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"[Menghadapi tantangan pada abad ke 21, anak-anak perlu dipersiapkan mencapai tingkat perkembangan yang optimal meliputi seluruh aspek perkembangan dan mencapai tujuan pembelajaran yang meliputi tidak hanya pemahaman serta ketrampilan, namun juga pembawaan diri dan perasaan. Guru-guru sebagai ujung tonggak pendidikan anak di sekolah perlu diberi pembekalan pemahaman dan kemampuan merancang pembelajaran yang dapat mempersiapkan anak menghadapi abad ke 21. Pendekatan proyek atau Project Approach merupakan sebuah pendekatan dengan pembelajaran aktif yang bermanfaat bagi anak. Subyek pada penelitian ini adalah guru-guru TK di sekolah TK Dwi Matra dan TK Kirana Preschool. Penelitian ini merupakan penelitian kuantitatif dengan before and after study design. Hasil penelitian menunjukkan bahwa melalui program pelatihan awal mengenai pembelajaran dengan pendekatan proyek yang diikuti oleh guru-guru TK, maka kemampuan menjelaskan pendekatan proyek termasuk pengertian, manfaat dan tahapan pendekatan proyek meningkat signifikan Selain itu, peningkatan yang signifikan juga terjadi pada kemampuan merancang pembelajaran dengan pendekatan proyek. Dari hasil rancangan pembelajaran menunjukkan pencapaian hasil yang cukup baik untuk perancangan tahap pertama pendekatan proyek, namun hasil perancangan tahap kedua dan tahap ketiga menunjukkan hasil yang belum optimal. Kendala dan tantangan yang dialami dalam penelitian ini selanjutnya dipaparkan dalam diskusi penelitian.;In facing the 21st century, children need to be prepared in reaching their optimum development level which encompas all aspect of growth and to achieve the learning goals which include not only knowledge and skill, but also disposition and feeling. Teachers as the forefront of education need to be equipped with the understanding and skill of a learning method which can prepare the children to face this 21st century challenge. Project approach is an approach which utilizes active learning which is beneficial for the children. Subject to this research are kindergarten teachers at Dwi Matra Kindergarten and Kirana Preschool Kindergarten. This research is a quantitative research using before and after study design. The result suggest that through preliminary training program on learning with project approach, the kindergarten teachers ability to explain project approach including understanding, benefit and stages of project approach have increased significantly, the teachers ability to design learning with project approach have also improved significantly. The result of learning design that the teachers had made shows a remarkable result for the first stage of the project approach; however the second and third design result was not as optimal. Obstacle and challenges faced in the research will be elaborated further in the research discussion., In facing the 21st century, children need to be prepared in reaching their optimum development level which encompas all aspect of growth and to achieve the learning goals which include not only knowledge and skill, but also disposition and feeling. Teachers as the forefront of education need to be equipped with the understanding and skill of a learning method which can prepare the children to face this 21st century challenge. Project approach is an approach which utilizes active learning which is beneficial for the children. Subject to this research are kindergarten teachers at Dwi Matra Kindergarten and Kirana Preschool Kindergarten. This research is a quantitative research using before and after study design. The result suggest that through preliminary training program on learning with project approach, the kindergarten teachers ability to explain project approach including understanding, benefit and stages of project approach have increased significantly, the teachers ability to design learning with project approach have also improved significantly. The result of learning design that the teachers had made shows a remarkable result for the first stage of the project approach; however the second and third design result was not as optimal. Obstacle and challenges faced in the research will be elaborated further in the research discussion.]"

"Rendahnya keberanian mengambil risiko dapat menghambat guru TK dalam mengembangkan diri, memanifestasikan potensi kreatifnya dengan mencoba pendekatan pembelajaran baru, menciptakan lingkungan belajar yang inovatif, menarik, menyenangkan, dan mudah dipahami. Melalui keberanian guru dalam mengambil risiko, guru TK dapat mengembangkan pemahaman pada self-concept, self-esteem, dan self-efficacy. Tujuan penelitian ini adalah untuk mengetahui efektivitas pelatihan pengambilan risiko dalam meningkatkan pemahaman guru TK mengenai pengembangan keberanian mengambil risiko. Sampel dilakukan kepada 36 guru TK dengan teknik purposive sampling. Metode penelitian ini menggunakan desain one group pre-test post-test. Pengukuran efektivitas dilakukan dengan menggunakan alat ukur pengambilan risiko yang dikembangkan oleh peneliti dan diukur sebelum, sesudah, serta dua pekan setelah pelatihan. Analisis data yang digunakan dalam penelitian ini adalah Repeated Measures ANOVA. Pendekatan pelatihan menggunakan experiential learning dengan menggunakan berbagai metode seperti permainan, diskusi, dan psikoedukasi. Pelatihan dilakukan selama dua hari yang terdiri dari 3 sesi. Hasil penelitian menunjukkan bahwa pelatihan “Pengambilan Risiko” efektif dalam meningkatkan pemahaman guru tentang mengembangkan keberanian mengambil risiko dalam proses pengajaran, yaitu dengan tingkat signifikansi 0,019. Hasil penelitian ini dapat digunakan sebagai referensi ilmiah untuk mengembangkan program pelatihan serupa bagi guru, serta sebagai dasar bagi sekolah untuk merancang kebijakan yang mendukung pengambilan risiko dalam proses pengajaran.

