Pengembangan Perangkat Pembelajaran Model Pembelajaran Berbasis Minat pada Pendidikan Anak Usia Dini di Surakarta Tahun Ajaran 2014/2015

Abstract

Interest-based Learning Model in this study is limited to the Area Learning Model. The aims of this study are: (1) to assess Learning Tool of Factual Area Learning Model (PPMPA Faktual); (2) to develop Learning Tool of Hypothetical Area Learning Model (PPMPA Hipotetik); and (3) to produce Learning Tool of Developmental Area Learning Model (PPMPA Pengembangan). The method used in this research is the Research and Development (R & D). The developmental model in this study is a conceptual and procedural model. It is called a Conceptual Model since the PPMPA model produced is an analysis of the components that should exist in PPMPA. It is called Procedural Model since the results of the study also shows the procedure in making of PPMPA. There are three stages in the research and development: the research stage, the development stage, and the evaluation stage. This study is only conducted in two phases: the research and the development stage. Meanwhile, the evaluation stage will be conducted in the following year. The object of research developed in this study is the PPMPA. The data collection was done by using in-depth interviews, discussion, and documentation. The data sources are the heads of kindergarten, kindergarten supervisors, and kindergarten teachers. The technique in determining the data sources is done in purposive way. Data analysis was performed by using an interactive analysis. The Results of this study are: (a) Model of Factual PPMPA is not in accordance with the concept of learning area. Development indicators are quite unable to be a guide to achieve the Achievement Level of Development (TPP). A proof control to prove Semester Program (Promes) are derived from Annual Program (Prota) is a difficult thing. Weekly Activity Plan (RKM) is unable to give an idea for daily area-learning. Daily Activity Plan (RKH) does not reflect integrated thematic activities as well, for each arealearning has only one activity. (b) On Model of Hypothetical PPMPA are developed with: 1) an

elaboration of

learning theme into sub-themes and of sub-themes into learning topics that still maintain the alignment of activities; 2) activity identification on a topic and activity organization on the learning area; 3) column addition of TPP; and 4) enclosing RKH with format assessment in each area. (c) Model of Developmental PPMPA model can be seen in Prota, Promes, RKM, and RKH. On Prota, it is necessary to ensure the achievement of the TPP through development indicators described. On Promes, there needs to be a stripped theme into sub-themes are integrated, and easily confirmed as the elaboration Prota. On RKM, sub-themes need to be translated into an integrated learning topics every day, there is the identification and organization of activities that appear on every topic of learning to determine the learning area to be opened. To determine activity precedes the indicator determining. In RKH, there is a clear learning topics. Core activity in the area has a variety of play tools and of learning activities, and has an assessment format of each area.