DEVELOPMENT OF
LEARNING MEDIA BOWLING LETTERS IN INCREASING LANGUAGE CAPABILITIES EARLY
CHILDREN
Tri Kumala Dewi,
Nurkamelia Mukhtar
Universitas Islam Negeri Suska Riau, Indonesia
Email: [email protected],
[email protected]
|
KEYWORDS Quadcopter, Parrot Drone, Support Package,
PID, Simulink |
ABSTRACT This
research at developing bowling letters game as learning media in increasing
the early childhood language development, and knowing the feasibility of
bowling letters as a learning media in developing early childhood language.
It was a research and development (R&D) which derives from Borg and Gall.
The subject of this research was Play Group of State Kindergarten Perttiwi,
Kecepatan Hulu district, Rokan Hulu Regency. Questionnaire validated by
material and media experts, principal, and teacher was used for collecting
the data. The data obtained was qualitative that was analyzed by the
guidelines assessment criteria to determine the quality of bowling letter
developed. This research produced a product like bowling letters as learning
media based on media expert assessment was 82.6% in very proper category, 85%
was from media expert assessment in very proper category, 84.37% was from
teacher assessment in very proper category, and 83.75% was the limited trying
out in very proper category. And for early childhood language development in
the play group, it can be stated as developing because children are able to
Pretend to read illustrated stories in books in their own words, Begin to
understand two commands given at the same time, Begin to express a desire by
saying simple sentences (6 words) and Start telling your experiences with
simple stories |
INTRODUCTION
For Young Child (NAEYC), early childhood is
a child who is between the ages of 0 to 8 years. Early childhood is a group
that is in the process of growth and development. So, early childhood is a human
being who has extraordinary abilities and potential which at this time is a
period of providing a foundation in developing abilities, from aspects of
religious values, cognitive, language, social emotional, art, gross motor and
fine motor skills so that children can prepare him for the next level of
education.
�� Childhood
education (PAUD) is a way to develop the potential of every child. Early
childhood is seen as having different characteristics based on age so that
education needs to be specialized. Early childhood education is basically an
effort to facilitate the development that is taking place in children.
Development in early childhood is increasing the ability and awareness of
children in knowing themselves and interacting with the surrounding environment
along with the physical growth experienced.
�� According
to Mansyur, early childhood education is a process of fostering the growth and
development of children from birth to entering elementary school education,
which includes all physical and non-physical aspects, by providing stimulation
for physical motor development, reasoning, social emotional and appropriate
language so that children can grow and develop optimally.
�� At
this time early childhood is synonymous with joy, fun, and excitement. At this
time, we often hear the word "Golden Age" or the golden age where the
child's brain is already working and is marked by rapid changes in every
development both in physical, motor, language, cognitive, social emotional,
moral, religion and art. Language development is part of the aspects of child
development that must be stimulated optimally. According to Ahmad Susanto,
language development is a tool for thinking, expressing oneself and
communicating. Language skills are very important in order to form information,
concepts and problem solving. And through language can understand the
communication of feelings and thoughts. So with language, humans can
communicate and interact with other people, both verbally, in writing, symbols,
body language, and so on.
Language is a means of communication
acquired by humans from birth. Mastery of a language by a child begins with the
acquisition of the first language which is often called the mother tongue.
Language is essentially a system of arbitrary sound symbols used by members of
social groups to work together, communicate, and identify themselves.
�� Language
is closely related to every individual development. Discussion development. It
is also very influential on other developments such as cognitive development. In
addition, language development can make children interact with the surrounding
environment. In Santrock, according to Vygotsky, children use speech not only
for social communication, but also to help them complete tasks. Therefore,
early childhood education is the right target in developing every aspect of
child development optimally.
�� Based
on a preliminary study at the Pertiwi State Kindergarten, Kecepatan Hulu
District. When teachers explain letters to their students, teachers only use
media, such as picture books, letter posters and language books. The learning
process like this makes children feel unhappy because the media used by the
teacher is not interesting so that children are less interested in learning to
recognize letters.
�� It
can be seen that in the kindergarten there are good facilities and
infrastructure. which have not been able to be adequate and varied. For
example, media blocks made of wood, children can only arrange they cannot
introduce colors from the media, media poster letters, picture books, books to
thicken letters and reading books (language books), in this case children can
only see, and thicken letters. and read what's in the book. This causes
children to become unfocused in learning because the media used by the teacher
is not attractive to children so that children are less interested in learning
to introduce letters. The right learning process for early childhood is
learning while playing or playing while learning.
