Abstract/Notes: Penelitian ini dilatar belakangi oleh kemampuan matematika anak usia 3-4 tahun di PG-TK Ar-Raudhah Pepelegi, dengan kemampuan matematika yang dimiliki anak lain, secara umum anak masih bergantung pada orang tua atau guru dalam memahami pembelajaran yang diberikan guru. Jika dilihat pada anak usia 3-4 tahun yang ada di PG-TK Ar-Raudhah Pepelegi, mereka sudah memperlihatkan kemampuan yang dimilikinya mulai dari mengenal bilangan melalui jumlah benda sampai dengan anak mampu menyelesaikan tugas yang diberikan guru. Pada dasarnya dengan memberikan kesempatan kepada anak untuk mencari pengalaman secara langsung dapat menambah kemampuan matematika pada diri anak. Maka metode pembelajaran seperti apakah yang dilakukan di PG-TK Ar-Raudhah sehingga kemampuan matematika anak usia 3-4 tahun dapat berkembang dengan baik. Rumusan masalah penelitian ini adalah (1) Bagaimana kemampuan matematika anak usia 3-4 tahun PG-TK Ar-Raudhah Pepelegi Waru Sidoarjo, (2) Bagaimana Implementasi metode Montessori dalam kemampuan matematika anak usia 3-4 tahun di PG-TK Ar-Raudhah Pepelegi Waru Sidoarjo. Penelitian ini menggunakan pendekatan kualitatif dan pengambilan data dilakukan dengan menggunakan metode observasi, wawancara, dan dokumentasi. Analisa yang digunakan yakni model Miles dan Huberman dimana dalam proses analisanya dimulai dari mereduksi data, kemudian menyajikan dan verifikasi. Teknik keabsahan data yang digunakan yakni metode triangulasi. Hasil penelitian menunjukkan bahwa implementasi metode Montessori dalam pembelajaran matematika khususnya di PG-TK Ar-Raudhah Pepelegi berkembang cukup bagus karena anak mulai mampu mengenal bilangan sampai dengan memahami konsep dan mampu menyelesaikan tugas yang diberikan guru dengan sedikit atau tanpa bantuan sama sekali, hal ini menunjukkan bahwa startegi guru dalam menerapkan metode montessori dalam meningkatkan kemampuan matematika yang dimiliki anak sudah mulai berkembang dengan baik. Begitu juga dengan implementasi yang telah dilaksanakan di lembaga PG-TK Ar-Raudhah Pepelegi sudah sesuai dengan tahapan yang ada pada metode Montessori mulai dari tahapan menunjukkan bilangan, tahapan mengenalkan dengan media pembelajaran kongkret sampai dengan tahapan mengingat kembali pembelajaran matematika yang sudah diberikan guru sebelumnya, sehingga anak dapat meningkatkan kemampuan matematika yang dimilikinya dengan baik. [This research is motivated by the mathematical ability of children aged 3-4 years in PG-TK Ar-Raudhah Pepelegi, with the mathematical abilities of other children, in general children still depend on their parents or teachers in understanding the learning given by the teacher. If you look at children aged 3-4 years in PG-TK Ar-Raudhah Pepelegi, they have shown their abilities ranging from recognizing numbers through the number of objects until the child is able to complete the tasks given by the teacher. Basically, by providing opportunities for children to seek direct experience, they can increase their mathematical abilities. So what kind of learning method is used in PG-TK Ar-Raudhah so that the mathematical abilities of children aged 3-4 years can develop well. The formulation of the research problem is (1) How is the mathematical ability of children aged 3-4 years at PG-TK Ar-Raudhah Pepelegi Waru Sidoarjo, (2) How is the implementation of the Montessori method in the mathematical abilities of children aged 3-4 years at PG-TK Ar-Raudhah Pepelegi Waru Sidoarjo. This study used a qualitative approach and data collection was carried out using the methods of observation, interviews, and documentation. The analysis used is the Miles and Huberman model where the analysis process starts from reducing data, then presenting and verifying. The data validity technique used is the triangulation method. The results showed that the implementation of the Montessori method in learning mathematics, especially in PG-TK Ar-Raudhah Pepelegi developed quite well because children began to be able to recognize numbers to understand concepts and were able to complete tasks given by the teacher with little or no help, this shows that the teacher's strategy in applying the Montessori method in improving children's mathematical abilities has begun to develop well. Likewise, the implementation that has been carried out at the PG-TK Ar-Raudhah Pepelegi institution is in accordance with the stages in the Montessori method starting from the stage of showing numbers, the stage of introducing concrete learning media to the stage of recalling mathematics learning that has been given by the previous teacher, so that children can improve their mathematical abilities well.]

Language: English

Published: Surubaya, Indonesia, 2020

Language: English

ISSN: 1470-8647

Language: English

Language: English

Abstract/Notes: Special issue

Language: English

ISSN: 1470-8647

Language: English

Abstract/Notes: A BIOGRAPHICAL HISTORY OF DEVELOPMENTALLY APPROPRIATE PRACTICE By David Elkind Redleaf Press Paperback, $29.95 This new book, by Early Childhood expert David Elkind, trains its lens on 11 "Giants in the Nursery"-historical figures who played a major role in the evolution of developmentally appropriate practice (DAP).In the Prehistory chapter, there are oversimplifications and unclear writing: "Although the humanistic leaders of society tried to use the printing press to their own advantage, it could not put back in the bottle the cultural genie the printing press had released" (p. 15).The organizing theme of DAP is good, although some of Elkind's statements about it seem puzzling to me, such as "DAP provides the most integrated curricula of socialization, individualization, work, and play than does any other approach to education" (p. 5).

Language: English

ISSN: 1054-0040

Language: English

Language: French

Published: Paris, France: Odile Jacob, 2016

ISBN: 978-2-7381-3497-4

Language: English