Teacher Involvement in Introducing Beginning Mathematical Concepts to Early Childhood

Authors

  • Fitri Laelatul Mar'ah Universitas Islam Negeri Syarif Hidayatullah
  • Atania Karima Universitas Islam Negeri Syarif Hidayatullah
  • Lusi Dwi Shakira Universitas Islam Negeri Syarif Hidayatullah
  • Alifia Sekar Kinasih Universitas Islam Negeri Syarif Hidayatullah
  • Lathipah Hasanah Universitas Islam Negeri Syarif Hidayatullah

DOI:

https://doi.org/10.24090/insania.v27i2.7080

Keywords:

early childhood, teacher involvement, beginning mathematics

Abstract

This study aims to determine the involvement of teachers in introducing beginning mathematics to early childhood. This study uses a descriptive qualitative approach. The data collection technique was carried out using structured interviews with research subjects involving 5 Early Childhood Education (PAUD) teachers in the South Tangerang area who were selected through purposive sampling. Data analysis in this study uses the concept of Miles and Huberman, namely data analysis, data reduction, data presentation and conclusion. The results of the interviews were analyzed to find out the media, methods, constraints, solutions and children's responses to the introduction of early mathematics. The results obtained in this study indicate that teachers play an important role in introducing early childhood math classes which can be done in various ways according to the needs of each child. The introduction of early math concepts to early childhood involves teachers taking an important role in banning children from PAUD. The existence of use of learning media, methods and strategies that are very diverse so that teachers are expected to be able to help children introduce mathematics to early childhood.

Downloads

Download data is not yet available.

References

Afifah, D. S. N., Marsalina, L., Sarjono, B., Listiawan, T., & Putri, I. M. (2020). Kesalahan Siswa SMK dalam Menyelesaikan Soal Program Linier Ditinjau dari Pemahaman Konseptual dan Prosedural. Jurnal Tadris Matematika, 3(1), 55–66. https://doi.org/10.21274/jtm.2020.3.1.55-66

Anwar, R. B. (2011). Analisis Kesulitan Belajar Matematika Pada Anak Usia Dini (Tingkat Pra Sekolah/TK) dan Alternatif Pemecahannya. Jurnal Guidena: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling, 1(1), 63–71. http://dx.doi.org/10.24127/gdn.v1i1.354

Ardini, F. K., & Budiyanto. (2018). Pengaruh Penggunaan Computer Assisted Instruction (CAI) Untuk Meningkatkan Kemampuan Mengenal Lambang Bilangan Pada Anak Autis. Jurnal Pendidikan Khusus, 10(2), 1–12. https://jurnalmahasiswa.unesa.ac.id/index.php/38/article/view/24315

Astutik, R. (2014). Pengaruh Pembelajaran Game Berbasis Komputer Terhadap Hasil Belajar Matematika Penjumlahan Anak Autis Ringan di SDN Klampis Ngasem 1 Surabaya. Jurnal Pendidikan Khusus, 6(6), 1–5. https://ejournal.unesa.ac.id/index.php/jurnal-pendidikan-khusus/article/view/8891

Azwar, S. (2010). Metode Penelitian. Pustaka Pelajar.

Depdikbud. (1997). Petunjuk Teknis Proses Belajar Mengajar di Taman Kanak-kanak. Depdikbud.

Faradillah. (2005). Pembelajaran untuk Anak TK. Departemen Pendidikan Nasional.

Fathurrohman, P., & Sutikno, M. S. (2009). Strategi Belajar Mengajar. PT Reka Jaya.

Fitria, A. (2013). Mengenalkan dan Membelajarkan Matematika Pada Anak Usia Dini. Mu’adalah: Jurnal Studi Gender Dan Anak, 1(2), 45–55. https://dx.doi.org/10.18592/jsga.v1i2.675

Hasiana, I., & Wirastania, A. (2017). Pengaruh Musik dalam Mengembangkan Kemampuan Mengenal Bilangan Siswa Kelompok A di TK Lintang Surabaya. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 1(2), 131–138. https://doi.org/10.31004/obsesi.v1i2.25

Hikmawati, Kusmiyati, & Sutrio. (2020). Inquiry Learning Model to Improve Student Cognitive Learning Outcomes in Temperature and Heat. Jurnal Penelitian Pendidikan IPA, 6(1), 97–100. https://doi.org/10.2991/assehr.k.200827.059

Kompri. (2015). Motivasi Pembelajaran Perspektif Guru dan Siswa. Remaja Rosdakarya.

