GURU SEBAGAI PEMBIMBING DALAM MEMFASILITASI PERKEMBANGAN KREATIVITAS ANAK: Studi Deskriptif pada Guru Taman Kanak-Kanak Melati Mekar Tahun Ajaran 2012/2013
Every child has creative power in different levels, creativity needs to be developed because it is only a creative individual who will be able to face the challenges in the face of the rapid development of science and technology, based on these ideas, creativity needs to be nurtured and developed. C...
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2013-12-19.
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| Summary: | Every child has creative power in different levels, creativity needs to be developed because it is only a creative individual who will be able to face the challenges in the face of the rapid development of science and technology, based on these ideas, creativity needs to be nurtured and developed. Considering the creativity will develop properly when the environment in which individuals are able to make the individual feel comfortable in expressing their creativity, the kindergarten teacher as a teacher on the first formal organization for children in need received his education actually facilitate the development of children's creativity. Developing creativity in kindergarten can not be separated from the role of the teacher plays a central role in education in the kindergarten as an educator and mentor, for his research focused on what the teacher attempts to play its role as a mentor in facilitating the development of children's creativity. The approach used in this study is using a qualitative with descriptive methods. The data was collected using non-test techniques through observation and interviews. The results illustrate that the efforts of teachers to facilitate the development of children's creativity is done by: (1) Creating the conditions and atmosphere of the school environment that encourages children to think and behave creatively, (2) Giving attention and stimulating responses, (3) Provide learning activities with activities that require children to think and act creatively, and (4) Provide and encourage a child interactional experiences with friends and other people. Research recommendations addressed to: (1) Kindergarten teacher Melati Mekar, (2) Counseling practitioner for more attention to the guidance that was in kindergarten, (3) The next researcher who conducted a similar study to do with the subject for more research and the educational background and different sexes that research results are obtained more diverse. Setiap anak mempunyai daya kreatif dalam tingkat yang berbeda, kreativitas perlu dikembangkan karena hanya individu kreatif yang akan mampu menghadapi tantangan dalam menghadapi pesatnya perkembangan ilmu pengetahuan dan teknologi, berdasarkan pemikiran tersebut maka kreativitas perlu dipupuk dan dikembangkan. Mengingat kreativitas akan berkembang dengan baik apabila lingkungan dimana individu berada dapat membuat individu merasa nyaman dalam mengekspresikan kreativitas, maka guru Taman Kanak-kanak sebagai guru pada lembaga formal pertama bagi anak dalam mengenyam pendidikannya harus benar-benar memfasiliatasi perkembangan kreativitas anak. Pengembangan kreativitas di Taman Kanak-kanak tidak dapat dipisahkan dari peran guru yang memegang peran sentral dalam pendidikan di Taman Kanak-kanak yaitu sebagai pendidik dan pembimbing, untuk itu penelitian terfokus pada apa saja upaya guru dalam memerankan perannya sebagai pembimbing dalam memfasilitasi perkembangan kreativitas anak. Pendekatan penelitian yang digunakan adalah kualitatif dengan metode deskriptif. Pengumpulan data dilakukan menggunakan teknik non tes melalui observasi dan wawancara. Hasil penelitian menggambarkan bahwa upaya guru untuk memfasilitasi perkembangan kreativitas anak dilakukan dengan (1) menciptakan kondisi dan suasana lingkungan sekolah yang mendorong anak untuk berpikir dan berperilaku kreatif, (2) memberikan perhatian dan respons-respons yang stimulatif, (3) menyediakan aktivitas pembelajaran dengan aktivitas-aktivitas yang menuntut anak untuk berpikir dan berperilaku kreatif; serta (4) menyediakan dan mendorong terjadinya pengalaman-pengalaman interaksional anak dengan teman dan orang lain. Rekomendasi penelitian ditujukkan kepada (1) guru Taman Kanak-kanak Melati Mekar, (2) praktisi bimbingan konseling agar lebih memperhatikan proses bimbingan yang dilakukan di Taman Kanak-kanak, (3) peneliti selanjutnya yang melakukan penelitian serupa dapat dilakukan dengan subjek penelitian yang lebih banyak dan dengan latar belakang pendidikan serta jenis kelamin berbeda agar hasil penelitian yang didapat lebih beragam. |
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| Item Description: | http://repository.upi.edu/4312/1/S_PPB_060027_TITLE.pdf http://repository.upi.edu/4312/2/S_PPB_060027_ABSTRACT.pdf http://repository.upi.edu/4312/3/S_PPB_060027_TABLE%20OF%20CONTENT.pdf http://repository.upi.edu/4312/4/S_PPB_060027_CHAPTER1.pdf http://repository.upi.edu/4312/5/S_PPB_060027_CHAPTER2.pdf http://repository.upi.edu/4312/6/S_PPB_060027_CHAPTER3.pdf http://repository.upi.edu/4312/7/S_PPB_060027_CHAPTER4.pdf http://repository.upi.edu/4312/8/S_PPB_060027_CHAPTER5.pdf http://repository.upi.edu/4312/9/S_PPB_060027_BIBLIOGRAPHY.pdf http://repository.upi.edu/4312/10/S_PPB_060027_APPENDIX.pdf |