Wuryani, Wuryani
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PENGARUH KEBIASAAN BELAJAR, MINAT STUDI LANJUT DAN PEMANFAATAN INTERNET TERHADAP PRESTASI HASIL BELAJAR SISWA Wuryani, Wuryani; Mulyoto, Mulyoto; Sunarto, Sunarto
Teacher in Educational Research Vol 1, No 1 (2019)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (278.47 KB) | DOI: 10.26486/tere.v1i1.7

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh: 1) kebiasaan belajar terhadap prestasi hasil belajar, 2) minat studi lanjut terhadap prestasi hasil belajar, 3) pemanfaatan internet terhadap prestasi hasil belajar, 4) kebiasaan belajar, minat studi lanjut, dan pemanfaatan internet  secara bersama-sama terhadap prestasi hasil belajar..Hasil penelitian menunjukkan bahwa: 1) Kebiasaan belajar berpengaruh positif dan signifikan terhadap prestasi hasil belajar peserta didik.  2) Minat studi lanjut berpengaruh positif dan signifikan terhadap prestasi hasil belajar peserta didik. 3) Pemanfaatan internet tidak  berpengaruh positif dan signifikan terhadap prestasi hasil belajar peserta didik. 4) Kebiasaan belajar, minat studi lanjut, dan pemanfaatan internet secara bersama-sama berpengaruh positif dan signifikan terhadap prestasi hasil belajar peserta didik.  Konstribusi variabel kebiasaan belajar, minat studi lanjut, dan pemanfaatan internet terhadap prestasi hasil belajar sebesar sebesar 48,8 %. Influence of learning habits, interest study and internet use toward achievment of  learning result participants classifield  AbstractThis study aims to determine the effect of: 1) learning habits on the achievement of learning outcomes, 2) interest in advanced study on achievement of learning outcomes, 3) Internet utilization of achievement of learning outcomes, 4) study habits, interest in further study, and utilization of internet together same to the achievement of learning outcomes of students class XII IPA MAN 2 Kebumen The results showed that: 1) learning habits have a positive and significant impact on the achievement of learners' learning outcomes. 2) Interest in further studies have a positive and significant impact on achievement of learning outcomes of learners.  3) Utilization of the internet has no positive and significant impact on the achievement of learners' learning outcomes.  4) Habits of learning, interest in further study, and utilization of the internet together have a positive and significant impact on the achievement of learners learning outcomes.  Contribution of learning habit variable, interest of advanced study, and internet utilization to achievement of learning result equal to 48,8%.
The Implementation of Multi-sensory Learning at Elementary Schools in Jakarta Suryaratri, Ratna Dyah; Prayitno, Eko Hadi; Wuryani, Wuryani
Jurnal Pendidikan Usia Dini Vol 13 No 1 (2019): JPUD - Jurnal Pendidikan Usia Dini Volume 13 Nomor 1 April 2019
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/10.21009/JPUD.131.08