Lisa. (2017). Prinsip dan Konsep Permainan Matematika Bagi Anak Usia Dini. Bunayya: Jurnal Pendidikan Anak, 3(1), 93–107. http://dx.doi.org/10.22373/bunayya.v3i1.2047

Lubis, N. A., Umar, A., & Rais, M. R. (2021). Permainan Matematika dan Sains Kreatif Bagi Anak Usia Dini di TK IT An Najah Takengon. Seulanga: Jurnal Pendidikan Anak, 2(2), 63–72. https://doi.org/ 10.47766/seulanga.v.2i2.137

Lubis, N. A., & Umar, A. (2022). Pengenalan Konsep Matematika Pada Anak Usia Dini. Seulanga: Jurnal Pendidikan Anak, 3(1), 53–62. https://doi.org/10.47766/seulanga.v3i1.429

Majzub, R. M., & Salim, E. J. H. (2011). Parental Involvement In Selected Private Preschool In Tangerang, Indonesia. Procedia - Social And Behavior Sciences, 15(1), 4033–4039. https:// doi.org/10.1016/j.sbspro.2011.04.409

Miarso, Y. (2004). Menyemai Benih Teknologi Pendidikan. Kencana Prenada Media Group.

Miles, M., & Huberman, A. . (1992). Analisis Data Kualitatif: Buku Sumber tentang Metode-Metode Baru. UI Press.

Mooney, C., Briggs, M., Flecther, Mike, Hansem, Alice, McCullouch, & Judith. (2009). Primari Mathematics: Teaching Theory and Practice. Learning Matters.

Mulyasa, E. (2005). Menjadi Guru Profesional. Rineka Cipta.

Musfiroh, T. (2008). Hakikat Kecerdasan Majemuk (Multiple Intelligences). In T. Musfiroh (Ed.), Pengembangan Kecerdasaan Majemuk (pp. 1-60). Universitas Terbuka.

Musrikah. (2017). Pengajaran Matematika pada Anak Usia Dini. Martabat: Jurnal Perempuan & Anak, 1(1), 153–174. https://doi.org/10.21274/martabat.2017.1.1.153-174

Norita, E., & Hadiyanto. (2021). Pengembangan Media Pembelajaran Kognitif Berbasis Multimedia di TK Negeri Pembina Padang. Jurnal Basicedu, 5(2), 561–570. https://doi.org/ 10.31004/basicedu.v5i2.783

Novitasari, W. (2016). Analisis Kesulitan Belajar Matematika Anak Usia 5-6 Tahun. Eksakta: Jurnal Penelitian dan Pembelajaran MIPA, 1(1), 19–25. http://dx.doi.org/10.31604/eksakta.v1i1.%25p

Nunzairina, N., Rusman, A. A., & Pertiwi, D. (2021). Strategi Guru Dalam Menangani Anak Yang Hiperaktif Melalui Terapi Permainan Puzzle Pada Kelompok A di TK Swasta IT Jabal Noor. Jurnal Raudhah, 9(2), 1–12. http://dx.doi.org/10.30829/raudhah.v9i2.1301

Nurhazizah. (2014). Peningkatan Kemampuan Matematika Awal Melalui Strategi Pembelajaran Kinestetik. Jurnal Pendidikan Usia Dini, 8(2), 337–346. http://journal.unj.ac.id/unj/index.php/jpud/article/view/3599

Patria, D., & Iriyanto, T. (2014). Penggunaan Media Papan Flanel Untuk Meningkatkan Hasil Belajar Mengenal Bilangan 1 Sampai 10 Siswa Kelas 1 SDLB. Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa, 1(2), 130–136. https://doi.org/ 10.17977/um029v1i22014p130-136

Poerwandi, E. K. (2005). Pendekatan Kualitatif untuk Penelitian Perilaku Manusia. LPSP3 Fakultas Psikologi Universitas Indonesia.

