Thematic Paper Activities for Young Children

Hasmalena, Syafdaningsih, Mahyumi, Gustiana

Early childhood education, Universitas Sriwijaya, Indonesia

Keywords: Thematic, Paper Activities, Young Children

Abstract: This study aims to develop valid and practical thematic paper activities. Subjects used in this study were

two groups in Pembina kindergarten Palembang. The model development is Rowntree and using Tessmer's

formative evaluation stages which consist of self-evaluation, expert review, aims to know the level of

validity of paper activities, the learning product is concluded valid if developed with adequate theory. All

components of the learning product are consistently related to one another called construct validity. One to

one evaluation, and small group evaluation aim to see practicality if experts and practitioners claim that the

developed product is applicable, easy to administer. Data collection used in this research is interview

method, walkthrough and observation. Based on the results of research show that the validity of the content

and design obtained average value of 3.77 categories is very valid. For paper activities practicality test from

observation at one to one evaluation with 95% average value very practical category. Then for the small

group evaluation stage, the average value of 92% of the categories is very. This research concludes that of

thematic paper activities is already valid and practical and worthy to be used as paper activities learning for

young children.

1 INTRODUCTION

Based on the regulation of the Minister of Education

and Culture of the Republic Indonesia Number 137

of 2014 on National Standards at Early Childhood

Education chapter VI standard content article 9

paragraph 2 that is, the theme and sub theme as

referred to in paragraph (1) prepared in accordance

with characteristics, needs, children, and local

culture. In line with the above ministerial regulation,

there is also a ministerial regulation No. 146 of 2014

on the 2013 curriculum there are basic

competencies, recognize the social environment

(family, friends, place of residence, place of

worship, culture and transportation) and presents

various works related to the environment social

(family, friends, shelter, places of worship, culture,

transportation) in the form of drawing, storytelling,

singing and gestures. For that reason, as an early

child educator we have to introduce about the social

environment, especially the nearest children's

environment such as city name, icon, special food,

regional dance, traditional games, regional songs,

and traditional clothes around the child.

Culture consists in patterned ways of thinking,

feeling and reacting, acquired and transmitted

mainly by symbols, constituting the distinctive

achievements of human groups, including their

embodiments in artifacts; the essential core of

culture consists of traditional (i.e. historically

derived and selected) ideas and especially their

attached values (Kluckhohn, 1951).

After the researcher conducted observation in 3

kindergartens of group B in Palembang such as

kindergarten Al-Ikhlas, kindergarten Pertiwi 1 and

kindergarten Puri Abadi each observation was done

on November 30, 2017 and December 4, 2017. From

interview with the classroom teacher at that time for

Kindergarten Al-Ikhlas and kindergarten Pertiwi 1, it

is generally said that at the time of learning my

homeland theme teachers only rely on thematic

paper student or what they usually call magazines

for children they buy per package in each semester.

For development the theme itself, especially to

introduce the city of Palembang as a local culture

that must be known by children, teachers have not a

special media to introduce the local culture of

Palembang, they only print images typical

Palembang monuments such as Ampera bridge,

Monpera, Agung Mosque and others with invites

children to ask questions about the city center of

Palembang. Then the obstacles that teachers face are

142

Hasmalena, ., Syafdaningsih, ., Mahyumi, . and Gustiana, .

Thematic Paper Activities for Young Children.

DOI: 10.5220/0009994200002499

In Proceedings of the 3rd Sriwijaya University International Conference on Learning and Education (SULE-IC 2018), pages 142-148

ISBN: 978-989-758-575-3

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

for the provision of the media itself for example they

must print the image first before giving the material

to the learners, then the resulting size is not so big

even not seen clearly by the whole child because

using A4 paper. For thematic paper that used by Al-

Ikhlas Kindergarten is a book from publisher of

Intan Pariwara which is refers to the 2013

curriculum and each theme are spread in seven

different titles.

This book has been referring to the 2013

curriculum, and printed the theme. From some

obstacles that researchers have found above it can be

said that the lack of teaching materials in this case is

thematic paper student associated with the local

culture of Palembang, because in general thematic

my homeland theme of each thematic paper student

used by schools include the culture that exists in

Indonesia but the content of the material is

sometimes not related to the cultural environment

around the child.