Abstract

This research aims to identify the implementation of multisensory learning at elementary schools in Jakarta. The method used through surveys to 50 elementary schools’ teachers in 5 schools. Data was collected by using questionnaire that revealed the implementation of multisensory learning. The result of this study showed that the use of multisensory learning could be more effective in maximizing learning. Through multisensory learning, teacher can in-volve students actively in the learning process and facilitate all students with different learning styles. Multisensory learning can be used in all lesson that integrated with curriculum and has significant implications in the real-life learning. The obstacle in implementing this learning model is founded about the lack of using of audiovisual technology and many schools do not implemented the multisensory learning. Keywords: Multisensory learning, Elementary School, Audiovisual Media. References Aja, S. N., Eze, P. I., Igba, D. I., Igba, E. C., Nwafor, C. C., & Nnamani, S. C. (2017). Using multi-sensory instruction in managing classroom for effective teaching and learning. International Journal of Applied Engineering Research, 12(24), 15112–15118. Blomert, L., & Froyen, D. (2010). Multi-sensory learning and learning to read. International Journal of Psychophysiology, 77(3), 195–204. https://doi.org/10.1016/j.ijpsycho.2010.06.025Child1st. (2019). What is multisensory learning why it so effective. Retrieved April 25, 2019, from child1st.com website: https://child1st.com/blogs/resources/what-is-multisensory-learning-why-is-it-so-effective Finotti, G., Migliorati, D., & Costantini, M. (2018). Multisensory integration, body representation and hyperactivity of the immune system. Consciousness and Cognition, 63(October 2017), 61–73. https://doi.org/10.1016/j.concog.2018.06.009 Gorjian, B., Hayati, A., & Barazandeh, E. (2012). An evaluation of the effects of art on vocabulary learning through multi-sensory modalities. Procedia Technology, 1, 345–350. https://doi.org/10.1016/j.protcy.2012.02.072 Heikkilä, J., & Tiippana, K. (2016). School-aged children can benefit from audiovisual semantic congruency during memory encoding. Experimental Brain Research, 234(5), 1199–1207. https://doi.org/10.1007/s00221-015-4341-6 Jurban, S. (2011). Using Multi Sensory Approach for Teaching English Skills and Its Effect on Students ’ Achievement at Jordanian School. European Scientific Journal, 8(22), 50–61. Komalasari, M. D. (2005). Metode Multisensori untuk Meningkatkan Kemampuan Membaca pada peserta didik Disleksia di Sekolah Dasar. Proseding Seminar Nasional PGSD UPY, 97–110. Yogyakarta. Krueger Fister, J., Stevenson, R. A., Nidiffer, A. R., Barnett, Z. P., & Wallace, M. T. (2016). Stimulus intensity modulates multisensory temporal processing. Neuropsychologia, 88, 92–100. https://doi.org/10.1016/j.neuropsychologia.2016.02.016 Matusz, P. J., Wallace, M. T., & Murray, M. M. (2017). A multisensory perspective on object memory. Neuropsychologia, 105, 243–252. https://doi.org/10.1016/j.neuropsychologia.2017.04.008 Morin, A. (2019). Multisensory Instruction: What You Need to Know. Retrieved April 25, 2019, from https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/multisensory-instruction-what-you-need-to-know Nidiffer, A. R., Stevenson, R. A., Krueger Fister, J., Barnett, Z. P., & Wallace, M. T. (2016). Interactions between space and effectiveness in human multisensory performance. Neuropsychologia, 88, 83–91. https://doi.org/10.1016/j.neuropsychologia.2016.01.031 Nurjanah, E. (2017). Metode Multisensori Terhadap Kemampuan Mengenal Lambang Bilangan 1-10 Pada Anak Autis. Jurnal Pendidikan Khusus, 1–10. Olivia, P. F. (1992). Developing the Curriculum (Third Edit). New York: Harper Collins Publishers Inc. Praveen, A. V. (2019). What is Multisensory Teaching Techniques? Retrieved April 25, 2019, from https://www.lexiconreadingcenter.org/what-is-multisensory-teaching-techniques/ Shams, L., & Seitz, A. R. (2008). Benefits of multisensory learning. Trends in Cognitive Sciences, 12(11), 411–417. https://doi.org/10.1016/j.tics.2008.07.006 Taljaard, J. (2016). A review of multi - sensory technologies in a Science , Technology , Engineering , Arts and M athematics ( STEAM ) classroom. Journal of Learning Design, 9(2), 46–55.
Transformation of Tolerance Values (in Religion) in Early Childhood Education Sumadi, Tjipto; Yetti, Elindra; Yufiarti, Yufiarti; Wuryani, Wuryani
Jurnal Pendidikan Usia Dini Vol 13 No 2 (2019): Volume 13 Number 2 (2019) JPUD: Jurnal Pendidikan Usia Dini
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.132.13