Pound, L. M. (2008). Thinking and learning about Maths in the Early Years. Routledge.

Prihandoko, A. C. (2006). Memahami Konsep Matematika Secara Benar dan Menyajikannya Dengan Menarik. Depdiknas.

Radiusman. (2020). Studi literasi: pemahaman konsep siswa pada pembelajaran matematika. Jurnal Pendidikan Matematika dan Matematika, 6(1), 1–8. https://dx.doi.org?10.24853/fbc.6.1.1-8

Rahman, T., Sumardi, & Fuadatun, F. (2017). Peningkatan Kemampuan Anak Usia Dini Mengenal Konsep Bilangan Melalui Media Flashcard. Jurnal PAUD Agapedia, 1(1), 118–128. https://doi.org/10.17509/jpa.v1i1.7167

Sari, G. I., Nurtiani, A. T., & Salmina, M. (2021). Peran Guru Dalam Meningkatkan Kemampuan Berhitung Anak Usia 5 - 6 Tahun Di TKS IT Mina Aceh Besar. Jurnal Ilmiah Mahasiswa, 2(1), 2–12. https://jim.bbg.ac.id/pendidikan/article/view/249

Sugiyono. (2008). Metode Penelitian Kualitatif dan R&D. Alfabeta.

Sulistyowati, D. (2007). Pembelajaran Matematika Bagi Anak Autis di Kelas G Laboratorium Autis Universitas Negeri Malang [Undergraduate Thesis, Universitas Muhammadiyah Malang]. UMM Institutional Repository. http://eprints.umm.ac.id/id/eprint/9152

Susanto. (2010). Perkembangan Anak Usia Dini. Kencana Prenada Media Group.

Ulfah, M., & Felicia, L. (2019). Pengembangan Pembelajaran Matematika dalam National Council Of Teachers Of Mathematics (NCTM) Pada Anak. Jurnal Equalita, 1(2), 134–139. http://dx.doi.org/10.24235/equalita.v1i2.5642

Untari, I. D. (2017). Model Pembelajaran Picture and Picture terhadap Kemampuan Mengenal Lambang Bilangan. Jurnal Pendidikan Khusus, 9(3), 1–9. https://ejournal.unesa.ac.id/index.php/jurnal-pendidikan-khusus/article/view/20111

Utami, A. D. (2013). Modul PLPG Pendidikan Anak Usia Dini. Universitas Negeri Jakarta.

Wahyuni, F., & Azizah, S. M. (2020). Bermain dan Belajar Pada Anak Usia Dini. AL-Adabiya: Jurnal Kebudayaan Dan Keagamaan, 15(1), 159–176. https://doi.org/10.37680/adabiya.v15i01.257

Wardhani, D. K. (2017). Peran Guru Dalam Menerapkan Pembelajaran Matematika yang Menyenangkan Bagi Anak Usia Dini. Jurnal PAUD Agopedia, 1(2), 153–159. https://doi.org/10.17509/jpa.v1i2.9355

Warmansyah. J. (2016). Pengaruh Metode Pembelajaran Kooperatif Dan Motivasi Belajar Terhadap Hasil Belajar Matematika. Jurnal Pendidikan Usia Dini, 10(1), 99–120. https://doi.org/10.21009/JPUD.101.06

Downloads

Published

2022-12-31

How to Cite

Mar'ah, F. L., Karima, A., Shakira, L. D., Kinasih, A. S., & Hasanah, L. (2022). Teacher Involvement in Introducing Beginning Mathematical Concepts to Early Childhood. INSANIA : Jurnal Pemikiran Alternatif Kependidikan, 27(2), 183–197. https://doi.org/10.24090/insania.v27i2.7080

Issue

Vol. 27 No. 2 (2022)

Section

Articles

License

Copyright (c) 2022 Fitri Laelatul

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative CommonsAttribution-ShareAlike License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).