Results of interviews with classroom teachers,

teachers strongly agree if there is teaching materials

or thematic paper student in local culture of

Palembang City. Teachers feel very helpful with the

sub theme of Palembang city, at least the teacher no

longer need to print the media or activity sheet of

learners. So it can save time and more practical in its

use. For children with thematic paper student

existence it can provide knowledge about the local

culture of Palembang city which is the city where

children grew up. That is why we need to develop

paper activity sub theme of Palembang city. Based

on the identification of the problem above, the

researcher intends to develop Thematic Paper

Activities For young children.

2 RESEARCH METHODS

In this research use development research method.

Furthermore, This study represents design research.

Design research is conducted by a researcher or

researchers with experience of and interest in

building theory and instructional designs in

collaboration with teachers. The teacher is

considered a member of the research team with the

responsibility for implementing the instructional

design (Stephan, 2014). Design research has both

pragmatic and theoretical goals by further

developing particular forms of learning and specific

theories by systematically studying learning and the

means of supporting them. The attraction of design

research is based on the fact that it is closely

connected to practical settings (Stephan, 2014).

Stages of this model are planning, development, and

assessment or evaluation. In the evaluation phase,

the researcher uses Tessmer's formative evaluation,

(Tessmer, 1993) model consisting of self evaluation,

expert review, one-to-one evaluation, small group

evaluation. This research has been carried out with

the planning phase in November-December 2017

and evaluation phase in March 2018 at Pembina 2

state kindergarten Palembang.

2.1 Planning

At this stage of the analysis includes the following

three activities: Conduct competence analysis

required of the learner at this stage the researchers

analyzed the competencies that correspond to the

age of the child on government regulation no. 146 of

2014 on the 2013 curriculum in early childhood

Analyze the characteristics of learners about their

learning capacity, knowledge, skills, attitudes that

students already possess and other related aspects;

Conduct material analysis in accordance with

competence demands. At this stage the researcher

performs indicator analysis for children aged 5-6

years in accordance with the theme of my homeland

which has been described in the previous chapter.

Selanjutya collect data used as a supporting

reference to develop student work sheet. References

can be books, journals, and internet sites in the form

of print or soft files.

2.2 Development

The next stage after the planning phase is the stage

of topic development, as has been described in the

previous chapter that is about the local culture of

Palembang city and has been adapted to the basic

competencies and learning objectives. After

compiling the material then the next step is to

produce the prototype. The material that has been

compiled is then made into the activity sheet of the

learner that has been illustrated into the picture.

2.3 Evaluation

The last stage is the evaluation stage aims to analyze

the validity and effectiveness and practicality of

thematic paper student that we implement.

Formative evaluation is an incorporated process for

collecting data on the effectiveness and efficiency of

learning materials (including into the media) to

achieve established goals. Meanwhile, according to

Worthen, Sanders, and Fitzpatrick (1997) formative

evaluation focuses attention on ongoing, midstream

Thematic Paper Activities for Young Children

143

assessments that feed information back to

intervention implementers, allowing them to make

real-time adaptations and refinements to ineffective

aspects of an intervention. Formative feedback often

leads to decisions about program development (such

as whether to modify or revise the intervention),

whereas summative feedback often leads to

decisions about whether to ultimately continue,

expand, or adopt the program.



2.3.1 Self Evaluation

At this stage, thematic paper for student has been

produced then the researchers make their own

corrections to thematic paper student in theme home

land sub theme of Palembang that has been

developed. After correction then proceed to the next

evaluation stage that is expert review.

2.3.2 Expert Review

At this stage thematic paper studentis evaluated by

experts. The criteria used in determining the

validator in this study based on the assessment that

the experts have been experienced in assessing the

products to be developed. There are two validators

involved at this stage that the material expert is

required to test the material feasibility or the

accuracy of the contents and questions in accordance

with the competencies and learning objectives to be

achieved. Media experts are required to assess the

look / design and language to be used. The

procedures used at this stage with the provided

questionnaire. Furthermore, the suggestions

provided by the validator are analyzed and then used

as revision materials.

2.3.3 One-to-One Evaluation

In this one-to-one evaluation phase, the researcher

involves three young children in Pembina 2 state

kinergarten Palembang representing students with

low, medium and high ability. Then they are asked

to do the work on the student work sheet. After

thematic paper studenthas had its practicality in the

one-to-one evaluation stage then thematic paper

studentwhich has been revised through expert test

called prototype 2 continued to small group

evaluation stage, Plan the report (s) of the

evaluation, Implement the evaluation

2.3.4 Small Group Evaluation

In small group evaluation stage, evaluation is done

by testing prototype 2 which has been developed in

the student group consisting of nine student, which

is divided into three capabilities, that is with high

ability, medium ability and low ability besides with

different characteristics such as from family

background of tribe and others..

