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Optimalisasi Kompetensi Moral Anak Usia Dini

Masganti Sit
Pusat Penelitian Kebijakan Pendidikan dan Kebudayaan, Balitbang Kemendikbud
DOI: https://doi.org/10.24832/jpnk.v16i1.426
Submitted
Nov 11, 2016
Published
Jan 11, 2010
PDF
Citation
Sit, M. (2010). Optimalisasi Kompetensi Moral Anak Usia Dini. Jurnal Pendidikan Dan Kebudayaan, 16(1), 1–12. https://doi.org/10.24832/jpnk.v16i1.426
Abstract

The objective of this research is to make early childhood’s moral competence optimally through the integrated learning based-moral model. The study was conducted at Tri Karya and Nusa Indah Kindergartens in Medan in the year of 2008 with n= 35. This action research was using Kemmis and Taggart model. The model has two cycles and each cycle has four steps. They are as follow (1) plan, (2) action, (3) observe and (4) reflect. To analyze the data, qualitative and quantitative were used. The result of the qualitative analyzes shows that the integrated learning based-moral model involved various activities, media and methods. The results of the quantitative analyze shows that there are significant differences between pre and post assessment of early childhood’s moral competence. To applying the integrated learning based-moral model was suggested to teacher, manager of early childhood education institution, researcher, government to plan, act, develop, and promote integrated learning based-moral model.



ABSTRAK

 

Tujuan penelitian ini adalah untuk mengoptimalkan kompetensi moral anak usia dini melalui pembelajaran terpadu berbasis moral. Penelitian dilakukan di Taman Kanak-kanak Tri Karya dan Taman Kanak-kanak Nusa Indah di Medan pada tahun 2008 dengan jumlah sampel sebanyak 35 orang anak. Penelitian tindakan ini menggunakan model dari Kemmis dan Taggart. Model ini telah dilaksanakan dalam dua siklus dan setiap siklus memiliki empat langkah yaitu: 1) perencanaan, 2) tindakan, 3) pengamatan, dan 4) refleksi. Analisis data menggunakan analisis kualitatif dan kuantitatif. Hasil analisis kualitatif menunjukkan bahwa pembelajaran terpadu berbasis moral melibatkan berbagai aktivitas, media, dan metode. Hasil analisis kuantitatif menunjukkan bahwa terdapat perbedaan yang berarti antara tes awal dan tes akhir kompetensi moral anak usia dini. Untuk menerapkan pembelajaran terpadu berbasis moral disarankan kepada guru, pengelola pendidikan anak usia dini, peneliti, dan pemerintah untuk merencanakan, melaksanakan, mengembangkan dan mendukung model pembelajaran terpadu berbasis moral.

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