This good practice tells about the use of the environment as a means, target, dan sumber belajar dalam mendidik anak usia dini untuk menciptakan pembelajaran saintifik, contextual and meaningful and independent in learning.
Archipelago Educators Meeting XIII
Select Language
Environment as a pleasant learning resource for PAUD students
Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary
Good practice elaboration
Environment as a pleasant learning resource for PAUD students
I am the principal of a PAUD school in the rural area of Inderapura, Pesisir Selatan district, West Sumatra province. I felt worried seeing the weak learning process provided by my teachers in class. In providing learning, teachers do not develop students' foundation phase abilities. Teachers still predominantly use thematic books and do not provide learning freedom for PAUD students. This results in a lack of student interest in the learning process. I want teachers to be able to use the environment as a tool, target, and scientific learning resources that can make the learning process more contextual and meaningful.. Apart from that, students also feel freedom in learning. Indirectly, this will strengthen and develop the foundation phase of PAUD students. And this learning activity is also fun for PAUD students at my school.
In making these changes, I found a problem. The problem I faced was that first the teacher had difficulty changing his habit of using thematic books. Second, Teachers also don't have enough ideas to be creative in using natural materials and the surrounding environment as tools, target, and learning resources. Third, Parents are also afraid that undesirable things will happen to their students, serta beranggapan negatif tentang kegiatan yang kami lakukan. Kekhawatiran orang tua ini cukup dipahami karena kami tinggal di daerah yang kualifikasi pendidikan orangtua tamatan SD dan SMP, serta profesi orangtua rata rata petani. Mereka beranggapan apa yang kami lakukan adalah hanya bermain main saja dan tidak belajar. Selain itu tuntutan orangtua menyekolahkan anaknya adalah untuk pandai membaca, write, dan berhitung..
Untuk mengatasi kendala tersebut saya mulai melakukan tindakan yaitu pertama, saya mensosialisasikan dan melakukan diskusi terbimbing bersama rekan guru terkait implementasi kurikulum merdeka dan bagaimana implementasinya terhadap proses pembelajaran yang menyenangkan di PAUD. Second, saya menyampaikan manfaat menggunakan lingkungan sebagai sarana, target, dan media pembelajaran yang dapat menciptakan pembelajaran saintikfik, kontestual, meaningful and fun. This activity is accompanied by showing videos of schools that have used the environment as a means, target, and learning resources in PAUD. Third, I accompany teachers in designing and creating teaching modules according to students' abilities by utilizing the environment as a learning resource. Fourthly, I also invite and accompany teachers to study on the Merdeka Mengajar Platform, looking for references on YouTube IG, and TikTok which can increase teacher competence in facilitating a fun and student-centered learning process.
To convince parents, I invited parents to school. I socialize the activities we will do. I made an interesting power point about the benefits of learning to use natural materials and the surrounding environment, Opening parents' mindset about learning in PAUD, playing while learning, and convey that the natural environment that will be used is also safe for children. To convince parents, I played a video of a school that had implemented the independent curriculum concept for parents who had used the environment as a learning resource, like the Bandung pioneer nature school, driving school, as well as other learning videos on YouTube. I also convey to parents that using the surrounding environment as a learning resource will provide many benefits for students: get to know the surrounding environment directly, understand the values and aspects of life in the environment, raise awareness of the importance of the environment, foster a sense of love for local customs and culture and so on.
From the actions I take I do, me and the teacher at school became more confident, enthusiasm to always update knowledge, and enthusiasm for good practice. The learning done by the teacher becomes more scientific, pleasant, contextual and meaningful. Students feel excited, independent in learning, be free to be creative when creating projects, care about the environment around them, love local customs and culture, and care about the social life of society, and broaden students' thinking horizons and get to know their creator more closely. This is reflected in the student's statement, "Wow, it turns out studying outside is really fun, isn't it?, this". Said one of the students.
By socializing about activities at school, Parents support and are also interested in being involved in the activities we do at school, like playing a macro role by holding a market day at school, instill good character in the prayer room/mosque with a ustad who can give lectures about Isra’ what's up, visit the goat pen, cooking competition, making fruit satay using ingredients in collaboration with parents, and making art tools from used materials such as used lemonade bottle shells and lids. It turns out that by involving parents, the learning process uses the environment as a means, target, and learning resources can be made enjoyable for PAUD students. In the future, I will accompany teachers to design strategies that are more interesting and involve students more in using the surrounding environment as a fun learning resource. And continue to collaborate with parents to ensure the learning process at school runs smoothly.
