educators and parents will be able to better understand
about expectations, habits, likes and dislikes of child. Will further facilitate in building
communication with children and can be a footstep in the process of educating at school and
at home.
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GUIDANCE SERVICES THROUGH STORYTELLING TECHNIQUES FOR

DEVELOPING CHARACTER OF EARLY CHILDHOOD
Asep Rohiman Lesmana
aseplesmana21@gmail.com
Idat Muqodas
idatmuqodas@upi.edu
Departement Teacher Education of Early Childhood Education,
Universitas Pendidikan Indonesia, Purwakarta Campus.
Abstract, This paper is motivated by the emergence of the problem of character formation of
students in the school who tend to ignore the moral values. Character education should be
developed within the framework of the National Education System intact as normative
references one of which started since early childhood education, because education is the
character of lifelong education. The research used descriptive method with observation and
interview as data collection techniques. Subjects of the research included teachers and perents
of children of TK Nurrurosydah Bayongbong Garut 2012-2013 Academic Years. Result,
Character education at this age are in need of an example (for modeling) and refraction in
daily life (as a habit). In the area of knowledge and emotion, character education can be done
in ways that fit DAP (Developmentally Appropriate Practices), such as playing, storytelling,
conversation, and a real experience. Storytelling is an important part in this aspect of child
development. When reading or listening to stories children will learn to develop language,
emotion, socialization, cognitive, participatory, work habits and physical development of
motor skills. Through storytelling techniques, teachers provide guidance services to develop
the character of early childhood.
Keywords: Guidance Services, Storytelling, Character.
INTRODUCTION
The formation of the character starts imitating the example, and one of the primary
obligations are to be run by parents and educators is to preserve and teach moral values to
children. One of the tasks of early childhood development, developing conscience, morality
and a scale of values. The basis for the development of moral urgency in forming a strong
character for young children.
The fact that there is a problem and the students assessed lack of politeness such as the
use of language and words that are deteriorating, children do not have the awareness to do
good, to his own lack of empathy, low self-esteem, low self-esteem, danberbuat tidakjujur.
This indicates that the children do not have a strong character formation.
School has long been regarded as an educational institution that has a focus of
intellectual and moral development of students, especially basic education and childhood
education is very important when dini.Pengembangan character formed from early childhood.
Formation of bidirectional nature of the characters should have, namely the development of
intellectual ability and moral ability. Two-way development is expected to be a kind of
idealism to learners so that they are more able to develop the intellectual acumen and integrity
as a person who has a strong character.
Students benefit by gaining positive behaviors and habits that can increase confidence
in themselves, make their lives happier and more productive. The duties of the teacher
becomes lighter and more rewarding when students have a greater discipline in the classroom.

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Parents rejoice when their children learn to be more polite, have respect and productive. The
school administrators will see a wide variety of improvements in terms of discipline,
attendance rates, the introduction of moral values to learners.
Character building Lickona (1992: 55) emphasizes the importance of a good threedimensional characters (components of good character) is moral knowing, moral feeling or
sense of morality, and moral action. This is necessary so that children are able to understand,
feel and work well as good values. Character education in Indonesia is based on the basic
character sembilar pillars. Menjadai basic character character education goals. The nine pillars
of the basic character is.
1. Love to God with all his creation (love God, trust, Reverence, loyalty)
2. Independence, Discipline and responsibility (responsibility, excellence, self reliance,
discipline, orderliness)
3. Honesty / trustworthy, thoughtful (trustworthiness, reliability, honesty)
4. Respect and manners (respect, courtesy, obedience)
5. Generous, helpful and mutual assistance (love, compassion, caring, empathy,
generousity, moderation, cooperation)
6. Confident, creative, and hardworking (confidence, assertiveness, creativity,
resourcefulness, courage, determination and enthusiasm)
7. Leadership and fairness (justice, fairness, mercy, leadership)
8. Good and humble (kindness, friendliness, humility, modesty)
9. Tolerance and peace and unity (tolerance, flexibility, Peacefulness, unity). (Mendikbud,
2011: 5).
Effective character education requires a comprehensive approach, and focus on the
aspects of the teacher as a "role model," school discipline, curriculum, learning process,
classroom and school management, the integration of the character of the material, the
cooperation of parents and the community. Various problems that have been described will
not be reduced if it does not immediately begin the process of the formation of character in an
educational context, one of the implementing guidance services through storytelling
techniques.
Zen (2009) describes the implementation of guidance services with storytelling
techniques, can be implemented with the following steps.
1. Preparation Phase
The preparation phase, the teacher design a service plan guidance information to be
delivered to the child. The activities at this stage of the preparation is.
a. Identification of needs / problems of children, namely activity to uncover what materials
are needed by most children.
b. Setting goals / competencies to be achieved. The purpose of the story is set based on the
purpose of the guidance that has been designed and is listed in the guidance program. The
objective is formulated guidance purposes can be achieved by the child, not the goal of
the story itself. Keep in mind that storytelling is a means to an end guidance services.
c. Sets the theme of the story is to be delivered. Based on the objectives or competencies
that have been set, the teacher can determine the theme of the story. The theme is of
course adapted to the purpose, goal or condition of the material and students will be
guided. Stories can be submitted independently prepared by the teacher. In addition,
counselors can also take away from the stories that have been there, but it should be
modified and adapted to the purpose of the guidance is to be achieved.
d. Establishing techniques and media to be used in storytelling. Teachers can choose the
appropriate technique or media to the story, the purpose of the guidance, the

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characteristics of students who received counseling and counselor readiness in using

techniques and media.
Teachers need to hone his skills in storytelling, both in vocal, navigation, language,
communication and expression. A teacher should also be savvy in developing the various
elements of the presentation of the story leading to the proper harmony and guidance
objectives can be achieved. proportionally, the presentation of story elements that should be
combined are as follows: (1) narrative, (2) dialogue, (3) the expression (especially facial
expression), (4) visualization of motion / demonstration (acting), (5) illustration sound, good
sound common or unusual noise, (6) a media / props, (7) other technical illustration, such as
songs, games, music, and so on.
Storytelling can be delivered with or without props props (dirrect story). Storytelling
with props that can be divided into direct demonstration (bring a direct example: a cat, etc.) or
indirectly props (dolls, pictures, puppets, etc.), in order to tell a more interesting and not
boring, counselors should be more varied in storytelling, storytelling sometimes directly,
puppet shows, flannel board, slide, picture series, read the story and so on. Preparations were
then arranged in writing in the form of units of counseling services.
2. Implementation Phase
Implementation phase of an activity are telling stories to children, in accordance with
the plans that have been prepared. The steps in this implementation is.
a. The opening, the initial meeting with the student, the counselor opened the activities to be
carried out.
At the opening of counselor activity: (1) Creating rapport and motivate children in the
following activities to inform the activities and objectives to be achieved; (2) Adjust the
seat according to the formation of students designed, can be in the form of a circular,
semi-circular, U-shaped and so on. In addition it can sit in a chair or cross-legged on mats
/ carpets; (3) Prepare the media to be used; (4) explore the early experiences related to
child guidance materials to be delivered through storytelling; (5) describes the topic and
purpose of guidance and (6) the rules that must be followed during the process of
storytelling.
When the condition the child, in order to tell you to run smoothly and children are able to
participate actively conditioning the child's teacher should let the ice breaking, various
applause, and others. At the time of the opening story in the prologue teachers should
arouse the interest of the child so that the first impression can enter the storyline.
b. Core activities, which tells a story or convey to the child that had been prepared.
Aspects to be considered include: (1) vocal, counselors should pay attention to his voice
when telling a story, aspects considered include volume, tone, timbre and rhythm of
pronunciation; (2) expression pantomimik, ie demonstration of body and facial
expressions when telling a story; (3) classroom management, student engagement
counselor noticed when told, attention equally to all children; (4) the use of media
techniques adapted to the story will be selected if using flannel boards, pictures, dolls and
so on.
c. Discussion / question and answer, once finished, then discuss with the child's teacher in
order to understand the guidance material is conveyed through the story.
3. Phase of reflection and closure, the teacher ended the activity by making conclusions and
give emphasis to the messages conveyed guidance.
4. The evaluation stage, which provide an assessment of the child. The evaluation is intended
to look at the child's success in receiving and understanding the guidance material is
conveyed through the story.

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Stage of guidance services through the most basic storytelling by defining the type and
content of the story that will be provided to develop early childhood character. Content and
theme of the story adapted to the purpose, content and target conditions or child who has a
weak character. The story that will be delivered are taken from the stories that have been
there, but modified and adapted to the objectives of the activity to be achieved. Technique or
medium used according to the content of the story, the purpose of the activities,
characteristics of students who have a weak character. Here in Table 1.1. stories will be
presented regarding the charge to develop the character of early childhood.
Table 1.1
Payload Stories to Develop Character of Early Childhood
No
1

Aspects
Moral Knowing

1.
2.
3.

Moral Feeling

Moral Action

4.
5.
6.
1.
2.
3.
4.
5.
6.
1.
2.
3.

Indicator
Children have a moral conscience
Children have knowledge of moral
values
Children can determine the angle of
view
Children have the moral logic
Children can make a decision
Children have the self-knowledge.
Children have a sense of their identity
The child has the confidence
Children have empathy
Children love the truth
Children can control myself
6. Children have the humility
Children have the competence to do
good based on moral values
The child has the desire to do good by
moral values
Children do good habits coined by
moral values

1.
2.
3.
4.

Story Theme
Carrots, eggs and
coffee beans.
Male knee.
The tortoise and the
hare.
The Story of Habil &
Khabil.

1. Sakadang kuya Jeung

sakadang monkeys.
2. Mouse Trap.
3. The sparrow can not
sing.
4. 4. The king stupid.
1. The story of an ugly
duck.
2. Nail fenced.
3. The four musicians.
4. Bad habits of the
monkey and the hare.

Storytelling for young children should be implemented by using varied media. When
telling a story, teacher must be preparation should be mature enough to pack as attractive as
possible. It is important to do so at the time the story was delivered destination guidance can
be achieved.
According Rusmana (2009: 27) story in the activities of the group counseling services
are included in the general reading practice (common reading) that requires students to read a
short story, a poem, or a fairy tale. The goal is to develop an idea and ideas and deepen the
focus on a few topics or issues. An important factor that must be considered in doing this
reading is common practice group goals. Make sure that the reading material will be able to
develop ideas relating to that purpose.
Priyono (2011) describes storytelling techniques in the context of guidance, is seen as
a tool in achieving the objective guidance. Through storytelling, teachers or counselors
provide learning experiences for children to achieve the guidance that has been designed.
Thus, the purpose in telling the story is designed to achieve the objective guidance as planned.
The use of storytelling techniques is an activity children in reading and listening to the
narrative of the story contained in a children's book by counselor, followed by retelling

460

(retelling) the content of the story by the children, and discussed by each group, then the
counselors and children in order to reflect the content of the story can be an example in
everyday life.
Storytelling, students can learn from the experiences found by developing cognitive
abilities, affective and psikomotornya. Storytelling activities lead students to combine
cognitive, affective, and conative in finding a moral message. Storytelling is a way to
menunturkan or tell a story orally to the student, the story can be conveyed messages of good,
from the story told can also be taken a lesson so that students can carry moral values in
everyday life. In this activity would be a process of transformation from student to student
experiences that will form a strong character.
METHODS
The study was conducted to obtain a deep understanding of parents and kindergarten
teachers Nurrurosydah Bayongbong Garut 2012-2013 Academic Years, focus the guidance
services through storytelling techniques to develop characters. Nasution (1988: 9) suggests
that direct observation is a naturalistic approach also called qualitative approach. The study
was conducted in a natural setting without treatment, called natural setting.
This study was conducted in addition to the natural situation dala interaction between
researcher and respondent to gain an understanding as perceived by the respondents, the
researcher is not perception research naturalistic paradigm (Alwasilah, 2003: 90).
Furthermore Moloeng (2001: 27) suggests that qualitative research is rooted natural
background as whole, relying on humans as a study, utilizing qualitative methods, conduct
inductive data analysis, targeted research to attempt to find a theory of basic, descriptive
nature, concerned with process rather than outcomes, limiting the study with focus, has a set
of criteria to examine the validity of the data, the study design and the results are temporary
agreements between research and research subjects.
RESULTS AND DISCUSSION
The character profile of students in kindergarten Nurrurosydah Bayongbong Garut is
the strong category. This means that students in this category is still at the level of the optimal
formation of character in every aspect, namely moral knowledge, moral feelings, and behavior
based on moral values. In other words, students in this category have a consistent character
formation and at the instigation of his own. Viewed from the aspect of moral behavior the
majority of learners are at a weak category. This means that students in this category is still at
the level of the character formation of a less than optimal in every aspect. In other words,
students in this category have the character formation of volatile and easily influenced by
others.
Character education must be conducted in the home (home), and developed in
educational institutions at school (school), and even applied the real in the community
(community) The character is developed through stages of knowledge, implementation, and
habituation. The componen good character education must involve good knowledge of (moral
knowing), feeling good or loving good (moral feeling), and behavior (moral action) to form
the embodiment of the unity of life behaviors and attitudes of learners (Lickona, 1992: 55)
.Komponen important in building character that foster a sense of desire to do good (desiring
the good). The desire to do good that comes from a love for doing good (loving the good).
According to Peterson and Seligman (2004: 21) describes the psychological strength
of character is an herb that merefresentasikan virtues (virtues) that comes from thinking
religiousdan moral philosophy. Virtues to be an indicator of the strength of character that is

461

classified as follows: a) the power of wisdom and knowledge; b) the strength of courage; c)
the power of humanity; d) the force of law; e) the power of simplicity; and f) the strength of
the excess.
Habits do not always guarantee good behavior consciously appreciate the importance
of the character value (valuing). Character education should bring students to the introduction
of the value of cognitive, affective appreciation in value, eventually to the practice of real
value (Asmani, 2011: 159).
According to Surya (2012) character or character is essentially a personality trait
associated with the scales applicable normative morality. The quality of a person's character is
relatively fixed and will be reflected in the appearance of the terms of the personality scales
normative moral values.
Experts who have been exposed, this is character typical of individuals with a set of
understandings, feelings, and behavior based on moral values through a process of
internalization of the attitudes and habits of a person to carry out moral action. In other words,
the moral quality of a person's character. If a person has good morals, then it will have a good
character embodied in the attitudes and behavior in everyday life hari. Character can provide
the role and function of a person's behavior (Lesmana, 2012: 11).
Further Lickona (1992: 53) mentions three dimensions / components of a person of
good character :
a. Knowledge of the Moral (Moral Knowing).
Knowledge of six moral element, namely the moral consciousness (moral awareness),
(knowing moral values), the determination of the angle of view (perspective taking), the
moral logic (moral reasoning), (decision making), and self-knowledge.
b. Feelings / attitudes about Moral (Moral Loving / Feeling)
Feelings / moral attitudes are strengthening the emotional aspects of a child to be acting in
moral principles. Reinforcement is related to other forms of attitude yangharus felt by
children, which is awareness of self (conscience), confident (selfesteem), sensitivity to the
suffering of others (empathy), love of truth (loving the good), self-control (self-control ),
dan (humility).
c. Behavior of Moral (Moral Action)
Behavior/moral action is the result (outcome) of moral knowing and moral feeling, moral
action to competence (competence), desire (will) and custom (habit).
The formation of the character of early childhood becomes the goal of moral learning
that leads to moral action, through storytelling techniques, the children will learn about the
new moral values and guidance of the life stories. Activity stroytelling have a some special
characteristics. Davies (2007: 5) explains the moral based stories which is an effective tool or
medium in moral action. The story is also a medium for sharing experiences, social
development of interpersonal competence, and empathy. Furthermore Haven (2000: 18) story
is a series of life of a person who coined the four elements that contain values, among which
the characters, conflicts, struggles, and goals. These four elements will be driving and
habituation good role models.
Miller (2011: 24) explains process storyteling a child can personalize what they learn
and develop their own meanings and pengetahuandari a story. This is in line with the
statement Lesmana (2012: 15) children learn about how to develop the meaning of the stories
they had heard by transferring a range of knowledge, skills and make new experiences.
In one story, there are several characteristics that projection, identification, empathy,
imajiasi, and imitation. The fifth characteristic is in the process of storytelling in shaping the
character of children aged dini. Child will project itself into the characters and identify

462

characters. Children feel empathy with the characters. Then the story listener will use his
imagination so it will mimic the character.
Characters can provide the role and function of the child's behavior. As expressed by
Lickona that character is formed of knowing the good, the good reasoning, feeling the good,
the good danacting. By knowing the good, the child used to think only the values yangbaik.
Reasoning the good also needs to be done in order anakdapat understand why he must do
good. for example, why the child should be honest, and as a result if he be honest, and so on.
So the children not only memorize but goodness knows why. And also with the good feeling,
the child will wake feeling to do good. Children are expected to love kindness. Then, in the
good acting, child practicing kindness. If the child is accustomed to knowing, reasoning,
feeling and acting the good over time students will be formed character.
The character of a person can develop when there is an organic process humane, this is
expressed in a more straightforward Lickona (1992: 28) states that education had two great
goals to help people Become smart and to help them Become good, so that the whole
character would include the ability to know things are good, for the good of others, and do
good as a form of social responsibility. In the aspect of moral knowledge, moral feeling, and
moral behavior in its manifestations is a quality of character that makes the moral values into
the student's behavior in real life everyday.
Efforts to establish the character certainly is not solely carried out at the school
through a series of teaching and learning activities outside of school, but also through
habituation in life, such as: religious, honest, disciplined, tolerant, hard working, peaceloving, responsibility, and so on. Habituation is not just to teach knowledge about things that
are right and wrong, but also able to sense the value of good and bad, as well as willing to do
as a family of smallest sphere to wider coverage in masyarakat.Nilai-value needs to be
fostered learners who will eventually be a good example. Therefore, the school has a major
role in the development of character education as a civilizing role of the school as a center of
cultural development approach school (school culture).
Asmani (2011: 19) explains the strong characters will form a strong mentality.
Individuals of good character is an individual who can make decisions and be ready to
account for each result of the decisions that he has made. Character is a quality of personality
is not a finished product, but through a process of education that taught a serious, earnest,
consistent, and creative, which starts from the smallest unit in the family, then the community,
and educational institutions in general.
Sisdiknas (2003) was intended that education is not only a form of intelligent beings
Indonesia, but also personality or character. Based on the grand design developed,
psychological and socio-cultural, character formation within the individual includes the
functionality of all the potential of the human individual (cognitive, affective, conative, and
psychomotor) in the context of socio-cultural interaction (in the family, school, and
community), and last a lifetime.
According Dasim, et al, (2011: 5) coherently radiating character of the result of a
thought, though the heart, though the feeling and intention, as well as sports that contains the
value, ability, moral capacity, and fortitude in the face of adversity and character chalenge.
Education it should be conducted in the home (home), and developed in educational
institutions at school (school), and even applied to life with the public (community).
Character is developed through stages of knowledge, implementation, and habits. Characters
are not limited to knowledge alone. someone who has knowledge of goodness is not
necessarily able to act in accordance with the known, if not well trained (a habit) is to do
good. Similarly, the character, which covers all of the emotions and habits themselves.

463

This is necessary so that students and other school community involved in the
education system can understand, feel, live, and practice (teaching) moral values. Character
development in the education system is the linkage between the components that contain the
character values of behavior. This can be done gradually and interconnected between the
values of knowledge attitudes or behaviors with strong emotions to carry it out, either to the
Supreme God, himself, others, the environment, state and nation, as well as internationally.
Habits do not always guarantee good behavior consciously appreciate the importance
of the character value (valuing). Because maybe his actions were motivated by the fear of
being wrong, not because of the high appreciation of the value of it. For example, a person to
be honest because it wants to be judged by others, not because of a genuine desire to
appreciate the value of honesty itself.
CONCLUSION
The meaning of the results obtained from this study is the description of the empirical
character profilpengembangan early childhood and guidance efforts that have been
implemented through a kindergarten teacher storytelling techniques. Characters can provide
the role and function of a person's behavior. Formation of character for young children can be
improved one through guidance services through storytelling techniques. The need for a
comprehensive system approach, character education program management, as well as
guidance and counseling services are adequate.
Character in early childhood categorized between strong and weak. Here will be
described in Table 1.2 on the interpretation of the character of the early childhood category.
Table 1.2
Interpretation Category Character Of Early Childhood
Category
Interpretation
Strong
Children in this category is still at the level of the optimal formation of
character in every aspect, namely moral knowledge, moral feelings, and
behavior based on moral values. In other words, students in this
category have a consistent character formation and at the instigation of
his own.
Weak
Children in this category is still at the level of the character formation of
a less than optimal in every aspect, namely moral knowledge, moral
feelings, and behaviors of students based on moral values. In other
words, students in this category have the character formation of volatile
and easily influenced by others.
Implementation guidance services through storytelling techniques, can be
implemented with the following steps.
1. Preparation phase includes (identification of needs / problems of children, setting
goals / competencies to be achieved, set a theme of the story to convey, and assign
media to be used in storytelling.
2. The execution phase include (opening, core activities, and discussion and question and
answer).
3. Phase of reflection and closure.
4. Phase evaluation and follow-up.
In one story, there are several characteristics that projection, identification, empathy,
imajiasi, and imitation. The five stages of the formation of the characteristics of the particular
character into early childhood.

464

Teacher needs to hone his skills both soft skills and hardskills of storytelling, both in
vocal, navigation, language, communication and ekspresi. Using storytelling techniques
(storytelling), teachers are trying to help children in some way which is as follows.
1. Know the advantages and disadvantages of self so that children have confidence in
yourself.
2. Develop communication interpersonalagaranak dare talk to other people, can
mengunggapkan feelings and opinions to others.
3. Adjust so that children are able to get along with peers in their environment.
4. Build values or messages conveyed in the story was then applied in everyday life.
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Kohlberg, L. (1980). Stages of Moral Development as a Basis of Moral Education. Dalam
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Lesmana, Rohiman, A. (2012). Efektivitas Bimbingan Kelompok melalui Teknik
Berceritauntuk Mengembangkan Karakter Siswa. Skripsi PPB FIP UPI. Bandung :
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Lickona, T., E. Schaps, and C. Lewis. (2003). Eleven Principles of Effective Character
Education. Washington, D.C : Character Education Partnership.
Miler, Eric. (2011). Theories of Story and Storytelling. Universitas New York.
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466

IMPLEMENTING TRADITIONAL GAMES KAULINAN BARUDAK TO IMPROVE

STUDENTS CHARACTER VALUE
(Quasi-Experimental Research In Kindergarten Santa Ursula And State Guiding
Kindergarten Citarip Bandung Academic Year 2012-2013)
Dr. Hj. Ernawulan Syaodih
Dr. H. Mubiar Agustin
(ernawulansy@gmail.com)
(amubiar@gmail.com)

ABSTRACT
This study investigates the most fundamental topic in early childhood concerning
maltreatment committed by teachers in learning activity. For instance, teachers force their
students to learn math and reading (literacy) even though their students are not ready enough
to accept them. On the other hand it is found that teachers force their student on academic
aspect in learning activity, but ignoring character value such as honesty, creativity and
responsibility which are crucial for child development. Ignoring character value leads to
systemic impact and lost generation of a nation. Based on the problem introduced, the
solution which is integrative and beneficial to all stakeholders is needed. To overcome this
problem, the study offers the program concerning the implementation of traditional game
kaulinan barudak including ular tangga, sondah and congklak. Based on the problem
mentioned above, this study seeks to investigate the implementation of traditional game
kaulinan barudak to develop character value of kindergarten, using quasi experiment. This
study is aimed at designing and implementing learning activity by using traditional game
kaulinan barudak to develop kindergarten character values. Subjects of this study are 36
students of class B kindergarten. The findings revealed that there is a significant gain on
students character value after they experience traditional game kaulinan barudak. It can be
seen from the observation during this study. Based on the analysis, it is gained from pre test
the mean of control group 75.35, mean from pre test score of experimental group is 69.20.
after the treatment, this study found that the post test score of control groups mean is 75.70
and experimental groups score is 72.26. it can be inferred that conventional learning in
control group didnt improve students gain on character value, in contrast experimental group
improved in their character value after the treatment.
Keyword: Traditional games kaulinan barudak and character value
Introduction
Developing child potential especially character value such as honesty, tolerance,
creativity and responsibility through sound and quality educational practices should be done
from early time of childhood. Ignoring the effort to instill character value toward children will
lead to systemic and fatal impact even lost generation of a nation (Lickona, 1992).
Furthermore, Lickona elaborate the frightening indicators of a nation losing their
character. The indicators are:
(1) the increase of social violence (2) the prevalence usage of dirty or rude words
provoking SARA (3) strong influence of peer in committing violence leading to crime act (4)
the increase of self-destructing behaviors like drug, free sex (5) moral guidance starts to lose
(6) and working spirit decreases (7) respect toward teachers and parents start to lose (8)
prejudice and hatred spread.

467

Those indicators highlighted by Lickona above, now seemingly to appear in our country
if we consider the existing condition. responding to this condition, this study supports the
development of character value toward our children. In line with this, Tilaar (2002)
proposes that the last barrier that protect and maintain nation integrity is education
The effort to develop character value on children in kindergarten should be boosted by
the teachers themselves. Teachers are the avant-garde of education who are in touch with their
children. In fact, most teachers consistently conduct the rigid routine of learning activities and
explore cognitive aspect solely (literacy, numeracy)
Mariyana conducted study (2008) and found out that out of 80 teachers, half of them
taught and depended on standard guidance of teaching. Consequently, the teachers are less
dynamic and have less creativity to create fun and entertaining learning activities. Finally this
leads to another problem concerning the increase of student who are bored, lose motivation to
learn, not creative, and commit deviating social behavior (Agustin, 2009)
It is undeniable that kindergarten learning activity which is fun and energizing will
explore the whole child potential to grow and develop in a maximum manner. In addition this
trend is supported by PP no 58 year 2010, it is clear that the foundation of early childhood
education is to develop character value through the activity that promotes learning and at the
same time playing. There are some traditional games which are increasingly forgotten, such
as congklak, ular tangga, galah, ucing sumput and boy-boyan. Those traditional games are
beneficial and helpful in developing character value of early childhood. Those characters
include honesty, responsibility and other (Herawati, 2012)
As the advance of technology dominates people life, the daily activities shift from
manual (traditional game) into automatic (online game). This happens in child life. Nowadays
playing game has been removed gradually from kindergarten. Playing for child gives
powerful energy to develop child potential because it provides something interesting and fun
on the part of children.
For child, playing is a serious business yet interesting. Through playing many activities
are resolved. Children choose themselves types of games not because they need reward.
Playing is a main tool serving as an exercise for their development. Within games child
explore their fantasy in real life. If children play in a free manner, in accordance to their
interest and degree of speed, they train their abilities (Elkolin cited Agustin, 2012)
Based on the problem mentioned above, this study focuses on implementation of
traditional games kaulinan barudak to develop children character value. This collaborative
action between university lecturer and practitioners in kindergarten group B in Santa Ursula
and state kindergarten Citarip bandung academic year 2013-2014.
THEORITICAL FOUNDATION
Character Education for Early Childhood
Character is a burning issue in nowadays discourse, especially in educational discourse.
Since education is a medium of knowledge transfer from generation to generation, the
teachers should understand the notion of character. the word character comes from Greek,
charassein, to create an artistic form. The masterpiece art will stay forever.
Ramli (2001) states that character education has similar content with moral education
and religion education. On the other hand Kirschenbaum (1995) elaborate the indicators of a
character people include; respect, responsibility, care, discipline, loyal, courage and tolerance.
Someone with a noble character should know their potential.
There are some characteristics that should be owned by children. for the sake of this
study, there are 18 character value that were used. Those characters with their descriptors are
as follow (kemendiknas, 2010;10)

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Tabel 1
Values and descriptors of character education
No

Character
values

Religious

Honesty

Tolerance

Discipline

Hard work

Creativity

Independence

Democratic

Curiosity

j
k

l
m
n

Nationhood
Love
motherland
Respecting
achievement
Friendly/
communicative
Love peace

Reading habit

Care
on
environment

Social care

Responsibility

Decriptions
Attitude and behavior in conducting religion, tolerating others who conduct
different religion, and live harmoniously with others
Based on behaviors that consistently trusted by others in terms of action,
and speech
Attitude and action that put respect on differences of religion, ethnics,
opinion with others.
Action that shows the behaviors which are in line with the rules
Behaviors that show true effort in executing task in a good manner
Thinking and doing something new which is different from the previous
work.
Attitude and Behaviors which dont show dependence on others in
accomplishing task.
Way of thinking and acting which recognize equal right and obligation with
others.
Attitude and behaviors that reflect the degree of inquiry on thing s that
learned
.
Way of thinking and acting which clearly put national interest upon
individual and group interest
Way of thinking and acting that clearly shows loyalty, care, and
appreciation on language, physical, social, culture, economy and politic of
the nation.
Attitude and action that promote something beneficial for the society and
respecting others achievement.
Action that shows an enthusiasm in conversation, making friendship and
collaboration.
Action and attitude that cause other to feel comfortable for their presence.
Habit of providing time to read books that develop more competence and
knowledge for himself.
Attitude and action that promote environment protection and prevent
environment damage.
Action and attitude that shows the willingness to help others who are in
need
Attitude and behavior to execute the duty toward self, societ , country and
God.

Konsep Permainan Tradisonal

Psychologi has been consistent in trying to explore and investigate human development
existence.
For this reason, there are many experts in psychology trying to explain based on their
expertise about game and playing. To note, sigmund freud tried to explain playing game.
Learning theory perspective, cognitive development theory of Jean Piaget, Lev vygotsky,

469

Robert White concerning motivation competence and Islamic perspective (Sugianto: 1994).
Traditional game kaulinan barudak originally come from sundanes and their existence
gradually disappear. In the past, children played those traditional games after school and in
their holiday.
Those traditional games have many types:some of them boy boyan,ucing sumput, galah
gatrik, ular tangga and sondah. They provide benefit for child development. According to
White (Hoorn, VJ et all, 1993) children dont need reward for palying games, because they
play for the game itself. Furthermore he elaborated that children achieve satisfaction if they
feel competent. Playing games can be a medium for their action on behalf of themselves.
Playing provides satisfaction, joy, and the feel to replay the game
METHOD
This study is aimed at investigating the influence of traditional game kaulinan
barudak on child character values development. For this reason, this study employed quasi
experiment which is quantitative in nature. This study was conducted in state kindergarten in
Citarip bandung and private kindergarten Santa Ursula.the population covers 52 students
aging 5-6 years old and they belong to group B of kindergarten Citarip bandung. 66 children
from santa Ursula participated also in the study. The sample of this study were taken from 16
children of Citarip Kindergarten serving as experimental group and 20 children of Santa
Ursula serving as control group. The design employed is pretest-posttest nonequivalent and
design group control.
Research instruments are organized in relation with the variables and indicators.
Observation was employed in this study to observe and evaluate children character value
development using Likert scale offering three options to assess children abilities namely
(1)not able (2) less able (3) able
Data collected includes: numbers, written record, oral information and supporting facts
which are relevant to this study. This study employed observation. On the spot researchers
were equipped with anecdotal record to catch every information during the observation. This
study collected written respond on questions addressed to participants. This is done to
investigate every single thing which are relevant to instructional activity. The document were
taken from the site, covering media, traditional games, photos, rule of the game, report,
documentary film and other relevant data for this study.
Findings and Discussion
There are eighteen variables mentioned in method. This study focuses on six characters
namely; hard working, discipline,honesty, tolerance, friendly, and curiosity. Based on the
findings,20 students participating in post test gained score means 77, on the other hand
experiment group consisting 16 students gained mean 77,56. Control group mean is smaller
than experiment group. This finding doesnt show significance difference because they must
be tested using difference test. Pror to this, normality test and homogeneity test must be
conducted.
Based on normality test, it is found that posttest mastery for control group is sig. 0.102
> (0.05), it can be concluded that data are normally distributed. On the other hand,
experimental group result is sig. 0.200 > (0.05), and similarly the data are normally
distributed.
It can be concluded that both control and experimental group are normally distributed
and they deserve parametric statistics.

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Next step is applying homogeneity test to find out whether the data are homogenous or
not. Homogeneity test criteria is by comparing between sig. with (0.05). the data are called
homogenous if sig. Are larger (0.05), but if sig. Is smaller than (0.05) they are not called
homogenous.
After This study found that the data are normally distributed and are homogenous, next
step is to test significance using independence samples test. The hypothesis in this study are: :
Ho: , there is no significant improvement in terms of character value development between
control (conventional learning) and experimental group (using traditional game)
Ha: , there is significant difference in terms of character value development between
control and experimental group
Using hypothesis test criteria; accept nol hypothesis if sig. (0.05) or reject nol
hypothesis if sig. (0.05). next step is conducting posttest character value, based on the
findings difference test of posttest, the score sig.(0.000) < (0.05) means Ho is rejected. In
other words there is significant difference of character value development between control
and experimental group in post test.
Based on the analysis of this study the control group pretest yielded 75.35 and
experimental yielded 69.20. in posttest, control group achieved 75.70 and experimental
achieved 72.26. it can be concluded that conventional learning didnt boost control group
score in post test, in contrast experimental group showed improvement.
Conclusion and Suggestion
Conclusion
Profile of character values of early child through traditional game in state kindergarten
Citarip and was smaller than private kindergarten Santa Ursula academic year 2013/2014,
based on the initial test concerning character value development. It means that the character
value development in state kindergarten Citarip has not achieved best mark for each indicator,
and it calls for improvement.
In implementing traditional games, this study found that children were enthusiast and
happy. Based on observation during two weeks, starting from design stage, and pre playing,
and traditional game implementation, the program was considered good since it was in line
with the child development.
The conclusion drawn from this study, is that the traditional game improves the
character value development.
Suggestion
Considering that the traditional game improves character value development, the teachers are
suggested to develop and use traditional games to develop child character development.
DAFTAR PUSTAKA
Agustin, M. (2009).Profil Kejenuhan Belajar Mahasiswa. Jurnal Pedagogia. Vol. 9. No. 2
Oktober.Hal. 16-25.
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Laporan Penelitian Universitas Pendidikan Indonesia.
Goleman, D. (1995). Emotional Intelligence. Bantam Book, New York. Jeferson City.
Hoorn, VJ et.al. (1993). Play at The Center of the curriculum, New York: Mc Millan
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Ifa S Misbah. (2006). Peran Permainan Tradisional Dalam Membentuk Karakter Cinta

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Bangsa. Laporan Penelitian Universitas Pendidikan Indonesia.

Jalal, F. (2002). Pendidikan Anak Usia Dini Pendidikan yang Mendasar. Jurnal Ilmiah
Anak Dini Usia. Vol.03 Hal.4-8.
Kirschenbaum, Howard. (1995). 100 ways to enhance values and morality in schools dan
youth settings. (Massachusetts: Allys & Bacon)
Lickona, T. (1992). Educating for Character: How Our Schools Can Teach Respeect and
Responsibility. Bantan Books. New York USA
Megawangi, R. (2004). Pendidikan Karakter, Solusi yang Tepat untuk Membangun Bangsa.
Jakarta: Indonesia Heritage Foundation.
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Ramli, Zakaria, T. (2001). Pendekatan-Pendekatan Pendidikan Nilai dan implementasi
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Pekerti.
(http://www.pdk.go.id/balitbang/Publikasi/Jurnal/No_026). (Diunduh 27 November
2010)
Ryan Kevin and Bohlin Karen. (1999). Building character in schools. (San Fransisco: John
Willey & Sons)
Solehuddin, M. (1997). Konsep Dasar Pendidikan Prasekolah. Departemen Pendidikan dan
Kebudayaan, Fakultas Ilmu Pendidikan, Institut Keguruan dan Ilmu Pendidikan;
Bandung.
Sugianto, T. (1994). Bermain, Mainan, dan Permainan. Departemen Pendidikan dan
Kebudayaan. Direktorat Jenderal Pendidikan Tinggi. Proyek Pendidikan Tenaga
Akdemik.
Santoso, S. (2002). Pendidikan Anak Usia Dini. Jakarta: Citra Pendidikan Indonesia.
Sudjana, N. (2009). Penilaian Hasil Proses Belajar Mengajar. Bandung: Remaja Rosdakarya.
Tilaar. (2000). Budaya dan Pendidikan Nasional. Remaja Rosdakarya Bandung

472

ENHANCING SOCIAL EMOTIONAL COMPETENCE OF KINDERGARTEN

CHILDREN THROUGH SOCIAL PLAY MODEL
Cucu Eliyawati
Indonesia University of Education
ABSTRACT
The literature reveals that the process of learning in kindergarten children emphasizes on the
development of various potential terms, the formation of attitudes and behavior as well as the
development of basic knowledge and skills they need to adjust to environment and to face the
development task of further study in primary school. Social emotional competence is of
paramount importance in kindergarten children. Social emotional competence includes the
ability to share toys, to control their temper and emotions, to empathize and communicate
their needs and to respect others in establishing social interaction relationship with their
friends. This paper discusses the social play model that can enhance the social emotional
competence of kindergarten children.
Keywords: social play model, social competence, children, kindergarten
INTRODUCTION
Kindergarten education aim to develop physic, cognitive, social, emotional, moral, religious
values, language, motor, independency and art abilities. Kindergarten education has
important role and is initial stage from whole education process in the next formal level
(elementary school). The problem faced particularly in Kindergarten today is connected with
the implementation of learning. Study toward the organization of learning in kindergarten in
Indonesia (Unesco, 2008) report that learning process more emphasizes on cognitive aspect is
become the background of the importance to examine further learning organization in
kindergarten. Another problem faced is connected with the lack of social competence which
is seen by signs of maladjustment or abnormal development in kindergarten children which if
it is not overcame immediately, it will continued in the next development phase namely
school children development phase.
The lack of social emotional competence of kindergarten children which is always
seen as maladjustment sign for example inability in sharing, helping or giving help to others,
apologize, asking the help, aggressive, shy, hold the power, and inability to adapt or interact
with social behavior to others or peers, etc. Back grounded by the problem above, learning
model determination need to be studied further which is appropriate to enhance the social
emotional competence of children in kindergarten.
Why social emotional competence? Social emotional competence is an important
thing for kindergarten children. Social emotional competence is maturation achievement in
social relation, it can be defined as the process of learning to self adjust to group, moral and
tradition norms, fuse oneself into unity, communicating each other and working together.
Child was born in unsocial state, that is child has not yet posses the ability to mingle
with others. To achieve social competence, child should learn about the ways to adjust her/his
self with others. This ability is obtained by child through various opportunities or experience
to mingle with others in his/her neighborhood, whether parent, siblings, peers or another
adults (Yusuf, 2000: 122). The better of stimulation which is given by environment toward
child social development, the more steady the child in developing her/his social ability, thus
he/she is intelligent in doing interpersonal relation with others and his/her neighborhood and

473

also in understanding oneself related with all of his/her weakness and strength (Jamaris,
2004:45).
The maturation of childs social emotional adjustment will be very helped if child is
entered into kindergarten. Syamsu Yusuf (2000:17) explained some contributions of
kindergarten education toward the development of childs social emotional which are as
follow: (1) kindergarten atmosphere partly is still family atmosphere, (b) its discipline is still
loose, not binding the child freedom, (c) child has opportunity to actively move, play and feel
happy which all of those have pedagogic value, (d) child can know and mingle with his/her
peers who have diverse ethnic, religion and culture.
In its implementation, learning in kindergarten emphasize on principle of play while
learning or learning while play. The problem is teacher believe that to apply this principle of
play, it is enough to provide the environment which is designed or providing playing
equipment only, whereas this effort should be done in enjoyable situation by using strategy,
method, material and media which are interesting and easy to be followed by children
(Curriculum 2010, competence standard of kindergarten).
Based on consideration above, this study is done to discover a playing learning model
in kindergarten which can be applied by teacher in anticipating various problems related with
the development of social emotional competence of kindergarten children.
DISCUSSION
Learning model describe a process containing step which should be done before, during and
after learning process is done. There are components which should be noticed in arranging
learning model namely underlying theory, the aims which will be achieved, the application
steps, method which can be used, media used, supporting system, teacher and student factor,
evaluation and effect.
Concerning with factors which should be noticed in choosing learning model, Gagne
(1985) suggested that time, motivation and student individual difference factors ar conditions
which influence learning. Reece and Walker (1997) suggested that the goal of learning, the
numbers of student and the characteristic of student and teacher personality is factor which
should be considered in choosing learning factor. Meanwhile, Sukmadinata (2004) suggested
four factors which should be noticed in choosing learning model that are: the goal of learning,
the characteristic of subjects, student capability and teacher capability. Beside those factors,
infrastructure, learning source utilization and media factors are factors which should be
noticed in choosing learning model.
Based on formulation about those learning model, what it means by learning model in
this study is a pattern or design containing concept and learning steps which is arranged
systematically which enable learning process to be occurred in student in achieving the goals
which have been determined. The step of this model will be arranged based on theory
connected with model development it self with the result of field study about the
implementation of learning in kindergarten which is done so far.
Social Play in Kindergarten
The term play is originated from basic word playing which means doing enjoyable
activity, whether by using or not using certain equipment ( Indonesian Language Dictionary,
1990). The world of kindergarten child is the world of play which means play is activity that
make child happy, comfort, and energetic (M.Fadillah, 2014: 25).
Robin, Frein and Vandenberg (1983) in Robert J. Coplan et all (Brock, et all, 2009)
defined play in characteristics as follow: 1) play is not shaped from desire drive, fulfill social

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request or external persuasion from the behavior itself, instead play is motivated intrinsically,
2) play is spontaneous, free of external sanction, and the goal is self admiration, 3) the
question of play, What can I do with many objects or people? (this question distinguish play
from exploration question, What are those objects or people and what can they do?, 4) play
is not serious activity or behavior, instead consist of activity which can be labeled as
pretending (for example play should consist of non literality), 5) play is free from external
rule (this distinguish play from play with rule), 6) play involve active relation activity (this
distinguish play from imagining, relaxation without purpose).
Therefore, play is one of basic need of child because play for child is very important.
The essence of play in kindergarten is not activity which waste the time, thus it is better that
when playing dont let children to play without adequate control. Play in kindergarten can be
used as means for child to learn, for example 1) by playing, child can learn to interact with
friends, practicing to comply the rule and commitment, 2) child learn to solve the problem, 3)
child practice to be patient to wait a turn, 4) child learn to cooperate, 5) child practice to
compete and build motivation or hope to get the opportunity to win the play, 6) child learn to
face the risk to become looser in play.
Play in kindergarten which is connected with social context or social participation is
defined into two categories namely social play and non social play. To clarify it, the
difference of social play from another form in play activity is marked by interaction with
others. Social play also recognized by the existence of bigger group. Social play is marked
when child 1) is motivated to interact with others in play activity, 2) able to control the
emotion, 3) posses skill which is needed to start interaction with other children, 4) do social
communication which is accepted friendly.
Social play is play activity which is connected with social participation, social
competence, social ability and usually consist of two (or more) children who participate in
physical activity of motor, constructive, dramatic activity and play with rule. Social play also
consist of active conversation among children when they interact with each other, negotiate
play role or play rule.
In contrast, non social play is defined as form of solitary activity and behavior by the
presence of others which potentially to become playmate. The important component of this
definition consist of the presence of others which refer to opportunity to be in contact by
social interaction and play in group orientation. From this perspective, if child who like to
play alone in the room at home, it cannot be said in context that it is non social play because
there is no presence of the others.
Characteristic of Kindergarten Children
Kindergarten child according to Biechler and Snowman (1993) in Ahmad Susanto (2011,
131) is child ages 3-6 year old, usually they follow kindergarten program. The psychologists
mention it as the age of group in which children learn the basic of social behavior as
preparation for higher life which is needed to self adaptation when they enter first grade
(primary school) later.
Kindergarten is one form of preschool education for ages of 4-6 years old. In accord
with its characteristic in this age, child is experiencing the development process which is very
rapid and very fundamental for life later. Child in this age has his/her own characteristic that
is he/she is very active, dynamic, and very curious.
The characteristics of kindergarten children among other are suggested by Bredecamp
and Copple, 1997, Brenner, 1990 in Solehuddin (2000) stated that child is unique. Child has
his/her own talent, gift, ability or uniqueness even though has universality of development

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pattern which can be predicted. Child is spontaneous, child express his/her behavior overtly,
he/she will cry if he/she want it, etc. Child is active and energetic, as if he/she never stop
doing activity. Child is egocentric, it means that he/she understand something from his/her
own point of view, for example urged to posses something. Child has strong curiosity and
enthusiast toward many things. Child has explorative and adventurous spirit, has strong
curiosity, like to try something. Child has rich fantasy, like imaginative things and like to
imagine. Child is easy to become frustrated, easy to become angry and despair. Child has
lack of consideration in doing something and dangerous things. Child has short span of
attention, child is difficult to sit and notice something in long time. Child show interest
toward friend, show the ability to cooperate and children age is golden age which is age of
sensitive and potential learning.
Based on those characteristic of child, child is unique individual and has special
characteristics whether from cognitive, social, emotion, language, physical and motor
domains, and child is experiencing very rapid development process. This age is fundamental
age for the life further, thus it is needed the lay down of appropriate basics which is suitable
with his/her growth and development.
The characteristic of child development give implication for educators in developing
education program which in turn will also give implication in planning, implementing and
evaluating the appropriate education program.
Psychologically, child develop holistically or entirely which means that there is strong
connection between one aspect of development with another aspect. It means that one
development influence and is influenced by another development. In connection with
characteristic of kindergarten child development, thus kindergarten curriculum should be
planned to help child in developing the potency entirely.
Particularly, the unique characteristic of kindergarten child is connected with its social
characteristic that is child usually easy to socialize with other surrounding him/her.
Generally, kindergarten child has one or two best friend, but easy to change best friend.
Kindergarten child generally easy and quick to self adapt socially. The best friend he/she
choice usually who has the same gender, then develop to opposite gender. Play group of
kindergarten child tend to be small and not organized well, thus this group is quick to change.
Psychologically, kindergarten child according to Erikson (1963) is in initiative stage
versus guilt stage, that is child ability to participate in various physical activity and take the
initiative for action which will be done, in play activity, child will appear to move freely and
full of spirit.
As for social emotional characteristic of kindergarten child according to CRI (Children
Resources International, 2009: 29) are: 1) choose playmate, 2) start social interaction with
another children, 3) share toys or food, 4) ask permission to use the others property, 5)
express some emotions through action, words, and facial expression, 6) wait for or postpone
the desire for five minutes, 7) enjoy temporary closeness with one of friend, 8) show pride of
his/her success, 9) able to make something because imagination which is dominated and 10)
solve the problem with classmate through process of change, persuasion and negotiation.
Knopezy & Rhodes, 1996 in Kostelnik (1999 ; 436) stated that social competence
measure in child is by seeing how good children in accepting, interpreting and perceiving the
diversity of social situation they meet. The higher social competence is showed by sense of
responsibility, independence, friendly, easy to cooperate, has goal and behavior of self
control. In contrast with children who have lower social competence, they act without
responsibility, coward, rude, unwilling to cooperate, or act as he/she will.

476

Children who show good social behavior is accepted more positively by community
and therefore is treated by more positive manner and they also get interaction experience with
others (interpersonal) which is more satisfying and happier than their friends who are less
success. Furthermore, this study show that childrens social competence influence their
academic ability as well as their social behavior (Alexander & Entwisle, 1988).
Social behavior is activity which is related with others, learn to play social role which
can be accepted by others, and effort to develop social attitude which deserve to be accepted
by others. Social behavior in kindergarten child is directed to good social development such
as cooperation, help each other, sharing, empathy, sympathy, and need each other. Therefore,
the objective of social behavior development in kindergarten child is skill in communicating,
skill to become a cheerful person, build the friendship, has good ethic and etiquette.
Therefore, the learning material of social development which is applied in kindergarten
comprise discipline, cooperation, help each other, empathy and responsibility (ahmad susanto,
2011: 137).
Specifically, Hurlock (1980; 118) classified social behavior pattern in kindergarten
child as follow: 1) imitation, in order to be alike with group, child imitate the behavior
attitude of person he/she strongly admire, 2) competition, that is the desire to excel and defeat
others, 3) cooperation, child begin to play together and cooperatively, and group activity
begin to be developed and enhanced whether in its frequency or duration, in concurrent with
increasing of opportunity to play with another children, 4) sympathy, the more of play
contact, the quicker the sympathy will develop, 5) empathy, as like sympathy, empathy need
understanding toward others feeling and emotion, but in addition also need the ability to
imagine oneself in the place of others, 6) social support, peers support is more important than
adult approval, 7) sharing, child know that one way to get social approval is by sharing his/her
property, particularly toys for other children, 8) intimate behavior, child give love and
affection to friends and teachers, and form of intimate behavior is shown by joke and laughter
among them.
In addition social behavior which is suggested above by Hurlock, another social
behavior pattern which is needed to be taught or developed for kindergarten child is behavior
pattern such as child able to appreciate friends, appreciate the property, opinion, work, or
conditions of friends. The development of social behavior also can be directed to teach child
to be willing to help others, unselfish, togetherness attitude, modesty and independence
attitude.

Social Play Model in Kindergarten

Rationale
Kostenlnik & Stein (1999 ; 436) stated that children were not born by knowing how to make a
friend and influence others, also not directly understand the rules which is shaped by society.
It need much time and diverse experience to master the abilities they need to be functioned in
society.
There are some critical issue concerning the development of children social emotional
which is directly influence their life in school that should be considered namely: 1) involve
children with their peers by being a friend because it can show social behavior for example
help each other and cooperation, 2) children interaction is become focus in order to know how
to behave in accord with hope and rule or norm, 3) learning to understand and respect the
differences in diversity of society.

477

Based on those assumptions above, it is need to be developed a learning model to

enhance social emotional competence of kindergarten child, and that play is appropriate
means for child to learn. Thus, this model is developed based on play activity with peers, and
thematic approach.
Concept
The social play learning model consist of series of strategy which are designed to give
direction, encouragement, help to kindergarten children in order they do various activities of
play together, cooperate during learning process, increase participation of kindergarten
children, facilitate children by leadership experience and make decision in group, and give
opportunity to children to interact and play together with peers.
The goal of social play not only comprise social skill development but also acceptance
to diversity and academic learning outcome (Ibrahim et all, 2000: 1). Therefore, the goal of
social play learning model not only specialized to social development aspect only but to give
effect on development of moral, religion, emotional, cognitive, language and physical aspects.
The goal which underlie this social play model is to create positive social interaction
in order to improve social relation in class and to increase childs confidence through active
learning participation. This model also can increase another development aspect. This
model is based on John Dewey theory that is learning by doing principle. This principle
based on assumption that students can get much more experiences by active and personal
involvement. This model also based on cooperative learning through group activity, thus, its
main elements are relation in group, positively dependency among groups, like and need each
other, willingness to contribute, skillful interpersonally and capable to interact directly.
The Profile of Social Play Model
Social play model to enhance social emotional competence of kindergarten children is
displayed as ingredients of learning procedure in kindergarten which is outlined in three
activities namely introductory activity, core activity and closing activity with structure of
social play model learning which are divided into 6 stages, that are:
Stage 1 the selection of sub theme or determine problem area which generally determined by
teacher. In this stage students are divided into task oriented group about 3 until 5 students per
group.
Stage 2 explain and elaborate the problem of sub theme which is done by teacher by hold
dialog with students.
Stage 3 formulate task and organize task distribution among students which is guided by
teacher and tailored with sub theme in selection of stage 1.
Stage 4 implementation and independent and group study. This step is done to train children
to develop skills of interacting, participating and communicating, cooperating and discussing
among groups.
Stage 5 presentation of all groups to present the result of group work which is coordinated by
teacher.
Stage 6 evaluation, student and teacher evaluate each group contribution as an entirely. This
step is intended to conclude or summarize what have been done in activity.

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Diagram 1. Social Play Model

Intial/Introductory Activity
I
Stage 1
Stage 2

Core Activity
Stage 3
Stage 4

Closing Activity
Stage 5
Stage 6

This social play model is described as follow:

Social play model is learning model which strongly emphasize intensity and quality of social
interaction in group. In core stage and closing stage, there are so many opportunity to work
as group, thus this model is very suitable to enhance childrens social emotional competence.
Children participate in assessment, they asses each other activity and contribution in work by
group or in pairs and give insight or comment for performance or work outcome of other
children. The use of media and learning material source which is more diverse and
dependence on print material is decreased.
CLOSING
Social emotional competence of kindergarten children is manifested in abilities to
cooperating, communicating, social sensitive, and social interaction can be formed early
through social play learning model. Social play model is learning model in kindergarten
which is related with social participation and social ability and usually consist of two or more
children who participate in physical, motor, constructive activities, dramatic activity and play
with rule. The important component in social play model is the presence of others which refer
to opportunity to be connected in social interaction and play in group interaction. Therefore,
social play learning model capable to enhance social emotional competence of kindergarten
children and enhance another competences beside that competence. Social emotional learning
model is alternative learning model which can be applied in kindergarten particularly to
enhance social emotional competence.

