Analysis Activities Learning Center in Development Students’ Self

Directed Learning in Jakarta Indonesia

Thohirin

, Attabik Lutfi

, Firdaus

and Maria Ulfa

Islamic University of Jakarta, Indonesia

Keywords: Analysis Activities, Learning Centers, Directed Learning

Abstract: This study aims to: 1) to know growing the development of the potential of self-learning. 2) To determine and

set the time pattern of learners. 3) To know the creativity and effectiveness of teachers in the achievement

and vision of ECD Bungur Cijantung. The issue became the object of study in this research is the analysis of

learning activity centers with independent methods in early childhood Bungur Cijantung East Jakarta. The

results of this study concluded: ECD East Jakarta Bungur Cijantung in developing the basic abilities of

children with the principle of learning through play approach BCCT, is in conformity with the guidelines

implementation BCCT approach. Behaviors and basic skills can be developed in early childhood with BCCT

following approach: behavior categories include: moral and religious values, social, emotional and self-

reliance and the category of basic capabilities include: language, cognitive, physical / motor, art. Factors

strength BCCT implementation approaches in early childhood Cijantung East Jakarta Bungur namely;

management, ability and discipline of teachers, course of study, learning tools, parental participation. The

weakness in the implementation of early childhood BCCT in East Jakarta Bungur Cijantung namely: lack of

administrative power, required a vast space centers were opened. Reports Progress Report and the child's

ability to develop indicators still overlap at each center. Suggestions socialization needs of early childhood

education to the public, parents, policy makers, institutions, no dialogical relationship between parents and

teachers, the organization of early childhood education, need to increase the ability of teachers / educators,

the addition of administrative personnel, need to be revisited progress report protégé.

1 INTRODUCTION

The quality of education is affected by the quality of

teaching and learning activities, while the quality of

teaching and learning activities are determined by

various factors, among others: the input of students,

curriculum, teachers and education staff who are

related to one another, which is a subsystem in the

learning system.

If the quality of education and supported a good

curriculum, it will get a good input and will affect the

teaching and learning activities as expected. Each

educational practice directed at achieving certain

objectives, whether with respect to the assignment of

the knowledge, skill and a certain attitude. Teaching

materials, methods, tools, and assessment of the

major components. With educational interaction

between teachers and learners lasted more focused.

This is confirmed in the Law No. 22 of 2003

Article 1 point (19) which states that the curriculum

is a set of plans and arrangements regarding the

objectives, content and learning materials as well as

the means used to guide the implementation of

learning activities to achieve specific educational

objectives. ECD curriculum Bungur IV Cijantung

developed based on national standards of Early

Childhood Education No. 58 of 2009 which is

adapted to local conditions.

Sentra used as well as more about the center

and a circle (Beyond Centre and Circle Time) or

BCCT. This is the concept of early childhood learning

formally adopted the Department of National

Education Republic of Indonesia since 2004. Simply

put, the center could be interpreted as a quality

container that prepared teachers for children's play

activities. Through a series of these activities, teacher

learning material flow that has been arranged in the

form lesson plan. The series of events that had to

come together and support each other to achieve the

daily learning objectives and learning objectives in all

Thohirin, ., Lufti, A., Firdaus, . and Ulfa, M.

Analysis Activities Learning Center in Development Students’ Self Directed Learning in Jakarta Indonesia.

DOI: 10.5220/0009918008250833

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 825-833

ISBN: 978-989-758-458-9

825

centers of the day should be the same. Each center has

a center point and all reference to the learning

objectives have been planned team of teachers.

In the approach to the center, there are stages

that need to be considered, starting when the child

enters school environment to finish the play and back

to home. Each stage was recorded in the daily report

of activities of teachers, which would be material to

measure the development of children, as well as at the

end of his response and the appropriate stimulation

that children's ability to develop optimally.

1.1 Identification of Problems

Based on the above background, the

identification of problems to the authors put forward

are as follows:

1. The willingness of parents of students vary.

2. The need for improvement of learning programs

better.

3. Not all faculty prepare teaching plans.

4. The necessity to adjust teaching methods to

learners.

5. Not all teachers can apply the method

independently to achieve the vision and mission.

