Literacy learning success is greatly influenced by the form of evaluation used in measuring achievement citizens learn literacy skills. Learning outcomes in literacy education has been seen in a legal form of literacy, which is given Certificate of Literacy Literacy (SUKMA) to the citizens to learn. Knowingly or not, the form of evaluations conducted fairly give effect to the successful attainment of literacy education programs. The fact that there is that the evaluation tool which has been used to measure learning outcomes in literacy education is the dominant means of evaluation with the test format approach, whereas the evaluation form with a non-test approach is often not viewed. Non-test assessment technique means carrying out the assessment by not using the test format. These valuation techniques commonly used to assess a person's personality (people learning / learners) thoroughly covers attitudes, behaviors, traits, social attitudes, speech, life history and others. But the non-test approach can also be used in the evaluation of an educational program, whether it tehadap evaluation of learning and evaluation of learning outcomes.
Patrol script is a form of evaluation tools in literacy learning outcomes by promoting non-test approach in its implementation. Learning measurement results achieved by the citizens in the process of learning script patrol model evaluation is done through a process of observation and free interviews with residents to learn. With this kind of evaluation model, it is possible to see the capabilities of literacy achieved by a citizen of the learning process as a whole up to the level of its application in daily life people learn.
Patrol script is a model of evaluation that can be applied as a model evaluation tool to get SUKMA on literacy education. Model evaluation patrol script focuses on the evaluation process of the observations made by the tutor as evaluator of the residents learned. In the process of direct observation, interviews were conducted with variations in question lightly or demand for citizens to learn that can be used to determine the ability of citizens of literacy learning that is the achievement of learning outcomes that have been done.
The evaluation model is a form of evaluation patrol literacy learning outcomes in which the tutor as evaluator to supervise the progress of learning achieved by the citizens. Supervision is done not only in the classroom or learning place during the learning process, but also carried out outside the place and time of learning. In this evaluation process, tutors are expected to interact more with citizens studying outside the atmosphere of learning. Tutors make home visits or to usual activities where people learn to conduct assessments of literacy skills people learn. Form of a visit by a tutor is an informal visit which appears as an ordinary meeting with a variety of reasons (DI, stop, play etc.)
Models patrol literacy learning outcomes in the evaluation of literacy education is a form of assessment of the achievements of the citizens of literacy learning literacy education using the non-test approach. This model emphasizes the method of observation and interviewing in the implementation.
In the patrol model script, tutor as evaluator conduct a form of participant observation to assess the ability of citizens to learn. In addition tutors also builds an interview that is free interviews with residents to learn. In the interview wherever possible to build an atmosphere of free and familiar interview that it seems that the interview conducted just a regular conversation, not as an evaluation exercise carried out a tutor to assess the ability of citizens to learn. It is important to keep the atmosphere of mysticism residents learn. When they are faced with an evaluation tool learning outcomes of conventional models such as the shape tool in the evaluation of early elementary school and even kindergarten level, then it likely will arise a sense of shame, doubt, anxiety and so on, even so residents will learn to feel demeaned by the application of tools evaluation like this. This could be something that gives them considerable influence on the expression of the ability of citizens to learn literacy. Not to mention the influence of age, the emotional level as well as the existence of citizens studied in the order of society.
The steps in the implementation of the evaluation model patrol script is:
1. Making the assessment format
Although the evaluation model script patrol impression as a form of subjective evaluation in which the tutor as an evaluator in full control and evaluation process emphasizes the measurement of the ability of citizens to learn from observations and interviews, but as in the model evaluation study results using a test format, in the evaluation model of patrol reference letters are also used in the form of performance measurement instruments residents of literacy learning as guidelines in conducting the evaluation process.
2. Conduct the evaluation process
In the implementation of the evaluation model patrol eradication program, the tutors make observations of the ability possessed by the citizens of literacy learning. Observations are made every interaction between tutors and residents learning during the process of program implementation, whether it's interaction during the learning process as well as outside of it, like a tutor to visit home or to where residents learned about their activities. Even when tutors interact via the telephone conversation was the evaluation process can be performed character patrols.
During the interaction process is the tutor can perform measurements by observing the residents learned. Here are examples of the implementation process of the evaluation model of a citizen patrol literacy learning with the identity as follows:
Name of the residents learned: Anto
Age: 36 Years
Gender: male
Occupation: Junior Pedicab
Tutors can conduct a process evaluation of the Anto by observing the ability to read, write and count Anto inside and outside the learning process. In the teaching-learning process, tutor can measure the extent to which the ability to read Anto when learning to read. Is anto has been able to read one sentence or less smoothly smoothly, or new Anto can read fluently one word that consists of a maximum of two to three syllables. Similarly, the measurement of the ability to write and count Anto.