�� The
Pertiwi State Kindergarten School, Kecepatan Hulu District has an activity that
is carried out once a month, namely a monthly meeting that discusses child
development and the learning system carried out at school. During the meeting
process, the school always provides consumption and drinking, after finishing this
meeting I noticed that the garbage from drinking bottles was not immediately
thrown away but the teacher distinguished between drinking bottles and bottle
caps, based on what I saw I asked the principal why the bottles and the lid was
separated and the principal replied that the bottle cap was used as a medium
for learning to count.
�� The
media used by educators as a means of introducing letters and developing the
language of children aged 3-4 years. for an early age in the Playgroup TK
Negeri Pertiwi Kec. Fullness Hulu Kab. Rokan Hulu is listed in table 1
(attachment). With this media, the research saw that children looked bored
while carrying out the process of learning activities that developed children's
language. Because children can only see and only do the instructions given by
the educator. This kind of learning process makes children's language
development not develop optimally and it will be a little difficult to make
children interested during the learning process.
�� Furthermore,
the results of Pre-observation that the development of language in each child,
namely there are 3 children who have not developed in the language aspect,
namely Abrisam Reynand, language development has not developed, seen in the
question and answer activities often do not answer, Ghofar Abiyasa language
development has not developed, it can be seen in the lack of enthusiasm In
answering every question the teacher and Abi tend to be very quiet when the
activity takes place, Annisa Ufaiha has not developed as seen when singing
activities she tends to be silent and when answering questions is very less
enthusiastic, then there are 4 children who are starting to develop in the
language aspect, namely Alica Savita, language development began to develop
seen when doing questions and answers the child began to answer the teacher's
questions, Ahmad Taufikul Hakim language development began to develop where
children often asked the teacher, Laura Qorry Ayuna language development began
to develop seen when Tany activities The answer is starting to answer questions
from the teacher, Azka Nailul Zam-Zam language development begins to develop
where children are very enthusiastic when ordered to sing and tell stories
about their experiences. And there are 2 children who have developed as
expected, namely Anggun Permata Sari and Gian Abdillah Pratama who have
developed as expected where the children look very enthusiastic when answering
questions and always ask questions to the teacher.
�� Childhood
language development needs a learning media that can be applied in language
development. Learning media is a tool (intermediary) in providing material to
students in the learning process. The learning media used in PAUD are usually
printed media (magazines, story books), educational game tools (APE), audio
visuals, and posters, in fact the application of media in learning is not
applied by educators in developing aspects of child development.
�� Based
on the description of the problem, the researcher wants to conduct research and
develop a letter bowling game product that is inspired by the research of
Wiranti Aprilinda Diyah Permata and Nur Ika Sari Rakhmawati from PG-PAUD,
Faculty of Education, State University of Surabaya. The research that became
the reference was "The Modification of Bowling Game on the Ability to
Recognize Words for Early Childhood 5-6 Years in TK Pertiwi Jampes Pace Nganjuk
".
�� Bowling
is a game that aims to train coordination of movements, concentration, and
estimate the power to drop cans / boto. In this case, the researcher developed
the letter bowling learning media which was developed in the introduction of
consonants and vowels. After that, the previous bowling learning media
discussed word recognition which focused on the age of 5-6 years. The update
that the researchers did was to develop the language of children aged 3-4 years
and match vowels and consonants according to the theme of transportation
equipment.
�� In
connection with this, the authors are motivated to conduct research and
development with the title "Development of Letter Bowling Learning Media
to Develop Early Childhood Language in Playgroup TK Negeri Pertiwi Kec.
Fullness Hulu Kab. Rokan Hulu�
METHOD��
RESEARCH
A.
Product
Initial Design
The
development of the resulting product in the form of educational game tools from
used goods, namely aqua bottles from the smallest size to the largest size with
the theme of transportation equipment, as a learning medium in improving early
childhood language development which will be tested in the Pertiwi State
Kindergarten play group, sub-district fullness of Hulu Rokan Hulu district.
From the results of observations and interviews that in the playing group of
the Motherland Kindergarten, the use of bowling letter learning media has never
been used as a learning medium. From the potential and existing problems,
researchers want to develop letter bowling as a medium of learning in early
childhood language development.
Then the
researchers also collected data through observations, literature studies in
collecting theories about letter bowling as a learning medium that can be
applied during the learning process. In this study, the researchers made
observations at the Pertiwi State Kindergarten, Kecepatan Hulu sub-district,
Rokan Hulu district, that the learning media used had not varied, namely only
print media in letter recognition.
