Analysis of Teachers Abilities in Implementing Contextual Learning to Develop Multiple Intelligences of Early Childhood

Journal of Critical Reviews

ISSN- 2394-5125 Vol 7 , Issue 9, 2020

ANALYSIS OF TEACHERS ABILITIES IN IMPLEMENTING CONTEXTUAL LEARNING TO DEVELOP MULTIPLE INTELLIGENCES OF EARLY CHILDHOOD

Khusnul Laely*1, Subiyanto2 , Febru Puji Astuti3, Dewi Liana Sari4, Astiwi5.

1 University Muhammadiyah Magelang, Magelang, Indonesia. *Corresponding author: [email protected] 2University Muhammadiyah Magelang, [email protected] 3University Muhammadiyah Magelang, [email protected] 4University Muhammadiyah Magelang, [email protected] 5University Muhammadiyah Magelang, [email protected]

Received: 23.03.2020 Revised: 24.04.2020 Accepted: 25.05.2020

Abstract Contextual learning is a process of learning activities to motivate students to understand a material by linking the material to the context of a child's life. This study aims to determine the ability of PAUD teacher in implementing contextual learning in developing multiple intelligences of early childhood. This research is a survey research conducted at 15 Early Childhood Education institutions in Kebumen Regency. Data collection using interviews, questionnaires, and observations. Data analysis using quantitative descriptive. The results showed that 81% of teachers in Kebumen Regency were able to understand and implement contextual learning in their learning activities that could develop multiple intelligences owned by children.

Keywords: Teachers Abilities, Contextual Learning, Multiple Intelligences, Early Childhood

INTRODUCTION Learning planned by PAUD teachers should be able to develop In essence, early childhood are all children who are in the early childhood intelligence. Basically, all children are smart, golden age (golden age) which is undergoing a process of but unfortunately the understanding of some parents related to development and growth that is fundamental and rapid in all intelligence is still very limited due to the lack of knowledge aspects of development including moral religious values, about multiple intelligences. Some parents still think that an language, physical motor, cognitive, social emotional, and art as intelligent child is a child who is smart in terms of mathematics. a provision in living the next life. In the range of human life, Whereas an intelligent child is a child who can show one or two early childhood only occurs early in human life and will not be abilities that become his superiority, for example children who repeated. At this time growth and development in various are good at sports (soccer, badminton, volleyball, etc.), good at aspects are experiencing rapid periods in the developmental playing music, or children who are very friendly in speaking range of human life (Berk, 1995). Based on Law Number 20 words (Sujiono, 2011). Therefore, the need for understanding Year 2003 of 2003 concerning the National Education System related to multiple intelligences for parents and PAUD teachers. relating to Early Childhood Education, written in article 28 Relevant research is research conducted in Group B of Al-Aqsa paragraph 1 which reads "Early Childhood Education is held for Islamic Kindergarten in Jambi City about "Improvement of children aged 0-6 years which is not a prerequisite for attending Personal Skills through Contextual Learning" with the basic education". This means that early childhood education is Classroom Action Research (PTK) research methodology shows not a prerequisite for attending primary education, but early that an increase in children's personal skills through contextual childhood education is education intended for the provision of learning is evidenced by the average score - the average initial a child in attending basic education. The Department of personal skills of children reached 44.29%, the first cycle National Education Chapter I article 1 paragraph 14 stressed increased on average to 56.79%, and in the second cycle that Early Childhood Education is a coaching effort aimed at increased significantly to 85.75%. The findings of this study are children from birth to the age of six years conducted through that contextual learning can improve the personal skills of Al- the provision of educational stimuli to help physical and Aqsa Islamic Kindergarten children and cannot be generalized spiritual growth so that children have readiness to enter more (Yusria, 2016). education continued (Depdiknas, 2004). In contrast to UNESCO's opinion, early childhood is children aged 0-8 years. Intelligence is the child's ability to solve problems, create Therefore, in primary education grades 1 and 2 the learning is valuable works or products in one or several cultural still thematic. environments of the community. Besides intelligence is the ability to create an effective product or contribute valuable Early childhood is the age of play, at this age children will not services in a culture, a set of skills to find or create for someone distinguish between playing, studying and working. Children in to solve problems in his life, as well as the potential to find a general really enjoy playing and will continue to play whenever way out of problems that involve the use of new understanding and wherever the opportunity arises. Play is a necessity for (Gardner, 1993). Multiple Intelligences is an assessment that children, this is because through play activities children will looks descriptively at how individuals use their intelligence to gain knowledge that can develop their abilities through play solve problems and produce things. The world of education experiences carried out by children (Docket, 2000). This means recognizes that there are nine intelligences packed in multiple that in learning activities planned by PAUD educators should be intelligences, including linguistic intelligence (Word Smart), packaged with play activities so that children gain experience of musical intelligence (Musical Smart), mathematical logic playing as a learning process. The Learning Implementation intelligence (Number Smart), physical and kinesthetic Plan (RPP) planned by PAUD educators should be packaged into intelligence (Body Smart), Intrapersonal intelligence (Self a fun play activity by arousing a child's curiosity that will have Smart) , Interpersonal intelligence (People Smart), Spatial an impact on all aspects of child development. intelligence (Picture Smart), Naturalist intelligence (Natural Smart), and spiritual Intelligence (Sujiono, 2011).