2.4 Data Collection Techniques

The research data was collected by teacher interview

technique used for initial data analysis. Then the

walkthrought technique is data validation involving

several experts to evaluate the product as a basis for

revising the initial product. The data collection tool

used in the form of validation sheet given to the

expert. The validation sheet given to the expert in

the likert scale.

Observation

The next data collection technique in this research is

observation. Observation is done during the activity

which aims to see the practicality of thematic paper

studentto be developed. The observation was held

for 4 days and 2 days of one-to-one and 2 days in

small group stage. Observations are measured

through learning indicators that have been

determined on thematic paper student problems that

have been made. Then the acquisition score gets

changed to the value.

Questionnaire

The practicality about the use of thematic paper

student that will be developed it is necessary to do

the questionnaire to the teacher. The Likert scale can

be used to obtain data through questionnaires about

teacher responses to student work sheet. The

collected data can be used as a percentage.

3 RESULTS AND DISCUSSION

3.1 Self Evaluation

At this stage of self-evaluation thematic paper

activities that has been produced then the researchers

make their own corrections to thematic paper student

Theme Home land Sub Theme of Palembang City

that has been developed. After correction then

proceed to the next evaluation stage that is expert

review.

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3.2 Expert Review

At this stage thematic paper studentis evaluated by

experts. The criteria used in determining the

validator in this study based on the assessment that

the experts have been experienced in assessing the

products to be developed. There are two validators

involved at this stage that the material expert is

required to test the material feasibility or the

accuracy of the contents and questions in accordance

with the competencies and learning objectives to be

achieved. Media experts are required to assess the

look/ design and language to be used. The

procedures used at this stage with the provided

questionnaire. Furthermore, the suggestions

provided by the validator are analyzed and then used

as revision materials. If there are things that need to

be improved then the researcher should revise the

student work sheet. If it has been declared valid then

thematic paper studentthat has passed the expert

review stage will then be done one-to-one

evaluations. Validity test is done to test the level of

validity and student work sheet, involving 2 experts

namely design experts and materials. The average of

the total validation score of experts is 3.77 with very

valid category. Both validators allow product testing

after revision in accordance with the suggestions that

have been made.

3.3 One-to-One Evaluation

In this one-to-one evaluation phase, the researcher

involves three students of group B Pembina 2 state

kindergarten Palembang representing students with

low, medium and high ability (Tessmer, 1993). Then

they are asked to do the work on the student work

sheet. The selection of research subjects is reviewed

from the level of ability. Average score from one-to-

one evaluation stage is 95% with very practical

category. While small group stage involving 9

students in group B3 with average value of 92%

with very practical category. After thematic paper

studenthas had its practicality in the one-to-one

evaluation stage then thematic paper student which

has been revised through expert test called prototype

2 continued to small group evaluation stage.

Media validation stage consisting of 4 indicators

such as 1) clarity of writing on student work sheet,

writing not blurred, no errors in writing, thematic

paper studentwriting interesting to read and the type

of letters used can be read, with a total score of 22,

2) instructions for use which consists of the

language used effectively and efficiently and the

clarity of the information provided, with a total score

of 8, 3) clarity of the image on thematic paper

studentthat is not blurred image, strategic image

position, there is an explanation, the picture is easy

to understand and get the total score 15, 4) display

thematic paper studentconsisting of images in

accordance with the theme and sub theme,

interesting to see, drawings arranged regularly and

there are titles along with other information, the total

score obtained 16. Average score obtained in the

design evaluation stage of 3.78 with the category

very valid. Then it is worth to be tested according to

suggestion. Suggestions obtained by the researcher

in the form of spelling or writing repaired, the title

moved to the top center of the worksheet, the size of

the title is enlarged and make the steps of learners.

After the suggestion of the validator is fixed then it

is feasible to be tested.

The validation of the material/ content of 3.76

with the category is very valid, then for the design

validation of 3.78 with the category is very valid.

