Main Article Content
The study aims to describe the activities of teachers and children and improve children's development outcomes in the art aspect of playing musical instruments (forming regular rhythms), a combination of Direct Instruction learning models, Talking Sticks, and traditional Angklung musical instrument media. This research uses the Classroom Action Research (CAR) method. Research settings in group B.2 Khadijatul Kubra Kindergarten, Banjarmasin City with a total of 15 children in the 2019/2020 school year, consisting of 7 boys and eight girls. Data obtained from observation techniques teacher activities, children, and the development of aspects of art. Indicators of teacher activities' success when obtaining a minimum score of 8 and a maximum score of 32. Children's activities are categorized as successful if the classical results reach ≥ 76% and above. The development of children's art reaches a minimum category as expected (BSH). Conclusion of the study: teacher activity reaches a score of 32 with a percentage of 100% the category of very good. The results of children's activities classically 87% of the category is very active, and the results of child development>««« with the percentage of 87%, the category develops in line with expectations (BSH) and develops very good (BSB).
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
Copyright @2017. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (http://creativecommons.org/licenses/by-nc-sa/4.0/) which permits unrestricted non-commercial used, distribution and reproduction in any medium
AH, N. M. (2018). Cultivating entrepreneurial values to improve several aspects of early childhood development: The case study in khalifah kindergarten yogyakarta. International Journal on Islamic Educational Research, 2(1), 85-111.
Alizadeh, M. (2016). The impact of motivation on english language learning. International Journal of Research in English Education, 1(1), 11-15.
Aslamiah. (2016). Build a qualified education through development of elementary school's teacher's performance. PS2DMP, 2(1), 1-10.
Baharuddin, & Dalle, J. (2017). Interactive courseware for supporting learners competency in practical skills. TOJET: The Turkish Online Journal of Educational Technology, 16(3), 1-13.
Baharuddin, B., & Dalle, J. (2019). Transforming learning spaces for elementary school children with special needs. Journal of Social Studies Education Research, 10(2), 344-365.
Baiti, N., Metroyadi., & Wahyu. (2019). Teaching Pattern, Economic Social, and Parents Communication against Children's Language Skills. j-K6EM, 2(1), 1-11.
Brussoni, M., Olsen, L. L., Pike, I., & Sleet, D. A. (2012). Risky play and children's safety: Balancing priorities for optimal child development. International Journal of Environmental Research and Public Health, 9(9), 3134-3148. doi:10.3390/ijerph9093134
Chen, S. (2016). The importance of creative arts in early childhood education. https://novakdjokovicfoundation.org/importance-creative-arts-ece/.
Christophersen, M. (2015). Securing Education for Syrian Refugees in Jordan (pp. 7-8, Rep.). International Peace Institute.
Citrowati, E. (2019). The Effect of Playing Science on Cognitive Development. Proceedings of the International Conference of Early Childhood Education, 449, 80-83. doi:10.2991/assehr.k.200715.016
Coates, E., & Coates, A. (2006). Young children talking and drawing. International Journal of Early Years Education, 14(3), 221-241. doi:10.1080/09669760600879961
Cope, C., & Ward, P. (2002). Integrating learning technology into classrooms: The importance of teachers' perceptions. Journal of Educational Technology & Society, 5(1), 67-74.
Cusick, S., & Georgieff, M. (2013). ‘The first 1,000 days of life: The brain’s window of opportunity’. UNICEF.
Daugherty, L., Dossani, R., Johnson, E., & Wright, C. (2014). Families, Powered On: Improving Family Engagement in Early Childhood Education Through Technology. In Families, Powered On: Improving Family Engagement in Early Childhood Education Through Technology (pp. 1-8). RAND Corporation.
Davison, C., & Lazaros, E. (2015). Adopting Mobile Technology in the Higher Education Classroom. The Journal of Technology Studies, 41(1), 30-39.
Drummond, K., & Stipek, D. (2004). Low-Income Parents' Beliefs about Their Role in Children's Academic Learning. The Elementary School Journal, 104(3), 197-213.
Eichsteller, G., & Holthoff, S. (2012). The Art of Being a Social Pedagogue: Developing Cultural Change in Children’s Homes in Essex. International Journal of Social Pedagogy, 1(4), 30–45. doi:10.14324/111.444.ijsp.2012.v1.1.004.
Eisner, E. W. (2004). What Can Education Learn from the Arts about the Practice of Education? International Journal of Education & the Arts, 5(4), 1-13.
