State University of Semarang

About: State University of Semarang is a education organization based out in Semarang, Indonesia. It is known for research contribution in the topics: Population & Curriculum. The organization has 7737 authors who have published 7790 publications receiving 38055 citations. The organization is also known as: Universitas Negeri Semarang.

Pemanfaatan media pop-up book berbasis tematik untuk meningkatkan kecerdasan verbal-linguistik anak usia 4-5 tahun (studi eksperimen di tk negeri pembina bulu temanggung)

Abstract: Kecerdasan verbal-linguistik merupakan kecerdasan dalam menggunakan bahasa dan kata-kata, baik secara lisan maupun tulisan. Anak-anak dengan kecerdasan jenis ini memiliki kemampuan menyimak yang sangat baik dan merupakan orang-orang yang pandai berbicara dengan tepat.Salah satu media yang dapat digunakan untuk meningkatkankan kecerdasan verbal-linguistik anak usia dini adalah melalui pop-up book. Media pop-up book berbasis tematik adalah buku yang memiliki bagian yang dapat bergerak atau berunsur 3 dimensi, serta memberikan visualisasi lebih menarik berdasarkan tema-tema tertentu. Penelitian ini bertujuan untuk mengetahui peningkatan kecerdasan verbal- linguistik anak usia 4-5 tahun melalui pemanfaatan media pop-up book berbasis tematik. Pendekatan yang digunakan adalah pendekatan kuantitatif Quasi Eksperiment dengan bentuk desain Nonequivalent Control Group Design. Populasi penelitian adalah anak usia 4-5 tahun di TK Negeri Pembina se-kebupaten Temanggung. Sampel penelitian berjumlah 60 anak dengan 30 anak sebagai kelompok kontrol dan 30 anak sebagai kelompok eksperimen,serta menggunakan purposive sampling. Hasil penelitian menunjukkan bahwa hasil perhitungan uji t independent pretest kelompok eksperimen dan kontrol adalah tidak terdapat perbedaan yang signifikan karena memiliki nilai thitung = - 0,237 dengan tingkat signifikan kurang dari 0,05. Artinya, kecerdasan verbal-linguistik pada anak sebelum diberi perlakuan dengan menggunakan media pop-up book adalah sama. Setelah diberikan perlakuan pada kelompok eksperimen terdapat peningkatan pada kecerdasan verbal-linguistik anak, terlihat dari mean (rata-rata) pada kelompok eksperimen sebesar 67,52 dan kelompok kontrol sebesar 50,72. Hasil rata-rata tersebut menunjukkan bahwa skor yang didapat kelompok eksperimen lebih baik dari kelompok kontrol dengan selisih sebesar 16,8 serta nilai thitung pada posttest sebesar 8,112 dengan Sig. (2 tailed) 0,00 < 0,05 yang menandakan H1 diterima sehingga terdapat pengaruh yang signifikan dalam penerapan media pop-up book berbasis tematik terhadap kecerdasan verbal-linguistik anak, yang dapat dilihat dari adanya perbedaan perolehan skor posttest pada kelompok eksperimen dengan perolehan skor posttest pada kelompok kontrol. Berdasarkan uraian tersebut, dapat disimpulkan bahwa media pop-up book memberikan peningkatan yang signifikan terhadap kecerdasan verbal-linguistik pada anak usia 4-5 tahun setelah diberikan perlakuan dengan pop-up book. Guru disarankan untuk menggunakan media pop-up book dalam meningkatkan kecerdasan verbal-linguistik pada anak usia 4-5 tahun.Verbal-linguistic intelligence is intelligence in the use of language and words, either verbally or writing.Wit having children with this kind of capability is very good, and to those who could speak well. One of the media can use to increase verbal-linguistic intelligence to children is pop-up book media. The pop-up book on thematic is a book that has a movable or has as an element three dimensions, and deliver stunning more interesting based on certain themes.The increase aims to know intelligent verbal- linguistic children aged 4-5 years by using media pop-up book besed on thematic. The approach is applicable in the quantitative by Quasi Eksperiment form Nonequivalent Control Group Design. The research is children aged 4-5 years at Pembina Kindergarten Temanggung. The sample of the research were 60 children with 30 children as the control group and 30 children as the experiment group, and use purposive sampling. The results of the study there is an increase in children's verbal-linguistic intelligence, the result of t independent pretest, in experiment and control group is have no difference that significant because have point t computing = - 0,237 by level significant less than 0,05. Its mean, verbal-linguistic intelligence on child before given by conduct by use of pop-up book media are same. After been given conduct on agglomerate experiment was gotten by step-up on child’s verbal-linguistic intelligence, visually of mean on experiment group as big as 67,52 and agglomerate controls as big as 50,72. Result average that points out that score that gotten by better experiment group of agglomerate control with difference as big as 16,8 and point t computing on posttest as big as 8,112 by Sig. (2 tailed) 0,00< 0,05, which indicates H 1 is accepted that there is a significant influence in the pop-up book media on thematic says at the beginning verbal-linguistic intelligence as seen from the absence of a significant difference between the acquisition of test scores in the experimental group with the acquisition of test scores in the control group. It is clear that an increase in the verbal-linguistic intelligence after treatment in children. Based on the above description, it can be concluded that the pop-up book provide a significant improvement in the verbal-linguistic intelligence in children aged 4-5 years after treatment with a given pop-up book media. Teachers are advised to use the pop-up book media to improve the verbal-linguistic intelligence in children aged 4-5 years.

