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The 8th International Conference on Educational Technology of Adi Buana (ICETA 8) 1
2 The 8th International Conference on Educational Technology of Adi Buana (ICETA 8)
The 8th International Conference on Educational
Technology of Adi Buana (ICETA 8)
“Education beyond Border: Character-Literacy-Competence”
© University of PGRI Adi Buana Surabaya
ISBN : 978-979-8559-98-3
Editors:
Prof. Dr. I Nyoman Degeng, M.Pd. (State University of Malang, Indonesia)
External Reviewer:
Prof. Dr. Abdul Jalil Othman (University of Malaya, Malaysia)
Prof. Dr. Vikash Kumar (Society for Education and Research
Development, India)
Prof. Dr. Mustaji, M.Pd. (State University of Surabaya)
Prof. Dr. Ir. Achmadi Susilo, M.Pd. (University of Wijaya Kusuma, Surabaya)
Mr. Ith Vuthy (SEAMEO, Cambodia)
Dr. Idris Asmaradhani, M.Pd. (IKIP Mataram, Indonesia)
Internal Reviewer:
Irfan Rifai, PhD (University of PGRI Adi Buana Surabaya)
Dr. Nurmida Catherine, M.Pd (University of PGRI Adi Buana Surabaya)
Dr. Yoso Winarno, M.Kes (University of PGRI Adi Buana Surabaya)
Dr. Retno Danu Rusmawati, M.Pd. (University of PGRI Adi Buana Surabaya)
Dr. Endang Mastuti Rahayu, M.Pd (University of PGRI Adi Buana Surabaya)
Dyah Rochmawati, M.Pd. (University of PGRI Adi Buana Surabaya)
Nunung Nurjati, M.Pd. (University of PGRI Adi Buana Surabaya)
GRADUATE PROGRAM
University of PGRI Adi Buana Surabaya,
Indonesia
Published by: Jl. Dukuh Menanggal XII/4 Surabaya 60234,
INDONESIA
UNIVERSITY PRESS Telp./Fax: +62 31 8273999
UNIPA SURABAYA Website:http://www.pps-unipasby.ac.id
The 8th International Conference on Educational Technology of Adi Buana (ICETA 8) 5
TABLE OF CONTENT
Page
Editor.......................................................................................................................... 2
Foreword from editor............................................................................................... 3
Table of content………................................................................................................. 5
Guest invited paper………......................................................................................... 10
Presenters’ paper………................................................................................................ 18
Name of Presenter
Title of Paper
Kiyomi Banda
Guest Invited paper
CAREER DEVELOPMENT OF JAPANESE UNIVERSITY
STUDENTS ...........................................................................
10
Presenters’ Papers
A Qomaru Zaman and Irnawati
THE PARTICIPATION OF RESIDENTS OF TAMBAK REJO
VILLAGE, SIDOARJO, IN THE 2014 PRESIDENTIAL
ELECTIONS SEEN FROM EDUCATION LEVELS AND
OCCUPATIONS...........................................................................
18
Achmad Noor Fatirul, Djoko
Adi Walujo
BLENDED MODEL DEVELOPMENT STRATEGY BASED
LEARNING PROBLEM-BASED LEARNING FOR
ADVANCEMENT OF LEARNING TEACHING AND
LEARNING STUDENTS S1 UNIPA SURABAYA....................
24
Abd. Ghofur THE EFFECT OF LEARNING STYLES FOR ENGLISH
SPEAKING SKILL.........................................................................
30
Achmadi EFFECTIVENESS OF AUDIO VISUAL MEDIA IN SHAKE
HANDS CONDITIONING PROGRAM FOR EARLY
CHILDHOOD EDUCATION……..............................................
38
Agung Pramujiono and Ira Eko
Retnosari
THE DEVELOPMENT OF SYNTAX TEACHING
MATERIAL ON LITERATURE TEXT-BASED TO IMPROVE
STUDENT LEARNING OUTCOMES OF PBSI STUDY
PROGRAM OF UNIVERSITY PGRI ADI BUANA
SURABAYA………………………………….................................
