Analisis Keterampilan Memberi Penguatan dalam Meningkatkan Efektivitas Pembelajaran Anak Usia Dini
DOI:
https://doi.org/10.61132/inpaud.v2i1.89Keywords:
Analysis, Strengthening Skills, Learning Effectiveness, Early ChildhoodAbstract
This research aims to analyze the skills of providing learning variations to increase the effectiveness of the learning process in early childhood. Early childhood is in a very dynamic development phase, where monotonous teaching methods can hinder their attention and motivation. Therefore, the use of variations in teaching methods, such as changes in activity types, duration, learning media, and interactive approaches, can have a positive impact on children's involvement in learning activities. This research uses a qualitative approach with a literature study method that examines various sources related to variations in learning and their impact on early childhood development. The results of the analysis show that a variety of learning activities can increase children's motivation, prolong concentration, support multisensory learning, and develop children's social and emotional skills. Learning that involves various methods and media allows children to learn through direct experience thereby strengthening their understanding of the concepts being taught. This research concludes that the skill of providing variety in learning not only increases learning effectiveness, but also contributes to children's holistic development. Therefore, it is important for educators to master these skills and apply them consistently in early childhood learning activities.
References
Amalia, D. (2019). Pengaruh penguatan positif dalam pembelajaran anak usia dini. Jurnal Pendidikan Anak, 3(1), 58–67.
Aniqoh, A., Husna, N., & Wahyuni, T. (2021). Pengaruh kegiatan organisasi rohis dalam menumbuhkan sikap moderasi beragama siswa SMA Negeri 4 Purworejo. ASNA: Jurnal Kependidikan Islam Dan Keagamaan, 3(1), 24–32.
Henderlong, J., & Lepper, M. R. (2020). The effects of praise on children’s intrinsic motivation: A review and synthesis. Psychological Bulletin, 128(5), 774–795.
Kementerian Pendidikan dan Kebudayaan. (2020). Panduan pembelajaran PAUD berbasis kebutuhan anak. Jakarta: Kemendikbud.
Lee, S., Kim, H., & Yoon, J. (2018). Positive reinforcement and its impact on children’s social and emotional development. Journal of Child Development Studies, 45(3), 245–259.
Lillard, A. S. (2017). Montessori: The science behind the genius. Oxford University Press.
Ningsih, R. T., & Wijayanti, P. (2018). Penguatan perilaku positif anak usia dini melalui pembelajaran berbasis bermain. Jurnal PAUD Terpadu, 7(1), 45–56.
Nisak, C. (2013). Penanaman disiplin pada anak usia dini. Pedagogia, 2(1), 37–38.
Nuraini, R., & Sari, R. (2020). Penguatan dalam pengembangan keterampilan sosial anak usia dini. Jurnal Pendidikan Anak, 6(2), 85–92.
Sari, R., & Hartati, S. (2020). Pengaruh penguatan verbal terhadap motivasi belajar anak usia dini. Jurnal Pendidikan Anak Usia Dini Indonesia, 9(2), 123–130.
Setiawan, B. (2022). Pembelajaran sensori untuk anak usia dini: Mengintegrasikan indera dalam proses belajar. Jurnal Pendidikan Dan Psikologi Anak, 7(1), 102–10.
Setiawati, E. (2020). Peran penguatan positif dalam pembelajaran anak usia dini. Jurnal Pendidikan Anak Usia Dini, 7(3), 58–65.
Supriyadi, H. (2020). Pembelajaran interaktif untuk anak usia dini: Studi kasus di sekolah dasar. Jurnal Pendidikan Anak, 5(2).
Suryana, S. (2018). Pengembangan pendidikan anak usia dini untuk meningkatkan kualitas SDM. Jurnal Pendidikan Indonesia, 12(3), 212-220.
Susanto, A. (2017). Perkembangan anak usia dini dan implikasinya terhadap pendidikan. Jakarta: Kencana.
Suyanto, S. (2020). Pendidikan anak usia dini: Teori dan praktik. Bandung: Alfabeta.
Wahyuni, E. (2020). Strategi penguatan dalam pembelajaran anak usia dini. Jurnal Pendidikan Anak Usia Dini, 9(2), 142-150.
Wahyuni, T. (2019). Variasi mengajar dan konsentrasi belajar anak usia dini. Jurnal Pendidikan Anak Usia Dini Nusantara, 4(3), 134–42.