Outside the learning process, tutor can make an assessment of literacy skills with a visit to the house of Anto Anto Anto or to the place where passengers usually wait. At the meeting with Anto, the tutor can evaluate through a simple interview process in the form of visible light conversation, not as an interview, so it does not seem there is a process of observation therein. To assess the ability to read Anto, a tutor can be pretended to ask for something in which to answer that question Anto must do the reading first. Example, the tutor gives a piece of paper that reads an address and ask Anto, whether he knows the address. To assess the ability of numeracy, the tutor can ask about the average income per day from the results obtained Anto pull rickshaws. Then the tutor will ask you again how much the average income per week or per month Anto obtained from the results of such work. Similarly, to assess writing skills.
From the variations proposed demand questions or tutor in a conversation with the citizens to learn, the tutor can measure the achievements of citizens learning of literacy skills. It's just that in an interaction with the citizens learning, tutors do not have to take measurements of all the skills of literacy (reading, writing and arithmetic) residents learn. In one interaction, the tutor may only be able to assess the reading ability of a citizen to learn, the main interactions that occur outside outside class hours. But keep in mind that this script patrol model evaluation is a process of comprehensive evaluation of the residents learned during the process of learning literacy education. So that becomes a benchmark not only on the assessment of learning outcomes, but also achievements of literacy skills at each stage of the learning process. The evaluation model is also a patrol script evaluation exercise which saw the results of literacy learning of literacy skills people learn at the level of literacy ability of citizens learn applications in everyday life.
3. Recording the results of the evaluation process
During the process of learning intraksi with citizens in order to evaluate the learning outcomes with a model patrol script, recording the assessment of literacy skills people learn not to do. Recording is done after the interaction process. Tutors can make notes or complete a form for citizens of literacy skills learning outcomes which have been made / prepared on the terms of the observations (observation) and interview (conversation light) with the residents learned.
Author; Suyuti Zakir, S.S
PLS overseers Palopo City Department of Education
Senin, 26 Desember 2011
Kamis, 01 Desember 2011
Development of Early Childhood Education Holistic-Integrative
Basic Concepts of Early Childhood Development
Various studies show that the period of 5 (five) first year of life the child is a 'golden period' (golden period) or 'opportunity window' (window opportunity) in laying the foundations of child development. Quality of child development during this period will determine the quality of physical health, mental, emotional, social, learning and behavior throughout his life.
Therefore the Golden period should be used (uncultivated) as well as possible to optimize the development of the child according to their potential. There are two things that need to be parents, educators, and caregivers are:
1. Meet the basic needs of children for optimal growth and development.
2. Doing stimulation, detection and early intervention child development.
Both of the above efforts is known as the Early Childhood Development. Efforts early childhood can be done at home by using the resources available at home and the home environment (so-called informal channels). It would be better if participation in early childhood activities organized institution which organizes 'early childhood one roof' which is available in your neighborhood such as integrated service posts joined BKB and Pos good early childhood education through formal and informal (see Law related Act on National Education System at the bottom).
Background of Early Childhood Development (early childhood) Holistic-Integrative in Indonesia
Forerunner organization of early childhood education efforts in Indonesia have been conducted since the last few decades, both of which have long been known as kindergarten and IHC or not too long to form as early childhood Pos. Each is managed by the Department / Ministries / Institutions, public and business, among others through:
Kindergarten (TK)
Raudatul RA (RA)
Bustanul RA (BA)
Sunday School
Play group (Play Group)
TPA (TPA)
Some kind of early childhood unit (SPS)
Heading PAUD
BKB (BKB)
Integrated Service Post (IHC)
etc.
However, the implementation of early childhood is still facing various problems which cause limited range, types of services and gaps essential needs of children, caused among other things:
* Services are not yet integrated (each institution seems to walk on their own and lack of coordination with other similar institutions).
* Quality management unprofessional.
* The limited number of institutions organizers.
* Distribution Institute organizers less prevalent.
* Distribution and power quality uneven.
* Inadequate service facilities.
* Services do not meet the essential needs of all aspects of the child.
* Understanding the importance of early childhood development of holistic, integrative of the stakeholders (both from policy makers, organizers and the community) is still limited.
