Lumbung Pustaka UNY: No conditions. Results ordered -Date Deposited. 2024-03-29T11:48:34ZEPrintshttp://eprints.uny.ac.id/apw_template/images/sitelogo.pnghttps://eprints.uny.ac.id/2024-01-15T02:09:54Z2024-01-15T02:09:54Zhttp://eprints.uny.ac.id/id/eprint/80033This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/800332024-01-15T02:09:54ZModel Asesmen Literasi Awal untuk Anak Usia Dini Berbasis Web.Tingkat literasi anak Indonesia rendah salah satunya disebabkan karena terbatasnya asesmen literasi awal yang mengarah pada perbaikan pembelajaran literasi untuk anak sejak dini. Untuk itu, penelitian ini bertujuan untuk: (1) menyusun desain model asesmen literasi awal berbasis web untuk anak usia dini, (2) menganalisis kualitas model asesmen literasi anak usia dini, (3) menganalisis profil literasi awal anak setelah menggunakan model asesmen literasi awal untuk anak usia dini berbasis web, (4) menganalisis keefektivitas model asesmen literasi awal untuk anak usia dini berbasis web.
Penelitian ini merupakan penelitian pengembangan menggunakan ADDIE. Sampel penelitian yaitu 127 guru PAUD, 593 anak pada tahap ujicoba instrumen, dan 38 anak pada tahap implementasi model. Validitas instrumen dibuktikan dengan validitas isi yang melibatkan 9 ahli diantaranya 3 ahli asesmen, 3 ahli website, dan 3 ahli model asesmen. Hasil validitas ahli disimpulkan dengan formula Aiken dan validitas konstruk dibuktikan dengan EFA dan CFA. Reliabilitas diestimasi dengan model reliabilitas konstruk Alpha Cronbach. Analisis kualitas butir instrumen diuji menggunakan Teori Tes Klasik (TTK) dan Teori Respon Butir (TRB) bifactor multidimensi model. Teknik pengumpulan data dengan observasi, wawancara, angket, dan tes. Teknik analisis data yang digunakan teknik analisis data kualitatif dan kuantitatif. Analisis data kualitatif dengan analisis konten. Analisis data kuantitatif menggunakan analisis deskriptif dan inferensial.
Hasil penelitian menunjukkan bahwa 1) dihasilkan model asesmen literasi awal untuk anak usia dini berbasis web dengan sintaks model asesmen formatif yang meliputi tahap melaksanakan asesmen, menemukan kelemahan anak, mengembangkan pembelajaran, melaksanakan pembelajaran yang mengacu pada empat komponen utama yaitu sharing learning goal dan success criteria, effective questioning, self-assessment, dan feedback; serta melakukan evaluasi dan melaporkan hasil evaluasi. (2) Kualitas model asesmen baik yang dibuktikan dengan hasil validitas isi dan konstruk instrumen, indeks reliabilitas semua instrumen butir dikotomus di atas 0.9, parameter butir memiliki karakteristik yang baik, dan instrumen cocok digunakan untuk anak dengan kemampuan -4.5 hingga 3.8. (3) Profil penguasaan anak dalam keterampilan literasi pada dimensi bahasa lisan 51.2 persen, dimensi bahasa tulis 75.1 persen, kesadaran fonologi 95.26 persen, pengetahuan alfabet huruf kecil 92 persen, pengetahuan alfabet huruf besar 93 persen, dan dimensi korespondensi grafem-fonem 96.84 persen. (4) Model asesmen literasi awal untuk anak usia dini berbasis web efektif untuk digunakan. Model ini diindikasikan mampu mendefinisikan literasi awal anak dan model asesmen literasi awal untuk anak usia dini berbasis web relevan untuk diimplementasikan di sekolah.Martha ChristiantiTrie Hartiti Retnowati2019-10-10T03:50:39Z2019-10-10T03:50:39Zhttp://eprints.uny.ac.id/id/eprint/66105This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/661052019-10-10T03:50:39ZCulture in The Twenty-First Century KindergartenCulture is a topic that is rich in knowledge and materials to be included in the teaching and learning in kindergartens. However, teachers still find it difficult to use this topic in their teaching because culture is an abstract topic for kindergarten students. This article aims to describe Javanese cultural elements that can be taught in kindergarten classes. The sample of this survey research was selected using purposive sampling technique. There were 96 Yogyakarta kindergarten teachers participating as the respondents in this study. The data were collected using interview and FGD. These two instruments focused on investigating if teachers have ever included culture as the topic of their teaching, whether they can put culture as the theme and subtheme in their teaching, and which Javanese culture they can select to be the theme and subtheme. The findings show that 6 out of 96 (6.25%) teachers have ever included culture as the topic of their teaching while 90 teachers (93.75%) have never used this topic; as many as 30 teachers (31.25%) can identify culture as a big theme in their teaching while 66 teachers (68.75%) use this topic as a national subtheme; of all the topics, daily needs which include traditional food, traditional beverage, and traditional clothing become the most frequently chosen topic, selected by 24 teachers (25%). This finding can be used as a guide to using culture as a topic and theme of learning for kindergarten teachers.Ika Budi Maryatunika_budimaryatun@uny.ac.idMartha Christiantimarthachristianti@uny.ac.id2019-10-10T02:36:48Z2019-10-10T02:36:48Zhttp://eprints.uny.ac.id/id/eprint/66099This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/660992019-10-10T02:36:48ZThe Learning Design of Entrepreneurship Learning Model for Early Age ChildrenThis article was aimed at describing the stages in designing an entrepreneurship learning model for early age children as the second phase of the study. This model is a combination of contextual and thematic learning models. Based on the research there are seven contains for these model some components namely constructive learning, inquiry, questioning, learning communities, modelling, reflection, and authentic assessments. The entrepreneurship learning is divided into two phases: planning and implementation. In the planning stage, the teacher sets the aspects to be integrated, maps the basic competencies, selects and assigns themes or topics to be united, develops a theme mapping, prepares a syllabus consisting of weekly and daily lesson plans, and implements the lesson plans. The implementation stage consists of opening, main activity, and closing. The main activity is divided into five phases: exploration, investigation, representation, display, and closing. The entrepreneurship learning employed authentic assessment such as observations with anecdotal record, checklist, and rating scale.Martha Christiantimarthachristianti@uny.ac.idBambang SuprayitnoNur Cholimah