Implementation of Cooperative Learning Method in The Nurul Huda Islamic Kindergarten Samarinda
Implementasi Model Pembelajaran Koperatif di TK Islam Nurul Huda Samarinda
Keywords:
implementation, cooperative learning method, early childhood
Abstract
The cooperative learning method is one of the methods that can be used for early childhood. This method can holistically support early childhood development. One of the kindergartens that apply the cooperative learning method is Nurul Huda Islamic Kindergarten Samarinda. For this reason, it is necessary to see how the cooperative learning method is implemented at Nurul Huda Islamic Kindergarten Samarinda. This research uses a qualitative approach, and data collection techniques are carried out through observation, interviews, and documentation. The data is then found in the analyst with data triangulation and descriptive narrative. The results showed that facilities and infrastructure supported the implementation of the cooperative learning method well. However, there is still a challenge, namely at the beginning of early childhood learning, that is egocentric, so it is necessary for the role of teachers to have good classroom management and to be an example when the method is implemented.
References
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Slavin, R. E. (2015). Cooperative Learning in Schools. In International Encyclopedia of the Social & Behavioral Sciences: Second Edition. https://doi.org/10.1016/B978-0-08-097086-8.92028-2
Syah, M. E., Damayanti, E., & Zahara, I. (2023). No TitleMengerti Anak Usia Dini: Landasan Psikologi PAUD. CV Feniks Muda Sejahtera.
Wang, Y., & Zhang, M. (2024). Social Emotional Learning Modeling for Enhancement in Preschool Education. Applied Mathematics and Nonlinear Sciences, 9(1). https://doi.org/10.2478/amns-2024-1404
Badea, M., & Suditu, M. (2024). Modern early childhood teacher education: Theories and practice. In Modern Early Childhood Teacher Education: Theories and Practice. https://doi.org/10.4018/9798369309568
Badruzaman, D., Istiarsono, Zen, & Nurlela, Nurlela. (2024). Metode Penelitian Kualitatif. Yayasan Tri Edukasi Ilmiah.
Björck-Åkesson, E. (2017). The ICF-CY and collaborative problem solving in inclusive early childhood education and care. In An Emerging Approach for Education and Care: Implementing a Worldwide Classification of Functioning and Disability (pp. 134–146). https://doi.org/10.4324/9781315519692
Cioni, G., & Sgandurra, G. (2013). Normal psychomotor development. Handbook of Clinical Neurology, 111, 3 – 15. https://doi.org/10.1016/B978-0-444-52891-9.00001-4
Cruz, S. D.-D. (2020). Saving the face: Language courtesy strategies among students. Asian EFL Journal, 27(32), 39–60. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090589192&partnerID=40&md5=690f841a01e7e81ba26df711f19f8ad7
Damke, S., Dhok, A., & Damke, S. (2020). Effectiveness of blend-in syndicate group method in practical classes among medical students in the subject of microbiology. Journal of Datta Meghe Institute of Medical Sciences University, 15(3), 387–390. https://doi.org/10.4103/jdmimsu.jdmimsu_209_20
Harun, Jaedun, A., Sudaryanti, & Manaf, A. (2019). Pengembangan Model Pendidikan Karakter Berbasis Multikultural dan Kearifan Lokal Bagi Siswa PAUD. UNY Press.
Hutahusut, B. R. S., Desmila, Nurhikmah, H. C., Nurhamidah, Rahmawati, R., Natari, R., Aprilia, S., Ermiwati, S., & Uzlah, U. (2021). Modul Pembelajaran Sains Anak Usia Dini untuk Anak TK 4–6 Tahun. DOTPLUS Publisher.