479

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480

DEVELOPING AND DEVELOPMENT EARLY CHILDHOOD:

AN ANALYSIS TOWARD THE CHANGE OF LIMITATION ON PUBLIC SPACE IN
HOUSING AROUND OF THE CITY
By : Lucy Yosita
Email : lucyyosita2007@yahoo.com
Children are one of important aspects for the country development. Meanwhile for the
parents, children are a blessing infestation, therefore a family can be happier, have the future
expectation and also the parents can have more dynamic target on their daily life. However
regarding from the current issues, there is contrast situation due to the more complex
challange on around of us, there are more limitation of public facilities in around of housing
environment. There are rarely a new housing environment with complete facilities including
children playground, there are mostly developing cluster housing with no available facility,
also due to higher price of land nowadays. Also on an apartement, frequantly children
playground is only on the corner of a shopping mall. Did this have impact toward early
chilhood development, and how developing early chilhood development on this condition.
In psychology the term, early childhood is usually defined as the time period from the
age of two until the age of six or seven years. They get three part of development : (1).
Physical growth, (2). Cognitive growth and (3). Social emotional growth (wikipedia.com). In
this age actually the best strategy is learning by playing. Based on Richard Daftnar, playing is
the way of the children to learning by trying his/herself on free experiment, even the meaning
of life can be found by playing. Mitsura Senda on Aryanti : 2014, described several kinds of
children playground : (1). Nature Space, (2). Hide Out, (3). Street Space, (4). Anarchy Space,
(5). Open Space and (6). Play Structure Space. It is important to look into about condition
and ideal analysis about that spaces in every segment of housing : (1). Low income housing,
(2). Middle income housing and in (3). Real estate housing (luxurious housing). The
destination of this analysis is description of the most ideal of children playground.
The phenomenon above actually should be match with activity as well as facility for
early chilhood children. There is should be intensive evaluation as well as revolution toward
system of education for early chilhood. Many children abuse happen nowadays is a warning
that we are, lecturers, teachers, researchers and parents, they are should be on the best
conjunction hand in hand thinking and solving early chilhood education as well as their
development. Around of housing environment mainly on children playground all over the
cities, next time should be on the best touch of expert arhitect and designer. This research to
find theoritical analysis and representative available designs as reference.
Keywords : Early Chilhood Education, Children Development, Children Playground, Housing
Environment
1. Background.
Of current early childhood Education has actually been getting better attention than it used
to be. There is now PER (early childhood education), intensive seminars are held for the educators
and mothers of households regarding early childhood education and the emergence of private
schools that are more complete and better alternative, as well as the development of technology
for education as well as a game that is more trained brain creativity for kids. Education is not only
a school, but include also education at home. Based on Richard Daftnar, playing is the way of the
children to learning by trying his/herself on free experiment, even the meaning of life can be
found by playing. Mitsura Senda on (Aryanti : 2014), described several kinds of children

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playground : (1). Nature Space, (2). Hide Out, (3). Street Space, (4). Anarchy Space, (5). Open
Space and (6). Play Structure Space. It is important to look into about condition and ideal analysis
about that spaces in every segment of housing : (1). Low income housing, (2). Middle income
housing and in (3). Real estate housing (more luxurious housing).
Between the two must be balanced, between school and education at home. The
balance between early childhood education at school and at home requires facilities that are
also balanced and mutually support each other. But his condition is not as easy as theory, this
requires further review, especially those that occur in large cities, where condition of land is
increasingly limited. Early childhood should ideally require a place to play outside
(playground) and in school requires a pula play area. However, in the current conditions of
urban land relative is getting crowded. Housing developers to build housing trend shifted to
cluster and apartments. If it were still possible rebuilding of public facilities are adequate, but
this time for living area is already limited. Similarly with schools, often the schools
experienced a reshuffle with the expansion of the development.
Such conditions above require further research, in addition to the play activities of
early childhood learning and changing, the condition of the facility also experienced changes
is becoming increasingly narrow both in school and in the home environment. Thus it imposes
to the occurrence of a pattern change in the utilization of open space overall (global). The land
the city as a whole, especially in open spaces and public facilities will undergo changes due to
the limited land in the immediate environment for early childhood children can play and learn
(to play while learning, more appropriate for children including early childhood.
The difference between the past and present condition of children: children are now closer
to the technology. Children are now more critical or more verbally intelligent because there has
been a change in terms of the media and also the pattern of education which parents also
influenced political system. Children are now more Venezuelan families are small (2-3 children)
who have more individualist tendency the purpose of the research. Tens of years that have elapsed
have created urban land which require further studies for the sustainability of the early childhood
that generation can still quality for the community, nation and religion in the future.
2. Purposes of Research
Thus the purpose of this research was:
1. Know the changes of land use in the vicinity of the current housing environment to play
and learn activities of early childhood.
2. Know the changes of land use around the school where early childhood activity occurs.
3. Examine matters what happens that interferes with the development of early childhood
education of the 2 conditions above.
4. Provide evaluation of educational facilities for early childhood development in both the
school environment as well as in residential neighborhoods.
3. Theory Review
Of the mandate and responsibilities of the greatest Allah Ta'ala to mankind will be
loaded in this case older people (including teachers, teacher or caregiver) is providing the
right education to children. Such is the application of the word of God: "o people of faith,
keep yourself and your family from fire of hell" (Qs. At-Tahrim: 6) as well as in the Hadith
expressed that: "the best amongst you is the favor was." (H.R. Bukhori) According to the
Sisdiknas No. 20/2003 paragraph 1, early childhood is children who are in the range of 0-6
years. While according to scientific studies and held PER family in some countries, PER
executed from the age of 0-8 years (the gold).

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As for the scope of early childhood education consists of Infant (from 0 to 1 year)
Toddler (2-3 years) the Preschool/Kindergarten children (3-6 years) Early Primary School
(Elementary School Class Early) (6-8) in the meantime, according to the theory of Jean Piaget
(1952) accrued that there is a difference between adults and children, children's education
process thus through the process of play, they would require the development of cognitive
psychological development than others. Early childhood is a time of remarkable physical,
cognitive, social and emotional development. Infants enter the world with a limited range of
skills and abilities. Watching a child develop new motor, cognitive, language and social skills
is a source of wonder for parents and caregivers. The study of human development is a rich
and varied subject. We all have personal experience with development, but it is sometimes
difficult to understand exactly how and why people grow, learn and change. To get reach
early childhood education concepts is required so that the accomplishments are more
directional, one of the important concepts in early childhood education one is about the
education of character.
Mac (2006) described based on site visits, interviews, research and the information that
you provide, the architecht will produce a report that describes the centers physical space for
early chilhoods requirements including :
- The type of program it will house.
- The number of children it will serve.
- The amount of square feet needed for each room inside the building as well as
outdoors for the playground, parking, etc.
Here are some key pointers for how to build a good client-architect relationship :
- Be the program expert.
- Be up to date on best practice.
- Learn together.
- Be candid.
- Demand good performance
Table 1
There is theory about the Growth of Space Conception based on Stage by Age
Stage
Sensory
motor
PreOperational

Age
0 - 24 month
1 5 year

Concrete
Operational

5 12 year

Formal
Operational

12 maturity

Space Conception
In this stage, a child begins to understand about sequent and route, but this
ability has not yet completely grown up. In this stage further is exist, the
growth of typology relationship, encompass:
1.
Proximity or nearness.
2.
Separation.
3.
Order or spatial succession.
4.
Enclosure or surrounding.
5.
Continuity
In this stage a child begins to understand the meaning of projective space in
which they :
1. Able to understanding as well as to operate properly whole of situation
in sequent and object. For example: linkage between the way to school
and home.
2. Understanding alternative of space and thats of choices than arrange
relation of space that quiet new for them.
Getting ability to think. In this stage, child begins to draw space clearly as
well as logically (euclidean space), in which children can abstract the
linkage among whole of spaces.

Source: Irwin Altman & Daniel Stokols (Handbook of Environment Psychology Vol 1, 1992)

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Therefore, related with these Mac (2006), stated implication for designers :
Learning environment must be responsive and enabling to the needs of children as well as
to the intention of the eductors.
- Environment that support children to explore using all their senses and develop
dispositions for learning such as curiousity, cooperation, confidence, creativity,
persistence and imagination are important.
- Indoor and outdoor space must be flexible and responsive to the interest and right of
individual children and this include acces, to quite spaces for thinking and wondering and
more active spaces for sharing, laughing, building, climbing, digging, gardening,
creating, dancing and being active.
- There needs to be opportunity for children to make choices and develop autonomy and
independence being encouraged and supported to make more complex decision and
follow through on their interests and ideas.
- The indoor and outdoor learning environment must provide a range of space and
opportunity for exploration through play and the investigation of meaningful ideas
including investigation with a range of technological resources and being able to problem
solve, inquire experiment, hypothesise research and investigate.
- Children need a range of spaces to be able to fully engage in all forms of the arts.
- Educators need a quite and private spaces to meet, discuss, reflect, and plan for children
learning.
On Emilia (2000), to be concluded that research, regarding environments lists the
following aspects as being important in the development of learning environment for children,
they are: aesthetics, active learning, collaboration, bringing the outdoors in, flexibility,
relationship, reciprocity.
-

Picture 1
Diagram of Process, Pressure, Person and Product
The design of a center can either promote or discourage contact between child and
caregiver. It can create a pleasant work environment that ease the task of caregiving and make
caregivers want to stay or it can add to staf burdens, burn out, and turn over (Anita : 2006). A
good architect will be able to translate your program for process to implementing needs into
square feet and other specific physical characteristics that will help you find the most

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appropriate site and guide the overall design of the center. This physical description of your
needs is generally referred to as a space program, architectural program or design
program.
Table 2
Character of Surfacing Material for Playground
Surfacing Material
Organic Loose Fill
(Wood chips, bark,
mulch, engineerettrd
wood fiber)
Sand

Pros

Cons

- Low cost.
- Easy installation
- Good drainage
- Low Cost
- Early instalation

Pea Stone

- Low cost

Shredded Rubber

Synthetic Unitary (rubber

mats or tiles, pour-inplace surfaces)

- ADA approved
- Lower cost than other
synthetic materials.
- Easy instalation
- ADA approved.
- Provide permanent
surfacing solution.
- Very low maintenance.
- High level of safety.

Will compress and to be monitored

for correct depth.
Can be flammable.
Required
Attractive to bug and animal.
Hard to keep contained within fall
zone needs lots of sweeping and
raking.
Slippery on surface outside of fall
zone.
Not ADA approved
Often thrown by children/ can be
dangerous.
Children may place small stone in
ears, nose, etc.
Will compress and need to be
monitored for correct depth.
Reports of black rubbing off on
childrens clothes, hands, etc.
High cost.
More complex installation.

There are several kinds of playing for earlychilhood : slides, swing, riding toys,
bouncing and balancing, dramatic play, art, games, gardening and nature and sand and water.
Natural play space is very important place for children because children are connected to and
contribute to their world. This outcame requires educators to help children to develop an
awareness of the impact of human activity on the environment and the independence of living
things. Natural environment and the interdependen children of living things. Natural
environments within childrens services are the arena in which children learn these things
(Mac : 2006).
4. Analysis
On the part of this analysis will be described in three parts namely: (1). The condition of
housing cluster. (2). The condition of facilities the public space in the residential
neighborhood around the housing cluster, either in the form of residential and public space are
owned by government agencies. and (3). Comparative Study. Cluster housing is housing
environment whitn only limited facilities, quantity of house is also limited oly 10 -15 houses.
Cluster house as the focus of this research is only have limited public space. There are only
pedestrian and small garden on the center, and between pedestrian and kavling. Sometimes
garden in the center is nothing, there is only a street with culdesac finishing. There are several

485

picture which had been collected on Sunday. Ironically there is so quite without activity
because the spaces is not really comfortable for leissure including for early chilhoods.

Picture 2
Cluster Housing of Taman Permata, Cluster Housing of Pratama Asri dan Cluster Housing of
Dinas PU in around of Riung Bandung Permai.

Picture 3
The condition on urban village is more complicated, frequently children not have
comfortable as well as save playground.
The phenomenon Sunday market as a temporary market at a location approximately
East of Bandung, in a residential area of Real Estate, Metro Margahayu. If housing segments
in the cluster happens to a quiet phenomenon as illustrated earlier, but the opposite occurred at
this location. Going public who gathered in the residential location that still has open land
more widely. Including children also frequently brought his parents to exercise, looking for
breakfast, shopping, look for toys that can be rented or purchased or just sit on the remaining
open spaces. Meals/snacks looking for breakfast. After exercising or shopping then parents
take their children to buy food. If such a pattern is a pattern of routine activities, the
maintenance of public spaces should be better. Look at where there is activity, the
downtrodden, the activity of grass to wash dishes anywhere including the waste matter which
so arises. A special routine maintenance after market activity surprised should be getting
special attention.

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Picture 4
The phenomenon Sunday market as a temporary market at a location approximately
East of Bandung, in a residential area of Real Estate, Metro Margahayu.
Go with their children play or buy toys. When in view of existing open space
conditions further limited to children. Children should use a toy rental facilities are in the
middle of the road. While the other rental located on the side of the mall so limited with the
Sunday market is a market shock routine. Such a condition can cause psychological outcomes
for children. Almost the same activities around red-light Duty Revenue (Sam-Sat) East of
Bandung, there is sample open space and creates the phenomenon of Market Shock is a
Sunday market that is trading activity that simply exist but on Sunday only. Facilities project
i.e. Carrefour looks barren, too much asphalt and lack facilities for garden furniture one can
sit. Behavioral aspects should be considered in the design of public spaces in urban areas
where land conditions has been limited.

Picture 5
Early chilhood activity on holiday, there are only limited space, sometimes not enough
save and comfortable
From the pictures above looks to these kinds of activities of children occurring in the
open spaces are:

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1. Sitting in the open space under the tree just to enjoy the fresh air or relax after tired
walking.
2. Buy a toy.
3. Rent a toy horse in place toy cars, searching dolls looking for rides or desired in the glass
box.
4. Exercise (join the parents) or work out on its own in the field.
5. Eat a good breakfast, lunch or dinner at five feet or in a restaurant or at a fast-food
restaurant.

Picture 6
Almost the same activities around red-light Duty Revenue (Sam-Sat) East of Bandung, there
is sample open space and creates the phenomenon of Market Shock is a Sunday market. On
limited of land the government should control public facilities s well as commercil facilities to
be more comfortble for children.
An example of the revitalization of the historic complex which is quite successful in
Solo that is in a location the mosque Kauman. On the conditions of the more limited land city,
the revitalizing historic district will be crucial. One of the things that is customarily applied in
developed countries is the preservation of the historic area including the museum as one of
the educational environment. To note is the attention to greening, landscaping a better Setup
and daily care.
Example The Avenue Star located in Hong-Kong China, it is an example of a garden to
commemorate an event. the existence of the films China which to be favorite film for society,
including foreign countries namely Indonesia. It looks clean, the sea was so still pure although
it is high density but the air is still fresh. From this it can be learned that the City Government

488

should be more creative in setting up city parks, where the city's limited land. Hong Kong's
actual trends in the population is higher than in Bandung, Jakarta.

Picture 7
An example of the revitalization of the historic complex which is quite successful in Solo that
is in a location the mosque Kauman.

Picture 7
Example The Avenue Star located in Hong-Kong China. The government should be creative
to develop public space on more limited of land with special concept.
If we compared among findings on the field, problems and thories, it can be seen the
conclusion that there is the change between condition on the field becoming must be
comparing again with the standard of the children playground. The space which to be real
now is more limited land as public facilities on housing environment. On more limited of
playground, the architect should think more how to create more creative design on housing
environment. How the standar, function, as well as the goals of public facility can be
comprehensive with design of children playground for early chilhood on housing environment
facilities. For example if the architect just can found a small dimension of garden of cluster
housing, this garden should be design to be multi function.
On the other side it is the same concern on public space in public building which
available to acces for public on the holiday. If there is the change of function becoming more
than one function, the first as public space for office on week day and as public space for
more public people on week end also there is should be more adaptable design. Meanwhile
for private sector, the Government should be checking the standard of planning public space,
not only for housing environment, but also for commercial facilities, official fcilities and
education facilities. There are should be creative solution based on the fixed standar from the
government. The growth of the city was developing so fast, and many space frequantly

489

becoming lost without the best control including facilities for early childhood can be playing
there. Development of their curiousity, confidence, and awareness to environment and social
aspect becoming getting the hard challanges.
According to Kolb he states the process whereby knowledge is created through the
transformation of experience. Knowledge results from the combinations of grasping and
transforming experience. To go alongside Kolbs theory he made an experimental learning
cycle to show how his theory works. In this cycle it shows that the first stage children go
through is the concrete experience and this is where a child is going through a new situation
or observing something new, the second stage is the reflective observation where children will
watch the new situation and look at how things are done, this is the stage where the child
begins to understand what is happening and the reasons why.
The best aspect which should be getting appreciation is about design of playground
environment on school, in Elementary School as well as in Kindergarten and Playgroup.
Manything which nowdays is difficult to found in around of housing environment, should be
getting atention. For exampe : about Environmental Education, Social Learning Education
and also about Developing Creative Thinking. A building for education to be transfered for
example in Elementry School frequently got the need of development becoming wider even
higher. The Government also should be always control about every step of development.
Children plyground on school if there are becoming more limited but should be have more
rich design which accomodate the needs of early chilhood development
6.

Conclusion
The conclusion of this study is the arena, having starred in the vicinity of schools and
homes are increasingly limited. The safety and comfort of the playroom is on stage have a
challenge (interference). Need to be mapped to the new needs that allow good around the
neighborhood clusters or apartment as a minimal settlement environment facilities, as well as
in the surrounding environment that is currently accessible by early childhood children to play
and learn.
Suggestion:
1. Developing effort to revitalize the historic areas carefully and creatively combined with
the development of facilities of the city.
2. Examines phenomena potentialities of major cities so that themes can be created new
open spaces.
3. Managing tax maximally including for early chilhood facilities on housing environment.

490

Other Comparison Studies as suggestions:

Picture 8
Playground in Cedar Hill Park playground in USA. Oak Ridges biggest challenge is
repopulating our neighborhoods to replace our founding generation

Picture 9
Example of a biggest park in the centtre of Prague with Playground in Czech Republic, Uni
Eropa. Landscape furniture for exampe : bench, vegetation, signage, etc on best arrangement.

Picture 10
This picture above is Parks and Gardens in Hong Kong, looks so naturally the cchildren can
be have better awareness about nature.

491

Picture 11
Example of green playround in Irvine, California, USA with multi function environment
which can be use for more children and also multi using.

Picture 12
Indoor area (playroom) is also can be alternative on more limited land, the picture above in
Jakarta is example of playroom in airport. Every public building mainly building with big
investment on daily should be alocation tax. Tax actually should be alocation on children
development, the government should managing this.

492

Literature
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New York, John Willey and Sons.
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Anak melalui Perancangan Ruang Bermain Anak
Fein, Greta, G (19780., Children Development, New Jersey Prentice Hall, Inc.
Heimsalth, Clovis, AIA (1977)., Behaviour Architecture, Delfth: Publiktieburo Bouwkonde.
Mac, Freddie., (2006)., Designing, Early Chilhood Facilities., Community Investment
Collaborative for Kids., Resource Guide., Community Investment Collaborative for
Kids., New York.
Mac, Freddie., (2006)., Developing Early Chilhood Facilities., Community Investment
Collaborative for Kids., Resource Guide., Community Investment Collaborative for
Kids., New York.
Mac, Freddie., (2006)., Creating Playground Early Chilhood Facilities., Community
Investment Collaborative for Kids., Resource Guide., Community Investment
Collaborative for Kids., New York.
Senda, Mitsuru (1998)., Play Space for Children (Tokyo : Ichigaya Publishing Co., Ltd).
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Bandung : ITB (unpublished).
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untuk Masa Depan Bangsa., Procedding Seminar Nasional., Pengembangan Kreativitas
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493

SOCIAL COMPETENCE PROFILE OF CHILD KINDERGARTEN

IN SUKASARI BANDUNG
by
Aan Listiana
aanlistiana3@gmail.com
PGPAUD FIP Universitas Pendidikan Indonesia
ABSTRACT
Social competence is the ability they need, especially when interacting in a social
environment. Children who are being polite, courteous, and willing to share their helpers will
usually be more readily accepted by friends and adults around him than children aggressive,
unruly or disruptive. Teachers as educators it is important to understand the social
competence to the students, so that they can determine what intervention and support should
be given to teachers to improve children's social competence. Given the importance of
teachers' understanding of the social competence of children, this study will photograph how
child social competence profile. The method used was a survey method with a population of
kindergarten children aged 4-5 years in the district Sukasari Bandung. Sampling technique
using a cluster sampling technique. While the instruments used are EDI (Early Development
Instrument developed by Janus (2008). The data collected then processed by tabulate and
presentation techniques. The results showed 87% majority of kindergarten children in the
District Sukasari Bandung is in the category is growing very well as many as 109 children, or
56.48%. A total of 75 children, or 38.86% is well developed, only a small fraction is in the
category of normal as many as nine children, or 4.66%. Meanwhile, if viewed from the sex,
the number of girls which is in the category very well developed as many as 58 children, or
66.67%, while the number of male naka 48 children, or 45.28%. in the category is well
developed as many as 27 children, or 31.03%, and as many as 48 children in men or 45.28%.
Within the limits of normal or average of two girls, or 2.30%, while the boys of seven
children, or 6.60%. in terms of the type of school the percentage of the number of children
who have social competence in the category is growing in both the kindergarten and
kindergarten core is almost the same impact as many as 26 children, or 52%, and for children
in kindergarten Induced by 83 children or 58.04%. While the number of children who are in
the category of well developed in the core kindergarten with 22 children or 44% and in the
impact as much as 53 kindergarten children, or 37.06%. The number of children who are in
the appropriate category of normal or average in kindergarten core as much as two people or
as much as 4% and as many as seven children kindergarten fallout or by 4.90%.
Keywords: social competence, kindergartner

Introduction
In Indonesia, the number of children who have behavioral problems and even to lead
to criminal direction is quite high. Data from the Secretariat Foundation Anak Merdeka
Indonesia (SAMIN, 2007) stated that within the last three years the number of juveniles who
are addressed by the foundation reached 69 cases, far from the estimate will only handle
sektar 30 cases. Even higher amounts proposed by the Ministry of Women's Empowerment
and the child that there are 5000 children currently undergoing lodged criminal and court
proceedings (Virdhani, 2009).

494

Delinquency cases also occurred in the school environment. Results of a study

conducted by Saripah (2009) to 526 children in West Java showed that social behavior
problems are the most common problem among students which is about 42.5%. The report
describes the results of these studies that as many as 224 students are admitted often bullied,
teased, asked for money and ostracized by friends or sisters in the school class. Meanwhile, as
many as 130 students or 24.71% forming gangs in schools.
The number of children who are involved in social behavior problem is very alarming
and deserves attention from all parties. Schools should strive to improve the social
competence of children. Social competence needs to have a child because it is a skill that can
be a support for the academic success of children. Leafgran (1989) states that children who
have good social competence has a greater opportunity to succeed academically. The opinion
is supported by the results of the study Brooks and Dubois (1995) who stated that there is a
significant relationship between the ability to adapt in the first year when the child enters the
world of school to the prediction of a child's later academic success.
In contrast, children who have low social competence tend to earn low academic
achievement pula.Raver (nd) states that children will not learn to read, write, or count if they
have a problem that can distract them from learning activities, such as problem friendship and
emotional control. Knapczyk and Rodes (2008) also stated that the child's inability
memilikikompetensi social good not only cause children to become unhappy and often lonely
but also adversely affects the child's academic achievement.
The link between low social competence with children's poor academic performance is
also explained by the results of the kindergarten teachers report on observations of children
students that children who are motivated to learn and low social competence tend to be
difficult to learn writing and arithmetic (Rimm Kaufman, Pianta , & Cox, 2000). The
difficulty occurs
Given the importance of social competence that must be owned subsidiaries as
described above, the researchers found it necessary to examine how social competence profile
of children in school. Social competence will be seen from the gender, socio-economic level
of the family and the type of school.
Method
The method used in this study is the survey method is to obtain a picture or portrait of
the social competence of children. The population in this study were all kindergarten children
in the District of Bandung Sukasari year period 2010-2011. Beradasarkan data from the
Department of Bandung in 2010/2011 the number of kindergartens in the district of 20
kindergarten Sukasari London which consists of three core TK and 17 TK impact.
Sampling was done using cluster stratified random sampling technique. The technique
used for the subject sample was in school and come from two different types of schools,
namely TK Core and impact. The instruments used in the study is an instrument to measure
social competence, EDI (Early Development Instrument The) developed by Janus et al.
(2007). EDI has been tried in various countries such as Canada, British Columbia, Alberta,
Saskatchewan, and others.
Results and Discussion
1. General description of the social competence of children in the District of Bandung
Sukasari Year 2010-2011.
General overview of data obtained through the child's social competence measuring
social competence of children by 23 teachers of 193 kindergarten children in the District of

495

Bandung Sukasari Year 2010-2011. Subject sample consisted of 50 children from

kindergarten core and a total of 143 children from kindergarten impact, the number of girls
were 86 and 107 boys.
Based on the results obtained data summary data is a general overview of the social
competence of kindergarten children in the District of Bandung Sukasari year period 20102011 in general are very good at developing category as many as 109 children, or 56.48%. A
total of 75 children, or 38.86% is well developed, only a small fraction is in the category of
normal as many as nine children, or 4.66%. As for the category of unfavorable growing and
developing very kuranga no or 0%. For more details, child social competence profile in
general can be seen in Figure 1.

Figure 1
Child Social Competence Level GambaranUmum Nursery in District Sukasari Bandung
Year 2010-2011

The results show a social competence of children in general are very good at
developing category (56.48%) and developing well (38.86%). This means that the
kindergarten children in the District Sukasari Bandug generally have high confidence, is able
to make friends with children who varied, responsible, respect for others, are able to control
themselves, can follow the rules, keep the material and accepts responsibility as consequential
actions. In addition, the children were able to overcome the problem, can adjust to classroom
routines, has curiosity and interest to explore the toys, books and games, have high empathy
and willingness to help others who need help, are able berkounikasi, controlling emotion, a
sense of security and not prone to anxiety.
The findings of these studies is quite surprising considering that the efforts of teachers
to improve the social competence of children generally performed incidental, unplanned and
only done through habituation as revealed in the previous survey conducted by researchers.
The opinions expressed by nearly as well as the results of the observations made by Mulyani
(2011) that teachers still use reprimands, penalties and habituation in an effort to improve the
attitude and behavior of children who are less fit.
Besides learning activities in kindergarten are generally not members of children the
opportunity to learn and implement social skills and emotional control. The phenomenon is
consistent with the observations of researchers to study the conditions in some of the
kindergarten in London and interviews with teachers where almost everything is said never to

496

teach social skills in a planned manner. The condition occurs because the focus of learning in
kindergarten is generally dominated by the activities of writing, reading and arithmetic.
Accordance with the opinion expressed by Hamid (2005) which states that the conditions of
early childhood education is now more oriented to the model of reading, writing and
arithmetic.
Research conducted by Lensen-Botter (2011) to study kegiaan kindergarten children
in Indonesia also revealed similar results that kindergarten teachers spend more of their time
to their classroom education and little daam take the time to set the child's behavior. Likewise
Rahmayani (2011) that the method of teaching is done in kindergarten less varied, more
teacher-centered resulting in the child less able to express their emotions freely. Further
Rahmayani stated playtime in kindergarten children have a very narrow because the time is
dominated by the task (LKS) so that children are less able to interact properly.
The above phenomenon is theoretically not allow the child to develop social
competence as well as social competence will not grow well if it does not receive support
both from the school and teachers. Hurlock (2006) in this case states that one of the
conditions that are less supportive school environment can hinder the child's development of
social skills to the fullest. Hurlock further stated that the provision of social experience and
social skills will influence the social behavior of children. Therefore, the condition of schools
that do not provide an opportunity to teach and practice social skills are much less likely for
children to develop social skills well.
The above conditions are increasingly becoming worse due kindergarten teacher
education qualifications are still low. Kindergarten Teachers generally only have a high
school education qualifications or D2 with salaries too low. Hamid (2011) stated that of the
402 493 early childhood teachers, as much as 84.28% or as many as 339 209 kindergarten
teachers not qualified S1 / D4. In fact as many as 284 475 of which have not been touched in
any training in the field of early childhood education. Lensen-Botter (2011) stated that in
some Asian Countries kindergarten teachers generally do not have a degree and earn a low
income that causes difficult for teachers to develop effective educational programs.
Therefore, the research findings indicate that generally the kindergarten children in the
District of Bandung Sukasari who have high social competence with school krang
phenomenon provides an opportunity to develop a child's social competence in interpreting
the results of this study should be done carefully. Keep in mind that the study's data diperleh
through an assessment of social competence conducted by teachers so it is possible that the
data is only just isaptif describes the condition of the high and low social competence among
children in the class itself.
2. An Overview of Child Social Competence kindergarten in District Sukasari Bandung
Year 2010-2011 Based on Gender
Based on the results obtained data summary picture of the child's level of social
competence based on gender. The results indicate that social competence girls who are very
good at developing category more than in boys. The number of girls who are very good at
developing category as many as 58 children, or 66.67%, while the number of male naka 48
children, or 45.28%. In the category is well developed as many as 27 children, or 31.03%,
and as many as 48 children in males or 45.28%. Within the limits of normal or average of two
girls, or 2.30%, while the boys of seven children, or 6.60%.
To be more clear on the above data is presented in the form of bar charts as presented
in Figure 2.

497

Figure 2
An Overview of Child Social Competence Level Kindergarten in the District of
Bandung Sukasari year period 2010-2011 by Gender
The results of the study mentioned above shows that the number of children who have
high levels of social competence in highly-developed category is dominated by girls reinforce
the results of previous studies which revealed the results of the same study. Among them is a
study conducted by Wilde.J. (2001) examined the relationship between social understanding
and social competence in pre-school children were also seen from sex. One of the research
results suggest that there is a significant relationship between social understanding with sex
where girls are more social understanding than boys.
The study, which has the result that serup the researchers also conducted by Walker
(2005) with the subject sample was 111 children aged three to five years which consists of 48
boys and 63 girls. Walker examines how the influence of the theory of mind of boys and
girls. One of the results of the research showed that boys showed more aggression and
destructive than in girls. Likewise, research conducted by Torres, et al (2003) showed that
males had lower empathy than girls, whereas boys being more impulsive than girls.
3. An Overview of Child Social Competence kindergarten in District Sukasari Bandung
Year 2010-2011 Based on type TK
Based on the results obtained data summary results of a general overview of the social
competence of kindergarten children in the District of Bandung Sukasari year period 20102011 based on the type of school is as follows. The amount of the percentage of children with
social competence in the category is growing in both the kindergarten and kindergarten core
is almost the same impact as many as 26 children, or 52%, and for children in kindergarten
Induced by 83 children or 58.04%. While the number of children who are in the category of
well developed in the core kindergarten with 22 children or 44% and in the impact as much
as 53 kindergarten children, or 37.06%. The number of children who are in the appropriate
category of normal or average in kindergarten core as much as two people or as much as 4%
and as many as seven children kindergarten fallout or by 4.90%. More details of data
presented in a bar chart as presented in Figure 3.

498

Figure 3
An Overview of Child Social Competence Level Kindergarten in District Sukasari
Bandung Year 2010-2011 by Type of Kindergarten
The results showed that the social competence of children from kindergarten and
kindergarten core impact is not too much different circumstances. This happens because most
of learning in kindergarten less giving children the opportunity to develop social competence.
The focus of learning is generally directed at learning to write, read and count.
The activities mentioned above are very much different and even contrary to the activities of
learning activities for children in Japan. Andriana (2010) compared the kindergarten children
in Japan and Indonesia. Learning in Japan is more focused on building motivation to learn,
self-confidence, creativity, honesty, self-reliance, cooperation, empathy, sharing, working in
groups. While learning activities such as math, writing and reading done incidental and
through habituation. For example, each day the teacher will write the name of the day, month
and date so that over time the child will recognize letters and numbers, or if the teacher
walked up the stairs with the children, the teacher will calculate rung out loud so that the
students could hear and learn to recognize numbers.
Likewise with kindergarten children's education in Korea is not much different from
those in Japan. According to Kim (2011) in his lecture as a guest lecturer at the FIP PGTK
UPI states that kindergarten children in Korea focused on character formation so that they can
become a global leader with the characteristics of honest, hardworking, skilled, able to get
along and can work hard.
Given the above description should be continuity between academic learning and the
development of social competence of children. Efforts to membelajarkan teachers and provide
experiences for children to implement social competence is very important for children to
have high self-confidence, able bertemana with children varied, responsible and respect other
people and so forth.
Developing social competence also be very important given the high social
competence has an important role in children's development, especially in terms of social
acceptance (Fabes and Eisenber in Papalia et al, 2002). And as supporting academic success
(Leafgran, 1989).

499

Conclusions and Recommendations

Based on the results of this study concluded that the level of social competence of
kindergarten children in the District of Bandung Sukasari year period 2010-2011 are generally
located in the category is growing well and developing well. However datatersebut need to be
interpreted with caution given the virgin child social competence was obtained from only one
source, namely teachers. So it is likely that the data is isaptif not describe whether or not the
conditions of social competence among children in the class itself. In addition, conditions that
are less members of the school children the opportunity to develop social competence is also
one of the reasons why the data from these studies should be interpreted with caution.
The study also produced findings that the number of children who have social
competence in the categories very well developed more owned by girls than boys. However,
if viewed from the type of school that school and impact essence there is no difference is too
big.
Based on the conclusion there are some suggestions that can be presented as follows.
1. For further research is expected to capture data on the social competence of children not
only from one source. So that the data obtained are expected to be more objective.
2. For the portion of the school should be allocated time to develop social competence be
reproduced again. So that the children will have a better social competence again.
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Creating Supportive Environment. Center on Evidence Based Practices for Early
Learning University of Colrado at Denver [Online]. Tersedia http://www.v
anderbit.edu/cs fel/modules/module/handout5.htmlFebruari2010.
Knapczyk, R. and Rodes, M. (2008). Prekindergardens left behind: Expulsion rates in state
prekindergarden systems.Retrieved Juli 24, 2006 [Online]. Tersedia:
http://www.fcdusorg/PDF/Nationalpreeksplusion paper03.02_new.pdf .[12 Maret
2010]
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http://www.yayasansamin.org/index.php?option=com_content&view=article&id=
31%3Akasus-kenakalananak&catid=16%Archive. [23 Maret 2010].
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Walker, s. (2005). Gender differences in the relationship between young childrens peer
related social competence and individual differences in theory of mind. The
Journal of Genetic Psychology. School of Early Childhood. Queensland University
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social pada remaja. Skripsi. Fakultas Psikologi Universitas Airlangga Surabaya.
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Lenson-Brother. (-). Behavioral inhibition as a prer social competence in early school age:
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[14 Maret 2010].
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501

THE INFLUNCES OF STORYTELLING METHODE AND

PARENTING STYLE TO THE CHILDRENS EMOTIONAL INTELLEGENCE
(Experimental Study On The Kindergarten Grade B Al-Hidayah And Daarul Quran School
South Semarang In Academic Year 2012/2013)
MILA KARMILA
Universitas PGRI Semarang
miladiaz1421@gmail.com
ABSTRACT
It is important to develop the childrens emotional intellegence in the early age since
the fact that there are still many children get the troubles in exploring their emotional acts. It
occurs because the parents do not guide their children in a right track and teachers use the
conventional or traditional method in teaching them in which teachers as the centre of
teaching and learning process. Based on that problems, this research is aimed to find out the
influences of storytelling method and parenting style to childrens emotional intellegence.
The research desain was a factorial 2x4 experimental study. The technique of
sampling was a purposive sampling. The sample was all kindergarten students in grade B at
Al Hidayah and Daarul Quran School in South Semarang. There were 20 children taught
using storytelling with a hand puppet and there were 19 children taught using a story telling
with a story book. The instruments consisted 30 questions about the parenting style and 29
questions about a listed observation regarding with emotional intellegence. Technique of data
analysis was an two way ANAVA accelerated by hypotesis t-Dunnet.
The findings is storytelling method using a hand puppet was more effective in
developing the children s emotional intellegence compared to a story telling using a book
with a df value =0,05. Then, the childrens emotional intellegence by the parenting style
using authoritative method was much higher compared to the parents using authoritarian,
permissive indulgent and permissive indifferent. Finally, the parenting style using
authoritative method really influences significantlly to the level of childrens emotional
intellegence.
key words : emotional intellegence, storytelling methode, parenting style, authoritatian,
authoritatif, permissive indulgent, permissive indifferent
INTRODUCTION
Intelligence could be a determining factor in achieving learning achievement or
success in one's life. According of Goleman view (1995: 35) "the success of one's life at this
time is not only determined by intellectual intelligence (IQ), but also by emotional
intelligence (EI)".
Goleman in Kuryati (2007: 4) also states that "many people who fail in life not
because of low intelligence, but because they lack of emotional intelligence. This makes the
emotional intelligence should be understood, owned and cared for in its development because
the given state of today's increasingly complex life. Increasingly complex life is a very bad
impact on the emotional life of the individual constellations. Therefore, efforts to improve
emotional intelligence; because according to Goleman's "intellect can not work as well as

502

possible, with no emotional intelligence. And that effort is more effective, since the children
still must be developed in early age".
The importance of developing emotional intelligence from an early age is supported
by the fact that in its development are still many children who find it difficult to manage his
emotions. Based on the results of preliminary observations made at Al-Hidayah Semarang
kindergarten, many children who show behavior of different emotions. There seems to be
some kid who is upset and crying, aggressive to his friends and more impulsive. In addition,
there are also some children who tend to be more silent, shy, does not want to interact with
friends and some children were also seen to have an excessive attachment to parents, such as
not wanting to be left by his mother while in school, and showed anxiety behavior redundant
if their wishes are not obeyed.
Based on the above conditions then it is very important for young children to develop
emotional intelligence and the ability to adapt, through parenting stlye given, which not only
meet the physical needs or physical, but also the fulfillment of optimizing the development of
others such as emotion, social, language, motor and cognitive. In addition to parenting style
factors supposed to influence the child's emotional intelligence, learning methods are less
varied in instituted early childhood education are also factors that cause children emotional
intelligence optimization not become maximum. Based on this background, this study aims to
look at the influence of story telling and parenting style parents to a child's emotional
intelligence.
The term emotional intelligence, or Emotional Intellegence (EI) is defined Salovey
and Mayer (1997: 10) as:
Emotional Intellegence involves the ability to perceive accurately,appraise, and
express emotion; the ability to understand emotion; the ability to understand emotion
and emotional knowledge; and ability to regulate emotions to promote emotional and
intellectual growth".
Furthermore, Goleman (1995: 43) says that: "Emotional intelligence refers to an
ability to understand the feelings of each self and feelings of others, the ability to motivate
themselves, and organize well the emotions that arise in him, and in dealing with others".
Another definition is expressed by L. Melita Pratty et all (2003: 41) which states:
"Emotional Intellegences as the subset of social intellegence that involves the ability to
monitor one's own and other's feelings and emotions, to discriminate among them and to udse
this information to guide one's thinking and action".
From some of the above it can be concluded that emotional intelligence in early
childhood is the ability of an individual in developing the potential of emotional and social
skills that include the ability to recognize the emotional self, the ability to manage the
emotional ability to motivate yourself, and the ability to empathize with others and be able to
establish social relationships with other people.
The next factor that allegedly helped influence the child's emotional intelligence is the
method of storytelling. Moeslichatoen (1999: 157) describes the method of storytelling is how
to speak the word and telling the story or provide an explanation to the child verbally.
Jalongo (2009: 22) defines storytelling as follows:
"Storytelling is valued over literacy with print. Research suggests that storytelling is a
strategy that is particularly effective with children who come from cultures with rich
oral traditions (Au, 1993). In the young children literacy project (Kinzer & Leu, 1997),
children viewed a video story and then used multimedia technology to retell their own
version of the tale, illustrate it, add music, and post it on the World Wide Web."

503

More Brewer (2010. 318) states: "Storytelling For children with little expression in
listening to stories being read aloud, storytelling can serve as a bridge to storybook reading.
Storytelling can be adapted on the spot in term of story length, vocabulary, and sentence
structure".
Based on some of the definitions above it can be concluded that the method of
storytelling is a method of learning by giving a story to the child either by using a tool or not,
which can develop emotional and language abilities of children, because there are aspects of
storytelling is fun entertainment for children and storytelling also be a method of learning that
is not patronizing and flexible, which children find exciting atmosphere as the atmosphere of
play.
In addition to methods of learning, parenting style to their children to give effect to the
child's emotional intelligence Baumrind defines that "Parenting style is a psychological
construct representing standard strategies that parents use in their child caring".
Chodijah (2009: 25) confirms parenting style is an effort of parents to realize the role
and function in the family will lead a variety of ways parents in guiding, educating and caring,
and nurturing their children in order to develop properly. The way the parents in parenting is
then referred to the parenting style.
Syaodih (1999: 10) further states "that the parenting style is a relatively permanent
tendency of parents in providing education, guidance and care to their children".
From some of the above parenting style, it can be drawn a conclusion that the
parenting style is one way of treatment of parents in caring for, training, guiding, and interact
with their children, consists of control dimensions and warmth, done in a relatively consistent
with the objectives so that children can live better in the future.
RESEARCH METHODOLOGY
The research method used is the experimental method. Based on the research
objectives that have been set. This study used a 2x4 factorial design are presented in the
following table.
Tabel 1. Factorial Research Design 2x4
Storytelling Method

Parenting
Style

Authoritative
Parenting Style
(B1)
Authoritarian
Parenting Style
(B2)
Permissive Indulgent Parenting
Style
(B3)
Permissive Indifferent Parenting
Style
(B4)

A
Storytelling Method
Storytelling With Hand
Puppet
(A1)

Storytelling With Book

(A2)

A1B1

A2BI

A1B2

A2B2

A1B3

A2B3

A1B4

A2B4

504

The target population of this study was all students in kindergarten Al- Hidayah and
Daarul Quran school South Semarang 2012/2013 school year, consisting of two groups,
namely the kindergarten play groups A and B. Population affordable kindergartens in this
study are all children of group B amounted to 39 people. Samples were taken through a total
sampling technique. Samples of the entire Children Kindergarten B Al Hidayah with a sample
size of about 20 children as the experiment group and 19 kindergarten children as a control
group B of the Daarul Quran School. Criteria for selection are based on the population: (a)
The problem that arises with regard to the child's lack of emotional intelligence and parenting
style that contained in both schools; (b) Age of the child, the age of 5-6 years; (c) Gender; (d)
The characteristics of the two schools; and (e) socioeconomic status background.
In addition, the sampling technique is used purposive technique as described by
Mohammad Ali that "sampling technique with this technique is based on a particular
considerations made by the researchers themselves, based on the characteristics or properties
of the previously known populations". Meanwhile the considerations underlying done by
purposive sampling technique samples in this study, as stated Ali (1993: 57) are: (a)
Maintaining the nature of research using existing classes in line with the research methods
used, (b) Researchers need two class as experimental group and control group as the study
sample. Samples taken based on the characteristics or traits are the same or close to that
possessed by the two groups, namely the class with the same number of students and has an
average similar capabilities; (c) the scarcity of and costs that can not take a large sample and
far; and (d) Limitations of time owned by the researcher.
The instruments used are the observation of emotional intelligence (variable Y)
consisting of early childhood aspects: (1) the ability to recognize the emotions themselves, (2)
the ability to manage emotions, (3) the ability to motivate yourself, (4) the ability to
empathize with others, and (5) able to establish social relationships with other people. The
instrument consists of 29 items that have a value item question the validity of the move from
0.24 to 0.813 (> 0.200) and reliability Cronbach alpha value of 0, 879 and rater reliability
value of 0.88.
Instruments parenting parents consisting of 30 items item interview guide consisting
of the dimensions of warmth and control have validity value moves from 0.241 to 0, 694 (>
0,200) and Cronbach alpha reliability of 0, 945 data analysis techniques used includes
descriptive analysis for each treatment group, the test requirements of normality and
homogeneity with Liliefors test and Barlett test, and followed by hypothesis testing using
Dunnet's t-test
RESULTS AND DISCUSSION
Testing the hypothesis of this research was done by using analysis of variance two
lines (ANAVA), after calculation if then found an interaction then followed by Dunnet's ttest.
Analysis of variance of the two lines is an inferential analysis techniques to examine
differences in the mean values of two variables: the storytelling method (A) and parenting
style (B). The purpose of ANAVA is to investigate the influence of two main lines (main
effect) and the interaction effect (interaction effect). The main effect in this study was
difference method comprising storytelling using hand puppets and storytelling methods of
using the book as well as the effect of different parenting style were divided into authoritative,
authoritarian, permissive indulgent, and permissive indifferent. While the interaction effect
was between methods of storytelling and the influence of parenting style on a child's
emotional intelligence.

505

Table 2. The Summary of Results of Calculation Variant Analysis (ANOVA) Two

The level Strip At = 0.05 significance
Sumber Variansi
Between Columns
A1 A2
Between the Lines
B1 B2 B3 B4
Interaction of A x B
Within
Total

JK

db

RJK

Fhitung

Ftabel

2587,94

2587,94

18,03**

= 0,05
4,16

= 0,01
7,52

2339,97

779,99

5,43*

2,91

4,49

2225,17
4450,36
11603,44

3
31
38

741,72
143,56

5,17*

2,91

4,49

Remarks: db = degrees of freedom, JK = Sum of Squares, RJK = Mean Sum of Squares, =

Level of Significance, A = Method Storytelling, B = Parenting,
* Significant, ** Highly Significant
Based on the calculation results of the ANOVA-2 line above, obtained some of the
findings related to the research hypotheses and can be summarized as follows:
1. Differences Between Emotional Intelligence Group Provided Storytelling Method of
Treatment Using Hand Puppet With a Given Group Method of Treatment
Storytelling Using Book (A1A2)
Based on the calculation above table Anova two paths to a source of variance between
A1A2 column of Fhitung obtained at 18.03 and Ftabel of 4.16 at the significance level () of 0.05
is seen that of Fhitung is greater than Ftabel (Fh> Ft) this means null hypothesis (Ho) is rejected
and the alternative hypothesis (H1) is accepted.
Concluded that there are differences in emotional intelligence between group provided
storytelling method of treatment using hand puppet with a given group method of treatment
storytelling using book. The differences are also apparent when viewed from the average
where A1 = 104.35 and A2 = 88.05, which means A1> A2. This suggests that
emotional intelligence group treated with the method of storytelling using hand puppets
significantly higher emotional intelligence than the group treated with the method of
storytelling using the book.
2. Differences in Emotional Intelligence Based Child Parenting Style The Authoritative,
Authoritarian, Permissive Indulgent, and Permissive Indifferent (B1B2B3B4)
Based on the calculation above table Anova two paths to a source of variance between
lines obtained B1B2B3B4 by Fhitung 5.43 and Ftabel 2.91 at the significance level () of 0.05 is
seen that of Fhitung is greater than Ftabel (Fh > Ft) this means that the null hypothesis (Ho) is
rejected and the alternative hypothesis (H1) is accepted.
Concluded that there are differences in children's emotional intelligence based
parenting style were authoritative, authoritarian, permissive indulgent, and permissive
indifferent. The differences are also apparent when seen from the mean number of group
emotional intelligence before treated with storytelling using hand puppets and that before
treated with storytelling using books where B1 = 154.2, B2= 152.67, B3 = 153.5 and
B4 = 144 which means that B1> B2, B3, and B4. This shows that a group of
authoritative parenting style significantly influence the emotional intelligence of children than
parenting style authoritarian, permissive indulgent, and permissive indifferent.

506

The Average of Emotional Intelligence

3. There Effect of Interaction Between Storytelling Learning Method With The

Parenting Style Covering the Authoritative, Authoritarian, Permissive Indulgent,
and Permissive Indifferent (AXB)
Based on the calculation above table Anova two paths to a source of variance
interaction between the columns and rows of F AXB obtained at Fhitung 5.17 and Ftabel of 2.91
at the significance level () of 0.05 is seen that of Fhitung is greater than Ftabel (Fh > Ft) this
means that the null hypothesis (Ho) is rejected and the alternative hypothesis (H1) is accepted.
Concluded that there are significant interaction between learning method of
storytelling and parenting style to a child's emotional intelligence. This means that there is a
significant interaction effect between storytelling learning methods and parenting style to a
child's emotional intelligence. The influence of these interactions can be visualized by the
following graph.
115
110
Authoritative

105

Authoritarian

100
95

Permissive
Indulgent

90

Permissive
Indifferent

85
80
75

Hand Puppet

Book
Storytelling

Figure 1. Interaction between storytelling and parenting style to emotional

intelligence of children
Based on the figuret above shows the positive influence of storytelling is storytelling
using hand puppets and storytelling methods of using books with parenting style to the child's
emotional intelligence.
The results of analysis of variance (ANOVA) two lines, reflecting the differences in
each treatment group study, so that the analysis can be continued by Dunnet's t-test to
compare the benefits of a treatment group with the other treatment groups corresponding
hypothesis. Recapitulation of the Dunnet t-test calculations are presented in the following
table.
Table 3. Summary of Results of Calculation Dunnet's t-test at level
significance of = 0.05
No
1
2
3
4

Treatment
A1B1 : A2B1
A1B2 : A2B2
A1B3 : A2B3
A1B4 : A2B4

Uji t-Dunnet
t hitung
Sign
2,18
>
2,22
>
5,01
>
4,32
>

507

t tabel
2,042
2,042
2,042
2,042

The level
difference
Signifikan
Signifikan
Signifikan
Signifikan

Based on test results obtained Dunnet t-superiority comparison between treatment

groups as follows:
1. Differences in Emotional Intelligence Among Children Awarded Conduct Behavior
With Storytelling Method Using Hand Puppet From the authoritative parenting style
and Storytelling Method Using Books From the authoritative parenting (A1B1:
A2B1)
Emotional intelligence of children treated with storytelling method using hand puppets
from authoritative parenting (A1B1) has the mean emotional intelligence scores 102.5 while
the storytelling methods of treatment using the book from authoritative parenting (A2B1) has
the mean emotional intelligence scores 90.8.
Based Dunnet t-test calculations obtained the thitung 2.18 while the ttabel to compare
eight treatment combinations in significance level () of 0.05 is 2.042. Seen that thitung greater
than ttabel (thitung > ttabel) means null hypothesis is rejected (Ho) and alternative hypothesis (H1)
is accepted.
Concluded that the treatment method of storytelling using hand puppets from
authoritative parenting style (A1B1) significantly superior compared to the treatment method
of storytelling using the book from authoritative parenting style (A2B1). Conduct storytelling
method using hand puppets from authoritative parenting style can improve emotional
intelligence of children.
2. Differences in Emotional Intelligence Among Children Awarded Conduct With
Storytelling Method Using Hand Puppet From Authoritarian parenting style And
Storytelling Method Using Books From Authoritarian parenting Style (A1B2: A2B2)
Emotional intelligence of children treated with storytelling method using hand puppets
from authoritarian parenting style (A1B2) has the mean emotional intelligence score 102.75
while the treatment method of storytelling using books from authoritarian parenting style
(A2B2) has the mean emotional intelligence score 90.67.
Based Dunnet t-test calculations obtained the thitung 2.22 while the ttabel to compare
eight treatment combinations in significance level () of 0.05 is 2.042. Seen that thitung greater
than ttabel (thitung > ttabel) means null hypothesis is rejected (Ho) and alternative hypothesis (H1)
is accepted.
Concluded that the treatment method of storytelling using a hand puppet from
authoritarian parenting style (A1B2) significantly superior compared to the treatment method
of storytelling using books from authoritarian parenting style (A2B2). Conduct storytelling
method using hand puppets from authoritarian parenting style can improve emotional
intelligence of children.
3. Differences Between Emotional Intelligence Awarded Conduct With Storytelling
Method Using Hand Puppet From Permissive Indulgent parenting style and
Storytelling Method Using Books From Permissive Indulgent parenting style (A1B3:
A2B3)
Emotional intelligence of children treated with storytelling method using hand puppets
from permissive Indulgent parenting style (A1B3) has the mean emotional intelligence score
106.33 while the treatment method of storytelling using books from permissive Indulgent
parenting style (A2B3) has the mean emotional intelligence score 79.5 .
Based Dunnet t-test calculations obtained the thitung 5.01 while the ttabel to compare
eight treatment combinations in significance level () of 0.05 is 2.042. Seen that thitung greater

508

than ttabel (thitung > ttabel) means null hypothesis is rejected (Ho) and alternative hypothesis (H1)
is accepted.
Concluded that the treatment method of storytelling using hand puppets from
permissive Indulgent parenting style (A1B3) significantly superior compared to the treatment
method of storytelling using books from permissive Indulgent parenting style (A2B3).
Treatment method of storytelling using hand puppets from permissive Indulgent parenting
style can improve emotional intelligence of children.
4. Differences Between Emotional Intelligence Awarded Conduct With Storytelling
Method of Treatment Using Hand Puppet From Permissive Indifferent Parenting
Style And Storytelling Method of Treatment Using Book From Permissive
Indifferent Parenting Style (A1B4: A2B4)
Emotional intelligence of children treated storytelling using hand puppets from
permissive indifferent parenting style (A1B4) had a mean score of 110.67 while the treatment
method of storytelling using books from permissive indifferent parenting style (A2B4) had a
mean score of emotional intelligence is 87.5.
Based on Dunnet t-test calculations obtained thitung 4.32 while the value ttabel to
compare eight treatment combinations at the significance level () of 0.05 is equal to 2.042.
Seen that thitung bigger than ttabel (thitung > ttabel) means that the null hypothesis is rejected (Ho)
and alternative hypothesis (H1) is accepted.
It was concluded that the treatment method of storytelling using hand puppets from
permissive indifferent parenting style (A1B4) significantly superior compared with the
treatment method of storytelling using books from permissive indifferent parenting style
(A2B4). Treatment method of storytelling using hand puppets from permissive indifferent
parenting style can improve a child's emotional intelligence.
DISCUSSION
Discussion of this study is directed to look at the various analyzes that have been done
before. The findings of the research, especially from the descriptive analysis of emotional
intelligence between the average scores given treatment group using the storytelling hand
puppets with the group treated storytelling using books respectively 104.35 and 88.05. This
fact is also supported by the results of inferential analysis (Fh> Ft) which states there are
significant differences between emotional intelligence between the group treated storytelling
using hand puppets with the group treated storytelling using the book. Based on the
calculations presented earlier, it can be said that the treatment method of storytelling using
hand puppets produce emotional intelligence scores higher than the treatment methods of
storytelling using the book. So it can be concluded overall of the treatment method of
storytelling using hand puppets superior to the treatment method of storytelling using the
book in a child's emotional intelligence, especially the subjects in this study. It can be used as
a reference for teachers to provide and to develop the treatment methods of storytelling using
hand puppets in the hands of a child's emotional intelligence in the classroom.
In the group of authoritative parenting style, through descriptive statistical approach
there are differences in the mean scores of emotional intelligence were treated storytelling
using a hand puppet and with storytelling using the book. The magnitude of the mean score is
102.5 and 90.8 and inferential analysis results (thitung > ttabel). Descriptively so that it can be
said that the emotional intelligence of authoritative parenting style were given the treatment
method of storytelling using hand puppets superior to the emotional intelligence of
authoritative parenting style were given the treatment method of storytelling using the book.

