Pelaksanaan Pembelajaran Proyek secara Daring (Dalam Jaringan) di Lab School CITTA

Ika Budi Maryatun, Department of Early Childhood Education, Universitas Negeri Yogyakarta, Indonesia
Nurul Amalia Firdhaus, Department of Early Childhood Education, Universitas Negeri Yogyakarta, Indonesia

Abstract


Pembelajaran proyek mulai diterapkan oleh guru karena menjadi pendekatan pembelajaran yang mampu melibatkan anak secara aktif dalam menginvestigasi topik secara mendalam dan konkret. Artikel ini bertujuan untuk menjabarkan pelaksanaan pembelajaran proyek secara daring di Lab School Sekolah CITTA. Penelitian menggunakan pendekatan kualitatif dengan sumber data guru dan anak di sekolah. Data dikumpulkan menggunakan teknik wawancara, observasi, dan dokumentasi yang kemudian dianalisis menggunakan dua langkah analisis dari lima yang ada model Spradley, yaitu analisis domain dan tema. Keabsahan data dilakukan dengan triangulasi dan perpanjangan keikutsertaan. Hasil penelitian mendapati bahwa pelaksanaan pembelajaran proyek secara daring dilakukan tetap menggunakan tiga langkah, yaitu persiapan terdiri dari pemilihan tema dan mencari informasi, pelaksanaan terdiri dari pembuka/penyapa, kegiatan inti, dan teknik/tampilan, serta evaluasi yang berisi pendokumentasian video dan foto kegiatan anak. Perbedaan dengan pelaksanaan pembelajaran proyek secara luring ada pada penyampaian. Jika luring dilakukan di sekolah dan dibimbing langsung oleh guru, maka pelaksanaan proyek secara daring dilaksanakan menggunakan aplikasi whatsapp¸ voice note, zoom, maupun video sesuai kondisi. Proyek diselesaikan anak di rumah dengan dampingan orangtua. Guru menerima kiriman video, voice note, atau foto kegiatan anak dari orang tua untuk diolah menjadi penilaian. Artikel hasil penelitian ini diharapkan dapat memberikan gambaran pelaksanaan pembelajaran proyek dalam kondisi darurat sekalipun.


Keywords


pembelajaran proyek; taman kanak-kanak; daring

Full Text:

PDF

References


Al-Balushi, S. M., & Al-Aamri, S. S. (2014). The effect of environmental science projects on students environmental knowledge and science attitudes. International Research in Geographical and Environmental Education, 23(3), 213-227. Doi.org/10.1080/10382046.2014.927167.

Bogdan, R.C. (1992). Qualitative research for education. An introduction to theory and method. Boston : Allyn and Beacon.

Bredekamp, S & Copple, C.E. (1997). Developmentally appropriate practice in early childhood programs serving children birth through age 8. Washington, DC : National Association for the Education of Young Children. Brown, A. L., & Campione, J. C. (1996). Psychological theory and the design of innovative learning environments: On procedures, principles, and systems. In L. Schauble & R. Glaser (Eds.), Innovations in learning: New environments for education (pp. 289–325). Lawrence Erlbaum Associates, Inc.

Campbell, D. T & Yin, R. K. (2018). Case study research and applications, design and methods. USA: SAGE Publications.

Clark, D. M., Ehlers, A., Hackmann, A., McManus, F., Fennell, M., Grey, N., … Wild, J. (2006). Cognitive therapy versus exposure and applied relaxation in social phobia: A randomized controlled trial. Journal of Consulting and Clinical Psychology, 74(3), 568–578. doi:10.1037/0022-006x.74.3.568.

Creswell, J. W. (2013) Research design: Qualitative, quantitative, and mixed methods approaches (4th Edition). USA : Sage publications.

Gelman, R., & Brenneman, K. (2004). Science learning pathways for young children. Early Childhood Research Quarterly, 19(1), 150–158. doi:10.1016/j.ecresq.2004.01.009.

Habok, A. (2015). Implementation of a project-based concept mapping developmental programme to facilitate children’s experiential reasoning and comprehension of relations. European Early Childhood Education Research Journal, 23(1), 129–142. doi:10.1080/1350293x.2014.991100.

Katz, L. G, et.al. (2007). Reflcetion on the reggio emilia approach. Pennsylvania: ERIC Clearinghouse on Elementary and Earlychildhood.

Katz, L., & Chard, S. (2000). Engaging children’s minds: The project approach (2nd ed.). Stamford, CT: Ablex.

Ljung-Djarf, A., Magnusson, A., & Peterson, S. (2014). From doing to learning: Changed focus during a re- school learning study project on organic decomposition. International Journal of Science Education,

, 659-676. http://dx.doi.org/10.1080/09500693.2013.822604.

Luthra, P., & Mackenzie, S. (2020, Mar 30). 4 Ways COVID-19 could change how we educate future generations. world economic Forum. https://www.weforum.org/agenda/2020/03/4-ways-covid-19- education-future-generations/. Diakses 12 Juni 2021.

Moleong, L. J. (2007). Metodologi penelitian kualitatif. Bandung: Remaja Rosdakarya.

Nurakhmalia, S., & Mawardi, I. (2021. Analisis ebijakan PSBB dalam proses pembelajaran di PAUD terpadu az-zahra tegalrejo yogyakarta. Jurnal Pendidikan Anak, Volume 10 (2), 2021, 150-156. DOI: https://doi.org/10.21831/jpa.v10i2.43207.

Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for information, 22, 63-75. https://doi.org/10.3233/EFI-2004-22201.

Tam, G. & El-Azar, D. (2020). 3 Ways the coronavirus pandemic could reshape education. Diakses dari: https://www.weforum.org/agenda/2020/03/3-ways-coronavirus-is-reshaping-education-and-what changes-might-be-here-to-stay/. Diakses 12 Juni 2021.

Vengopal, K. (2016). Project approach to learning in early childhood education. World Journal of Educational Research. ISSN 2375-9771 (Print) ISSN 2333-5998 (Online) Vol. 3, No. 1.




DOI: https://doi.org/10.21831/jpa.v11i1.48984

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Jurnal Pendidikan Anak

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Our Journal indexed by:

     

Supervised by:

RJI Main logo



Creative Commons License
Jurnal Pendidikan Anak is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://journal.uny.ac.id/index.php/jpa.

Jurnal Pendidikan Anak Stats