Abstract

Religious tolerance is a supporter of social harmony and brings a country to a better life. Instilling tolerance in early childhood is a challenge for early childhood educators. This study aims to describe the transformation of religious tolerance values ​​by teachers in early childhood education. This research is a type of qualitative case study research model with researchers as observer participants. This research produces the following findings, that (1) transformation of tolerance values ​​among religious communities, is explicitly not taught in Early Childhood Education (ECE) on the grounds that all students are of the same religion, (2) transformation of tolerance of values among religious students taught through learning integrated with other lessons, (3) although explicitly the values ​​of tolerance among religious students are not taught, but the values ​​of togetherness such as greeting, sharing something that is owned, and helping the needs of other students are taught by practicing at the same time. Keywords: Early Childhood Education, Tolerance Values in Religion References: Adams, K. (2019). Navigating the spaces of children’s spiritual experiences: influences of tradition(s), multidisciplinarity and perceptions. International Journal of Children’s Spirituality, 24(1), 29–43. https://doi.org/10.1080/1364436X.2019.1619531 Adams, K., Bull, R., & Maynes, M. L. (2016). Early childhood spirituality in education: Towards an understanding of the distinctive features of young children’s spirituality. European Early Childhood Education Research Journal, 24(5), 760–774. https://doi.org/10.1080/1350293X.2014.996425 Atamturk, N. (2018). The role of English as a foreign language classes in tolerance education in relation to school management practices. Quality and Quantity, 52, 1167–1177. https://doi.org/10.1007/s11135-017-0575-7 Banerjee, K., & Bloom, P. (2015). “Everything Happens for a Reason”: Children’s Beliefs About Purpose in Life Events. Child Development, 86(2), 503–518. https://doi.org/10.1111/cdev.12312 Bano, M., & Ferra, E. (2018). Family versus school effect on individual religiosity: Evidence from Pakistan. International Journal of Educational Development, 59(August 2017), 35–42. https://doi.org/10.1016/j.ijedudev.2017.10.015 Coleman, E. B., & Eds, K. W. (2011). Religious Tolerance, Education and the Curriculum. In Religious Tolerance, Education and the Curriculum. https://doi.org/10.1007/978-94-6091-412-6 Elza, Y., Handini, M. C., & Abdurrahman, M. (2018). The Effects of Storytelling Method with Audiovisual Media and Religiosity toward Clean and Healthy Living Program Behaviour ( CHLB ) of Early Childhood. International Journal of Multidisciplinary and Current Research, 6(June), 547–552. Ene, I., & Barna, I. (2015). Religious Education and Teachers’ Role in Students’ Formation towards Social Integration. Procedia - Social and Behavioral Sciences, 180(November 2014), 30–35. https://doi.org/10.1016/j.sbspro.2015.02.081 Ergun, S. J., & Rivas, M. F. (2019). The effect of social roles, religiosity, and values on climate change concern: An empirical analysis for Turkey. Sustainable Development, 27(4), 758–769. https://doi.org/10.1002/sd.1939 Faas, D., Smith, A., & Darmody, M. (2018). Children’s Agency in Multi-Belief Settings: The Case of Community National Schools in Ireland. Journal of Research in Childhood Education, 32(4), 486–500. https://doi.org/10.1080/02568543.2018.1494645 Firdaus, E. (2018). The Learning of Religious Tolerance among Students in Indonesia from the Perspective of Critical Study. IOP Conference Series: Earth and Environmental Science, 145(1). https://doi.org/10.1088/1755-1315/145/1/012032 Ganjvar, M. (2019). Islamic Model of Children’s Spiritual Education (CSE); its influence on improvement of communicational behaviour with non-coreligionists. International Journal of Children’s Spirituality, 24(2), 124–139. https://doi.org/10.1080/1364436X.2019.1624254 Granqvist, P., & Nkara, F. (2017). Nature meets nurture in religious and spiritual development. British Journal of Developmental Psychology, 35(1), 142–155. https://doi.org/10.1111/bjdp.12170 Heiphetz, L., Lane, J. D., Waytz, A., & Young, L. L. (2016). How Children and Adults Represent God’s Mind. Cognitive Science, 40(1), 121–144. https://doi.org/10.1111/cogs.12232 King, U. (2013). The spiritual potential of childhood: Awakening to the fullness of life. International Journal of Children’s Spirituality, 18(1), 4–17. https://doi.org/10.1080/1364436X.2013.776266 Kirschenbaum, H. (2019). Models of Values Education and Moral Education in the Era of the Fourth Industrial Revolution. 