Curator Note
[custom_field field="Note_kurator"]
Environment as a pleasant learning resource for PAUD students
Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary
This good practice tells about the use of the environment as a means, target, dan sumber belajar dalam mendidik anak usia dini untuk menciptakan pembelajaran saintifik, contextual and meaningful and independent in learning.
Good practice elaboration
Environment as a pleasant learning resource for PAUD students
I am the principal of a PAUD school in the rural area of Inderapura, Pesisir Selatan district, West Sumatra province. I felt worried seeing the weak learning process provided by my teachers in class. In providing learning, teachers do not develop students' foundation phase abilities. Teachers still predominantly use thematic books and do not provide learning freedom for PAUD students. This results in a lack of student interest in the learning process. I want teachers to be able to use the environment as a tool, target, and scientific learning resources that can make the learning process more contextual and meaningful.. Apart from that, students also feel freedom in learning. Indirectly, this will strengthen and develop the foundation phase of PAUD students. And this learning activity is also fun for PAUD students at my school.
In making these changes, I found a problem. The problem I faced was that first the teacher had difficulty changing his habit of using thematic books. Second, Teachers also don't have enough ideas to be creative in using natural materials and the surrounding environment as tools, target, and learning resources. Third, Parents are also afraid that undesirable things will happen to their students, serta beranggapan negatif tentang kegiatan yang kami lakukan. Kekhawatiran orang tua ini cukup dipahami karena kami tinggal di daerah yang kualifikasi pendidikan orangtua tamatan SD dan SMP, serta profesi orangtua rata rata petani. Mereka beranggapan apa yang kami lakukan adalah hanya bermain main saja dan tidak belajar. Selain itu tuntutan orangtua menyekolahkan anaknya adalah untuk pandai membaca, write, dan berhitung..
Untuk mengatasi kendala tersebut saya mulai melakukan tindakan yaitu pertama, saya mensosialisasikan dan melakukan diskusi terbimbing bersama rekan guru terkait implementasi kurikulum merdeka dan bagaimana implementasinya terhadap proses pembelajaran yang menyenangkan di PAUD. Second, saya menyampaikan manfaat menggunakan lingkungan sebagai sarana, target, dan media pembelajaran yang dapat menciptakan pembelajaran saintikfik, kontestual, meaningful and fun. This activity is accompanied by showing videos of schools that have used the environment as a means, target, and learning resources in PAUD. Third, I accompany teachers in designing and creating teaching modules according to students' abilities by utilizing the environment as a learning resource. Fourthly, I also invite and accompany teachers to study on the Merdeka Mengajar Platform, looking for references on YouTube IG, and TikTok which can increase teacher competence in facilitating a fun and student-centered learning process.
To convince parents, I invited parents to school. I socialize the activities we will do. I made an interesting power point about the benefits of learning to use natural materials and the surrounding environment, Opening parents' mindset about learning in PAUD, playing while learning, and convey that the natural environment that will be used is also safe for children. To convince parents, I played a video of a school that had implemented the independent curriculum concept for parents who had used the environment as a learning resource, like the Bandung pioneer nature school, driving school, as well as other learning videos on YouTube. I also convey to parents that using the surrounding environment as a learning resource will provide many benefits for students: get to know the surrounding environment directly, understand the values and aspects of life in the environment, raise awareness of the importance of the environment, foster a sense of love for local customs and culture and so on.
From the actions I take I do, me and the teacher at school became more confident, enthusiasm to always update knowledge, and enthusiasm for good practice. The learning done by the teacher becomes more scientific, pleasant, contextual and meaningful. Students feel excited, independent in learning, be free to be creative when creating projects, care about the environment around them, love local customs and culture, and care about the social life of society, and broaden students' thinking horizons and get to know their creator more closely. This is reflected in the student's statement, "Wow, it turns out studying outside is really fun, isn't it?, this". Said one of the students.
By socializing about activities at school, Parents support and are also interested in being involved in the activities we do at school, like playing a macro role by holding a market day at school, instill good character in the prayer room/mosque with a ustad who can give lectures about Isra’ what's up, visit the goat pen, cooking competition, making fruit satay using ingredients in collaboration with parents, and making art tools from used materials such as used lemonade bottle shells and lids. It turns out that by involving parents, the learning process uses the environment as a means, target, and learning resources can be made enjoyable for PAUD students. In the future, I will accompany teachers to design strategies that are more interesting and involve students more in using the surrounding environment as a fun learning resource. And continue to collaborate with parents to ensure the learning process at school runs smoothly.