Implementasi pendidikan karakter anak berkebutuhan khusus

Abstract: Penelitian ini bertujuan untuk melakukan studi terhadap implementasi pendidikan karakter anak berkebutuhan khusus dan menemukan model pada SD inklusi di Kabupaten Banyumas. Penelitian ini menggunakan pendekatan kualitatif. Pendekatan ini dipilih agar implementasi pendidikan karakter bagi anak berkebutuhan khusus pada SD inklusi di Kabupaten Banyumas dapat dideskripsikan secara faktual dan mendalam. Metode pengumpulan data yang digunakan dalam penelitian ini adalah wawancara, observasi dan studi dokumentasi. Analisis data dilakukan dengan model analisis interaktif. Teknik keabsahan data menggunakan teknik triangulasi data dan sumber. Hasil penelitian menunjukkan bahwa secara umum karakteristik pendidikan karakter anak berkebutuhan khusus pada SD inklusi di Kabupaten Banyumas menggunakan model pembiasaan. Implementasi pendidikan karakter yang digunakan menggunakan strategi-strategi terintegrasi dalam pembelajaran, pengembangan diri, dan penambahan alokasi waktu pembelajaran. Kendala yang dihadapi guru dalam implementasi pendidikan karakter adalah keterbatasan kemampuan siswa ABK, keterbatasan pengetahuan guru tentang ABK, kurang terbukanya orang tua siswa terhadap perkembangan anak, dan keterbatasan tenaga dan waktu guru serta banyaknya beban kerja. The aims of this research is to conduct a study on the implementation of character education of children with disabilities in inclusive Elementary School in Banyumas.This research use a qualitative descriptive approach. This approach is choosen, so that the implementation of character education for children with special needs in inclusive elementary school in Banyumas can be described factually and insightful. Data collection methods in this research are interviews, observation and documentation study.Data analysis is used by interactive analisiss models. Data validation techniques using triangulation techniques and sources of data.The results of the research show that the general characteristics of the character education of children with special needs in inclusive elementary school in Banyumas use a model of habituation. Implementation of character education use integrated strategies in learning, self-development, and additional learning time allocation. Constraints faced by teachers in the implementation of character education is the limited abilities of children who are special needs students, limited knowledge from teacher about children with special needs, parents are less open about their children development, and the limitations of time, energy and workloads of the teacher.The aims of this research is to conduct a study on the implementation of character education of children with disabilities in inclusive Elementary School in Banyumas.This research use a qualitative descriptive approach. This approach is choosen, so that the implementation of character education for children with special needs in inclusive elementary school in Banyumas can be described factually and insightful. Data collection methods in this research are interviews, observation and documentation study.Data analysis is used by interactive analisiss models. Data validation techniques using triangulation techniques and sources of data.The results of the research show that the general characteristics of the character education of children with special needs in inclusive elementary school in Banyumas use a model of habituation. Implementation of character education use integrated strategies in learning, self-development, and additional learning time allocation. Constraints faced by teachers in the implementation of character education is the limited abilities of children who are special needs students, limited knowledge from teacher about children with special needs, parents are less open about their children development, and the limitations of time, energy and workloads of the teacher.

Secondary Teachers’ Mathematics-related Beliefs and Knowledge about Mathematical Problem-solving

Abstract: This study investigates secondary teachers' belief about the three mathematics-related beliefs, i.e. nature of mathematics, teaching mathematics, learning mathematics, and knowledge about mathematical problem solving. Data were gathered through a set of task-based semi-structured interviews of three selected teachers with different philosophical views of teaching mathematics, i.e. instrumental, platonist, and problem solving. Those teachers were selected from an interview using a belief-related task from purposively selected teachers in Surabaya and Sidoarjo. While the interviews about knowledge examine teachers' problem solving content and pedagogical knowledge, the interviews about beliefs examine their views on several cases extracted from each of such mathematics-related beliefs. Analysis included the categorization and comparison on each of beliefs and knowledge as well as their interaction. Results indicate that all the teachers did not show a high consistency in responding views of their mathematics-related beliefs, while they showed weaknesses primarily on problem solving content knowledge. Findings also point out that teachers' beliefs have a strong relationship with teachers' knowledge about problem solving. In particular, the instrumental teacher's beliefs were consistent with his insufficient knowledge about problem-solving, while both platonist and problem-solving teacher's beliefs were consistent with their sufficient knowledge of either content or pedagogical problem solving.

Language, Globalisation, and National Identity : A Study of English-Medium Policy and Practice in Indonesia

Abstract: This paper uses a study of the withdrawal of English as a medium of instruction in Indonesian schools to examine the role of language in nation-building using the sociological concept of imaginary ...

Setting Up New Standards: A Preview of Indonesia's New Competence-Based Curriculum

Abstract: This paper aims at describing some theoretical foundations as well as practical considerations underlying the new competence-based curriculum. First, a pedagogically motivated model of communicative competence (CC) suggested by Celce-Murcia et al. (1995) is discussed. Second, a systemic functional view regarding the relations between text, context of situation and context of culture (Halliday, 1985) relevant to the production of various genres is also a central is-sue. Third, literacy levels performative, functional, informational, epistemic (Wells, 1991) have also been taken into considerations. Fourth, the curriculum regards meanings as its top priority and, meta-functions (Halliday, 1978) are of primary importance. Finally, similarities and differences of spoken and written language (Halliday 1986) that tend to be overlooked in the previous/existing curricula are now illuminated.