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ANALYSIS OF TEACHERS ABILITIES IN IMPLEMENTING CONTEXTUAL LEARNING TO DEVELOP MULTIPLE INTELLIGENCES OF EARLY CHILDHOOD

The reality in the field shows that not all PAUD educators can The results of the analysis will be explained descriptively. Based understand multiple intelligences and in planning learning on the type of descriptive research approach, the researcher seem monotonous so that children become bored. This is will describe and analyze the conditions regarding teacher evidenced by the fact that there are still institutions that still use understanding in implementing contextual learning to develop the Child Worksheet (LKA) in the learning process, have not multiple intelligences of children. linked the material with a life that is close to the child, the lesson plans are not arranged continuously so that learning is not This research was conducted in early childhood education optimal, and there are still many institutions that utilize institutions both play groups and kindergartens, Raudhatul factory-made media which is used repeatedly without any Athfal, and Bustanul Athfal in Kebumen Regency. This research media modification. This shows that the ability of teachers is was conducted in July - September 2019. not optimal in planning learning activities and still has to be The procedure in this research is initial analysis of more creative in developing and implementing lesson plans so understanding contextual learning through focus group that learning activities become more enjoyable and provide discussion; Compilation of the research questionnaire; Prepare valuable experiences as part of children's learning process. In interview guidelines that will be used in research; Researchers addition, the reality that occurs in the field shows that PAUD conduct interviews with principals and teachers to find out the educators have not made maximum use of everything in the extent of the implementation of contextual learning in school environment as a learning medium and have not fully developing multiple intelligences of children; Researchers motivated children to understand the subject matter they learn observe the implementation of contextual learning in by turning the material into the context of everyday life that is developing multiple intelligences of children in the learning packed in contextual learning. process; Based on the results of interview answers, and direct Contextual learning is a learning strategy that emphasizes the observation in the process of learning activities, researchers process of full student involvement to be able to find the identify the implementation of contextual learning in material being studied and connect with real-life everyday so developing multiple intelligences of children in the learning that it encourages students to be able to implement it in their process. The subjects in this study were involving 31 class lives. The world of education recognizes the five characteristics teachers and 15 school principals as well as 200 students in of contextual learning, including: 1) there is a process of PAUD institutions. activating existing knowledge (activating knowledge), 2) acquiring and adding new knowledge (acquiring knowledge), RESULT AND DISCUSSION 3) understanding knowledge, 4) implementing knowledge and Based on the results of the study, there are 3 research activities that experience, and 5) reflecting knowledge as feedback for the namely the teacher's level of understanding of contextual process of improvement and refinement of strategies (Sanjaya, learning, the role of the principal in implementing contextual 2006). To find out the factors that influence in developing learning, and the implementation of contextual learning in multiple intelligences of children, it is necessary to conduct this developing multiple intelligences of children. research. Understanding Contextual Learning METHODOLOGY The learning process carried out by the teacher is an effort in This research is a descriptive study with a quantitative developing all aspects of child development. Children are born approach. This study aims to determine the conditions and with the potential that is owned by each child. Learning phenomena that exist in the field. The data obtained in this activities carried out by a teacher are expected to stimulate the study will be analyzed using descriptive analysis. The analysis intelligence possessed by the child. is illustrated by the calculation results in the form of numbers.

Table 1 Results of teacher's understanding of contextual learning No Indicator N Finding Category 1 Understanding contextual learning 31 84% Very Good 2 Contextual learning planning 31 81 % Good 3 Implementation of contextual learning 31 81 % Good

Teachers' understanding of contextual learning becomes very The percentage results above indicate that 84% of teachers in important for the stimulation of various intelligence possessed Kebumen Regency have understood the concept of contextual by early childhood. In accordance with the theory of learning, but not all of them implement learning activities. This constructivism, through contextual learning early childhood is evidenced by only 81% of teachers who plan lesson plans and will get the opportunity to construct their own knowledge of the implement them in learning activities. knowledge they have with the knowledge gained from contextual learning (Jumadi, 2004). The results showed 81% of The Role of the Principal in the Implementation of teachers were able to compile and develop learning material Contextual Learning with contextual learning. The learning activities carried out by The concept is simulated in three conditions. All conditions the teacher are based on the Learning Implementation Plan assume that the total research grant is IDR 150 Million; the used (RPP) that has been prepared before the learning activities in budget is IDR 125 Million, and the remaining or unused budget order to provide stimulants for multiple intelligences. Planning is IDR 25 Million. The remaining budget of the research arranged by the teacher becomes a reference for the becomes the research group’s rights that can be shared. In this implementation of contextual learning. Contextual learning case, the researchers' contribution index is used to guarantee activities that are packaged by playing indirectly can stimulate that the remaining budget is distributed fairly. children to be able to solve problems faced by children in the process of playing as a provision in living their lives The principal as a leader in an institution has a very important (Putrawangsa, 2016). role in implementing contextual learning to develop multiple intelligences of children. There are 3 roles that principals have in implementing contextual learning, including:

