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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."

"This book offers its readers an intellectual adventure where they can acquire invaluable tools to turn teaching ratio and proportion to professionals and school children into an enjoyable experience. Based on in-depth research, it presents a deep, comprehensive view of the topic, focusing on both the mathematical and psychological-didactical aspects of teaching it. The book reports on hands-on experience in the college classes plus teachers? experience in the actual classroom setting. "