44
Aisyah and
Isabella Hasiana
IMPLEMENTATION OF CHARACTER EDUCATION IN
PARENTING FOR WORKING PARENTS WORKING..........
52
Ana Rafikayati THE EFFECTIVENESS OF PARENTING EDUCATION IN
IMPROVING PARENT’S SKILLS IN HANDLING
CHILDREN WITH AUTISM SPECTRUM DISORDERS
(ASD) 1N PROBOLINGGO CITY...............................................
59
Aniek Wirastania, Hanim Faizah USING NUMBERS GAME IN THE GUIDANCE
PROGRAM FOR ELEMENTARY SCHOOL STUDENTS.......
65
Anis Eliyana, Rifan Jefri
Sunarsono
THE ROLE OF WORKPLACE PASSION AS A
MODERATOR ON THE EFFECTS OF WORKPLACE
DEVIANT BEHAVIOR TO EMPLOYEES’ JOB
SATISFACTION ..........................................................................
69
Anzar Abdullah
HUMANIST EDUCATION IN SOCIAL-SOCIALIST
MARXIST APPROACH (A SELF-CRITICISM AGAINST
THE NATIONAL EDUCATION SYSTEM).............................
81
Atiqoh
INDOOR AND OUTDOOR CLASS METHOD TO MAKE
UKEL BUCKLING TRADITIONAL BUN.................................
90
Ayong Lianawati
SELF-INSTRUCTION: COUNSELING TECHNIQUE TO
INCREASE THE ADOLESCENT SELF-ESTEEM.......................
94
Bambang Sigit Widodo THE PERCEPTION OF GEOGRAPHY EDUCATION
6 The 8th International Conference on Educational Technology of Adi Buana (ICETA 8)
STUDENTS WHO APPLY COOPERATIVE LEARNING
JIGSAW MODEL IN TEACHING PROGRAM EXERCISE.....
99
Budi Priyo Prawoto
STABILITY AND SIMULATION OF MEASLES
TRANSMISSION MODEL WITH AND WITHOUT
VACCINATION ............................................................................
105
Cindy Asli Pravesti and Elia
Firda Mufidah
SELF-AWARENESS: A PERSONALITY COUNSELOR...........
111
Dian Islami Prasetyaningrum
GROWING NON-ENGLISH STUDENTS’ CONFIDENCE
THROUGH LEARNER-CENTERED APPROACH AS A
WAY TO ACHIEVE 21ST CENTURY GOAL..............................
118
Dian Puspa Dewi
INCLUSIVE EDUCATION SYSTEM AS EDUACATION
SERVICE FOR EARLY CHILDHOOD WITH SPECIAL
NEEDS.............................................................................................
127
Didik Subijantoro CAPACITY BUILDING TOWARDS SUSTAINABLE
COMPETITIVENESS OF EDUCATIONAL TECHNOLOGY
INSTITUTE......................................................................................
135
Ellen Wanodya Ghati
THE DEVELOPMENT OF POHON KATA LEARNING
MEDIA FOR BRIGHT KIDDIE KINDERGARTEN OF
PONDOK CHANDRA INDAH, WARU, SIDOARJO
REGENCY.......................................................................................
145
Achmad Fanani, Bahauddin
Azmy and Dian Kusmaharti
EFFECTIVENESS AND QUALITY OF MODULE
DEVELOPED FOR ELEMENTARY SCHOOL SUBJECTS
LEARNING: A CASE TUDY.......................................................
150
Firosalia Kristin
ACTIVE LEARNING MODEL FOR INCREASING
STUDENTS’ LEARNING CREATIVITY IN THE BASIC
CONCEPT OF SOCIAL SCIENCE SUBJECT.............................