Efforts towards the development of early childhood have been developed since 1988 the Ministry of Health through Early Detection of Growth (DDTK) of the Child. At around 1999 established the Directorate of Early Childhood Education (early childhood) at the Ministry of National Education, since early childhood and growing effort to get a positive response from the community. Along with the development of knowledge and research on early childhood, the need for early childhood increasing rapidly, in line with the concept of early childhood began to change. Experts consider the necessary and urgent to conduct Early Childhood Development in a holistic (whole and complete) and integrated cross-sector known as "early childhood Holistic-Integrative".
Is early childhood Holistic-Integrative it?
Early Childhood Development (early childhood)-Integrative Holistic is the development of early childhood, which is based on an understanding to meet the essential needs of children are diverse and interrelated simultaneously and systematically, covering various aspects of physical and non physical development, so that children can grow flowers as healthy children, strong, intelligent, cheerful, and virtuous. Growth and development of early childhood physically, mentally, emotionally, and socially affected by health care, fulfillment nutrition, education, mental stimulation, and psychosocial (Bappenas).
Early childhood in the National Education System
According to Law No. 20/2003 on National Education System, CHAPTER I GENERAL PROVISIONS Article 1, paragraph 14:
"Early childhood education is an effort to coaching is aimed at children from birth until the age of six years conducted through the provision of educational stimulation to assist the growth and development physically and mentally so that children have a readiness in further education".
The same Act, Chapter VI LANE, LEVEL, AND TYPE OF EDUCATION, Part Seven, Early Childhood Education, Article 28 paragraphs 1-6:
(1) early childhood education held prior to basic education.
(2) early childhood education can be organized through formal education, nonformal, and / or informal.
(3) early childhood education in the form of formal education Kindergartens (TK), Raudatul RA (RA), or other forms of equals.
(4) early childhood education in the form of non-formal education channels Play Group (KB), TPA (TPA), or other forms of equals.
(5) early childhood education into education or family education in the form of informal education organized by the environment.
(6) Provisions regarding early childhood education as referred to in paragraph (1), paragraph (2), paragraph (3), and paragraph (4) shall be further stipulated by Government Regulation.
Basic need for early childhood Holistic-Integrative
Things that underlie the need for early childhood Holistic-Integrative are:
1. Meet the essential needs of children fully and thoroughly.
2. Services to children who meet the systematic and planned.
3. Child development is influenced by a complex interaction of systems with different levels of the environment surrounding the so-called 'developmental ecology of early childhood'. Environment would include the micro, meso, exo and macro (discussed in details at the bottom).
4. The existence of the gold (the golden period) on the development of the child, that since the fetus until age 5 or 6 years.
5. Benefits and Holistic-Integrative approach to early childhood education has been scientifically tested
Micro System is an environment that is closest to the child in activities and daily interaction, ie interaction with parents, brothers, sisters, and peers. Interaction with the immediate environment will result directly to the child, at the same time there is also a reciprocal relationship (2 way) that affects the child affects the child's environment and the environment. This environment has the greatest impact on child development and in-depth due to take place in the long term and intensive in early childhood.
Meso System is the interaction between components in a micro system, such as the relationship between families with school. If there is a strong relationship and complement each other between these components, the greater the influence of good for children's development.
Exo System is a larger social system in which the child is not directly play a role in it. Example: parents work environment. Policies and decisions at this level will indirectly affect child development.
Macro System is the outer environment of children such as cultural values, laws, customs, laws and regulations, etc. which is also an indirect effect on child development.
Benefits of Holistic-Integrative approach to early childhood
Benefit socially
Include the development of language skills, intelligence, personality, social behavioral, mental and psychosocial resilience and academic achievement. The study results revealed that the investment is given in the age group will be picked early results on the later stages of its life cycle.
For example: the development of language skills of children is strongly influenced by the intensity of the interaction of parents to talk with the child. The number of words that dominated early child is very influential on their language skills which will further affect cognitive performance of children. The high language skills, intelligence, personality, social behavioral, mental and psychosocial resilience and academic achievement will be picked result when children are able to express and implement his works that is generally when the child has begun to grow up.
Benefit economically
Economically, the early childhood-Integrative Holistic useful for:
* Generate more economic returns and reduce social costs in the future.
* Increase the efficiency of investment in other sectors, eg by intervening nutrition programs, health and education from an early age then it will lower costs resulting from health problems and social problems in the future.