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According to researchers the advantages of authoritative parenting style in stimulating early

childhood emotional intelligence lies in the qualities contained in the parenting. Researchers
looked at that in an atmosphere of authoritative parenting style, children have more
opportunities to develop their potential, including emotional intelligence.
In the group of authoritarian parenting style, through descriptive statistical approach
there are differences in the mean scores of emotional intelligence were treated storytelling
using a hand puppet and with storytelling using the book. The magnitude of the mean score is
102.75 and 90.67 and inferential analysis results (thitung > ttabel). Descriptively so that it can be
said that the emotional intelligence of authoritarian parenting style were given the treatment
method of storytelling using hand puppets superior to the emotional intelligence of
authoritarian parenting style were given the treatment method of storytelling using the book.
According to researchers, this could be happen because the Authoritarian parenting style in
general, many parents forbid children at the expense of the autonomy of the child. They also
do not encourage an attitude of give and take. In addition, the Authoritarian parenting style
also perceive that children should receive authoritarian parents tend to be hard without
question and therefore less provide to support children to develop emotional intelligence.
Though the communication will encourage children to learn how to recognize emotions well,
how to build relationships, and how to deal with and solve problems that arise in the
relationship.
In the group of permissive indulgent parenting style, through descriptive statistical
approach there are differences in the mean scores of emotional intelligence were treated
storytelling using a hand puppet and with storytelling using the book. The magnitude of the
mean score is 106.33 and 79.5, and the results of inferential analysis (thitung > ttabel).
Descriptively so that it can be said that the emotional intelligence of permissive indulgent
parenting style were given the treatment method of storytelling using hand puppets superior to
the emotional intelligence of permissive indulgent parenting style were given the treatment
method of storytelling using the book. According to the researchers this colud be happen
because the permissive indulgent parenting style, parents are very attentive to the needs of
children, although often too excessive, thus allowing little children have the opportunity to
explore developing emotional intelligence.
In the group of permissive indifferent parenting style, through descriptive statistical
approach there are differences in the mean scores of emotional intelligence were treated
storytelling using a hand puppet and with storytelling using the book. The magnitude of the
mean score is 110.67 and 87.5, and the results of inferential analysis (thitung > ttabel).
Descriptively so that it can be said that the emotional intelligence of permissive indifferent
parenting style were given the treatment method of storytelling using hand puppets superior to
the emotional intelligence of permissive indifferent parenting style were given the treatment
method of storytelling using the book. Researchers suggest that this is happen because the
parents with permissive indifferent parenting style, little knowing that the activities performed
by his son, little attention to the experiences of children both at school and the experience
with friends outside the home. They also rarely supervise their children play, for parents this
model the decision entirely in the hands of the child, giving the impression of indifference,
ignoring and uncontrollable children. This makes the child's level of emotional intelligence is
low, because parental guidance is an early education for children in developing emotional
intelligence.
This study supports the theory that parenting style applied at home can affect a child's
emotional intelligence. Based on the theory of parenting style where the application of high
control and warmth from parents who are in authoritative parenting can significantly increase

510

the emotional intelligence of children compared with parenting style of authoritarian,

permissive indulgent and permissive indifferent. So that children of authoritative parenting
style particularly in this study showed a higher emotional intelligence than the parenting style
of authoritarian, permissive indulgent and permissive indifferent.
The findings of this study indicate that treatment of storytelling method and have an
effect on a child's emotional intelligence. So the treatment of storytelling method and
parenting style should strive to improve and develop the emotional intelligence of children.
Something can be seen similar from the interaction between treatment of storytelling
method and parenting style in improving children's emotional intelligence, demonstrated by
the test results reject the hypothesis Ho. This means that there are significant interaction
between treatment of storytelling method and parenting style to a child's emotional
intelligence. This fact indicates that the grouping children based parenting style give effect or
influence on the effectiveness of the treatment method of storytelling using hand puppets and
storytelling using the book in improving a child's emotional intelligence.
From all the results of the analysis described above either in the form of descriptive
and inferential, it can be concluded that the treatment method of storytelling using hand
puppets is more effective in improving children's emotional intelligence compared treatment
metohd of storytelling using book. Treatment method of storytelling using hand puppets
shown to increase a child's emotional intelligence. The process of learning to use the
treatment of storytelling method using hand puppets lasts better and attractive to children
compared with treatment method of storytelling using the book. The interest shown by the
children active in the learning process because treatment method of storytelling using hand
puppets to stimulate children to interact, then actor and the character of the hand puppet help
ease children to recognize various emotional states. Treatment method of storytelling using
hand puppets need to pay attention to shape parenting style, because treatment method of
storytelling using hand puppets deliver more effective results, especially in children with
authoritative parenting style. Proved the existence of significant differences child's emotional
intelligence obtained in the experimental group of storytelling using hand puppets of
authoritative parenting style.
CONCLUSIONS OF IMPLICATIONS AND RECOMMENDATIONS
Based on the results of research and discussion, it can be concluded as follows (1) The
application of storytelling using hand puppets shown to increase emotional intelligence
significantly compared of storytelling using the book. (2) The difference in the child's
emotional intelligence is reviewed based parenting style can obtain the result that the child's
emotional intelligence of authoritative parenting style is higher than the child's emotional
intelligence of groups of authoritarian, permissive indulgent and permissive indifferent
parenting style. (3) There is a significant interaction effect between storytelling learning
methods and parenting style to a child's emotional intelligence. (4) The treatment method of
storytelling using hand puppets of authoritative parenting style (A1B1) significantly improve
emotional intelligence in comparison with the treatment method of storytelling using the book
of authoritative parenting style (A2B1). (5) The treatment method of storytelling using hand
puppets of authoritarian parenting style (A1B2) significantly improve emotional intelligence
in comparison with the treatment method of storytelling using the book of authoritarian
parenting style (A2B2). (6) The treatment method of storytelling using hand puppets of
permissive indulgent parenting style (A1B3) significantly improve emotional intelligence in
comparison with the treatment method of storytelling using books of permissive indulgent
parenting style (A2B3). (7) The treatment method of storytelling using hand puppets of

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permissive indifferent parenting style (A1B4) significantly improve emotional intelligence in

comparison with the treatment method of storytelling using books of permissive indifferent
parenting style (A2B4).
Based on the conclusions of this research, the implications that arise are as follows:
Method of storytelling using hand puppets is better than method of storytelling using a book
for children of authoritative, authoritarian, permissive indulgent and permissive indifferent
parenting style in enhance the child's emotional intelligence. Subsequent pattern of
authoritative parenting style better than authoritarian, permissive indulgent and permissive
indifferent parenting style in improving the child's emotional intelligence. Giving method of
storytelling using hand puppets and supported by authoritative parenting style is better than
method of storytelling using books and authoritarian, permissive indulgent and permissive
indifferent parenting style in improving a child's emotional intelligence.
Based of above conclusions, the suggestions that emerged from this study are as
follows: (1) the method of storytelling using hand puppets can be used as a variation of
teaching methods if the teachers in order to increase the stimulation of the child's emotional
intelligence. (2) the parents can improve parenting style that given to child's with authoritative
parenting style, where the high control and warmth given to children can affect the
improvement of emotional intelligence. (3) Future studies are expected to examine more
deeply about the comparison between the treatment of the same method, but in a different
parenting style.
REFERENCES
Ali, Mohamad. Strategi Penelitian Pendidikan. (Bandung: Angkasa,1993).
Brewer, Jo Ann. Early Childhood Education: Preschool Through Primary Grades. (USA:
Pearson Education, 2007).
Chodijah, Sri Ratna. Perbedaan Keterampilan Sosial Ditinjau Dari Pola Asuh Orang Tua.
(Tesis BP PPS UPI Bandung: Tidak Diterbitkan, 2009).
Donald, Ary, Lucy Cheser Jacobs & chris Sorensen. Intoduction to Research in Education.
(Australia: Wadsworth Cengage Learning. 2010)
Goleman, Daniel. Kecerdasan emosional. (Jakarta: PT Gramedia Pustaka Utama, 1995).
Jalongo, Mary Renck. Early Childhood Language Arts. fourth Edition. (Indiana University of
Pennsylvania: Pearson. Allyn & Bacon, 2009).
Kuryati. Hubungan Asuhan Orang Tua Dengan Kecerdasan emosional Anak. (Tesis BP PPS
UPI. Bandung: Tidak Diterbitkan, 2007).
L. Melita Pratty et all. Emotional Intellegence, Leadership Effectiveness, and Team
Outcomes. The Journal of Organization Analysis, vol 11. No 1 2003 p 21-40, in the
Emeraldinsight
Digital
Library
http://www.emeraldinsight.com/journals.htm?issn=1934-8835 (diakses 23 pebruari
2013)
Moeslischatoen, R. Metode Pengajaran di Taman Kanak-kanak. (Jakarta: PT Rineka Cipta,
1999).
Peter Salovey dan D.J. Sulyster, Emotional Development and Emotional Intellegence (New
York: Basic Books,1997).
Syaodih, E. Peran Bimbingan Guru, Pengasuhan Orang tua, dan Interaksi Teman Sebaya
Terhadap Perkembangan Perilaku Sosial Anak Taman Kanak-kanak Aisyiyah XI,
Bumi Siliwangi dan Angkasa I. (Tesis FPS IKIP Bandung: tidak diterbitkan, 1999).

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PLAY THERAPY: EFFECTS AS EFFORTS TO REDUCE ANXIETY IN CHILDREN

PRESCHOOL HOSPITALIZATION
By: Mardiani Bebasari
Jurusan Kebidanan Poltekkes Kemenkes Padang
e-mail:mardiani_pdg@yahoo.com, cp: 085319107956
ABSTRACT
Hospitalization is a process, which for some reason requires both emergency and
planned hospital stay children for therapy and treatment to repatriation back home.
The process of hospitalization in preschool children will be very serious.
Hospitalizations make children lose control of himself. During the process of hospitalization
of children and parents can experience some experience very traumatic and filled with
anxiety, this is a negative impact on children.
The negative impact of the effects of hospitalization greatly affect the care and
treatment efforts being undertaken child. Reactions among children are raised with the other
one will be different. Children who have experienced hospitalization will show different
reactions when compared to children treated for the first time. Children who had been treated
at the hospital has had the experience of existing activities in the hospital, this is likely to
impact on the level of anxiety experienced. While the children are being treated for the first
time may experience higher anxiety. In these circumstances an action is required that can
reduce the level of anxiety.
One effort that can be done to reduce anxiety is through play therapy. Play is one of
the natural means of communication for children. Play is the foundation of education and
therapeutic applications that require the development of early childhood education. Play can
be healthy or sick children. Although the child is experiencing pain, but still need to play
there.
Keywords: preschool children, the effects of hospitalization, play therapy
A. Background
Children are budding, potential, and the younger generation successor to the ideals of
the struggle of the nation, has a strategic role and have the characteristics and special
properties that ensure the continued existence of the nation and of the future. Therefore he
needs to get the widest possible opportunity to grow and develop optimally both physically,
mentally, and socially as well as noble, as well as protection for the welfare of the child.1
Children who are ill or in need of examination and hospitalization can be interrupted
welfare. Hospitalization is a process that for some reason or emergency plans, require the
child to stay in the hospital undergoing treatment and care to return back home. During the
process of children and parents can experience a variety of events that in the opinion of some
researchers demonstrated with a very traumatic experience and full of stress.2
Feelings that often arise in children are anxiety, anger, sadness, fear, and guilt.3 The
feeling can arise in the face of something new and has never experienced before, insecurity
and discomfort, feelings of loss of something that happened and something that feels painful.
If the child's stress during the treatment, the parents become too stressful, and stress parents
will make children's stress levels increase.2
Hospitalization in children can cause anxiety and stress at all age levels. The cause of
anxiety is influenced by many factors, including health workers, new environments, as well as

513

accompanying family environment during treatment. Anxiety is a signal that awakened and
warned of the danger that threatens and allow someone to take action to address the threat.4
Various clinical manifestations of anxiety that children:
1. Physiological increased pulse rate, increased blood pressure, increased frequency of breath,
diaphoresis, trembling voice / pitch changes, trembling, palpitations, nausea / vomiting,
frequent urination, diarrhea, fear, insomnia, kelahan and weakness, anger / pale in face, dry
mouth, body aches and pains, anxiety, fainting / dizziness, feeling of heat and cold.
2. Emotional, people feel fear, helplessness, nervousness, loss of confidence, loss of control,
tense, not relaxed, the tension of anticipation individuals show sensitive excitatory /
impatient, angry burst, crying, tend to blame others, shocked reaction, self-critical himself /
others, withdrawal, and lack of initiative.
3. Cognitive, inability to concentrate, lack of environmental orientation, forgetfulness,
pensive, orientation in the past from the present and the future, mind block, and excessive
attention.
Efforts to minimize anxiety in children who experienced a hospitalization can be done
in a way to prevent or reduce the impact of separation, preventing the feeling of loss of
control, and reduce or minimize the fear of injury and pain. Efforts should be made to
minimize anxiety in children one of them through play.
Playing as an activity that can be done as an effort to stimulate children's growth and
development, while playing on a sick child in the hospital becomes a medium for children to
express their feelings, relaxation, and distraction feeling uncomfortable.2
Play activities carried out voluntarily to gain pleasure or satisfaction. Playing a
reflection of physical, intellectual, emotional and social. Playing a good medium for learning
because the children's play will speak (communicate), learn to adapt to the environment,
doing what he could do with knowing the time, distance, as well as voice.3
Playing a flurry of children, just like working for an adult, it is voluntary to obtain
pleasure.5
B. THE CONCEPT OF PLAY
1. Definition of play
Play is one of the important aspects of the lives of children and one of the most
important tools for managing stress due to hospitalization caused a crisis in the lives of
children, and because the situation is often accompanied by excessive stress, then the kids
need to play to remove the fear and anxiety they experience as a means of coping in the face
of stress. Playing is very important for the mental, emotional, and developmental needs of the
child welfare and needs such as play does not stop when a child is sick or a child in the
hospital.6
Playing similar with work in adults, and is the most important aspect of a child's life and
is one of the most effective ways to lower the stress on the child and it is important for mental
and emotional welfare of the child.2 Play can be used as a therapy because it focuses on the
need for children to express themselves through the use of toys in play activities and can also
be used to help children understand the disease.2
2.

The purpose of playing

Children's play is basically to obtain pleasure, so he did not feel bored. Playing is not
just to fill the time, but the needs of children as well as food, care, and love. Play is an
essential element for the development of the physical, emotional, mental, intellectual, creative
and sosial.7

514

Playing can express the conflict they experienced, playing a good way to deal with
anger, fear, and grief. Children playing can channel excess energy and this is a good
opportunity to mingle with others.7
3.

The function of play

Children playing basically that he takes pleasure, so do not feel bored. Playing not only
pass the time but it is a child's needs as well as feeding, care, and love. The primary function
of play is to stimulate sensory-motor development, social development, development of
creativity, the development of self-awareness, moral development, and play therapy.7
a. The development of sensory-motor
At the time of the sensory-motor activity of the game is the largest component used
sensing ability of the child so that the child begins to rise in the presence of stimuli
received by children such as: visual stimulation, auditory stimulation, stimulation of
the tactile (touch), and the kinetic stimulation.
b. Intellectual development (cognitive)
At the time of play, children explore and manipulate everything in the surrounding
environment, especially about colors, shapes, sizes, textures, and distinguish objects.
c. Social development
Social development is characterized by the ability to interact with its environment.
Through play, children will learn and accept members. Playing with others will help
children to develop social relationships and learn to solve the problem of the
relationship.
d. The development of creativity
Where through play activities children will learn to develop their ability and try to
realize his ideas.
e. The development of self-awareness
Through play children will develop the ability to try out new roles and determine the
impact of his behavior on others.
f. Moral development
Children learn the value of right and wrong from the environment, especially from
parents and teachers. By doing play activities, children will have the opportunity to
apply these values so as to fit in and be able to adjust to the rules that exist in the
environment group.
g. Play as therapy
By the time the child was treated at the hospital, the child will experience a variety of
very unpleasant feeling such as anger, fear, anxiety, sadness, and pain. The feeling is a
result of hospitalization experienced by children in the face of a stressor eased the
situation in the hospital environment. To that end, the children will play a game
regardless of the tension and stress that is experienced due to the conduct of the game,
children will be able to divert the pain in his game (distraction).

4. Category play
Play can be divided into two categories, namely:
a. active play
In active play, pleasure arises from what the child, whether in the form of fun playing
tool, for example: coloring, origami paper folding, puzzles, and attached drawings.
Active play can also be done by playing the role of such play doctor and play guess
the word.

515

b. playing passive
In passive play, amusement or pleasure obtained and others. The game spends little
energy, just enjoying his children playing or watching television, and reading books.
Playing without spending a lot of energy, but the fun is almost the same as the bet is
on.
5. Classification of games
Classification of the game is:
a. based on the content of
1) Social affective play
The essence of the game is enjoyable interpersonal relationship between the child
and others. This game can also make a child learn to connect socially with others,
for example in the baby play ci-luk-ba.
2) Sense of pleasure play
Characteristic of this game is the longer the child will be cool to come into contact
with the tool of this game and the game does so difficult to stop, for example,
move water into a bottle or play sand.
3) Skill Play
This game will improve the skills of children, particularly gross and fine motor.
The skills acquired through repetition game activities are conducted, the more
exercise the more skilled children, for example, the baby will be skillfully
akanemegang small objects, play riding a bicycle, and so on.
4) Dramatic Play
In keeping with the name, in this game children play the role of others through the
game. If a child playing with his friend will occur conversation between them
about the role of the person they imitate. This game is important for the
identification of children to certain roles.
b. Based on the type of game:2
Based on the types of games are divided into:
1) Games
That is the type of game with the use of a particular tool or score calculations.
This game can be done by a child alone or with friends. A lot of these types of
games starting from traditional and modern properties such as snakes and ladders,
congklak, puzzles, and others.
2) Unoccupied behavior
At some point, children are often involved walking around, smiling, laughing,
tiptoe-tiptoe, humpback-humpback, play chairs, tables know what is around him.
Children daydreaming, preoccupied with his or other objects. So in fact children
do not play a specific game tools and situations or objects around him which is
used as a plaything. Children focus on everything that caught his attention. This
role is different than the onlooker, where children actively observe the activity of
other children.
c. Based on the characteristics of social
1) Solitary Play
Starting from the baby and the type of the game itself or independent although
there are other people around. This is due to the limitations of the social, physical
skills, and cognitive.

516

2) Parallel Play
Carried out by a group of toddlers or pre-school, each having the same game but
with each other there is no interaction and interdependence. This is a special
character in the toddler age.
3) Associative Play
Gaming group without group goals. Starting from the age of toddler continued
until pre-school age and is a game where the kids in the group with the same
activity but not yet formally organized.
4) Cooperative Play
A game is organized in groups, and there is no purpose group leader starts from
pre-school age. The game is done on school-age and adolescent.
5) On Looker Play
Children see or observe other people game but did not play, even if the child can
ask the game and customarily starts at toddler age.
6) Therapeutic Play
A guideline for health team personnel, particularly to meet the physical and
psychosocial needs of children during hospitalization. Can help reduce stress,
provide instruction and improvement of physiological capabilities. Games using
medical devices can reduce anxiety and to teaching self-care. Teaching through
the game and should be monitored such as: using dolls as props for play activities
such as demonstrating and doing pictures like pairs of cast, injection, an IV drip,
and so on.
6. The principle in play activities
That children can play with the maximum, it would require things like this:
a. Extra energy, extra energy is required to play. Children who are ill are less likely to
make a game.
b. Time, the child should have enough time to play so that a given stimulus can be
optimized.
c. Plaything, to play the game tools must be adapted to the age and stage of development
and has an educational element for children.
d. Space to play, play can be done anywhere and anytime, in the living room, yard, even
in bed.
e. Knowledge of how to play, to learn how to play the children will be more focused and
knowledge of the child will be more developed in the use of games.
f. Playmate, playmates necessary to develop socialization and help children in the face
of difference. When the game is done with parents, the relationship between parents
and children become more familiar.
7. Factors affecting the activity of playing
Some of the factors that affect the child in play, namely:
a. stage of child development. Appropriate play activities that must be performed in
accordance with the child's stage of growth and development of children, because
basically the game is a tool stimulation of growth and development of children.
b. the child's health status. In order to perform activities necessary energy to play does
not mean the child does not have to play by the time the child is sick.
c. Gender of children. All tools can be used by game boys or girls to develop the
intellect, imagination, creativity and social skills of children. However, the game is
one of the Formatting tool for children to know their identity.

517

d. A supportive environment can stimulate a child's imagination and creativity of

children in play.
e. Tool and type matching game, must be in accordance with the stages of child
development.
8. The function of play in hospital
There are many benefits that can be gained when a child plays performed in a hospital,
among others:
a. Facilitate the unfamiliar situation
b. Provide opportunities to make decisions and control
c. Helps to reduce the stress of separation
d. Members an opportunity to learn about the functions and parts of the body
e. Fix the wrong concepts about the use and purpose of equipment and medical
procedures
f. Members transition and relaxation
g. Helping children to feel safe in a foreign environment
h. Provide a way to reduce stress and to express feelings
i. Advise to interact and develop positive attitudes towards others
j. Provide a way to express their creative ideas and interests
k. Provides a way of achieving therapeutic goals

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Childrens cognitive development

520

THE STUDY OF EDUCATIVE TOYS (APE) BASED

MULTIPLE INTELLIGENCES AT TK-KB PEDAGOGIA FIP UNY
Oleh:
Nelva Rolina
YSU, Yogyakarta, Indonesia
Nelva_fipuny@yahoo.co.id or nelvarolina@uny.ac.id

ABSTRACT
The study, titled The Study of Educative Toys (APE) Based Multiple Intelligences in TK-KB
Pedagogia FIP UNY aims to determine the educative toys (in Indonesia its called APE)
based multiple intelligences in TK-KB Pedagogia FIP UNY. APE based multiple intelligences
are APE which in their utilization can develop as a whole child, developing more than one
intelligence in children. This research is a descriptive qualitative data collection technique
through observation, content analysis, and documentation. This study does not use humans as
research subjects. Who is the subject of research is APEs utilized or used in TK-KB
Pedagogia. The APEs display in classrooms consisting of TK A1, TK A2, kindergarten TK
B1, TK B2, and Play Group (KB). The results of this study indicate that APEs in TK-KB
Pedagogia can be said as the APE-based multiple intelligences. Based on the forms and
methods of using (the utilization), any existing APEs in each space can develop more than
one intelligences in children, at least 2 intelligences. Thus, each of the APE has been based
multiple intelligences.
Kata kunci: APE, multiple intelligences, TK-KB Pedagogia

INTRODUCTION
Early childhood education (ECE) is in the spotlight, both by governments and society.
Its seem from the proliferation of early childhood in most parts of Indonesia, including Java,
without exception of the Daerah Istimewa Yogyakarta (DIY). ECE is a concern because the
government and the public are increasingly aware that education must start early. At that age
for thousands of nerves being connected to each other, so that the necessary stimulation of the
right and proper. When not stimulated properly, the development aspects and intelligences of
children becomes less than the maximum.
Although ECE unnoticed, but it does not mean the learning process too unnoticed to
the fullest. According to a survey of researchers in kindergartens and play groups in DIY,
underutilization of APE in learning is done by teachers, which aims to develop children's
multiple intelligences, which develop not only one, but some intelligence in the play
activities. Instructional media used only in the form of Children Worksheet (LKA). In fact,
APE has used at least three terms, namely the educational requirements, technical
requirements, and aesthetics requirements (Badru Zaman, 2010). Educational requirement is a
requirement that is related to academic (childrens multiple intelligences development).
Technical requirements are requirements relating to technical matters at the time of use. And
the aesthetic requirements is a condition related to the attractiveness of the APE, in terms of
both form and color.
TK-KB Pedagogia which is a laboratory at Prodi PG-PAUD FIP UNY is expected to
become a benchmark for other early childhood institutions in DIY. Since its establishment

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until today, the teachers who teach in TK-KB Pedagogia have been using APE during the
learning process. However, it is not known whether such an APE-based multiple intelligences
or not (able to develop children's multiple intelligences or not), and have had the three
requirements above or not. So, this study carries the title The Study of Educative Toys
(APE) Based Multiple Intelligences at TK-KB Pedagogia FIP UNY.
THE GLANCE OF INSTRUCTIONAL MEDIA
In essence, teaching and learning activity is a process of communication (message
delivery). The communication process must be created or realized through the delivery of
activities to exchange any messages or information by teachers and learners. According to
Ahmad Rohani (1997: 1) the intended message or information may include knowledge, skills,
ideas, experience, and so on. Meanwhile, according to Mudhoffir (1986: 1-2) there is an
additional on the matter, namely that the message or information conveyed in the form of
ideas, facts, meanings and data. Messages or information that is included in one of the
learning resources that can help to solve learning problems. Thus, it can be said that the
delivery of messages or communication processes implemented properly can help solve
learning problems.
Teachers who expect the process and learning outcomes to be effective, efficient, and
quality, should take into account the existence of instructional media has a very important
role. Instructional media is an integral-part (integral part) of the instructional communication
process (learning) and relies on educational goals. In order to use instructional media can be
utilized to achieve the objectives, it is necessary to know the sense of instructional media.
The definition of instructional media is "the means of communication used in the
teaching-learning process to achieve instructional objectives effectively and efficiently
through hardware or software" (Ahmad Rohani, 1997: 4). Meanwhile, according to Nana
Sudjana and Ahmad Rivai (1991: 1), an instructional media teaching aids are included in the
message delivery component methodology to achieve instructional goals. By looking at both
the sense it can be said that the instructional media is media that is used in the instructional
process (learning), to facilitate the achievement of the objectives of more effective
instructional and educational properties. Until according Nana Sudjana and Ahmad Rivai,
instructional media classification includes graphic media, media, photography, projection
media, audio media and three-dimensional media (1991: 27-207).
MULTIPLE INTELLIGENCES
Multiple intelligences proposed by Howard Gardner who was born in Scranton,
Pennsylvania in 1943. Initially, Gardner in Mark K. Smith (2008) formulated the multiple
intelligences into seven (7) kinds of intelligence, namely linguistic intelligence, logicalmathematical intelligence, musical intelligence, bodily kinesthetic intelligence, spatial
intelligence, interpersonal intelligence, and intrapersonal intelligence.
Mark K. Smith added that since the first time Gardner issued its opinion in book
Frames of Mind, The Theory of Multiple Intelligences (1983), Gardner has always held a
discussion with his companions to spawn an additional opinion on multiple intelligences.
Through research and deep reflection, Gardner added three kinds of intelligence, the
naturalistic intelligence, spiritual intelligence, and existential intelligence. Thus, the total
number of multiple intelligences is ten (10) different kinds of intelligence. However, to be
discussed in this study only 7 (seven) intelligence, namely linguistic, logical-mathematical
intelligence, musical intelligence, bodily kinesthetic intelligence, spatial intelligence,
interpersonal intelligence, and intrapersonal intelligence.

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THE EDUCATIONAL TOYS BASED MULTIPLE INTELLIGENCES

Educational toys (APE) is a tool which is different with other toys, and of course it has
the educational value. According to the team TBIF (2009), at least there are some things that
the requirements of a plaything said APE, namely:
1) Intended for infants and children; the toys that are made available to stimulate
development in infants.
2) Versatility; the point is of the APE can be obtained variations obtained stimulation toys so
your child is more diverse.
3) Training of problem solving; for the example, in the puzzle game, children are asked to
arrange the pieces into a coherent whole.
4) Train the basic concepts; through APE, children are trained to develop such ability to
recognize shapes, colors, scale, and so on.
5) Train thoroughness and diligence; with APE, children do not just enjoy but are also
required to carefully and diligently when to do it.
6) Stimulate creativity; This game invites children to always be creative through a wide
variety of toys that are made by them. When the children are accustomed from childhood
to produce work, the passing game design, for example, one day he will be innovating to
create a masterpiece, not just tagging alone.
Another opinion, Soetjiningsih (1995) says that APE is a tool that can optimize the
child's development, tailored to the age and developmental level, as well as useful for the
physical-motor development (gross motor and fine motor skills), language, cognitive, and
social. Opinions are not much different is the sense of the APE according Mayke
Tedjasaputra S. (2005). According to him, APE is a game tool designed specifically for
educational purposes, and has several characteristics, including:
1) Can be used in a variety of ways, that can be played with a variety of objectives, benefits
and into a variety of shapes
2) Intended for children pre-school age and working to develop the various aspects of a
child's intellectual development and motor
3) The security is considered good Aspects of form and the use of paint
4) Make the child is actively involved
5) Its constructive
Looking at the opinions of the above, it can be said that APE is a tool designed to
optimize the development and intelligence of preschool children (early childhood) as well as
educational value. APE does not have to be expensive, but can be made from materials
around us or used items unused. APE should be utilized to develop not just one aspect of the
development of children's intelligence or (in this case the intelligence plural / multiple
intelligences). This is also in accordance with one of the principles of learning that is
integrated learning AUD or thematic.
Preparation of APE is an activity that requires adequate provision abilities. Provisions
intended capability is the knowledge and skills of how to do so in accordance with certain
requirements that APE is made fully effective in developing aspects of the development and
intelligence of children (Badru Zaman, 2010). In this case, the effort of teachers is the main
thing.
According Anggani Sudono (2000), teachers' activities that must be considered before
making and utilizing APE is as follows:
1) Plan, prepare, implement, and evaluate the activities and timing.
2) Adjust the placement of all equipment and furniture that will be used in accordance with
the needs and security.

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3) All the activities prepared by the teacher should have different difficulty levels.
4) Monitor each activity (boring or fun).
5) Train the child's independence.
Another attempt to do by teacher is the knowing of the requirements in APEs making,
among others (Badru Zaman, 2010): educational requirements, technical requirements, and
aesthetic requirements. Educational requirement means that APEs making must be adapted to
the prevailing educational programs so that manufacturing will greatly help achieve the goals
which is contained in structured educational program. Technical requirements that must be
considered in making the APE related to technical matters such as the selection of materials,
quality of materials, color selection, strength of materials in certain temperatures, and so
forth. Aesthetic requirements are regarding aesthetics APE made. The element of beauty/
aesthetics is very important to note because it will motivate and attract the attention of
children to use it.
Soetjiningsih (1995) and others argue that the requirement stated in making the APE is
as follows:
1) Safe and design should be clear
2) The size and weight of the APE should be appropriate to the age of the child
3) APE should have a function to develop various aspects of child development and
intelligence
4) Must be able to play with different variations, but not too hard so as to make the child
frustrated, or too easy to make the kids get bored quickly
5) Although simple should remain attractive color and shape, and when the voice, the sound
should be clear
6) APE should be readily accepted by all cultures because of its very common
7) APE should not be damaged
After knowing what is meant by APE and reviewing a little about multiple
intelligences, it is called APE based multiple intelligences that can help stimulate multiple
intelligences in children. That is, in a kind of APE can develop more than one of intelligence.
To that end, it should be known characteristics of children for each the intelligences.
RESEARCH METHODS
According to FX. Sudarsono (1988), the research approach can be divided into two,
namely the approach of quantitative and qualitative approaches. Qualitative research is
research conducted in natural conditions and further emphasize the significance of the
generalization (Sugiono, 2006). And according to Ariel Furchan, qualitative methods are
research procedures which produce descriptive data (1992). While Burhan Bungin (2001)
adds that qualitative research approach was divided into a descriptive study and research is an
explanatory. Based on these opinions, this research is descriptive qualitative research, because
it illustrates and describes the APE based multiple intelligences utilized in the TK-KB
Pedagogia.
Qualitative descriptive approach was chosen because in this study the data in the form
of information and particulars of the results of observations during the study that describes the
characteristics of messages (based on multiple intelligences) contained in APE in TK-KB
Pedagogia. This is consistent with the character of qualitative research tends to describe.
This study does not use humans as research subjects. Who is the subject of research is
the APE utilized or used in TK-KB Pedagogia. This research was conducted at the TK-KB
Pedagogia UNY FIP is located at Jalan Bantul No. 1. Yogyakarta. 55142, and was conducted
in June-September 2011. Data which is collected in qualitative research is not only using one

524

method, but more than one so that the research objective, data is valid and reliable. Based on
these requirements, the data collection techniques used in this study is the observation,
content analysis / content analysis and documentation. To obtain valid data, the investigator
must conduct observations to the study site. And to be more accurate, the content analysis
method was used because one of the uses of content analysis is to describe the content of the
communication and messages of the APE. As opinion of Stone (1966), quoted by Darmiyati
Zuchdi, "content analysis is a technique for making inferences by objectively identifying
special characteristics and systematic" (1993). From these statements, the investigators
analyzed the content of APE in TK-KB Pedagogia to identify the specific characteristics of
the APE (based on multiple intelligences or not) to describe the content of the messages
contained therein. And the documentation is complementary.
The major advantage of content analysis method which is used in this study was not
using humans as research subjects, but APE is in TK-KB Pedagogia. To know which APEbased multiple intelligences, the methods of content analysis is an appropriate method. This is
because the method of content analysis can be carried out through the review and
pengsinkronisasian of subjects with theories that have been there. These theories include the
theory of multiple intelligences.
This study is a qualitative research into the instrument so that the research is the
researcher himself. However, in order to obtain valid data, researchers using the guidelines in
accordance with the data collection techniques. Thus, the stages of making data collection
guidelines in this study are as follows:
a. Determining the coding sheet (sheet guide) form a joint guidelines between observation and
categorization based on content analysis of existing and accurate, the concept of multiple
intelligences.
b. Presenting the observation and analysis of the contents have been compiled in a research
proposal seminar that gets input from experts and audiences.
c. Conducting revisions when necessary.
d. Take and collect data using the revised guidelines.
In contrast to other studies, in a content analysis of this study, the researchers
conducted an analysis of data after performing inference (conclusion). Activities undertaken
in analyzing this data are:
1. The reduction of the data to be understood and interpreted properly. The data has been
obtained, a simplified such that the obtained results are more concrete.
2. Display (presentation) reduced data to describe it in the form of a clear description and
tersistematik.
3. Make verification (proof) with respect to the existing inference.
RESULTS OF RESEARCH
This study sought to examine the existing APE in TK-KB Pedagogia, whether it has or
has not been based on multiple intelligences. Before examining the APE one by one, would
have to know first names to make it easier to identify the APE. In the early stages of
observation, data types APE names contained in TK-KB Pedagogia (appropriate amount of
exposure above). The data can be seen in the following table:

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The names of the APE in TK-KB Pedagogia

No

Nama-nama APE
B1
Bola plastik

4
5
6
7

A1
A2
Maket
tempat Kotak ajaib
ibadah
Maket sholat
Mainan perkusi
Maket wudhu
Hiasan kaca
tempel
Boneka tangan
Roncean buah
Dakon plastik
Miniatur wayang
Boneka plastik
Miniatur buah
Paying anak
Figura

Kitchen set

Pensil hias

Tempat tisu

10

Bantalan
pencocok
Jarum cocok

11

Miniset biasa

12
13
14

Miniset
kembang
Manik-manik
Puzzle tanggung

Gambar smile
dan sapi
Gambar binatang

Gangsing
tradisional
Alat musik kayu
dan bambu
Gitar plastik

Kerincingan
Peta Yogyakarta

Piano plastik
Klinthingan

15

Puzzle geometri

Atlas

16

Bola plastik
Bola pantul
Boneka barbie

Balok kecil
Lego

Kartu huruf
Telephone

Bakiak anak
Balok polos

19

Puzzle
kata/huruf
Menara pelangi
Kereta
tarik
plastik
Plastisin

Rebana bentuk Bowling

kubus
Balok besar
Papan angka

Marakas kayu

Miniatur hewan

Meronce kayu

20

Stempel

Yoyo

Miniatur
kendaraan
Mobil-mobilan

Papan lalu lintas

21

Silinder panjang Gangsing

pendek
Balok warna
Jam mainan
Balok PDK
Lukisan
mixed
media
Permainan palu
Gambar anak

Replika
binatang besar
Binatang
beroda
Boneka Barbie
Mobil-mobilan
besar
Boneka tangan

1
2
3

17
18

22
23
24
25
26
27
28

Bowling
Tanda lalu lintas
Perlengkapan
rias
Gitar mainan

29

Marakas plastik

Menara tempel

Lego plastik
Bakiak panjang
Mainan air dan
pasir
Mobil-mobilan
kecil
Pesawat plastik

B2
Bola durian

KB
Setrika plastik

Bola durian
Bola basket

Bola plastik
Bola kecil

Telephone anak
Alat tukang

Bola genggam
Ronce bentuk
APE menjahit
Puzzle anggota
badan
Puzzle berbagai
ukuran
Yoyo

Boneka
Alat kedokteran
Alat masak
Alat salon

Buah-buahan
Kulintang kayu
Puzzle kecil
Puzzle besar

Alat tukang
Alat musik

Alat peraga
keagamaan
Sempoa

Bakiak

Balok jeruji

Raket

Lego
Lego huruf

Balok warna
angka
Menjahit dari
kayu
Balok angka
Rumahrumahan kayu
Huruf temple

Hulahop

Karet gelang

Papan cara
ibadah
Alat dapur
Setrika
Alat kedokteran Balok besarkecil
Alat
pencetak Puzzle
istana pasir
Boneka
Kentongan
Miniatur hewan Wayang
Buah mainan
Gamelan
Telephone
mainan
Kancing warna

526

Mobil-mobilan
Sepeda

Balok warna

Kereta angka
Kulintang kecil
Piano kecil

Alat musik
tempurung
motor Gitar

30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47

kerincingan

Kubus pola

Jam kayu
Kotak angka
Kotak huruf
Kotak jenis buah
Puzzle jigsaw
Uang mainan
Alat mekanik
Alat tata rias
Setrika mainan
Sandal mainan
Timbangan
balok
Miniatur rumah
ibadah
Maket rumah,
gunung, sawah
Mixed
Teropong
mainan
Bombig
biasa
dan peluru
Rambu lalu
lintas
Papan tulis
mainan

48
49

mainan
Buah-buahan
Rantai geometri
Bombig huruf
Bombig gerigi
Yoyo
Surat gulung
Laptop mainan
Jam matahari
Timbangan

Terompet
Tamborin
Marakas
Kereta plastik
Penumbuk
Alat masak
Alat dokter
Balok segitiga
Balok
pasak
warna
Pasak geometri
Pasak kincir
Pasak biasa
Bongkar pasang
plastik
Lego
Bola
Helikopter
mainan
Pancingan ikan
kayu
Papan pukul
Kolam bebek
Aquarium

APE which is exposed above on-display in each classroom and used for children's
play activities are based on the theme set forth in the plan of weekly activity (RKM) and plan
daily activities (RKH). However, at rest, the child is allowed to play APE in the classroom.
APE APE-based multiple intelligences is that when utilized to develop the child as a
whole, which is developing more than one intelligence (linguistic, logical-mathematical,
music, bodily-kinesthetic, spatial, interpersonal, and intrapersonal). Here is the result of
observations for each group, both groups A1, A2, B1, B2 and KB:
a. A1 Group
The data obtained for the A1 group, it can be said that there is an APE APE-based
multiple intelligences. Looking at the form and methods of using, all APEs can develop more
than one of intelligences in children. Of the thirty existing APE, all can develop children's
intelligence at least 2 intelligence. Thus, APE in group A1 is based APE multiple
intelligences.
b. A2 Group
APE contained in the classroom can be said as the group A2 APE-based multiple
intelligences. Same with APE in group A1, see the form as well as methods of using, all APE
in group A2 is able to develop more than one of intelligence in children. Of the thirty existing
APE, all can develop children's intelligence at least 3 intelligence. Thus, APE in group A2 is
based APE multiple intelligences.

527

c. B1 Group
Display APE in classroom group B1 showed that APE is an APE-based multiple
intelligences. It is also evident from the forms and methods of utilization, namely: all of APEs
can develop more than one of intelligence in children. Of the forty-seven existing APE, all
can develop children's intelligence at least 2 intelligence. Thus, APE in B1 group is the APE
based multiple intelligences.
d. B2 Group
The results of the review of APE in the classroom group B2, it can be said that there is
an APE based multiple intelligences. Of forms and methods of using, APEs can develop more
than one of intelligence in children. Of the thirty-eight existing APE, all can develop
children's intelligence at least four intelligence. Thus, the APE is in an APE-based group B2
multiple intelligences as well.
e. Play Group (KB)
Data obtained from the review of the APE for birth control, it can be said that there is
an APE based multiple intelligences. Looking at the form and methods of using, all APEs can
develop more than one of intelligence in children. Of the forty-nine existing APE, all can
develop children's intelligence at least 3 intelligence. Thus, existing APE APE-based KB is
multiple intelligences.
One way to develop a holistic child development is through multiple intelligences
approach. The purpose of the multiple intelligences approach is through a treatment (learning
activities or utilization of instructional media in this case is APE), can develop children
thoroughly (to develop more than one existing intelligence in children). APE which is based
on multiple intelligences in the utilization can develop more than one of intelligence in
children. APE which is based on multiple intelligences is also a fun thing and does not make a
child tired/ bored. APE shall be in accordance with the characteristics of early childhood.
Researcher tried to examine the existing APE in TK-KB Pedagogia, whether based on
multiple intelligences or not. APE which is contained in TK-KB Pedagogia have guidelines or
ways of utilization. How to use the APE known through observation APE incorporating user
as well as through interviews with teachers of TK-KB Pedagogia (only limited to how to use
the APE, is not the reality of the use of the learning process).
Looking at the above results, it can be said that the APE is in TK- KB Pedagogia had
based on multiple intelligences as an APE can develop more than one of intelligence in
children. Indicators that each can develop multiple intelligences APE embodied in the
development of each intelligence indicator (7 intelligences) according to the theory revealed
by Howard Gardner.
The review was limited to the review carried out on objects in the form of any object
that can be seen from the form of concrete / real as well as methods of using. In this case, the
interference of the object of life (human teachers) has not been the focus of research.
Interviews with teachers is only in the "how to use existing APE" and not on the reality of the
implementation of the learning process.
Teacher tutors intervene in the use of APE is very influential on learning outcomes.
However it has been revealed earlier that this study was limited to a review of any object on
the object. With this limited study, it appears that the APE- contained in group A1, A2, B1,
B2, and KB qualify as APE-based multiple intelligences. Each APE can develop more than
one of existing intelligence in children. The intelligence will be maximized when the APE
developing fully utilized according to its function.

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CONCLUSION
Based on the research that has been done, the researcher can conclude that the APE
which is contained in TK-KB Pedagogia is APE based multiple intelligences. Seeing the
results of observation and review of existing APE in TK-KB Pedagogia, APEs have a form
and manner that the use of at least two intelligences can develop in children. Given that APE
based multiple intelligences which is able to develop more than one child in their utilization
of intelligence, the APE in TK-KB Pedagogia is an APE based multiple intelligences.
REFERENCES
Ahmad Rohani. 1997. Media Instruksional Edukatif. Rineka Cipta. Jakarta.
Anggani Sudono. 2000. Sumber Belajar dan Alat Permainan (untuk Pendidikan Anak Usia
Dini). PT. Grasindo. Jakarta.
Arief Furchan. 1992. Pengantar Metoda Penelitian Kualitatif. Usaha Nasional. Surabaya.
Badru Zaman. 2010. Pengembangan Alat Permainan Edukatif di Lembaga Pendidikan Anak
Usia Dini (PAUD). Diktat, Tidak Diterbitkan.
Burhan Bungin. 2001. Metodologi Penelitian Kualitatif. P.T. Raja Grafindo Persada. Jakarta.
FX. Sudarsono. 1988. Beberapa Prinsip Dalam Penelitian. Bimbingan Penelitian Karya
Ilmiah SEMA FIP Yogyakarta.
Mark K. Smith. 2008. Howard Gardner, Multiple Intelligences and Education. The
Encyclopedia of Informal Education, CarbonNeutral. USA.
Mayke S. Tedjasaputra. 2005. Bermain, Mainan, dan Permainan untuk Pendidikan Usia Dini.
Jakarta: PT. Gramedia.
Mudhoffir. 1986. Teknologi Instruksional. CV. Remadja Karya. Bandung.
Nana Sudjana dan Ahmad Rivai. 1991. Media Pengajaran. Lemlit IKIP Bandung dan CV.
Sinar Baru. Bandung.
Soetjiningsih. 1995. Tumbuh Kembang Anak. Jakarta: Penerbit Buku Kedokteran EGC.
Sugiono. 2006. Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R & D.
Alfabeta. Bandung.
Tim TBIF. 2009. APE Kreatif Ala TBIF. www.tbif.wordpress.com.

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LOGICAL THINKING ABILITY CHILDRENS STIMULATION OF KLINGKLING BYOK GAMES AT RA MASYITHOH I BATURSARI
By:
Maria Denok Bekti Agustiningrum
(PAUDs Lecturer - FIP IKIP Veteran Semarang)
mariadenok@rocketmail.com
mdenok14@gmail.com
Abstract :
The most important part of cognitif is to think logically, through to think logically
each individual is equipped to solve the problems which will appear in their life. An
individual is able to have the maturity to think logically if from the early age obtain
continuously and sustainably stimulation. Learning program in early childhood institutions
able to accommodate the needs of childrens cognitive development from an early age, so
traditional games can choose theacher.
Traditional games in Indonesia has many kinds and varieties, from those diversity,
Kling-kling Byok games became one of the games conducted in RA Masithoh I Batursari.
Kling-Kling Byok games considered able to stimulate the logical thinking ability of
preoperational ages children caused by Kling-Kling Byok games able to meet the rules of
the logical thinking stages through how to play. The stages in the form of (1) Sorting; (2)
Classification; (3) Desentering ;(4) Reversibility, (5) Conservation.
Key Words: Traditional Games, Kling-kling Byok, Think Logically.
INTRODUCTION
Cognitive is the individual inherent ability which adheres since birth along with the
other individuals ability such as: motor physical (refine-coarse), Affective, Social and
Emotional. One of the step in cognitive ability is logical thinking, logical thinking ability is
obtained through stimulation since an early age (Robert, 2008: 24).
Logical thinking is required in the life order of human being, through the logical
thinking human being should be able to solve problems that arise in life. Logical thinking
ability is an ability acquired through a stimulation and experience. The right stimulation
within development period be able to maximize logical thinking ability of individuals because
of the cognitive ability stimulation carried out continuously - constantly and continuously
must be occurred by people who are around children (Robert, 2008: 48). Teachers as one of
the people who were in the closest neighborhood to an early child become one of the
responsible person for the child's cognitive stimulation.
A teacher has a function as a facilitator, motivator, information, communicators,
transformers, agent of change, innovator, counselor, evaluator, and administrator (Dahar:
2012), to carry out these tasks so a teacher of Early Child Education expected to choose
appropriate learning methods and learning media which suitable for the stage of early child
development in the teaching and learning process.
The learning process is going on and performed by an early child through games,
Teachers can use the playing method so it becomes a fun learning for children, because of
playing according to Bettelhem in Hurlock (1978) is an activity which occurred on the basis
of a pleasure and without considering the final result, The activities carried out voluntarily,
without coercion or pressure from outsider. Play activities affect all six aspects of child

530

development, namely the aspects of self-awareness, emotional, social, communication,

cognition and motor skills. (Catron & Allen, 1999: 20).
Preoperational age has an age limit between 2-6 years, in those age, the child's
cognitive abilities are being developed in accordance with the stimulation they got. Sampling
of group A with an age range 3-4 years intended to limit the scope of observation so that more
focused in observing.
The use of the method Kling-Kling Byok game also be the right choice for children in
the group age of 4-5 years, or often referred to as Group A in RA Masithoh I Batursari
because this game has performed by teacher of Group A, which is Mrs. Sartini for 2
semesters. Researchers assume the selection of Kling-Kling Byok game as an appropriate
selection because of traditional game is a game that has several advantages, among which are:
(a) Rule of the game comes from the local community norms; (b) Equipment and medium of
the game comes from the environment; (c) Slightly cost incurred; (d) Becomes an identity of
the local culture. Looking at some advantages of the traditional game becomes an appropriate
option when it was used in the medium of cognitive abilities increase of children (Ken
Achroni, 2012: 16-17).
So in this research, the hypothesis is Kling-kling Byok game be able to stimulate
thinking skills of children in group A at RA Masyithoh I Batursari.
RESEARCH METHODS
The research approach which used in this study is a qualitative approach. A
qualitative approach with observation method in this study have purposive sample
characteristic which by means of record all child activities in Group A at RA Masyithoh
Batursari to the amount of 15 childrens with an age range of 4-5 years along with the
classroom teacher (Mrs. Sartini). The reason is because RA Masyithoh I Batursari is an Early
Child Education Institution which consistent to use Kling-Kling Byok games in the learning
process during a year.
Observation method used as a way to observe all the behavior which is seen in a
certain time period, in this case from the beginning of the Kling - Kling Byok game prepared
until the final stage of this game (Nusa, 2013: 70-71). All subject activities which involved
are the teacher (Mrs. Sartini, Principal and 15 children in group A) becomes the observation
objective. Observation method is a method that is able to accommodate some observations
aspects to development stage through a little notes interrelated between behavior change of
one with the other after stimulation through presenting Kling-Kling Byok game (Singgih,
2012: 65).
Observation which researchers do is a natural observation and controlled
observation, with the following steps:
a. Do not change the research setting
At this stage the researchers conducted an observation and record the initial conditions of
learning (classroom setting, the number of students; students age; condition of teachers,
condition of principals) without adding or decreasing anything had happened until the
end of the observations were made. This is done so that researchers can objectively look
at the ongoing learning process. The implementation process of observation into
implementation of Kling-Kling Byok game performed during the first semester of study.
b. As a researchers directly involved but were not part of the Kling-Kling Byok games.
At this stage, the researcher is a person in learning setting, but do not become part of the
Kling-Kling Byok game; it is intended so that the researcher can be more accurate in
making records in connection with the whole process is in progress. Minimizing the loss

531

of observation pieces in the Kling-Kling Byok game and combine it so that becomes a
complete and continuous observation.
c. Observe and make a chronological notes from the early games in the preparation stage,
the game progresses to the final stage of the game which reviews conducted by teacher
(Mrs. Sartini).
This chronological notes is required as part of the meaning and data analysis conducted
by researchers, this process is important to create a chronological order to be consistent
and logical. At this stage it appears some of the differences in behavior between children
with one another; differences in behavior between the start of the game with repetition
during the game; differences in the childs ability behavior when the game was first
performed with good repeating game from one child to another.
d. Give meaning to every event / notes during the observation.
This meaning is intended to explain a facts that occurred in group A at RA Masyithoh I
Batursari associated with cognitive theory of logical thinking, whether stimulation occurs
after playing and during Kling-Kling Byok game ? These meaning to describe the overall
results of observations with all of the notes which appear as a part of the initial data
analysis process.
The data analysis in this study using the Event Analysis of Ericson theoretical approaches
in Nusa (2013: 86-87) and then proceed to data technical validity through 4 phases:
(1) Credibility, namely through the observation extension of objects and subjects were
observed, namely the ongoing process Kling-Kling Byok game, so does not happen
to observation. Then the next step is to triangulate the data that is checking data from
the beginning to the end in the form of double check to the Piaget's theory of logical
thinking source. And then sort the chronological behavior changes of childrenin
group A at RA Masyithoh I Batursari. Check on observations with information
resources which were teachers and principals through interviews and documents that
founded.
(2) Transferability, namely: using research in other places which similar, in this case of
similarity context (Nusa, 2013: 93). At this stage, the researchers compared this
study with Ni Nyoman Serati and Nur Hayati study results in the form of research
titled: Motion and Song Traditional Java Games To Stimulate Early Child Social
Skills.
(3) Confirmability Test, which performed by reconfirming the analysis results with the
people involved in this research. In this case, a class teacher of Group A and
headmaster of RA Masyithoh I Batursari.
DISCUSSION
1. Implementation of Kling-kling Byok game in RA Masyithoh I Batursari
A. Definition of Kling-kling Byok game
Kling-Kling byok game can be found in various regions in Indonesia, both in Sumatra,
Java, Bali, Kalimantan and Sulawesi, with a different name (Keen, 2012: 51-53). The names
for Kling-Kling byok game in some areas in Indonesia are: engklek, ingkling, Sudamanda,
Sudah mandah, jlong jling, lempang, atau dampu.
The similar game with the different rules in the United Kingdom called Hopscotch.
Hopscotch game is supposedly very old and starting from the Roman empire period.

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B. How to Play Kling-Kling Byok game at RA Masyithoh I Batursari

a). Step One : The players will determine to play with a chosen image. Choosing Gunungan
or Montor mabur. Then one of the player draws a picture of Gunungan, in this case, the
picture has been agreed upon. The drawing method is on 8 squares ground and halfcircle at the top of his own, and in each box is numbered 1-8, in the half-circle is
numbered 9 and in the outside of the circle is numbered 10.
Figure 1. Teacher draws of Gunungan

Figure 2. Kling-Kling Byok games Arena of Gunungan

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Figure 3. Kling-Kling Byok games Arena of Montor Mabur

5
4

3
2
1
b). Step Two: to determine who will play first, usually by Hompimpa. After founding the
players order, the player can immediately resume the game.
c). Step Three: In order, the players throwing gaco toward one of the plot in the picture, after
gaco thrown then the player must hop on one foot from one plot to another plot in the
order of gaco plot, towards to where gaco located and then retrieve it. If the gaco has
reached number 9, the player must take with squatting and facing backwards, the players
hand is not allowed to touch the box line, if it does then the player is considered to have
failed and should be replaced with other players.
If the player already thrown their gaco to number 10 and succeed to pick it up that way
before, then the player is entitled to choose the rice paddy by throwing their gaco by
reverse body direction. If gaco are thrown and hit the mark or about
about located in one of the image plot so the plot would be hers so that should not be
passed by other players except the owner.
Figure 4. Gaco or gacuk

2. Stimulation of Logical Thinking Ability for Pre-operational Child by Kling-Kling

Byok game.
Piaget in his theory of cognitive divide phase of understanding human cognition in
accordance with the development of age in four categories; namely: the sensorimotor period
(age 0-2 years old), preoperational period (age 2-7 years old), concrete operational period (age
7-11 years old), formal operational period (age 11 years old to adult).
Pre-operational stages according to Piaget is a procedure for performing a mental act
on objects. The characteristics of this stage is a rare mental operations and logically
inadequate. In this stage, children learn to use and to represent objects by images and words.
Their thought is still egocentric: children difficult to see from the others point of view.

534

Children can classify objects using one characteristic, such as collecting all the red objects
despite the shape is different or collecting all round objects even the colors is different.
According to Piaget, pre-operational stage following the sensory motor stage and
appear between two until six years old. In this stage, children develop the language skills.
They began to represent objects with words and pictures. However, they still used intuitive
reasoning, not logical. At the beginning of this stage, they tend to be self-centered /
egocentric, specifically, they can not understand their place in the world and how those thing
relate to one another. They have difficulty to understand how the feelings from people around
them. But according with maturation, the ability to understand another person's perspective
increased. Children have a very imaginative mind at the moment and assume any inanimate
objects have feelings too.
The research study of 15 students in Group A found that there is logical thinking
process stimulation occurred for preoperational ages children that appears through the ways:
1. OrderingOrdering-the ability to sort objects by size, shape, or other characteristics.
This stage is the ability of the pre-operational Child to sort objects by size, shape,
or other characteristics. At this stage, the child is able to perform activities of sorting
objects with different sizes, they can sort of the biggest thing to smallest. This ordering is
applied on memorizing of numbers symbols with the figures shape. The example:
number symbol of 1 stated: sa - tu. And so on accordant from the small numbers leading
to low or vice versa.
Kling-Kling Byok game facilitate children to recognize the numbers symbol from 1
to 10. This is shown by the way of game when a player throws gaco, then the player must
jump with one leg in the order to take gaco and complete the game; Thus done alternately
during the game until a winner is found.
Ordering period occurs when the child jumps on one leg of the plot number 1
towards where gaco located; in this event the child sort numbers symbol from the
smallest number to the biggest that is memorizing numbers 1,2,3,4,5,6,7,8,9,10 if the type
of game being played is Kling-Kling Byok Gunungan and memorize numbers 1,
2,3,4,5,6,7.
When a child throws gaco and occupies part of the rice paddy, the mention of
numbers symbol occurred where gaco thrown. From this situation some children who can
directly mention a symbol with the correct figure or children feels difficult to mention the
numbers symbol with figure.
After several rounds of the game, all children can name the numbers symbol with
the figure correctly, accurately and quickly. This shows the stimulation of the sorting
stage.
Figure 5. Children are being mentioned a figures

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2. Classification Classification-the ability to name and identify sets of objects according

to appearance, size, or other characteristics.
The ability to name and identify a set of objects according to appearance, size, or
other characteristics, including the idea that a set of objects can include other objects into
the circuit. Children no longer have the limitations of logic in the form of animism (the
notion that all things have life and feeling).
In a Kling-kling Byok game, there is instruction which contains the procedures to
be followed by children such as hopping on one foot when passing a plot and set foot
down on the rice paddy that has been owned by the player. This procedure helping child
to learn classify and name according to its category. In a simple way, children classify
each rice paddy with symbol of set foot down their feet.
Figure 6. Children is doing Byoks motion

3. Decenteringchildren begin to consider some aspects of a problem to be solve.

Children begin to consider some aspects of a problem to be solve. For example, the
child will no longer perceive that cup is wide but short contain less than taller cup.
If the counting game type by pointing on objects (knowing concept of numbers with
objects), Understanding of Numbers Symbol and sequence from number 1 through 10. In the
Kling-Kling byok game, the early child learning to understand the concept of numbers symbol
and the sequence. This is an early stage of the child to understand the concept of numbers
symbol starts from 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
Once after children understand a number symbol and then the child learns to sort by
jumping from one plot to another plot. And so on it is done over repeatedly from one child to
another child so that the child is able to memorize the next child complete the game in a way
to have "rice paddy". The game stage is "rice paddy" .
Figure 7. The child is doing the Engklings movement

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4. ReversibilityChildren begin to understand that numbers or objects can be changed, and

then back to the initial state.
Comprehension have a meaning of process, a way, act of understanding or explaining
(Tim Redaksi Kamus Bahasa Indonesia Edisi Ketiga, 2002 : 811). Learning is the result
of an interaction between stimulus and response (Selvin, 2000: 143). Through KlingKling byok game child can understand the figures of 1-10, this fact appears in the game
when the child throws gaco / gacuk to figure through boxes that have been given / written
those number, and then the teacher asked where / in what figures that gaco / gacuk
located. When the child is able to mention correctly the numbers symbol in accordance
with the results of a random throwing gaco, it means the child has passed the 4th stage
correctly.
5 . Konservasiunderstanding about quantity, length or amount of objects.
The fact that there is occurred a conservation phase evident in the observations result
after completing one lap then child has the task to retrieve images containing object in
accordance with the number symbol and amount of numbers which the child throws his
gaco. At this stage, the child exposed to understand the amount of objects on paper in
accordance with the numbers emblem image and if it is correct so the child allowed to put
the image in the box bearing the same number while calling on his number.
Figure 8. Children chosing objects according to the amount of numbers

Figure 9. Children counting objects according to the amount of numbers

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IV. CONCLUSION
Kling-Kling Byok game is a traditional game that is no longer in demand by Batursari
villagers but able to be a learning method of stimulating 4-5 years old children. Research in
group A at RA Masyithoh I Batursari proves that Kling-Kling Byok traditional game could be
an effective learning methods in the cognitive abilities stimulation in group A at RA
Masyithoh I Batursari.
Kling-Kling Byok game which in Indonesian society is known by various names can
be used as a teaching reference method for early child teachers in the teaching and learning
process in order to stimulate the logical thinking ability early child in Indonesia.
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Grafindo Persada.
Peter W. Airasian dkk, (2010). Pembelajaran Pengajaran Dan Assesmen, Yogyakarta:
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Singgih D. Gunarsa, Prof., (2012). Dasar dan Teori Perkembangan Anak, Jakarta: Libri.

