Art Innovation Learning Guidance For Kindergarten Teacher

Authors

  • Usep Kustiawan Program Studi Pendidikan Anak Usia Dini, Fakultas Ilmu Pendidikan, Universitas Negeri Malang, Jalan Semarang No 5, Malang, Jawa Timur, 65145, Indonesia
  • Retno Tri Wulandari Program Studi Pendidikan Anak Usia Dini, Fakultas Ilmu Pendidikan, Universitas Negeri Malang, Jalan Semarang No 5, Malang, Jawa Timur, 65145, Indonesia
  • Munaisra Tri Tirtaningsih Program Studi Pendidikan Anak Usia Dini, Fakultas Ilmu Pendidikan, Universitas Negeri Malang, Jalan Semarang No 5, Malang, Jawa Timur, 65145, Indonesia
  • Wuri Astuti Program Studi Pendidikan Anak Usia Dini, Fakultas Ilmu Pendidikan, Universitas Negeri Malang, Jalan Semarang No 5, Malang, Jawa Timur, 65145, Indonesia

DOI:

https://doi.org/10.51601/ijersc.v4i6.671

Abstract

The purpose and scope of this guidance activity are to provide kindergarten teachers in Sukun
District, Malang City, the knowledge and skills about designing and implementing early
childhood integrated art innovation learning to improve the effectiveness and quality of
children’s art learning process in kindergarten as part of their job. Guidance and training
methods that will be used in this activity are 1) delivery of material and discussion about the
development of early childhood art skills and early childhood integrated art innovation; 2)
guidance and practice in groups to discuss innovation and designing one learning material
package of early childhood integrated art including art, dance, music, and drama literature; 3)
Demonstration and simulation to demonstrate the early childhood integrated art innovation
learning activity as a part of art class in kindergarten; 4) discussion and evaluation to get
feedback both about the process and results of guidance and practice activities. The results
obtained are 1) Non-Physical results; from the evaluation of the final results, it can be
concluded that 90% (out of 40 participants) have understood the knowledge and skills about
making early childhood integrated art innovation to improve the effectiveness and quality of
children’s art learning process in kindergarten as part of their job; 2) Physical Result; obtained
by the participants from the guidance and training activities are products in the form of early
childhood integrated art innovation learning types about various themes and titles. In general,
this guidance and training activity is considered successful because, at the end of the activity, all
participants have the knowledge and skills about designing and implementing early childhood
integrated art innovation learning to improve the effectiveness and quality of children’s art
learning process in kindergarten as part of their job.

 

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Author Biographies

Retno Tri Wulandari, Program Studi Pendidikan Anak Usia Dini, Fakultas Ilmu Pendidikan, Universitas Negeri Malang, Jalan Semarang No 5, Malang, Jawa Timur, 65145, Indonesia

 

 

Munaisra Tri Tirtaningsih, Program Studi Pendidikan Anak Usia Dini, Fakultas Ilmu Pendidikan, Universitas Negeri Malang, Jalan Semarang No 5, Malang, Jawa Timur, 65145, Indonesia

 

 

Wuri Astuti, Program Studi Pendidikan Anak Usia Dini, Fakultas Ilmu Pendidikan, Universitas Negeri Malang, Jalan Semarang No 5, Malang, Jawa Timur, 65145, Indonesia

 

 

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Published

2023-12-26

How to Cite

Kustiawan, U., Wulandari, R. T., Tirtaningsih, M. T. ., & Astuti, W. (2023). Art Innovation Learning Guidance For Kindergarten Teacher . International Journal of Educational Research and Social Sciences (IJERSC), 4(6), 1059–1066. https://doi.org/10.51601/ijersc.v4i6.671

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