158
Franciscus Xaverius Wartoyo MUSEUM AS MEDIA AND SOURCE OF HISTORY
LEARNING OF UNIVERSITY STUDENTS........................
165
Gempur Santoso SAVING CHILDREN FROM THE DANGER OF
VIOLENCE......................................................................................
173
Hanita Masithoh, Khoirunnisa,
and Ummy Khoirunisya’
Masyhudianti
STUDENTS’ WRITING MOTIVATION OF REVIEWING
JOURNAL AND THEIR USE OF BLOG (A CASE STUDY
OF POST GRADUATE STUDENT)............................................
184 Hari Karyono THE PILLARS OF IMPROVING EDUCATION QUALITY IN
PRIMARY EDUCATION..............................................................
176
Henny Dewi Koeswanti
REGIONAL LANGUAGE INTERFERENCE
PHENOMENON INTO INDONESIAN LANGUAGE IN
THE LEARNING PROCESS AS ACTUALIZATION TO
REVEAL ETHICS IN SPEAKING (SOCIOLINGUISTIC
REVIEW ON STUDENT DISCUSSION)....................................
190
Imas Srinana Wardani,
Ida Sulistyawati
THE CAPACITY TO THINK CRITICALLY OF THE 2015
STUDENTS OF ELEMENTARY SCHOOL TEACHER
EDUCATION IN TERMS OF TEST OF ACADEMIC
POTENTIAL .....................................................................................
197
Indayani CULTURAL VALUES IN THE DRAFT FIBER
DAMARWULAN............................................................................
204
Indri Anugraheni IMPLEMENTATION OF GUIDED DISCOVERY METHOD
OF LECTURES TO IMPROVE BIAK PAPUA STUDENTS’
UNDERSTANDING THE MATH CONCEPT ........................
212
Isabella Hasiana IMPLEMENTATION OF PAKEM TO IMPROVING THE
ABILITY BEGINNING OF READING IN THE
KINDERGATEN GROUP A .......................................................
216
Kasianto and
Ahmad Idris Asmaradhani
THE ROLES OF ICT IN HIGHER EDUCATION IN
INDONESIA IN 21ST CENTURY.................................................
222
Liknin NugraheniLiknin
Nugraheni and Sri Rahayu
PROFILE OF METACOGNITION OF MACHINE
TECHNOLOGY VOCATIONAL HIGH SCHOOL
STUDENTS WITH LOW ABILITY AND COGNITIVE
STYLE OF FIELD DEPENDENT MODEL IN
TRIGONOMETRY PROBLEM SOLVING..................................
234
Luluk Asmawati
LECTURES AND EDUCATIONAL STAFF SATISFACTION
OF HUMAN RESOURCES MANAGEMENT IN POST
GRADUATE OF SULTAN AGENG TIRTYASA
UNIVERSITY..................................................................................
241
Lutfi Isni Badiah IMPLEMENTATION OF GUIDANCE AND
COUNSELLING SERVICES FOR STUDENTS WITH
The 8th International Conference on Educational Technology of Adi Buana (ICETA 8) 7
DISABILITIES AT SPECIAL NEED HIGH SCHOOL OF
BINA CITRA PATI.......................................................................
248
Marleny Leasa
CRITICAL THINKING SKILLS OF ELEMENTARY
SCHOOL STUDENTS THROUGH COOPERATIVE
LEARNING MODEL TYPE NUMBERED HEADS
TOGETHER (NHT)........................................................................
254
Mimas Ardhianti EFFECT OF ENGINEERING THE POWER OF TWO WITH
PHOTO MEDIA ON JOURNALISM LEARNING OF NEWS
WRITING OF STUDENTS OF CLASS OF 2012 OF
INDONESIAN LANGUAGE AND LITERATURE
EDUCATION OFUNIVERSITY OF ADI BUANA
SURABAYA....................................................................................
261
Moch.Shofwan and
Rony Haendra Rahwanto Fora
RELATED POLICIES AND EDUCATION-BASED
TECHNOLOGY ON DISASTER RISK REDUCTION..............