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Tisna Soepandi, (1974). Permainan Tradisional di Jawa Barat. Bandung

Yunus Ahmad, (1981). Permainan Rakyat Daerah Istimewa Yogyakarta, Yogyakarta:
Departemen Pendidikan dan Kebudayaan Proyek Inventarisasi dan Dokumentasi
Kebudayaaan Daerah.

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THE MAPPING OF LEARNING METHOD USED BY ECED

IN MATARAM AT 2012/2013
Dwi Istati Rahayu, Baik Nilawati Astini, Moh. Irawan Zain
Universitas Negeri Mataram, Email: dwiistati@yahoo.co.id
ABSTRACT: The purpose of this research was to identifying and mapping the learning
methods used by ECED in the town of Mataram. This research was used a survey method.
Research location was in the town of Mataram, West of Nusa Tenggara by covers 10 schools
samples, representing 5 clusters. The samples was chosen randomly and it subjects was
teacher in early childhood education. Research was done in the second semester of school
year 2012/2013. Data was collected by observation, interviewed, and focus group discussions
techniques. Data was analyzed by descriptive qualitative. The results of this research
indicated that the teachers method applied in ECED include story telling, conversation, FAQ,
playing, role playing, singing, experiments, demonstrations and assignments methods. The
dominant method applied in ECED is a conversation method, because it can be applied in
learning from the beginning to the end of lessons besides easy, effective, and could facilitate
the learning process to achieve optimal results. Recommendations that presented to teachers
are to select methods with more varied, it can collaboratif the application of method of
conversing with other methods, especially methods of playing because this is the most
appropriate method in the development of the early childhood.
Key-words: Learning methods, conversation method.
Introduction
The important component for the implementation of the Early Childhood Education
(ECED) is the arrangement of the programs, like annual planning and development, semester,
weekly, daily activities. The program also is included of planning, implementation,
monitoring, and evaluation. These programs must be controlled by both teachers and
managers ECED. It program is arranged interestingly and funny based on the Government
Regulation No. 19 of 2005 on National Education Standards Article 19, paragraph 1 states
that the unit processes and implement an interactive, inspiring, funny, challenging, motivating
the students to participate actively and to provide sufficient space for the initiative. These
explanations would require the teachers of ECED to develop many methods of teaching
learning process creatively and innovatively.
Learning strategies can be defined as the effort of teachers to implement a variety of
learning methods to achieve the expected goals. Learning method has been used by teachers
to stimulate all aspects of children development during the sensitive child. Considering the
importance of this period, therefore this period has been maximized. Osborn, White, and
Bloom (in Jamaris, 2013) stated that the development of intelligence occurs very rapidly in
the early years of the child's life until the age of 4 years of intelligence capability has grown
about 50 % , 80 % occurred when the children were 8 years old, and reached its culminating
point when the child has about 18 years old. Therefore, the early childhood has: 0-8 years
which has called "golden age", the sensitive or the golden time. Therefore, the government
focussed on the early childhood education programs.
However, in society, especially in the town of Mataram, the early childhood teachers
has still lowest educational qualifications. Concequently, many of them has been still a lack of
understanding in developing learning strategies, so that the methods of teaching learning
process are still monotonous. The teachers only use the classical model of learning and

540

teaching methods. Therefore, it needed the concept of mapping to establish the better learning
strategy. Based on the condition above, it needed to conduct the research for giving the real
picture of teacher for implementing the instructional strategies in kindergarten. The result of
this research used for researchers and policy makers for developing early childhood program,
particularly in the town of Mataram.
The reason above indicating that it needed the research focuss on the method or strategy to
develop the character and intelligence of early childhood. The focuss of this research were: 1)
how to identify appropriate strategies for kindergarten) or ECED in the town of Mataram? 2)
how to conduct the appropriate mapping of learning strategies for kindergarten or ECED in
the town of Mataram?
The purpose of this research was: to mapping the appropriate learning methods for early
childhood in the town of Mataram. The results of this research used as a data for conducting
the research of learning strategy and education development model in early childhood. Beside
that, it has a riel data and mapping of learning strategy used in kindergarten and early
childhood education, particularly in the town of Mataram.
Review of Literature
1. The Concept of Early Childhood Education
A Early Childhood of Education (ECED) is the level of education before basic
education which is to develop the children from birth up to age a six years. The development
of this childhood must be done through giving the stimulation to assist the growth and
development of the childhood physically and mentally in order to prepare in entering further
education held in formal, non-formal, and informal education.
Early childhood is the baby birth until the age of 6 years. Early childhood is an age that
is crucial in the formation of character and personality of the child (Yuliani Nurani Sujiono,
2010). Early age is the age at which children experience rapid growth and development. Early
age is referred to as the golden age (golden age). The food is nutritionally balanced and
intensive stimulation is needed for the growth and development.
There are various studies about the nature of early childhood, particularly among
kindergarten children by Bredecam and Copple, Brener, and Kellough (in Masitoh, et al.,
2005) as follows:
a. Children are unique
b. Children express relatively spontaneous behavior
c. Children are active and energetic
d. Children are egocentric
e. Children have a strong curiosity and excitement for a lot of things
f. Children are explorative and adventurous
g. Children are generally rich in fantasy
h. Children still easily frustrated
i. Children still less consideration in the act
j. Children have a short attention
k. Childhood is the most potential time for learning
l. Children are more indicating that interest in friends.
In the Act No. 20/2003 on the National Education System, Chapter 1, Article 1, Item 14
stated that "Early childhood education is an effort to develop the children from birth until the
age of 6 years whithin the educational stimulation to assist the growth and development of the
physical and spiritually so that children have a readiness in entering further education". While
in Article 28 of the Early Childhood Education, it is state that: "(1) Early childhood education

541

is held before the basic education level, (2) early childhood education can be organized
through formal education, non-formal and/or informal, (3) early childhood education through
formal education: kindergarten, RA (Religious Education for childhood), or other equivalent
education, (4) to early childhood education in non-formal education: KB, TPA (Religious
Education for childhood), or other equivalent education, (5) early childhood Education in
informal education: family education or education organized by the environment, and (6) the
decition on early childhood education as a referred to subsection (1), subsection (2),
subsection (3), and subsection (4) will be organized within the government regulations."
2. Learning in Early Childhood Education (ECED)
Learning strategy is a general pattern of conduct of teachers and students in the
realization of teaching and learning activities. Learning strategies can also be interpreted as
the efforts of teachers to implement a variety of learning methods to achieve the expected
goals. Thus the teacher or early childhood teacher is expected to develop a creative and
innovative learning method. So that, the teachers be able to develop all aspects of the
childhood.
Rusmono (2012: 21) defines that learning strategies are general guidelines (blue print)
that containt the different components of learning and be able to achieve the optimal output
under the conditions that were created. Strategy as a specific action which is conducted by a
person to simplify, accelerate, more enjoying, more easily understand directly, more effective
and more easily transferred to the new situation. The understanding of the strategy above
indicating that it need to emphasis a person in facilitating of learning process either
individually or in small groups.
Method is part of the strategy that chooce based on the strategies and activities that have
been decided. The method is a way to achieve the objectives of the activity. Gordon &
Browne (in Moeslichatoen: 24) stated that there are some of the teaching methods appropriate
for early childhood:
a. Playing method, explains that playing is the childhood behavior and indicating a children's
growth. Playing also make the children get experience in understanding the life.
b. Field Trip Methods. Trip has the important meaning for developing the children because
they can improve the children motivation and develop the extending, the acquisition of
information, also enrich the scope of programs and learning activities of kindergarten who
may not be presented in the classroom.
c. Conversition method. Conversition method is the method which has important
significance of meaning for the development of early childhood because this method can
improve the skills of childhood in coomunication verbally with others, or to realize an
ability receptive and expressive. Conversation can also be interpreted as a dialogue in
doing activities together. (Gordon & Browne, in Moeslichatoen, 2004: 26).
d. Story-telling method. In Storytelling as a medium to teach the values in the community. A
good storyteller will make the story as interesting and alive. The involvement of children
in the story will gives fresh atmosphere attractive and a unique experience for the
children.
e. Project Methods. Project methods is one of the methods used to train the children's ability
to solve everyday life problems.
f. Demonstration method means showing, moving, and describing. So, through
demonstration, we show and explain the ways to do something. Beside that, the children
expected to define the implementation every steps in doing something.
g. Task Giving method is a task which be done by the children who get the assignment. In
kindergarten, a task is given for doing something based on the teachers instruction.

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Methodology
This research was a survey research. Research location was in the Town of Mataram,
West Nusa Tenggara with the 10 schools sample which represent 3 clusters and chosen
randomly in the town of Mataram. The sample chosen was: Mataram, Sekarbela, and
Selaparang. The research was conducted in the 2nd semester of school year 2012-2013. Data
was collected by observations, interviews, and focus group discussions. Data was analyzed by
qualitative descriptive. The subject of this research is the early childhood teacher in teaching
learning strategy for early childhood.
Results and Discussion
1. Research Results
a. Institution-A
Learning methods used in A institution is a conversation method which is used in every
steps. Every topics on this method is free material, it should not be the same with theme of
learning. Children are given the chance to express their opinions while the teacher as a
facilitator only. Based on interviews with the teacher, he said that the question and answer
method is very convenient applied by the teacher and do not require APE or complex media.
In addition, the conversation method is very good to motivating children for
communication, so that the children can express his idea freely. The conversation method is
used in the chance of dialogues, questions and answers, and unstructured storytelling. It is not
dept conversation, and classroom always under the control, although there are some children
more passive. Another method used in early childhood is the assignment method, by giving
the task to the children in front of the classroom, like showing a picture of fruit and a certain
color or performed at each table such as writing, drawing, and coloring.
b. Institution-B
Learning methods used in B institution is a conversation method which is used in every
steps. Every topics on this method is free material, it should not be the same with theme of
learning. Teachers do a free conversation with the children as a family and say hello to others.
Based on interviews, the teachers said that the method is very comfortable and teachers
understand to apply its. In addition, it can motivate children in developing the childrens
brain. Teachers and children are freely to express the storytelling or the idea, thus make the
children happy/excited. Other methods are also used in this institution is the assignment
method. After conversation, the teachers give the task to the children, then the children do the
task. For example: drawing, coloring, writing, and others.
c. Institution-C
Learning methods used in C institution is a conversation method which is used in every
steps. Every topics on this method is free material, it should not be the same with theme of
learning. The conversation material between teacher and child is on daily activities. Based on
the interviews, the teachers said that this method is very comfortable and easy to apply while
it does not need to use APE or complex media. Through this media, the teacher also expected
to communicate and express of the children idea. Besides the conversation method, the
teacher also used demonstrations and assignments method, i.e. by giving an example to the
task.

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d. Institution-D
Learning methods used in D institution is a conversation method which is used when
the student comes to school, warming up, the situation before playing and clossing situation.
The conversation between teachers and children are free a conversation about a child's
everyday and outside activities. According to the teacher, conversation method is easy to
apply and the child is not embarrassed to have conversations freely with teachers, children are
free to express their opinions and desires.
e. Institution-E
Learning methods used in E institution is a conversation method which is used when the
student comes to school, the situation before playing, the situation along the playing and
clossing situation. The conversation between teachers and childrens are free a conversation
about the names of the days and the daily activities that children do. Based on the
interviewed, the teachers said that teachers always apply this method because the children
more speak local language (Sasak language) then Indonesian language. In order to anticipate
the children speak mother tongue (local language), the teacher also ask the children to speak
Indonesian at school.
f. Institution-F
Learning methods used in F institution is a story telling, conversation, question and
answer, role playing, singing, assignment, and demonstration methods. However, the
dominant method applied in institution F is conversation method. This method apply in all
activities, i.e. when the students come at school, warming up, situation before playing, and
situation after playing. However, the dominant method apply in this institution is conversation
method, because it is effective for opening the playing, situation before playing, and situation
after playing.
g. Institutions-G
Learning methods used in G institution is a story telling, conversation, question and
answer, role playing, singing, assignment, and demonstration methods. However, the
dominant method applied in institution G is conversation method, especially when the
students come at school, situation along the playing, and situation after playing. The efective
method apply in this institution is playing method especially for opening the playing, situation
along the playing, and situation after playing, and clossing situation.
h. Institution-H
Learning methods used in H institution is a story telling, conversation, question and
answer, role playing, singing, assignment, and demonstration methods. However, the
dominant method applied in this institution is question and answer method, especially when
the students come at school, situation before playing, and situation after playing. The efective
method apply in this institution is question and answer method especially when the situation
before playing, and situation after playing.
i. Institutions-I
Learning methods is applied in I institution is a story telling, conversation, question and
answer, role playing, singing, assignment, and demonstration methods. However, the
dominant method applied in this institution is conversation method, especially when the
students come at school, warming up, situation before playing, situation along the playing and

544

situation after playing. The efective method apply in this institution is conversation method
especially when the situation before playing, situation along the playing, and situation after
playing.
j. Institution-J
Learning methods is applied in J institution is a story telling, conversation, question and
answer, role playing, experiment, singing, assignment, and demonstration methods. However,
the dominant method applied in this institution is conversation method, especially when the
students come at school, warming up, situation before playing, situation along the playing and
situation after playing. Another method apply in this institution is question and answer
method. In the implementation of this method, the teacher give demonstration as the example
to do it.

Discussion
Based on the result of this research described above, the researcher has descussed of
this research that the result of the learning methods implemented in early childhood same as
the purpose of the research are as follows: (1) learning methods are applied in early childhood
at Town of Mataram i.e. conversation, question and answer, role playing, singing,
demonstration, task giving, story telling, field trip, experiment, and project methods. Based on
interviews with teachers who teach in the age of 5-6 years, the teacher say that the learning
method above is applied in the institutions from the beginning of the child coming to the end
of learning. The method apply in this institution based on the learning situation and play to
achieve a learning goal. (2) the teacher dominantly applied to early childhood is conversation
method because it can be applied in all situations. Conversation can improve the early
childhood communication skills and develop their activities each others. Based on the
interviews with teachers aged 5-6 years, they say that this method is very convenient to use
and understand the teacher in the process of implementation of such methods in early
childhood.
The teachers also say that the conversation method is the most easy and effective way to
achieve the goal of learning in early childhood. Beside that, the conversation method can
stimulate the children to be active and solve many problems. Based on the interviews with the
teachers, they say that a lot of conversation themes can be applied with this method. Every
questions asked by the teachers can be able to ask the students to think highly on the subject
matter being studied otherwise the teachers will ask the students actively about what they
have not understood.
Conclusions and Suggestions
1. Conclusion
Based on the results of this research, it can be concluded that the method of teaching
learning process in early childhood at the town of Mataram are as follows: (1) The learning
method always used is: story telling, conversation, question and answer, playing, role playing,
experiment, singing, assignment, demonstration, while the method often used is: project and
field trip methods. These method often used because it need need considerable time and cost
for implementation. (2) The method dominantly applied is conversation method, because it
can be applied from the beginning to the end of the lesson, and it is easy to apply it. Besides
the dominant in use, this method also considered effective for developing the learning process
both for children and for teachers.

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2. Suggestion
The suggestion will be suggest are: (1) For schools, it is expected to be able to support
the implementation of learning methods beasides to complete the instructional media and
APE. It is purposed to facilitate the application of the learning methods that obtain optimal
results for teachers and children. (2) Schools are also expected to apply experiment, project,
and field trip methods for improving the direct experience. (3) It is expected to the teacher for
applying the method maximimally to stimulate the students. As the dominant method, the
conversation method must be combined with more varied methods in order to stimulate the
children. (4) For another researchers, it is expected to find out another methods or specifict
things for early childhood teachers.
References
Bredekamp, Sue and Teresa Rosegrant, (1999) Reaching Potentials: Appropriate
Curriculum and Assessment For Young Children.Volume 1.USA : NAEYC.
Catron, Carol E and Jan Allen, (1999), Early Curriculum A Creative-Play Model. Secound
edition.USA : Merril Prentice-Hall, Inc.
Musfiroh, Tadkiroatun. (2008) Pengembangan Kecerdasan Majemuk. Jakarta.
Universitas Terbuka.
Jamaris, Martini, 2013, Orientasi Baru dalam Psikologi Perkembangan, Penerbit Ghalia
Indonesia, Bogor.
Nurani, Yuliani, (2010). Bermain Kreatif berbasis Kecerdasan Jamak. Jakarta. Indeks.
Papalia OldsFeldman, (2009) Human Development (Perkembangan Manusia). Terjemahan:
Brian Marswendy. Jakarta: Salemba Humanika.
Rusmono, 2014, Strategi Pembelajaran dengan Problem Based Learning Itu Perlu, Untuk
Meningkatkan Profesionalitas Guru, Cet 2, Bogor, Penerbit Ghalia Indonesia.
Soemiati Padmonodewo, (2000), Pendidikan Anak Prasekolah Jakarta: Rineka Cipta.

546

THE INFLUENCE OF EDUCATIVE PLAY TOOL TOWARD MULTIPLE

INTELLIGENCE OF EARLY CHILDHOOD
(Quasi Experiment Study toward Children of Group B,
TK Labschool UPI and TK Tunas Karya, Subang)
Asep Deni Gustiana, M.Pd*

ABSTRACT
This study is conducted based on empirical finding which show various indication of
boredom and lack of exploration toward multiple intelligence which is possessed by child
during education learning. That problem demand an approach or learning model to handle it.
The aim of this study is to generate physical education learning model or early childhood
which is fun and effective. The learning model which is developed is educative play tool.
Educative play tool a change in play from standard technique become simple
technique which is suitable with characteristic possessed by child of early childhood.
Educative play tool is made from household waste.
This study used quantitative study approach that is quasi experiment method with
research design used is non-equivalent control group design toward children of group B, TK
Tunas Karya and TK Labschool, each consist of 40 children. Data collection technique in this
study is through observation, and photograph documentation.
The result of study show that there is significant difference in multiple intelligence
between control class and experiment class during post test with percentage score of control
class is 57.8% and experiment class is 78.2%.
The results of this study can be used by academic-practitioners in using the right
program and tested in developing childrens intelligence kinder garden through the
implementation of educative play tool. As for UPI, the results of this study can be used as
input to develop a variety of training or workshop to help implementing the right program and
tested by using educative play tool to develop multiple intelligence of kindergarden age
children.
Keywords: educative play tool, multiple intelligence

INTRODUCTION
A. Background
One of most fundamental problem in activity of early childhood education particularly in
Kinder Garden is so many treatment mistakes done by teacher in learning activity. For
example: teacher force overly the reading, writing and counting learning to child, whereas not
every child has a readiness to receive it. On the other side, it is still found Kinder Garden
teachers who are heavily academic oriented in giving learning to child by ignoring
psychology aspects which is actually become the main need of Kinder Garden age children .
Reber (Agustin, 2008) asserted that treatment mistakes/ stimulation mistaken in child will
effected on learning and psychology disorder even on certain case result in the loss of
valuable potency in child.
Another problem that frequently happen in learning activity in Kinder Garden is the
tendency of teacher who is only relied on standard reference of curriculum which has been
determined by government so many teachers who are lazy and do not have creativity to make

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learning to become joyful and fun for children. This reality make many children experience
the boredom and unwilling to learn by the time they continue study in next level (Agustin,
2009).
Based on the problem developed above, of course it is needed the correct, integrative
and beneficial solution for various people. The solution offered to overcome that problem is
by through the application of learning by applying educative play in developing multiple
intelligence.
Based on the problem developed above, thus this study focused on Learning Influence
by Applying Educative Play from Household Waste Material to Develop Multiple
Intelligence of Early Childhood (Quasi Experiment Study Toward Children of Group B, TK
Labschool UPI, Bandung City and TK Tunas Karya Subang Regency, 2014-2015 Academic
Year).
B. Problem Limitation and Formulation
The background of problem explained above limit the theme of study on learning influence by
applying educative play to develop multiple intelligence of early childhood. In order to get
focus direction and the clarity of study construct, thus the formulation of this study problem
as follow: how does the influence of learning by applying educative play to develop multiple
intelligence of early childhood? Based on this problem formulation above, the question in
this study is elaborated as follow:
1. How look like does the multiple intelligence in children of group B, TK Labschool,
Bandung City and TK Tunas Karya, Subang Regency in 2014-2015 Academic Year?
2. How look like does learning program by applying educative play to develop multiple
intelligence of early childhood in group B in TK Labschool Bandung City and Tunas
Karya, Subang Regency in 2014-2015 Academic Year?
3. Is there significant influence from learning program by applying educative play in
developing multiple intelligence of early childhood?
THEORETICAL STUDY
Multiple Intelligence and Educative Play Tool
A. Concept of Multiple Intelligence
According Gardner (Musfiroh, 2004:24), intelligence is ability to solve the problem or
generate a product which will be made in one or several cultures. In more detail, Gardner
explain as follow: (a) the ability to solve and find the problem solution in real life; (b) the
ability to generate new problems to be solved, and (c) the ability to create something
rewarding in ones culture.
Furthermore, according Gardner, the intelligence based on biology potency, which
then expressed as result of genetic and environment factors interplay. Generally, normal
individual capable to show the mixture of intelligence. The intelligence never encountered in
pure form. In contrast, the intelligence is implanted in various symbol systems, such as
language, picture, map, music notation, and mathematical symbol.
Gardner (Amstrong, 2003: 12) explain that multiple intelligences posses concept
characteristic as follow: (a) all intelligences are different, but all ar equivalent. In this sense,
there is no intelligence which is better or more important from another intelligence; (b) all
intelligences are possessed by human being in degree which is not exactly the same. All
intelligences can be explored, grown and developed optimally; (c) there are many indicators
of intelligence in each intelligence. By practicing, someone can build the power of
intelligence possessed and reduce the weaknesses, d) all different intelligences work together

548

to realize activity which is done by individual. One of activity need more than one
intelligence, and one intelligence can be used in various fields: (e) all kind of those
intelligences are found in all cultures in the whole world and age groups, and (f) when
someone become adult, the intelligence is expressed through profession achievement and
hobby. Logical- mathematical intelligence which is started as pattern ability in preschool
years and develop to become symbolic mastery in childhood, for example, finally achieve
expression maturation in profession manifestation as mathematicians, accountant and
scientist.
B. Concept of Educative Play Tool
Parallel with meaning quarrying of human life which is increasingly intense, many
experts begin to own big impetus to search that human development by using study and point
of view based on knowledge they study. One of scholarly field which is consistently study
about the existence of human development is psychology.
In this case, some psychology scholars are appeared who try to explain about playing
based on their own point of view. Among others are psychoanalyses point of view which is
pioneered by Sigmund Freud, Learning Theory point of view, cognition development theory
from Jean Piageat, Lev Vygotsky, Robert White about competences motivation and Islam
religion view (Sugianto, T: 1994).
Connected with playing activity, Vygotsky view that playing is important variable for
childs playing activity, particularly for development of thinking capacity. Furthermore, even
Vygotsky proposed the hypothesis that the development of childs moral behavior also rooted
from childs playing activity, that is when child develop empathy and understand community
rule and role. Childs playing activities which are contain those two matters namely empathy
and community rule and role facilitate the process of moral behavior development in child
(Solehuddin, 1997).
Educative play is kind of ordinary play but contain education element. According to
Adang (2006: 119) educative play is very pleasant activity and can become means or tool
which is educating in nature. Educative play can also means as activity form which is done
to obtain pleasure or satisfaction from means or education tool which is used in playing
activity. As for play tool which is used in this study is made from household waste material.
By using this tool, children will do educative play.
METHOD OF STUDY
A. Method and Research Design
Researcher use quantitative approach in this study, by quasi experiment method. As for
research design used is nonequivalent group design (Sugiono, 2008: 79). This study is
conducted in two classes, namely (a) experiment class, and (b) control class. Those two
classes is treated differently. Control class use conventional learning whereas experiment
class use educative play method. Below are research design used by researcher:
X

Nonequivalent Control Groups Design (Sugiono, 2008: 79)

Annotation:
01: experiment class pretest
02: control class pretest

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03: experiment class posttest

04: control class posttest
X : educative play
B. Location and Subject of Study
1. Location of Study
Location of study is TK Labschool UPI and TK Tunas Karya. This study is conducted
in odd-numbered semester, 2014/2015 academic year toward group B that is children ages of
5 6 years old. Based on certain consideration, researcher determine TK Labschool as
experiment class and TK Tunas Karya as control class. The selection of those Kinder Garden
is based on:
a. TK Laboratory UPI is school which has been established for a long time and the location
of those kinder garden not too far away so it can be reached by researcher for mobility.
b. Both Kinder Garden has homogeneous students that is come from upper class economy
status.
c. TK Tunas Karya is a school which has facility and infrastructure which support the
implementation of study.
d. The principal of both schools support the implementation of this study.
2.

Subject of Study
The study which is conducted in TK Labschool UPI and TK Tunas Karya use quasi
experiment so did not use certain sampling method, that is determined directly class or school
which will made to become subject of study. The subject of study involve two schools and
two classes with the numbers of children are 40 children.
FINDINGS
The multiple intelligence percentage of group B children from experiment class
before the treatment is 48%, whereas for control class is 51%. After the treatment is given
that is by using APE, the multiple intelligence percentage of group B children from
experiment class is 78.2% whereas control class is 57.8%. For more clarification, it can be
seen on graphic 4.1 below.

Graphic 4.1
Percentage of Multiple Intelligence Pretest and Posttest

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CONCLUSION AND RECOMMENDATION

Based on study result and review of finding result about the influence of educative play tool
toward multiple intelligence in early childhood, it can be draw some conclusions:
A. Conclusion
1. The multiple intelligence profile of group B children of experiment class before given
the treatment is 48%, whereas for control class is 51%. After given the treatment that is
by using educative play tool, the multiple intelligence percentage of group B children of
class experiment is 78.2% and control class is 57.8%.
2. The educative play tool learning program use the materials from household waste. The
application from educative play tool consist of form tree play, bowling, and arranging.
Those three educative plays stimulate the development of multiple intelligence in
addition creativity of early childhood.
3. There is significant influence from the use of educative play tool toward the development
of multiple intelligence of early childhood.
B. Recommendation
1. For teachers, bearing in mind how important of multiple intelligence for early childhood,
therefore the use of educative play tool can made to become alternative in learning in
Kinder Garden.
2. For Principal, because this method should be applied thus it is hoped that as leader she/he
socialize it to teachers. In addition, Principal can socialize it in Kinder Garden teachers
forum in whole regency.
3. For another researcher, even though this study show the result which is rather effective
in developing multiple intelligence of early childhood, it is recommended to reexamine
this study by developing again another educative play tool.
REFERENCES
Abraham, S.J. (2001). Multiple Intelligences in the Classroom. Issues in Education, Volume
24, 2001, pp. 1-14.
Agustin, M. (2006). Program Bimbingan untuk Mengembangkan Kecerdasan Jamak Anak
Usia Taman Kanak-kanak. Tesis SPs UPI (Tidak Diterbitkan)
--------------- (2006). Profil Kecerdasan Jamak Anak Usia TK . Jurnal Pedagogia. Vol. 4.
No. 2 Oktober.Hal. 37-45.
----------------- (2008). Mengenali dan Memahami Dunia Anak. Lotus: Bandung
--------------------(2009). Profil Kejenuhan Belajar Mahasiswa. Jurnal Pedagogia. Vol. 9. No.
2 Oktober.Hal. 16-25.
...........................(2011). Deteksi dan Stimulasi Kecerdasan Jamak Anak Taman Kanak-kanak.
Laporan Penelitian Universitas Pendidikan Indonesia.
............................(2013). Model Pembelajaran Berbasis Kecerdasan Jamak untuk Anak
Taman Kanak-kanak. Laporan Penelitian Universitas Pendidikan Indonesia.
Armstrong, T (2000). Sekolah Para Juara (Menerapkan Multiple Intelegences di Dunia
Pendidikan). Penerjemah : Yudhi Murtanto. Bandung : Penerbit Kaifa.
Borg, W.R., Gall, M.D. (2003). Educational Reseach : An Introduction. London : Longman,
Inc.
Eliza, D. (2005). Pengembangan Kecerdasan Jamak Dalam Pembelajaran Terpadu di Taman
Belajar Mutiara Harapan. Jurnal Pendidikan Anak Usia Dini PPs UNJ. Vol 3. No
3. Hal. 50-74

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Ernawulan, S (1999). Peranan Bimbingan Guru, Pengasuhan Orang Tua, dan Interaksi
Teman Sebaya terhadap Perkembangan Perilaku Sosial Anak Taman Kanakkanak. Tesis PPs IKIP Bandung (tidak diterbitkan).
-----------------(2003) Bimbingan di Taman Kanak-kanak. Departemen Pendidikan Nasional.
Direktorat Jenderal Pendidikan Tinggi. Bagian Proyek Peningkatan Pendidikan.
Tenaga Kependidikan.
---------------(2009) Pengembangan Alat Ukur Kecerdasan Jamak Anak Taman Kanak-kanak.
Laporan Penelitian. Universitas Pendidikan Indonesia.
Gutama (2002). Kecerdasan Spiritual dalam Membentuk Perilaku Anak. Jurnal Ilmiah Anak
Dini Usia. Vol. 02. Hal. 32-37.
Hurlock, E (1980). Psikologi Perkembangan suatu pendekatan sepanjang rentang kehidupan.
Penerjemah : Istiwidayanti. Jakarta : Erlangga.
Ismail, Adang (2006). Education Games. Yogyakarta. Pilar Media.
Jalal, F (2002). Pendidikan Anak Usia Dini Pendidikan yang Mendasar. Jurnal Ilmiah Anak
Dini Usia. Vol.03 Hal.4-8.
Jamaris, M .(2005). Asesmen Perkembangan Anak Usia Taman Kanak-Kanak Berbasis
Kecerdasan Jamak Jurnal Pendidikan Anak Usia Dini. Volume 3 No. 1 Hal 1955
Kurnanto, E (2006) Program Bimbingan untuk Mengembangkan Kecerdasan Jamak Anak
Usia Taman Kanak-kanak melalui Kegiatan Bermain. Tesis SPs UPI (Tidak
Diterbitkan)
Rachmani, F. I (2003). Multiple Intelegences Mengenali dan Merangsang Potensi
Kecerdasan Anak. Seri Ayah Bunda. Jakarta: Aspirasi Pemuda.
Solehuddin, M. (1997). Konsep Dasar Pendidikan Prasekolah. Departemen Pendidikan dan
Kebudayaan, Fakultas Ilmu Pendidikan, Institut Keguruan dan Ilmu Pendidikan;
Bandung.

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INCREASING THE ABILITY OF KNOWING NUMBERS THROUGH PLAYING

CARDS NUMBERS
(ACTION RESEARCH IN KINDERGARTEN NURUL FALLAH, DURI RIAU, 2014)
Elia Delfi
delfi.elia@gmail.com
Abstract: The purpose of this study to know that the process of playing cards numbers can
increase the ability of the concept of numbers in children kindergarten Nurul Falah group B;
determine the increase in activity figures playing cards can increase the ability of the concept
of numbers in groups B and kindergarten children Nurul Falah. This study was conducted at
Group B kindergarten Nurul Falah City Duri Riau Province. This study uses action research
(action research). Action research is a form of scrutiny on an action learning activities, which
deliberately raised and occur in a class together. The action is given by the teacher or by the
direction of teachers conducted by students. After doing research class action in this case is
the activity of playing cards numbers presented in group B children in kindergarten Nurul
Falah City of Thorns, note that the concept of numbers possessed the ability of these children
showed improvement.
Keywords: Play, Numbers, Card Numbers
INTRODUCTION
Early childhood education is very important, because in such education is the basis for
the formation of human personality, as the foundation stone of noble character, intelligence
and skill. According to Bredekamp reasonable concept of development has two dimensions,
namely the conformity of age (age appropriateness) and the suitability of the individual
(individual appropriateness). Knowledge relating to the stages of development can certainly
provide inspiration in preparing an early intervention program to prepare the learning
environment and experience of planning developmentally appropriate age. Program activities
are given based on the child's developmental age and adapted to existing circumstances.
Early childhood education is basically covering the whole effort and the actions taken by
educators and parents in the poses of treatment, care and education to children with aura and
creates an environment where children can explore the experience gave him the opportunity to
know and understand the learning experiences gained from the environment , through
observing, imitating and experimenting that goes over and over again.
Mathematics learning activity has a very important role in developing the full potential
of the child. Every child has the potential for the development of each aspect. One of these
mathematical potential, therefore it is important to develop the potential of children early
mathematics to develop optimally. Mathematics is also the value of daily activities and since
childhood, to old age we are dealing with mathematics. Children should learn math at an early
age because it can affect the growth of the brain. Children need to experience that
mathematics was around in everyday life. Planting the basic concepts of mathematics should
be given to children at an early age, because mathematics is the study of understanding, facts
and principles which always grow into other objects. Something you learned in math is real,
clearly and definitely so with the knowledge of mathematics, the child will be easier to learn
other sciences.
Children can use play activities as an understanding of the concept of numbers, so that
through play method can generate interest in a child's learning to understand the concept of

553

numbers and can assist teachers in introducing the figure to the child so that the child feels
happy and keen to play, so as to cultivate aspects of cognitive development.
THEORETICAL
Early childhood is a figure of individuals who are undergoing a process of rapid growth
and development of the fundamentals for the next life. Montesori stated that the age range of
birth to 6 years old children to experience the golden age (the golden years) which is the time
when children begin to be sensitive / insensitive to accept a variety of stimuli. Sensitive
period is a time of physical function and psychological maturity, the child is ready to respond
to the stimulation provided by the environment. Sensitive period for each child is different,
along with the rate of growth and development of individual children. This period is also the
time of the first foundation stone for developing cognitive abilities, language, motor
movement, and socio-emotional in early childhood.
Early childhood education is basically covering the whole effort and the actions taken
by educators and parents in the care, upbringing and education of children with aura and
creates an environment where children can mengrksplorasi experience gives him the
opportunity to know and understand the learning experience gained from environment.
Because a child is a unique person and through various stages of personality development, the
environment sought by educators and parents can give children the opportunity to explore a
variety of experiences with different atmosphere, should pay attention to the uniqueness of
children and adapted to the stages of development child.
Math For Early Childhood
Mathematics is one of the many important subjects in school. Basic math skills also
studied at the level of pre-school, Primary School Secondary Education, Upper Education and
Higher Education. Mathematics is derived from the Latin manthanein or mathema meaningful
learning or learned. In the Dutch language called wiskunde or science that are all related to
reasoning. Based on the meaning of both words it can be described that mathematics is the
most fundamental things in human life. Said, because the subjects of mathematics will be
studied at all levels of education. Starting from early childhood education to higher education.
Even the department of social sciences, mathematics remains to be studied.
Furthermore Crystall said that mathematics is a systematic body of knowledge built an
certain axioms and Assumption, principally Relating to numbers and spatial relations.
According to the opinion that mathematics is a systematic science and can build certain
axioms and assumptions, particularly in relation to the number and spatial.
Furthermore, according to John and Rising declare mathematics is an organized
knowledge structure, nature or be made in a deductive theory based elements which are
defined axioms, properties or theories that have been proven to be true. National Education
Ministry stated that mathematics is an exact science, all of which are associated with
reasoning, which is the main characteristic of deductive reasoning, which is the truth of a
concept or fact obtained as a corollary of the previous truth so that the link between concepts
or statement in mathematics is consistent. A similar opinion was expressed James and James,
that mathematics is the science of logic regarding the shape, composition, scale, and the
concepts that are related to each other by the number of the number is divided into three areas,
namely algebra, analysis and geometry.
It can be concluded that mathematics is a language, an inexact science of systematically
organized, knowledge of numbers and calculations, quantitative knowledge of the facts,
knowledge of the problem space and form and knowledge of the strict rules.

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Mathematics for early child according to Jerome Bruner in looking at the process of learning
mathematics Bruner divides one's progress through three stages (1) enaktif, (2) the iconic, (3)
symbolic. To be able to determine the learning stages Bruner look at the child's environment.
Enaktif stages characterized by activities to recognize the environment by using a motor such
knowledge through bites, touch, handle, and so on. Next on the stage of the iconic children
trying to understand objects or the world through pictures or verbal visualization. The purpose
in understanding the child's learning environment through the form of parables that appear
and through the activity comparison. Stages of the latter is symbolic. At this stage the child
already has ideas or abstract ideas are strongly influenced by the ability of language and logic.
In understanding the environment around the child will learn through symbols of language,
logic, mathematics and so on.
Ability To Know Numbers Early Childhood
Pakasi suggests that the number is a concept of numbers in which there are important
elements contained in the numbers, such as your name, order, emblem and number. While
Sutawidjaja say that number is a symbol of a concept in a number of member states in a
collection or set, while the concept of numbers refers to the number of members. In line with
the National Council for Teacher Mathematics (NCTM) states that the figure is a symbol or
symbols used to represent a number. The concept of number is the foundation of mathematics.
Through the concept of numbers children are able to develop the ability to explore,
manipulate, and communicate the organization's numbers. In addition, children can also
understand the meaning of quantities, such as many, few and the same. Numbers is a
mathematical concept that is used for enumeration and measurement. Know the numbers
consists of: Sorting; The concept of Numbers; comparing; linking; Summing.
It can be concluded that the ability of the concept of numbers in early childhood, is
expected ability possessed by the child in recognizing the essential elements that the amount
is not the same, more or less.
Figures Playing Cards
Introduce activities konpsep recognize numbers through play, because of its ability to
develop the ability of the concept of numbers, number concept, the concept of color as well as
the concept of letters. In competency-based curriculum standards outlined in the learning
objectives that the child can understand the concept in a simple figure. So we can conclude
the concept of number is the scope of the child's abilities, success or failure of early childhood
in understanding the concept of numbers is very influential to the method.
Play is the most influential factor in the period that includes the development of the
child's physical, social and communication systems. Playing with regard to the child's growth,
affect the development of aspects of the child's development of self-awareness aspects of
emotional, social, communication, cognitive and motor skills.
1) Play Patterns Through the play patterns of children are expected to know and develop
a pattern in a sequence. After seeing the pattern shown two thirds of teachers, children can
create their own pattern according creativity. Examples of the play pattern can be seen in the
field of cognitive development and indicators predict the next sequence after seeing the form
of two successive patterns. For example red, white, red, white, red, and white. 2) Playing the
classification
Through the classification of children's play activities are expected to classify or select
objects by type, function, color, shape according exemplified partner and given the task of the
teacher. As an example of this capability in the areas of cognitive development, while the

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indicator is the grouping of objects in various ways known to the child. For example:
according to colors, shapes, sizes, types, etc. 3) Playing numbers. Through play children
numbers are expected to know and understand the concept of numbers, and the symbol of the
transition corresponds to the number of objects recognition can match the shape of the symbol
and emblem in accordance numbers. While this ability emerge in the field of cognitive
development and indicator counting/mention order numbers 1 to 10. 4) Playing sizes
Through play children are expected size, can recognize the concept of a standard size that is
informal or natural, such as length, great, high, and browse through scientific measuring
instruments such as span, finger, steps, rope, stick, stick, etc.. Furthermore, the ability to play
measurement appears on the field of cognitive development and the indicators measure the
length of the step and span. 5) Play the geometry
Through play children are expected to know the geometry and mentions various kinds
of objects, based on geometric shapes by observing objects that exist around children such as
circle, triangle, square, semi-circular, oval (oval). As an example of playing the geometry that
appears in the field of cognitive development (indicators) are mentioned and shows the
geometric forms. 6) Playing estimate
Through play children estimates are expected to have the ability to predict (estimate)
something such as estimates of the time, area, or space. In addition, children are trained to
anticipate the various possibilities that will be encountered. The estimates appear to play
activities in the field of cognitive development and the indicator is to try and tell you what
happens when colors are mixed, the growth process of plants (grains, tubers imbian, rod-rod),
then blown balloon is released, the objects included in the water (floating, floating, sinking),
dropped objects (gravity), experiments with magnets, observing with a magnifying glass, try
and discerning of taste, smell and sound. 7) Playing statistics. Through play activities children
are expected to perform statistical collection, processing and presentation of data taken
directly from the environment around the child. The statistics play activities that appear in the
field of cognitive development and the following indicators: shows two sets of objects are
equal in number, are not the same, and fewer (cognitive).
RESEARCH METHOD
The purpose of action research is to improve and enhance the practice of continuous
learning, improving the quality of processes and outcomes, overcoming learning problems,
improve professionalism, and foster academic culture. Knowing that the process of playing
cards can increase the ability of the concept of numbers numbers and know the playing card
numbers increase in activity can improve the ability of the concept of numbers in groups B
and kindergarten children Nurul Falah.
This study was conducted at Group B kindergarten Nurul Falah City Province
Riau.Subjek spines of this study are the children Group B 2, with between 5-6 years of age.
This study uses action research (action research). Action research is a form of scrutiny
on an action learning activities, which deliberately raised and occur in a class together. The
action is given by the teacher or by the direction of teachers conducted by students. Isaac
argues that action research aims to develop new skills or new approaches and solve problems
with direct application to the classroom or the world setting. To develop new skills or new
approaches and solve problems with direct application to the classroom setting.
Stephen Kemmis has developed a simple model of the nature of the cycle of the action
research process. Each cycle has four phases: Planning (planning); Action (acting);
Observation (observing); Reflection (reflecting).

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RESULTS
In prapenelitian, researchers found there are still many children who have difficulty in both
the numbers and the introduction of the concept of numbers and understand the concept of
numbers and figures, this is due to lack of understanding of the basic concepts of
mathematics. Therefore, researchers feel the need to make improvements to the child in order
to improve the ability of the concept of numbers through play activities, is the card number.
Based on the description of learning as described in the description above, provide a general
description that although learning has been using the media, but still need to be improved to
better motivate children in order to further improve the ability to know the numbers. Teachers
also need to be given training in the card number on the learning process, so that the child can
understand and grasp what is being taught teachers about the numbers.
Based on the observation that researchers do in the kindergarten class Nurul Falah
group B, it can be concluded that children in group B have the ability to know the numbers
are still low. On the basis of the ability to know which number is this still needs to be
improved, the researchers chose to study the ability to know the number of children in group
B were aged 5-6 years in the card numbers.
Based on the analysis of the above study, it appears that there are still some
shortcomings, namely the children still lack an understanding of numbers, the numbers are
less motivated to play with numbers, and less interaction with teachers when explaining about
the numbers. Children are often more focused on the activities of the other toys, though there
are tools and media to figures around them. Therefore, the repair needs to be done, among
others, is to design a learning program that encourages children to be more collaboration with
his friend, and stimulating activities to enhance the ability to play a number of numbers of
children. Teachers need to be more supportive of their children through play activities digit
card number in order to improve the ability of their children.
As previously discussed, the ability of early childhood concept of numbers in this study
is measured by several aspects namely 1) Sorting; 2) The concept of numbers; 3) to compare;
4) connect; and 5) add up. Overview of the concept of number ability in kindergarten children
in group B Nurul Falah City Duri Riau Province, both before and after the given number is
the card playing activities as described below.
After doing research class action in this case is the activity of playing cards numbers
presented in group B children in kindergarten Nurul Falah City of Thorns, note that the
concept of numbers possessed the ability of these children showed improvement. In this case,
it appears that the ability of children in comparing the highest indicator scores
ketercapaiannya compared to other indicators which amounted to 76.0%. While most low
indicator score is an indicator linking ketercapaiannya which amounted to 52.9%.
Furthermore, the ability of the concept of activity cycles 2 numbers each kindergarten child
Nurul Falah group B after treatment given activity figures playing cards in the second cycle,
has reached 100% perfect result for each indicator were measured. Thus, the learning process
can be said to have succeeded perfectly.
CONCLUSION
The ability of the concept of number of children in group B in kindergarten Nurul Falah City
Duri Riau Province through playing cards numbers After doing research class action in this
case is the activity of playing cards numbers presented in group B children in kindergarten
Nurul Falah City of spines, it is known that the ability of concept of numbers owned by the
children show improvement. After a class action for the second time in the form of playing
cards number of activities presented to children in kindergarten group B Nurul Falah City of

557

Thorns, note that the concept of numbers possessed the ability of these children showed
significant improvement
It looks at the percentage of achievement scores before treatment is given in the form of
learning activity figures playing cards that is still less than 50% both in general and each of
the indicators. After being granted a class action figure card beeermain activity in the first
cycle, the ability of the concept of number of these children showed a significant increase in
the percentage of achievement scores which are generally produced more than 50%. After
returning in the form of class action activity figures playing cards in the second cycle, ability
ladies concept of numbers of these children again showed significant improvement where this
time all the children on each indicator has achieved a perfect score of 100% or above
achievement scores were generated.
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Biology. University of London.
Arikunto, Suharsimi et.al. 2008. Penelitian Tindakan Kelas. Jakarta: Bumi Aksara,
Cosby S. Roger and Janet K. Sawyers. 1995. Play in The Lives of Children, (Washington DC:
National Association For The Young Children.
Craig, A. Metler. 2011. Action Research. Yogyakarta: Pustaka Belajar.
Desmita. 2005. Psikologi Perkembangan, Bandung; Rosda Karya.
Dodge, Diane Trister, Colker and Heroman. 2009 Creative Curriculum For Preschool.
USA:Teaching Strategies, Inc.
Donald B, Helms & Jeferey S. Turner, 1991. Child Behavior, (New York: Holt, Rinehart and
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Ernest T. Stringer, 1996, Action Research (Handbook for practitioner), New
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Press,
Inhelder, B. & Piaget, J. 1972. The Growth of Logical Thingking From Chilhood to
Adolescense. Cetakan Keempat. Routledge and Kegan Paul Ltd. London.
Jaipaul L. Roopnarine, James E. Johnson, 2012. Pendidikan Anak Usia Dini dalam Berbagai
Pendekatan, Jakarta: Kencana.
Jo Ann Brewer, 2007. Introduction to Earty Childhood Education Preschool through Primary
Grades Sixth Edition, USA: Pearson,
John Chattin-McNichols. 1998. The Montessori Controversy. New York: Delmar Publisher
Inc.
Miles, Matthew dan Huberman, A. Michael. 1992. Analisis Data Kualitatif: Buku Sumber
Tentang Metode-Metode Baru. Jakarta:UI Press.
Montolalu, dkk. Bermain Dan Permainan Anak. Jakarta : Universitas Terbuka
Mutiah, Diana. 2010. Psikologi Bermain Anak Usia Dini (Jakarta: Kencana,
Nana Syaodih Sukmadianata, 2012. Metode Penelitian Pendidikan, Bandung: PT Rajawali
Rosdakarya.
Patmonodewo, Soemiarti. 2003. Pendidikan Anak Prasekolah. Jakarta: Rineka Cipta.
Ritawati, Mahyuddi dan Yetti Ariani. 2007. Hand Out Metodologi Penelitian Tindakan Kelas.
Padang: FIF UNP.
Rosalind Charlesworth and Karen K. Lind, 1990. Math & Science for Young Children, USA:
Delmar Publisher Inc,
Santoso, Soegeng. 2004. Pendidikan Anak Usia Dini. Jakarta: Citra Pendidikan Indonesia.
S. Isaac. 1990. Handbook in Research and Education. (San Diego: Science ITB,

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Stephanie Feeney, Doris Christensen dan Evs Moravcik, 2006 Who I Am in the Lives of
Children, USA: Pearson Education, Inc,
Suyanto, Slamet, Konsep Dasar PAUD (Jakarta, Diknas: 2005).
Wardhani, Igak. 2007. Penelitian Tindakan Kelas. Jakarta: Universitas Terbuka.
Wiriatmaja, Rochiati. 2005. Metode Penelitian Tindakan Kelas. Bandung: Remaja
Rosdakarya.

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Creativity in Early Childhood Education

562

THE DEVELOPMENT OF DANCE LEARNING MODEL

BASED ON MALAY CULTURE IN IMPROVING THE CREATIVITY
OF YOUNG LEARNERS
Nurlita
PG-PAUD University of Riau

ABSTRACT
The background of this research is the dance learning model for young learners who should
apply the free, open, and student-centered approach by focused on the process, not the
product, because the students ability in moving is limited. It is different from the adults in
doing the dance movements. A dance learning should give a pleasure and useful experiment
for the students, not make them feel stressed. The creativity of each student needs to be
recognized and developed through an appropriate stimulus so that the learners creativity can
be reached. The creative mind and action should be developed since in the young age, because
a creative children tends to solve their problem better, especially when they are adult later. In
the fact, the dance learning for young learners is still far from the expectation. The process
still focuses on the teachers. The learners just sit and learn passively. They just follow the
instruction or movements from the teachers and tend to dont think critically, creatively, and
innovatively. The method of the research is Research and Development, which is aimed to
create a certain product and to test the effectiveness of the product.
Keywords : dance learning model, creativity
A. Background
Dance is a creative and constructive activity which can appear an intensity of
emotional and meaning. As the art expression, a dance can communicate to the doer through
the movements together with expressive phrases.
John Martin, a writer and critic from America in his book titled The Modern Dance,
stated that the substantial of a dance is movements. So, a dance is one of art which uses the
human body as the media of expression.
A dance for the young learners can be called interesting if the dance is an expression
of idea, feelings, and experience of the children. An activity of dance learning for the young
learners should include the students actively and give a chance for the learners to express their
creative idea. In guiding the learners to the ability to express and communicate their idea,
feelings, and experience using the dance language, a teacher should be able to choose an
effective model of dance learning to improve the creativity of the learners.
A dance learning model for the young learners is supposed to use the free, open,
and student-centered approach and focuses on the process, not the product. Because, as we
know, it is different from the adult, the ability of the children in doing the dances movement
is limited.
The dance learning should give a pleasure and meaningful experience, not make them
feel stressed.
A creative gift in each student should be recognized and developed through an
appropriate stimulus so that their creativity can be reached. The creative mind and action
should be developed since in the young age, because a creative children tends to solve their
problem better, especially when they are adult later.

563

In the fact, the dance learning which is focused on the children is still far from the
expectation, the dance learning process still focuses on the teachers. The students just learn
passively, they just follow the instruction or movements from the teachers, they tend to dont
think critical, creative, and innovative.
Based on the fact above, the writer is interested in doing a research, titled The
Development of Dance Learning Based on Malay Culture in Improving the creativity of the
Young Learners.
B. The Formulation of the Research
The problem of the research is formulated in the following question : What is the suitable
dance learning model based on Malay Culture that can improve the creativity of the young
learners in kindergarten?
Based on three phases of research, those are pre model development, model
development, and model application, the writer formulated the problems of the research, those
are :
1. Is there any kindergarten which has applied the dance learning model Based on Malay
Culture for young learners?
2. How is the application of the dance learning Based on Malay Culture by the teachers of
young learners in the kindergarten?
The phase of model development, in the following questions :
3. What is the suitable dance learning model Based on Malay Culture that can improve the
creativity of the young learners in the kindergarten?
4. What is the suitable learning design Based on Malay Culture that can improve the
creativity of the young learners in the kindergarten?
The phase of model application, in the following questions :
5. How is the procedure of dance learning Based on Malay Culture application which can
improve the creativity of the young learners in the kindergarten?
6. How is the effect of the dance learning model Based on Malay Culture application to the
creativity of the young learners in the kindergarten?
C. The Objective of the Research
The purpose of this research is to create a dance learning model Based on Malay
Culture in improving the creativity of the young learners.
Based on the objective, so the aim of this research can be divided into three steps of
the application, those are :
Pre model development, the aim is to know :
1. The kindergarten which has developed the dance learning based on Malay Culture for the
young learners.
2. The application of dance learning based on Malay culture by the teachers of young
learners in the kindergarten
Model development, the aim is to know :
3. Dance learning model based on Malay culture that can improve the creativity of the
young learners in the kindergarten.
4. Dance learning design Based on Malay Culture that can improve the creativity of the
young learners in the kindergarten.

