%0 Thesis
%9 S2
%A WARDANI, ANITA
%A Universitas Negeri Yogyakarta,
%B pendidikan anak usia dini
%D 2022
%F UNY:73991
%I universitas negeri yogyakarta
%K model pembelajaran, team-assisted individualization, kemampuan kerjasama
%T PENGEMBANGAN MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION (TAI) UNTUK MENSTIMULASI KEMAMPUAN KERJASAMA ANAK USIA 5-6 TAHUN DI BOYOLALI
%U http://eprints.uny.ac.id/73991/
%X This research aimed to: (1) obtain information about the need to develop a learning model to stimulate the collaboration skills of children aged 5-6 years in Boyolali, (2) produce an appropriate guide book for implementing the Team-Assisted Individualization learning model according to material experts and media experts in stimulating the collaboration ability of children aged 5-6 years in Boyolali, and (3) evaluate the effectiveness of the Team-Assisted Individualization learning model for teachers to stimulate the collaboration skills of children aged 5-6 years in Boyolali.  This study was a research and development (R&D) that adapts Borg and Gall development model, using 5 out of 10 main steps of the development research, i.e. the survey and information gathering, planning, developing initial product formats, initial testing, and revision of the initial product. The product feasibility test was carried out by two validators, i.e. the material validator and the media validator. The initial test was carried out on one teacher and six children in Pertiwi Kindergarten I Sawahan. Data were collected through validation sheets, teacher response questionnaires, interview guides, and observations. Data were analyzed for the effectiveness using the Wilcoxon signed ranks test with a significance level of 0.05.  The results show that: (1) to increase the collaboration ability of children aged 5-6 years, the Team-Assisted Individualization learning model is appropriate to stimulate the children; (2) the developed guide book was categorized “very feasible” viewed from the material and the media; and (3) the developed Team-Assisted Individualization learning model was proven to be effective in stimulating children’s collaboration abilities with a significance level (p)<0.05; this means that there is a significant change in the ability of children to collaborate before and after the treatment.