Then the
researchers also collected data about bowling letters from the internet about
the differences in the development of bowling letters that had been done by
previous researchers. The following are pictures that the researchers took from
the internet:
�
Image 1
Image of
bowling letters from the internet
������������
Based on
the potential and problems as well as data collection that has been done, the
researchers designed the Letter Bowling learning media product for early
childhood language development. In this educational game tool, I want to
introduce children to various transportation tools, the letters AZ, and the
introduction of vowels and consonants. Bowling letters are made from used
goods, namely used bottles that are painted with attractive colors, modified
the way the game is played and designed as unique as possible so that children
can be interested in playing this game. This letter bowling is expected to
develop the language of early childhood , the making of this letter bowling is
designed directly by the researcher.
Table
1
Bowling
Letters
|
Stage I |
|
|
Stage II |
|
|
Stage
III |
|
�
B.
First
Test Results
childhood
language development. Then the product was validated by several experts,
namely: learning media experts, material experts. The product validation used
by the expert was carried out twice, namely initial product validation and
product validation after repairs for product refinement that had been revised.
The product validation by experts is as follows:
1. Validation By Material Expert
The
finished initial product is then validated, for the material to be validated by
one material expert, namely Mrs. Nurkamelia Mukhtar AH, M. Pd. The results of
the validation by a material expert on the initial product are presented in the
following table:
Table 2
Material
Expert Validation Assessment Results
|
Rating indicators |
Theory |
Score |
Average |
Percentage |
|
Theme/ educational aspect |
1.
Compatibility with PAUD curriculum |
3 |
3 |
75% |
|
2.
According to the child's ability level |
3 |
|||
|
3.
Can encourage children's creativity and
children's activities |
3 |
|||
|
4.
Helping smooth and teaching and learning
activities |
3 |
|||
|
Theme |
Theory |
Score |
Average |
Percentage |
|
Fill in the bowling letters |
1.
This letter bowling media provides lessons
for the development of AUD |
3 |
3.67 |
91.75% |
|
2.
the design is presented clearly |
4 |
|||
|
3.
the material on bowling letters is related
to everyday life |
4 |
|||
|
Presentation |
1.
suitability of the media with the material |
3 |
3.25 |
|
|
2.
Colors on media attract attention to
children |
3 |
|||
|
3.
media are easy to distinguish between one
another |
3 |
|||
|
4.
shape in bowling is clear. |
4 |
|||
|
Total |
36 |
9.92 |
248.0% |
|
|
Average score |
3.27 |
3.30 |
82.6% |
|
|
Information |
Very worth it |
|||
Based on table
2 of the material expert's assessment above, it is known that aspect 1 about
the theme or aspect 1 regarding the theme/educational aspect gets a feasibility
percentage of 75%, in aspect 2 regarding the contents of the Busy Book it gets
a feasibility percentage of 91.75%, in aspect 3 about presentation gets the
percentage of eligibility 81.25%. Total assessment score 36 out of 11
assessment indicators. The average assessment of material expert validators is
3.30 with a feasibility percentage of 82.6 % .
- Validation
By Media Expert
The
finished initial product is then validated, for media that is validated by one
media expert, namely Mrs. Heldanita, M.Pd, the results of the validation by
media experts on the initial product are presented in the following table:
Table 3
Media
expert rating table
|
Rating indicators |
Theory |
Score |
Average aspect |
Percentage |
|
Cover |
1. Elastic shape |
4 |
3.5 |
87.5% |
|
2. Attractive colors used |
3 |
|||
|
Aesthetics or beauty � |
3. size fit |
3 |
3.3 |
82.5% |
|
4. color combination |
3 |
|||
|
5. precision |
4 |
|||
|
Manufacturing
technique |
6. durability |
3 |
3.4 |
85.0% |
|
7. endurance |
4 |
|||
|
8. security |
3 |
|||
|
9. size determination |
3 |
|||
|
10. flexible |
3 |
|||
|
11. easy for kids to use |
4 |
|||
|
12. game procedure |
4 |
|||
|
Total |
41 |
10.2 |
255.0% |
|
|
Average score |
3.41 |
3.4 |
85% |
|
|
Information |
Very worth it |
|||
Based on table
3 the assessment by media expert validation above, it is known that aspect 1
regarding cover gets a feasibility percentage of 87.5%, in aspect 2 regarding
aesthetics/beauty it gets a feasibility percentage of 82.5%, in aspect 3
regarding manufacturing techniques it gets a feasibility percentage 85 %. Total
assessment score is 41 out of 12 assessment indicators. The average assessment
of material expert validators is 3.41 with a feasibility percentage of 85%.