564

Model application, the aim is to know :

5. The procedure of the application of dance learning based on Malay culture that can
improve the creativity of the young learners in the kindergarten.
6. The effectiveness of the application of dance learning based on Malay culture that can
improve the creativity of the young learners in the kindergarten.
D. The Needs of the Research
The researcher hopes that this research has a useful meaning whether theoretically or
practically for the following people :
1. For the students of teacher training and education for the young learners especially, and
for all of the students that are interested in the knowledge. The researcher hopes that this
research can be helpful in improving the knowledge of young learners. It also can be used
as a reference about alternative learning model.
2. For the lecturers related to this knowledge. It can be used as an academic discussion, both
with the students and the lecturers in developing a suitable learning model due to the
characteristics of the young learners.
3. For the teachers or practitioner of young learners. It can be applied in choosing and using
a suitable learning model due to the characteristics of the young learners.
4. For the government related to the knowledge. It can be used as an input in arranging a
national curriculum for the young learners.
E. The Definition of Terms
1. Learning Model
According to Snelbecker, a model is a realization of a theory or a representation of a
process and variable covered in the theory; meanwhile Horton, which is quoted by
Suriasumantri stated that a model should explain a relation of many aspects, actions, reaction,
and causation. Moreover, it is stated that the model is usually used for things to describe
something, to explain a process, or to examine and analyze a system, to describe an event, and
to predict a decision.
Then Snelbecker stated that almost all of learning development way are stated in the
model form which the purpose are : (1) to make it easy to communicate to the candidate of
users; (2) to show the main tasks that should be done which is useful for the needs of
management; (3) to show the structure of matrix which the purpose and strategy of learning
can be compared and be adjusted.
For the conclusion, in this research, a model is a conceptual framework which is
procedural in a pattern or plan that can be used as a discussion in developing the program of
learning activity for the young learners. The developing of a model concretely in this research
is a realization of the children development theory, learning theory, and playing theory for the
young learners which refers to integrated model approach.
Colin and Hazel stated that an integrated learning is a form of learning which
integrates the authentic events through the choosing of theme that can prompt the curiosity of
children (driving force) to solve a problem through explorative approach or investigation
(inquiry approach) .
2. The Definition of Dance
According to Curt Sach, a dance is a rhythmic bodys movement. In the dance, the bodys
movement as a media to express idea, feelings, and experience of an artist to the other people.
Soedarsono explained that a dance is an insistence of humans feelings about something

565

that is expressed through a beautiful rhythmic movements. (Indonesia Indah, 1994). All of the
movements around us can be a source of dance idea, such as : the humans movements while
working or playing, the plants movements, the animals movements, the human creations
movements such as car, machine, and robot. In order to become a dance movements, those
movements must be processed due to the aspect of its power, space, and time, so that the
result is not only a copy of the real movements.
Dyane Lynch Frase opine that a dance which is got from playing is a learning
approach that is suitable for the young learners, because it has the interesting characteristics
for the young learners, based on their passion to play. By playing, children can expressed
themselves completely which come from their mind and body. The movements as a media to
express their feelings and world to the other people.
3. Malay Culture
3.1 Culture
Culture came from Sanskrit, that is buddhayah, that is plural form of buddhi, which
can be interpreted as things related to humans mind. In English, culture came from Latin,
Colere, that the meaning is to process or to do. It also can be interpreted to cultivate.
Culture also is interpreted as kultur in Indonesian language.
Culture is a way of living that is developed and owned by a group of people and it is
inherited from a generation to the next generation. A culture is formed by many complex
elements, including the system of religions and politic, tradition, language, apparatus, clothes,
building, and art. As same as the culture, a language also is a part of human, so that many
people tend to consider that it is inherited genetically. When someone tries to communicate to
people with different culture and they try to adjust to the difference, it is a prove that the
culture can be learned.
3.2 Melayu
Malay came from mala (beginning) and yu (land). It has been ratified to the word
ganggayu which has meaning negeri gangga. Then the word melayu in Tamil means
high land or hill, it also means rain. It is suitable to the land of Malay which in the beginning
is located on hills, which has stated in Malay history book, Bukit Siguntang Mahameru. Then,
in Java language, the word Malay means that walk or run quickly. And so, there is a river
named Sungai Melayu. All of the terms can be summarized so that the word Malay can
be interpreted as a land that has a river, named sungai Melayu and is lived by people. (UU.
Hamidy Lagad Melayu dalam Lintasan Budaya di Riau, 2010: 3-4)
4.

Creativity
According to Mayesky (1990 : 3), a creativity is a way of thinking and doing or making
something coming from himself and has a value to himself or other people. And so, Santrock
(2002 : 327) stated that a creativity is an ability to think something with the new ways and
unusual so that become a unique solution for problems. Meanwhile, Munandar (1999 : 27)
gave a definition that creativity is an ability to create a new combination based on data,
information, and elements which are available. Moreover, he added that creativity is
important to be developed in every children, because : (1) by creating something, someone
can realize himself and the realization is included in the main needs of human, (2) a creativity
is an ability to see many possibilities of solutions of a certain problem, it is a way of thinking
that until recently is lack of attention in formal education. (3) Make yourself busy creatively is

566

not only useful but also give a satisfaction to an individual, (4) a creativity give a chance for
human to improve his quality of life.
Mihaly Cstkszentmihaly (1996 : 28-29),give a definition about creativity, that a
creativity is every action, idea or product that can change a certain domain or a
transformation from an old domain to the new one. And a creative people are those whose
action or mind can change a certain domain or create the new one.
Meanwhile, Hurlock (1978 : 4), an expert of children developing opined that a creativity
is an ability to create any new composition, product, or idea that is unrecognized by its
creator. It can be in a form of imaginative activity, or synthetic thinking which the result is not
only a summary. It may include formation of a new pattern and the combination of some
information which is got from past experience and combination of an old relation to the new
situation and may formation of a new correlation. It has to have a certain purpose, not only a
fantasy, although it is a complete and perfect creation. It may be formed as an art product,
literature, academic product, or may be procedural and methodological.
According to Webster dictionary (Pamilu, 2007 : 9), creativity is an ability of someone
to create which is marked by originality in expressing that is imaginative. Like Salim stated
(2000 : 1) about creativity : it is creative if it fulfil some criteria of a creative product, such as
: new, different from something before in a good way, and useful for other people. It is not
only a thing, but also can be a system, procedure, or way to do something.
Semiawan (1997 : 50) explained that based on many research about humans brain, so a
phenomenon called creativity is related to the main human functions, those are : to think, to
feel, to sense, and intuition. Next, he explained that there are three level of creativity, those
are : (1) first level, it is recognized by its originality, flexibility, and openness to the problems
which is followed by a bravery to take a risk, (2) second level, it is called psychedelic, and (3)
third level, it is illuminative. (Seniawan, 1997: 169)
Related to the characteristics of ability to think creatively, Munandar (Munandar, 1999 :
88-89) divide it into two characteristics, aptitude and non-aptitude. Aptitude is a character
related to cognitive which is described in five skills : (1) think clearly, (2) think flexible
(flexibility), (3) think original ( originality), (4) think elaborative (elaboration), (5) think
evaluative.
Meanwhile, the characteristics of non-aptitude is related to the feelings of : (1) curiosity,
imaginative, challenged by complexity,(4) take a risk audaciously, (5) appreciative. There are
so many people think that a creative people is someone who can create a product in a thing
form, whereas a creativity can reflects a smoothness, flexibility, and originality, it also has
ability to elaborate (to develop, to enrich, to specify) an idea.
While, a creativity as a personal aspect is an idea stated by the experts of psychology of
humanistic, such as Carl Roger and Abraham Maslow (Jamaris, 2003 : 56-58), defined the
creativity as one of personal aspects related to self-actualization.
According to Roger (Jamaris, 2003 : 56-58), an expression of creative experience by
someone is effected by factors related to : (1) an openness to many experience, followed by
flexibility and tolerance to the uncertainty ; (2) a self-satisfaction to what he have done and
doesnt depend on other peoples critic; (3) the ability to combine all of concepts and
elements meaningfully so that creates a certain idea or creation.
All of the aspects above can be done completely if the following conditions are fulfilled
: (1) the ability to accept the someones uniqueness as something meaningful. (2) the freedom
to express mind or feeling; (3) the willingness to accept other peoples perspective; (4) the
ability to dont depend on evaluative result by other people to the feeling and minds
expression, for example is the firmness to reach the goal.

567

Based on opinion above, it can be concluded that a creativity is an ability related to : (1)
cognitive, reflects the smoothness, flexibility, originality, elaboration (to develop, to enrich, to
specify an idea), and evaluative, (2) affective, reflects the curiosity, imagination, challenged
to complexity, take a risk audaciously, and appreciate, (3) creation.
F. Research Methodology
The methodology used in this research is research and development, which has a
purpose to create a certain product, and also tests the effectiveness of the product. Sugiyono,
2006 : 407). The researcher quoted an opinion of Borg and Gall (1983 : 267-278), research
and development (R & D) is a tool of function that is used in an educational research and
then it is explained that the research is chosen especially to connect the discrepancy between
the step of the research and practice of education.
G. Organization of the Research
1. Chairman
Name
NIP
Class / Functional position
Department

: Nurlita, M.Pd
: 197106212010122001
: IIIb / Penata Muda Tk 1
: PG-PAUD / Faculty of Education

2. Members
a. Name
NIP
Class/ functional position
Department
b. Name
NIP
Class / functional position
Department

: Devi Risma, M.Si, Psi

: 197904162008122001
: IIIb/Asisten Ahli
: PG-PAUD / Faculty of Education
: DR. Daviq Chairilsyah, M.Psi., Psikolog
: 197607052009121002
:: PG-PAUD / Faculty of Education

H. Bibliography
Collin, Gillian, dan Dixon Hazel. 1991. Integrated Learning: Planned Curriculum Unit.
Iiinois: IRI / Skylight Publishing, Inc.
http://duniabaca.com/definisi-budaya-pengertian-kebudayaan.html#definisi (accessed on )
http://seabass86.wordpress.com/2009/05/07/pengertian-budayadan-asal-usul-kebudayaanserta-macam-macam-kebudayaan/ (accessed on )
http://www.riauheritage.org/2011/11/pengertian-melayu-dan-melayu-riau.html (accesed on ...)
Lynch Fraser, Diane. 1991. Playdancing. Pennington: Princeton Book Compeny, Publishers
Mayesky Marry, 1990. Creative Activities for Young Children, New York: Delmor Publisher.
Miarso, Yusufhadi. 1989. Teknologi Pendidikan. Jakarta: PAUD-Dirjen Dikti, Depertemen
Pendidikan dan Kebudayaan.
Pamilu Anik, 2007. Mengembangkan Kreativitas dan Kecerdasan Anak, Yogyakarta: Citra
Media,
Psychoeducational Design. USA: McGraw-Hill,Inc

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Salim Evita Singgih, Maret 2000. Kreativitas dan Sikap Kreatif dari Siswa Berbakat
Akademik, Makalah yang disampaikan dalam Simposium Program Akselarasi dalam
Pendidikan Bagi Siswa Berbakat Akademik, Jakarta 2930
Santrock John W. 2002. Live Span Development, Terjemahan Achmad Chusairi, Jakarta:
Erlangga,
Semiawan Conny.1997. Perspektif Pendidikan Anak Berbakat, Jakarta : Grasindo,
Semiawan, Conny.2002. Belajar dan Pembelajaran dalam Taraf Usia Dini: Pendidikan
Prasekolah dan Dasar. Jakarta: Prenhalindo.
Snelbecker, Glen. 1984. LearningTheory, Instructional Theory, and
Soedarsono, dkk. 1996. Indonesia Indah: Tari Tradisional Indonesia Jakarta: Harapan Kita
TMII/BP
Suriasumantri, Jujun S. Tanpa tahun. Berfikir Sistem: Konsep, Penerapan Teknologi dan
Sterategi Implementasi, Jakarta: FPS IKIP Jakarta

569

THE ROLE OF EARLY CHILHOOD EDUCATORS IN DEVELOPING

CHILDREN CREATIVITY AT ECD INSTITUTIONS
By: Nasriah
Abstract
Role as early childhood educators have a very important role in facilitating the development
of creativity of children, instead of imposing the will of the child. Because the creativity is
more personal and privacy, rather than social and public, it requires the growth of a wide
range of interactions. Cultivate a positive pattern of interaction between educators with
children in school (kindergarten) through play and fun atmosphere is the best means to
stimulate and develop a child's creativity, therefore creativity must be developed from an
early age.
Keywords: Role of Educators, Creativity Development
Introduction
Every early childhood educators have always hoped that someday the children will be
successful, both in terms of socio-economic and intellectual life. Possible through human
creativity can improve their quality of life. Creative people will have a lot of ideas that can be
developed so that it has the possibility to obtain better welfare than those who are not creative.
Creativity is the foundation of education to prepare children to become scientists, creators,
artists, musicians, innovators and problem solvers for the future.
Thus creativity has to be developed from an early age. Education doesthe task to be able
to develop the creative potential of every child. Children need to receive proper guidance, so
enabling them to develop their potential and capabilities optimally. Ultimately capabilities are
expected to be useful both for themselves, their families and society in general. As mandated
by the Act No. 20 of 2003 on National Education System Chapter I, Article 1, paragraph 14,
which states that "Early Childhood Education is a development effort aimed at children from
birth up to the age of six years are done through the provision of educational stimulation to
assist the growth and development of the physical and spiritual readiness of the child to have
further education "(Hamid, 2003: 14). In this case creativity is a talent that is potentially
owned by each person, can be identified and nurtured through appropriate education,
including the kindergarten as one of a place to hold the Early Childhood Education.
Creativity (Munandar, 1991) can be viewed in terms of, the personal aspect, booster,
process and product.
(1) The personal aspect, creativity is the result of personal uniqueness in its interaction with
the environment and is a depiction of the various special features in each individual.
Characteristics which include curiosity, a strong imagination, interested in new things,
have broad interests, willing to take risks, have the initiative and confidence, diligent and
tenacious in doing the task of interest and believed.
(2) The driving aspect, is a condition that is motivating someone on creative behavior. This
creativity booster can be a strong desire on the individual, and may also be the award of
others (parents, teachers), and the availability of facilities and infrastructure supporting
creative attitude.
(3) The process aspect, creativity is the result of stage one's experience in performing a job or
activity. Creativity in terms of the process as an ability to form new combinations of two
or more concepts existing in the mind.

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(4) The product aspect, creativity is the ability to create or produce new products, or a
combination of the previously existing ones.
Children who are creative is the children which have the ability to think critically,
curious, interested in the activities / tasks perceived as a challenge, dare to take risks, not
easily discouraged, appreciate beauty, unable to do or work, respect their selves and others. In
the development of creativity from an early age, the role of the kindergarten teacher educators
to foster the development of cognitive, affective, psychomotor, emotional, social and
personality of students. According to Abdurrahman (2005: 35), a child's creativity is the
ability to generate original ideas, unusual, and very flexible in responding and developing
ideas and activities. In early childhood creativity will be obvious when children play, where
he created various forms of work, painting or imaginary spontaneity with a toy. The
characteristics of natural creativity include: imaginative, like to explore the environment
(exploring), ask the many question, have a strong curiosity, like doing "experiments", open to
new stimuli, interested to do all sorts of things, want gain new experiences, and have not been
bored (Nakita Magazine, 2003: 7 August 2003 edition).
Guilford (in Hawadi, 2001: 3) with the factor analysis found five traits that
characterize creative thinking abilities: first, fluencyis the ability to produce many ideas.
Second, flexibilityis the ability to apply a variety of approaches or the way of problemsolving. Third, the authenticity (originality)is the ability to give or create original ideas as a
result ofhis own thoughts and not clich. Fourth, the decomposition (elaboration) is the ability
to explain something in detail. Fifth, reformulation (redefinition) is the ability to review the
issue in a way and a different perspective to what is already prevalent.
With the development of creativity in children kindergarten: children have the
opportunity fully to meet the requirements of expression in its own way (good benefits on
cognitive development); can be a tool to balance the child's emotions so that a harmonious
development of the child's personality is back (either on mental health benefits); and the child
will acquire the skills to feel, discriminate, appreciate the beauty that will drive and influence
the refinement and character (both on the development of aesthetic benefits), thus said
byMunandar.
Creativity Development Goals.
S.C. UtamiMunandar. There are five reasons why creativity is important to be raised,
nurtured and developed in children following them.
First, the child can realize his creative. Self-realization is one of the basic human needs
as expressed by an expert, Maslow (1968). One of the 6 basic needs of a human being is the
actualization / self-realization.
Secondly, with the ability to think creatively possible can see the resolution of a wide
variety of problems. Express different thoughts of others without being limited by nature will
be able to create a wide variety of ideas.
Third, implicated themselves creatively (as early childhood needs are always busy and
want to know) will give satisfaction to the individual. It is important to note because the level
of achievement of one's satisfaction will influence the development of social emotions.
Fourth, to allow human creativity to improve the quality of life. New ideas as a result of
creative thinking will be needed to deal with future challenges. For the thinking, attitudes and
behavior are very necessary creative raised, nurtured and developed from an early age.
Based on the above reasons, the goal of developing a child's creativity in early
childhood institutions are as follows.
1. introduces a way to express themselves through the work using techniques mastered.

571

2. introduces the way in finding alternative solutions to solve problems.

3. make the child have an attitude of openness to various levels of experience with the
flexibility and high tolerance for uncertainty.
4. make a child has self-satisfaction of what he did and respect for other people's work.
5. make a creative child, the child who has:
a. fluency to express ideas
b. flexibility to express a variety of alternative solutions to solve problems
c. originality in generating ideas
d. elaboration of the idea
e. tenacity and patience or persistence to face obstacles and uncertainty situation.
The Function of Creativity Development in Early Childhood
The development of creativity in children is one of instructional support to develop
some aspects of child development. This can be seen in the functions of creativity
development in early childhood are as follows:
First, the function of creativity development toward children's cognitive
development.Through the development of creativity of children have fully opportunity to
meet the requirements of expression in its own way. The fulfillment of that desire is obtained
child to create something new. Activities that produce something of this attitude fostered
children to continue to be busy themselves with creative activities that will spur the
development of cognitive / thinking skill.
Secondly, the function of the creativity development toward mental health.The creativity
development has therapeutic value because in that activities the children can expresstheir
feelings that can lead tensions on them, such as feelings of sadness, disappointment, worry,
fear, and others who may not be able to say. If these feelings are not distributed then the child
will live in the tensions so that his soul would be depressed. This will cause deviations of
behavior so that the child will be disturbed emotional balance. Thus, adults can provide
creative activities for children, such as drawing, forming, dancing and so on. Such activities
can be a tool to balance the child's emotions so that a harmonious development of the child's
personality back.
Third, the development functions to the aesthetic creativity development. In addition to
the activities of its expression, creation, child socialized and trained to appreciate the beauty
of such a variety of natural beauty, painting, dance, music and so on. With these activities, the
children will continue to absorb the beautiful effect is heard, seen and thought. It means
feeling or sense of aesthetic beauty children nurtured and developed. In the end the child will
acquire the skills to perceive, discriminate, appreciate the beauty that will deliver and affect
(fineness) attitude. Thus, children are brought near to the beautiful nature and good in human
life.
Suyoto (2003) states that creativity is an activity aimed at, produce valuable products,
services or new ideas and Craft (2003) also mentions creativity as a result of a powerful mind.
With the purpose and function of the development of creativity as has been described
above, the development of creativity must exist in all areas of development in early
childhood. , The development of creativity not only in the field of Art Capacity but also exist
in all other Capability Development Division, the Field of Language Development, Cognitive,
and Physical and motoric skills.
The development of the art includes the ability to express themselves through creative
media, such as drawing with charcoal, painting with paint, tear, forming with plasticine and

572

others, the ability to express the motion and make musical instruments and create their own
playing with sand, water and role play.
The aspect of language development include the ability to develop patterns of thought
and skill to express, eg retelling with their own language the stories that have been heard,
continue to retell the picture story with their own imagination.
The cognitive aspect includes the ability to solve their own problems as well look for
alternative solutions, such as a game by using the sense of touch to associate objects, predict
something based on presenting symptoms, imagining something that is not possible, and
others.
In the aspect of physical development / motoric skills include the ability to create
physical movements freely according to the essay itself.
Discussion
Some experts assert that creativity reached its peak in the age between 4 to 4.5 years.
Preschoolers have a very rich imagination while imagination is the basis of all kinds of
creative activities. They have a "natural creativity" that looks like the behavior is often asked,
keen to try everything, and have a strong imagination (KakSeto, 2004: 11).
Creativity requires EQ (emotional intelligence). Goleman's EQ expert said, IQ
accounted for 20 percent of the success of a person while the other 80 percent is determined
by other forces. For example, willingness to work hard, discipline, self-confidence, and
including EQ. All of these factors support creativity can be nurtured, trained, and developed
from an early age children.
Between creativity and intelligence there is a difference. When we refer to the theory of
the Guilford Structure of Intellect (in Hawadi, 2001: 19), the intelligence is more related to
the convergent thinking (centered), whereas more creativity with regard to divergent thinking
(spread). Munandar explained that convergent thinking is giving answers or logical inference
(reasoning) of the information that is used with an emphasis on achieving the single most
appropriate answer. The divergent thinking (which is also called the creative thinking) is the
ability to provide a variety of answers based on information provided by an emphasis on
diversity, number, and suitability.
Developing Creativity In School (kindergarten)
Kindergarten (TK) is one of the formal institutions holding early childhood education,
the implementation is more emphasis on the principle of playing while learning or learning
while playing. The role of kindergarten teachers in the implementation of learning more act as
mentors and facilitators. Learning in Kindergarten can conducted covering aspects of the
development of integrated cognitive, language, social and emotions in an effort to developing
a child's creativity early age. Creativity of early childhood development can be pursued
through a game designed by a kindergarten teacher, because by the games children can
develop and integrate all of its potential, so that they are more creative. The role of teachers in
children's games activities are encouraging, guiding children's play and helps children develop
their potential so that they become creative child.
Teachers as one of the neighborhoods that can serve as a model to support creativity,
facilitator, mediator, and inspiration for children in an effort to bring creative behavior. For
that teachers should have the responsibility and is exemplary in fostering creativity early
childhood. There are several things that must be considered by the teacher in developing
creativity, namely:
1. Ability to accept the uniqueness of individual

573

2. Willing to accept the child's perspective

3. Ability to provide programs that challenge children to explore.
4. Make use of various thrift
5. Choosing story topics that stimulate children to think
6. Not force the will of the child if the child does not like
7. Stop to use the word dont and not because it will hinder a child's imagination
8. Selecting appropriate learning media
9. Guiding and directing children to dare to bring their creativity
10.membimbing other children to appreciate the work of his friend
Table 1.
The Supporting Environment and Inhibitingthe Creativity
Type involved
environment
Infrastructure

The Supporting Environment

The Inhibiting Environment

The class Infrastructure (physical setting Rigid classroom atmosphere

in the classroom) is flexible
Adults (teachers, often ask open questions (why, how, Always apply
principals)
roughly, what do you think about ....)
closed questions
Learning program presented challenging
Presented
difficult
activities,
activities
activities according to age and children making the child frustrating
characteristics
Adults (teachers,
principals)
Adults (teachers,
principals)
Learning program
activities

Serve as a model,
facilitator, mediator, inspirator
Encouraging children to learn self-Tend

Serve as instructor

Children took a part of the learning

not involving children

actively

Adults (teachers, Emphasize on the "process" of learning

principals)

Help and serve

more concerned
"Product" or learning outcomes

Adults (teachers, Avoiding giving

Give examples and stand in
principals)
sample and directing tends to give front of the children to give
children ideas
direction
Adults (teachers, As learning partner
principals)

As a source of learning and be the

only one disseminate information

Role of Parents and Teachers in the Development of Children's Creativity

Results obtained from various studies, that the attitude of parents who foster children's
creativity, is:
- Appreciating the views of the child and encourage him to express
- Giving time for children to think, reflect, and delusional
- Let the children make their own decisions
- Encourage inquisitiveness of children, to explore and question many things
- Convincing children that their parents appreciate what want to try to done, and what the
resulting
- Support and encourage the activities of the child.

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- Enjoy being with children

- Giving genuine compliments to children
-Encourage the child's independence in work and
-Exercising good cooperation relationship with child
The attitudes of parents who do not support the development of creativity of children,
is:
- Told to the child that he will give a punishment if he done wrong
- Do not allow the child to be angry with parents
- Do not allow children to question the decision of the parents
- Do not allow children to play with children from families who have different views and
values of family child
- Children should not be noisy
- Parents strict to supervise children's activities
- Parents give specific suggestions on task completion
- Parents critical of the child and refused childrens ideas
- Parents are impatient with their children
- Parents and children fighting power, and
- Parents pressuring and forcing the child to complete the task.
Closing
Kindergarten is one of the institutions of formal education for early childhood
implemented in Indonesia. Kindergarten education is a form of preschool education has an
important role in developing a child's personality. Kindergarten as an educational institution
that organizes educational programs of one or two years, need to be equipped with facilities
and infrastructure game that allows children to play while learning and learning while
playing. Kindergarten teachers should have creativity in designing the learning environment
and children's games, so it can help children develop their potential and give birth to a child as
a creative human resources.
Creative child will always thirst with new experiences. Thus children who do not get
enough creative learning to gain new experiences. While the most memorable experiences as
a child if it can be obtained directly through experiments that he did. Therefore the child to be
given a lot of experience through his own experiments provisions either through art, creative
drama, and use language to express humor, atmosphere or free personal atmosphere and can
be received by the child. Therefore, the growth of children's creativity should be started since
the child is still in an early age.
An early childhood is basically like an empty glassesthat ready to be filled by educators
or teachers. If a teacher can utilize child development for developing creativity properly, then
the future children will have a creative soul. This is where the teacher's role in guiding his son
was required to be careful and meticulous. Because if we do the wrong in guiding children, so
it would be a failed forever for us.
REFERENCES
Abdurrahman, J. 2005. Tahapan Mendidik Anak. Bandung: Irsyad Baitus Salam
Craff, Anna, 2003. Membangun Kreatifitas Anak. Alih Bahasa; M. Chairul
Annam. Jakarta Inisiasi
Press
Hawadi, R. 2001. Kreativitas. Jakarta:Grasindo
Munandar, 1999, Pengembangan Kreativitas Anak Berbakat, Jakarta: Rineka Cipta
Montolalu, dkk, 2005, Bermaindan Permainan Anak, Jakarta: Departemen Pendidikan Nasional,
Universitas Terbuka

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Moeslichatoen. 1999. Pengembangan Kreativitas Anak. Jakarta: Rineka Cipta

Munandar, U. 2004. Pengembangan Kreativitas Anak Berbakat. Jakarta: Rineka Cipta
Safaria, T. 2005. Creativity Quotient. Jogjakarta: Platinum
Seto. 2004. Bermain dan Kreativitas. Jakarta:Papas Sinar Sinanti
Sumanto, 2005, Pengembangan Kreativitas Seni Rupa Anak TK, Jakarta: Departemen Pendidikan
Nasional Direktorat Jenderal Pendidikan Tinggi, Direktorat Pembinaan Tenaga
Kependidikandan Ketenagaan Perguruan Tinggi
Suyoto, 2003 ,Bahan Pelatihan. Tidak dipublikasikan
Supriadi, D. 1997. Kreativitas Kebudayaan dan Perkembangan IPTEK. Bandung: Alfabeta
Widayati, C. Sri, dkk. 2002. Reformasi Pendidikan Dasar. Jakarta: Grasindo

576

INFLUENCE OF PROJECT METHOD TOWARD INCREASING OF CHILDRENS

CREATIVITY OF 5-6 YEARS IN LABOR KINDER GARDEN
Devi Risma, Yeni Solfiah
FKIP UNIVERSITY OF RIAU
ABSTRACT
This research use experiment method to explain how is the influence of method
project toward the increasing of childrens creativity at 5-6 year old in Labor kinder garden
FKIP University of Riau. The Target of this research to know is the project method can
improve childrens creativity 5-6 years in the kinder garden in Labor FKIP University of
Riau. The Device of this Research is Pre Test- Post Test Design, which is consist of 24
children. The Experiment conducted by executing method of the project in study that
conducting the project of making of Chinese lantern lamp to increase childrens creativity.
The Data analysis of this research by using different test analysis ( t-test) use statistical
program series of SPSS 17 windows to know the effectiveness of method of project to
increase childrens creativity. Pre test and post test executed to pass the creativity of the
children to drawing freedom and narrating it return what they have drawn. Pretest executed
the activity of opener and study of post test conducted in activity cover of study Pursuant to
data analysis that obtained by result of T-test equal to - 5,571 ( p=0,000) and improvement of
creativity from before and after experiment equal to 21,62 %. Thereby, can be concluded that
effectiveness of project method to increase childrens creativity in 5-6 year in the Labor
kinder gander FKIP University of Riau.
Keyword : method offis project of, creativity.

INTRODUCTION
Education of age child early ( PAUD) [is] an construction process grow child flower
since age born until age 6 year, [done/conducted] by totally, including all growth aspect by
giving stimulation to growth of spirit and bodily to be childrens grow and expand in an
optimal fashion. According to result of research, at first 4 year, half of capacities intelligence
of human being have been formed. Its meaning, if in age of child brain do not get maximal
excitement, so, the childs brain potency will not expand in an optimal fashion.
In the middle of progress of technology and science which progressively rapidly grow,
society confronted with various demand and challenge to face very tight emulation. With the
phenomenon required by creativity and skill to faced problems, in consequence creativity
have to be developed since childhood specially in early age of children. The Fact in the field
indicate that Indonesian child creativity in this time tend to less grow and expand. Just
Academic efficacy do not determine efficacy of someone in experiencing life forwards,
therefore creativity require to be stimulated by its growth since childhood, and creativity have
to be developed in formal education, informal and also non-formal. Come up with age 4 year
a child have reached is a half than its intelligence. Passed to excitement is first phases in its
life will give result of biggest in make-up of creative potency of him.
Creating environment which is conducive to development of child is very
importance, in consequence needed a strategy to create the environment with good
arrangement of environment that make child can move peaceful and free, so that child can
improve their imagination energy in its creativity. Passed to education, children have to
orient in it. Therefore, the teacher of PAUD have to create a good situation that has an

577

important meaning, conducive expanding strengths it had by child and extension of child
enthusiasm and also development of responsibility and creativity, either through civil and also
group. Study method to develop childrens creativity selected the method which is able to
move child to increase motivate to feel like to know and develop its imagination.
Despitefully, study method to develop child creativity, is capable to push children to look for
and find its answer, making question assisting to solve the problem, thinking it over,
developing again and find new relation. There are various method which is able to develop
childrens creativity among others is Travelling method, Explores method, experiment
method, passing game of music, passing masterpiece cubic and project method. Project
method representing a method study which is can train the children to accept initiative and
responsibility to develop creativity in explaining work becoming part of project completely.
Phenomenon that happened in the kinder garden Labor FKIP University of Riau is the
teacher only teaching used method giving duty, so that childrens creativity do not expand and
stimulus well. Children less of having an idea to make any differences of masterpiece besides
of the examples by their teacher. If result of child duty differ from given from the example of
their teacher, children to be unconvinced with themselves. Because of that's researcher wish
to compare childrens creativity after getting study pursuant to the method have given and
duty of the project with title " Influence of Method Project to the childrens Creativity"
Creativity
Creativity come from creative which have correlated to create with the meaning
creating, yielding or creating positive something and good for themself as well as others.
According to Chaplin ( Creativity represent an idea or idea of human being having the
character of innovative, useful and can understand. Creativity in the early age of children
represent a materialization of new knowledge and experience which obtained by the children
in the form of masterpiece result or idea, both for assumed by new invention or represent
result of masterpiece repeat.
To be conceived of a creative, it is important to know about characteristic someone
which is creative. Utami ( 2008) formulate ability marking think creative as follows:
1. Ability marking think creatively ( Aptitude)
a. Skill think fluently (Ability fluency) to trigger many idea, answer, solving of question
or problem, giving many way of or suggestion to conduct the matters, and also always
can think more than one answer.
b. Skill think supply the (Flexibility) Ability to yield idea, question or answer which
vary, can see a problem from the aspect of approach which different each other, and
can look for many direction or alternative which is different each other, and also can
alter the way of approach or way of idea.
c. Skill think rationally (Ability in originality) to bear unique and new expression,
thinking of the way of a typical to lay open them self, can make a typical combinations
from parts or elements.
d. Skill detail or elaboration (Ability in elaboration) enrich and develop a product or
idea, enhancing or detailing details from an object, and situation or idea so that more
interesting.
e. Skill assess (Ability in evaluation) to determine assessment directive alone and
determine what is a question of correctness, a healthy plan, or a wise action, can make
a decision to open situation that, do not only triggering idea, but also executing them.

578

2. Marking of Affective ( Non-Aptitude)

a. Feel like to know something
Individual always impel to know more, raising many question, always pay attention to
other people, situation and object, sensitive in perception and wish to know or checking.
b. Have the character of imaginatively
Ability model or conceive unprecedented things, using fact and fantasy.
c. Feel to be challenged by progress.
Always feel to impel to overcome the difficult problem, feel to be challenged by
complicated situation, and more take an interest in difficult duties.
d. Nature of dare to risk.
Ability to dare to give answer even do not correct yet, not afraid if he failed or get
criticism, do not become hesitate because of unclear, things which is not conventional, or
have less structure.
e. Nature of esteeming.
Can esteem guidance and tuition in life and esteem talents and ability alone which is
expanding. Pursuant to opinion above can be concluded that creativity marginally consist
of two characteristic that is ability marking think ( and aptitude) of characteristic of
affective ( non aptitude). The Characteristic of think creative consist of aspect fluency,
flexibility, originality, elaboration, and evaluation. While characteristic think affective
consist of feel like to know, having the character of is imaginative, feel to be challenged
by progress, and have the nature of esteeming.
Method of Project
According to Moeslichatoen ( 2004: 137) method of project representing one of the
way giving an experience learning by confronting child with everyday problem which must be
solved by teaming. By using method of project, children obtained got experience learn in
sharing responsibility and work to be able to be executed in wrought in order to reaching final
purpose. In executing method of project, teacher act as facilitator providing materials and
appliance to execute the project which pursuant to the children enthusiasm.
Hypothesis.
Hypothesis in this research is effective project method to increase childrens creativity
in age 5-6 year in the Kinder Garden Labor FKIP University of Riau.
Variable of the Research
The Variables concerned in this research is : creativity ( variable of dependent) and
method of project is ( variable of independent).
Definition Operational
1. Child creativity in early age is new materialization of knowledge and experience
which obtained by children in the form of fluency, supple, originality, and also ability
of elaborate an idea.
2. Project method is to give experience learning by confronting children with daily
problem which must be solved by teaming, sharing responsibility and work to be able
to executed in wrought in order to reaching the final purpose, in this research is to
make the project of Chinese lantern.

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Subject of this Research

Research Subject of this research is Class B1, in the Age 5-6 year of kinder garden
Lab of PAUD FKIP University of Riau, amounting to 24 people.
Instrument of the Research
Method of data collection in this research use childrens creativity observation sheet of
Kinder Garden Lab PAUD FKIP University of Riau, with creativity indicator of fluency,
flexibility, originality, and elaboration.
Tabel 1
Characteristic of Observation Creativity.
NO

ASPECT

INDICATOR

SCORING
C

1. Children Get many ideas or answer

the questions.
1

Fluency think that is

fluency to tell idea (
fluency)

1. Child have immeasurable idea in

Supple or
various area.
flexibilities that is
2. Child earn of the problem from
ability to use
various point of view.
assorted of approach
to overcome
3. Child can raise some troubleproblems(flexibility)
shooting with approach which is
different each other

2. Children can yield an idea in a short

time.
3. Children can develop an idea
pursuant to idea which have been
there is.

1. Children have compared to different

idea or idea of their friends
2. Children make result of compared
the different masterpiece of their
Authenticity that is
friends in the same theme.
ability to yield or
trigger new idea or
3. Laying friends is to compared the
idea ( originality)
differ that something present children
which something open In.

4. Children yield an imaginative

masterpiece and does not ordinary.

Detailing that is
ability in developing
and elaborating idea
detailed
(elaboration)

1. Children earn detail their idea

2. Child make result of masterpiece
accurately and detailed.
3. finished the duty is abysmal child
what expected by the teacher.

Characteristic of Assessment :
Good : If the children can make creative picture and narrate creative idea of him in easy,
flexible, original, and in detail, would given score 3.

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Enough : If the children can make creative picture and narrate creative idea of him easier,
flexible, original, and in detail good enough, would given score 2.
Poor : If the children incapable to make creative picture, and narrate its ideas with less
fluent, inflexible to follow the example of to have other child, and unable to talk in detail, so
that given score 1.
Experiment Device
Experiment device in this research use Pre Test- Post Test Design, where observation
conducted twice that is before and after experiment. Difference between pre test and post test,
assumed to represent effect of experiment or treatment. Device form can be seen at picture
bellow:
Y1

Y1
Y2
X

Y2

: Pre Test
: Post Test
: Experiment

Procedure of the research

a. Pre-test
Before execution of training before conducted by early measurement( Pre Test). Pre
Test meant to know childrens creativity story level. Result of test pre will be compared to
result of the post test after treatment given. Pre Test executed at the (time) of activity of
opener. In activity of this opener observation of children how its creativity in making free
picture and narrate its ideas back.
b. Doing of experiment
Ekperimen execution of method project of as study method conducted in age 5-6 year
of Labor Kinder Garden FKIP University of Riau and place in Labor Kinder Garden FKIP
University of Riau Jl. HR. Soebrantas Km. 12,5 Campus Construct Widya Univeristas Riau.
Experiment conducted in activity of nucleus;core study of child of Kinder Garden in this
activity, child given by project to make Chinese lantern lamp. Each child get duty which is
different each other and later then by together unite result of each work to make Chinese
lantern.
c. Post Test
Post test will be conducted after ekperimen have been executed meant to know did
experiment really effective applied to increase childrens creativity. Post test conducted in
activity covering study of child on experiment executed.
Technique Data Analysis
In the line of the research hypothesis and research, the statistical technique used
different test analysis ( t-test) use statistical program series of SPSS 14 windows. While the
effectiveness method of project to increase childrens creativity counted by using formula (
Zainal, 2009 : 53 )

581

RESULT OF RESEARCH AND SOLUTION.

Description about research data in general can be seen in tables of research data
description, where from of the data can be known by base statistical functions.

Variable
Pre test
Post test

Tabel 2
Description of Result Research
Score x which is obtained.
(Empirik)
Xmin Xmax Mean
SD
Xmin Xmax Mean
SD
13
39
26
8,667
13
33
21,64
6,818
13
39
26
8,667
19
37
26,32
3,955

Pursuant to the tables 1 above ( description result of research) can be seen that score of
childrens creativity average value after given by experiment ( execution of method of project
in study). This designate that method of project having a positive effect (increasing childrens
creativity).
Before seeing what is there any difference of childrens creativity before and after
experiment, require to be seen the data related of pre-test and of post-test like following
tables:
Tabel 2
Paired Samples Correlations
N Correlation Sig.
Pair 1 Pretest &
Postest

10

.825 .000

Pursuant to data in tables 2 above, can be seen by data correlation coefficient of pre-test and
of pos-test equal to r = 0,825 and p = 0,000. Because value of p < 0,005 meaning there is
relation between data of pre-test and of post-test. Thereby can be counted by] difference of
childrens creativity before and after experiment ( test sample paired).
Tabel 3
Paired Samples Test

t
Pair 1 Pretest
Postest

Sig. (2df tailed)

-5,571 24

.000

Based on the tables 3 above obtained by statistical test with t-test = - 5,571 and p = 0,000.
Because p < 0,005, so can be concluded that there is significant difference of childrens
creativity before and after giving of method project in study. To know the effectivenessof
giving of method project to childrens creativity, therefore calculated by using formula :

582

Based on the result calculation statistic above can be seen that childrens creativity
mount equal to 21,62% after experiment was done. This matter indicate that effectiveness of
giving method project to increase child creativity in Labor Kinder Garden FKIP University of
Riau equal to 21,62%. This matter as according to opinion of Moeslichatoen ( 2004: 137)
method of project representing one way of giving experience learning by confronting children
with daily problem which must be solved by teaming. By using method of project, child
obtained got experience learning in sharing responsibility and work to be able to executed in
wroughtly in order to reaching final purpose. In executing method of project, teacher act as
facilitator providing materials and appliance to execute the project based on the childrens
enthusiasm.
BIBLIOGRAPHY
Atkinson, Rita L., Atkinson, Richard C., Hilgard, Ernest R. 2003. Pengantar Psikologi
(Jilid1). Jakarta : Erlangga
Bimo Walgito.2004. Pengantar Psikologi Umum.Yogyakarta: Andi
Coony Semiawan. 2000. Perspektif Pendidikan Anak Berbakat. Jakarta : PT. Grasindo
Cucu Eliyawati. 2005. Pemilihan dan Pengembangan Sumber Belajar untuk Anak Usia Dini.
Depdiknas: Jakarta
Joan Freeman dan Utami Munandar. 1997. Cerdas dan Cemerlang. Jakarta : PT. Gramedia
Pustaka Utama
Kenneth, May, Adam & Caroline Slim.2005.Cara Mengembangkan Berbagai Komponen
Kecerdasan. Jakarta : PT. Indeks
Kay, White.2006. Kiat Memperkuat Kreativitas. Jakarta: Nuansa
Laura A. King.2010.Psikologi Umum: Sebuah Pandangan Apresiatif. Jakarta : Salemba
Humanika
Martini Jamaris.2003.Perkembangan dan Pengembangan Anak Usia Taman Kanak-kanak.
Jakarta: Universitas Negeri Jakarta
Sri Nurlaily. 2013. Model Pembelajaran Kolaboratif Penyelenggaraan PAUD Dalam
Mengoptimalkan Perkembangan Anak Usia Dini (Studi di Kelompok Bermain Kota
Tangerang Selatan). Skripsi. Bandung : Universitas Pendidikan Indonesia.
(http://repository.upi.edu. Diakses tanggal 11 Oktober 2013)
Utami Munandar. 2009. Pengembangan Kreatvitas Anak Berbakat. Jakarta : Rineka Cipta
Yuliani Nuraini Sujono,dkk.2005. Metode pengembangan kognitif. Jakarta : Universitas
Terbuka

583

SCRIBBLING AS A MANIFESTATION OF CHILDREN CREATIVITY

Ajeng Ayu Widiastuti
Early Childhood Education Program
Faculty of Education and Teacher Training
Satya Wacana Christian University, Salatiga, Center Java, Indonesia
ajeng.widiastuti@staff.uksw.edu / aj_widya@yahoo.com
Abstract
Creativity is recognized as a key factor of knowledge development and an actualization
of thought into the original and concrete action. Therefore, creativity is an important
skill which is must to be built and developed since childhood. How to build and develop
creativity can be started from scribbles. These activities can provide a picture of the
relationship between children's motor and intellectual development. Scribble is a
meaningful symbol like letters, words, pictures or paintings. The children's scribble
activity need to be encouraged, nurtured and rewarded as a valuable work.
Unfortunately, parents are often unaware of the matter, they are prohibits even scold the
child if they find the children do such activities as undisciplined behavior and littering
the house. Therefore, parents need to understand that scribble is an important activity to
develop children creativity. This article aims to provide an understanding of creativity,
the importance of developing a children creativity through scribbles, awakened aspect
of children's scribble, and how to direct the children to develop their creativity through
the right media.
Keywords: children's creativity, scribbles, children's intellectual.
INTRODUCTION
Creativity is a topic that has long been studied by many researchers. Creativity
has a long tradition as a doing or making practice and is a continuing focus of
research by arts and educational researchers, and discipline specialists (Sullivan, 2007).
However, the concept of creativity is growing along with the research development.
Torrance (1993) stated that creativity is though process and throughout this process is
an element of responding constructively to existing or new situations rather than merely
adapting to them. Need to realize that creativity is an important part of life because
creativity, or creative thinking, coming up with new ideas that are useful to solve the
problem. Therefore, Faure stated that creativity is one of the core values of knowledge
development of modern society (Ott & Pozzi, 2012). Thus, creativity is considered very
important skill to always be developed in lifelong learning (EC in Ott & Pozzi, 2012).
Hence, creativity needs to be developed in early childhood and should be always be
developed.
However, who are the most suitable means to foster the children creativity?
Torrance stated the important factor that has been shown to influence and foster
children creativity is that of the family and the family environment. He alluded to the
importance of the family environment and the role of parents in fostering creativity
(Torrance in Fearon, Copeland & Saxon, 2013). Sternberg (2006) also recognized the
importance of having an environment that is supportive and rewarding of creativity.
Now, what is the first activity that can develop the children creativity? It is
broadly recognized that scribbles have a high potential to develop the children
creativity. These activities can provide a picture of the relationship between children's

584

motor and intellectual development (Adeney, 2008). Scribble is a meaningful symbol

like letters, words, pictures or paintings. However, parents have less attention to this
activity. They consider that this activity is only littering the walls with lines without
meaning. The children begin to develop their creativity and pour their imagination
through scribbling activity (Adeney, 2008). Therefore, scribble is an activity to be
encouraged, nurtured, and valued as meaningful. Hence, family and environment
participate to support their creativity through scribbling activity and direct them to pour
their imagination in the right media.
RESULTS AND DISCUSSION
Creativity
Creativity is a study that almost impossible to be formulated into the same sense.
Though the term creativity is not easily defined or measured it has been given much
attention by psycholigists educators and politicians and others. Several models
describing creativity have been proposed during the last century (Lawson, in Torrance,
1993). Dnescu (2009) stated creativity broadly designates general availability of the
human personality to receive, to consume, and to create new. Creativity involves
bringing something into being that is original (new, unusual, novel, unexpected) and
also valuable (useful, good, adaptive, appropriate) (Atkinson, in Sullivan, 2007).
Moreover, Martindale (in Sullivan, 2007) stated that creative as a process of
stages that included preparation, incubation, illumination or inspiration, and verification
or elaboration. Sternberg (2006) stated that creativity is the process of generating ideas
that are novel and bringing into existence a product that is appropriate and of high
quality. In the other words, creativity is recognized as a key factor of knowledge
development and an actualization of thought into the original and concrete action.
Joussemet & Koestner (1999) wrote that creativity is a highly valued behavior
that is percieved to be rare. Milne (1972) believed that creativity is a state of mine, and
it is most widely expressed by very young children. These and other researchers have
pointed out that creative children can be considered among our most valuable resources.
These creative children provide interpretations through which crucial elements of the
world can be intellectually expressed and understood. Besides, Gowan (1972)
emphasized creativity as component of intellect. Creativity was a reaction to both
personal potential and environmental influences relative to child development. Torrance
emphasized that creativity is composed of originality, energy, and self concept. Still, he
added that creative thinking is a components of fluency, orginality, abstractness of titles,
elaboration, and resisteance to premature closure (Torrance, 1993).
Scribble
Childrens first drawing is scribbling. All children over the world scribble. No
matter what chronoligical age children start to scribble, they will go through the
following developmental stages (Bailer, 2003). Children scribble up and down and
around with pencils, markers, chalks, paint brushes and even their fingers. When
children begin to scribble at an early age (eg: one year), he will spend a lot of time on
this activity than a child who start scribble at the age of three years. As children move
through the developmental stages, there will be times when it seems as though they are
in between stages as they leave behind one stage and move into the next (Bailer, 2003).
According to Webster and popular view, the word scribble is meaningless
marks. However, Baker & Kellogg (1967) stated the significance of scribble. Scribble

585

is talk about simpler phases of scribbling the pencil is just an extension of the hand,
recording how his developing neuromuscular system enables him to make the different
kinds of markings. Scribble is demostrating the relationship between motor and
intellectual skills. Moreover, scribbles reveal a neural substrate destined for marks and
influence that significantly, cueing what is distinctly human in marks of significance or
symbolic thought (Sheridan, 2001).

Stages of scribbling
The Golden Gate Kindergarten Association collected the result study of childrens
cribbling from 1945 to 1965. Some 400.000 scribblings of aproximately 2.000 children
aged 24 to 60 months were saved and studied. There are important stages of childrens
scribbling (Baker & Kellogg, 1967) :
1. Basic Scribbles
The 1 year old child can make marks on paper or other media with pencil or crayon
as an activity which is natural to the normal developing child. However, at age 2,
child can make a number of different marks which are spontaneously made, can be
called neuromuscular happenings.

2. Diagrams
At about age 3, a child begins to make definite outlined shaped forms by using
basic scribbles, which is called diagrams.

3. Combines
When a child puts two diagrams together, Kellogg calls the result a combine.
Combine may appear unadorned, but more often scribbles are added to them. A
child likes to try out various combinations of diagrams after age 3.

586

4. Aggregates
When three or more diagrams are combined Kellogg calls the result an aggregate.
These terms are used so that adults can objectively discuss child development in
scribbling. Children have favorite aggregates. Potential diagram combinations are
endless but some seem never to be made and others are commonly drawn.

5. Pictorial
By age 4, when a child has acqured familiarity with scribbles, diagrams, combines,
and aggregates, he makes varieties which representational features. A childs
interest in the pictorial stage stage may appear as early as 3,5 years. The human
figure is usually the first picturial and it is followed by picture of flowers, animals,
boatss, houses and vehicles.

Purposes of scribbling
Sheridan (2001) stated that young schildrens scribbling serves four critical purposes,
such as :
1. To train the brain to pay attention and to sustain attention,
2. To stimulate individual cells and clusters of cells in visual cortex for line and shape,
3. To practice and to organize the shapes and patterns of thought,
4. Through an increasing affinity for marks, to prepare the human mind for its
determining behavior: literacy
(the literacy is multiple: visual and verbal, artistic and scientific, mathematical,
musical and literary)

587

Develop creativity through scribbling

As described by Milne (1972) that creativity is a state of mine, which is often
expressed by children. Moreover, creativity is the most valuable resource, so creativity
needs to be improved at an early age. Creativity becomes important in various research
studies and important focus in some developed and developing countries. For example,
in Taiwan, education has been emphasized strongly throughout creativity. The Ministry
of Education undertook education reforms with a vision to realize the fundamental
concepts of creativity, helping all students to fully express their ability in a new
knowledge-based learning environment. Besides, Japan is known as a country of culture
also places special emphasis on creativity. Japanese government managed to increase
creativity through arts and culture classes (Kaufman, 2009).
See the importance of creativity to constantly developed since childhood, the
researchers conducted various research related to appropriate ways to encourage
children's creativity. One way is through the scribble that is often made by children.
Based on the Baker & Kellogg (1967) experiments, they found that childrens creativity
through scribbles which are made by them. The children combine the lines into a single
image that is directly proportional to the age level. Take a look from the stages of
scribbling, the child becomes creative because he can combines a line to onther line
until it becomes a picture. So he can develop what he know into a picture.
Moreover, Adeney (2008) did a long research for a several years to her
daughters because she wanted to see the development of her children. She collected
their scribbles and early artwork, and she developed categories that could be used to
identify the type of scribbles. Her study illuminated the wide range of vocalizations and
talk used for multiple purposes specifically while drawing and categorized this talk. Her
children talked to tell stories and to entertain themselves, for imaginative play, for the
pleasure of singing and worldplay, to describe their actions or to label, to identify letters
or practice forming them, to teach each other, and self-coaching. Thus, she concluded
that scribbles help her daughter to develop their imagination and to talk freely while
exploring artwork. It provides a link to the more abstract symbolizing process of
writing.
Other reseachers, such as Malaguzzi (1998) found that children construct their
idea, symbols and codes through scribble. When they scribble, they are not only making
a graphic intervention, but they are selecting ideas and getting rid of excessive ones.
Still, based on his research finding, Kendrick & McKay (2001) explored how scribbling
has unrealized potential for uncovering the scripts or literacy narratives children bring to
school and use to make sense of reading and writing. Yet, Brooks (2002) in her
classroom doctoral research described how drawing (means scribbling) simultaneously
involves memory, experience, imagination, and observation. He also concluded that
drawing plays a significant role in childrens thinking and education. As an addition,
The imagination of the child can transform a blank piece of paper into something very
real. Young children are careful planners during the creative process of drawing. They
often decide in advance what content is to be included and where to locate it on the
page.
However, most of children scribble do not in blank paper or media that has been
provided, but they tend to do this activity in any media, including the walls, bed,
curtains, cupboards or even their own face or hands. It makes their parents angry and
feel uncomfortable. Parents tend to prohibit their children to scribble when they began
to hold a pencil or crayon. Whereas, the prohibition can reduce creativity, imagination,

588

and courage children to express their ideas. Then, what should be done by parents to
develop a child's creativity without littering the house or furniture.
As we all know that children can not develop their potential without the help of
an adult. Therefore, it takes the role of adults, including the activities of scribble.
Children shall receive encouragement and guidance from adults, especially the parents,
in order to develop their creativity through the scribble. Parents shall always accompany
and make interaction to children when they started out ideas through scribble. This
support is not only give the effect on the scribbles result but also the children creative
thinking. Adeney (2008) stated that the adult-child interaction during a drawing (means
scribbling) event crucial for literacy learning. During the interaction, parents can give
other media such as blank paper or sketchbook to draw when the child begins to
scribble a wall or improper media. This direction requires a long time and patience,
because not all children want to draw on paper, and they will re-draw on the walls at
their leisure.
Besides, by giving the media to draw, parents need to tell the child which parts
may be drawn and should not be drawn without forcing them. Also, parents can provide
a special room where the walls may be drawn, so the children know the limits of the
media to draw (scribble). Once again, this direction can not be arbitrarily imposed in a
single interaction. Children need time in order to understand the parents purpose and it
is along with the child's age level. Furthermore, parents need to understand that the
drawing is artifacts from childrens mental life and children drawing should be shifted
to the core of curriculum as a language medium (Steele, 1998). Still, Huebner (in
Adeney, 2008) wrote that artwork (including scribble) is central to all aspects of human
life and is at the core of educational phenomena.
CONCLUSION
This article has tackled the issue of scribble and childrens creativity. As we
know that creativity is recognized as a key factor of knowledge development and an
actualization of thought into the original and concrete action. Creativity is a highly
valued behavior that is percieved to be rare, state of mine, and it is most widely
expressed by very young children. Creativity is also as component of intellect.
Creativity was a reaction to both personal potential and environmental influences
relative to child development. Furthermore, creativity is composed of originality,
energy, and self concept. Thus, creativity should be encouraged since childhood. We
can help children to develop their creativity through scribble.
Like a babbling is to develop speaking, scribbling is to develop in writing
(drawing). Scribble is demostrating the relationship between motor and intellectual
skills. Still, scribbles reveal a neural substrate destined for marks and influence that
significantly, cueing what is distinctly human in marks of significance or symbolic
thought. There are critical purposes of scribbling, such as to train the brain to pay
attention and to sustain attention, to stimulate individual cells and clusters of cells in
visual cortex for line and shape, to practice and to organize the shapes and patterns of
thought, and through an increasing affinity for marks, to prepare the human mind for its
determining behavior: literacy.
Thus, creativity should be developed. A one way to develop the children
creativity is through scribble. The childs first scribbles are a sign that they are
beginning to realize that those marks on paper stad for something significant, like words
and letters. Still, children cannot develop their potential by their own. They need a

589

support from adult, especially parents. Children need to be directed to develop their
creativity through scribbling and drawing. Thus the child can develop their imagination
which is needed for their future life.
REFERENCES
Adeney, R. (2008). Childhoods rich in imagination, talk, drawing, and play: toddlers to
teens seventeen years later. Child Study, 33 (20), pp. 9-15.
Bailer, K. (2003). Developmental stages of scribbling. Great Barrington. USA.
Baker, H. & Kellogg, R. (1967) A developmental study of childrens scribblings.
Pediatrics Journal, 40(3), pp. 382-389.
Brooks, M. (2002). Drawing to learnAlberta: University of Alberta, Canada.
Dnescu, E. (2009). The social need of stimulating creativity. Seria Stiintele Educatiei,
LXI (1), pp. 75-78.
Fearon, D.D., Copeland, D. & Saxon, T.F. (2013) the realtionship between parenting
styles and creativity in a sample of Jamaican children. Creativity research journal,
25(10, pp. 119-128.
Gowan, J.C. (1972). The development of the creative individual. San diego: robert R.
Knapp.
Joussemet, M. & Koestner, R. (1999). Effect of expected rewards on childrens
creativity. Creativity research journal, 12, 231-239.
Ott, M. & Pozzi, F. (2012). Digital games as enablers for children. Behaviour &
Information Technology. 31 (10), pp. 1011-1019
Torrance, E. P. (1993). Understanding creativity: Where to start? Psychological Inquiry.
4, pp. 232-234
Kaufman, J.C. (2009). Creativity, Intelligence, and Culture : Connections and
Posibilities. Springer Science + Business Media. USA
Kendrick, M. & McKay, R. (2001). Uncovering literacy narratives though childrens
drawings. Canadian Journal of Research in Early Childhood. 27(1), pp. 45-60.
Liu, L.M. (2007). The relationships between creativity, drawing ability, and
visual/spatial intelligence; a study of Taiwans third grade children. Asia Pasific
Education Review. 8 (3), pp. 343-352.
Malaguzzi, L. (1998). History, ideas and basic philosophy. In Edwards, C. Gandini, L.
& Forman, G. (Eds), The hundred languages of children. (2nd ed.). Westport,
Connecticut & London: Ablex Publishing.
Milne, B.G. (1972). Creative artists in the classroom: evaluation of the pilot program.
Vermillion, SD: educational research and service center.
Sheridan, S. R. (2001). Very young childrens drawings and human consciousness: The
scribble hypothesis. Poster Presentation in Sweden.
Sternberg, R.J. (2006). The nature of creativity. Creative Research Journal, 18, pp. 8798.
Sullivan, G. (2007). Creativity as research practice in the visual arts. International
Handbook of Research in Arts Education. Springer : USA
Torrance, E.P. (1988). The nature of creativity as manifest in its testing. In Sternberg,
R.J. (ed.), the nature of creativity (pp. 43-75). New york: Cambridge University
Press.