271
Muhammad Muhyi,
Luqmanul Hakim
TEACHING PHYSICAL EDUCATION AND SPORT
THROUGH THEMATIC LEARNING APPROACH IN
FOURTH GRADE ELEMENTARY SCHOOL............................
278
Muwakhidah, Cindy Asli
Pravesti,
EFFECTIVENESS OF COGNITIVE-BEHAVIORAL GROUP
COUNSELING TO REDUCE VOCATIONAL HIGH
SCHOOL STUDENTS’ DOUBTS IN CAREER DECISION.....
283
Ninik Mutianingsih, Fitria
Hansyah Fatmasari
THE EFFECT OF LEARNING MOTIVATION AND
LEARNING STYLE ON MATHEMATICS ACHIEVEMENT
OF ACCOUNTING STUDENTS .................................................
289
Nur Alina THE EFFECT OF USING CARD MEDIA, POWERPOINT
AND MOTIVATION TOWARDS LEARNING OUTCOMES
IN MATHEMATIC FOR PRIMARY 1 OF SURABAYA
GRAMMAR SCHOOL .................................................................
294
Restu Ria Wantika
IMPLEMENTATION OF VAN HIELE’S PHASES OF
LEARNING MATHEMATICS...................................................
300
Retno Danu Rusmawati and
Zulidyana Dwi Rusnalasari
SAVI APPROACH TO INFORMATION AND
COMMUNICATION TECHNOLOGY (ICT)-BASED
LEARNING PROCESS .................................................................
305
Rikat Eka Prastyawan,
Lambang Erwanto S., and
Joesasono Oediarti
THE STUDY OF THESIS ABSTRACTS WRITTEN BY
STUDENTS OF ENGLISH EDUCATION PROGRAM AT
UNIVERSITY OF PGRI ADIBUANA SURABAYA..................
310
Rony Haendra Rahwanto Fora
and Iva Mamluatus Hidayati
IDENTIFICATION OF WIND SPEED AS RENEWABLE
ENERGY POTENTIAL FOR ENVIRONMENTAL
EDUCATION OF FAMILY SUPPLY ENERGY IN
MLIRIPROWO VILLAGE OF SIDOARJO REGENCY............
317
Sepbianti Rangga Patriani
LEARNING TO PAINT USING THE COLORED PENCIL
MATERIAL FOR STUDENTS OF SMA NEGERI 9
MAKASSAR.....................................................................................
322
Setyo Purwoto LEARNING ON THE RIVER WATER TREATMENT............ 332
Siyaswati IMMANUEL KANT’S MORAL CATEGORIZATION............. 341
Sri Widyastuti,
Indah Nurhayati,
M. Al Kholif ,
Sagung Alit Widyastuti
ENVIRONMENTAL CADRES AS PATTERN OF SOCIETY-
BASED LIVING ENVIRONMENTAL EDUCATION IN
WASTE MANAGEMENT...........................................................
346
Sunarni, Hari Karyono,
Wawan Gunawan,
CONCEPT MAP IN LEARNING, LEARNING
MOTIVATION, PROBLEM SOLVING AND STUDENT
LEARNING OUTCOMES...........................................................
353
Vendyah Trisnaningtyas THE SOFTWARE DEVELOPMENT OF DEMONSTRATION
METHOD DEMONSTRATION BASED LEARNING FOR
STUDENTS OF COOKING CLASS KIDS AT MULTI
CREATIVE HOME LEARNING IN SIDOARJO.......................
360
Veronica Tandra
USING CORRECTIVE FEEDBACK TO IMPROVE THE
STUDENTS’ ABILITY IN RESPONDING THE WRITTEN
QUESTIONS....................................................................................
369
Via Yustitia THE EFFECTIVENESS OF RME LEARNING MODEL
TOWARDS PROBLEM SOLVING ABILITY OF STUDENTS
OF UNIVERSITAS PGRI ADI BUANA SURABAYA AT THE
MATERIAL GEOMETRY.............................................................
