PENGARUH DIKLAT DASAR DAN SELF REGULATED LEARNING TERHADAP KEMAMPUAN PENILAIAN PERKEMBANGAN ANAK (Studi Ekpost Facto Pada Pendidik Kelompok Bermain di Provinsi Jawa Barat, 2020)

LENNY NURAENI, . (2021) PENGARUH DIKLAT DASAR DAN SELF REGULATED LEARNING TERHADAP KEMAMPUAN PENILAIAN PERKEMBANGAN ANAK (Studi Ekpost Facto Pada Pendidik Kelompok Bermain di Provinsi Jawa Barat, 2020). Doktor thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh diklat dasar dan self regulated learning terhadap kemampuan penilaian perkembangan anak bagi pendidik kelompok bermain di Provinsi Jawa Barat. Penelitian ini menggunakan penelitian expost facto, dengan sampel pendidik kelompok bermain yang telah mengikuti diklat dasar dalam jaringan (daring) dan diklat dasar tatap muka. Penelitian ini menggunkan cluster sampling dengan menentukan Indeks Pembangunan Manusia di Provinsi Jawa Barat tahun 2019. Sampel yang digunakan sebanyak 392 orang pendidik kelompok bermain yang terdiri dari 196 orang yang telah mengikuti strategi diklat (98 orang mengikuti strategi diklat dalam jaringan dan 98 orang mengikuti strategi diklat tatap muka) serta 196 orang memiliki self regulated learning (98 orang memiliki self regulated learning tinggi dan 98 memiliki self regulted rendah). Hasil penelitian ini menunjukan bahwa: 1) strategi pelatihan dalam jaringan (daring) mempengaruhi kemampuan penilaian perkembangan anak bagi pendidik kelompok bermain dibandingkan dengan strategi pelatihan tatap muka (7,218>3,87), 2) terdapat pengaruh interaksi yang signifikan antara diklat dasar dan self regulated learning terhadap kemampuan penilaian perkembangan anak, 3) skor kemampuan penilaian perkembangan anak dengan self regulated learning tinggi, pada kelompok pendidik yang mengikuti diklat dasar dalam jaringan (daring) lebih tinggi daripada kelompok pendidik yang mengikuti diklat dasar tatap muka (252,38>236,17), 4) skor kemampuan penilaian perkembangan anak dengan self regulated learning rendah, pada kelompok pendidik yang mengikuti diklat dasar dalam jaringan (daring) lebih rendah daripada kelompok pendidik yang mengikuti diklat dasar tatap muka (236,50<244,13). Hasil penelitian ini menyimpulkan bahwa kemampuan penilaian perkembangan anak dipengaruhi oleh strategi diklat dasar dalam jaringan (Daring) dengan pendidik kelompok bermain yang memiliki self regulated learning tinggi dan strategi diklat tatap muka bagi pendidik kelompok bermain yang memiliki self regulated learning rendah.**************This study aims to see the effect of basic training and learning which are selfregulated by children based on children's education in West Java Province. This study used ex post facto research, with a sample of playgroup educators who had attended basic online training (brave) and face-to-face basic training. This study used cluster sampling to determine the Human Development Index in West Java Province in 2019. The sample used was 392 play group educators consisting of 196 people who had followed the education and training strategy (98 people followed the online training strategy and 98 people followed the education and training strategy. face to face) and 196 people have independent learning (98 people have high independent learning and 98 people have low education). The results showed that: 1) online training strategy (brave) affects children's development for the play educator group compared to face-to-face training strategies (7,218> 3,87), 2) there is a significant interaction effect between basic training and self-education which regulated by the children's educational ability, 3) the score of the developmental ability of children with higher education that is self-regulated, in the group of educators who attend basic training in network (dare) is higher in the group of educators who take face-to-face basic training (252,38> 236), 17 ), 4) the score of children's developmental abilities with self-regulated learning, in the group of educators who attended basic online training (brave) was lower than the group of educators who took face-to-face basic training (236.50 <244.13). The results of the study conclude that child service providers are built by network education and training strategies (Brave) with play group educators who have high independent learning and face-to-face training strategies for play group educators who have selfregulated low learning.

Item Type:	Thesis (Doktor)
Additional Information:	1). Prof. Dr. Syarif Sumantri, M.Pd ; 2). Prof. Dr. Makruf Akbar, M.Pd
Subjects:	Pendidikan > Pendidikan
Divisions:	PASCASARJANA > S3 Pendidikan Anak Usia Dini
Depositing User:	Users 9621 not found.
Date Deposited:	24 May 2021 07:17
Last Modified:	24 May 2021 07:17
URI:	http://repository.unj.ac.id/id/eprint/13793

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