Zainuri, Zainuri (2006) PEMBELAJARAN BAHASA INDONESIA PADA TK MUHAMMADIYAH DI MALANG. Other thesis, University of Muhammadiyah Malang.
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Learning Indonesian at school kindergarten (TK) should receive special attention and in accordance with the proportions. This was due, kindergarten age children are still in the stage or level of development, and still need some guidance. Like the pattern of thinking the child is still considered standard of thinking, which means in teaching must begin facts, product availability and can be seen and touched or held. Learning can be defined as a system and as a process through planning or designing, implementing and evaluating, with the purpose so that learners can achieve the learning objectives effectively and efficiently. Learning as a means of learning system that consists of several components that are organized, while learning as a process, means the circuit or the efforts of teachers in order to make students learn. This study aims to obtain a clear picture of the kindergarten learning Indonesian Muhammadiyah in Malang, including the following: 1) Describe the means of learning Indonesian at TK Muhammadiyah in Malang. 2) Describe the curriculum in kindergarten learning Indonesian Muhammadiyah in Malang. 3) Describe the technique or method of learning Indonesian at TK Muhammadiyah in Malang. The method of research used in writing this essay is a qualitative descriptive, where researcher memenggambarkan or description of Learning Indonesian on TK Muhammadiyah in Malang. The data will be analyzed in this study is the process of learning and teaching and learning outcomes of students in classes based on the documentation held teachers of Indonesian. Based on research results, it can be concluded that some learning media are used by teachers in teaching and learning Indonesian, among others: 1) Means Indonesian Language learning is in kindergarten. ABA can generally be categorized as good and efficient 2) Curriculum kindergarten. ABA Muhammadiyah in Malang City has been using the CBC (Competency-Based Curriculum), namely through: a) development program that includes an annual program, semester, module, weekly and daily, b) Evaluation of learning outcomes that include classroom assessment, basic skills test, final assessment, berchmarking and assessment program, and c) Development of the syllabus, namely through CBC syllabus development procedures and responsibilities of various parties in the development of the syllabus. Classroom-Based Assessment as a component of competency based curriculum has the following characteristics: a) Emphasis on student competency achievement, b)-oriented learning outcomes (learning outcomes) and individual differences of students, c) Using a variety of approaches and methods in the delivery and learning , d) the widespread use of learning resources (teachers, students, resource persons, and multi-media), e) Emphasis on process and learning outcomes in an effort to achieve mastery or competence. 3) Methods, teacher interaction with students in the delivery of course material using a learning approach to social interaction and oriented to memorization. In the process of learning the teacher-student interaction, teachers use lecture method, discussion, question and answer the teacher explain the subject matter and students' response to the delivery of teacher. In a question and answer and discussion activities, interaction occurred between students with students, students with teachers.
|Item Type:||Thesis (Other)|
|Subjects:||L Education > L Education (General)|
|Divisions:||Faculty of Teacher Training and Education > Department of Indonesian and Literature|
|Depositing User:||Zainul Afandi|
|Date Deposited:||30 Jun 2012 04:22|
|Last Modified:||30 Jun 2012 04:22|
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