Thus, thematic paper student developed by the

researcher can be used in the next test phase. Based

on the suggestion of the validator then there are

some revisions on prototype 1 as described in the

previous step. Furthermore, the validated and

revised thematic paper studentis then tested at the

one to one evaluation stage. Overall the average

value of expert validation review results on the

theme thematic paper studentmy homeland sub

theme of Palembang city is 3.7 with very valid

category. In line with the results of the researcher,

Bronwyn H. Hall (2006) Research and Development

(R&D) is the term commonly used to describe the

activities undertaken by firms and other entities such

as individual entrepreneurs in order to create new or

improved products and processes. All components of

the learning product are consistently related to one

another called construct validity. The indicators used

to infer the developed learning product are valid, the

validity of the content and the validity of the

constructs. In line with the expert opinion above

according to According to H. E. Garrett (1965) the

validity of a test or any measuring instrument

depends upon the fidelity with which it measures

what it proposes to measure.” According to Freeman

(1960) an index of validity shows the degree to

which a test measures what it purposes to measure

when compared with accepted criteria. According to

Anastasi (2007) “The validity of a test concerns with

what the test measures and how well it does so.

The one to one stage aims to see the practicality

of prototype 1 that has been evaluated by the expert.

This stage of teachers teach children about the city

of Palembang which refers from the theme of my

Thematic Paper Activities for Young Children

145

home land. After the teacher explains the material

the child is working on the thematic paper

studentthat has been provided. Researchers observed

children at the time of learning that aimed to see

their practical value for the prototype 1. The three

observational indicators were 1) attraction,

consisting of enthusiastic descriptors in working

student work sheet, paying attention to thematic

paper studentcarefully, 2) ease of use, consisting of

three descriptor that is, understand the thematic

paper studentinstruction, understand the material,

answer the problem independently, 3) interest or

motivation consists of two descriptor such as

discussing or asking with a group of friends about

the material in thematic paper student and showing

curiosity. The average acquired by 95% category is

very practical. The result of prototype 1 was then

revised again into prototype 2.

3.4 Small Group Evaluation

In small group evaluation stage, evaluation is done by

testing prototype 2 which has been developed in the

student group consisting of nine student, which is

divided into three capabilities, that is with high ability,

medium ability and low ability besides with different

characteristics such as from family background of tribe

and others. Learners are then asked to return to work on

the tasks on the student work sheet. Then after the

repair and prototype 2 has a practicality then the

product has been completed.

In the activity of attaching pieces of images

Monpera and Great mosque children feel confusion

because there is no sample image intact so that after the

revised researcher adds a complete picture on both

worksheet of the learners. For a clearer picture can be

seen in the attachment. Each child with an average

percentage of 92% with the category very practical so it

can be concluded that the small group evaluation stage

that aims to see the level of practicality thematic paper

student developed by researchers can be said to be very

practice.

3.5 Results Angket Practicality

The level of practical thematic paper student that has

been developed by the researcher then required a

questionnaire given to three teachers in Pembina 2

state kindergarten Palembang. Respondents in this

case are teachers who teach in group B2. In the

opinion of Centaury (2016) practicality is the level

of exposure and implementation prototype of

learning devices by teachers and students. Based on

the above opinion, researchers review the level of

practicality in terms of the use of thematic paper

studentin children and teachers. The following is a

table of presentation of thematic paper student

practicality questionnaire data developed by the

researcher. Questionnaire of practicality against

thematic paper studentthat has obtained an average

score of 97% with very practical category. So it can

be said that thematic paper student has met the criteria

of practicality.

The practicality of using thematic paper student

was tested prototype 2 on children called small

group evaluation. At this stage the researchers used

nine children group in Pembina 2 state kindergarten

Palembang. This stage of the researchers back into

the observer as well as doing the documentation

through video and photos. Teachers provide material

about the city of Palembang using the media images

or print outs that have been provided by researchers

who then pasted in carton media and placed on

board the classroom. After the teacher convey

material about the city of Palembang and then

children are guided to work on thematic paper

student that has been provided by researchers. The

indicator used to see the level of practicality at this

stage is the same as the indicator in the previous

stage is the one to one evaluation stage. Observation

value at small group evaluation stage in thematic

paper student with average of 92% so it can be said

that the use of thematic paper student theme of

Palembang City has practical criteria for children.