Erviana, R., Ahmad, K. I., & Sari, N. P. (2020). Developing Cognitive Ability to Matching Numbers and Symbol Using a Combination of Models, Methods, and Media Learning. Journal of K6, Education and Management, 2(4), 271-282 .
Fatmasari, Darmiyati, & Sulaiman. (2015). The use of direct instruction models in combination with the team game tournament (TGT) to improve learning outcomes of the properties of space building in class V SDN Kuin Cerucuk 3 Banjarmasin. Journal of Paradigm, 10(1), 1-8.
FLeer, M. (2011). ‘Conceptual Play’:foregrounding imagination and cognition during concept formation in early years education. Contemporary Issues in Early Childhood, 12(3), 224-240. doi:10.2304/ciec.2011.12.3.224
Fleer, M. (2011). Kindergartens in Cognitive Times: Imagination as a Dialectical Relation Between Play and Learning. International Journal of Early Childhood, 43, 245–259. doi:10.1007/s13158-011-0044-8
Gale, C. (2005). Commentary: Height and intelligence. International Journal of Epidemiology, 34(2), 678-678. doi:10.1093/ije/dyi064
Galindo, L., Maginnis, T., Wallace, G., Hansen, A., & Sylvestre, D. (2007). Education by peers is the key to success. International Journal of Drug Policy, 18(5), 411-416. doi:10.1016/j.drugpo.2007.03.003
Goldfarb, K. (2017). Food, Affect, and Experiments in Care: Constituting a 'Household-like' Child Welfare Institution in Japan. In F. S. (Eds.), Child's Play: Multi-Sensory Histories of Children and Childhood in Japan (pp. 243-263). Oakland, California: University of California Press.
Gottfried, A. E., Preston, K. S., Gottfried, A. W., Oliver, P. H., Delany, D. E., & Ibrahim, S. M. (2016). Pathways from parental stimulation of children’s curiosity to high school science course accomplishments and science career interest and skill. International Journal of Science Education, 38(12), 1972-1995. doi:10.1080/09500693.2016.1220690
Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269–289. doi:10.1177/0255761410370658
Hamalik, O. (2005). Teaching Planning Based on Approach. System. Jakarta: Bumi Aksara.
Hidayat, A., Hadi, S., & Darmiyati. (2019). Children's Cognitive Development in Pairing Numbers with its Symbols Through Demonstration Model of Combination, Make A Match with Help from Audio Visual Media in Group B RA Citra Islami Kindergarten Banjarmasin. J-K6EM, 1-16.
Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10(3), 301-320. doi:10.1016/0147-1767(86)90015-5
Hoover-Dempsey, K., Walker, J., Sandler, H., Whetsel, D., Green, C., Wilkins, A., & Closson, K. (2005). Why Do Parents Become Involved? Research Findings and Implications. The Elementary School Journal, 106(2), 105-130.
Hsi, S. (2007). Conceptualizing Learning from the Everyday Activities of Digital Kids. International Journal of Science Education, 29(12), 1509-1529. doi:10.1080/09500690701494076
Huda, M. (2014). Teaching and Learning Models. Yogyakarta: Pustaka Pelajar.
Ilmim, B. (2018). KWARTET: PRESERVING THE CULTURE BY PLAYING IT. International Journal of Social Sciences, 4(2), 1233-1247. doi:10.20319/pijss.2018.42.12331247
Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers & Education, 55, 1259-1269. doi:10.1016/j.compedu.2010.05.022
Kunandar. (2012). Easy Steps to Research Classroom Action as Teacher Professional Development. Jakarta: PT RajaGarfindo Persada.
Kurniasih, I., & Sani, B. (2015). Variety of Learning Model Development for Improving Teacher Professionalism. Jogjakarta: Kata Pena.
Martin, L., Sontag-Padilla, L., Cannon, J., Chandra, A., Auger, A., Kase, C., & . . . Spurlock, K. (2014). SOCIAL AND EMOTIONAL DEVELOPMENT In Child-Care Settings. In Off to a Good Start: Social and Emotional Development of Memphis' Children (pp. 33-40). Santa Monica, Calif: RAND Corporation.
Maufur, H. (2009). A million fun teaching skills. Jakarta: Sindur Press.
McCutchen, B. P. (2006). Teaching dance as art in education. America: Human Kinetics.
Meeson, P. (1974). Herbert Read's Definition of Art in "Education through Art". Journal of Aesthetic Education, 8(3), 5-18.