8(2), 103–109. Lehtonen, M. (2019). The Development of Religious Tolerance: Co-operative Board Games with Children and Adolescents. IATL Reinvention: An International Journal of Undergraduate Research, 2(2). Retrieved from https://warwick.ac.uk/fac/cross_fac/iatl/reinvention/ Łowicki, P., & Zajenkowski, M. (2019). Empathy and Exposure to Credible Religious Acts during Childhood Independently Predict Religiosity. International Journal for the Psychology of Religion, 00(00), 1–14. https://doi.org/10.1080/10508619.2019.1672486 Maussen, M., Bader, V., Dobbernack, J., Modood, T., Olsen, T. V., Fox, J., & Vidra, Z. (2012). Tolerance and cultural diversity in schools Comparative report. Amsterdam. Miedema, S., & Bertram-Troost, G. (2008). Democratic citizenship and religious education: Challenges and perspectives for schools in the Netherlands. British Journal of Religious Education, 30(2), 123–132. https://doi.org/10.1080/01416200701830970 Moore, D. . (2007). Overcoming Religious Illiteracy: A Cultural Studies Approach to the Study of Religion in Secondary Education. US: Palgrave Macmillan. Niculescu, R. M., & Norel, M. (2013). Religious Education an Important Dimension of Human’s Education. Procedia - Social and Behavioral Sciences, 93, 338–342. https://doi.org/10.1016/j.sbspro.2013.09.200 Pandya, S. P. (2019). Spiritual education programme (SEP) for enhancing the quality of life of kindergarten school children. Pastoral Care in Education, 37(1), 59–72. https://doi.org/10.1080/02643944.2018.1562493 Parekh, B. (2019). Ethnocentric Political Theory. Ethnocentric Political Theory, 263–284. https://doi.org/10.1007/978-3-030-11708-5 Sari, A. D. P., & Indartono, S. (2019). Teaching Religious Tolerance Through Social Studies Education Based On Multicultural Approach. 323(ICoSSCE 2018), 214–219. https://doi.org/10.2991/icossce-icsmc-18.2019.40 Scheiner, P. (2015). Crossings and Crosses: Borders, Educations, and Religions in Northern Europe. Boston/Berlin: Walter de Gruyter Inc. Scott, K. (2014). Inviting young adults to come out religiously, institutionally and traditionally. Religious Education, 109(4), 471–484. https://doi.org/10.1080/00344087.2014.924790 Stockinger, H. (2019). Developing spirituality–an equal right of every child? International Journal of Children’s Spirituality, 24(3), 307–319. https://doi.org/10.1080/1364436X.2019.1646218 Thibodeau, R. B., Brown, M. M., Nancarrow, A. F., Elpers, K. E., & Gilpin, A. T. (2018). Conceptual Similarities among Fantasy and Religious Orientations: A Developmental Perspective. Journal of Cognition and Culture, 18(1–2), 31–46. https://doi.org/10.1163/15685373-12340021 Tratner, A. E., Sela, Y., Lopes, G. S., Ehrke, A. D., Weekes-Shackelford, V. A., & Shackelford, T. K. (2017). Individual differences in childhood religious experiences with peers. Personality and Individual Differences, 119, 73–77. https://doi.org/10.1016/j.paid.2017.06.045 UNESCO. (2015). Second UNESCO Forum on Global Citizenship Education: Building Peaceful and Sustainable Societies (Paris, 28-30 January 2015). Final Report. (January), 1–22. Retrieved from http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/FinalReport-GCED_21April.pdf Uzefovsky, F., Döring, A. K., & Knafo-Noam, A. (2016). Values in Middle Childhood: Social and Genetic Contributions. Social Development, 25(3), 482–502. https://doi.org/10.1111/sode.12155 Van Der Walt, J. L. (2014). Towards an instrument for measuring religious tolerance among educators and their students worldwide (Potchefstroom Campus-North-West University). Retrieved from https://www.driestar-educatief.nl/medialibrary/Driestar/Engelse-website/Documenten/2014-VanderWalt-Measuring-religious-tolerance-in-education.pdf Yulianti, E., Sutarto, J., & Sugiyo. (2019). Sentra Nasima Learning Strategies to Enhance Religious Nationalist Characters in Kindergarten. Journal of Primary Education, 8(69), 238–247.
PERSEPSI ASN DIY TERHADAP AJARAN NYAWIJI GREGED SENGGUH LAN ORA MINGKUH Wuryani, Wuryani
MEDIA BINA ILMIAH Vol 15, No 10: Mei 2021
Publisher : BINA PATRIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33758/mbi.v15i10.1119