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A lack of risk-taking courage can hinder a kindergarten teacher's personal development, limiting the expression of their creative potential through new teaching approaches and the creation of an innovative, engaging, enjoyable, and easily comprehensible learning environment. By fostering teachers' courage to take risks, kindergarten teachers can develop an understanding of self-concept, self-esteem, and self-efficacy. This study aims to determine the effectiveness of risk-taking training in enhancing kindergarten teachers' understanding of developing risk-taking courage. The sample consisted of 36 kindergarten teachers selected through purposive sampling. This study employs a one-group pre-test post-test design. The effectiveness was measured using a risk-taking assessment tool developed by the researchers, evaluated before, immediately after, and two weeks post-training. Data analysis was performed using Repeated Measures ANOVA. The training approach utilized experiential learning through various methods, including games, discussions, and psychoeducation. The training was conducted over two days, comprising three sessions. The findings indicate that the “Risk-Taking” training is effective in enhancing teachers' understanding of developing risk-taking courage, with a significance level of 0.019. These results can serve as a scientific reference for developing similar training programs for teachers and as a foundation for schools to design policies supporting the implementation risk-taking in the teaching process."

"Keterbukaan terhadap pengalaman baru akan membantu meningkatkan kualitas pengajaran pada guru taman kanak-kanak. Tujuan penelitian ini adalah untuk mengetahui efektivitas pelatihan “Menjadi Guru Terbuka” dalam meningkatkan pemahaman guru Taman Kanak-Kanak mengenai keterbukaan terhadap pengalaman baru. Partisipan penelitian adalah 38 guru Taman Kanak-Kanak. Pengukuran efektivitas dilakukan dengan menggunakan alat ukur keterbukaan yang dikembangkan oleh peneliti dan diukur sebelum pelatihan, sesudah pelatihan dan dua minggu pasca pelatihan. Pengolahan data menggunakan ANOVA repeated measure. Pendekatan pelatihan menggunakan experiental learning dengan menggunakan berbagai metode seperti permainan, role play, diskusi dan ceramah. Pelatihan dilakukan selama dua hari yang terdiri dari empat sesi. Hasil penelitian menunjukkan bahwa pelatihan “Menjadi Guru Terbuka” efektif meningkatkan pemahaman guru tentang keterbukaan terhadap pengalaman baru, yaitu dengan tingkat signifikansi 0.019. Meskipun demikian, efek pembelajaran relatif tidak menetap. Beberapa faktor didiskusikan lebih lanjut. Hasil penelitian ini dapat digunakan sebagai referensi ilmiah untuk mengembangkan program intervensi yang serupa pada guru Taman Kanak-Kanak untuk membantu meningkatkan kualitas pengajaran.

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Openness to new experiences will help improve the quality of teaching in kindergarten teachers. The aim of this research is to determine the effectiveness of the "Becoming an Open Teacher" training in increasing Kindergarten teachers' understanding of openness to new experiences. Research participants were 38 Kindergarten teachers. Measurement of effectiveness was carried out using an openness measuring tool developed by researchers and measured before training, after training and two weeks after training. Data processing uses ANOVA repeated measures. The training approach uses experiential learning using various methods such as games, role plays, discussions and lectures. The training was carried out over two days consisting of four sessions. The research results showed that the "Becoming an Open Teacher" training was effective in increasing teachers' understanding of openness to new experiences, with a significance level of 0.019. However, the learning effects are relatively less persistent. Several factors are discussed further. The results of this research can be used as a scientific reference for developing similar intervention programs for Kindergarten teachers to help improve the quality of teaching."