Metroyadi, & Mardhiah, A. (2018). Efforts to Develop Children Fine Motor Skills Through Sticking Picture Properly By Using Combination of Explicit Instruction Model And Assignment Media Utilizing Natural Materials. J-K6EM, 1, 22.
Oreck, B. (2006). Artistic Choices: A Study of Teachers Who Use the Arts in the Classroom. International Journal of Education & the Arts, 7(8), 1-27.
Pala, A. (2011). The Need For Character Education. International Journal Of Social Sciences And Humanity Studies, 3(2), 23-32.
Piaget, J. (1993). Physical Knowledge in Preschool Education: Implications of Piaget's Theory. New York: Teachers College Press.
Porath, O. (2017). Nasty Boys or Obedient Children?: Childhood and Relative Autonomy in Medieval Japanese Monasteries. In F. S. (Eds.), Child's Play: Multi-Sensory Histories of Children and Childhood in Japan (pp. 17-40). Oakland, California: University of California Press.
Rathunde, K., & Csikszentmihalyi, M. (2005). Middle School Students' Motivation and Quality of Experience: A Comparison of Montessori and Traditional School Environments. American Journal of Education, 111(3), 341-371 .
Rogers, A. (2014). Interactions between Informal Learning and Formal/Non-Formal Learning. In The Base of the Iceberg: Informal Learning and Its Impact on Formal and Non-formal Learning (pp. 59-76). Opladen; Berlin; Toronto: Verlag Barbara Budrich.
Rosenthal, D., & Lakhanpaul, M. (2020). Child health and homelessness. In C. C. (Eds.), Transforming Early Childhood in England: Towards a Democratic Education (pp. 34-53). London: UCL Press.
Safitri, M. E., Ahmad, K., & Saleh, M. (2018). Development Of Child Independence Through Model Picture and Picture, Examples Non Examples Model and Practical Method Directly Activities of Learning Practical Life In Group B Kasih Ibu Kindergarten, Banjarmasin, Indonesia. European Journal of Education Studies, 5(7), 36-48.
Sakerebau, J. (2018). Understanding the role of educational psychology for learning. BIA Journal of Theology and Contextual Christian Education, 1(1), 96-111. doi:https://doi.org/10.34307/b.v1i1.22
Samuelsson, I. P., Carlsson, M. A., Olsson, B., Pramling, N., & Wallerstedt, C. (2009). The art of teaching children the arts: music, dance and poetry with children aged 2–8 years old. International Journal of Early Years Education, 17(2), 119-135. doi:10.1080/09669760902982323
Sanjaya, W. (2009). Educational Process Standard Oriented Learning Strategy . Jakarta: Prenada.
Sheridan, S. M., Edwards, C. P., Marvin, C. A., & Knoche, L. L. (2009). Professional Development in Early Childhood Programs: Process Issues and Research Needs. Earlu Education and Development, 20(3), 377-401. doi:10.1080/10409280802582795
Spektor-Levy, O., Baruch, Y. K., & Mevarech, Z. (2013). Science and Scientific Curiosity in Pre-school-The teacher's point of view. International Journal of Science Education, 35(13), 2226-2253. doi:10.1080/09500693.2011.631608
Sujiono, Y. (2013). Basic concepts of early childhood education. Jakarta: PT. Indeks.
Sullivan, A. B. (2018). Dancing robots: integrating art, music, and robotics in Singapore’s early childhood centers. Int J Technol Des Educ, 28, 325–346. doi:10.1007/s10798-017-9397-0
Suriansyah, A. (2011). Education Foundation. Banjarmasin: Comdes.
Suriansyah, A., & Aslamiah. (2011). Early Childhood Learning Strategy . Banjarmasin: Comdes.
Susanto, A. (2015). Learning Theory and Learning in Primary Schools. Jakarta: Kencana Prenadamedia Group.
Suyadi. (2010). Learning Psychology of Early Childhood Education. Yogyakarta: Pedagogia.
Thematic Group 4. (2014). The Future Of Our Children: Lifelong, Multi-Generational Learning For Sustainable Development . Sustainable Development Solutions Network.
Van Loon, A., Ros, A., & Martens, R. (2012). Motivated learning with digital learning tasks: What about autonomy and structure? Educational Technology Research and Development, 60(6), 1015-1032.
Walthall, A. (2017). For the Love of Children: Practice, Affect, and Subjectivities in Hirata Atsutane's Household. In W. A. (Eds.), Child's Play: Multi-Sensory Histories of Children and Childhood in Japan (pp. 60-80). Oakland, California: University of California Press.
Yus, A. (2011). Early childhood education model. Jakarta: Kencana.