Furthermore, to determine the practical level of

thematic paper student use in terms of teachers. The

number of respondents at this stage of three

kindergarten teachers Pembina Negeri 2 Palembang

took place in the same kindergarten when

researchers conducted research. Respondents taught

to group B2 two teachers and one teacher B3. At this

stage the researchers gave a questionnaire to

respondents with a likert scale. Respondents only

provide checkers according to what they feel. At this

stage it consists of eight statements including 1) with

this thematic paper student can help me teach in

class, 2) clarity of indicator so that can be measured,

3) in the presence of assessment table can facilitate

me in using student work sheet, 4) make it easier for

me to give the value of the work of the child 5) after

I use this thematic paper studentI no longer have

trouble in providing print out for children, 6) after I

use this thematic paper studentI know more about

the material about Palembang city, 7) after use this

thematic paper student, the more confident in giving

the material, 8) the material contained in thematic

paper studentis short, solid, clear and interesting.

Based on the above eight indicators, the percentage

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of teachers with the initials of YM is 96% with very

practical category, then the teacher with initials SZ

obtained 100% percentage result very practical

category and lastly the teacher initialed NR get the

percentage result of 96% very practical category so

that the results of the questionnaire value of

practicality against thematic paper student obtained

an average value of 97% category very practical. So

it can be said that thematic paper student theme of

Palembang City has met the level of practicality.

Practicality is practical and easy in

administration, such as easy to implement,

corrected or checked and given assessment or

scoring equipped with clear instructions.

Practicality can be fulfilled if the experts and

practitioners state that what is developed can be

applied and the reality shows that what is

developed can be applied and used easily.

Practicality refers to the condition of products

developed easy to use by users both teachers and

students so that learning can be meaningful,

interesting, fun and useful for student life. So it can

be said that practicality can be said to be practical if

the experts and practitioners claim that the

developed product is applicable, easy to administer

it as easy to implement, corrected or checked, easy

to scratch and equipped with clear instructions and

referring to product conditions that can be used by

students and teachers that are meaningful,

interesting, fun and useful.

3.6 Product Results of Thematic Paper

Activity for Young Children

The result of the research entitled the development

of activity sheet of learners of my homeland theme

sub theme of Palembang city, using Rowntree model

through three stages: planning, development and

evaluation phase.Tessmer in Gwendolyn J. Ogle

(2002) outlines 11 steps that are necessary when

planning an evaluation. Although not graphical, the

steps are prescriptive in nature and this model

constitutes one of only a few formative evaluation

models. Determine the goals of the instruction,

Determine the resources for and constraints upon the

evaluation, obtain a complete task analysis of the

instruction, Describe the learning environment,

Determine the media characteristics of the

instruction, Outline the information sought from the

evaluation Choose parts of the instruction for

evaluation, Select the stages and subjects for the

evaluation, Select the data gathering methods and

tools for each stage. For more information, it will

be shown in the picture below.

Figure 1. Thematic paper student activity

Based on the picture above, the activities carried

out on the worksheet with the theme of the city of

Palembang are connecting images of the Palembang

monument. The child performs the activities

according to the instructions already available on the

worksheet after the teacher evaluates the work of the

child.

Figure 2. Thematic paper student activity

In the picture above, it can be seen that the

child's activity on the worksheet is encircling food

which is typical of Palembang then the child

circulates on the worksheet and the teacher makes an

assessment. The activity on the worksheet uses a

Thematic Paper Activities for Young Children

147

scientific approach. The learning objectives in this

activity are children can circle 4 Palembang

specialties.

4 CONCLUSION

Based on research conducted on the development of

thematic paper student theme Home land

Palembang subtema can be concluded thematic

paper student developed is stated valid at the expert

review stage consisting of material and design

experts so that thematic paper studentis feasible to

be used as a teaching material for the theme of

Home land and Palembang subtema this can be

known from the average expert review results of

3.77 categories are very valid.

Test the practicality of thematic paper student

can be seen from the observation of children and

questionnaire given to three teachers. The results of

the one-to-one stage conducted by three students

obtained an average score of 92% with a very

practical category. Then at the small group

evaluation stage given to nine students in group B3

obtained the average value of practicality

percentage of 92% with very practical category.

Then the last step to see the practical level of

thematic paper studentis teacher questionnaire, the

result of the questionnaire value of practicality to

thematic paper student that has obtained an average

value of 97% category very practical. So it can be

concluded that the theme thematic paper student

sub theme of Palembang city has been eligible valid

and practical and feasible to be used in learning the

theme of my homeland sub theme of Palembang

city in kindergarten.

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