1.2 Restrictions and Formulation

Problems

In line with the above description, this study was

limited to the analysis of learning activity centers

with independent methods in early childhood Bungur

Cijantung East Jakarta. Based on the restriction of the

problem, then the problem in this research are as

follows:

1. Are the learning activity centers can create

independence in learning activities?

2. Are the learning activity centers can set the time

pattern independent learners?

3. Is the activity of learning centers for faculty

(teachers) in implementing an independent

method has met achievement and vision of ECD

Bungur Cijantung

1.3 Objectives and Benefits Research

Based on the formula above problems, the study

aims to:

1. To know the growth and development of

potential learners in learning independence

2. To determine and set the time pattern of

learners.

3. To find out the creativity and effectiveness of

teachers in the achievement and vision of ECD

Bungur Cijantung.

In terms of usefulness, usability research has

both theoretical and practical. In line with the above

study, the benefits that can be expected in this study

are as follows:

a. For Educational Institutions / business

The results of this study are expected to be

used as a reference and knowledge of something

that happened at the school, and also can be used

as consideration for advancing the school in the

future.

b. For Educators / Teachers

1. Can be motivating and inspiring for those

who teach early childhood Bungur

Cijantung in improving learning activities.

2. As reference for the entire teaching staff

ECCE Bungur Cijantung in learning

activities to learners in accordance centers.

c. For the Public

The results of this study are also expected to provide

additional information or comparison for the

community at large in the process pemebelajaran in

early childhood education, especially early childhood

East Jakarta Bungur Cijantung.

1.4 Activities

According to the great dictionary Indonesian, activity

means activity or liveliness. WJS Poewadarminto

(2003: 23) describes the activity as an activity or

bustle. S. Nasution added that the activity is a

physical and spiritual liveliness and both must be

connected.

Thus, it can be concluded that the learning activities

are activities carried out in the process of interaction

(teachers and students) in order to achieve the

learning objectives. Activities meant here the

emphasis is on the student, because with the activity

of students in the learning process will affect the

creation of active learning situations.

Group 8 types of learning activities

Activities taught himself many kinds, so experts

conduct classification. Paul B. Diedrich in Sardiman

(2004: 101) to create a list that contains 17 kinds of

activities students are classified into eight groups:

1. Visual Activities, covers activities such as reading,

watching (images, demonstrations, experiments

and the work of others)

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2. Oral Activities, such as states, formulating, ask

questions, express opinions, conduct interviews,

discussions and interruptions.

3. Listening Activities, such as listen to description,

conversations discussion, music and speeches.

4. Writing Activities, such as story writing, writing

essays, writing reports, questionnaires, copying

and making summaries.

5. Drawing Activities, such as drawing, making

graphs, maps, and diagrams.

6. Motor Activities, for example, like to experiment,

construct, model, refit, play and husbandry.

7. Mental Activities, such as responding,

remembering, solving problems, to analyze, to see

the relationship and making decisions.

8. Emotional Activities, such as interested, bored,

passionate, courageous, tough and nervous.

In this study, the student activity is defined as any

action taken by the students when participating in

learning activities both activity verbal, visual,

metrics, and mentally by using model Treffinger, and

in this study also, the student activity is only done for

five to six people students in the same group as the

limited power of the observer. To investigate the

activity of the students, the teachers use student

activity observation sheet. Each is expected by the

teacher in the learning activities by using model

Treffinger described as follows:

1. Listening to an explanation or information from

the teacher.

2. Asking question.

3. Responding to questions from teachers and

friends.

4. Presenting the results of the work.

5. Heard a presentation from a friend.

6. Reading or working on the issue in worksheets or

textbooks.

7. Conveying the idea or different idea.

8. Accepting the idea or different idea.

9. Behavior that is not relevant.

E. Understanding Sentra

1. Learning Strategies Center Preparation

Sentra is the center of activity playing to prepare for

the child to know writings, letters, and count to help

children prepare for entry into primary school

(elementary school).

F. Understanding Education Child Age Early

Early Childhood Education is a form of education

that is different from formal education, whether those

differences include long learning and destination as

well as the subject matter presented. The term early

childhood / preschool shows understanding that

children follow before entering the formal school

namely primary school. Thus preschool education is

an education that was followed by the child prior to

entry into grade 1 primary school. Usually the age of

6-7 years as they ended the preschool education.