"Penelitian ini membahas Implementasi dari Program Pelatihan untuk Guru TK/PAUD dengan studi kasus pada Program Pelatihan Semai Benih Bangsa yang diselenggarakan oleh Indonesia Heritage Foundation. Dengan pendekatan kualitatif jenis deskriptif, penelitian ini ingin menggambarkan bagaimana tahapan, metode, dan prinsip yang dilakukan dalam program pelatihan. Penelitian ini juga ingin menggambarkan faktorfaktor yang mendukung serta menghambat efektivitas pelatihan. Hasil dari penelitian ini menunjukkan bahwa Program Pelatihan Semai Benih Bangsa melalui tahap-tahap pelatihan dengan menjalankan prinsip-prinsip pelatihan dalam metode-metode yang digunakan untuk mencapai tujuannya. Kemudian, dalam implementasinya, terdapat faktor pendukung dan penghambat dari sisi internal dan eksternal organisasi yang mempengaruhi efektivitas pelatihan. Penilitian ini juga akan memberikan rekomendasi kepada IHF, Divisi Pelatihan IHF, Divisi Penelitian dan Pengembangan, Trainer, sekolah peserta, dan para peserta pelatihan agar implementasi program ini dapat berjalan efektif.

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This research is discussing the implementation of training for pre-school and kindergarten with the study case of Semai Benih Bangsa Training Program held by Indonesia Heritage Foundation. By using descriptive type of qualitative approach, this research is trying to depict the steps, methods, and the principle that been done in the training program and also to find out any supporting and inhibiting factors to the training effectiveness. This research brought the result that The Semai Benih Bangsa Training Program been through the training steps using the training principle applied in the methods in the process of reaching its goals. Also, in the implementation, there are supporting and inhibiting factors that divided into internal and external factors that affect the effectivity of the training. This research also gives recommendations to IHF, Training Division, Research and Development Division, the trainers, the school of the participants, and the participants itself to increase the effectiveness of this program implementation."

""This book focuses on an in-depth assessment on strategies and instructional design practices appropriate for the flipped classroom model, highlighting the benefits, shortcoming, perceptions, and academic results of the flipped classroom model"--"

"Penelitian ini bertujuan untuk mengukur efektivitas program pelatihan KASTURI (Sikap Positif Guru Inklusi) untuk meningkatkan sikap positif terhadap pendidikan inklusif pada guru Taman Tanak-Kanak (TK) inklusi. Desain penelitian ini adalah two-group pretest-posttest design. Partisipan dari penelitian ini adalah guru dari dua TK Negeri inklusi yang berbeda, yang dibagi menjadi kelompok kontrol (n=6) dan kelompok eksperimen (n=7). Pelatihan KASTURI berlangsung selama 5 hari dalam 1 sesi pembuka, 5 sesi materi, dan 1 sesi penutup. Topik yang dibahas dalam pelatihan in adalah konsep pendidikan inklusif, siswa berkebutuhan khusus, collaborative work, empati, dan Individualized Education Program (IEP). Untuk mengetahui efektivitas program pelatihan KASTURI, sikap guru diukur dengan menggunakan alat ukur the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES) oleh Mahat (2008) dan diadaptasi untuk guru PAUD (Rizkiah & Kurniawati, 2019). Hasil analisis efek perbedaan skor pre-test dan post-test MATIES VI antara kelompok kontrol dan kelompok eksperimen menunjukkan perbedaan yang signifikan (p<0,05) antara kedua kelompok di semua komponen sikap guru, yaitu kognitif (p=0,000), afektif (p=0,008), dan konatif atau perilaku (p=0,000). Terdapat peningkatan skor yang signifikan pada kelompok eksperimen sesudah diberikan pelatihan pada komponen sikap kognitif (Mean Difference/MD=6,286; p<0,05), sikap afektif (MD=9,143; p<0,05) dan sikap konatif (MD=4,714; p<0,05). Hal ini menunjukkan bahwa program pelatihan KASTURI efektif untuk meningkatkan sikap positif guru TK terhadap pendidikan inklusif. Implikasi dari temuan ini dibahas dalam kaitannya dengan hasil penelitian- penelitian lain yang relevan dan saran bagi intervensi untuk guru TK inklusi di Indonesia.

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This study aimed to examine the effectiveness of the KASTURI (Positive Attitude of Inclusive Teachers) training program for inclusive kindergarten teachers. The study used a two-group pretest-posttest design. The participants were teachers from two different inclusive public kindergartens, divided into a control group (n = 6) and an experiment group (n = 7). The KASTURI training lasted for 5 days, which consisted of 1 opening session, 5 training sessions, and 1 closing session. Topics delivered in the training were related to the concept of inclusive education, students with special needs, collaborative work, empathy, and Individualized Education Programs (IEP). Teachers’ attitudes were measured by Multidimensional Attitudes Toward Inclusive Education Scale (MATIES) by Mahat (2008), adapted for preschool teachers (Rizkiah & Kurniawati, 2019). Analysis on pre-test and post- test scores of MATIES VI between study groups showed significant difference (p <0.05) between the two in all three components of teacher’s attitudes, namely cognitive (p = 0.000), affective (p = 0.008), and conative or behavioral component (p = 0.000). Experiment group’s attitude scores increased significantly in the cognitive (Mean Difference / MD = 6.286; p <0.05), affective (MD = 9.143; p <0.05) and conative component ( MD = 4.714; p <0.05). These findings show that the KASTURI training program is effective in enhancing inclusive kindergarten teachers’ positive attitude towards inclusive education. The implications of these findings are discussed in relation with other relevant studies and intervention suggestions for inclusive kindergarten teachers in Indonesia."