374
Wahyu Susiloningsih and
Achmad Fanani
EFFECT OF RESPONSES FOR REFLECTION JOURNAL
STRATEGIES ON STUDENTS OF CURRICULUM
DEVELOPMENT COURSE..........................................................
379
38 The 8th International Conference on Educational Technology of Adi Buana (ICETA 8)
EFFECTIVENESS OF AUDIO VISUAL MEDIA IN SHAKE HANDS
CONDITIONING PROGRAM FOR EARLY CHILDHOOD EDUCATION
Achmadi
Early Childhood Education Department
Faculty of Teacher Training and Education, University PGRI Adi Buana Surabaya
ABSTRACT
When children enter into kindergartens, many children who have difficulties follow the
conditioning program. For example, some children always cry when going into the classroom.
Many children asking to their parents should be staying with them in their class. There are
many children who do not shake hands when they meet with their teacher. There are many
children do not care or do not want to conduct with each others; whereas to make the attitudes
or good behavior through the conditioning program for early childhood is always done every
day. Based on this situation conditioning programs are needed to be examined. One of them is
the using of audiovisual media for shaking hands in the conditioning program. The aim is to
familiarizing children to shake hands properly for anyone who find them. Through some
examples for shaking hands in audiovisual impressions, so the children will be able to carry out
this conditioning program for shaking hands with automatically and precisely. The indicators of
shaking hands automatically and precisely in this conditioning program are: 1) The children
shake hands with their teacher or their friends without being asked. 2) The children shake hands
with good attitude and properly. 3) The children shake hands with utterance of the greeting
properly. This research used a quasi experiment with one group design using pre test–post test
pattern. The gathering of data used the performance test and observation, to know the attitude
of the children while shaking hands. The method of data analysis used was by statistical t-test
analysis. The results of this research showed that learning with audio visual impressions could
be seen, could be replicated, could be felt and could be heard that was very effective to improve
the program's conditioning. The effectiveness of this program during audiovisual impressions,
the child could sit for long times (about 15 minutes). They always paid attention carefully (with
high concentration), as well as interact and respond automatically to the material impressions.
Keywords: Conditioning Program, Audio visual Media.
INTRODUCTION
The Kindergarten conducts the Conditioning programs to develop the life skills (soft and hard
skill) for early children . The goal of this program is to develop: (1) the ability to love himself,
through to understand ,to accept, and to direct by himself (2) the ability to love each others
through to cooperate and to collaborate,to help, and to empathetic
To develop the conditioning program is expected the children who has 4-5 years old,
they already has the ability to behave well. For example the child already has the ability to: 1)
shake hands and say the eetting correctly. 2.) Gives and asks for helping properly when there
has the problems. 3). Implement rules that are desided by the school, or the teacher. 4) interact
socially with their friends . But the facts in the field that some children who has 4 – 5 years old
still do not have the capability with optimally. One of the courses is less precise to establish the
behavior for early childhood. The for examples are: (1) using learning media is not variation.
Teachers only use learning media image as an example for good or bed behavior (2) the
example of behavior that is given by Teachers is difficult to earned haerdly by the children,
the children can understand to require quite a long time (3) the using of the behavior is much in
verbal issus, so the children are lack of understanding about behavior (4) lack of supporting
or the real examples to behave. For example when the children at home never got the reward or
punishment from the people around them . Because of that the children when thye are at
school also behave same think. Based from the above problems, so one possible solution is to
The 8th International Conference on Educational Technology of Adi Buana (ICETA 8) 39
implement conditioning program with the using of audio visual media. Because this medium
can be seen, can be heard, can be felt, and can be imitated by the children .