590

Multiculturalism in early childhood education

592

MULTICULTURAL BASED LEARNING

FOR CHILDREN EDUCATION EARLY AGE
by:
SERLI MARLINA, M.Pd
STATE UNIVERSITY OF PADANG
Email: serlimarlina97@yahoo.co.id
Multicultural based learning for early childhood education aims to develop multicultural
education for early childhood education. Early childhood will grow into a human intercultural and multicultural society expects verbal behavior or behavior that is internalized in
his actions. Multicultural based learning helps students to not be deprived of its own roots as a
result of cultural encounters-cultur outside the entrance along the trajectories of globalization
and can appreciate other cultures that are different from culture. This can be done by the
teacher to integrate multicultural education into every aspect of development is developed in
children, with analysis of existing curriculum and develop the indicators. After formulating
the Action Plan Monthly, Weekly Activity Plan and Activity Plan Daily.
Key word: early childhood, Multicultural, learning.
A. Basic Concepts of Multicultural
Choirul Mahfud (2010: 75) outlines the etymological root of the word multicultural
formed from the multi and culture . John W. Santrock (2010: 170 & 177) cites the opinion
(Chun, Organizta, & Marin, 2002: Thomas, 2000) describes culture is a pattern of behavior,
beliefs, and all the products of a certain group of people who passed down from one
generation to another. The word ethnic comes from the Greek meaning "nation". Ethnicity
(etnicity) is a common pattern characteristics such as cultural heritage, nationality, race,
religion, and language.
According Yadi Ruyadi (2008: 58) means multicultural beliefs, attitudes, or policies
that respect cultural pluralism as something that must be nurtured and grown, and is
considered the cultural repertoire. If inferred simply means multicultural diverse cultures or
cultural diversity. Psychologist Donald Campbell and his colleagues (Brewer & Campbell,
1976; Campbell & LeVine, 1968) presented by John W. Santrock (2010: 170), they found that
people in all cultures tend to:
1) Believe that what is happening in their culture is something that is "natural" and
"right" and what is happening in the other culture is "unnatural" and "not true";
2) Assume that the habits of their culture are universally valid;
3) Behave in a manner appropriate to their cultural group; and
4) Hostile towards other cultures.
Triandis, (2000, 2001) cited by John W. Santrock (2010: 170), the difference in culture
is described by two terms namely individualism and collectivism. Individualism is a set of
values that give priority to personal goals over group goals. Collectivism is a set of values that
support group. Based on the above it can be concluded that in general it's a different culture
would assume that their culture is better than another culture. In general, there is a culture of
individualism and collectivism which often lead to conflict with each other.

593

B. Multicultural Education
Ki Hajar Dewantara explained that education has a meaning as a guide in the growth of
children's lives, education means everything that leads the power of nature is on the children
in order for them as human beings and as members of the public safety and happiness it can
be reached as high (Hasbullah, 2009). Sudjana in Ruyadi Yadi (2008: 59) uses the term to
refer to a variety of cultural education, multicultural education or cross-cultural education.
According Sudjana diverse cultural education that is part of human relationships education
(human relations education), which is related to the integrity of the development of human
culture and its interaction with the environment.
John W. Santrock (2010: 184) explains that multicultural education is education that
respects diversity and accommodate the diverse perspectives of multicultural groups on the
basis of a regular basis. Another opinion expressed Multicultural education is a human being
with a unique dalammemandang attitude regardless of race, culture, gender, sex, physical
condition or economic status of a person (Skeel in Dasim Budimansyah). Dasim added
Multicultural Education (multicultural education) is an educational strategy that utilizes the
diversity of the cultural backgrounds of the learners as one of the power to form a
multicultural attitude.
James Banks (1993: 3) in Choirul Mahfud (2010: 175) defines multicultural education
as education for people of color. That is, you want to explore the differences of multicultural
education a necessity (the grace of god / sunatullah). We can conclude multicultural education
is an education that is given to students, which is in the process of learning and its application
look unique human regardless of race, culture, gender, sex, physical condition or economic
status, and make the difference as a gift that could complement each other as well as the lack
of concern would have understood each other.
C. Early Childhood Learning
Learning activities in early childhood, according to Sujiono 2009: 138, is essentially a
curriculum development plan in a concrete form that contains a set of learning experiences
through play is given in early childhood based on potential and developmental tasks that must
be mastered in order to achieve competency to be owned by the child. On the basis of the
above opinion can be stated that early childhood learning to have the following
characteristics:
1) Learn, play, and sing
Learning to use the principles of early childhood learning, playing, and singing
(Slamet Suyanto, 2005: 133). Early childhood learning to be realized in a way that can
make children active, happy, free to choose. Children learn through interaction with tools
and equipment as well as human game. Children learn by playing in a pleasant
atmosphere. The results of the child's learning becomes better if the learning activities
carried out by their peers. In the study, children's use of the entire tool senses.
2) Learning-oriented development
Learning-oriented development refers to three important things, namely: oriented at
the right age, the right-oriented individual, and oriented socio-cultural context (Masitoh et
al., 2005: 3.12). Learning-oriented development should be appropriate to the age level of
the child, it means learning to be in demand, the ability can be achieved, as well as the
challenging learning activities for children do at that age. Individual human beings.
Individual differences should also be widened consideration of teachers in designing,
implementing, evaluating activities, interact, and meet the expectations of the child. In
addition to age and individual-oriented right, learning-oriented development should

594

consider the child's socio-cultural context. To be able to develop meaningful learning

programs, teachers should see the child in the context of family, community, cultural
factors surrounding it.
Several methods are commonly used in early childhood learning, the method is
generally used;
a) Play
Playing a variety of activities that provide satisfaction in children who are
nonserius, flexible, and materials contained in toys and activities are imaginatively
transformed commensurate with the adult world. Frank and Theresa (in
Moeslichatoen, 2004: 24-25) suggests there are sixteen play value for children:
(1) Play helps the growth of the child, (2) Play is a voluntary activity, (3) Play
gives children the freedom to act, (4) gives the imaginary play that can be
mastered, (5) Play the adventure has elements in it, (6) Playing laid the
foundation of language development, (7) Play has a unique influence in the
formation of interpersonal relationships, (8) Playing members the opportunity
to master the physical self, (9) Playing broaden interest and concentration of
attention, (10) Play is the way children to investigate something, (11) Play is
how children learn adult roles, (12) Play is a dynamic way to learn, (13)
Playing considerations clarify the child, (14) can be structured Playing
academically, (15) Playing a force life, and (16) Play is something that is
essential for the survival of humankind.
For multicultural education play has the values:
(1) Playing helps children to share life
(2) Playing helps children to appreciate life differences
(3) Play is a means to implement democratic values.
Because of so great value play in a child's life, the use of play activities in
the implementation of activities in the kindergarten program is an absolute
requirement that cant be ignored altogether.
b) Field
Hildebrand (in Moeslichatoen, 2004: 24) for the early childhood field means
the opportunity to observe, obtain information, or reviewing everything directly.
Field has important significance for the development of children because it can
arouse the child's interest to something, expand the acquisition of information.
Hildebrand (in Moeslichatoen, 2004) describes the method through a field there are
some benefits that can be obtained child.
First, the child field can be used to stimulate their interest in something, expand
the information that has been obtained in the classroom, providing the
experience of the fact that there is, and can add insight child. The information
obtained through the work wiasata child can also be used as a springboard for
other activities in the learning process. Second, the field can foster interest
about something, such as to develop an interest about the world of animals,
children can be brought to the zoo. They had the opportunity to observe the
behavior of animals. The interest impetus for further information such as about
his life, his home, feeding, breeding way, how to take care of his son, and
others. Third, the field is rich in educational value, because it is through these
activities can increase the development of social skills, attitudes, and values of
the community in children. If well designed field trip activities can help
develop a child's social development aspects, such as the ability of working

595

c)

d)

e)

f)

together in group activities. Fourth, field trips can also develop civic values,
such as: the attitude of love the environment of human life, animals, plants, and
other objects.
Singing
Children do not fit just introduced on the values of kindness through a lecture
or question and answer it. Therefore, singing is one of the appropriate methods to
develop multicultural education to be given to early childhood. Sing if used as one of
the methods in the development of multicultural education can be done through the
insertion of meaning in poetry or sentences contained in the song.
The song is good for the child must consider the following criteria:
(1) poem / sentence is not too long
(2) Easy memorized by children
(3) There is a mission education
(4) In accordance with the character and the world of children
(5) tone easily controlled child taught
Conversing
Conversing means mutually communicate thoughts and feelings verbally
(Hildebrand, in Moeslichatoen 2004: 26) or realize the receptive language skills and
expressive language. Conversing can improve their communication skills with
others, improve skills in conducting joint activities. Developing multicultural
education through conversation, could portray respect and democratic attitudes that
are useful for children in the age and in the future.
Project
Methods project is one of the methods used to train the child's ability to solve
problems experienced by children in everyday life. This method can also move the
child to cooperate wholeheartedly. Cooperation is implemented in an integrated
manner to achieve a common goal.
Storytelling
Storytelling can be used as a method to convey the values prevailing in society
(Otib Satibi Hidayat, 2005: 4:12 in the Sulaiman Zein 2008). In the story or fairy tale
can be implanted various kinds of moral values, religious values, social values,
cultural values, and so on. Some things that can be used to select a story when
developing multicultural education, including:
(1) Select a story that contains good and bad attitude clear
(2) Make sure that the good and the bad attitude that is at the limit the reach of a
child's life
(3) Avoid stories that "squeeze" the child's feelings, physical scare
In telling a teacher can also use props to overcome the limitations of children
who have not been able to think abstractly. Props that can be used among other
things, dolls, plants, mock objects, and others. In addition, teachers can also utilize
dimiliknya vocal ability to make the story more vivid, thus more attractive for
students. As for the storytelling techniques that can be done include:
(1) Reading straight from a story book or fairy tale
(2) Using the illustrations from the book
(3) Using the flannel board
(4) Using the doll media
(5) Using audio-visual media
(6) Children playing Beran or sociodrama.

596

g) Rhyme
Psychologically kindergarten children are very thirsty with the
encouragement of curiosity, want to try everything, and wanted to do something
that has never been experienced or done. Through rhyme method teachers can
infuse multicultural education to children. This poem is a method which also makes
the child feel happy, excited and happy.Through the nursery rhyme can be brought
into the wonderful atmosphere, refined, and appreciate the meaning of an art.
Besides, children can also be brought to appreciate the meaning of a string of
sentences in the poem.
h) Clarification Value
The values clarification approach, the teacher does not directly communicate
to children about right and wrong, good bad, but students are given the opportunity
to deliver and express the values in its own way. Children are invited to reveal why
this is true or bad deeds.
D. Based Learning Multicultural Early Childhood Education
Development of multicultural education helps students to not own cultural roots as a
result of meeting of cultures outside the entrance along at the pace of globalization and can
appreciate other cultures that are different from culture. Multicultural education can also be
used as the basis of a national curriculum and as a first step in educating the public towards
multicultural Indonesia. Educational development must be in accordance with the age or
developmental level of a person, and therefore the development of multicultural education in
early childhood education is more geared towards the development of a multicultural social
attitudes.
Based Learning and Multicultural could be realized by the teacher in the learning process
when the multicultural education can be formulated properly, and therefore multiculturalbased learning should be in line with the development of learning tools. It is formulated in
order to focus the learning process, according to the development of children and can be used
easily by teachers in the field. Developed a learning device and method also requires the right
approach in its implementation. Multicultural based learning in early childhood education, the
exact method used is to play. This is consistent with the principles of early childhood learning
is learning while playing and play while learning. To the approach used one of them is
through the Puzzle game. The game is designed through play activities, as well as carried
along by the child. In this puzzle game concept can develop a child's social behavior
(Syukron: 2011).
E. Sample Daily Activity Plan, Multicultural Based Learning In Early Childhood
Age Kindergarten is part of an early age. Here's an example of multicultural Daily
Activity Plan Based Learning at kindergarten age.
No
Level of
Achievement
Indicator
Achievement
Progress
Progress
1. Cooperative Being Cooperative Being a) Can work together with a friend
with friends
with friends
in completing tasks
b) Willing to play with different
friends (Multicultural)
2. Showed tolerance
Showed tolerance
a) Want to share it with friends of
different (different cultures)

597

b) Mutual help fellow friends who

are different (different cultures)

3.

Appreciate the
benefits of others

Appreciate
the
benefits of others

a) Respect the work of his / others

b) Appreciate the advantages friends

/ other people
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599

THE APPLICATION OF MEDIATION PROCESS

IN RESOLVING CONFLICT IN ECE STUDENTS
Sesilia Monika
Tarumanagara Universtity, Jakarta, Indonesia
Email: sesiliamonika@gmail.com
Agustina
Tarumanagara University, Jakarta, Indonesia
Email: agustina_llg@yahoo.com
Abstract
In previous study, it was found that teachers in some ECE in West Jakarta are still doing the
traditional way of handling conflict, either with authoritarian approach and avoidance
approach (Monika&Agustina, 2013). From the results of discussions with the teachers, it
appears that the teachers aware that the questions such as 'why' or 'who is wrong' are the
questions that are cornering the students and making the students feel uncomfortable. In
addition, the questions tend to make students to find fault of others and not to look for a
solution to the problems being faced. However, these habits are difficult to be removed, and a
new habituation is needed to implement mediation process by these ECE teachers in their
classrooms. Therefore, in this study the teachers are given training on an ongoing basis, with
the expectation that teachers be familiar with the principles of conflict mediation in resolving
conflicts experienced by students. This study used an experimental research design to study
the subject amounted to 9 teachers. Based on the results of the pretest and posttest that have
been done, the results of Paired Samples Test, with the t value (-5.77) and sig (p) = 0.000
<0.05. Thus, it can be said that there are significant differences in the behavior of teachers in
dealing with students conflicts, before and after the conflict mediation training. In other
words, this conflict mediation training help teachers in resolving conflicts of ECE students, by
means of appropriate conflict mediation.
Keywords: Conflict mediation, early childhood, early childhoods teachers

INTRODUCTION
Along with their development, children will enter preschool and begin to develop
socialization with their peers. According to Slavin (2012), during the preschool years, peers
play an important role in the social and cognitive development of children. The socialization
in children and their peers is different from the relationship of children and adults. Peers
provide opportunities for children to interact with other individuals commensurate with their
level of development. Therefore, conflicts with peers sometimes cannot be avoided. Slavin
(2012) says that conflicts with peers also make kids see that other people have thoughts,
feelings, and views that are different from them.
According to Evans (2002), conflict is a form of social interaction, when two
individuals have different interests and loss of harmony between them. Conflict can increase
the sensitivity of children to the influences of their behavior towards others (Slavin, 2012).
Conflict that occurs in early childhood poses a challenge to parents and educators. Working
with young children requires energy, patience, creativity, insight, and a variety of social skills
that are not easy (Evans, 2002).

600

In previous studies, it was found that the majority of ECE teachers (Early Childhood
Education) in several ECE in West Jakarta is still doing the traditional way of handling
conflict, either with authoritarian approach or avoidance approach (Monika & Agustina,
2013). Authoritarian Approach is done by encouraging children to behave in certain ways.
While in Avoidance Approach, adults tend to avoid conflict. Conflict is seen as something
unpleasant and make angry, difficult to understand, so they tend to want to end it as quickly
as possible (Evans, 2002).
In facing the students who are in conflict, the teachers usually directly ask who is
wrong, give advices not to conflict, and provide certain consequences based on the teacher's
own initiative. However, after being given the material on conflict resolution, there is a
change in the views of the teachers, especially towards the task of the teacher is as a mediator
of students who are in conflict. The students feelings were first understood, they were invited
to be able to express their feelings, and were eventually able to find the best solution to
resolve the conflict they experienced independently. (Monika & Agustina, 2013).
The process of mediation in resolving problems faced by children are divided into the
six following steps: (1) a calm approach and avoiding actions that harm, (2) understanding the
feelings of the child, (3) gathering information, (4) restating the problem that occurred, (5)
asking the children for solution ideas and choosing the solution together, (6) providing
follow-up support (Evans, 2002).
In previous studies, Monika and Agustina studied the effectiveness of conflict
resolution training on ECE teachers. In these studies experimental research method was used
with before-after design. The subjects were 10 ECE teachers and given training in conflict
resolution for 8 sessions. From the results of Paired Samples Test in terms of total value of the
material before and after the conflict resolution, the value of t = -9,011 and sig (p) = 0,000>
0,05. Thus, it can be said that there are different views on the handling of the conflict in ECE
students, before and after the conflict resolution training was given. The data obtained in these
studies was extracted from the cognitive aspect of the teachers. Teachers understanding of
the importance of mediating the conflict resolution skills of conflict experienced by students
increased. However, from the results of observations that had been made, cognitive
understanding alone is not enough. From the observations made three months after the
training, it was found that the teachers were still using the traditional approach in resolving
conflicts experienced by students. It can be concluded that training on the implementation of
the resolution of this conflict needs to be done on an ongoing basis and continuously with
feedback from supervisors, in order to form a new habit of the teachers when it comes to
resolving conflicts experienced by students.
Therefore, in this study the teachers were given training on an ongoing basis, with the
expectation that teachers be familiar with the principles of conflict mediation in resolving
conflicts experienced by students. The aim pursued in this study is the behavior of the teacher
in mediating conflicts experienced by these students. Thus, observation guidance was to see
the teacher's behavior before and after training on the application of conflict mediation.
METHODS
The design of this study is the experimental study using repeated experiment design, which
according to Christensen (in Seniati, Yulianto, & Setiadi, 2005) is also called the before-after
design. In this design, at the beginning of the study, the measurement of the dependent
variable which is owned by the subject is performed. After being given manipulation, remeasurement of the dependent variable with the same measuring instrument is performed.

601

The study subjects were 9 ECE teachers, with teaching experience varied from 1 to 3 years, as
attached in the table below:
Table 1. General Overview of the Study Subjects
No.

Name

1.
2.
3.
4.
5.
6.
7.
8.
9.

MM
MB
SS
MA
LS
BT
MD
BA
MN

Sex

Teaching
Experience
3 years
3 years
3 years
2 years
2 years
1 years
1 years
1 years
1 years

Female
Female
Female
Female
Male
Female
Female
Female
Female

RESULTS AND DISCUSSION

Measurements in this study conducted by three (3) observer.s Observer 1 and observer
2 were researchers and members of the research, while the third observer was the principal of
the place where the subjects worked. The results obtained through the implementation of the
measurement of pre-test and post-test will be presented in the following table.
Table 2.
Final Pre-test Results
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.

Subject
MM
MB
SS
MA
LS
BT
MD
BA
MN

Obs.1

Obs.2
8
7
3
6
0
8
7
2
6

Obs.3

9
6
5
7
3
10
6
4
6

Total Score

8
7
7
7
3
9
10
3
8

25
20
15
20
6
27
23
9
20

Obs.3
18
17
15
15
6
15
18
6
13

Total Score
43
36
36
29
15
34
44
15
33

Table 3
Final Post-test Results
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.

Subject
MM
MB
SS
MA
LS
BT
MD
BA
MN

Obs.1
12
8
10
7
4
8
13
4
9

Obs.2
13
11
11
7
5
11
13
5
11

602

Data Analysis
Table 4. Results of the Total Score of Normality Pretest and Posttest
After the normality test, it was found that the total value of the pre-test and post-test
were normally distributed, with asymp. Sig. (2 tailed)> 0,05.
Mean
Before
After

Mean
difference

13.11

-5.77

18.56
.000

31.67

Based on the analysis by paired sample t-test, with an alpha level of 0.01, the average conflict
resolution process prior to the implementation of the intervention given the resolution of the
conflict mediation process was 18,56 (SD = 6,635), while after intervention was 31,67 (SD =
10,536). Shown in the condition after intervention occurred after a significant increase, t (5,77) and sig (p) = 0,000 <0,05. This means that the process of conflict resolution after
intervention implementation process of mediation conflict resolution, became better or
increased of 13,11 points (mean difference).
Discussion
Conflict resolution process conducted by the teachers generally directly lead to conflict, so
that students are not given the opportunity to resolve their conflicts independently. The
teachers think that ECE students are still not able to handle their own conflicts. Yet according
to Johnson (in Evans, 2002), when students are taught the skills of negotiation and mediation,
studies show that they will use these skills either in school or at home, where conflicts usually
arise.
Through this intervention, the teachers get a concrete example of the application of
mediation in resolving conflicts in the students, as well as getting continuous and ongoing
feedback from the researchers as well as the intervention givers. The feedback to teachers can
be given by researchers as researchers observe the teachers teaching and learning process in
the classroom.
The weakness in this study is the limited number of participants. Since this study
covers a long process which are pre-test, intervention, and post-test, the researchers have
difficulties finding ECE that are willing to follow these processes.
CONCLUSION
Based on the results of the pretest and posttest that had been done, the result was that
there was a change in the behavior of teachers before and after the intervention
implementation process of conflict mediation. Changes indicated that more teachers were
applying the principles of conflict resolution in mediation of the conflict experienced by
students. Thus, the purpose of this study has been reached that there is improvement in the
teacher's ability to resolve conflicts in ECE students through the application of conflict
resolution mediation process.

603

REFERENCES
Baron, R.A., & Byrne, D. (2004). Social psychology (10th edition). Upper Saddle River, NJ:
Pearson Prentice Hall.
Evans, B. (2002). You cant come to my birthday party (conflict resolution with young
children).Ypsilanti, Michigan: High/scope Educational Research Foundation.
Monika, S.& Agustina. (2013). Peran guru dalam resolusi konflik pada anak yang mengikuti
program pendidikan anak usia dini. Jakarta: Lembaga Penelitian dan Publikasi Ilmiah
Universitas Tarumanagara.
Morrison, G.S. (2009). Early childhood education today. Upper Saddle River, New Jersey:
Pearson Education.
Papalia, D. E., Olds, S. W., & Feldman, R. D. (2009). Human development (11th edition). NY:
McGraw-Hill.
Seniati, L., Yulianto, A., & Setiadi, B. N. (2005). Psikologi Eksperimen. Jakarta, Ina: PT
Indeks Kelompok Gramedia.
Slavin, R.E. (2012). Educational psychology: Theory and practices (10th ed). Upper Sadle
River, NJ: Pearson Prentice Hall.
Susanto, A. (2011). Perkembangan anak usia dini: Pengantar dalam berbagai aspeknya.
Jakarta, Ina: Kencana Prenada Media Group.
Taylor, S. E., Peplau, L. A., & Sears, D. O. (2006). Social Psychology (12th ed.). Upper
Saddle River, NJ: Pearson Prentice Hall.

604

The Role of Living Values Education Approach in Assisting Teachers to Build Positive
Values on Children of Early Ages
Putu Rahayu Ujianti
Ganesha University of Education
ayujianti@gmail.com
Abstract
Teachers have a crucial role in building positive values in children of early ages, yet there are
only limited reviews on how to prepare teachers to perform that role. Living Values
Education is an approach aimed to discover and build positive values of teachers and equip
teachers with skills to create learning situation based on the values. First and foremost,
teachers who realize their personal values and live in those values are expected to be role
models for children in building attitude and behavior with positive values. Teachers who live
in positive values also contribute directly towards the creation of value-based learning
atmosphere. Value-based learning atmosphere creates chances for children to discover,
explore and build their personal values. It also provides a sense of security and self-worth for
children in learning and growing as their uniqueness is valued and accepted. This paper will
discuss about the method of how to discover personal value (value awareness) and the skills
which Living Values Education offers for teachers to create values-based learning atmosphere,
namely skills in praising, active listening, building value-based discipline, and resolving
conflict.
Key words: living values education, personal values, value-based learning atmosphere

Introduction
The Act of National Educational System UU Sisdiknas No. 20 of 2003 Article 3
emphasizes that the national education is intended, among other things, to develop learners to
be faithful and pious toward Almighty God, to have good morals, to be responsible for what
they do. Academically, the values education is aimed at developing the learners abilities to
be able to make decisions whether things are good or not, to maintain and be aware of what is
good in daily life.
Since 2004 the government has included the values education as one of the subjects
provided at schools; however, many parties are uncertain to what extent it has been significant
and effective. Such an uncertainty is based on the question how important the values
education should be provided as a subject? Being accustomed to the educational system
which has given more emphasis on the cognitive domain measured quantitatively using the
scores obtained through examination has caused the spiritual, emotional and affective
domains to be neglected. Further, the parameter whether education is successful or not is
intangible (Ujianti, 2008).
The values education is planned with an expectation that the state-related matters
which have been occurring recently can be answered. It is an attempt made to help develop
the development of childrens souls physically and spiritually; they should be developed to
make them better and civilized (Dewantara, 1977). By officially including the formation and
development of values in the curriculum, it is expected that the values education will be more
seriously implemented, although, actually, it is not a new one in the Indonesian education
world.

605

Ki Hajar Dewantara (1977), in his articles, stated that the values education is one of
the important elements in education. According to him, value requires that everyone should
be able to be personally independent; he/she should be able to control and instruct
himself/herself (independent).
The values education is a continued and endless process (never ending process);
therefore, it is hoped that there will be continued quality improvement which is expected to
create the next generation that will never forget their native cultural values. Good values
education means good education. The current studies show that the effective values building
supports and increases the schools academic targets. In short, the good values education
supports learning. It is clear that we cannot avoid the values education; as well, we cannot
implement it partly. It is necessary for us to see that the values education is as serious as the
academic education (Berkowitz, 2005).
Lovat (2009) and Hawkes (2009) state that educational values are the missing link in
the quality learning. Values and values education are supposed to be able to create the
learning atmosphere which can improve interpersonal relationship, mutual respect, openness
and the trust between learners and teachers which then can improve the students performance
in the learning process. Lovat (2009) explains that without any positive atmosphere in the
classroom, it will be difficult to have positive learning. Further, he states that the positive
relationship between teachers and students is equivalent to the teachers expertise in
excavating and developing what is the best the students may have.
Otten (in Shea, 2003) and Lickona (1993) reveal that, although the domain of the
character education is wide and difficult to define, actually, the values education is as old as
education itself. This is possible as the great two objectives of education are helping someone
be smart and helping him/her become better. Ki Hajar Dewantara (1977) stated that the values
education teaching is intended to support the development of the childrens lives physically
and spiritually; their natures should be changed to make them generally civilized. Therefore,
he further stated that the values education should refer to the method of ngreti-ngrasanglakoni (understanding, being aware of, and implementing).
Approach in Values Education
The values education moves from awareness, understanding, and concern and being
committed to action (doing or acting). Therefore, to what extent the values education is
successful at schools highly depends on whether the school members are aware of, understand,
concerned about, and committed to the implementation of such values education or not
(Mulyasa, 2011). What causes someone not to be able to behave well, although he/she has
understood what is good (moral understanding), among other things, is that he/she has not
been trained to implement it. Therefore, the values education should be taught through
various practical actions in the learning process; being too theoretical is not good, and
restricting the learning activities in such a way that it is only limited to the class learning
activities is not good either.
Lickona (1993) emphasizes that the good values education should involve not only the
aspect of knowing the good but also desiring the good or loving the good and acting the
good.
As far as the daily teaching practice at schools is concerned, the practice of the
implementation of the values education is divided into two types (Robb, 2001). First, the
values education should be made an independent lesson, so a special slot of time will be
available for teaching it (this is generally implemented at various schools in Indonesia), and
second, integrating it in various existing lessons.

606

Several constraints found in the first approach, that is, making the values education an
independent lesson is that teachers who can teach it is limited, as there is no guideline or
adequate learning materials. This means that teachers enter classrooms without any
preparation. If nothing is taken to overcome it, then teachers will use the opportunity to
perform moralization, namely, teachers will give more emphasis on what is good and what
is not good or what is right or what is wrong. It tends to lead to indoctrinization, making
students faithful without giving them any opportunity to explore what is good, what is not
good, what is right, or what is wrong. Further, Robb (2001) explains that values tend to be
things which are absolute in nature, without any exception and idealism.
Further, in this present study, it seems that only one teacher who will be responsible
for the values education. Whether the values education is successful or not, whether the
students behavior will change or not depends on the teacher himself/herself. As a
consequence, the teacher will be doubtful and not want to make any mistake, and the values
education cannot be fully implemented.
Second, the values education is integrated into the subjects such as Natural Science,
History, and Indonesian language. Every teacher is responsible for the implementation of the
values education. However, the problem is that how much time will be allocated for each
subject into which the values education is integrated? Is there enough time? Can all of the
subjects or teachers facilitate it? We are afraid that the values education is neglected as a
specific slot of time cannot be made available, and the curriculum requires too much. Being
neglected, no portion can be made available for the values education in the educational
process as a whole (Robb, 2001).
Teachers Role in Values Education
Berkowitz and Bier (2005) concludes that there are three factors which contribute to
the success achieved in the values education; they are the curriculum and the learning
approach used, and the school and teachers. Berkowitz & Bier (2005) state that the
development of professional teachers is the most important area of investment in values
education. Professional development, which involves self development, knowledge, and the
skill the teachers have and is related to values is expected to be able to answer several
problems faced by teachers when dealing with the practice of the values education at schools,
and what to do to make values education not only theoretical in nature, what practice of the
values education is effective, and what to do to make time and human resources available for
the values education as the time for preparing tests is too much?
Lickona (1993) states that the practice of the values education using a comprehensive
approach requires teachers who are able to act as guides, models, and mentors; they should be
able to appreciate and treat students with love and affection; they should be able to give good
examples; they should be able to support the positive social behavior, and they should be able
to improve behavior through personal supervision and discussion involving the whole class;
they should be able to create a moral community, namely, they should be able to help
students know one another personally, and appreciate one another. In addition, they should be
able to make students concerned about one another; they should be able to make students
feel that they, as the community members, are valuable; they should make the class
environment democratic; they should be able to combine the subjects included in the
curriculum and other programs as the media for teaching values and raising moral questions;
they should be able to teach what to do to find solutions to any possible conflicts so that the
students will be able to acquire important moral skills in settling any possible conflicts openly
and without any compulsion.

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However, the current development of professionalism of teachers has tended to be

aimed at the following things. After the Act of Teachers and Lecturers was enacted, the
teachers have been too busy with the formal, legal and technical matters pertaining to the
portfolio which have to be collected in order to acquire the predicate being professional
through the certification program of teachers. At the same time, the training courses prepared
for the teachers are much related to the pedagogic abilities such as the competence in making
lesson plan, teaching and evaluating methods. The discussion on social and personal
competence which is closely related to the development of life values for students is too
limited. In addition, the studies on how to transfer values from teachers to students are not
popular in Indonesia (Setyawan, 2013).
Further, in accordance with the results of the study conducted by Setyawan (2013),
teachers can influence students using model, consciously or unconsciously; through life
advices and stories given to students, and individual approach.
Living Values Education Program
Living Values Education is a global initiative in values education which is
implemented in 80 countries in the world, including Indonesia. Living Values Education,
abbreviated to LVE, is a partnership program of the teachers all over the world. It is supported
by UNESCO, and sponsored by the Spanish Committee of UNICEF,
the Planet Society
and Brahma Kumaris. In its implementation, it consults with the Education Cluster of
UNICEF (New York). Each country which is involved in the LVE program then formed its
own association involving teachers, policy makers, and educational activists (Tillman &
Colomina, 2000).
Based on voluntariness, the Living Values Education believes that if a program of the
values education desires that a change will take place in an organization, such as school,
company, or even country, then such a change should start from individuals. And if it is
desired that such a change will take place permanently, it should be based on a set of values
which are meaningful and important to the individuals in that organization (Samad, 2010).
Living Values Education is built on three core assumptions. First, universal values
teach respect and dignity for each and every person. Learning to enjoy those values promotes
well-being for individuals and the larger society. Second, each student does care about values
and has the capacity to positively create and learn when provided with opportunities. Third,
students thrive in a values-based atmosphere in a positive, safe environment of mutual respect
and care- where students are regarded as cpable of learning to make socially conscious choice
((Tillman & Colomina, 2000).
The objective of Living Values Education is to prepare the principles of guidance and
ways of developing individuals as a whole by knowing that individuals are made up of
physical, intellectual, emotional and spiritual dimensions. It is aimed at:
1. helping individuals think about and reflect different values and at the same time apply
them in a practical way as a self expression of their relationships with themselves, others,
their environments, and the wider world community
2. deepening understanding, motivation, and responsibility related to how positive, social,
and personal choices are made
3. inspiriting individuals to choose the spiritual, social, moral, and personal values they
have and to be aware of various practical methods for developing and deepening such
values
4. motivate teachers to regard education as something which prepares life philosophy for
students, to facilitate their development, growth, and choices as a whole so that they will

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be able to integrate into the community with appreciation and self confidence, and an
objective.
The training courses in Living Values Education in Indonesia has been conducted
since 2000; every activity related to it is under the Association of Living Values Indonesia
(ALIVE Indonesia), which is part of the Association of Living Values International (ALIVE
International). Being supported by UNESCO, the LVE activities have spread to 80 countries.
The organizations which have been the partners of the ALIVE Indonesia are the Asia
Foundation (TAF), Ganesha University of Education, Paramadina University, Syarif
Hidayatullah State University of Islam, Sunan Kalijaga State University of Islam, Jesuit
Refugee Service (JRS), and several schools such as Madania School at Parung, Bogor, and
Vincentius School in Jakarta. In collaboration with ALIVE, the organizations mentioned
above carry out training courses in LVE for their staff, university students, students or the
public. Even TAF and JRS have adopted LVE as one of their organizational programs.
Lickona (1993), Berkowitz and Bier (2005) have stated that teachers are the main
factor which contributes to the practice of values education at schools. The practice of values
education using a comprehensive approach requires that teachers should be able to act as
guides, models, and mentors. And becoming a model, a teacher should be aware of, recognize,
and perform the values they believe in (Dewantara, 1977). Therefore, the Living Values
Education argues that it is necessary for teachers to recognize their values first before
supervising their students to find out their personal values in order to support the practice of
values education at school. In this case, in the process of self discovery, individual value
awareness becomes highly important (Tillman & Colombia, 2000).
In line with what was stated by Ki Hajar Dewantara (1997), what is required in the
values education should refer to the ngreti-ngrasa-nglakoni (understanding, recognizing, and
implementing) method. In the Living Values Education Program, the awareness of values
and creating values-based atmosphere activities contain the process of recognizing and being
aware of. And the values activities and the practice of skills to create the values-based
atmosphere contain the attempts made to implement values. The activities of Living Values
Education in Indonesia focus on the training courses prepared for teachers. Based on the
model experimental learning, teachers are facilitated to be aware of the personal values
related to their profession and the opportunities for reflecting such experiences. By making
their personal values in line with the values of their professions, it is expected that their
affection and pride will grow and strengthen their commitment to their professions.
During the training process, educators are facilitated to understand the underlying
idea. There is the understanding that each human being has the potential for peaceful and
loving attitudes and actions. When we as educators create open, flexible, creative, and yet
orderly values-based environments, students will naturally move closer to understanding their
own values and develop their own way of thinking. Children and young adults can perceive,
understand, and act in a way that promotes peace and justice, and respects diversity. This
program encourages a vision of a world free of exclusion, a vision of dignity and respect for
each person and culture ((Tillman & Colomina, 2000).
During Living Values Education Training Program, educator participate in values
awareness sessions. They are asked to reflect on the values, offer their ideas on elements
within a values-based atmosphere, imagine an optimal classroom environment. Teachers
discuss the best teaching practices, and the theoretical model of Living Values Educational
Programs theoretical model. This is followed more sessions engaged in Living Values
Education values activities for children. The workshop then turns to skill for creating a
values-based atmosphere, which includes: acknowledgement, encouragement and positively

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building behaviors, active listening, conflict resolution, collaborative rule making and valuesbased discipline.
The aims of the Living Values Education Training are to become acquinted with
Living Values Education Program and framework within which values-based learning can be
implemented within a system, to explore skills to create a values based atmosphere or ethos,
to participate in a n open and active process, exploring ways in which values can be expressed
and modeled. It also aims to provide educators a chance to work with teams to eperience the
values activities for children and create network with other educators committed to positive
self-development for children and create enthusiasm for involvement with Living Values
Education Program and values education ((Tillman & Colomina, 2000). Components of the
Living Values Education training are:
Values Awareness
The process of values awareness invites teachers to explore their personal values and how
values develop in a child. In this session teachers are guided by simple questions helping them
reflect what values they consider important and how values develop in children through
various both positive and negative living experiences. Then teachers are guided to explore the
values they consider important which should be possessed by an educator. The process of
values awareness invites teachers to be aware as human beings we all teach what we have
learned as people, simply through our attitudes, words and behavior. Hence, it is important to
know we are conveying. This is part of what created the atmosphere in the classroom.
Teachers were asked to reflect on several questions, such as what values do teachers transmit
to their students through their words, what values do teachers transmit to their students
through their actions, and what values do teachers have that they would like to model more
that what they are doing now.
Create A Values-Based Atmosphere
The process of creating a values-based atmosphere facilitates teachers to play roles as
teachers and students by turns, and visualize the schools they dream of. Apart from focusing
on the roles they play in the real world as teachers, this session is also intended to facilitate
teachers to feel what students feel about what they dream of from a school and what values
are expected to develop during the learning process and other activities at home. What is
reflected by teachers includes the emotion children optimally have in the values-based
learning atmosphere, the examples of behaviors and teachers behaviors which contribute to
the formation of the values-based learning atmosphere and the values which can help teachers
maintain such behaviors and attitudes of theirs. The exploration of childrens emotion is
aimed at the five basic emotions needed by children when learning and developing their
personal values; they are being loved, understood, respected, valuable, and safe. In this
session it is also emphasized that teachers cannot control many of the stressors outside of the
classroom, but they can control the environment in the classroom. As educators, very often,
there is so much stress, and they forget to be. They become doings instead of beings. In
that process, teachers lose most of what they enjoy about being in the classroom. When a
teacher focuses on staying in the experience of a value, much of the stress falls away. When
people are in tune with their values, stress dramatically diminishes.
Living Values Education Theoritical Model
The Living Values Education Theoritical Model promotes the creation of a valuesbased atmosphere in order to improve the quality of education for the whole person. A values-

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based atmosphere can be defined as a caring, respectful, positive, safe space for a person to
develop and learn. Such a learning atmosphere is encouraging, challenging, open, flexible and
creative. A values based approach is about creating activities that assist children in being their
best.
The Living Values Education Theoretical Model promotes the creation of cycles of
empowerment and excellence, through a values-based atmosphere. This model provides a
means for examining cycles of inadequacy, hurt, fear, resistance, blame and anger in order to
eliminate them. The intent is to positively improve the quality of education, and enhance
student development of positive emotional and social skills through learning about universal
values. Both creating and maintaining a values-based atmosphere can be challenging. Its easy
with children who are secure and confident, who already have good social skill and who enjoy
school. However it is also to reach not just the motivated students but the unmotivated
students.

Explanation:
Everyday students go to school in different conditions. Some are not ready and do not
have self confidence, and some others bring their home problems; as a result, they become
emotionally affected. Some have self confidence and feel highly safe. Those who belong
to the second category tend to be more easily dealt with.
The spiral which faces downward shows the condition when students feel that they
lack ability and then fail resulting from such an inability; they tend to feel that they lack
ability continuously. Even the condition is getting worse, they are mocked by their friends;
they feel that they will be getting worse. They are getting less motivated; as well, what
they do tends to cause them to be getting unsuccessful. Then they are not interested in
learning; they do not want to study. Their inability causes them to become depressed.
The middle circle explains how educators are encouraged to think about quality or
values which are considered important to be developed into school ethos or learning
setting. The school ethos contains positive values which are expected to make students,

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who were previously negatively emotional (the spiral faces downward/negative which is
gradually made to face upward/positive).
Educators play a great role in making the spiral, which used to face downward, face
upward again. Educators sometimes feel frightened and fed up; even they feel powerless
when students behave in such a way that they disturb the class. Consequently, they often
cry, and are often angry, blaming, punishing. Such a negative emotion causes the spiral to
decrease. Students are becoming negative as controlling and being angry will only cause
them to be frightened; as a result, the opportunities to grow and study become hampered.
However, if educators are able to create or maintain the learning atmosphere which is full
of affection, valuable, understood and safe, then the cycle of negativity will certainly
come to an end.
Values Based Activities
Only listening to values is inadequate for children. They should be able to learn, develop
values in every level, and they should be able to make them as their part. Only feeling,
undergoing and thinking about values are inadequate either. Children need social skills so that
they will be able to use values in their daily lives. There are numerous activities, some of
them are items of reflection, imagining, clearing their thoughts, expressing artistic things,
developing themselves, and acquiring social skills.
There are many students who are not interested in going to schools and/or who mind
doing school assignments and other activities. This could be part of their anger as nobody has
listened to them and they feel that they are not perfect and are not appreciated. Every student
should be accepted to make values successful. Accepting and acknowledging the answers
given by students are important components of values activities as discussed in many
discussions.
Example of value activities performed by children who are 3-7 years old
(summarized from Living Values Activities for Children aged 3-7 page yo)
Value
: Love
Discuss/Share : What kind of world would it be if everyone saw each other good
qualities?
Activity
: Give the children materials to make a paper heart. Allow them to color
it, or use colored paper. Play relaxing music as they make their hearts, and help those
who need it to write on the back. The teacher should then collect the hearts and put them
in a box. Then the teacher takes a heart from the box and gives one to each child. Each
child should receive a heart that is different from his or her own. With six- and sevenyear-olds, ask them to write a quality of the person whose name is on the heart. If you
have a small group of toddlers, discuss the qualities of each child and ask them to draw a
picture on the heart before giving it back to the other child. Each child can then place the
heart in the form of a big heart on the wall with the teachers help.

Skills To Create A Values-Based Atmosphere

There are four skills which are trained in Living Values Education Training. First,
Acknowledgement, Encouragement and Building Positive Behaviors. It is important to find
an appropriate (positive) behavior to reinforce. Praise is usually a positive reinforcer. You can

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tell if your praise or affirmation is a positive reinforcer for student by watching to see if the
behavior improves in the direction of the goal. However some students do not seem to like
praise and look sour when they get it. Their behavior certainly does not improve. Perhaps they
found the praise embarrasing or they are so accustomed to getting negative feedback that the
positive-feedback is anxiety provoking.
A few simple rules for building positive behaviors:
give believable praise, make it specific
give specific praise, and name the quality
be genuine
praise and encouragement always leave a positive feeling within the receiving person
when a new behavior is first beginning, praise it immediately
The second skill has something to do with open-ended questions and active listening.. The
open-ended questions encourage students to think about a concept or process and then express
their thoughts and feelings. If children are to really develop values, they need to explore their
emotions during different activities and connect with them. For teachers to be able to use
open-ended questions as an effective tool, it requires teacher to not just ask the questions, but
to accept and acknowledge students answer, and at times generate other questions. The most
critical skill, however, is nonjudgemental acceptance.
During active listening, the process of being listenes allows children to feel valued, to
accept their own hurt and to look at the overall situation with more understanding. Active
listening is reflecting back some of the content, reflecting back some of the emotions that the
other person is communicating-without sounding like a parrot, and listening genuinely.
The third skill is transitioning to values-based disciplinetransitioning to values-based
discipline. The skill is included some useful methods that contribute and maintain discipline
and how to use those methods as part of creating a values-based learning environment by
stopping the cycle of negativity. The values-based discipline is initiated with cooperation
through collaboration and ownership. A collaborative method of establishing Guidelines for
Student Behaviors or Classroom Rules is to lead students in a discussion about rules they
would like in their classroom. Sample rules or norms are respectful hands, listen, work quietly
during quiet time, give respect to others, and play in a friendly way. Teacher can also create a
peaceful quiet signal as a way to cut short actions that the teacher would like to stop and nonverbally instruct the children to focus. For example, teacher can hold up the Peace Star or play
music for a minute or simply wish to hold up that old-fashioned hand.
When students are disruptive, teacher may use the Time-Out method. It is not
considered a punishment but simply considered the withdrawal of positive reinforcement.
The student is temporarily removed from the activity or classroom. It is important to TimeOut students before you are annoyed or angry.
Time-Out works on the assumption that there is something positive available within
the environment. The positive reinforcement may be the teachers attention, or it might be
attention from peers, enjoyment of activities or intrinsic motivation. The prinsipal reason for
implementing an effective Time-Out system is that when it is working well, there is no need
for punitive measures. When implementing Time-Out, it is important to use it as a values
based method. Too often Time-Out is used incorrectly; it has been used in a way that shames
students. It then acts as a punisher that perpetuates rather than breaks the negative cycle.
For young children, we can establish Time-Out as a time to think about to give
happiness and have a Peace Bear in the corner that will help the child think. Make sure the
place is nearby where they can see the teacher and practice doing a Time-Out when they are
feeling good so it less scary in their eyes. After a Time-Out make sure teacher spend time to

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chat with children and asking question Were you able to think af a way to do that
differently?.
The fourth skill is conflict resolution. If, finally, a conflict cannot be avoided, then a
teacher or one of the students plays a role as a mediator. The rules for conflict resolution for
mediators included asking question in the conflict resolution process, listen carefully to each
student, actively listen to student, direct students to listen to each other and not to interrupt,
encourage student to listen, encourage student to repeat what the other student said,
appreciatively note their ability to listen and communicate and avoid taking sides. Students
who want to help with a problem have to be willing to listen nad work on a solution.
Conclusions
The practice of values education using comprehensive approach requires that
educators should be able to act as guides, models, and mentors. Being models and mentors,
teachers should be able to aware of and develop their personal values and that they should
have adequate skills for developing the students positive values. The Living Values
Education Program offers the method of how to discover personal values (value awareness)
and the skills for teachers to create values-based learning atmosphere, namely skills in
praising, active listening, building values-based discipline, and resolving conflict.
References
Association for Living Values Education International (2008). The Living Values Education
Approach; The Vision, Core Principles and Practices of Living Values Education.
ALIVE
Berkowitz, M.W., Bier, M.C.,(2005).What Works In Character Education A ResearchDriven Guide For Educators. Washington DC: Character Education Partnership
Dewantara, K.H.(1977). Dasar-Dasar Pendidikan (Basics of Education). In Karya Ki
Hadjar Dewantara Bagian I Pendidikan (Ki Hajar Dewantaras Work Part I
Education). Yogyakarta: Majelis Luhur Persatuan Taman Siswa
Dewantara, K.H.(1977). Pengajaran Budi Pekerti (Character Teaching). In Karya Ki
Hadjar Dewantaras Work Part I Education) Bagian I Pendidikan (Ki Hajar.
Yogyakarta: Majelis Luhur Persatuan Taman Siswa
Hawkes, N. (2009). Values and Quality Teaching at West Kidlington Primari School.
In Lovat, T. & Toomey,R. (eds). Values Education and Quality Teaching Th
e Double Helix Effect (hal 105-120). New York: Springer.
Lickona, T.(1993, November). The Return of Character Education. Educational
Leadership Journal. Vol. 51. No.3. Page 6-11. Accessed from http://www.hiho.ne.jp/taku77
Lovat, T. (2009). Values Education and Quality Teaching:Two Sides of Learning Coin.
In Lovat, T. & Toomey,R. (eds). Values Education and Quality Teaching The
Double Helix Effect (hal 1-11). New York: Springer
Mulyasa, H.E. (2011). Manajemen Pendidikan Karakter (Management of Character
Education). Jakarta: Bumi Aksara
Robb, WM (1998). What is Values Education-And So What?. The Journal of Values
Education,.Vol.1. Page 13-20.
Shea, K. (2003).Making The Case for Values/Character Education:A Brief Review of The
Literature. Accessed from www.livingvalues.net
Samad, S. (2010). Facilitating Values Education Leadership Through Discovery of
Personal Beliefs and Value. In Lovat, T., Toomey, R., Clement, N. (eds).

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International Research Handbook on Values Education. New York: Springer

Setyawan, S., (2013). Guruku Panutanku (My Teacher My Role). Yogyakarta: Kanisius
Tillman, D.G., & Colomina, P.Q.,(2000). Living Values An Educational Program Educator
Training Guide. USA:Sterling Publishers Private Limited
Tillman, D.G., & Hsu, D. (2000). Living Values An Educational Program Living Values
Activities for Children Ages 3-7. USA: Sterling Publishers Private Limited
Ujianti, P.R.,(2008). Pendidikan Nilai untuk Mengubah perilaku Siswa; Membangun
Sekolah Berbasis Nilai (Values Education to Transform Students Behavior:Creating
Values Based School). Unpublished paper presented at National Conference of
Indonesia Education.
Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.
(Act of National Educational System No. 20 of Year 2003.)

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Primary Education (Grade 1-3)

618

BRAIN GYM METHOD IN IMPROVING

STUDENTS LISTENING SKILL
Susilowati
Indonesia University of Education
susilowatianugrah@yahoo.com
Abstract. This study is aimed to know students listening ability for students who apply Brain
Gym method with students who do not apply Brain Gym method. The study is conducted by
using quasi experimental method. The subjects of this study are III.A Class students which
consist of 20 students and III.B Class students which consist of 20 students. Data which is
collected is pen and paper test, namely, the test which measures the ability in comprehending
the content of the story and oral test, namely, the test which measures the ability to retell the
content of the story which is given during pre test and post test. The study result shows that
Brain Gym method can improve students listening skill. In terms of test score improvement
on pen and paper test and oral test in experimental group (III.B Class) is more significant
compared with control class (III.A Class), the conclusion is Brain Gym method can improve
students listening ability.
Key Words: Brain Gym Method, Listening Ability
INTRODUCTION
Third grade students of elementary school are students who is still in early childhood
age. This age is a very important age for someones life. Therefore, in this age, potency which
is possessed by child must be pushed so it can be optimal. One of the child potency in
language development is listening skills. Listening skill in learning process is an important
factor for students success in education. Listening skill dominates students activities in
learning process compared with other skills. Students who are lack of skill in listening will
have difficulties in learning the language. Rost (1994: 141-142) stated that listening skill has
an important role in the process of second language learning because it can give meaningful
input for people who are learning the language, besides in the daily life, listening ability has
also important role in developing one self, behavior, and social relationship, namely, in
communicating effectively, everyone must be able to listen effectively to get the response
which is in accord with they want.
The initial study shows that students at Cisomang 2 Elementary School possessed
listening ability. Based on the explanation of the teachers who teach at the school, majority of
students have adequate ability in listening skills. Therefore, students listening ability at
Cisomang 2 Elementary School, Bandung Regency is needed to be developed and improved
optimally, so, it can improve their learning achievement. Basically, all students have potency
in listening skills, but, internal factor (from the students itself) and external factor (from
environment) can cause the lack of listening skills. Internal factor among others are problems
which are experienced by students that can disrupts students concentration meanwhile
external factor can be learning process in school which only use left hemisphere of the brain
and also monotonous learning method that makes students become bored. Besides, the best
way in learning listening always ignored with the assumption that listening ability is the
ability which can acquired naturally. Such second factor can cause students potency can not
come out optimally.
To overcome such condition, it is needed an effort to determine learning method that
can improve students listening skill and also make students enjoy learning. One of the

619

alternatives that can be used is by using Brain Gym method. Brain Gym is a method which is
enjoyable and can activate all dimension of left and right hemisphere of the brain which can
improve learning ability. Brain Gym initially introduced by Paul E. Dennison in 1980.
According to Supardjiman (2007), the aim of Brain Gym movements are to: lessen the stress,
so our mind become clearer and makes learning more relax, improving our memory and
creativity, increasing motivation and learning achievement, and make our body fresh. Brain
Gym activity has function in stimulating lateralization dimension, lessening focusing
dimension, and relaxing centering dimension of students who involved in learning situation.
In other words, Brain Gym movements can improve students learning by opening brain
function which is hampered. The movements in Brain Gym are very simple, so, it is easy to
follow.

Brain Structure
Brain is an organ in our body which is located inside the skull in our head. Brain
composition consist of 78% water, 10% fat and 8% protein with weight 1,5 kg. In its
activity, brain uses 20% energy from the body.
Humans brain has several hemispheres with different functions. According to Jensen
(2008: 41-48), brain has five main parts, namely:
1. Cerebrum or Cortex (forebrain) is a main source for all activities which is done
consciously. Cerebrum consist of four parts with different function, the four parts are
lobusoccipital (lobus in the back part) which has function in sight are, lobus frontal (lobus
in the front part) which has function in managing activities activities which are done
consciously. In this part is kept religious values, morality, customs which can be life
norms which are learnt from childhood, lobus parietal has function in processing
something which is related with higher sensory such as, feel, touch, press, temperature,
pain and language functions, lobus temporal (left and right hemisphere) which is located
above and around the ear have functions in listening, memorizing, understanding and
language.
2. Mesenfalon (midbrain) which also refers
to limbic system is small part from
medulla oblongata which is located in the
mid of left hemisphere and right
hemisphere of the brain, this midbrain
consist of hippocampus which have
functions in short term memory which
involves integration from various
stimulation and also important to
consolidate to be long term memory,
thalamus has function in managing
information processing outside the brain
and also managing organ movement
through coordination of brain skin and
Gb.2.1 The Human Brain
small brain. In this part, there is
Sumber:
www.brightfocus.org
intersection of sensory nerves which
entering the brain, hypothalamus has

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function in controlling body temperature, thirst, and urinating, controlling food

consumption, controlling secretion of anterior hippo physics hormones, producing
posterior hippo physics hormones, controlling uterus contraction, coordination center of
nerves system, controlling muscles, heart muscles, exoryn, and has a role in behavior and
emotion and amiglada which has function in controlling body parts, emotion, attention,
and hearing center.
3. Cerebellum (hindbrain) is located under lobus occipitals cerebrum which has function in
coordinating muscles movements which occurred consciously, balance, and body position.
If there is negative stimulation, this hindbrain can not do their function so conscious
movement can not be occurred.
4. Medulla Oblongata (brain stem) is located
inside the skull or in the bottom of the skull.
This medulla oblongata has function to deliver
impulses which comes from medulla spinals to
the brain.
5. Pons varoli consists of nerves fibers in
connecting left hemisphere and right
hemisphere of hindbrain; it also connects
forebrain and spinal cord.
Referring to Yurisaldi (2010:60) study, in the
brain parts we can find:
Gb.2.1 The Human Brain
a. Reward circuit, inside the brain there is
Sumber: www.brightfocus.org
chemical substance which is called as
dopamine. In learning activity, dopamine
can push children enjoy learning and fond
of learning. But this condition depends on
how we manage this circuit.
b. Papez circuit is a main channel in forebrain
and has a function to control emotion.
c. Hippocampus area or Memory is a part of
the brain which has function in
b.2.2 The Reward Circuit
Sumber: www.science20.com
memorizing and navigating or controlling
the space.
These parts of the brain which are
described above can enhance our sight, sense of
smell, sense of taste, walking, thinking, long term
and short term memory, etc. Nerves connect to
different parts of the brain in our body. What we
feel, we see or hear are brought to sensation by brain nerves as a message. Message receiver
then react their body. Message receiver, react their body which is determined by the brain,
through the nerves, message is delivered to the body organ for an action.
Brain Three Dimension in Brain Gym
Humans brain just like hologram, consist of three dimensions with several parts
which connect each other. Such three dimensions have specific function. According to
Dennison (2008: 1), there are three dimensions terms as follows:
1. Laterality dimension for left and right hemisphere.
2. Focusing dimension for brainstem and frontal lobes.