Kershner, R., Warwick, P., Mercer, N., & Kleine Staarman, J. (2014). Primary children’s management of themselves and others in collaborative group work: “Sometimes it takes patience...” Education 3-13, 42(2), 201 – 216. https://doi.org/10.1080/03004279.2012.670255
Khalfaoui, A., García-Carrión, R., Villardón-Gallego, L., & Duque, E. (2020). Help and solidarity interactions in interactive groups: A case study with roma and immigrant preschoolers. Social Sciences, 9(9). https://doi.org/10.3390/SOCSCI9070116
Kindermann, T. A. (2016). Peer Group Influences on Students’ Academic Motivation. In Handbook of Social Influences in School Contexts: Social-Emotional, Motivation, and Cognitive Outcomes (pp. 31–47).
Lange, C., Costley, J., & Han, S. L. (2016). Informal cooperative learning in small groups: The effect of scaffolding on participation. Issues in Educational Research, 26(2), 260–279. https://www.scopus.com/inward/record.uri?eid=2-s2.0-84969567877&partnerID=40&md5=0559ce305dfec9bd12ee01acc142b9c9
Lunga, P., Esterhuizen, S., & Koen, M. (2022). Play-based pedagogy: An approach to advance young children’s holistic development. South African Journal of Childhood Education, 12(1). https://doi.org/10.4102/sajce.v12i1.1133
Ma, S., Anderson, R. C., & Sun, J. (2022). s. In International Encyclopedia of Education: Fourth Edition (pp. 330–336). https://doi.org/10.1016/B978-0-12-818630-5.07124-4
Muntaner Guasp, J. J., & Katz, J. (2017). Considerations for the intervention on communication and language supports in the inclusive school. Revista de Logopedia, Foniatria y Audiologia, 39(1), 183–201. https://doi.org/10.1108/S1479-363620170000010018
Neuharth-Pritchett, S., & Bub, K. L. (2022). Early Childhood Engagement. In Handbook of Research on Student Engagement: Second Edition (pp. 285–299). https://doi.org/10.1007/978-3-031-07853-8_14
Nunez, E., Visentin, F., & Suzuki, K. (2016). Friend∗Chip: A bracelet with digital pet for socially inclusive games for children. UIST 2016 Adjunct - Proceedings of the 29th Annual Symposium on User Interface Software and Technology, 213–214. https://doi.org/10.1145/2984751.2984775
Rombot, O. (2017). The application of traditional games to develop social and gross motor skills in 6-7 year-old children. Proceedings - 2017 International Symposium on Educational Technology, ISET 2017, 116–120. https://doi.org/10.1109/ISET.2017.35
Schwarz, B. B., Cohen, I., & Ophir, Y. (2017). The epidemic effect of scaffolding argumentation in small groups to whole-class teacher-led argumentation. In Interpersonal Argumentation in Educational and Professional Contexts (pp. 95–115). https://doi.org/10.1007/978-3-319-59084-4_5
Simamora, A. B., Panjaitan, M. B., Manalu, A., Siagian, A. F., & Simanjuntak, T. A. (2024). Model Pembelajaran Kooperatif. Perkumpulan Rumah Cemerlang Indonesia.
Slavin, R. E. (2015). Cooperative Learning in Schools. In International Encyclopedia of the Social & Behavioral Sciences: Second Edition. https://doi.org/10.1016/B978-0-08-097086-8.92028-2
Syah, M. E., Damayanti, E., & Zahara, I. (2023). No TitleMengerti Anak Usia Dini: Landasan Psikologi PAUD. CV Feniks Muda Sejahtera.
Wang, Y., & Zhang, M. (2024). Social Emotional Learning Modeling for Enhancement in Preschool Education. Applied Mathematics and Nonlinear Sciences, 9(1). https://doi.org/10.2478/amns-2024-1404
Published
2024-12-15
How to Cite
Rasyid, N., & Malik, L. R. (2024). Implementation of Cooperative Learning Method in The Nurul Huda Islamic Kindergarten Samarinda. EDUCASIA: Jurnal Pendidikan, Pengajaran, Dan Pembelajaran, 9(3), 135-146. https://doi.org/10.21462/educasia.v9i3.270
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Articles