Curator Note
[custom_field field="Note_kurator"]
Environment as a pleasant learning resource for PAUD students
Good practice before revised
[Revision_teru]
Good practice elaboration
Environment as a pleasant learning resource for PAUD students
I am the principal of a PAUD school in the rural area of Inderapura, Pesisir Selatan district, West Sumatra province. I felt worried seeing the weak learning process provided by my teachers in class. In providing learning, teachers do not develop students' foundation phase abilities. Teachers still predominantly use thematic books and do not provide learning freedom for PAUD students. This results in a lack of student interest in the learning process. I want teachers to be able to use the environment as a tool, target, and scientific learning resources that can make the learning process more contextual and meaningful.. Apart from that, students also feel freedom in learning. Indirectly, this will strengthen and develop the foundation phase of PAUD students. And this learning activity is also fun for PAUD students at my school.
In making these changes, I found a problem. The problem I faced was that first the teacher had difficulty changing his habit of using thematic books. Second, Teachers also don't have enough ideas to be creative in using natural materials and the surrounding environment as tools, target, and learning resources. Third, Parents are also afraid that undesirable things will happen to their students, serta beranggapan negatif tentang kegiatan yang kami lakukan. Kekhawatiran orang tua ini cukup dipahami karena kami tinggal di daerah yang kualifikasi pendidikan orangtua tamatan SD dan SMP, serta profesi orangtua rata rata petani. Mereka beranggapan apa yang kami lakukan adalah hanya bermain main saja dan tidak belajar. Selain itu tuntutan orangtua menyekolahkan anaknya adalah untuk pandai membaca, write, dan berhitung..
Untuk mengatasi kendala tersebut saya mulai melakukan tindakan yaitu pertama, saya mensosialisasikan dan melakukan diskusi terbimbing bersama rekan guru terkait implementasi kurikulum merdeka dan bagaimana implementasinya terhadap proses pembelajaran yang menyenangkan di PAUD. Second, saya menyampaikan manfaat menggunakan lingkungan sebagai sarana, target, dan media pembelajaran yang dapat menciptakan pembelajaran saintikfik, kontestual, meaningful and fun. This activity is accompanied by showing videos of schools that have used the environment as a means, target, and learning resources in PAUD. Third, I accompany teachers in designing and creating teaching modules according to students' abilities by utilizing the environment as a learning resource. Fourthly, I also invite and accompany teachers to study on the Merdeka Mengajar Platform, looking for references on YouTube IG, and TikTok which can increase teacher competence in facilitating a fun and student-centered learning process.
To convince parents, I invited parents to school. I socialize the activities we will do. I made an interesting power point about the benefits of learning to use natural materials and the surrounding environment, Opening parents' mindset about learning in PAUD, playing while learning, and convey that the natural environment that will be used is also safe for children. To convince parents, I played a video of a school that had implemented the independent curriculum concept for parents who had used the environment as a learning resource, like the Bandung pioneer nature school, driving school, as well as other learning videos on YouTube. I also convey to parents that using the surrounding environment as a learning resource will provide many benefits for students: get to know the surrounding environment directly, understand the values and aspects of life in the environment, raise awareness of the importance of the environment, foster a sense of love for local customs and culture and so on.
From the actions I take I do, me and the teacher at school became more confident, enthusiasm to always update knowledge, and enthusiasm for good practice. The learning done by the teacher becomes more scientific, pleasant, contextual and meaningful. Students feel excited, independent in learning, be free to be creative when creating projects, care about the environment around them, love local customs and culture, and care about the social life of society, and broaden students' thinking horizons and get to know their creator more closely. This is reflected in the student's statement, "Wow, it turns out studying outside is really fun, isn't it?, this". Said one of the students.
By socializing about activities at school, Parents support and are also interested in being involved in the activities we do at school, like playing a macro role by holding a market day at school, instill good character in the prayer room/mosque with a ustad who can give lectures about Isra’ what's up, visit the goat pen, cooking competition, making fruit satay using ingredients in collaboration with parents, and making art tools from used materials such as used lemonade bottle shells and lids. It turns out that by involving parents, the learning process uses the environment as a means, target, and learning resources can be made enjoyable for PAUD students. In the future, I will accompany teachers to design strategies that are more interesting and involve students more in using the surrounding environment as a fun learning resource. And continue to collaborate with parents to ensure the learning process at school runs smoothly.