{"title":"实施趣味奖励,提高幼儿独立性","authors":"Nida Nurfaidah, Sri Watini","doi":"10.30605/jsgp.6.3.2023.3148","DOIUrl":null,"url":null,"abstract":"The purpose of this study is to evaluate how well ASYIK Rewards work to increase young children's learning independence. There is still a deficiency of independence in the educational setting of Ar-Raudhatul Ulum Kindergarten, particularly in autonomous study. Teachers must find workable solutions to get around this. At Ar-Raudhatul Kindergarten, one useful strategy might boost students' learning freedom. The second goal of In early childhood learning activities where there are problems with establishing self-confidence, the goal of this study is to increase independence. Those who had previously been bashful and hesitant to communicate with others or answer questions in front of friends and professors now feel comfortable and capable of providing solid, concise answers to any queries they pose online. Twenty students from group A of the Ar-Raudhatul Ulum Kindergarten served as the research subjects. With each signal, the Safe, Happy, Confident, Innovative, and Creative characteristics are the criteria that determine the evaluation score for early childhood learning independence with the ASYIK Reward. For the five observation scores, very good is represented by (√), good by (+), and minus by (-). There is an increase in scores following use, according to the findings of cycles I and II of the pre-cycle research. According to the research findings, the class completion scores from pre-cycle to cycles I and II seem to have increased. Prior to using the \"Fun Reward\" strategy, the kids' learning motivation score was 50%; in cycle I, it increased to 55%. Subsequently, after modifications were made in response to the outcomes of reflection on the execution of cycle I, improved outcomes were achieved. As a result, when a youngster gains enjoyable incentives to help them develop independence, and their actions typically lead to beneficial actions. The child's class completion percentage increased to 80% in Cycle II. Therefore, it may be claimed that the ASYIK Reward model encourages children's independence.","PeriodicalId":321569,"journal":{"name":"Jurnal Studi Guru dan Pembelajaran","volume":"78 16","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Implementasi Reward Asyik dalam Meningkatkan Kemandirian Anak Usia Dini\",\"authors\":\"Nida Nurfaidah, Sri Watini\",\"doi\":\"10.30605/jsgp.6.3.2023.3148\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The purpose of this study is to evaluate how well ASYIK Rewards work to increase young children's learning independence. There is still a deficiency of independence in the educational setting of Ar-Raudhatul Ulum Kindergarten, particularly in autonomous study. Teachers must find workable solutions to get around this. At Ar-Raudhatul Kindergarten, one useful strategy might boost students' learning freedom. The second goal of In early childhood learning activities where there are problems with establishing self-confidence, the goal of this study is to increase independence. Those who had previously been bashful and hesitant to communicate with others or answer questions in front of friends and professors now feel comfortable and capable of providing solid, concise answers to any queries they pose online. Twenty students from group A of the Ar-Raudhatul Ulum Kindergarten served as the research subjects. With each signal, the Safe, Happy, Confident, Innovative, and Creative characteristics are the criteria that determine the evaluation score for early childhood learning independence with the ASYIK Reward. For the five observation scores, very good is represented by (√), good by (+), and minus by (-). There is an increase in scores following use, according to the findings of cycles I and II of the pre-cycle research. According to the research findings, the class completion scores from pre-cycle to cycles I and II seem to have increased. Prior to using the \\\"Fun Reward\\\" strategy, the kids' learning motivation score was 50%; in cycle I, it increased to 55%. Subsequently, after modifications were made in response to the outcomes of reflection on the execution of cycle I, improved outcomes were achieved. As a result, when a youngster gains enjoyable incentives to help them develop independence, and their actions typically lead to beneficial actions. The child's class completion percentage increased to 80% in Cycle II. 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引用次数: 0
摘要
本研究的目的是评估 ASYIK 奖励措施在提高幼儿学习独立性方面的效果。在 Ar-Raudhatul Ulum 幼儿园的教育环境中,幼儿的独立性仍然存在不足,尤其是在自主学习方面。教师必须找到可行的办法来解决这一问题。在 Ar-Raudhatul Ulum 幼儿园,一种有用的策略可以提高学生的学习自由度。本研究的第二个目标 在幼儿学习活动中,学生在建立自信心方面存在问题,本研究的目标是提高学生的 独立性。那些以前在朋友和教授面前羞于和他人交流或回答问题的学生,现在感到很自在,能够对他们在网上提出的任何问题提供可靠、简洁的答案。来自 Ar-Raudhatul Ulum 幼儿园 A 组的 20 名学生是研究对象。在每一个信号中,安全、快乐、自信、创新和创造性特征是决定幼儿学习独立性与 ASYIK 奖励评价得分的标准。对于五个观察得分,非常好用(√)表示,好用(+)表示,差用(-)表示。根据前周期研究第一和第二周期的结果,使用后分数会增加。根据研究结果,从周期前到周期 I 和周期 II 的课堂完成情况得分似乎有所提高。在使用 "趣味奖励 "策略之前,孩子们的学习动机得分是 50%,而在周期 I 中,得分上升到 55%。随后,根据对第一周期执行情况的反思结果进行修改后,取得了更好的效果。因此,当幼儿获得愉快的激励,帮助他们发展独立性时,他们的行动通常会带来有益的行动。在周期 II 中,孩子的课堂完成率提高到了 80%。因此,可以说 ASYIK 奖励模式鼓励了儿童的独立性。
Implementasi Reward Asyik dalam Meningkatkan Kemandirian Anak Usia Dini
The purpose of this study is to evaluate how well ASYIK Rewards work to increase young children's learning independence. There is still a deficiency of independence in the educational setting of Ar-Raudhatul Ulum Kindergarten, particularly in autonomous study. Teachers must find workable solutions to get around this. At Ar-Raudhatul Kindergarten, one useful strategy might boost students' learning freedom. The second goal of In early childhood learning activities where there are problems with establishing self-confidence, the goal of this study is to increase independence. Those who had previously been bashful and hesitant to communicate with others or answer questions in front of friends and professors now feel comfortable and capable of providing solid, concise answers to any queries they pose online. Twenty students from group A of the Ar-Raudhatul Ulum Kindergarten served as the research subjects. With each signal, the Safe, Happy, Confident, Innovative, and Creative characteristics are the criteria that determine the evaluation score for early childhood learning independence with the ASYIK Reward. For the five observation scores, very good is represented by (√), good by (+), and minus by (-). There is an increase in scores following use, according to the findings of cycles I and II of the pre-cycle research. According to the research findings, the class completion scores from pre-cycle to cycles I and II seem to have increased. Prior to using the "Fun Reward" strategy, the kids' learning motivation score was 50%; in cycle I, it increased to 55%. Subsequently, after modifications were made in response to the outcomes of reflection on the execution of cycle I, improved outcomes were achieved. As a result, when a youngster gains enjoyable incentives to help them develop independence, and their actions typically lead to beneficial actions. The child's class completion percentage increased to 80% in Cycle II. Therefore, it may be claimed that the ASYIK Reward model encourages children's independence.