Table 2 The role of school principals in implementing contextual learning No Indicator N Finding Category 1 Facilitator 15 86% Very Good 2 Supervisor 15 60 % Good 3 Managerial 15 73 % Good

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Implementation of Contextual Learning in Developing Naturalist intelligence (Natural Smart) Multiple Intelligences of Children Naturalist intelligence develops through activities to visit the Contextual learning has been implemented in learning environment around the institution, visits to rice fields, visits to activities. Contextual learning that is implemented in learning is the field. able to develop multiple intelligences. Based on observations when doing research some contextual learning activities that Spiritual intelligence develop multiple intelligences of children are as follows Spiritual intelligence develops with the habit of praying with (Sujiono, Yuliani Nurani, 2010): both hands raised, habit of praying before and after the activity, Asmaul Husna, reading short letters, storytelling activities. Linguistic intelligence (Word Smart) Linguistic intelligence develops through the role-playing CONCLUSION activities of selling in the market, playing the role of doctors, The results showed that 81% of teachers in Kebumen Regency playing letters made by teachers, telling stories with story were able to understand and implement contextual learning in books (the lazy crocodile, clever deer, I am a smart kid). their learning activities that could develop multiple intelligences owned by children. Thus, it can be concluded that Musical intelligence (Musical Smart). contextual learning can develop multiple intelligences of Musical intelligence develops through tambourine play children. The results of this study are in line with Yusria's activities, playing drumband, lumping horses, playing research on "Enhancing Personal Skills through Contextual percussion (bottles filled with rice/gravel/seeds). Learning" that contextual learning can develop personal skills which are one of multiple intelligences. The intelligence of mathematical logic (Number Smart) Mathematical logic intelligence develops through counting ACKNOWLEDGEMENT activities with arithmetic trees, playing puzzles, playing blocks This research was supported by PRVI. We thank our colleagues and leggos forming objects around children, playing letters from University Muhammadiyah Magelang who provided cards, playing counting objects that are around children to insight and expertise that greatly assisted the research. introduce the concept of numbers sorting objects from large to small with children asked to make meatballs from clay then REFERENCES sorted from large to small and vice versa. 1. Berk, Scaffolding Children Learning: Vygotsky and Early Childhood Education. Washington: DC: NAEYC, 1995. Physical and kinesthetic intelligence (Smart Body) 2. Depdiknas, Acuan Menu Pembelajaran pada Kelompok Physical and kinesthetic intelligence develops through the Bermain. Jakarta: Direktorat Pendidikan Anak usia Dini, activity of walking on the rice field embankment, playing 2004. throwing and catching a ball in the field around the school or 3. S. dan M. F. Docket, Play and Pedagogy in Early Childhood- school yard. Bending the Rules. Sydney: Harcourt, 2000. 4. Y. N. Sujiono, Konsep Dasar Pendiidkan Anak usia Dini, Intrapersonal intelligence (Self Smart) Keempat. Jakarta: PT Indeks, 2011. Intrapersonal intelligence develops through conversing 5. Yusria, “Peningkatan Kecakapan Personal melalui activities discussing the strengths and weaknesses of oneself Pembelajaran Kontekstual,” J. Pendidik. Anak Usia Dini, and talking about interests, role playing activities to portray a vol. 10, 2016. character. 6. H. Gardner, Multiple Intelligences. USA: Basicbooks, 1993. 7. W. Sanjaya, Strategi Pembelajaran Berorientasi Strandar Interpersonal intelligence (Smart People) Proses Pendidikan. Jakarta: Kencana Prenada Media, Interpersonal intelligence develops through queuing habits for 2006. all children, the activity of collecting infaq to be distributed to 8. Jumadi, Pembelajaran Kontekstual dan Implementasinya. those who are unable. 2004. 9. S. Putrawangsa, “Penerapan pembelajaran kontekstual Spatial visual intelligence (Picture Smart) dalam meningkatkan kemampuan pemecahan masalah Spatial visual intelligence develops through free drawing matematika 1),” J. Pendidik. Mat., vol. 10, pp. 59–80, 2016. activities, visits to museum visits to police stations, visits to 10. B. S. Sujiono, Yuliani Nurani, Bermain Kreatif Berbasis firefighters, mosaic activities. Kecerdasan Jamak. Jakarta: PT Indeks, 2010.

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