G. Independent

Teaching is an independent learning model that we

usually see Sahari-day. In this model, the teacher

teaches a number of students, usually between 20 to

40 students in a room. The students have a minimum

ability to that level and are assumed to have an

interest and learn the same relative speed. With these

conditions, the condition of individual students learn

both regarding the speed of learning, learning

difficulties and learning interest is difficult to be

noticed by the teacher. In general, the way teachers in

determining the speed and level of difficulty of

presenting material to students based on the

information the student's ability in general. Teachers

seem very dominant in determining all learning

activities. The amount of material that will be taught,

the order of the subject matter, the speed of the

teacher to teach and others entirely in the hands of

teachers.

H. Learning

Learning is a human activity that is most

essential; most did not realize that human potential

will develop optimally through belajar.Jika examined

various sources will be found understanding of

different learning, depending on the type of source

and formulate such understanding. The differences

are due to different views or point of departure. But

the difference is simply the difference in pressure or

differences in terms of where to see it. The essence of

the following study will put forward some definitions:

a. Hilgard and Bower in his book Theories of

Leaming (1975) in Purwanto argued: "Learning

occurs when a particular situation caused by

repeated experiences in that situation".

b. Gagne in his book The Conditions of Learning

(1977) states that: "Learning occurs when a

stimulus situation along with the contents of

memory affect students such that his actions

(performance) change of time before he

experienced the situation to the period after he

experienced that situation".

Analysis Activities Learning Center in Development Students’ Self Directed Learning in Jakarta Indonesia

827

c. Morgan in his book Introduction to Psychology

(1986) argued: "Learning is relatively sedentary

every change in behavior that occurs as a result

of training or experience".

d. Witherington in his book Educational

Psychology argued: "Learning is a change in the

personality who claimed to be a new pattern of

the reaction in the form of skills, attitudes,

habits, intelligence or an understanding".

e. Howard L.Kingsley in Wasty Soemanto as

follows: "Learning is a process by which the

behavior (in the broad sense) generated or

modified through practice or exercise".

From the definitions described above can be

seen.

G. Understanding Learning Model

1. The definition of learning model

The learning model is a design or a design that

depicts the process details and the creation of

environmental situation which allows children to

interact in learning so that there is a change or

development in children (Ministry of Religion; 2010)

Learning model is pattern used as a guide in

groups or tutorials (Agus Suprijono, 2011: 46). The

components include concept learning model, learning

objectives, materials or themes, measures or

procedures, methods, tools or resources learning and

evaluation techniques.

2. Feature models of learning

Feature learning model is the first rational

logical theoretical compiled by its creator, the second

learning to be achieved, a third behavior needed to

teach the model can be implemented successfully and

fourth learning environment necessary for learning

objectives that can be achieved.

3. Fill learning model

While the content of the learning model itself is

the first description of the learning environment, the

model approach, the benefits of learning a third,

fourth teaching materials (curriculum) media and

instructional design (Bambang Hartono, 2008).

Preparation of the learning model TK / RA / BA

are based on the syllabus developed into a half of

planning, plan weekly activities, planned activities

such as daily. With learning model is a concrete

reality that do educators and learners to plan daily

activities.

a. Various models of learning

Model learning in Early Childhood Education

(ECD) include:

1. The learning model based groups

2. Model self-learning

3. The learning model is based on interests

 Model area

 Model angle

 Model BCCT

The learning model in general use measures that

are relatively similar in the day that the initial

activities, core activities, breaks and weekend

activities.

Each learning model has advantages and

disadvantages, and it requires different conditions.

Therefore, teachers can choose learning model that

will be used to consider the capabilities of the

facilities and infrastructure available as well as other

support.

1. The learning model based groups

This learning model is a pattern of learning

where children are divided into several groups usually

three groups and each group doing different activities.

In one day, the child must complete 2-3 activities

interchangeably. Children who have finished work

can be alternated with other activities provided by the

teacher. The learning model is still widely used in TK

/ RA / BA in Indonesia.

Teaching and learning activities with learning

model group using the following steps:

a. Initial activity

The initial activity carried out independently

and its heating. E.g. discussion, questions and

answers about the theme and sub-themes or

experiences the children. If there is a saturation of the

teacher should be able to make a variety of activities.

b. Core activities

The nature of this activity is to enable the

attention, emotional and social abilities of children.

