Effectiveness of Training on Constructivism Learning Methods to Improve Teaching Skills Self Help Material for Early Childhood Education Teachers

Abstract

The ability of teachers to teach children about self help is needed because it is closely related to the ability of children to live life independently and responsibly. Self help requires qualified skills from the teacher in teaching, but in reality not all teachers are able to teach self help skills appropriately to children. This study aims to prove the effectiveness of training in constructivism learning methods in improving the teaching skills of self-help material for early childhood education teachers. Constructivism learning method is a method that seeks to provide knowledge to students through students’ understanding of observation and experience. The research design used was a quasi experiment with one-group pretest and posttest design on six early childhood education teachers who still used conventional methods of teaching. Interventions given to the subject in the form of training in constructivism learning methods. The data collection technique uses an observation guide with a reliability of 0.812 cohenn’s kappa that measures teacher teaching skills. The research data were analyzed descriptively and used Wilcoxon test statistical analysis. The results of the descriptive analysis show that the teacher’s teaching skills in teaching self help material can be improved through training learning methods with a constructivism approach. While the results of statistical analysis show that training in constructivism learning methods is effective in improving teacher skills in teaching self help material. The implication, this research can be a basis in developing teacher skills in the teaching and learning process.