C. Product Revision
After the
product assessment was carried out by material expert validators and media
experts, suggestions were obtained from the validators, then the suggestions
given were used as input for revising the product design. The results of the
revision can be explained as follows:
1. Material Expert
The result
of the revision from the material expert is in the form of improvements and
suggestions for this bowling letter, namely the need for an explanation of the
means of transportation in accordance with the picture placed on the first page.
2. Media expert
The
results of the revision from media experts are in the form of improvements and
suggestions for bowling letters, namely the addition of designs, more
attractive colors, and game procedures.
D. Stage II Test Results
1. Teacher Assessment Validation
The stage
of the experiment carried out by the researcher was limited testing. However,
before carrying out the trial, the researchers also involved the Pertiwi State
Kindergarten Playgroup teacher, Yatini, S.Pd. AUD and Mrs. Titik Handayani S.Pd
to assess the products developed from various aspects. The consideration of
researchers to involve teachers in assessing products is because teachers are
prospective users and implementers of learning. The results of the teacher's
assessment of the developed product can be seen in the following table:
Table 4
Assessment
of teachers and principals
|
Rating indicators |
Theory |
Score |
Average score |
Percentage |
|
Theory |
1. This letter bowling provides learning for
early childhood language development |
4 |
3.5 |
87.5% |
|
2. The letter bowling design is presented in a
simple and clear way |
4 |
|||
|
3. The material in bowling letters is related
to everyday life |
3 |
|||
|
4. Compatibility with AUD language development |
3 |
|||
|
Presentation |
1.
The
design used is attractive |
3 |
3.25 |
81.25% |
|
2.
letters
on bowling clear letters |
3 |
|||
|
3.
the
color catches the attention of AUD |
4 |
|||
|
Rating indicators |
Theory |
score |
Average |
Percentage |
|
|
4.
the game
process that is applied is very attractive to children |
3 |
|
|
|
Total |
27 |
6.75 |
168.75% |
|
|
Average |
3.37 |
3.75 |
84, 37 |
|
|
Information |
Very worth it |
|||
Based on
table 4 the assessment by the play group teacher above, it is known that aspect
1 regarding the material gets a feasibility percentage of 87.5%, in aspect 2
about presentation it gets a feasibility percentage of 81.25%. Total scoring
score is 27 out of 8 assessment indicators. The average teacher assessment is
3.75 with a feasibility percentage of 84.37 %. The teacher's assessment of the
product from aspect 1 of the quality of the material received a percentage of
87.50% with the "Very Eligible" category, the assessment of aspect 2
of the quality of the presentation got a percentage of 81.25% in the "Very
Eligible" category.
2. Limited Trial
The
limited trial was carried out by students on Monday, June 04, 2021 in the
Playgroup of the Motherland Kindergarten. At this stage students are asked to
try the product and give an assessment of the product developed through the
student responses. The results of the limited trial can be seen in the
following table:
Table 5
Limited
Trial
|
Rating indicator |
Perspective value |
Average Eligibility Percentage |
|
Appearance |
89 |
82.5% |
|
Presentation |
93 |
85.0% |
|
Amount |
182 |
167.5% |
|
Average |
91 |
83.75% |
|
carriage |
Very worth it |
|
From the
table above, it can be seen that 2 aspects assessed by students are the
presentation and display of an average 91 percentage of eligibility 83.75% with
the "Very Eligible" category. 2 aspects that were assessed by
students, aspect 1 of the display got a percentage of 82.5% with the "Very
Eligible" category and aspect 2 of the presentation received a feasibility
percentage of 85% in the "Very Eligible" category.
3. Interview Results and Observations
Based on
the results of interviews that the researchers conducted with one of the
teachers as a playgroup teacher for TK Negeri Pertiwi, namely Mrs. Titik
Handayani. S.Pd regarding the feasibility of the Letter Bowling media, it can
be concluded that this media is very suitable for children aged 3-4 years. This
media is in accordance with the development of children and this media has
clear pictures according to the theme and makes children very happy and
enthusiastic in learning activities.
Then the
researchers collected data in the form of observations made in the Pertiwi
State Kindergarten playing group regarding the effect of the letter bowling
learning media on the language skills of children aged 3-4 years.