This activity consists of a variety of play activities

chosen and preferred by children in order to explore,

to experiment, improve notions, concentration, raises

self-reliance and creativity and initiative can help and

develop good work habits.

In this activity, the children are divided into

several groups, which means that at one time there are

some that do different activities. Activities that can be

done individually or independently.

c. Rest or meal

d. End activities

This activity is to calm the child and conducted

independently such as reading stories, singing, etc.

The event ended with a question and answer session

about the activities that have been implemented so

that children make sense of the activities carried out.

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During the teaching and learning activities take

place teachers should record everything that happens

both on the program of activities or the development

of learners. All teacher's notes are used as input for

assessment purposes.

2. Model self-learning

This learning model is a learning pattern where

in one class working on the same activities. The

earliest learning model used in Indonesia because at

that time the infrastructure is still limited.

3. The learning model is based on interests

a. Model learning area

Learning this area creates a learning

environment that builds a foundation of attitudes,

knowledge, and skills necessary to face the

challenges in the present and the future and is based

on the belief that children grow well if they are

involved naturally in the process of learning and

encourage children to explore, experiment, pioneered

and created.

2 RESEARCH METHODOLOGY

2.1 Description Background

a. Background Research

Social situation have to be studied in this

research is early childhood Bungur Cijantung East

Jakarta. The social situation as an educational

institution is relatively simple to learn, because it

involves places that used objects in the learning

activities. During the study subjects were observed or

interviewed, while the social situation in question was

precisely about learning activity centers with

independent methods.

b. Data Entry

During the research is done, the entries as

ways and means to get into the background done

using formal and informal approach. This approach is

employed to facilitate researchers to gather

information and collect data relevant to the

completeness of the study. The formal approach is

done by asking permission to head Cijantung Head of

East Jakarta Bungur ECD. Permission was obtained

through chiefs of ECD Bungur Cijantung East

Jakarta, so researchers can play a role as part of a

social situation investigated.

c. Attendance Researcher

In gathering the data necessary to complete this

d. Data collection technique

To obtain a broad and deep understanding of

the problem issues this study, the data collection in

this study is done through two sources of data,

namely:

1. Secondary Data

Secondary data is primary data as supportive data

from the literature and documents and data taken

from the early childhood field Bungur Cijantung with

the problems found in the study site in the form of

reading materials, library materials and research

reports.

2. Primary data

Primary data is data obtained directly from

interviews obtained from sources or informants

considered potential in providing relevant

information and actual field. In the primary data

collection is done by:

a. Interview

This technique is intended to determine the

perception of respondents in the field of the problems

it faces. In this case, interview techniques used to

obtain the data disclosed directly from principals,

vice-principals, teachers, administrators and students

about their opinions on learning activity centers with

independent methods in early childhood Jakarta

Bungur Cijantung Tmur.

In order to the implementation of the

interview between the researcher can take place in

depth there are several things that have to do research

as follows:

First, interviews were conducted repeatedly

this was done because at the beginning of the

interview will usually discuss things that are

common, and the implementation of the next

interview will find information more detailed and

much-needed research.

Second, timing and implementation of

customized interview with the willingness of

respondents or informants, meaning that the

researchers first asked for confirmation by the

respondent and then climbed along with the

implementation schedule an interview. This needs to

be done to not interfere with the activity of the

respondents because if imposed will affect the results

of the interview.

Third, interviews were conducted with full of

solidarity and openness (partnership) with certain

limits so that the information can be revealed from the

respondents when it accounted for its accuracy. In

order to create an intimate atmosphere, the

researchers need to introduce ourselves as a well

convey intent conduct interviews while getting to

know the personality of the respondents so knowing

its properties.

Analysis Activities Learning Center in Development Students’ Self Directed Learning in Jakarta Indonesia

829

Fourth, the need to establish guidelines for the

interview with the intention that the interview can

focus on the data and information required although

it is possible in the implementation of the interview

material can develop according to the circumstances

of all stay focused on the purpose of research.