DISCUSSION
1. The deliberations of the Conditioning Program
The formation of attitudes and behaviors process that are s ettle relatively and
automatically is done in the learning process repeatedly. These activities are called the
conditioning programs .The conditioning program can be implemented in : regular activity,
spontaneous, be schedule , and good model . In this study the author focus on the conditioning
program for "shook hands" on a regular ctivity, be schedule , and good model . The Regular
activity means the activities are conducted regularly and continuously in the school. The
implementation be schedule means the activities that be undertaken gradually and adapted
with schedule has been concluded. The good model means the teacher performed shake hands
to others, which can be used as an example for the ccildren .
The impression of audio visual consist of some examples of good and perfect shaking
hands, it always be done routinely, be schedule , and good model . For example, when the
children do shake hands in appropriate based on the rules, then the task of the researcher and
class teacher must correct and give the example by showing how to shake hands appropriately
based on audio visual impressions. When the child behaves not precisely ,the teacher will
guide him as like as the impression material in Audio visual. Eventually the child can
understand and want to change his attitude. Indeed there are still children who are advised and
showen some examples appropriate beaveior based on audio visual impressions , they still can
not change their attitudes. For example, when the child shook hands with his teacher, the child
does not to look at his eyes, he just looked at a glance away. He does not want to kiss the
teacher‘s hands, when they kiss the teacher‘s hands very quickly. Some children want to say
greetings briefly, for example "Assalam". For these children need to be reminded and given
examples as well as the materil of corresponds into the audio visual impressions . This step is
to change or to refine for the improving of conditioning program (especially shake hands
attitude). Both the contents of the audio visual impressions and the conditioning program
(shaking hands) very effective to performe and change thechild‘s behaviour . According to
Campbell opinion (2005) If the child has good attitude or behaviour positively, then the teacher
should give reinforcement immediately, so is called behavior modification . Conversely when
the child brings out the negatip attitude, so the teacher should also guide immediately in order to
changes the child‘s attitude. This strategy usually can reduce the excessive behavior. For
example, when the child meets with his friends he does not shake hands. If he asked to shake
hands, he even run away, or indifferent, or scornful. The child behaved like this, he need to be
reminded in order to the child want to shake hands with courtesy and good behavior (changing
attitude).
Conditioning activities through audio visual impressions is as well as a method of
instruction technique learning (instructional technique). This method is done by giving
instructions or orders specificaly and concretely about the desired behavior. When the child
learns by whatching the following audio visual impressions (how to shake hands good and
perfect), it‘s means this method of l arning technique instruction is applied. For example, the
child is asked to sit with a neat and politely while paying attention to the audio visual
impressions, but there are children who sat with the irreverent position, even they mean to her
friends, they covered the other friends ‗s view, so the teachers must remind ( give instruction).
For that the child needs to be reminded in order to the sitting position very good and polite,
and also his hands is not used to mean to his friends. This Instruction can fungtion to correct the
wrong attitude, and to teach new behaviors correctly and polite. So audio visual impressions can
streamline the result for the conditioning program particular "attitude of shook hands" for early
childhood.