Based on
the results of observations made by researchers, it can be concluded that the
use of letter bowling media in learning makes children feel happy during the
teaching and learning process. This letter bowling media is also very
influential on children's language development, namely increasing children's
vocabulary, capable children, children are able to pretend to read picture
stories in books in their own words, begin to understand two commands given at
the same time, for example: take a toy on the table then give it to the
caregiver or educator, Begin to express a desire by saying simple sentences (6
words), and Begin to tell the experience experienced with a simple story. and
children directly recognize the letters when the game matches letters on the
letter bowling media. The table of observations made in the research in the
playgroup of the Pertiwi State Kindergarten, Kempahan Hulu District, Rokan Hulu
Regency is as follows.
Table 6
Data from
the results of the research in the Pertiwi State Kindergarten Playgroup,
Kecepatan Hulu District, Rokan Hulu Regency
|
No |
child's
name |
Achievement
indicators |
Note: |
|||
|
1. |
Abrisam
Reynand |
BSH |
BSH |
BSB |
BSB |
BSB |
|
2. |
Ahmad
Taufikul Hakim |
MB |
MB |
BSH |
BSH |
BSH |
|
3. |
Alica
Savita |
BSH |
BSB |
BSB |
BSB |
BSB |
|
4. |
Elegant
Gem Sari |
BSH |
BSB |
BSH |
BSB |
BSB |
|
5. |
Annisa
Ufaiha |
BSH |
BSB |
BSH |
BSB |
BSB |
|
6 |
Azka
Nailul Zam-Zam |
BSH |
MB |
BSH |
BSB |
BSH |
|
7. |
Ghofar Abiyasa |
BSH |
BSH |
BSB |
BSB |
BSB |
|
8. |
Gian
Abdillah Pratama |
BSH |
MB |
BSH |
BSH |
BSH |
|
9. |
Laura
Qorry Ayuna |
BSH |
MB |
BSH |
MB |
BSH |
- Indicator skills of early childhood
language development in the Pertiwi State Kindergarten Playgroup
1)
vocabulary mastery
2)
start the story with short sentences (1-2)
3)
mention the name of the object around it
4)
reading by mentioning the object of the
image.
Information:
- BB: Not Developed (Score 0%-25%)
If the child does it must be with guidance or
exemplified by the teacher.
- MB: Starting To Grow (26%-50% Score)
If the child does it still must be reminded or
assisted by the teacher
- BSH: Developing as Expected (Score
51%-75%)
If the child is
able to do it independently and consistently without having to be reminded or
exemplified by the teacher.
- BSB: Very Well Developed (76%-100%
Score)
If the child is
able to do it independently and has been able to help his friend who has not
achieved the ability in accordance with the expected indicators.
Based on
the table, there are 4 children whose language development has developed as
expected, namely Ghofar Abiyasa, Abrisam Reynand, Alica Savita and Annisa
Ufaiha. This can be seen when children begin to tell stories about the pictures
used when using letter bowling and answer questions from the teacher. Then
there are 5 children who have developed very well, namely Ahmad Taufikul Hakim,
Laura Qorry Ayuna, Azka Nailulu Zam-Zam, Anggun Permata Sari and Gian Abdilla,
seen when they often ask questions to the teacher, answer the teacher's
questions and tell stories according to the child's experience. as well as
mentioning the various pictures that existed during the application of the
letter bowling game.
E. Performance Test Results
The
results of the performance test for TK Negeri Pertiwi students in the play
group are as follows:
1.
Children who are said to have not
developed when applying this letter bowling learning media, children have
developed according to expectations because children are able to pretend to
read illustrated stories in books in their own words, Begin to understand two
commands given at the same time, for example: take a toy on the table and then
give it to the caregiver or educator, Begin to express a desire by saying
simple sentences (6 words), and Begin to tell the experience experienced with a
simple story.
2.
Children who are said to start developing
when applying this letter bowling learning media, children develop their
language very quickly, because children are interested in the learning process
because children are able to pretend to read illustrated stories in books in
their own words, Begin to understand two commands given together, for example:
take the toy on the table and give it to the caregiver or educator, Begin to
express a wish by saying simple sentences (6 words), and Begin to tell the
experience experienced with a simple story.
3.
While children who have developed
according to this expectation, when the application of letter bowling is very
fast, children's language development develops because it can be seen that children
can tell stories, children can express what they feel, children's vocabulary
increases.