"[Penelitian ini bertujuan untuk menganalisa bagaimana program pelatihan pembelajaran sains bagi guru TK sebagai upaya meningkatkan kemampuan mengajarkan berpikir kritis pada siswa TK B. Pelatihan pembelajaran sains dikembangkan berdasarkan program Preschool Pathway to Science (PrePS) (Gelman et al., 2010). Menggunakan desain posttest only non-equivalent control group design, tujuh orang guru TK B di wilayah Serpong dilibatkan dalampenelitian. Empat orang guru dari kelompok eksperimen diberikan pelatihan pembelajaran sains yang didalamnya terdapat penjelasan konsep berpikir kritis, anak usia dini, pembelajaran sains, dan peran guru dalam mengajarkan berpikir kritis siswa. Analisis data dilakukan dengan membandingkan kemampuan guru kelompok eksperimen dengan tiga orang guru dari kelompok kontrol yang tidak diberikan pelatihan. Hasil penelitian ini menunjukkan bahwa setelah mengikutiprogram terlihat perbedaan yang signifikan pada kemampuan guru kelompok eksperimen dalam mengajarkan berpikir kritis pada siswa TK B dibanding dengan kelompok kontrol. Lebih lanjut peneliti juga menemukan bahwa terjadi perubahan konsep berpikir kritis, perkembangan anak usia dini dan pembelajaran sains pada guru yang mengikuti pelatihan;The study aimed at the effectivity of science learning training program to improve teacher’s ability in teaching critical thinking. Science learning training program were being constructed from preschool pathway to science (PrePS) program(gelman et al., 2010). Using posttest only non-equivalent control group design, seven kindergarten teachers were asked to participate in the research. Four of them were grouping as experimental group, and received science learning training with critical thinking concept, early childhood, science learning and teacher’s role in teaching critical thinking were conducted to this group. Meanwhile three teachers were grouping in to control group which not received any training. The study found that teachers who joining the training program show significant differences in teaching critical thinking to kindergarten student compare to control group. Furthermore, the study also found that teacher’s knowledge to critical thinking concept, early childhood development, and science learning were increases.;The study aimed at the effectivity of science learning training program to improveteacher’s ability in teaching critical thinking. Science learning training programwere being constructed from preschool pathway to science (PrePS) program(gelman et al., 2010). Using posttest only non-equivalent control group design,seven kindergarten teachers were asked to participate in the research. Four ofthem were grouping as experimental group, and received science learningtraining with critical thinking concept, early childhood, science learning andteacher’s role in teaching critical thinking were conducted to this group.Meanwhile three teachers were grouping in to control group which not receivedany training. The study found that teachers who joining the training programshow significant differences in teaching critical thinking to kindergarten studentcompare to control group. Furthermore, the study also found that teacher’sknowledge to critical thinking concept, early childhood development, and sciencelearning were increases., The study aimed at the effectivity of science learning training program to improveteacher’s ability in teaching critical thinking. Science learning training programwere being constructed from preschool pathway to science (PrePS) program(gelman et al., 2010). Using posttest only non-equivalent control group design,seven kindergarten teachers were asked to participate in the research. Four ofthem were grouping as experimental group, and received science learningtraining with critical thinking concept, early childhood, science learning andteacher’s role in teaching critical thinking were conducted to this group.Meanwhile three teachers were grouping in to control group which not receivedany training. The study found that teachers who joining the training programshow significant differences in teaching critical thinking to kindergarten studentcompare to control group. Furthermore, the study also found that teacher’sknowledge to critical thinking concept, early childhood development, and sciencelearning were increases.]"

"Teacher has a central role in education process. It was is that education is nothing without qualified teacher. In this context, teaching training institution has an important task of preparing qualified teacher. In other words, to create the qualified teachers is to conduct the qualified training for teachers. Before Indonesia gained its independence until today, there were three patterns of teaching training in Indonesia, namely pesantren (Islamic boarding school) teaching training, colonialist teaching training, and the pattern of teaching training after Indonesia gained its Independence. Every pattern has distinct characteristic in preparing teacher candidates. However, they have a same goal and it is to prapare qualified teachers in order to enhence education quality. Success of the patterns depends on many factors, both in input and process. "