40 The 8th International Conference on Educational Technology of Adi Buana (ICETA 8)
2. Discussion of Media Audio Visual Learning
According to Heinich, Molenda, Rusel, in (2010:290) the word "media" is defined as
the type of components in the environment students, it can serve to stimulate the learning
student. The definition of the media leads to something that deliver or forward information
(messages) or the subject matter between the source and the receiver, i.e., between the teacher
and the student. In this research , the learning media referred to the audio visual impression
which is used to satreamline for conditioning program in particular the attitude of shaking
hands. The material or the contents of the audio visual impression consit of the examples of
shook hands attitude that is true and vary good . As for the charge indicators that shake hands
is good and true in this study are: 1). the child stucks his right hand to shake hands, 2). The face
forwardt to the people who were invited to shake hands, 3). Standing position and silent while
shaking hands, 4) Say a greeting with the ords clear and perfectly. For example "Assalam
alaikum Warohmatullohi wabarokatuh". The results of this conditioning program top
conditioning that impacts form audio visual impression is indeed effective and significant. For
8 times learning with Audio Visual impressions, most (30 children) from ( 34 children as
sampled in this study) they can already do shake hands properly. When the meet their teacher,
they want to carry out shaking hands automatically . But when they met with his friends, some
of them still willing to carry out shaking hands, and some o them are the unwilling to shake
hands. Finally, most of them can already do shake hands with a good attitude and polite. The
shake hends with good position , the body was the strapping, silent, look at the face , kissed
thehands, and say greetings with precision. Result of observation about shake hands‘ attitude
between before and after the children learn by using media of audio visual impressions is quate
difference .Went into the classroom some children don't want to shake hands with the teacher,
but now they always accustomed to shaking hands. Originally the children want to shake hands
must be reminded, but now they've not be reminded again. While shaking hands they do not to
kiss the teaher‘s hand , but now they accustome to kiss teacher‘s hands. Originally they are not
say the greetings, now they always say the greetings with the words correctly. Even though
when the ending to learn or to go home, the student always ask for shaking hands with their
teacher. The Media of Audio visual immersion is premiered 1 times a week countinously for 2
months. While the other days is used to observe and to give guidance to the children who have
bad attitude of shaking hands. Beside that, The teacher also gives reinforcement to the child
who has to do positively. For example, children want to shake hands, want to kiss teacher‘s
hands, want to pronounce the greeting with the right and good words . Indeed there are still
children (4 children of 34 children) who have seen the audio visual impressions, but they have
not been right in doing the shaking hands.Because they are the handicapped children or special
need children. Eventhoug, they also always follow the activities of learning with audio visual
impressions, but the results and his attitude while shaking hands is still insufficient. One day
they want to shake hands, but they can not shake hands correctly. Some time they do want to
shake hands, shake hands but the other times they don‘t want to, even they ran , play, and do
something in accordance with their joyfull. By the time the children shake hands, they are not
saying a greeting and do not want to kiss teacher‘s hand. The reason is the children can not
memorized greeting words. When they say greetings, they do not perfectly. Teacher aid is
already given but the children still does not want to do.
In this research study showed that using the media audio visual very helpful for
recovery overcoming the children‘s problems that occurred in conditioning program. In these
case has benefits as well as:
1) Learning by using Audio visual media will better attract to the children attention , so it can
be to cultivate the motivation of children learning. Because of this medium makes the children
happy to see with fun, the voice that can be heard with great attention, and make the studens
easy to imitate what they saw.
2) learning materials in the audio visual impressions is some examples how to behave well and
shake hands properly, so the student are very easy to be understood. Because this material is
designed accordance with the carecteristics, temperaments, as well as the child's immediate
environment everyday.
The 8th International Conference on Educational Technology of Adi Buana (ICETA 8) 41
3 Audio Visual Impressions is a learning method that is varietis so ,the students are not easily
bored. In general the learning methods are used in education for early childhood around the
playing game, telling story, as well as writing tasks. With using Audio visual is a new style as
variaties of learning metdhod for in a study in OLD and. ..
4) kids doing more learning activities, thought and physical activities actively. Because the
presence of audio visual impressions are not just listen to the description of the teacher alone,
but they also perform other activities such as observing, do (emulate behave), demonstrating
(follow and match), and others.
According the opinion stage of Piaget's stages of child development, that the standard of
early childhood pembalajaran still need media/it the real thing/real. So, the dominant children
willing and able to learn because of the activities of observation, listening, and examples of real
actions/deeds. Early childhood has not been able to think abstractly and still are remote
(development of sensing aspects, namely learning via aspects of vision, hearing, perabaan,
menghidu, and feelings).