Abstract

Penelitian ini bertujuan untuk menggali persepsi ASN di Daerah Istimewa Yogyakarta terhadap ajaran moral Nyawiji, Greged, Sengguh, lan Ora Mingkuh yang terkandung dalam budaya organisasi pemerintah SATRIYA. Pemahaman terhadap nilai falsafah budaya pemerintah merupakan satu kondisi yang dapat mendorong kinerja individu dan organisasi secara keseluruhan. Metode penelitian yang digunakan adalah deskriptif kualitatif. Hasil penelitian menunjukkan bahwa persepsi ASN di Daerah Istimewa Yogyakarta terhadap nilai-nilai luhur dalam budaya organisasi pemerintah tersebut sesuai dengan peraturan yang berlaku dan literatur yang ada, sehingga hal ini menunjukkan tingkat pemahaman mereka yang sangat tinggi. Perbedaan persepsi hanya terjadi pada ASN yang belum lama bergabung sebagai bagian dari pegawai Pemerintah Daerah DIY.  Penelitian ini penting terutama bagi organisasi-organisasi yang terkait erat dengan proses pengembangan SDM agar dapat menjadikan nilai-nilai luhur ini semakin membumi di kalangan ASN dan dapat mendorong peningkatan kinerjanya
Optimization of Movement Development for Cerebral Palsy (CP) Students During the Covid -19 Pandemic Wardhani, Rr Dina Kusuma; Wuryani, Wuryani; Rusmono, Rusmono
Indonesian Journal of Early Childhood Education Studies Vol 10 No 1 (2021): June 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijeces.v10i1.44730

Abstract

These children with special needs generally have differences both physically, mentally and socially, emotionally. They require adjustments in the learning process. The adjustment is made in order to optimize their development like other children. various types of children with special needs, one of which is children who do not have physical abilities (disabled). Disability can be classified into two types, namely disorders of the function of the orthopedic limb (orthopedic disability) and disorders of the function of the limb of the nerve (neurological disability). Cerebral Palsy (CP) is a part of neurological disabilities (physical disabilities), they also do not escape the attention and reach of educational services. The purpose of this study was to optimize the mobility development abilities of Cerebral Palsy (CP) students at TKLB SLB D YPAC, South Jakarta. The development of the learning model used in this study is the ADDIE Approach (Analysis-Design-Develop-Implement-Evaluate) Learning Design Model which is strengthened by the results of the instrument validity and reliability test data. The results of presenting data are in the form of analysis results and facts that the researchers found in the field, and adjusted to the theory used in this study. The discussion on the presentation of the data is the result of analysis and facts that the researchers found in the field, and has been adjusted to the theory used in this study so that it can optimize the movement development of Cerebral Palsy (CP) students at TKLB SLB D YPAC, South Jakarta through sewing board media. After conducting research and development of the sewing board media that has been developed and proven to be effective, it can be used in optimizing the mobility development abilities of Cerebral Palsy (CP) students.