The 2nd International Conference on Child-Friendly Education (ICCE) 2018
http://hdl.handle.net/11617/10989
Child-Friendly Environment for Children Well-Being and Education2024-02-25T05:15:42ZThe Effect of Treffinger Assisted Media Images Model on Students' Activities and Outcomes of Fourth Grade Elementary School Students
http://hdl.handle.net/11617/12460
The Effect of Treffinger Assisted Media Images Model on Students' Activities and Outcomes of Fourth Grade Elementary School Students
Pinem, Reh Ulina Br.; Riyanto, Yatim; Nasution, N
This study aims to examine the effect and learning outcomes of elementary school students' after the application of learning with Treffinger model which includes (1) basic tools (2) Practice with process, (3) working with real problem ( involving real life) with assisted by picture media. This study uses a quantitative approach. Methods of data collection was obtained from observations and tests of student learning outcomes. The subjects of the study were the students of grade IVd and IVe of Al-Hikmah Surabaya in the academic year 2017/2018. Learning material is the beauty of diversity in my country subtema 1 The diversity of ethnic groups and religions in my country. Data collection time is conducted for ± 1 month at target school. The research design used Pretest - Posttest Nonequivalent Control Group Design. Based on the result of prerequisite test analysis of student learning activity of Independent Sample Test obtained by sig 2 tailed equal α = 0,05 with tcount of 13,144> ttable 1,6955 (df = 33) and test of pre-test test at posttest result test obtained by independent sig sample α = 0,05 with tcount of 9,212> ttable1,6955 (df = 33) through this research it indicate that Treffinger learning model can give significant effect to activity and learning outcomes of fourth grade students of elementary school.
2018-04-01T00:00:00ZUNCRC, Child Friendly School, and Quality Education: Three Concepts One Goal
http://hdl.handle.net/11617/10589
UNCRC, Child Friendly School, and Quality Education: Three Concepts One Goal
Fauziati, Endang
Every country, including Indonesia has identified the improvement of quality education as one of its topmost national priorities. Quality education is education that works for every child and enables all children to achieve their full potential. Having quality education is guarrantted by The United Nations Convention on the Rights of the Child (UNCRC). Since it is believed that children are citizens in their own right, entitled to the full spectrum of human rights, including the right for quality education. UNCRC has become the principle of which Child friendly School is developed. It is a school which ensure all children have an environment that is physically safe, emotionally secure, and psychologically enabling. It is a means to advocate for and promote quality education for all children all over the world. As a system, quality education should continually assess and improve all dimensions of system quality: quality of learners, of learning environments, of content, of process, and of outcomes. The current paper pinpoints the interrelatedness of concepts of CRC, child friedly school, and quality education as three concept having one goal, that is, to promote the right of children for education.
2018-01-01T00:00:00ZGadget Optimization to Improve the High Order Thinking Skill (HOTS) of Students in Elementary School
http://hdl.handle.net/11617/10588
Gadget Optimization to Improve the High Order Thinking Skill (HOTS) of Students in Elementary School
Rusnilawati, R
HOTS or High Order Thinking Skill is a skill that can be taught for children since elementary school age and is expected to continue to be developed in education. Higher Order Thinking Skill (HOTS) is a critical thinking, logical, reflective, metacognitive, and creative thinking that is a high-order thinking. HOTS deals with the ability to analyze, build, and create. The purpose of HOTS-based learning is to provide students with the skills to solve problems in everyday life and to form critical and creative thinking. Optimizing gadgets to develop students’s HOTS now need to be a serious concern for governments, teachers, and parents. Some attempts to support the movement can be assessed using the SWOT analysis. In general, the use of gadgets will have a positive impact on children. Gadgets can be used as a medium of instruction in the classroom for teachers' needs in high material openness. Good coordination between parents and school needs to be done so that the use of gadgets by children is not excessive and have a positive impact on their growth both physically and psychologically. In addition, the health aspects of children should also be considered because it will have long-term impact. This can be done by using the gadget according to the time recommended by the experts is 2-3 hours per day.
2018-01-01T00:00:00ZBuilding Discipline in Students of High Schools in Surakarta Regency, Indonesia: A Child-Right Perspective
http://hdl.handle.net/11617/10587
Building Discipline in Students of High Schools in Surakarta Regency, Indonesia: A Child-Right Perspective
Hikmat, Mauly Halwat; Thoyibi, Muhammad; Prasetyarini, Aryati
This article aims at exploring the teachers perspectives on the approach to building discipline in students at schools in Surakarta, how they understand the concept of positive discipline, how disciplines are built at their school viewed from child right perspective, and types of punishment imposed by the schools. The participants were 22 teachers and 5 students from 15 schools in Surakarta. The data were collected through questionnaires and interview and were analyzed inductively. The findings show that all teachers perceive that to build discipline in students, teachers and school should have a clear school rules with some punishment. For the students who break the rules, there should be punishment which should 1) shape their good character, 2) make students responsible, 3) not be in the form of physical punishment, 4) be proportional, 5) be aimed to give them sanction/consequences of their fault, 6) make students learn from the mistakes, and 7) give deferrant effect. According to them, the positive discipline: 1) shapes good character of students, 2, gives reward and punishment, 3) gives positive effect, and 4) gives punitive effect. To build disciplines, their schools impose school rules for students including the sanctions for those disobeying the rules. For teachers and schools, the discipline building is for the sake of students to be better, however, the emphasis is on the importance of its punitive effect not on the communication to build awareness about the consequences of their misbehavior.
2018-01-01T00:00:00Z