(Guidelines attached interview)

b. Documentation

In qualitative research, the data source not

only of human origin, but the document can also be

used as triangulation to verify the suitability of the

data. By examining the literature relating to the

problems examined will help sharpen the discussion

of research and acquired theories related to the

purpose of the study (Moleong, 2004: 330).

e. Data Analysis Techniques and Procedures

Data analysis is the process of compiling

data that can be interpreted as resulting from

qualitative methods is a form of words that do not

give any meaning, so it needs to be analyzed and

interpreted. "Data analysis is the process of arranging

the order of the data, organize them into a pattern,

category, and description of the basic unit. He

distinguishes the interpretation, which gives a

significant meaning to the results of the analysis,

explained the pattern description, and find the

relationship between the dimensions of the

description "(Moleong, 2004: 280).

In general, the process of data analysis used

in this study consists of the following three stages.

1. Data reduction, which is to write down all the data

collected and summarizes the baseline data.

Words other data already collected and analyzed

to find the things that are the focus of research.

2. Presentation of data or data display, which

attempts to present the data to see the whole

picture or a particular part of this study.

3. Conclusion, that conclusion is based on data

collected the data to always consider the validity

criteria, rehabilitation, and objectivity (Usman

and Akbar, 1998: 86-87).

This step is done in an effort to seek and find

the meaning of the data collected, by looking for

patterns of relationship, the equation of the things that

often arise.

f. Triangulation

The validity of the form of restrictions

related to a certainty that the measure really is a

variable that you want to measure. This validity can

also be achieved with the right data collection

process, one way is by triangulation process, namely

the combination of various data sources, energy

research, methodological and technical theory in a

study of social phenomena (Moleong, 2004; 330).

Triangulation method is one of the most

common methods used in testing the validity of

qualitative research. Triangulation method is based

on the philosophy oF phenomenology.

Phenomenology is a school of philosophy that says

that truth is not with the investigators, but the reality

of the object itself to obtain the truth, it should be

made use of Multi-perspective epistemology.

The function of the use of the method of

triangulation is to understand the phenomenon of

social and psychological construction is not enough

just to use one measure alone. Triangulation

emphasizes the use of more than one method, and

many sources of data including the number of events

that occurred.

Triangulation techniques most widely used

is the examination through other sources. In this

study, triangulation data is done in two ways, namely:

(1) triangulation with the source, means to compare

and check to return the degree of confidence the

information obtained through time and different tools

in qualitative research, (2) triangulation with theory,

i.e. comparing and examine the degree of confidence

with one or several theories.

Triangulation technique chosen in this study

because the author considers the triangulation allows

the author to obtain valid data from the research. In

addition, the best way to eliminate differences in the

construction of reality that exist in the context of a

study when collecting data about the various events

and relationships of the various views.

g. Place and Time Research

Location of the study was conducted at a single center

Bungur Cijantung namely early childhood, Pasar

Rebo. The consideration is that of some early

childhood education in districts of Pasar Rebo, early

childhood school is Bungur Cijantung builder and

most complete ingredients for implementing learning

BCCT or CENTER and fully utilizing BCCT

approach or CENTER.

Besides, the number of students was also quite a lot

and the schools in a strategic place which is located at

Jalan Raya Bogor, which is easily reached by the

public. When the study was conducted from June

2014 until July 2014.

K. Research result

1. Description of Research Sites

ECD Bungur Cijantung East Jakarta were

established in 2008 that consists of a group:

Playground and Kindergarten.

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Facilities provided ECD Bungur Cijantung

East Jakarta, among others: a center of worship, and

other learning centers to develop the initiative,

creativity and potential of children.

The development and improvement

potential early childhood become the first

concentration ECD Bungur Cijantung East Jakarta.

Through early childhood Cijantung East Jakarta

Bungur build and develop a center of Early

Childhood Education (ECD). Improving the quality

of this group to be very strategic, given that this group

is the next generation who will be responsible for

development in the future.

Center Early Childhood Education (ECD) is

a place to play while learning which is designed as a

neighborhood such that the children can freely

develop their curiosity, doing various activities

themselves, play a variety of tools and media to learn

who is able to spark interest and curiosity, feelings

and skills so that children develop in accordance with

the level of development of their diverse and unique.

a. Vision and mission

Vision: ECD Bungur Cijantung East Jakarta is the

formation of a generation of quality and noble.

b. Mission

East Jakarta Bungur Cijantung ECD

developed the following mission:

1. Provide education and care to early childhood

care, especially among medium

2. Aligning education and care at home and in

school

3. BKB makes ECD Bungur as an institution

early childhood education quality, safe and

comfortable while keeping costs affordable.

c. Strategy

The strategy used in developing the Early

Childhood Education (ECD) Bungur Cijantung East

Jakarta are as follows: to grow, to develop, optimize

and synergize all intelligence and creative potential of

children in an integrated and sustainable through a

comprehensive program, creative, innovative and

productive as well as with synergize with all the best

potential.

d. Aim

Early Childhood Education Centers (ECCE)

Bungur Cijantung East Jakarta:

 Cultivating love and devotion to God Almighty.

