Pemanfaatan Experiential Learning untuk Pembelajaran Berbasis Teknologi pada Pembelajaran Anak Usia Dini
(1) Universitas Negeri Padang  Indonesia
Corresponding Author
Full Text: Language : en
Abstract
Pelayanan pendidikan yang diselenggarakan oleh PAUD dituntut untuk mampu memfasilitasi seluruh aspek perkembangan peserta didik melalui kegiatan pembelajaran yang menyenangkan dan membantu terjadinya peningkatan pemahaman orang tua atau warga masyarakat sekitar mengenai bermain sebagai kegiatan pembelajaran yang menyenangkan. Kegiatan pembelajaran menyenangkan bagi anak usia dini perlu dirancang untuk membantu anak-anak memperoleh simulasi kehidupan yang sesungguhnya dalam kegiatan sehari-hari. Kegiatan pembelajaran di PAUD disesuiakan dengan tahapan tumbuh kembang anak dan situasi perkembangan teknologi mutakhir yang berbasis prinsip pembelajaran bermodel experiential learning. Atas dasar itu, diperlukan suatu kegiatan yang memfasilitasi terciptanya pengalaman belajar bagi pengelola dan orang tua atau warga masyarakat di sekitar PAUD tentang pembelajaran experiential learning.
Kata kunci: PAUD, experiential learning, peserta didik, teknologi
References
Caulfield, J., & Woods, T. (2013). Experiential learning: Exploring its long-term impact on socially responsible behavior. Journal of the Scholarship of Teaching and Learning, 13(2), 31–48. Retrieved from http://josotl.indiana.edu/article/view/3235
Cronin, S., Becher, E. H., & Powell, S. (2015). Parents and Stress: Understanding Experiences, Context and Responses. Extension Children.
Davis-Kean, P. E. (2005). The Influence of Parent Education and Family Income on Child Achievement: The Indirect Role of Parental Expectations and the Home Environment. Journal of Family Psychology, 19(2), 294–304. https://doi.org/10.1037/0893-3200.19.2.294
Department for Children Schools and Families. (2008). The impact of parental involvement on children’s education, 1–12. https://doi.org/DCSF-00924-2008BKT-EN
E., O’brien, M. U., Tavegia, M., & Resnik, H. (2005). Promoting Children’s Ethical Development through Social and Emotional Learning. New Directions for Youth Development.
Education, F., Education, F., Student, I., Performance, A., & Journal, M. (2012). Family education, 2, 1–7. https://doi.org/10.17583/remie.2012.438.http
Guryan, J., Hurst, E., & Kearney, M. (2008). Parental Education and Parental Time with Children. Journal of Economic Perspectives, 22(3), 23–46. https://doi.org/DOI: 10.1257/jep.22.3.23
Hansen, R. E. (2000). The Role of Experience in Learning: Giving Meaning and Authenticity to the Learning Process in Schools. Journal of Technology Education, 11(2), 23–32. https://doi.org/10.21061/jte.v11i2.a.2
Hasbullah. (1997). Pendidikan dalam Keluarga. Bandung: Rineka Cipta.
Mansur. (2005). Pendidikan Anak Usia Dini dalam Islam. Yogyakarta: Pustaka Pelajar.
Méndez, O. (2015). Science in Early Childhood Education. Journal of Education and Human Development, 4(2(1)), 107–124. https://doi.org/10.15640/jehd.v4n2
Nitecki, E., & Chung, M.-H. (2015). Play as Place: A Safe Space for Young Children to Learn about the World. International Journal of Early Childhood, 3(1), 1–103.
Patmonodewo, S. (2003). Pendidikan Anak Prasekolah. Jakarta: Rineka Cipta.
Pearson, E., & Degotard, S. (2009). Education for Sustainable Development in Early Childhood Education: A Global Solution to Local Concerns? International Journal of Early Childhood, 41(2), 97–111. https://doi.org/10.1007/BF03168882
Pettersson, K. E. (2017). Teachers’ actions and children’s interests. Quality becomings in preschool documentation. Nordic Early Childhood Education Research Journal, 14(2), 1–17. https://doi.org/10.7577/nbf.1756
Susanto, A. (2011). Perkembangan Anak Usia Dini Pengantar dalam Berbagai Aspeknya. Jakarta: Prenada Media Group.
Article Metrics
Abstract Views : 1311 timesPDF Downloaded : 812 times
Refbacks
- There are currently no refbacks.