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3. Centering dimension for limbic (midbrain) and forebrain (cerebral cortex). According
to Dennison, body lateralization is divided in left side and right side. This nature
allows domination in one side, for instance, writing with right hand or left hand, and
also for integrating both side of the body, namely, to cross in the middle parts of the
body to work in the middle part. If this skill has been acquired, you will be able to
process linier code, written symbol with both hemisphere of the brain from two
directions, left to right or right to left. This is the basic ability for academic success.
Disability to cross the middle part can cause learning disability (dyslexia). The
movement to cross the midbrain is related with positive attitude: listening, seeing and
moving.
Focus is the ability to cross the midline which separates back part and front part of the
body and also occipital and frontal lobe of the brain. Midline of the participant is vertical line
in the middle of the body. The incompleteness of reflex development can cause disability in
self expression and active participation in learning process, such as, lack of focus, lack of
attention, hyperactive, and slow talk (Dennison, 2008: 2). The Brain Gym movement which
can overcome this hindrance is stretching which related with concentration, attention, and
comprehension. Meanwhile centering is ability to cross the line which separates upper part of
the body with the lower part of the body and relating function from upper part of the brain
with lower part of the brain, it is related with emotional information and abstract thinking,
what is learnt should be related with feeling and give meaning. Disability in defending
centering is marked with disability to feel and show emotion (Dennison, 2008: 3). Brain Gym
movements which can overcome this hindrance is increasing energy which include:
organizing, walking, test and examination.
The Role of Brain in Learning
Learning process which is experienced by every individual is always related with
brain. Brain has various abilities in thinking, deciding, creating, talking, understanding
language, calculating, memorizing and introducing. This brain ability can decrease if the brain
does not get sufficient stimulus. Without stimulus or exercise, the brain parts which
controlling activities will be hampered in their development because the principle of brain
work is if the brain is not activated, the brain will lost its function, but if the brain routinely
activates or exercises, their function will increase.
This brain activity, according to Jensen (2008: 19) is carried out by 100 billion neuron
cells, 1000 trillion synapses and 280 quintillion memories. Neuron cells are one of functional
cell in the nerves system, which has function in producing action and delivering impulses
from one cell to the other cells. This action potency is a way which is conducted by nerves
cell in processing information along microscopic space which is called synapses. This action
potency is also a way which is conducted by nerves system in implementing control function
and body coordination.
Neuron cell consists of three different parts, namely, dendrite, body cells, and axon.
The process of delivering information which is occurred in brain or dendrite receives
information from axon surrounds it. Then, dendrite transmits information which is received
toward the body cells. From the body cells, such information moves towards axon and then is
communicated to other cells through their dendrite branches. When an axon encounter with a
dendrite from other cell surrounds it to deliver information, in that moment, learning in brain
occurred (Subekti, 2012: 9-10). In this condition, Tanner, 1978 in Santrock, 2007 explained
that in humans brain is occurred a process which has a role in focusing attention. This
process is called myelination, in this process, fat cells layer covering brain cells and nerves

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system in the brain, so, the speed in delivering information to the brain becomes much faster.
In other words, the learning occurred when one cell communicates with other cells. If cells
tissues in brain are connected, so, the meaning of learning which is gained is much bigger.
Yurisaldi, a neurolog (2010: 101) stated that the brain part which is called papetz circuit is
related with memorizing process or memory with emotional centers in brain with learning
ability. Someone who is in the happy condition, if they learn a topic, they will memorize the
topic very well, and also vice versa if someone is in the sad condition, angry, etc, will have
difficulties in learning something because condition which is not conducive. Below is brain
pictures which experiences emotional changes, physics trauma, and also brain description
from scan PET which shows a metabolic changes when someone see a word or listen to a
word. This study examined application of Brain Gym method in improving students learning
which is seen before and after and also the differences with conventional method.
The students listening ability is also influenced by cognitive function. It is stated by
Piaget who said that cognitive structure development is related with brain function,
dysfunction brain will makes the cognitive structure will not develop. Cognitive structure is a
schema, namely, concept system in someones mind as their comprehension towards the
objects in their environment. The comprehension about the object can occur through
assimilation process (relating object with concept in someones mind) and accommodation
(process which use concepts in mind in interpreting the object). Both processes if it is
occurred continuously will make old knowledge and new knowledge becomes balance. If
brain is not stimulated, so, the potency in the brain will be hampered. The movements in the
Brain Gym can stimulate brain function in the left hemisphere and also right hemisphere and
it can be the balancer between right hemisphere and left hemisphere of the brain. Brain Gym
can open the parts of the brain which is previously closed or hampered so learning activity
can use the whole brain (Ayinosa, 2009 in Astipuri 2010).
METHOD
This research method use quasi experimental (non equivalent control group design) by using
two groups, namely, experimental group and control group which is conducted in one week
period. The application of Brain Gym method in learning is conducted before, during and
after learning. Research is conducted simultaneously just before, during and after learning as
one unity so the improvement of students listening ability is influenced by Brain Gym
method and not by other factors. This study design is described as follows:
Group
Pre test
Treatment
Post test
E
O1
X
O2
O3
O4
C
Explanation:
E
= Experimental group which is administered with Brain Gym method
C
= Control group which is administered by traditional method
O1 and O2
= Pre test and post test of listening ability on experimental group
O3 and O4
= Pre test and post test of listening ability on control group
X
= Listening learning through Brain Gym method
The consideration in using quasi experimental design in this study is because
experimental group and control group can be chosen randomly, because it is hard to find class
which has characteristics which is exactly similar. To obtain data from both groups, they are
administered pre test and post test. The differences between the two groups is the treatment
for each group in learning process, in which the experimental group is administered with

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Brain Gym method while the control group is administered by conventional method, namely,
lecture and discussion method.
DISCUSSION
The initial condition of students listening ability in aspect of understanding story
content in experimental group and control group are generally weak. It can be seen from
average scores which is obtained by experimental group is 5,98, it is equal with 29,87% and
the average scores of control group are 4,98 which is equal with 24,87%. The initial condition
of students listening ability in aspect of retelling the story in experimental group and control
group is also not differ with aspect of understanding the story, which is generally weak. It can
be seen from average scores which is obtained by experimental group is 14,45 which is equal
with 36,13% and average scores of control group is 14,05 which is equal with 35,13%. In
other words, the condition of students listening ability on experimental group is weak
because it is still not given any treatment, namely, the application of Brain gym method. As
for the initial ability of control group is also weak. This condition occurred because the
control group is also not given any treatment, namely, conventional learning.
Pre test score in listening ability (understanding the content of the story and retelling
the content of the story) which is weak is influenced by the lack of stimulus which is given by
teacher in developing students listening ability so the real ability in students are not
developed well. The students listening ability can develop well if learning process is in the
relax condition. It is in line with Rahmat, J (2005: X) who stated that effective learning will
occur in enjoyable condition which involves learning modality, emotional role, unconscious
influences, introduction and development of intelligence, and involvement of both right
hemisphere and left hemisphere of the brain. So, students will not experience boring learning,
because boredom can cause lack of concentration and motivation which makes listening
ability becomes weak. The practice and exercise in listening can run well if students are in
good condition whether physically or psychologically.
The Final Condition of Listening Ability between Experimental Group and Control
Group
The final condition of students listening ability in aspect of understanding the content
of the story on control group is generally weak. The average scores which is obtained is 8,2
which is equal with 41%. With the highest score is 12,5 and the lowest score is 6 from total
score which is expected is 20. Meanwhile students listening ability in aspect retelling on
control group is in weak category. The average scores which is obtained is 15,75 which is
equal with 39,38%. With the highest score is 26 and the lowest score is 6 from total score
which is expected is 40. It shows that conventional learning not give much changes towards
the students learning ability optimally because this learning can not eliminate the boredom in
learning process and can not help students in stimulating all part of the brains so potency in
students can not be optimal. Besides, learning with conventional method is monotonous so
students felt burden in learning.
The final condition of listening ability in aspect of understanding the story content on
experimental group is on sufficient category. Average scores is 19,70 which is equal with
49,25%. With the highest score is 32 and the lowest score is 10 from total score is expected
20. Meanwhile the students listening ability in aspect of retelling the story content on
experimental method is on sufficient category. The average scores are 19,70 which is equal
with 49,25% with the lowest score is 32 and the lowest score is 16 from total score which is
expected is 40.

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The final condition on experimental group is improving. It shows that learning by

applying Brain Gym method give changes towards improvement of students listening ability
although it is conducted in the short time. Changes towards improvement of students
listening ability can occurred if students in the relax condition physically or unphysical. As
stated by Dennison (2008) that Brain Gym method is one of the method that can help in
conditioning students to be more prepared and concentrate in learning. It is also stated by
Gunawan (2006: 271) that Brain Gym method is effective in helping students towards mental
condition which is optimal towards learning.
Analysis of Students Listening Ability Level Differences in Experimental Group and
Control Group
Based on t-test calculation result, data independent of pre test on experimental group
and control group is obtained insignificant result whether thoroughly or in every aspect
because they have score >0,05. It shows that in the pre test, whether in experimental group
and control group there is no differences in listening ability level whether from aspect of
understanding story content or retelling story content.
Then through t test, data independent of post test on experimental group and control
group shows significant differences between listening ability level towards learning by using
conventional method with listening ability level towards learning by using Brain Gym method
by third grade students. It is strengthened with post test score on experimental group which
apply Brain Gym method is 11,20 for aspect in understanding story content and 19,70 for
aspect of retelling story content, this score is higher compared with average scores of post test
on control group which applies conventional method is 8,13 for aspect of understanding story
content and 15,70 for aspect of retelling story content. The learning result shows that the
application of Brain Gym method can improve students listening ability. It shows that
listening learning by using Brain Gym method can create enjoyable atmosphere so students
feel relax. In the field, researcher found that Brain Gym movements are very easy to be
followed by students if it is harmonized by music so students become more enthusiastic, it is
caused music for human has been a part of their life (Rachmawati, 2005: 3). This condition is
strengthened by study which was conducted by Miller (2008) which examined about music
theory pedagogy: melding dalcroze eurythmics with brain gym which stated that music and
Brain Gym can establish richer learning environment.
The series of Brain Gym movement which is studied in this research has each
function. To overcome energy problem which is not flow well to the brain so it can be
overcome by drinking water, to overcome emotional stress and increasing concentration can
be overcome by doing relaxation, for focusing attention, distinguish sound, overcome hearing
centering, understanding, and learning motivation, it can be overcome by doing crossing
movement, to control mind can be overcome by using words and self expression and relaxing
all bodies can be overcome by doing stretching, to activate short term memory and long term
memory can be overcome by doing owl movement, to memorize in sequence can be
overcome by doing elephant movement.
Such Brain Gym movements is in line with study result which shows that children
from lower class economy with age 8-9 years old can improve their short term memory after
doing Brain Gym 3 times a week for two months (Putranto, 2009). Besides that, from study of
Astuti et al (2009) shows that Brain Gym is proved effective in influencing children potency
development or overcoming various learning problems on students, among others,
concentration, focus, communication and motivation.

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Based on observation, learning by using Brain Gym method can improve activation
and motivation during learning process, creating learning atmosphere to be more enjoyable,
increasing togetherness, exercising communication ability, and optimizing potency on
students.
From such explanation, it is concluded that Brain Gym method can improve students
listening ability and students do not feel bored. Generally, this study result shows that Brain
Gym method is able to improve students listening ability, and able to accommodate factors
which can push development of students listening ability. In other words, the using of Brain
Gym method can give significant influence towards listening ability level towards third grade
students at Cisomang 2 Elementary School.
CONCLUSION
Based on study result about the influence of Brain Gym method towards students listening
ability, it can be concluded as follows: First, Initial condition of students listening ability
level in aspect of understanding story content on experimental group and control group during
pre test is in weak category with average scores 5,98 in which equal with 29,87% for
experimental group and 4,98 in which equal with 24,87% for control group. As for with
students listening ability in aspect of retelling story content on experimental group in which
equal with control group during pre test is on weak category with average scores are 14,45 in
which equal with 36,13% for experimental group and 14,05 in which equal with 35,13% for
control group. Second, Final condition of students listening ability level in aspect of retelling
story content on experimental group and control group during post test is improved which is
on sufficient category with average scores 10,2 in which equal with 51% for experimental
group and 8,2 in which equal with 41% for control group. Although post test result on the
ability in understanding story content on control group equal with experimental group,
namely, in sufficient category, nevertheless sufficient category on control group is relatively
weak with score 41% in which approaching 40%. Third, There is significant differences
between students listening ability on experimental group which is given treatment that is
Brain Gym method with students listening ability at control group in which given treatment
that is conventional method. It can be seen on average scores on experimental group is higher
than control group, namely, average score on aspect of understanding story content on
experimental group is 11,20 and on control group is 8,13 and average scores on aspect of
ability in retelling the story content on experimental group is 19,70 and on control group is
15,75. It shows that the application of Brain Gym method in one week period can improves
students listening ability.
REFERENCES
Dennison, P. E, and Dennison, G. E. (2008). Brain Gym. Jakarta: PT Grasindo
Ibrahim, M (2011). Terampil Mendengarkan. Jakarta: Zaman
Jensen, E (2008). Brain-Based Learning. Yogyakarta: Pustaka Pelajar
Jensen, E. (2010). Guru Super dan Super Teaching. Jakarta: PT Indeks
Miller, P. (2008). Music Theory Pedagogy: Melding Dalcroze Eurythmics With Brain Gym.
Dissertation at University of Missouri.
Nugiyantoro, B. (2010). Penilaian Pembelajaran Bahasa. Yogyakarta: BPEE
Nugroho, Y. (2009). Efek Brain Gym dalam Meningkatkan Perhatian Attention Deficit
Disorder (ADD). Psikohumanika, Vol. II, No. 2, February 2009-ISSN 1979-0341
Prishastuti. (2009). Pengaruh Brain Gym terhadap Peningkatan Kecakapan Berhitung Siswa
Sekolah Dasar. Jurnal Ilmiah Pendidikan. Th. XXVIII No. 1

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Rachmawati, Y. (2005). Musik sebagai Pembentuk Budi Pekerti. Bandung: Panduan

Rahmat, J. (2005). Belajar Cerdas: Belajar Berbasis Otak. Bandung: MLC Pembangunan
Rosdiana, Y. (2009). Bahasa dan Sastra Indonesia di SD. Jakarta: Universitas Terbuka
Santrock, J. (2007). Perkembangan Anak. Jakarta: Erlangga
Stephen, R.C. (1997). The Habits of Highly Effective People. Jakarta: Binapura Aksara.
Sugiyono (2006). Metode Penelitian Kuantitatif dan Kualitatif. Bandung: Alfabeta.
Sugiyono (2007). Metoda Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, dan
R&D). Bandung: Alfabeta,
Sugiyono (2010). Metode Penelitian Kuantitatif dan Kualitatif, R&D. Bandung: Alfabeta.
Supardjiman, K. (2007). Brain Gym (Online). Websites: http://www.wordpress.com (1 March
2012)
Tarigan, H.G. (2008). Menyimak Sebagai Suatu Keterampilan Berbahasa. Bandung:
Angkasa.

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APPLICATION OF VCT (Value Clarification Tecnique) LEARNING

MODEL THROUGH THE PILOT METHOD ON CIVICS STUDY TO INCREASE
INTELLIGENCE EFFECTIVE LOW GRADE STUDENTS.
( Experiments in Class 1 International Green School Sumedang )
By : Ryan Dwi Puspita
Abstract
VCT learning patterns according to A. Kosasih Djahiri (1992 ) , is considered superior to
affective learning because ; The first , is able to develop and personify values and morals ;
The second , is able to clarify and reveal the message content of the material presented ; The
third is able to clarify and assess the quality of the students moral values and moral values in
real life ; fourth , able to invite , engage , nurture and develop the potential of the students ,
especially the potential afektualnya ; fifth , able to provide a learning experience in a variety
of life ; sixth , was able to counteract , negate , intervened and naive moral values that exist in
the system and moral values that exist in a person ; seventh , to lead and motivate a decent
living and high moral .
Principal research can be formulated as follows : Is the learning model with VCT through the
pilot study method Civics have a significant influence to improve the students' affective
intelligence ?.
Based on the research problem has been formulated , it is the purpose of this study was to
determine differences in affective intelligence first graders performed at the time after
learning civics with VCT models through pilot method .
What is meant by engineering clarify the value (value clarification technique) in this study
can be interpreted as teaching techniques to assist students in finding and determining a
value that is considered good in the face of a problem through a process of analyzing the
existing value and embedded in students through a pilot method . The research method used is
the experimental method . With a sample size of 10 people boys and girls 1st grade Green
School International Sumedang .
The result , after experiments on learning civics through VCT models through pilot this
method is through the story of Si Badu A herder turns to the child's understanding of the good
things , the bad , and the true evil can easily be clarified child of the story . There is a
significant increase .
A. Background
The use of a variety of learning methods will affect the success of both the
successful aspects of student learning of cognitive , affective aspects as well as the success
and psychomotor aspects . Inaccuracy selecting and using learning methods will result in a
failure to achieve the learning objectives . For example, to develop discipline , not enough to
just use pure lecture method , but it needs to be varied with the method that can reveal the
value , such as value analysis , simulations , games , and a pilot .
Civics are known in a model of learning that is, VCT . According Kosasih Djahiri
A. (1985 ) learning model VCT include; methods of demonstration ; value analysis ; list /
matrix ; confidence cards ; interview , jurisprudence and values of inquiry techniques . In
addition, the method is also known to play a role . Methods and models above are considered
very suitable to be applied in teaching Civics , Civics because subjects mission to foster
values , morals , attitudes and behavior of students , in addition to fostering intelligence
(knowledge ) students .

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VCT learning patterns according to A. Kosasih Djahiri (1992 ) , is considered

superior to affective learning because ; The first , is able to develop and personify values and
morals ; The second , is able to clarify and reveal the message content of the material
presented ; The third is able to clarify and assess the quality of the students moral values and
moral values in real life ; fourth , able to invite , engage , nurture and develop the potential of
the students , especially the potential afektualnya ; fifth , able to provide a learning experience
in a variety of life ; sixth , was able to counteract , negate , intervened and various naive moral
values that exist in the system and moral values that exist in a person ; seventh , to lead and
motivate a decent living and high moral .
The learning process in the conventional manner in Civics subject in Class 1 Green
School International has been getting unsatisfactory results . The results of formative and nonformative tests are very far from the expectations of the teacher . With the above problems the
authors are interested in trying to apply the model of VCT ( Value Clarification Technique)
through pilot method in class 1 Green School International . And the focus of study in this
research is the application of Model VCT ( Value Clarification Technique) through the
Learning Civics Pilot Method to Improve Student Affective Intelligence Class 1 Green School
International .
B. Problem Formulation
Based on the background mentioned above , the basic research that can be
formulated as follows : Is the learning model of VCT through the pilot study method Civics
have a significant influence to improve the students' affective intelligence ?. The formulation
of the problem can be broken down as follows : How affective intelligence first graders
performed after learning IGS Civics with VCT models through pilot method ?
C. Research Objectives
Based on the research problem has been formulated , the objectives of this study are
detailed as follows : To determine the grade 1 student affective intelligence IGS done after
learning civics with VCT models through pilot method .
D. Benefits Research
1 Theoretical Benefits
From this study generated learning programs through VCT models to develop affective
intelligence of children.
2 Practical Benefits
Practically, this research beneficial to the following parties :
a. teachers
Teachers must be able to teach the methods varied to improve the intelligence of
children through learning salahsatunya VCT model .
b . Curriculum development
The model can be applied as an integral VCT in the curriculum so that children can
develop affective intelligence .
c . Other researchers
The results of this study can be used as reference material for further research , in
particular in order to develop skills particularly affective intelligence clarify values .

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E. Operational Definitions
1. Learning model VCT ( Value Clarification Technique)
What is meant by engineering clarify the value (value clarification technique) in this study
can be interpreted as teaching techniques to assist students in finding and determining a value
that is considered good in the face of a problem through a process of analyzing the existing
value and embedded in students through a pilot method .
2. Methods Pilot
What is meant by the pilot method in this study can be interpreted teaching techniques that
visualize abstract material through concrete examples in the form of images , such as
photographs or stories and examples of the action / state that contains the values of the
contrast according to the topic or theme of learning .
3. Affective Intelligence
What is meant by affective intelligence in this study include attitudes , interests , emotions ,
values and appreciation of life . In this sphere is divided into several sections covering aspects
of acceptance to the environment , response or response to the environment , appreciation of
the value of the expression in the form of something , organize a variety of values to find a
solution , as well as the characteristics of the values are internalized within.
F. Research Methods
The research method used in this study is an experimental method using the
Pre-Experimental Design ( nondesign ). This design is not yet a truly experimental . Because
there are external variables that take effect on the formation of the dependent variable . So the
experimental results that the dependent variable was not solely influenced by the independent
variables . This happens because there is no control variables , and the sample was not
randomly selected .
Experimental research paradigm in this model can be described as follows :

X = treatment given ( the independent variable )

O = Observation ( dependent variable ) . ( Sugiyono , 2008: 74 ) .
Paradigm that can be read as follows : there is a group given treatment / treatment ,
and then observed the results . ( Treatment is as independent variables , and the results are as
dependent variable ) .
G. Results
International GreenSchool Sumedang is Character-Based Elementary School and
Technology . This school was founded in 2010, originated from " The Green Dream " because
the principal wanted to have a school that can be used as a place to play and be able to
optimize learning with no restrictions and express freely .
This green dream about parental disappointment about elementary education so that
established the International GreenSchool for alternative schools in Sumedang . This is a
natural GreenSchool school fun , fair , and can accept all walks of life. International
GreenSchool located in Kp . Cigasari Ds . Rancamulya district. North sumedang Kab .
Sumedang .
This school stands with the aim to integrate various functions into school education
and digital learning . Green School also integrate information systems academic , academic

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social networking , and e-learning within a unified system intergrated. Under the leadership of
the School is uncle Soni familiar called IGS has developed into a school that has a learning
system that is different from the others, does not require that students purchase textbooks and
worksheet ( LKS ) . So , from that , of course, the operational costs of education also claimed
to be more efficient . All digital devices supplied by the student or parents . Even the students
were required to have a good gadget that netbook , notebook , tablet , or smart phone . They
also must have a modem for internet facility network availability .
Learning approach used is an integrated thematic. Including Civics subjects have
been integrated in other subjects . In this experiment used learning model VCT ( Value
Clarification Technique) with the pilot method teaching techniques to visualize abstract
material through concrete examples in the form of drawings , photographs or stories and
examples in the form of actions / circumstances that contains the values of the contrast
according to the topic or learning theme . In this experiment used a story entitled " The Badu "
. The story is packed with inside loaded with cargo and moral values with examples of good
and bad deeds . So that children can clarify the value after the story is told .
One characteristic of the new paradigm of learning Civics is no longer on the
teaching of Civics , but more oriented membelajarkan Civics or attempts to air- Civics teacher
. Therefore, in teaching civics , students nurtured to familiarize or diving Civics message
content material . In order for the goal to run well then as Civics teacher should be an
example in air- Civics by showing examples of behavior that is expected to be replicated and
implemented student in school life and daily life in the community . ( Hermi Yanzi , 2011) .
In relation to the use of various kinds of learning civics learning model is available,
of course, must be adapted to the characteristics of the learning objectives, the characteristics
of the material, the situation and the student's learning environment, level of development and
students' learning abilities, and needs time to learn for the students themselves.
Civics are known in a model of learning that is, VCT . According Kosasih Djahiri
A. (1985) learning model VCT include; methods of demonstration ; value analysis ;
list/matrix ; confidence cards ; interview, jurisprudence and values of inquiry techniques. In
addition, the method is also known to play a role . Methods and models above are considered
very suitable to be applied in teaching Civics, Civics because subjects mission to foster values
, morals, attitudes and behavior of students, in addition to fostering intelligence (knowledge )
students .
Civics learning experiments using these VCT models are made to male and female
students in grade 1 Green School International with 10 students after observed was considered
significant. Because after listening to a story about a child Badu The shepherd who likes to
help and because the school did not have to help her mother , finally getting the help of a
grandfather who was helping and Badu could be a good school to school free of spp .
Children listen well and after the completion of the story the teacher asks the questions
relating to the story and the kids can reenact what he heard at the same time can tell which
people behave bad and good behavior , which is a bad thing and it is both .
Step the Learning is performed as follows :
1. Teacher how to create a stimulus in the form of an example image media state / load
deeds Notes-contrast : Which New Article adapted from op or theme of learning
objectives. Requirement should be able to stimulate, engage and develop potential
afektual Students , Affordable New Article Student level thinking. That New Articles
packing Learning Civics, Indonesian, IPA and IPS in a story " The Badu " .
2. Learning Activity Nuvifone , teachers stimulus catapult new article how to read/display
the stories , activities can be done alone posted teacher . And the highlighted here is the

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ability of the teacher read the story so I create a Children interested . Second , provide the
opportunity for students to engage in dialogue alone or in respect of New Media Fellow
Friends Earlier stimulus, carry out a guided dialogue that question has been compiled
posted by associated new media teacher stimulus earlier, good individually and
collectively . Fourth , determine the argument or national savings good teacher
questions individually and collectively . Fifth , the discussion or proof argument .Sixth
inference
With the expected pattern of children's learning over the VCT can apply clarification
value in everyday life . In accordance with the opinion of Kosasih Djahiri A. (1992 ) , is
considered superior to affective learning because ; The first , is able to develop and personify
values and morals ; The second , is able to clarify and reveal the message content of the
material presented ; The third is able to clarify and assess the quality of the students moral
values and moral values in real life ; fourth , able to invite , engage , nurture and develop the
potential of the students , especially the potential afektualnya ; fifth , able to provide a
learning experience in a variety of life ; sixth , was able to counteract , negate intervene and
menyubversi various naive moral values that exist in the system and moral values that exist in
a person ; seventh , to lead and motivate a decent living and high moral .
H. Conclusion
Once analyzed , it turns out Civics learning using learning model VCT through pilot
method is very easy for students to clarify values are positive or negative according to the
indicators expected. Because with this VCT models will easily reveal attitudes , values and
morals of students to a case presented by the teacher. Of course teachers should be provided
with the ability to master the skills and techniques taught by well basis . Democratic attitude,
friendly, warm and familiar feel of kinship necessary, so that students dare to argue and
differences of opinion with the teacher and with other students .
Increased affective intelligence IGS grade 1 students can be seen in terms of :
1. Direction , children are able to clarify the value of good and bad .
2. Volume, in addition to the child is able to clarify the value but also understands that
children do good or to do evil to be of no consequence .
I. Recommendations
With the experimental results , namely a learning program through VCT models that
can be applied to improve the intelligence of affective low-grade primary school students , so
further research is expected to raise again the problem with the method , the media , and
different materials . Thus the future can provide and enter new findings in improving students'
affective intelligence in a low grade .
J. Bibliography
A. Kosasih Djahiri, 1987. Pengajaran Studi Sosial/IPS, Dasar-dasar metodologi model
belajar mengajar ilmu pengetahuan sosial. Bandung: LPPP-Ips IKIP Bandung.
A. Kosasih Djahiri ,1985. Strategi Pengajaran Afektif-Nilai-Moral VCT dan Games dalam
VCT. Bandung: PMPKN FPIPS IKIP Bandung.
Agustin, Mubiar. (2006). Mengenal dan Memahami Dunia Anak. UPI : Bandung.
Arikunto, Suharsimi. (2009). Dasar Dasar Evaluasi Pendidikan. PT. Bumi Aksara. Jakarta.
Gestwicki, Carol. (2007). Developmentally Appropriate Practice. Central Piedmont
Community College.
Hurlock, E. B., 1999. Perkembangan Anak Jilid 1(Edisi 6). Penerbit Erlangga : Jakarta.

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Kerlinger. N, Fred. (1973). Foundation of Behavioral Research Second Edition. New York
University.
Santrock, John. (2007). Perkembangan Anak Jilid 1 dan 2. Penerbit Erlangga.
Sugiyono, 2008. Metode Penelitian Kuantitatif Kualitatif dan R&D.. CV. Alfabeta.
Sumacher, McMillan , 2005. Research in Education. London : Langman.
Saud, Syaefudin Udin (2007). Modul Metodologi Penelitian Pendidikan Dasar. Bandung
SPS UPI.
(2009), Inovasi Pendidikan, Alfabeta : Bandung.
Udin S. Winataputra, dkk. 2006. Materi dan Pembelajaran PKn SD. Universitas Terbuka.
Jakarta.
Universitas Pendidikan Indonesia.(2006). Pedoman Penulisan Karya Ilmiah. Bandung:UPI.

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SELF-TRAINING LEARNING MODEL TO IMPROVE STORYTELLING

SKILL OF PGSD STUDENTS IN TEACHING ENGLISH IN
ELEMENTARY SCHOOL
Charlotte Ambat Harun and Winti Ananthia
Universitas Pendidikan Indonesia-Kampus Cibiru
Pendidikan Guru Pendidikan Anak Usia Dini (PGPAUD)
Jl. Raya Cibiru km 15, Bandung-40393, Indonesia
charlotte_ambat@yahoo.com
ABSTRACT
The teaching of English as a local content subjects in elementary school in Indonesia
was not supported by competent and suitable teachers. This lack of human resources is
overcome by UPI Kampus Cibiru. English concentration was started in 2008 to prepare
English teachers for elementary school. Storytelling is one of the methods learned by
PGSD students. This research is trying to find out the skill of PGSD students in
teaching English to lower grades of elementary school using storytelling with selftraining model in the learning process. Four PGSD students of English concentration
were the subjects of this research, trained to analyze their skills in the simulation class
and to compare them with the real situation in elementary school. Descriptive
qualitative method is used to analyze the data collected. The research held in SD
Laboratorium UPI Kampus Cibiru, Bandung concludes that the application of selftraining learning model is suitable to improve storytelling skill of PGSD students in
teaching English to elementary school students especially grade 1-3.
Key words: English, elementary school, PGSD, storytelling
INTRODUCTION
English has become one of the local content subjects in elementary school in Indonesia.
It was one of the policies of the government in order to improve the role of Indonesia in
international affair. English as a mean of communication in global context has
motivated the youth in non-English Speaking Countries to master the language for
personal as well as professional purposes. They want to speak English well to be able to
communicate with others. In Indonesia Retmono found that English learning in
Secondary School has been carried out since 1967 (Ishanah, 2004). In 1994 the
government of Indonesia stated that English should become one of the local content
subjects in Elementary School (Sutarsyah, 2004). However, teachers and educational
institution did not pay a good attention to English learning until it is mention in the
curriculum. It was Kurikulum Tingkat Satuan Pelajaran (KTSP). It is mentioned in
KTSP that English learning should be started in grade 4 of Elementary School. But in
fact English learning was started even earlier in grade 1 especially in those schools
located in big cities.
Unfortunately, there were also problems of English learning in Elementary
School. A lot of schools were not ready to carry out English learning because of the lack
of English teachers. This situation has influenced the English learning in Elementary
Schools. Some schools decided not to teach English to their students because there were
no English teachers, but some pushed themselves to teach English to their students
eventhough they had no English teachers. The latter shools had English learning
withoutqualified English teachers. They ususally came from two different groups: 1)

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teachers with English teaching background but had no experienced in teaching young
learners such as Elementary School students, or 2) experienced teachers of Elementary
Schools but without English teaching background. Because of this condition, English
learning in Elementary School was not meaningful, in artificial context, and far from the
purpose of teaching English naturally, as a mean of communication (Kismadi, 2004) to
emphasize listening and speaking skills (Sutarsyah, 2004).
However, the KTSP 2006 had revised English learning in elementary school level.
Then English learning in elementary school was carefully anticipated by Educational
Institutions. One of the institutions was Indonesia University of Education. English for
Young Learner (EYL), Teaching English to Young Learners(TEYL) and some other
courses focusing on English learningin elementary School inhad been included to the
the curriculum of English department. Meanwhile at PGSD UPI Cibiru campus, an
English concentration has been established since 2008 as one of the concentrations. This
concentration is provided for the 5th semester of PGSD students as one of the choices
among the five concentrations. In this concentration, five courses (15 credits) focusing
on the teaching English to elementary school students are included in the curriculum.
The courses are: 1) English for Elementary School, 2) Listening for Elementary School,
3) Speaking for Elementary School, 4) Writing for Elementary School dan 5) English
Teaching Method. In this concentration, the students of PGSD were trained to teach
English to the elementary school students in a fun and meaningful way.
The teaching of English for elementary students should include the aspects
relevant with the characteristics of 6-12 year-old children. In this level, it is
recommended that English lesson facilitate the need of playing for the students.
Therefore, the teaching of English could be conducted in through fun and meaningful
activities, such as playing games, singing, and storytelling.
Storytelling is an activity that is suitable to be implemented in the context of
language learning, especially for children (Brewster, Ellis & Girard, 2002; Phillips,
1993; Pinter, 2006). Furthermore, Brewster et al. (2002) argue that storytelling activity
could enhance childrens linguistic ability. Besides, storytelling could also develop
childrens imagination which influence their mental health (Davies, 2007; Gadzikowski,
2007; Kuyvenhoven 2009).
In this study, the storytelling activities were delivered in English language as the
medium of instruction since they were implemented in the context of teaching English
to the elementary school students. It was conducted by four PGSD students who were
doing their teaching practice. This study tried to identify and unleash the storytelling
skill of PGSD students before and after the implementation of self-training model.
Through the implementation of the self-training model, it is hoped that PGSD students
could develop their teaching skill, especially in the context of teaching English as a
foreign language at the elementary school level.
Based on the background of the study, this study attempts to identify the PGSD
students storytelling skill through the implementation of the self-training model.
Specifically, this paper identifies whether or not the self-training model could develop
the storytelling skill of the PGSD students in teaching English to elementary school
students.
A.

Self-Training Model of Teaching

The self-training teaching model that applied in the study was adapted from the
simulation model: training and self-trainingas proposed by Joyce, Weil and Calhoun

635

(2009). Basically, the simulation model is not teaching model coming from the
pedagogical field. This model of teaching was originally coming from the application of
cybernetics principles which was a branch of psychology field. Through cybernetics, the
psychologists attempt to make an analogy between human beings and machines. The
experts in the field of psychology tried to make concepts of response system and
feedback for learners who are trained to operate particular machines. This field also tries
to interpret human beings as the one who hold the control and decision to do series of
action and reaction based on the feedback given by the surroundings and environments.
Therefore, Joyce et al., (2009) give lot of examples on how this model of teaching
works in the context of machine operation training, such as, training on how to fly a
helicopter for a pilot, car driving simulation, spaceship and rocket simulation.
Altough this model of teaching was originally coming from the psychology
field; this model could be adapted and applied to the education and pedagogic field. It is
possible to be applied since education field is familiar with the simulation term as one
of the methods in training and preparing the educators careers (for example the preservice teachers). The simulation term in the context of education and pedagogic is not
only related with the operation of machines, but most of all related to the interaction
between the pre-service teachers with their students in the teaching and learning
situation. However, the use of machines is still possible in the context of information
technology, as a teaching and learning media. In the context of pre-service teacher
training, simulation means as a set situation with a particular scenario, where a studentteacher conducts a teaching practice with his/her peers as the students. Therefore, in a
teaching simulation, the real students are not included. This kind of simulation is also
called as peer teaching.
In this research, the student-teachers of PGSD taught the real elementary
school students in doing the simulation/ the training. Hence, the researchers adapted the
syntax of teaching and learning process of the simulation model and then the term selftraining was given to show that the real elementary school students were included in
the process of the PGSD student-teachers training.
Below is the syntax of the self-training model according to Joyce, et al., (2009):
Table1. Syntax of Simulation Model (Joyce, et al., 2009: 385)
Phase One:
Orientation
Present the broad topic of the simulation
and the concepts to be incorporated into
the simulation activity at hand.
Explain simulation and gaming.
Give overview of the simulation.
Phase Three:
Simulation Operations
Conduct game activity and game
administration.
Obtain feedback and evaluation (of
performance and effects of decisions).
Clarify misconceptions.
Continue simulation.

Phase Two:
Participant Trainig
Set up the scenario (rules, roles, procedures,
scoring, typer of decisions to be made, goals).
Assign roles.
Hold abbreviated practice session.
Phase Four:
Participant Debriefing (Any or All of the
Following Activities)
Summarize events and perceptions.
Summarize difficulties and insights.
Analyze process.
Compare simulation activity to the real world.
Relate simulation activity to course content.
Appraise and redesign the simulation.

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1. Orientation Stage
Joyce et al. (2009) states that the implementation of the self-training model in this stage
is when a teacher, along with the students, present and discuss the general topic of the
simulation to be conducted, and important concepts that should be included during the
process of the discussion. In this stage, the students are shown the overviewer of the
simulation that would be played. Joyce et al.s (2009) explaination about this stage is of
course closely related with machines as the simulator. Since this study did not include
the using of any machines, thus, the implementation of the stage in this study was the
lecturers (as the researchers team) together with the student-teachers discussed the
taching and learning themes and topics that would be presented to the students of
elementary school. This stage was including the choosing the theme, the stories and the
media for the English lesson in the context of teaching English as a foreign language at
the elementary school level.
2. The Participant Training Stage
In this stage, students are given training on how to operate the simulator machine,
including the setting of the simulation scenario, such as, rules and regulations, the
students role in the process of the simulation, scoring system, series of decision
making, and the aims that should be achieved (Joyce, et al., 2009: 385). In this study,
the lecturers together with the student-teachers discussed the lesson planning that had
been designed by the student-teachers. The student-teachers explained the story that
would be presented during the teaching of English to the elementary school students.
The lecturers gave feedback whether or not the chosen stories were suitable with the
elementary school students charactristics and the aimed standard that had been decided
by the school. Besides, the suitability of the chosen stories curriculum was one of the
considerations that should be taken into account in this stage. Also in this stage, the
student-teachers were asked to do the simulation the teaching of English through the
storytelling that had been designed in the lesson plan (RPP) in the form of peerteaching.
In this context, the student-teachers participated in this study took turn; took the role as
English teachers, teaching English through storytelling, while the remaining PGSD
student-teachers took the role as elementary school students.
3. The Self-Training Operation Stage
It could be said that this stage is the core of the self-training model implementation. It
was because it is the stage where the students should do the simulation face-to-face with
the simulator machine. The role of the teacher is only as the observer who observes the
students in operating the simulator machine and taking decision that should be made
during the simulation process (Joyce et al., 2009). There was no simulator machines
used in this study. Therefore, in this study, PGSD student-teachers conducted the
simulation that was called as self-training, the situation where they-themselves-were
facing the real elementary school students, teaching English through storytelling.
4. Participant Debriefing Stage
This stage was conducted after the simulation stage. In this stage, the student-teachers
and the lecturers involved in this study conducted a reflection activity. Through the
reflection the actions during the teaching and learning process were captured,
summarized, analysed, according to the PGSD student-teachers perspective as the
teacher who conducted the learning process, and also from the lecturers perspective, in

637

this context, the researchers who took the role as the observers. This stage was also the
stage where the student-teachers were given feedback from the experts of Teaching
English to Young Learners (TEYL) and the elementary school English teacher. In the
process of the feedback, the difficulties and obstacles faced by the student-teachers were
discussed. The analysis of the teaching and learning process were also unleashed by the
TEYL expert, English teacher, and researchers.
B. Storytelling in the Teaching of English at Elementary School
Storytelling is believed as one of the suitable activities for young language learners
(Brewster, et.al., 2002; Phillips, 1993; dan Pinter, 2006) since the activity could
facilitate the childrens need to develop their imagination (Gadzikowski, 2007;
Kuyvenhoven, 2009). In the field of teaching English, Garvie (1990) states that
storytelling is an effective method to be used as a vehicle to achieve the aims of a
lesson. Meanwhile, McConaghy (1990) argues that story time at the classroom is the
beginning of the literature exposure to the students. The story time activity could
facilitate the students to express their opinion about the story as well as influence the
way how they think, discuss the characters and places of the story, and new ideas found
in the story.
Furthermore, Brewster et al. (2002: 187) contend that storytelling could enhance
the students linguistic ability through the activity; a teacher could introduce and review
vocabulary and the structure, as well as expose the target language to the students.
Nevertheless, Paquette (2007) has studied that storytelling could inspire the students in
developing their writing ability. The influences of storytelling to the childrens language
development were also studied by Isbell, Sobol, Lindauer, dan Lowrance, (2004). From
their research, it is revealed that storytelling could also enhance the 3-5-year-old
children listening skill.
Furthermore, Collins (1999) states that the application of storytelling has given
big contribution to the elementary school students development. He explains that
storytelling facilitates the elementary school students to develop the thinking scheme,
which in turns could develop their language skills, such as speaking, reading, and
writing skills. This activity also open the access for the students to the knowledge of
sound of the words, intonation, and gesture which make students to acquire a holistic
mental mapping concept. Besides, storytelling also functions as scaffolding media that
provide variety models of language which could be imitated by the elementary school
students (Collins, 1999 and Kuyvenhoven, 2009). In the context of English as a Foreign
Language (EFL) at the elementary school level, storytelling is recommended as one of
the effective activities to develop fluency and vocabulay acquisition (Farrel and Nessell
in Isbell et al., 2004) and recognised as one of the comforteble activities that concerned
the students talk meaningfully in the context of learning in the classroom. (Hislam,
1995).
Besides, in the field of teaching language, some researches about the application
of storytelling as a learning media have been conducted. The studies showed that
storytelling could help children understand a difficult abstract concept, such as science
concept (Monhardt & Monhardt, 2006; Pringle & Lamme, 2005; Sackes, Trundle, &
Flevares, 2009) and mathematics (Casey, Erkut, Ceder, & Young, 2008; Casey, Kersh,
& Young, 2004).
Beside the benefits in the field of teaching language and another course subjects,
storytelling could also give positive values to the childrens personal and character.

638

Previous researches have shown convincing results about that. Besides improving
childrens language ability, storytelling could also:1) develop cross cultural
understanding, since a story is culture-bound to the background setting (Al-Jafar &
Buzzelli, 2004; Ghosn, 2004), 2) form the childrens identity by relating themselves to
the characters of the story (Gadzikowski, 2007), 3) relate the association between the
events in the story with their own experiences (Kuyvenhoven, 2009), 4)
developchildrens social ability, such as doing kindness to other people (Zeece, 2009) as
well as self-regulation (Cooper, 2007).
Furthermore, Damayanti (2007) recommends storytelling activity to be applied as
one of the methods in teaching English at the Indonesian elementary school since it is
believed as a cheap-yet-rich teaching media. This is very suitable with the condition in
Indonesia, especially for the schools located in the rural area, where some school is said
to be under-resourced. Most of the schools do not have access to the children story
books that can develop their students language ability. By appliying storytelling
activity in the English language classroom, teacher could creatively present stories to
the students without waiting for the storybooks published by publishers. However, the
teachers could present the stories to the students through their creativities, using media
that could be created from their own surroundings.
Teachers roles in Storytelling activity: Some Challenges
Teachers hold important roles in avery classroom activity; such as manager,
mediator, and facilitator. In the process of storytelling activity, a teacher is expected to
be able to anticipate any distraction that might happen. Besides that, a teacher should
also be able to handle any challenges that may arise when deciding to apply storytelling
in teaching English to the elementary school students.
Kuyvenvohen (2009) states that one of the challenges that should be faced by the
teacher in applying the storytelling activity in the classroom is the risk of
remembering.A teacher is expected to master the story although there are lots of thing to
keep in mind, such as, the plot of the story and the language- in it is delivered in the
foreign language- not in the first language. It can be said as the difficult challenge.
Besides that, the teacher is also expected to be able to act out depend on the characters
appear in the story. The teachers should also manage their voice, intonation, gesture,
and facial expression, just like the real actresses/actors. According to the study
conducted by Ananthia (2010), these things are considered as the biggest challenges that
make some teachers exclude storytelling activity in teaching English to the elementary
school students.
A research conducted by Groce (2004) studies the teachers perspectives about
storytelling coaching in the in-service-training for the teachers of elementary school.
The result of the study showed that all the teachers said that the storytelling training was
very important and beneficial for the teaching and learning process. The study had also
shown that the training had motivated the teachers to apply storytelling activity not only
in the language classroom, but also in the other subjetcs. A research conducted by
Ananthia (2010) reveals that English teachers in Indonesia did not get any training to
improve their storytelling skill during their study the university, especially the English
teacher graduated from English department before year 2006, when the TEYL was
included into the teacher training curriculum. Therefore, it is reccommended to the
educational institution to conduct storytelling training for the pre-service teachers
(Ananthia, 2010).
C.

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D. PGSD Students Ability in Teaching English at Elementary School

Several researches have been conducted to unleash the teaching ability of
PGSD students in the context of English. A research conducted by Yuliariatiningsih,
Yanthi, and Ananthia (2008) revealed that the difficulties faced by the PGSD teaching
using English as the medium of instruction were the aspects ofvocabulary,
pronunciation,and diction. Before the teaching proces, the student-teacher prepare the
teaching and learning procedure (lesson plan) in Bahasa Indonesia which was translated
into English. That thing had made their English sounds unnatural.
Another research by Yanthi, Yuliariatiningsih and Setyaningsih (2010)
analysed PGSD students ability in developing science text for elementary school
usingEnglish as the medium of instruction. The study probes that PGSD students faced
difficulties in understanding about the roles of Meaning, Form, Pronunciation and
Appropriacy (MFPA) in using English as the medium of instruction. Generally, they
only focused on the mastery of the form, and tended to ignore the remaining three other
aspects. Besides that difficulty, PGSD students were also experienced some difficulties
in managing the classroom. It happened as the result of the lack of ability in using
suitable classroom language in giving instruction to the elementary school students.
METHODS
Mixed method is adapted in this study to get the benefecial aspects of
qualitative as well quantitative method (Creswell, 2009). Qualitative approach was used
to identify the process of storytelling activity in teaching English to elementary school
students as well as the application of self-training model to develop PGSD students
storytelling skill. A descriptive method with a qualitative approach was used in this
study for that identification. Whereas the quantitative approach was used to identify
PGSD students storytelling ability in teaching English to elementary school students by
applying descriptive statistic method. According to Fraenkel and Wallen (2007: 279)
this kind of research design includes measurement or repeated observation in a
particular time span, before as well as after the treatment. The observation and
measurement stage was conducted before and after the application of self-training
model to the subjects of the research.
The observation was focused on the PGSD students storytelling mastery in the
context of teaching English to elementary school students. The evaluation or the
measurement of the output was conducted to the PGSD students performance in
applying storytelling in the process of teaching English at elementary school, in the
context of self-training model implementation, that was designed as follows:

Selftraining
Syntax

PreTreatment
F3

P1

Treatment
F4

F1

F2

F3

F4

F1

P2

F2

PostTreatment
F3

P3

Table 2. Reasearch Design

Note:
F 3, 4, 1, 2, and so forth
P 1, 2, 3

= Phases in the syntax of self-training learning model.

= 1st, 2nd, and 3rd learning activities

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F4

Table 2 shows the research flow and design applied in this research. Pre-treatment is the
third phase of the phases in the self-training learning model. In this phase the responden
carried out the English teaching activities using storytelling at elementary school. The
next phase, the fourth phase, is the phase of starting the treatment process. The
respondens are given directions and counsilings according to the syntax of the selftraining learning model.
At the end of the fourth phase, the cycle turned back to the phase of 1st, 2nd, and
rd
3 and the respondens repeated the English teaching activities using storytelling for the
second class, but in this phase the respondens were still in the guided by their lecturers
(the researchers). Then the phase cycled back to the 4th, 1st, 2nd, and the 3rd phase. At
this last phase the respondens took the role of teaching English to elementary school
students using storytelling for the third class activities. It was the post-treatment phase.
The researchers assessed the respondens abilities in teaching English to elementary
school students using storytelling.
A.
Research Object and Responden
Respondens of this study were 4 students of PGSD UPI Kampus Cibiru from English
concentration. They were on the Field Experience Program and signing in the final
project. Their papers discussed about the application of story in English teaching and
learning. The object of the study is the respondens skill in using storytelling to teach
English to elementary school students. The skill was trained using self-training teaching
model. The aspect of the research was the respondens skill in using storytelling to teach
English to elementary school students. An instrument is used to assess the respondens
skill in using storytelling to teach English at elementary school. Teacher Activities
Assessment Instrument or IPKG was the isntrument used to assess the respondens
ability of teaching. Pseudonym was used to describe the four respondens of this
research to keep the privacy of the respondens (Babbie, 2005). They were named as
Sinta, Hani, Deni, and Tuti.
B.
Setting
The research took place in Laboratory Elementary School of UPI Kampus Cibiru. The
location was chosen for the research to give scientific additional input to the school as
the result of the research. This research would also give the same contribution to the
development of English concentration in PGSD UPI Kampus Cibiru, so that qualified
English teachers for elementary school will be produced.
This study was conducted in the year 2013. Four students of the seventh
semester of PGSD UPI Kampus Cibiru as the respondens, one expert in English
learning at elementary school to give expert judgement, an English teacher of
Laboratory Elementary School of UPI Kampus Cibiru, grade 3 of Laboratory
Elementary School of UPI Kampus Cibiru and two lecturers as the research team were
involved.
Research Instrument
Teacher Activities Assessment Instrument (IPKG)
1.
This instrument was used to assess the respondens skill in using storytelling in
teaching English at elementary school. Structered assessment to assess the
respondens in doing the storytelling at elementary school was recorded in this

641

instrument. The assessment was based on the use of learning media as well as
teachers skill in managing the classroom interaction.
2.

Questionnaire
Questionnaire was used to get data on respondens understanding about using
storytelling in teaching English at elementary school.

3.

Video Recording
Video Recording was used to record the whole teaching and learning process. The
record was then discussed to evaluate the strong and weak points of the teaching
and learning process.

4.

Photo Camera
Photo Camera was used to record the teaching and learning process. The record
was then discussed to evaluate the strong and weak points of the teaching and
learning process. It was also used as a document of the respondens file (i.e.
Lesson Plan, Students Work Sheet, and some other media used for the teaching
and learning).

C. Data Collecting
Research data were collected through the following techniques: 1) teaching simulation,
data was collected using IPKG; 2) respondens perception about teaching English at
elementary school through storytelling, data was collected using questionaire; and 3)
documental study, through photo camera and video recorder.
D. Data Processing and Analysis
Mixed Method of explorative type was used in this study, so there were two kinds of
data analysis:
1. Quantitative Data
Quantitative Data was analysed using descriptive statistical method, finding the
Mean, Standard Deviation, and Z scores. The formula was used to see the
differences of respondens skill in using storytelling before the application of selftraining teaching model and after the application of the model in English teaching
at elementary school.
(Creswell, 2009; Lichtman, 2010; McMillan & Schumacher, 2010; Neuman, 2006).
2. Qualitative Data
Qualitative data was analysed based on stages from Miles dan Huberman
(Sugiyono, 2011), by reducing and presenting the data to draw the conclusion.
RESULTS AND DISCUSSION
A.
Result
Respondens storytelling skills were observed and assessed by four assessors. The
respondens were the four PGSD students, while the assessors were an expert in English
Teaching for Young Learners, an English teacher at elementary school, and two
lecturers of UPI Kampus Cibiru (the researchers). The scores shown in table 3.1 and
table 3.2 were the accumulation of seven aspects of English teaching through
storytelling assessed and recorded in IPKG. Observation and assessment toward

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respondens storytelling skills were carried out before as well as after the application of
self-training teaching model.
a.

Respondens Storytelling Skills before the Application of Self-training Teaching

Model

Tabel 3.1 shows the respondens storytelling skill measured by the score they got. The
scores were recorded before the application of self-training teaching model.
Respondens
Score 1
Score 2
Score 3
Score 4
Average
Name
Score
Sinta
Hani
Deni
Tuti

3.75
3.38
3.29
1.96

4.00
4.00
3.29
3.54

3.70
2.66
3.00
2.49

3.86
3.54
3.00
2.96

3.83
3.40
3.14
2.74

Tabel 3.1 Storytelling scores before the application of self-training teaching model
Score 1 were given by the first assessor; score 2 were given by the second assessor,
score 3 were given by the third assessor; and score 4 were given by the fourth assessor.
The last column shows the average score of the four scores.
b.

Respondens Storytelling Skills After the Application of Self-training Teaching

Model

Table 3.2 shows the respondens storytelling skill measured by the score they got. The
scores were recorded after the application of self-training teaching model.
Respondens
Score 1
Score 2
Score 3
Score 4
Average
Name
Score
Sinta
Hani
Deni
Tuti

4.64
4.38
3.65
3.96

4.01
4.00
3.46
3.56

4.98
3.64
3.19
3.33

4.36
4.10
3.60
3.50

4.50
4.03
3.48
3.52

Tabel 3.2 Storytelling scores after the application of self-training teaching model
Score 1 were given by the first assessor; score 2 were given by the second assessor,
score 3 were given by the third assessor; and score 4 were given by the fourth assessor.
The last column shows the average score of the four scores.
B.
Discussion
Respondens Storytelling Skills in English Teaching at Elementary School
The discussion on respondens storytelling skills were based on the assessment recorded
in IPKG instrument. The assessment was summarized in table 4.3 and table 4.4. Each
scores was the accumulation of the seven aspects assessed through the teaching and
learning activities. They are a) the skill in managing the room and learning facilities; b)
the skill in carrying out the teaching and learning activities; c) the skill in managing the
teacher-students interaction during the class; d) open minded and positive thinking in
helping students to learn; e) storytelling skill in teaching English to elementary school

643

students; f) teachers skill in doing the assessment toward their students; g) concluding
the teaching and learning activities.
a. Mean
The scores were then processed to get the average score of all the respondens in data
distribution or to get the Mean. It showed that the process was gained from the total
scores of the respondens devided by the total amount of the respondens. The following
formula is used to gain the result:
Note: is the total score;
Xi is the score got by each responden
n is the total amount of the respondens
This formula is applied in data processing showed in Table 3.1. The respondens scores
of storytelling skill in English teaching at elementary school before the application of
self-training learning model. Table 3.2 shows the respondens scores of storytelling skill
in English teaching to Elementary School students after the application of self-training
learning model. The results of table 3.1 and table 3.2 were:
= 3.28
= 3.88
The results show that the average score of the respondens in applying
storytelling in teaching English at elementary school before the application of the selftraining learning model was 3.28. It was the score before the application of self-training
learning model. While the average score of the respondens in applying storytelling after
the application of the model was 3.88. These two scores showed the improvement of the
respondens in applying storytelling to teach English at elementary school.
b. Standard Deviation
Standard Deviation was counted to see the range of the scores of the respondens in
storytelling. The formula to get the Standard Deviation of the respondens before the
application of self-training learning model and after the application of the model is:

Note: SD is standard deviation;

is the total amount;
X is the score before the application of self-training learning model;
is the score after the application of self-training learning model.