 Developed six basic capabilities, flexible

thinking, divergent and convergent.

 Fostering creative character, independent, and

able to lead yourself.

 Developing character who is able to work together

in a positive and creative.

 Developing the ability to think and act creatively

as well as the ability of high imagination.

 Foster interest in the arts.

3 CONCLUSIONS AND

RECOMMENDATIONS

In this chapter, describes the discussion of

the results of research, in which the load on the

research conclusions, implications and suggestions.

a. Conclusion

Based on the research results can be stated

exposure to the following conclusion:

1. ECD Bungur Cijantung East Jakarta in order to

develop the child's ability to use the approach

Centers and Circles Beyond Time (BCCT) or also

called More About Sentra and current circle. For

ECD centers Bungur core activities are in

accordance with the procedure. While the

additional activity that the material activities

early, ate a meal with family and prayed many ' ah

and qiroati due to the implementation of learning

in early childhood Bungur integrated with Islamic

religious education and learning time longer than

the provisions of the safeguards knowladge

BCCT

2. Behavior and basic capabilities which the child

after learning approaches in early childhood

BCCT East Jakarta Bungur Cijantung consists of

a). Category behaviors include: Moral and

religious values, social, emotional and

independence b). Category basic capabilities

include: language, cognitive, physical / motor, art.

The development of child behavior and

observance of basic capabilities integrated in all

activities both of the activities children welcome,

opening circles, materials morning, playing in

centers, family dining and reading.

3. The shortcomings of the approach in early

childhood BCCT East Jakarta Bungur Cijantung

include:

a. Lack of administrative personnel so that the

teacher / educator duty not only to teach but also

carry out administrative tasks.

b. Learning with BCCT approach requires a lot of

space.

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831

c. A progress report child called Progress report in

preparing the assessment indicators still overlap at

each center.

4. The strength or the advantages of learning

systems BCCT on ECD Bungur Cijantung East

Jakarta is able to enhance the children's creativity

by giving children the opportunity to play,

explore, and found that their activity will help to

solve the problem, through the center, children

can manipulate objects in centers that provided,

develop a conversation and learn to play a role

commensurate with the extent and the measures to

be desired and developing early learning skills.

b. Suggestions

Based on the conclusions and implications of

the research results, some suggestions put forward as

follows:

1. Socialization needs of childhood education early,

parents, communities, and institutions about the

importance of early childhood education for

children from age 0 to 6 years.

2. The need for a dialogical relationship between

teachers, parents organizers early childhood , in

order to avoid the imposition of the parents so that

children can read, write numeracy but learning in

early childhood education is to develop all basic

skills possessed child.

3. The need to enhance the ability of educators to

support the implementation of early childhood

learning in East Jakarta Bungur Cijantung.

4. The addition of personnel as the labor

administration in the implementation of early

childhood education at the early childhood

Cijantung Bungur is an urgent matter.

5. Needs to be revisited form of child progress report

to be presented effectively and efficiently

This is a qualitative research Given that more

emphasis on the process, then to other researchers

need to do similar research, that early childhood

education is to get a place good for policy-makers,

observers and public education.

c. Implication

Conclusion of the study that has been

described has a number of important implications for

efforts to improve the effectiveness of early

childhood education in early childhood Jakarta

Bungur Cijantung East in particular and early

childhood education in general. To the organizers of

early childhood education pay more attention toto:

1. Implementing learning by using BCCT approach

to develop the moral aspect, the value of religious,

social, emotional and physical independence and

cognitis / motoric and the arts.

2. Further enhance dialogical relationship with

parents

3. To support the development of children learning

according to the need to increase the competence

of teachers/educators in sustainability.

4. Optimization of infrastructure facilities to support

learning.

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