Title:
DEVELOPMENT OF CENTRAL LEARNING MODELS WITH SOCIOCULTURAL APPROACH TO IMPROVE CHILDREN’S COGNITIVE AND LANGUAGE DEVELOPMENT AT PGRI 3 PANDAAN KINDERGARTEN OF PASURUAN REGENCY

Authors:
Ade Nugroho*, Mustaji , Umi Anugerah Izzati

Abstract:
This study aimed to develop a central learning model product with a sociocultural approach to improve children's cognitive and language development at PGRI 3 Pandaan Kindergarten of Pasuruan Regency. The research subjects were a child aged 6 years and 2 teachers, and 1 principal of PGRI 3 Pandaan Kindergarten at Pasuruan Regency. This study used the Dick & Carey Research and Development model. As a result of the outbreak of the COVID-19 Pandemic which resulted in all educational institutions not being allowed to conduct face-to-face learning and the prohibition of gathering, this development research was limited to expert feasibility testing and feasibility testing on a PGRI 3 Pandaan kindergarten student. Data were collected by collecting and analyzing validation questionnaires from experts and practitioners. The theoretical feasibility based on the validation results of the learning model expert is 37/40 x 100% = 92.5% with very suitable criteria for use. Feasibility based on the validation results from material instrument experts is 29/32 x 100% = 90.6% with very feasible criteria for use. Feasibility is based on the results of the validation of the learning implementation plan instrument expert with a score of 31/32 x 100% = 96.8% with very suitable criteria for use. The empirical feasibility is based on the validation results of the practitioners after testing a PGRI 3 Pandaan kindergarten student. Cognitive practitioners stated that 97.5% with very suitable criteria for use and language practitioners stated 97.5% with very suitable criteria for use. The physical feasibility based on the validation results from the manual design expert is 49/52 x 100% = 94.2% with the criteria very feasible to use.

Keywords:
central learning model, sociocultural, cognitive, language development, early childhood education

DOI:
http://dx.doi.org/10.37500/IJESSR.2021.4505