* Achieving equitable socio-economic communities including overcoming gender disparities.
* Breaking the cycle of intergenerational poverty.
Conclusion
Early Childhood Development-Integrative Holistic very necessary considering the whole child is an individual, then pengembangannnya necessary to fully and thoroughly. Required courses include integrated health maintenance, fulfillment of nutrition, education, mental stimulation, and psychosocial services to meet all basic needs of children (physical, mental, emotional, and social) in order to grow and develop optimally according to their potential.
Reference
1. http://id.wikipedia.org/wiki/Pendidikan_anak_usia_dini, accessed February 26, 2010.
2. http://www.diknas.go.id/headline.php?id=2, accessed February 26, 2010.
3. Bappenas material on the 'Meeting of Regional Integration Stimulation Activities I Evaluation, Detection and Early Intervention Growth (SDIDTK), Nutrition, Health and early childhood co-operation with the Ministry of Health Ministry of National Education, New York 23 to 25 February 2010, the General Guidelines for Early Childhood Development-Holistic Integrative.
4.enas-Unicef, Jakarta, 2009, the General Guidelines for Early Childhood Development-Integrative Holistic.
by: dr. Awi Muliadi Wijaya, MKM
Various studies show that the period of 5 (five) first year of life the child is a 'golden period' (golden period) or 'opportunity window' (window opportunity) in laying the foundations of child development. Quality of child development during this period will determine the quality of physical health, mental, emotional, social, learning and behavior throughout his life.
Therefore the Golden period should be used (uncultivated) as well as possible to optimize the development of the child according to their potential. There are two things that need to be parents, educators, and caregivers are:
1. Meet the basic needs of children for optimal growth and development.
2. Doing stimulation, detection and early intervention child development.
Both of the above efforts is known as the Early Childhood Development. Efforts early childhood can be done at home by using the resources available at home and the home environment (so-called informal channels). It would be better if participation in early childhood activities organized institution which organizes 'early childhood one roof' which is available in your neighborhood such as integrated service posts joined BKB and Pos good early childhood education through formal and informal (see Law related Act on National Education System at the bottom).
Background of Early Childhood Development (early childhood) Holistic-Integrative in Indonesia
Forerunner organization of early childhood education efforts in Indonesia have been conducted since the last few decades, both of which have long been known as kindergarten and IHC or not too long to form as early childhood Pos. Each is managed by the Department / Ministries / Institutions, public and business, among others through:
Kindergarten (TK)
Raudatul RA (RA)
Bustanul RA (BA)
Sunday School
Play group (Play Group)
TPA (TPA)
Some kind of early childhood unit (SPS)
Heading PAUD
BKB (BKB)
Integrated Service Post (IHC)
etc.
However, the implementation of early childhood is still facing various problems which cause limited range, types of services and gaps essential needs of children, caused among other things:
* Services are not yet integrated (each institution seems to walk on their own and lack of coordination with other similar institutions).
* Quality management unprofessional.
* The limited number of institutions organizers.
* Distribution Institute organizers less prevalent.
* Distribution and power quality uneven.
* Inadequate service facilities.
* Services do not meet the essential needs of all aspects of the child.
* Understanding the importance of early childhood development of holistic, integrative of the stakeholders (both from policy makers, organizers and the community) is still limited.
Efforts towards the development of early childhood have been developed since 1988 the Ministry of Health through Early Detection of Growth (DDTK) of the Child. At around 1999 established the Directorate of Early Childhood Education (early childhood) at the Ministry of National Education, since early childhood and growing effort to get a positive response from the community. Along with the development of knowledge and research on early childhood, the need for early childhood increasing rapidly, in line with the concept of early childhood began to change. Experts consider the necessary and urgent to conduct Early Childhood Development in a holistic (whole and complete) and integrated cross-sector known as "early childhood Holistic-Integrative".
Is early childhood Holistic-Integrative it?
Early Childhood Development (early childhood)-Integrative Holistic is the development of early childhood, which is based on an understanding to meet the essential needs of children are diverse and interrelated simultaneously and systematically, covering various aspects of physical and non physical development, so that children can grow flowers as healthy children, strong, intelligent, cheerful, and virtuous. Growth and development of early childhood physically, mentally, emotionally, and socially affected by health care, fulfillment nutrition, education, mental stimulation, and psychosocial (Bappenas).
