Browsing by Author "Catur Niasari"

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    Eksplorasi pembelajaran literasi membaca nyaring interaktif dan buku berkualitas dalam kurikulum merdeka
    (Universitas Muhammadiyah Sidoarjo, 2024-08-30) Tati Lathipatud Durriyah; Catur Niasari; Iin Afriyanti
    Pemerintah Indonesia mengeluarkan kebijakan standar kompetensi pengajaran literasi guru, yang meliputi kemampuan guru dalam membantu siswa dalam mengakses, menggunakan, menafsirkan, dan mengkomunikasikan informasi dan gagasan melalui berbagai teks sesuai dengan karakteristik dan kebutuhan siswa (Kementerian Pendidikan RI, 2022a). Penelitian ini bertujuan untuk mempromosikan membaca nyaring dan pemilihan buku interaktif dalam pembelajaran literasi bagi guru Sekolah Dasar Negeri di Depok, Jawa Barat, Indonesia. Studi kasus kualitatif ini mengeksplorasi pemahaman dan praktik guru dalam memilih buku dan mengintegrasikan kegiatan membaca nyaring dengan hasil pembelajaran dalam Kurikulum Merdeka. Enam guru berpartisipasi dalam penelitian ini, yang melibatkan pengumpulan data melalui survei, focus group discussion (FGD), wawancara, observasi dan refleksi lisan. Dengan menggunakan analisis data tematik manual, penelitian ini berfokus pada praktik guru memilih buku berjenjang dan mengintegrasikan diskusi dalam membacakan nyaring dengan Hasil Pembelajaran (Capaian Pembelajaran). Hasil penelitian menunjukkan bahwa guru mulai mengungkapkan pemahamannya terhadap pemilihan buku. Tema besar yang muncul seperti; pemilihan buku berkualitas penting serta tantangan dalam memilih buku yang berkualitas. Dalam konteks pembelajaran literasi, muncul juga beberapa tema yang menjadi refleksi guru dalam melakukan kegiatan membaca nyaring interaktif sesuai dengan capaian pembelajaran, yaitu; manfaat, kesadaran untuk persiapan kelas yang lebih baik, ruang diskusi interaktif dan pelatihan berkelanjutan.
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    Investigating school readiness : teachers and parents’s perspectives and practices in a public kindergarten located in Tangerang
    (Universitas Islam Internasional Indonesia, 2024) Catur Niasari; Tati Lathipatud Durriyah; Charyna Ayu Rizkyanti
    Early childhood education programs can serve as a beneficial starting point for promoting school readiness. Children can strengthen the foundational learning processes that will affect their lives in the future during early childhood programs. This study utilizes a qualitative case study approach with six teachers and five parents at a public kindergarten located in South Tangerang, Banten, Indonesia. The aims of this study are to gain a deeper knowledge of how teachers and parents perceive school readiness, and explores the practices taken by teachers and parents to promote school readiness, and develop an effective program to support school readiness. Focus group discussions (FGDs), interviews, questionnaires, and observations were the sources of the data. Additionally, this study employs thematic approach to analysis the data. The first finding, which pertain to the conceptualization of school readiness, highlight the maturationist view, such as socio emotional skill includes independence, interact well with the environment and good in adaptation. Furthermore, the conceptualization of school readiness emerged as holistic readiness includes supportive teacher and support from the government. The second finding focuses on the practices of teachers and parents, highlighting play-based learning and a naturalist approach, developing whole development aspect such as motoric skills, cognitive and language, socio emotional aspect, moral and religiosity and approach to learning aspect. Moreover, it also addressing the challenges faced by teachers and parents in the practice of school readiness. The third findings explore how school and teacher programs, aimed at promoting rich learning environment in the context of school readiness school readiness such as; child-centred that focuses on play matters, focus on children characteristic and respect on their progress. Lastly, fostering positive environments for children such as; personal approach, emphasize children’s security feelings, valuing various family background, and fostering effective communication with parents and school member. The study concludes that a collaborative effort between teachers, parents, and the government is crucial for fostering holistic readiness and rich learning environment skill readiness for children. The study analysis the conceptualization and practices of teachers and parents, advancing the arguments of Brofenbrenner's bioecological framework and constructivism learning theory for enhancing school readiness in public kindergarten environments. This thesis concluded by advocating for increased collaboration between home, kindergarten, and elementary settings in the development of a school readiness program for elementary school students.