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SD before the application of self-training

learning model
Respon Score Mean
dens
Name
Sinta
3.83
3.28
0.55
0.30
Hani
3.40
3.28
0.12
0.01
Deni
3.14
3.28
-0.14
0.02
Tuti
2.74
3.28
-0.54
0.29
=0.62

SD after the application of self-training

learning model
Respon
Score
Mean
dens
Name
Sinta
4.50
3.88
0.62
Hani
4.03
3.88
0.15
Deni
3.48
3.88
-0.4
Tuti
3.52
3.88
-0.36

0.38
0.02
0.16
0.13
=0.69

So the Standard Deviation is:

= 0.16 and 0.17
The numbers showed that the scores of the respondens are close to the average. It tells
that the storytelling skill of the respondens after the application of self-training learning
model was better compared to the skill before the application of the model.
c. z Score
The counting of the z score in this study was aimed to identify the differences
between the respondens storytelling skill in English teaching at elementary school
before the application of the self-training learning model and after the application of the
model. The formula to get the scores is:
z=
So the z scores to get the data of the storytelling skill of the respondens after the
application of self-training learning model in teaching English at elementary school are
as follows:
Sinta:
z=
=
= 1.26
Hani:
z=

= 0.52

z=

= 0.33

z=

= -3.15

Deni:
Tuti:

The counting of the z score shows a significant differences between the scores of the
respondens and the z score. It shows that the score of one of the four respondens was far
below the average score. While the skills of the respondens in using storytelling to teach
English at elementary school after the application of the self-training learning model
are:

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Sinta:
z=

= 2.72

z=

= -3.18

z=

= -6.45

z=

= -4.27

Hani:
Deni:
Tuti:

The data shows that three of the four respondens got the scores far below the
average. While the average score of storytelling skill of PGSD students is improved
after applying the self-training teaching model compared to the average score before
applying the model.
The respondens were given chance to simulate, practice and a discussion to
improve their performance in using storytelling. It was in accordance with the statement
of Joyce et al. (2009). Joyce et al. (2009) that self-training learning model provides
training and self-training. These procedures helped the respondens to do the practice
and simulation in using storytelling to teach English at elementary school.
Eye contact was one of the weak points of the respondens in applying
storytelling. Isbell, et al.(2004) suggest that eye contact of the teacher is the important
factor to make storytelling more personal to the students. The teaching process using
storytelling was improved when the respondens paid attention to eye contact.
CONCLUSION
This research came up to a conclution that storytelling skill of PGSD students of UPI
Kampus Cibiru was improved. And the self-training learning model is considered as a
learning model to improve storytelling skill of PGSD students of UPI Kampus Cibiru in
teaching English to grade 1-3 of Elementary School.
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648

THE EFFECT OF LEARNING TECHNIQUES AND COGNITIVE LEARNING STYLES

ABOUT RESULTS LEARNING OF SOCIAL SCIENCES
(Experiment Studies In The Grade IV Elementary School of Government Parongpong
West Bandung)
Budiansyah
PPs UNJ Primary Education Study Program
yansah85upi@yahoo.co.id
ABSTRACT The Study aims to know the effect of learning techniques and cognitive style on
learning outcomes of the Social Sciences. The method used was experimental study design
using disain factorial 2 x 2 with analysis testing ANAVA and subsequently followed by Tukey
test significant level at 0.05%
The results showed that:(1)There are differences in the results of social studies
students using STAD technique and students who use the Jigsaw technique.(2).Social Sciences
student learning outcomes that have a field-dependent cognitive style is higher than the
results of social studies student who has obtained an independent field of cognitive
style.(3).There is an interaction effect between the use of learning techniques and cognitive
style on learning outcomes social sciences.(4).There are differences in the ability of social
studies learning outcomes between students who learn the techniques STAD higher than
students who studied the Jigsaw technique that has the ability to field-dependent cognitive
style.(5).There are differences in the ability of social studies learning outcomes between
students who study with STAD technique is lower than students who studied the Jigsaw
technique that has the ability to field independent cognitive style (6).There are differences in
the ability of social studies learning outcomes between students who learn the techniques
STAD who has the ability to field-dependent cognitive style higher than students who have the
ability to field independent cognitive styles.(7). Social Sciences There are differences in
learning outcomes between students who learn the Jigsaw technique that has the ability to
field-dependent cognitive style is lower than students who have the ability to field independent
cognitive styles.
Based on the results of this study concluded that the technique of learning and
cognitive style affect student learning outcomes social sciences. Recommendations for
teachers is to apply the techniques pemebelajaran stad and jigsaw learning technique as a
way to improve student learning outcomes social sciences.
Key words: cognitive style, learning outcomes social sciences, elementary school age
children

Introduction
Learning is a harmonious blend of activities that teachers do the teaching and learning
activities undertaken by students . Implementation of learning Social to develop the potential
of students to be sensitive to social problems that occur in the community , having a positive
mental attitude towards the improvement of all inequality , and skillfully address any
problems that occur everyday , either upon itself as well as affecting the general public .
From observations in the field of learning undertaken at the moment is the classical
system of learning speed in mind kecapatan value carried by the average student . Thus , there
will be students who feel that the learning undertaken by teachers too fast , ie students who
learn slowly , otherwise there are other students that students quickly absorb the lessons that

649

feel that the teaching is done by teachers too slow . Students who are slow in learning to be
confused , while students will find it quickly in learning the bosan..Kenyataan , raises the idea
to design and mengeksperimenkan a method of student-centered learning . The learning
method is the method of teaching and learning techniques STAD Jigsaw techniques with
cognitive style . The learning method STAD and Jigsaw technique is a method of learning the
Social Sciences . On the basis of this background and researchers interested in analyzing and
assessing of learning methods , especially in teaching social sciences and their application in
teaching social studies in the elementary school .
Social Sciences Rudi Gunawan ( 2013 : 48 ) defines the Social Sciences is an integrated
study materials merupakn simplification , adaptation , modification selection organized of the
various concepts and skills of history , geography , sociology , anthropology , and economics .
Learning Outcomes of Social Sciences. According to Bloom in the Etin Solihatin (
2012: 5 ) divides learning outcomes into three domains , namely cognitive , affective , and
psikomor . Learning outcomes is basically an ability in the form of new skills and behaviors
as a result of training or experience . Based on the exposure in advance , the researcher can
conclude that the results of social studies is a social science study results that make changes to
the student after learning followed by marked mastery of certain competencies in accordance
with the characteristics of the social studies learning through the use of indicators in the 1-7
process skills , namely : observing , classifying , mengenterprestasi , analyzing , applying ,
predicting , and communicating about the social sciences .
Learning techniques STAD according to Salvin , et.at in Ibrahim , STAD cooperative
learning approach that is most simple. Say so , because the learning activities carried out are
still close to the conventional learning . STAD consists of five main components , which
presented a class , team work , quizzes , individual improvement scores , and team awards .
Components using STAD technique in small groups with the number of each group of 4-5
people .
Techniques Learning Jigsaw Technique in the Rusman Lei (2002 : 218 ) states that
Jigsaw is a technique or method that is flexible cooperative learning . and Jigsaw is a
cooperative learning method that focuses on student group work in the form of small groups
of four to six people are heterogeneous and students work together positive interdependence
and responsibility independently.
Understanding cognitive style Witkin in the futu Beautiful Budyawati Luh ( 2012: 178
) defines cognitive style is typical of the way that the functioning of the perceptual activity : a
habit of giving attention , receive , capture , sensing , selecting , organizing the stimulus or the
information and proper functioning of intellectual activity , namely : interpreting , classifying,
changing the shape of an intellectual information . Ismanoe Furthermore , in Susanto
cognitive style can be divided into two general categories: cognitive style field dependent and
field independent cognitive styles .
Kongnitif Field Independent Style by Witkin in Nasution (2011 : 98 ) individuals who
have a field- independent cognitive style has characteristics such as: 1 ) the ability to analyze
for separating objects from their environment ; 2 ) have the ability to organize objects ; 3 )
have an impersonal orientation ; 4 ) choose a profession that is individualized ; 5 ) prioritize
internal motivation and internal reinforcement . Characteristics of the individuals implicated
in the independent field activities during the learning process , among other things : 1 ) more
interested in strengthening the internal and internal motivation ; and 2 ) tend to construct their
own information it receives .
Kongnitif Field Dependent Style describes the characteristics of people who have style
kongnitif defendent field is likely to see a pattern as a whole and very often on a fellow

650

human -oriented and social relationshSocial sciences . Individuals who have a field dependent cognitive style has been identified by the Witkin H. Nasution , among others : 1 ) .
tend to think globally ; 2 ) tend to accept existing structures , 3 ) has a social orientation , 4 )
tend to choose professions that emphasize social skills , 5 ) tend to follow the existing goals ,
and 6 ) tend to work with external motivation , and are more interested in the external
reinforcement .
Methods of research methods used in this study is the experimental method . The design
of this study can be described in the following table :
Table design treatment by the level of 2x2 or 2x2 factorial design
Learning techniques ( A)
Cognitive style field (A)

Technique
STAD (A1)

Technique
Jigsaw (A2)

Cognitive style field (B)

Cognitive style field defendent (B1)

A1B1

Cognitive style field indefendent (B2)

A1B2

A2B1
A2B2

The place and time of the research conducted at the State Primary School I Ciwaruga
Parongpong District of West Bandung. Students who become research subjects consisted of
students of class IV.A and IV.B grade students of SDN I Ciwaruga second semester of the
school year 2013-2014 the number of students of class IV A. 25 people consisting of 12 men
and 13 women and class IV.B the number of students with 25 people consisting of 12 men
and 13 women , the research conducted in the second semester of 2013-2014 school year
starting in April 2014 until completion .
Population and sample Berasarkan existing populations , can be calculated on a sample
group , amounting to 27 % of the 25 students were 7 students . Thus is made the object of
experimentation in the study , as many as seven students who belong to a group of students
who do not have a dependency with the environment , ie students who have a tendency to
field independent cognitive styles and students who belong to the group of students with an
environmental dependency , ie students who have field -dependent cognitive style tendencies .
Tabel Design Experiment
Learning techniques
(A)
Cognitive style (B)

Field-dependent (B1)
Field-Independent (B2)
A

Technique
STAD (A1)
7
7
14

Technique
Jigsaw (A2)
7
7
14

14
14
28

Engineering Data Analysis of data to be analyzed is is the average score of the test
results of each experimental group using analysis of variance ANOVA . Two-way ANOVA at
significance level 2X2 = 0:05 with f test at significant level and a further test using Tukey

651

test was used to test the significance of the test or variable or a combination of two
independent variables on the dependent variable .
Normaltas Test Results calculation and significance test for normality index ( price
liliefor ) as a whole are presented in the following table :
Normality Test Results Summary Table data social sciences Learning Outcomes
Data Group

Lh

Lt

Keterangan

Group A1

14

0.1335

0.2270

Normal

Group A2

14

0,1081

0,2270

Group B1

14

0,0931

0,2270

Group B2

14

0,1025

0,2270

Group A1B1

14

0,2270

0,3000

Group A2B1

14

0,1084

0,3000

Group A1B2

14

0,1444

0,3000

Group A2B2

14

0,1120

0,3000

Normal
Normal
Normal
Normal
Normal
Normal
Normal

Based on the table above , shows that the price Lilifors count ( Lh ) in each group is
smaller than the price the price Liliefors table ( Lt ) . thus it can be concluded that the sample
comes from a population that is normally distributed . This conclusion implies that the
parametric statistical analysis can be used in the analysis of this study .
Test of homogeneity of variance test of homogeneity of variance summary of the results of
social studies scores two treatment groups and two groups of attribute categories are presented
in the following table :
Table Summary of the results of homogeneity of variance test score results of social studies of
two treatment groups and two groups of attribute categories
source of
Variance
group
A1 dan A2
group
B1 dan B2

Variance
Biggest

Variance
Smallest

Fh

=0,05:13.13
Ft

15,824

7,604

2,0809

2,5769

homogeneous

15,566

7,566

2,0574

2,5769

homogeneous

Description

Test of homogeneity of variance in experimental design emapat cell group ( A.1 B1 ,

A.1B1 , A1 and A2 B2 B2 ) . homogeneity of variance test results conducted on the social
studies scores summarize the overall homogeneity test results are presented in the following
table :

652

Table Summary Results of Homogeneity of Variance Test Scores Fourth Learning Outcomes
social sciences Cell Design Group
Combined
Price

Group
A1B1
A2B1
A1B2
A2 B2

4,95
4,67
4,14
7.95

5,43

Varian
ce
Barlet

17,63

Description
0.05

0,7892

7,8147

homogeneous

Research Hypothesis Testing statistical hypothesis in this study performed using analysis of
variance ( ANOVA ) followed by a two-lane Tukey test . summary of the analysis are
presented in the following table :
Anova Table 2 Summary of Results of Analysis of Variance Path To Seeing Influence
Techniques Of Learning And Cognitive Style of Learning Outcomes SOCIAL SCIENCES
Ftabel

Sum Square

Mean
Square

Fhitung

Db

Factor A

24,14

24,14

4,45

4,26

Factor B

28,00

28,00

5,16

4,26

Interaction A*B

146,29

146,29

26,95

4,26

Error

24

130,29

5,43

Total

27

328,71

Source of Variance

Very significance because Fb > Ft = 26.95 > 4:26 ( : 0.05 ) followed by a Tukey test ,
Tukey test summary of the analysis are presented in the following table :
Advanced Test Summary Table using the Tukey Test
Comparison group N K dk
Qh
Qt
:0.05
A1 B1 and A2 B1 14 2
24 6,43
2.57
A1 B2 and A2 B2 14 2
24 2,71
2.57
A1B1 and A1 B2 14 2
24 6,57
2.57
A2 B2 and A2 B2 14 2
24 2,57
2,57

Specification :
Qh : Qt Calculate q : q dk table : degrees of freedom
n : Number of samples K : number of groups
Discussion of Results discussion of the results of testing hypotheses for further research are as
follows :

653

1. The difference in the results of social studies students learn to use the techniques of STAD
and Jigsaw learning techniques .
Results of testing the hypothesis that there are differences in the results of social
studies students learn to use the techniques learned STAD and Jigsaw using acceptable
techniques . in this case , the mean score of the results of social studies students learn to use
STAD technique significantly higher than the mean score of the results of social studies
students who use learning techniques Jigsaw .
This is because the technique STAD cooperative learning group students in learning
teams . In the mastery of the material is not divided but overall learning taught by peer tutors
in the material under their control as peer tutors drawn from the students who are good , and
cooperative learning is quieter not rowdy . Jigsaw pembeljaran techniques for students who
are shy will find difficulty in explaining . thus STAD technique will be more effective in
improving learning outcomes when compared with the results of student learning using
learning techniques Jigsaw .
2. The difference in the effect of social studies of outcome variables ( Y ) between students
who have a field - dependent cognitive style ( B1 ) and a student who has obtained a field independent cognitive style ( B2 )
The second hypothesis Fh = 5.16 > Ft 0:05 = 4:26 then Ho is rejected , which means
that there are differences in average outcomes in social studies students who have the ability
to field -dependent cognitive style and the students who have the ability to field independent
cognitive styles significantly affect the results social studies . The results of the analysis of the
average scores obtained by students' cognitive abilities styles that students have the ability to
field -dependent cognitive style was higher by 24.21 of the student's cognitive ability scores
styles that have the ability to field independent cognitive styles of 22.21 .
Based on the research findings there are differences in the influence of cognitive style on
learning outcomes social sciences . this means that students who have a field -dependent
cognitive style have better learning outcomes social sciences or higher than students who had
a field independent cognitive styles .
3. Interaction between learning techniques and cognitive style on learning outcomes of social
sciences students .
based on the results of statistical analysis showed the interaction between engineering
students' cognitive learning style , in its influence on the achievement of learning outcomes
social sciences . Statistical analysis showed that the learning technique is an independent
variable that can affect the results social studies students. learning outcomes of students who
have a field dependent cognitive style menggunkana STAD technique has a mean score of
27.43 is higher than that given learning techniques Jigsaw is equal to 21.00 .
However, if the independent variable affects the ability of cognitive styles of learning
outcomes , the students who have the ability to field -dependent cognitive style were studied
using the technique of STAD had a mean score of 20.86 is lower than the students who have
the ability to field independent cognitive styles were learned using the learning techniques
Jigsaw has a mean score of 23:57 . This shows that the social sciences student learning
outcomes will be achieved effectively if the learning system provided in accordance with the
student's ability. here is a picture that addressed the interaction anatara learning techniques
and cognitive style on students' learning outcomes social sciences .

654

30.00

27.43
20.86

20.00

23.57
21.00
B1

10.00

B2

0.00
A1

A2

Figure : 4.2 The interaction between cognitive learning techniques and styles
Based on the findings of the study are the effect of the interaction between the technique of
learning and cognitive style on learning outcomes social sciences .
4. The difference in the results of social studies students who have the ability to field
dependent cognitive style that is taught using STAD technique and Engineering Jigsaw .
Research hypothesis that states that there are differences in learning outcomes
SOCIAL SCIENCES students have a field dependent cognitive style using the technique of
STAD and Jigsaw pembeljaran acceptable techniques . this can be seen from the mean score
of students' learning outcomes social sciences . The mean score of the results of social studies
students who have the ability to field dependent cognitive cognitive styles that are taught
using STAD technique amounts to 27.43 higher than that of learning using learning
techniques Jigsaw is equal to 21:00 , this means that the results of social studies students
using learning techniques STAD is higher than that of learning using learning techniques
Jigsaw .
Based on the findings of the study showed that the average score of the results of social
studies students who have the ability to field -dependent cognitive style student using STAD
technique is higher than that of learning using learning techniques Jigsaw .
The difference in the results of social studies ( Y ) between students given learning
techniques Jigsaw ( A2 ) , the group of students who have a field - dependent cognitive style (
B1 ) and the students are given learning techniques Jigsaw ( A2 ) , the group of students who
have style field - independent cognitive ( B2 )
The null hypothesis ( Ho ) states that social studies learning outcomes between students
who have the ability to field independent cognitive styles were learned using techniques
Jigsaw ( A2B1 ) is rejected , no higher than students who learn by using techniques Jigsaw (
A2B2 ) was rejected , because QH > qt means that there is a difference between the results of
social studies students who have the ability to field -dependent cognitive style were studied
using techniques Jigsaw with students who are studying with students who have the ability to
field independent cognitive styles were learned using techniques Jigsaw and the difference is
very significant , because QH = 2 , 57 > or = qt 0:05 = 2.57 it can also be seen in the mean
score results of social studies students who have the ability to field -dependent cognitive style
were studied using techniques Jigsaw is 21.00 lower than the mean score of students learning
outcomes social sciences have the ability to field independent cognitive style of learning by
using learning techniques which amounted to 23.57 Jigsaw
Based on the findings of the field there are differences in learning outcomes between
students who study social studies with Jigsaw technique that has the ability to field dependent cognitive style lower than students who have the ability to field independent
cognitive styles .

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Conclusions based on the findings of the data obtained in the field, the results of hypothesis
testing , and pembehasan research results , it can be concluded sebgai follows :
1. The results of social studies for students who learn by learning techniques STAD
technique is higher than that of social studies students learn by learning techniques
Jigsaw . Based on these findings , it can be concluded that the technique can STAD
digunnakan to improve learning outcomes social sciences
2. Students who have a field -dependent cognitive style have better learning outcomes social
sciences or higher than students who had a field independent cognitive styles . Based on
these findings , it can be concluded that the field -dependent cognitive style may
digunnakan to improve learning outcomes social sciences
3. There is an interaction effect between instructional techniques and cognitive style on
learning outcomes social sciences . based on these findings , it can be concluded that in
order to improve learning outcomes that social sciences has the capability field dependent
cognitive style was done by using stad technique . meanwhile, to improve the learning
outcomes of social sciences which has the capability of independent cognitive style field
was done by using the technique of Jigsaw .
4. The social studies students who have a field -dependent cognitive style and treated
learning by using STAD higher than those using the Jigsaw technique . Based on those
findings , it can be concluded that to improve student learning outcomes social sciences
that has the capacity field dependent cognitive style performed by using STAD technique.
5. Based on these findings , it can be concluded that in order to increase the learning
outcomes of social sciences students who have the ability to field independent cognitive
style required the use of learning techniques jigsaw .
6. based on these findings , it can be concluded that in order to increase the learning
outcomes of social sciences students who have the ability to field -dependent cognitive
style required the use of STAD technique .
7. Based on these findings , it can be concluded that in order to increase the learning
outcomes of social sciences students who have the ability to field independent cognitive
style required the use of learning techniques Jigsaw .
REFERENCES
Rudi Gunawan , ( 2013 ) Social Education philosophical concepts and applications Revised
Edition New York: CV Alfabeta .
Luh Putu Beautiful Budyawati , ( 2012) Effects of Learning Method and Style Against
Cognitive Outcomes of Early Childhood mathematics , London: Publisher PPS UNJ
ECD Early Childhood Education Journal volume 6
Nasution (2011 ) Different Approach to Learning & Teaching peroses , London: Earth
Literacy .
Rusman , ( 2012) Models of Learning Developing Teacher Professionalism , Jakarta : PT
Persada King Grapindo
Solihatin Etin , ( 2012) Learning Strategies PPKN Jakarta : earth Literacy

656

THE INFLUENCE SELF-ACADEMIC CONCEPT AND MATH STUDY ATTITUDE

TOWARD SUBJECT MATH WITH MATH OUTCOMES OF STUDENTS THIRD
GRADE ELEMENTARY SCHOOL IN EAST JAKARTA
(A quantitative associative study with correlational approach in 02,04 and 08 state
elementary school. At Pondok Kopi, Jakarta Timur)
YENI SOLFIAH1
ABSTRACT
This study is aimed to determine the effect of academic self-concept and attitude toward
subject math with math outcomes of students third grade elementary school in East Jakarta.
The experiment was conducted at elementary 02, 04, and 08 Morning Pondok Kopi in the
second semester of the school year 2011/2012. The method used is associative with approach
quantitative correlational. The number of samples in this study were 90 students who take the
two stage random sampling of the student population in grade III SD SDN 02, 04 and 08
totaling 235 Pondok Kopi student.
Students' academic self-concept data obtained by filling the questionnaire, then studied
attitudes toward subject mathof data obtained by filling the questionnaire and the data
obtained through the study of mathematics test results to learn mathematics. Testing for
normality using the estimated Y error test on X1 and X2 Yatas. Then the test is used to test
the linearity of the usefullness Y on X1 of X2.
Based on data analysis using T test and F test For the first hypothesis is obtained T count 5,
847 and t table 1.67; so H0 rejected and H1 accepted. The second hypothesis is obtained t
count 3, 966 and t table 1.67; then so H 0 rejected and H1 accepted. The third hypothesis is
further obtained F calculated and F tabel 38.243 (0.05; 2/87) = 3, 11 then the H0 rejected and
H1 accepted. Thus this study concludes that there is a significantly positive influence on
academic self-concept of the learning of mathematics. Furthermore there is a significant
positive influence on attitudes toward math subject scores. There is a significant positive
influence on academic self-concept and attitude toward math subject learning scores.
Keyword: self concept academic, attitude toward math subject, outcomes mathematic.

A. BACKGROUND OF THE PROBLEM

Teaching learning process in elementary school should be accommodate and pay
attention of the physical, social, emotion and cognitive improvement. (Siti Rohmi Yuliati,
75;2003). When the aspect of the improvement cared well, so self concept of academic
attitude and student to mathematics subject can expand positively. Student attitude to
mathematics subject is a tendency and feeling of student to mathematics as object based on
the students knowledge and feeling. Problems of arising out is do self concept of academic
attitude and to mathematics subject have influence to result of mathematics. So that to
increase the result of learning mathematics reached by developing self concept of academic
positive of attitude and student to subject of mathematics.

Alumni S2 PAUD PPs UNJ Tahun 2012

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B. IDENTIFICATION OF THE PROBLEM

1. Why the result of study math is low in Indonesia?
2. How is the way to improve the result of study math for students in third grade?
3. Is there any effects between self concept academic of students in third grade toward
study math?
4. How is the self concept academic of students in third grade in study math?
C. LIMITATION OF THE PROBLEM
Self concept of academic such as perception of student about its ability in the field of
academic. Attitude to such mathematics subject is tendency do. Comport hereinafter result of
learning mathematics is result of maximal effort which have been done or conducted by
student in course of study of class mathematic in the third grade of Elementary School.
D. THE FORMULATION OF THE PROBLEM
1. Is there any effects of the self concept academic to the result of study math in the third
grade of elementary school?
2. Is the attitude toward the math lesson have any influence toward the result of students
study math in the third grade of elementary school?
Is the self concept academic and attitude of the students have any influence toward the
result of the study math in the third grade of elementary school.
E. THE FUNCTION OF THE RESEACH
1. The contribution of the students and the institute of education
Upon which in the
Elementary School students and teacher in important
comprehending of him improve self concept of academic, attitude to mathematics subject
which are positive and result of learning student mathematics of elementary school in low
class ( class I, II, III).
2. Contribution to the next research
Could be a reference to the research in the next level.
BOOK REVIEW
A. CONCEPTUAL DESCRIPTION
1. The result study of math
Mathematic comes from Lateen Manthanein or Mathema it has meaning study or
which studied ( standard competition Elementary School, 79:2004). Then, Crystall
(709:1994) mention that mathematics is a systematic body of knowledge built an certain
axioms and assumption, principally relating to numbers and spatial relation.
a. Math For Kids
According to NCTM said that math should be master by the children (Diane Trister
Dodge, 134:2009).
1) Number concept, number concept is the foundation of the math.
2) Form and the correlation, to manage the object regularly, form and number.
3) Geometry and ability of room.
4) Measurement, the focus of measurement activity in the Pra-school is the expansion of
understanding toward the principle and the using of measurement.
5) Data collection, organization, and presentation of data.

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b. Study Math in the Elementary school

Scope study of mathematics in class three elementary school is to operate to count
calculate number until three number: using measurement of time, heavy and long in troubleshooting comprehend simple fraction and its in trouble-shooting, comprehending element and
nature of awaking up to level off square and square of length, and also its in trouble-shooting.
c. The purpose of study Math in Elementary school
The purpose of study math as follow ( Diknas, KTSP 417:2006).
1. Comprehending mathematics concept, explaining related between application and
concept conception or algorithm, supply , accurate, efficient, and suitable in troubleshooting. Using minding at pattern and nature of, doing mathematics manipulation in
making generalizing, compiling evidence or explain idea and statement of mathematics.
2. Problem Solving covering ability comprehend problem, planning model mathematics,
finishing model and interpret obtained solution.
3. Idea communication with symbol, tables, other media or diagram to clarify problem or
situation.
4. Owning attitude esteem usefulness of mathematics in life.
d. The result of study Math
The Result of the learning can be used as a size measure to know how far student can
master items which have been studied. According to Bloom ( Orin W. Anderson, 28;2001)
result of learning consist of cognate domain, affective, and psychomotor. Third of the
domain have the parts, that is cognate domain consist of knowledge, understanding, applying,
analysis, evaluation, creating.
e. The characteristic of cognitive increasing of students in the third grade of Elementary
School
Bruner divide cognate growth of someone through three phase.
1. Enactive 2. Iconic 3. Symbolic. ( Budiningsih, 41:2005). To be able to determine cognate
growth of Bruner see at student environment.
2. Attitude toward the study Math
Attitude according to Allport In Sarwono is a mental and neural state of readiness,
organized through experience, exerting a directive or dynamic influence upon the individuals
respond to all objects and situation which it in relate.
3. Self academic concept
Self concept of academic divided to become three component, that is classroom self
concept, ability self concept, and achievement self concept. As for third component sub of self
concept of academic which is used in this research is :
a. Classroom self concept
b. Ability self concept
c. Achievement self concept
B. The Result of Relevant Research
Rita Jenny Lysanti, 2002 in Rawangmangun, Pulo Gadung district Jakarta Timur with
60 students as a despondences show that the result of this research there is any positive
correlation between self concept with the result of Indonesian Language.

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C. Framework of Theoretic
1. The influence of self academic concept toward the result of study Math
The students with a positive self concept have a good result in study Math.
2. The influence of attitude in study Math toward the result of study Math
Mathematics represent subject which necessary for student. But on the contrary
mathematics become inconvenience subject to student because several things. Student assume
that Mathematics is difficult and this matter make student have negative attitude toward
Mathematics subject.
3. Influence of self concept academic and attitude in study math toward result of
study math
According to the opinion of reading materials and expert anticipated that there are
influence between self concept of academic attitude and learn mathematics to result learn
mathematics of students in the class three of Elementary School.
D. Hypothesis of the research
The hypothesis are bellow:
1. There is a significant effect of self concept academic toward the result of study math in
third grade of elementary school.
2. There is a significant effect of attitude in study math toward the result of study math in
third grade in the elementary school.
3. There is a significant influence between self concept academic and attitude toward study
math toward the result of study math in Elementary School.
METHODOLOGY OF THE RESEARCH
A. The Purpose Of The Research
1. The result of study math, self concept academic and attitude toward the math subject.
2. Influence between self concept academic (x1) toward the result of study math (y),
influence of attitude toward math subject (x2) toward the result of study math in the
third grade of elementary school (y) and the influence of self concept toward math
subject (x2) toward the result of study math (y).
A. Tempat dan Waktu Penelitian
Penelitian ini dilaksanakan di Sekolah Dasar Negeri Kelurahan Pondok Kopi,
Kecamatan Duren Sawit Jakarta Timur.Kegiatan penelitian dilaksanakan pada awal Maret
2012 sampai Mei 2012.
B. Time And Place Of The Research
This research have been done in State Elementary School at Pondok Kopi sub-district,
Duren Sawit district, Jakarta Timur. The research was done at early March 2012 until May
2012.
C. Method Of The Research
The method of the this research is quantitative associative with the correlation
approach.

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D. Population And Sample

The population of this research are all of students in the third grade of elementary
school in Duren Sawit district Jakarta Timur. The technique sample collection that used in
this research is two stage random sampling.
E. The technique data collection
The variable of this research consist of:
1. Predictor variable covering self concept academic (X1) and attitude toward math subject
(X2).
2. Respond variable is the result of study math (y).
F. Technique of data analysis
Test of normality data use formula of linearity valuation error of Y of X1 and
valuation error of Y of X2. While test of linearity meant to test to mean or Y regress of X1
and test of linearity Y of X2. to answer first hypothesis and both second in this research by
using T test calculate. hereinafter to reply answer third hypothesis by using F test.
G. Hypothesis Of The Research
The formula of this hypothesis are below:
1. First hypothesis
Ho. : y1 0
H1. : y1> 0

2. Second hypothesis 3. Third hypothesis

Ho. : y.2 0
Ho. : y.12 0
H1. : y.2> 0
H1. : y.12> 0

THE RESULT OF THE RESEACRH AND THE SOLUTION

A. DATA DESCRIPTION
Amount of research subject which have up to standard to be analyzed by 90 students
of third grade in SDN Kebon Kopi, District Of Duren Sawit, Jakarta East.
1. The result of study math
Pursuant to data which have been collected by the researcher about result learn
mathematics obtained by value of lower 5 and highest value 25; mean of 9mean) 16.08 modus
15; median 16 and its standard deviation 5.091. the data histogram will be showed as follows :

frequency

25
20
15
10
5
0

4,5

7,5

10,5

13,5 16,5 19,5 22,5 25,5 Skor

Gambar 2. Histogram Skor Hasil Belajar Matematika

2. Self concept academic
Based on the data collected about self concept academic was collected the low score
50 and the higher score is 90, the average 76.16, modus 77; median 77 and standard deviation
7.62. the histogram of the data as follow:

661

Y
40
Frequency

30
20
10
0

49,5 56,5 63,5 70,5 77,5 84,5 91,5 98,5

Skor

Gambar 3. Histogram Skor Konsep Diri Akademik

3. The attitude of the math subject
Based on the data collection about the attitude toward math subject is obtained lower
score 40 and higher score 81; average (mean) 63.99, modus 55; median 65 and standard
deviation 7.48. histogram of the data as follow:
Y

30
25

Frequency

20
15
10
5
0

39,5 45,5 51,5 57,5 63,5 69,5 75,5 81,5

Skor

Gambar 4. Histogram Skor Sikap Terhadap Mata Pelajaran Matematika

B. The test of hypothesis and the solution
1. Influence of self concept academic (X1) toward the result of study math (y)
The simple analysis result give the same regress Y=-14.951+0.0407X1. the influence of
self concept academic (x1) toward the result of study math (y) with equation of regress Y=14.951
+
0.407
X1,
could
be
explain
with
graphic
bellow:
30
25

Hasil Belajar Matematika

20
15
10
5
0
0

20

40

60

80

100

120

-5
-10
-15
-20
Konsep Diri Akademik

Gambar 5. Regresi Konsep Diri Akademik dengan Hasil Belajar Matematika

Inferential there by self concept of academic have an effect on the result in learning
mathematics subject.

662

2. Influence of attitude to mathematics subject ( x2) with result learn mathematics ( Y)

Influence of attitude variable to mathematics subject ( x1) with result learn
mathematics ( Y) to analyze simple regress. result of the simple analysis get equation of Y=6,085+0,346X2.
30

25

Hasil Belajar Matematika

20

15

10

0
0

20

40

60

80

100

-5

-10
Sikap Terhadap Mata Pelajaran Matematika

Gambar 6. Regresi Sikap Terhadap Pelajaran Matematika dgn Hasil Belajar Matematika
influence of attitude to mathematics subject ( X2) with result learn mathematics ( Y)
by using equation of Y=-6,085+0.346X2 regress, can be seen at following graphic:
3. Thereby can be concluded that attitude to mathematics subject represent variable which
enough stabilize and determine result learn mathematics.
Influence of self concept academic (X1), attitude toward math subject (X2) together
toward result of math subject (Y).
Next to knowing the influence between variable conception self of academic attitude
and to mathematics subject by together with result learn mathematics to analyze plural
regress which yield equation of Y=-23,347+0,328X1 regress + 0,226X2.
Table 22
The analysis result regress and coeficient determination
VARIABEL
NILAI REGRESI
Koefisien Determinasi
Y atas X1
37,20%
= -14,951 + 0,407X1
Y
Y atas X2
25,90%
= -6,085 + 0,346X2
Y
Y atas X1 dan X2

=-31,742+0.268X1+0,201X2
Y

46,80%

C. Solution of Research Result.

Examination of hypothesis conclude there are positive influence and significant
between self concept of academic attitude to mathematics subject by together with result learn
mathematics posed at by F value count calculate equal to 38.24.
CONCLUSION
Self concept of academic have influence which are positive to result learn
mathematics. This matter indicate that if self concept of academic class student of III
elementary school of result learn mathematics also will increasing. Attitude to class student
mathematics subject of third grade in Elementary School have influence which are positive to
result learn mathematics. Then, manifestly attitude to mathematics subject to following the
determine result learn mathematics. Then, conception self of academic attitude to

663

mathematics subject by together have influence which are positive to result learn class student
mathematics of third grade in Elementary School.

BIBLIOGRAPHY
Brewer, Jo Ann Introduction to Early Childhood Education .USA: Pearson, 2007
Eggen, Paul and Don Kauchak, Educational Psychology : Windows of Classroom . United
State: Prentice Hall, 2007
Green, Jasmine, et.al. The Causal ordering of self-concept and academic motivation and its
effect on academic achievement. International Education Journal, 2006
Guay, Frederic et. all, Learning and Individual Differences: academic self concept ,
autonomous academic motivation, and academic achievement: Mediating and
additive effects. Journal of Education Psychology .2010
Marsh, Herbert W. dan Olaf Koller. Unification of theotical models of academic self
concept/achievement relation: Reunification of east and west German School system
after the fall of the Berlin Wall: Contemporary Educational Psycology, 2003
Marsh. Herbert W. Self Concept Theory, Measurement and Research Into Practise : The Role
of self concept in Educational Psycology: The Educational Section of British
Psychology, 2006
NAEYC, Preparing Early Chilhood Profesional. Washington DC. NAEYC: 2003
Papalia, Diane et. all, Human Development. Jakarta: Kencana, 2008
Parson, Richard D. Stephanie Lewis Hinson & Deborah Sardo Brown, Educational
Psychology : a Practitioner- Researcher Model of Teaching Canada, Wadsworth
Learning, 2001.

664

IMPROVING CHILDREN FINE MOTORIC SKILL

THRUOGH CONTRUCTIVE PLAY

Hj. Nirwana. M.Pd

Postgraduate Program UNJ
ABSTRACT
This aimed of this to know out the learning to develop the fine motor skills by means of the
activities of constructive play. This research in the kindergarden Sekolah Alam Bogor for the
student in the pre -school. The method used in this research was action research who
developed by Kemmis and Taggarr. Actions taken in this research consisted of two cycles;
each cycle consist of ten treatment. For each cycles consisting of planning, action,
monitoring, and reflection.
Analiysis of the data used in this research is done with quantitative and qualitative
approaches. Analysis of quantitative data obtained on increasing learning outcomes
persentages from pre-intervention to the second cycles, that is from 52,94% until 94,18%.
This axceeds the agreement between reserchers and colaborators by 71%. Based on the
percentage improvement obtained the action hypothesis is accepted. Qualitative data analysis
is used based on the mode analysis by Miles and Hubermen by the step : 1) data reduction, 2)
data display, and 3) verification by observation, interview, affective domain, and
psychomotor domain.
INTRODUCTION
Education is an important asset for the advancement of a nation, therefore, every citizen
should and must to education, early childhood education, elementary education, secondary
education or higher. In the field of education a child from birth requires appropriate services
in meeting the educational needs coupled with an understanding of the characteristics and
progress will be very helpful in adjusting the learning process for children by age needs and
circumstance of each child. The main foundation in the education of children is early
childhood education.
Early Childhood Education is one form of implementation of non-formal education with
emphasis on the foundation in the direction of growth and physical development (fine and
gross motor coordination), intellect (the intellect, creativity, emotional intelligence, spiritual
intelligence), socio-emotional (attitude and behavior and religion), language, and
communication, in accordance with the unique and developmental stages through which
children aged. Therefore, Early Childhood Education plays an important role in the education
of children how parents, teachers provide appropriate stimulation for their growth and
development.
Through the Early Childhood Education, children can be educated by teachers with clear
methods and curriculum. They can play and channeling energy through physical activity,
music, or hand skills. They can learn to interact in interpersonal and intrapersonal. To them
may gradually introduced letters or reading, the environment, agriculture, and even industry.
The introduction was not excessive, since in its delivery tailored to the child's world, the
world of play so that the learning process fun. Children are often expresses ideas and feelings
through the game, so when they feel enjoy and happy with what is being taught, by itself,
would be beneficial to his development.
1.

665

One of the benefits of play for young children is to train the motor skills requires
coordination between the muscles of the eye and brain. Early childhood fine motor must be
stimulated with either, because of the precise fine motor skills and will prepare mature prewrite children in terms of education as a basis for the preparation of further improving the
ability of the cognitive process of creativity works in the creative process and improve the
child's independence.
Children who have good fine motor skills will be easy to the eye and hand
coordination between them. They also can do the job simple job without the help of others,
for example, to tie his own shoes, buttoning his own clothes.
But the reality today is often found that the development of fine motor is not
stimulated by appropriate growth stage. Parents and even teachers at school are often
confused to find ways and media to develop fine motor skills when children play clay
sometimes confused to find a simple way but favored
Bogor Nature School is among the schools that provide the means for young children
to develop the aspect of their development including the aspects of fine motor development.
Bogor Nature School kindergarten curriculum in particular there are some activities to
stimulate fine motor skills among their students using media clay. Activity recognition plays
with clay according kindergarten teacher B is given only once in a semester and even then the
teacher does not have a regular structure and pattern in applying learning fine motor skills
with the media. Learning in the School of Natural more stimulating gross motor skills than
fine motor skills of the students, as seen in the curriculum of the School of Natural Bogor
physical activity dominates outbound, farming, camping, market day, but fine motor
development activities are so few that many children who being undertaken their fine motor
developmental delay, especially kindergartners B. It is in by own kindergarten teacher at the
interview with the researcher "of the 17 children there were 12 children having problems in
fine motor skills, such as stationery could not squeeze well and can not hold stationery
correctly ".
Based on the above problems, researchers interested in conducting research in the
School of Natural Bogor to improve fine motor skills of children aged 5-6 years (kindergarten
B) through constructive play using the of clay. Clay is a material resembling wax containing
plastic particles that can be used for a wide variety of arts and crafts activities. Because of its
soft texture that children can manipulate clay. Constructive play using clay child will mix the
flour into a clay material, which indirectly will train the muscles of their fingers.
If the game is clay that has been applied by the kindergarten teachers in school B
Natural Bogor is instant clay purchased at the bookstore, in the study of clay which children
use is clay concoction of his own children where children will mix with the flour using a
finger- their fingers, in addition to the child shall be directed to make the basic shape patterns
using their fingers and the end result forms the basis of having been made by a child to be
integrated into a work such as fruits, flowers and vegetables.
2. Theory of Study
a. Motor Fine Development
`
Each children is able to reach the stage of development of fine motor optimal
stimulation precise origin. In each phase, children need stimulation to develop mental abilities
and fine motor skills. More and more children are seen and heard, the more they wanted to
know.

666

Motor is the translation of the word "motor" which, according to Gallahue is a basic
biology or mechanics that causes a movement.1 Motor skills are divided into two parts,
namely gross motor and fine motor skills. Gross motor skills involve large muscle activity,
while fine motor skills involve movements that are more subtle like grasp a toy, using a
spoon, or anything that requires fine motor skills demonstrated fingers. 2
Gross motor skills involve large muscle activity, while fine motor skills involve
movements that are more subtle like grasp a toy, using a spoon, or anything that requires fine
motor skills demonstrated fingers. The same is also presented Gallahue and Ozman that motor
development as a process of changes in motor behavior throughout the human life cycle, can
be a process or as a result. As can be understood to mean the process of motor development
include basic biological processes, environmental and developmental tasks such as motion
performance and motion capabilities of each individual from infancy to old age.
Furthermore Penney revealed that fine motor skills, which can develop through play
activities that involve manipulation of objects, such as toys dough (clay).3 Clay is a medium
that can be used as an ingredient in a play that involves finger muscles. For example, when a
child squeezed raw materials into clay then indirectly finger muscles working children, when
children manipulate objects (clay) in a round shape for example, the muscles of the fingers
they work.
From the opinions of the above can be concluded that the fine motor skills were
limited movement on the part of the body, especially the hands of manipulative objects that
are included in such form, squeezing, moving the fingers and hand-eye coordination that
requires precision like putting together the pieces, stop objects, move objects of the hand.
b. Play Concept
Child's world is a world of play, in the lives of children, most of the time is spent in
play activity. The philosopher, Plato, was the first to realize and see the importance of the
practical value of play. Children will be easier to learn arithmetic through play situations. Play
can be used as a medium to enhance certain skills and abilities in children.
Playing is a child's most dominant activity and the most desirable children. play
closely related to the growth of the capacity to create new ideas, and create a new state.
General understanding of the play is an activity or behavior that made the child alone or in
groups by using the tool or to achieve certain goals.4
The benefits of playing by Santrock is a fun activity that is undertaken for the sake of
the activity it self. 5The activity was conducted without coercion and with feelings of
pleasure. At the time of playing is no intention to attach it to the child
Psychoanalytic theory of play, Freud looked to play the same as fantasy or day dream.
Through play or fantasy, one can project the expectations and personal conflicts.6 Freud can
understand that play an important role in social and emotional development of children. With
children's emotions can control the feelings happy or not happy in play. For example, when a
child feel disappointed with anything then he would pretend to hit the doll. By repeating the
negative experiences through play, causing the child can cope with unpleasant incident
1

David L.Gallahue and John C. Ozmun, Understanding Motor Development : Infants, Children, Adolescents,
Adults, Sixth Edition, Singapore : McGraw-Hill Education, 2006. h.48.
2
Santrock, Life-Span Development, 13th ed (Jakarta : PT Aksara Pratama,2012), h.147
3
Upton, Psikologi Perkembangan, (Jakarta : Penerbit Erlangga, 2012), h.169.
4
Soegeng Santoso, Pendidikan Anak Usia Dini (Jakarta : Penerbit Citra Pendidikan, 2004), h.45
5
John Santrock, Life Span Development, edition 5 ( Perkembangan Masa Hidup) jilid 1, (Jakarta: Erlangga,
2002) hh. 272-273.
6
Mayke, Bermain, Mainan dan Permainan. (Jakarta: PT Gramedia Widiasarana Indonesia, 2001), h. 6.

667

because children can share these experiences into small parts that can be mastered. According
to Penney psychoanalysis believed that play allows children to have the skills to manipulate
objects and social situations to manipulate it in play.7
Freud did not express the sense of play, but looking to play as the means used to
overcome the problem. Freud's view of the play when used as a tool for diagnosis of the child
or the child's means of treating mental manifested in the cognitive therapy looked Piaget play
strongly associated with the representation, how children express ideas about the world,
feelings, thoughts and needs through symbolic.8
In line with the developmental stages of cognition, activities of playing experience
changes of sensory-motor stage, playing imaginary until the social play with groove Piaget's
theory, playing not only reflect the child's stage of cognitive development, but also contribute
to the development of cognition itself. According to Piaget, the process of adaptation and
adaptation requires a balance between two complementary processes, namely assimilation and
accommodation. 9
According to a psychologist Vygotsky Russian nationals have believed that play a
direct role on the cognitive development of a child. According to Vygotsky, children are not
able to think abstractly because for them, meaning (sense) and objects blend into one. As a
result, the child can not think of a horse without seeing the actual horse. When children
engage in fantasy play and object example use a piece of wood to represent the small objects
that "horse" meaning (the meaning) begins to separate from the object. Object replacement
that piece of wood was used as a separator between the meaning of a horse 'of horse
Vygosky two stages, namely the development of the actual and potential. By ZDP
(Zone of promixal local development) is the distance between the actual and the potential.
Often the involvement of children in play activities by itself is progressing in its development.
Even playing advancing Z.P.D. Children help them achieve higher levels of the functioning
ability. Usually help is needed is a form of support from someone more expert such as friends,
parents, teachers, siblings. In creating the child can play independently scafolding either in
self-control, the use of language, memory, and cooperation with other friends, for example, a
child who cried when told to shower, then he would pretend to cry when it goes into the
bathroom. In play children are able to control himself because play frame under the control of
a child or done in an imaginary situation. Children can pretend to cry and was able to stop the
crying of a sudden. View of Vygotsky about playing exhaustive, in the sense in addition to
cognitive development, have also played an important role for social and emotional
development of children.
Furthermore, played by Gross, kids play to imitate adults what it was like when it
becomes an adult. Play also allows the practice gross motor skills and fine such as drawing,
coloring, build and make a variety of objects. 10
Based on these studies it can be concluded that the play is very important for young
children because it is through play to develop aspects of child development. The aspect is the
physical, emotional and social cognition. Playing develop physical aspects / motor is through
gross and fine motor games, the ability to control the limbs, learn balance, agility, and
coordination.

Upton, op cit., h.131

Judith etc, Play at The Center of the Cirriculum 4th edition. (Canada : Person Education, 1993),h.34.
9
Docket and Fleer, Play and Pedagogy Early Chilhood.( Australia : Ligare Book Printer, 2003), h.50.
10
Docket, op.cit., h.63.
8

668

c. Constructive play
Active play is the play activities that give pleasure and satisfaction to the children
through activities conducted directly by the child itself. Thus, active play activities will
involve the activity of the body. Therefore, children in play activities will be strongly
influenced by the condition of the child.
There are various kinds of active play activities that can be done by preschool. The
active play activities in addition to fun and satisfying the needs of the child, will also provide
other benefits. One play is to play a constructive switched on. By the time children play
constructive then the child will be actively involved.
According to Piaget constructive game involves manipulating physical objects to build
or construct.11 For example, by playing clay, children can establish what the children want to
use clay makes a triangle, circle, square or rectangular. In play children engage indirectly. It is
also submitted by the Hurlock that constructive play children engage in a constructive
creation or a product or a solution to a problem of his own creation. Children play with the
use of materials to create something that is not beneficial but rather for the purpose indicated
for the joy she got from making it. Through play activities using these objects, children
develop the ability to inventive.12
Furthermore Santrock argued that constructive game is a game that occurs when
children engage in a constructive creation or a product or a solution to a problem of his own
creation.13 While Stone cited the opinion Rubin, Fein constructive Vanderberg said that the
play is a combination of sensorimotorik functional play and symbolic play. 14Constructive
games include drawing, create a certain shape by using clay, cutting and sticking paper or
cloth. Assemble the pieces into a plastic timber or a certain shape. Constructive play is very
beneficial for the child, because the child is able to stimulate cereativities and develop social
skills when playing with friends more constructive done. Constructive play by manipulating
objects give children contributionn to understanding and appreciation of an object to the
change and the circumstances of time and space.
There are two types of materials according to Wolfgang that constructive play (1) play
a constructive material properties of the liquid such as paints, crayons, markers, clay, water.
Materials play this more sensorimotor training; (2) a structured means of constructive play
materials has been previously established that direct how the child put the ingredients into a
masterpiece. Which includes material is structured constructive lego toys,puzzles. 15
In constructive play children can take their own decision to select, define, create,
install, dismantle, restore, try and issue an opinion, do thoroughly, in collaboration with a
friend to experience a wide range of feelings, such as when children play clay, children can
form a simple miniature smiling or being sad, the child may form an apple or orange.
Clay is a type of clay that is well used by children to create a wide variety of toys.
There are several benefits of child's play clay according to Dorothy: 16
1. Making children impressed. At the time of child's play clay that children can choose what
they want to make.
11

Upton, op cit., h. 131.

Elizabeth Hurlock, op cit., h.35.
13
Santrock, op cit., h. 219
14
Sandra J. Stone, Playing A Kid,s Curriculum, (USA : Good Year Books, 1993), h. 67.
15
Nurlaila Hidayatul Baiti, Meningkatkan Kecerdasan Spasial Melalui Bermain Konstruktif. Tesis UNJ: 2010.
hh.55-56
16
Dorothy Einons, Learning Early (London : Marshall Publishing, 1999), h.91.
12

669

2. With the children can learn to play clay that can be hardened soft object when it has been
applied. They are also able to understand the three-dimentional works.
3. Children have experience of all kinds of clay that they can use to improve their creativity.
Play clay has the goal of improving the ability to think creatively and to train orginalitas
in the work. Play Clay or usually called play playdog is opportunities for children to
engage in smooth muscle training / fingers.
Also according to Smilansky constructive play was seen by the age of 3-6 years. In
this children's play activities create something, create a certain building. 17 Children are able to
manipulate objects to create or build anything. For example making houses with wood or
pieces of lego, drawing, arrange the puzzle pieces and the like.18
Furthermore, according Mayke that constructive play activities that use various objects
to create a particular work. Various benefits can be obtained from these play activities, among
others, the child's ability to develop inventive (creative) train the child's fine motor skills,
practice concentration, persistence, endurance. Mayke included in constructive play activities
are drawing, creating a particular form of wax or clay toys, cutting, sticking paper or cloth,
pieces
of
wood
or
plastic
to
assemble
into
specific
shapes.
Based on the above understanding can be understood that the play is constructive play
activities manipulate objects to create or build something one of them is to use clay.
3.

The Research Method

The research method is a method of action research or action research conducted in a
spiral shape. The research design used in accordance with the principles of action research
and adapted to the specific conditions and needs of the research subjects to measure the
parameters of the study. This action research was conducted as a practical improvement of
education through the provision of education is based on the reflection of the administration
action. The form of action research in this study is to provide an act of the subject under study
with the application of process skills approach to determine its effect in improving students'
science learning outcomes.
Design Intervention Measures / Design Cycle Research The research design used in
the learning process in the classroom is a model of Kemmis and Taggart in the form of a
spiral cycle. Understanding the cycle here is a cycle of activities which includes the steps of
the design at each revolution, namely (1) Planning(2) The acting; (3) Observation (4)
Reflection.
Analiysis of the data used in this research is done with quantitative and qualitative
approaches. Analysis of quantitative data obtained on increasing learning outcomes
persentages from pre-intervention to the second cycles, that is from 52,94% until 94,18%.
This axceeds the agreement between reserchers and colaborators by 71%. Based on the
percentage improvement obtained the action hypothesis is accepted. Qualitative data analysis
is used based on the mode analysis by Miles and Hubermen by the step : 1) data reduction, 2)
data display, and 3) verification by observation, interview, affective domain, and psychomotor
domain.

17

Yeni Rachmawati, Euis Kurniati, Strategi Pengembangan Kreativitas Pada Anak (Jakarta: Kencana Prenada
Media Group) h. 78.
18
Jamaris, Orientasi baru dalam Psikologi Pendidikan (Bogor : Ghalia Indonesia), h. 58.

670

4.

Conclution
Fine motor is one of the tasks of early childhood development should be in well
stimulation. One of the activities that can be given to improve fine motor skills a child is to
play a constructive use of the media of clay.
BIBLIOGRAPHY
David L.Gallahue. 1989. Understanding Motor Development : Infants, Children, Adolescents
( Indiana : Benchmarka Press, Inc
Docket and Fleer. 2003. Play and Pedagogy Early Chilhood. Ligare Book Printer : Australia
Dorothy Einons. 1999. Learning Early. Marshall Publishing. London
Judith, 1993. Play at The Center of the Cirriculum 4th Edition. Canada: Perason Education
John Santrock. 2002. Life Span Development, edition 5 ( Perkembangan Masa Hidup) jilid 1.
Erlangga : Jakarta.
Mayke. 2001. Bermain, Mainan dan Permainan. PT Gramedia Widiasarana Indonesia :
Jakarta.
Nurlaila Hidayatul Baiti. 2010 Meningkatkan Kecerdasan Spasial Melalui Bermain
Konstruktif. Tesis UNJ:Jakarta
Penney Upton. 2012. Psikologi Perkembangan.Penerbit Erlangga: Jakarta
Soegeng Santoso. 2004. Pendidikan Anak Usia Dini. Penerbit Citra Pendidikan. Jakarta
Sandra J. Stone. 1993. Playing A Kid,s Curriculum. Good Year Books: USA

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