3. The deliberations of the research results
Following a discussion of the results of the research the shape of numbers (quantitative)
of a sample of 34 anakentang t. value, i.e. from pre test (before audio visual impressions carried
out), and the value of the post test (after following the audio visual impressions) can be
described in the following table:
Tabel : 1
Rekapan nilai pre tes dan pos tes
NO
ASPEK
HASIL
PRE TES
HASIL
POST TES
Nilai Jml. Anak Nilai Jml. Anak
1. Mau Berjabat Tangan 4 1 4 17
3 11 3 16
2 21 2 -
1 1 1 1
2. Bertatap muka&ciumtangan 4 - 4 4
3 10 3 21
2 21 2 8
1 3 1 1
3. Mengucap kata salam 4 - 4 6
3 6 3 23
2 24 2 3
1 4 1 2
42 The 8th International Conference on Educational Technology of Adi Buana (ICETA 8)
The following is data analysis with t-test
Tabel : 4
Tabulasi analisa Kegiatan hasil Pre-test dan Post-test
Furthermore the results of the analysis of the author's work enter in the formula are as follows:
Md/t = √ ((∑ ▒ X ² d)/(N (N-1)))
t = 0,97/√ (99,24/1122)
t = 0,97/√ 0.08
t = 12.125
Subjek Pre-test Post-Test Peningkatan Skor
Xd
X2d
1 8 10 2 1,03 1,06
2 7 11 4 3,03 9,18
3 7 10 3 2,03 4,12
4 5 8 3 2,03 4,12
5 9 11 2 1,03 1,06
6 4 5 1 0,03
7 8 10 2 1,03 1,06
8 8 11 3 2,03 4,12
9 6 9 3 2,03 4,12
10 8 10 2 1,03 1,06
11 7 10 3 2,03 4,12
12 7 9 2 1,03 1,06
13 4 5 1 0,03
14 8 10 2 1,03 1,06
15 7 10 3 2,03 4,12
16 7 10 3 2,03 4,12
17 7 11 4 3,03 9,18
18 8 11 3 2,03 0,16
19 6 8 2 1,03 1,06
20 7 9 2 1,03 1,06
21 7 10 3 2,03 4,12
22 8 10 2 1,03 1,06
23 6 10 4 3,03 9,18
24 8 11 3 2,03 4,12
25 6 9 3 2,03 4,12
26 5 8 3 2,03 4,12
27 5 6 1 0,03
28 7 10 3 2,03 4,12
29 7 8 1 0,03
30 9 10 1 0,03
31 7 10 3 2,03 4,12
32 6 9 3 2,03 4,12
33 8 11 3 2,03 4,12
34 4 5 1 0,03
Jumlah 235 319 84 51,02 99,24
Mean 6,91 7,88
0.97
The 8th International Conference on Educational Technology of Adi Buana (ICETA 8) 43
Appropriate conditioning activities table of results, particularly the aspects above 3
shows a very effective and beneficial. That is to say of a child who has the attitude of
insufficient conditioning, audio visual impressions after seeing the extensive examples of the
behavior of shaking hands, they can be changed and have the attitude of shaking hands with
good as expected. From various angles the discussion above shows that the "Learning with
audio visual media using highly effective and very helpful to boost success conditioning
programs against" shake hands "for early childhood".
CONCLUSIONS, SUGGESTIONS AND COVER Based on the results of the research and the discussion then a conclusion can be drawn
as follows.
Audiovisual media are very effective used as a development attitude behavior for early
childhood
Audiovisual media that can be seen, be heard, as well as emulated can be used in
conditioning program for the improvement of early childhood.
Conditioning program shook hands good and perfect for early childhood is very effective when
implemented by means of "see, hear, note, and performed or simulated".
Advice
The use of the audiovisual media are still less likely to be used for early childhood
learning, due complicated and require audio visual facilities are not cheap price. For that OLD
teacher teachers who already have the media need to practice/trained to use
The development of the audiovisual media that uses research to early childhood frekwensinya
need to be improved both for conditioning material or other development aspects.
Cover
Hopefully with the inscription as a summary of the results of this research can add insight and
feedback as a basis in developing a conditioning program for early childhood.
BIBLIOGRAPHY