It can be
concluded that the language development of students in the playgroup of TK
Negeri Pertiwi develops in accordance with expectations, it can be seen that
the children's learning process is more enthusiastic, the children are more
active in the learning process, and the children are able to express the things
they feel, and the children can tell things. seen.
F. Product Revision
After the
product assessment was carried out by the group teacher playing TK Negeri
Pertiwi when the trial was limited, suggestions were obtained from the teacher,
then the suggestions given were used as input for revising the product. The
results of the revision can be explained as follows.
The
results of the teacher's revision in the form of improvements and suggestions
in this Busy Book are to be more creative in making pictures and not to be too
monotonous for each image and color sample, more complete with color
gradations.
G. The final product
Figure 2
The final
product of bowling letters
H. Discussion
Research and product development is carried out with
an early stage of planning which is carried out by observing the playgroup
school of TK Negeri Pertiwi. It is known that in TK Negeri Pertiwi the learning
media used are less varied so that children are not enthusiastic in
participating in learning, then letter bowling has never been done as a
learning medium.
The product that has been developed is then validated
by several experts before being tested, validation is carried out by 2 experts,
namely one material expert and one media expert who is an expert in their field
and the following is a description of the language development of children in
the playgroup.
1.
The results of the Material Expert
Assessment, In the validation carried out by the material expert validator,
there are 3 aspects that are assessed, namely: the theme/educational aspect,
the content of the busy book, and the presentation of the results of the
assessment getting an average value of 3.27 with a percentage of eligibility
criteria of 82.6% and the assessment category is " Very Worthy".
2.
The results of the Media Expert Assessment
The validation carried out by media experts includes 2 aspects, namely:
aesthetics/beauty and manufacturing techniques from media experts getting an
average score of 3.41 with a percentage of eligibility criteria of 85% with the
assessment category being "Very Eligible".
3.
Product Trial The product trial carried
out is a limited trial in the aspect of the display assessment getting a
percentage of 82.5% and the presentation assessment aspect getting a percentage
of 85.0% in both these aspects getting the "Very Eligible" category
4.
The development of the language of the
children in the playgroup of this State Kindergarten Kindergarten is capable of
children Pretending to read a picture story in a book in their own words,
Begins to understand two commands given at the same time, for example: take a
toy on the table and give it to the nanny or educator, Start express a desire
by saying simple sentences (6 words), and begin to tell their experiences with
simple stories. This shows that children are very excited about the learning
process, and children are more active during the learning process.
I. Strengths and weaknesses
- Advantages
a.
This learning media makes it easier for
children to recognize letters
b.
This learning media will make children
more active in learning
c.
This learning media makes children more
interested when learning begins
d.
This learning media can not only be used
on the theme of transportation tools but can be used on any learning theme ,
such as plants, animals and others.
e.
Learning media can develop various
children's developments such as fine motor skills (children are able to drop
bowling letters), children's social (children are able to share or take turns
when playing with friends), and others.
- Deficiency
f. This
learning media can only be used in approximately 5 months if the media nurse is
not good
CONCLUSION
The conclusion from research and development is that a
letter bowling product has been developed as a learning medium in improving
early childhood language development, this letter bowling is made with an aqua
bottle containing the theme of transportation equipment available with letters
from AZ. With the activities in Bowling Letters, you can introduce various
letters of the alphabet to children and can improve speaking skills by
mentioning letters, recognizing colors, recognizing vowels and consonants, and
recognizing transportation equipment.
Children's language development in the play group in
TK Negeri Pertiwi capable children are able to pretend to read a picture story
in a book in their own words, Begins to understand two commands given at the
same time, for example: take a toy on the table and give it to the nanny or
educator, Begins to state desire by saying a simple sentence (6 words), and
Begin to tell the experience experienced with a simple story.
The average material expert validator rating gets a
feasibility percentage of 82.6% so that the assessment achieved by the material
expert validator gets the "Very Eligible" category while the media
expert validator average scorer gets a feasibility percentage of 85% so that
the assessment achieved by the media expert validator gets "Very
Eligible" category then the average results of teacher assessments get a
feasibility percentage of 84.37% so that the assessment achieved by teachers
gets the "Very Eligible" category, the assessment of the limited trial
gets a feasibility percentage of 83.75% so that the assessment achieved in the
test limited try get �Very Eligible� category.
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Copyright holders:
Tri Kumala Dewi, Nurkamelia
Mukhtar (2022)
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Devotion - Journal of Research and Community
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