Early childhood in the National Education System
According to Law No. 20/2003 on National Education System, CHAPTER I GENERAL PROVISIONS Article 1, paragraph 14:
"Early childhood education is an effort to coaching is aimed at children from birth until the age of six years conducted through the provision of educational stimulation to assist the growth and development physically and mentally so that children have a readiness in further education".
The same Act, Chapter VI LANE, LEVEL, AND TYPE OF EDUCATION, Part Seven, Early Childhood Education, Article 28 paragraphs 1-6:
(1) early childhood education held prior to basic education.
(2) early childhood education can be organized through formal education, nonformal, and / or informal.
(3) early childhood education in the form of formal education Kindergartens (TK), Raudatul RA (RA), or other forms of equals.
(4) early childhood education in the form of non-formal education channels Play Group (KB), TPA (TPA), or other forms of equals.
(5) early childhood education into education or family education in the form of informal education organized by the environment.
(6) Provisions regarding early childhood education as referred to in paragraph (1), paragraph (2), paragraph (3), and paragraph (4) shall be further stipulated by Government Regulation.
Basic need for early childhood Holistic-Integrative
Things that underlie the need for early childhood Holistic-Integrative are:
1. Meet the essential needs of children fully and thoroughly.
2. Services to children who meet the systematic and planned.
3. Child development is influenced by a complex interaction of systems with different levels of the environment surrounding the so-called 'developmental ecology of early childhood'. Environment would include the micro, meso, exo and macro (discussed in details at the bottom).
4. The existence of the gold (the golden period) on the development of the child, that since the fetus until age 5 or 6 years.
5. Benefits and Holistic-Integrative approach to early childhood education has been scientifically tested
Micro System is an environment that is closest to the child in activities and daily interaction, ie interaction with parents, brothers, sisters, and peers. Interaction with the immediate environment will result directly to the child, at the same time there is also a reciprocal relationship (2 way) that affects the child affects the child's environment and the environment. This environment has the greatest impact on child development and in-depth due to take place in the long term and intensive in early childhood.
Meso System is the interaction between components in a micro system, such as the relationship between families with school. If there is a strong relationship and complement each other between these components, the greater the influence of good for children's development.
Exo System is a larger social system in which the child is not directly play a role in it. Example: parents work environment. Policies and decisions at this level will indirectly affect child development.
Macro System is the outer environment of children such as cultural values, laws, customs, laws and regulations, etc. which is also an indirect effect on child development.
Benefits of Holistic-Integrative approach to early childhood
Benefit socially
Include the development of language skills, intelligence, personality, social behavioral, mental and psychosocial resilience and academic achievement. The study results revealed that the investment is given in the age group will be picked early results on the later stages of its life cycle.
For example: the development of language skills of children is strongly influenced by the intensity of the interaction of parents to talk with the child. The number of words that dominated early child is very influential on their language skills which will further affect cognitive performance of children. The high language skills, intelligence, personality, social behavioral, mental and psychosocial resilience and academic achievement will be picked result when children are able to express and implement his works that is generally when the child has begun to grow up.
Benefit economically
Economically, the early childhood-Integrative Holistic useful for:
* Generate more economic returns and reduce social costs in the future.
* Increase the efficiency of investment in other sectors, eg by intervening nutrition programs, health and education from an early age then it will lower costs resulting from health problems and social problems in the future.
* Achieving equitable socio-economic communities including overcoming gender disparities.
* Breaking the cycle of intergenerational poverty.
Conclusion
Early Childhood Development-Integrative Holistic very necessary considering the whole child is an individual, then pengembangannnya necessary to fully and thoroughly. Required courses include integrated health maintenance, fulfillment of nutrition, education, mental stimulation, and psychosocial services to meet all basic needs of children (physical, mental, emotional, and social) in order to grow and develop optimally according to their potential.
Reference
1. http://id.wikipedia.org/wiki/Pendidikan_anak_usia_dini, accessed February 26, 2010.
2. http://www.diknas.go.id/headline.php?id=2, accessed February 26, 2010.
3. Bappenas material on the 'Meeting of Regional Integration Stimulation Activities I Evaluation, Detection and Early Intervention Growth (SDIDTK), Nutrition, Health and early childhood co-operation with the Ministry of Health Ministry of National Education, New York 23 to 25 February 2010, the General Guidelines for Early Childhood Development-Holistic Integrative.
4.enas-Unicef, Jakarta, 2009, the General Guidelines for Early Childhood Development-Integrative Holistic.
by: dr. Awi Muliadi Wijaya, MKM
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