Contribution of Indonesia Cahaya method to the improvement of early childhood teachers' skills

Teachers are one of the spearheads of educational success; hence, every country in the world pays great attention to the teachers’ quality. Qualified teachers do not happen by themselves, it requires conscious, planned, continuous efforts to improve their knowledge and competencies, through re-training, pre-service, refreshment, workshops, technical guidance, teacher education in the field of study [1–3]; in-service training [4]; teacher continuing education in their fields of study [5]; pedagogical staff professional skills improvement [6].

The programmes that are designed to improve teacher qualifications and competencies have been carried out in many countries in the world. African countries such as Kenya, for example through the ECDE program, has trained their early childhood teachers to have skills in educating their students in schools, by sending teachers to study at Kenyatta University and universities in Moi and Nairobi, through degree programs, masters, and doctoral in the field of early childhood education [7]. Another example, an in-service early childhood teachers’ training programme has been conducted in Cyprus in order to meet teacher competencies [8]. Portugal, since 1974, has developed an early childhood teacher training program known as Ciclos Ensino Bási-co (CEB, the Basic Education Cycle) [9]. The government of Ghana, West Africa, has trained many early childhood teachers through various universities [2].

Like other countries reforming their education system since the 6th REPELITA (1995–2000), Indonesia has paid more attention to improving teacher competence in addition to the development of students, from early childhood teachers, elementary schools, secondary schools, senior high schools to lecturers in college. Studies of Micheal Thair and David F. Treagust of the Science and Mathematics Education Centre, Curtin University of Technology, Perth, Western Australia in 1999 on developing teacher competencies in Indonesia showed that Indonesia had undertaken massive curriculum reform and teacher training by utilizing senior professional teachers from foreign and local academic facilities [10].

The seriousness of the Indonesian government towards teacher and lecturer education can be seen from the issuance of the Law of the Republic of Indonesia No. 2 of 2003 concerning the National Education System; Republic of Indonesia Law No. 14 of 2005 concerning Teachers and Lecturers; Republic of Indonesia Government Regulation Nо. 19 of 2005 concerning National Education Standards; Republic of Indonesia Government Regulation No. 19 of 2017 concerning changes to Government Regulation No. 74 of 2008 concerning teachers; and Republic of Indonesia Government Regulation No. 101 of 2000 concerning Civil Servants Education and Training. Based on the policies of the Government of the Republic of Indonesia, every teacher in Indonesia must foster his/ her skills to become a skilled worker and have pedagogical, professional, personal, and social competencies, according to his/ her fields [11].

Various training and upgrading, as a professional development program for educators and education personnel with various types of activities, have been held either by the government or private parties or private education providers and higher education in a constant manner, including through Initial Competency Tests (UKA,

Ujian Kompetensi Awal), teacher certification through PLPG (Pendidikan dan Latihan Profesi Guru, Teacher Professional Education and Training), UKG (Ujian Kompetensi Guru, Teacher Competency Tests), PKG (Pe-nilaian Kinerja Guru, Teacher Performance Assessment), and PKB (Penilaian Kinerja Berkelanjutan, Sustainable Performance Assessment) conducted by the Ministry of Education and Culture of the Republic of Indonesia, 2015; Ministry of Research, Technology and Higher Education of the Republic of Indonesia, 2017. These activities are also being implemented including teachers in the field of early childhood education throughout Indonesia in order to continuously improve their professionalism, especially in facing challenges in the Industrial Revolution 4.0 era.

Unlike other countries, the serious concentration in the field of education of children in Indonesia has only occurred in the last 10–15 years. Therefore, in-depth studies on the development of learning methods for early childhood are still very limited. Many early childhood teaching methods are introduced by experts from other countries or brought by Indonesian academics and education experts from other countries, such as quantum teaching, contextual teaching and learning, team teaching methods, cooperative learning1 [12]. However, the learning method or model is difficult to be implemented for early childhood teachers in Indonesia who have different knowledge and experience compared to teachers in developed countries. In Indonesia, due to teaching staff shortages, many scholars from other disciplines have become early childhood teachers, such as in the fields of psychology, society, language, and even engineering, even though this time it has begun to be put in order. Many in the early childhood education are only graduates of high school and do not have basic education for early childhood teachers. Teaching methods that are considered appropriate are methods that can be done by teachers according to their knowledge and abilities [13; 14]. In addition, many learning methods adopted from developed countries are not described in detail how to use them in practice in the field, so that only certain teachers can implement them in learning practices.

Hence, Indonesia Cahaya Method seeks to develop teachers’ knowledge and abilities of early childhood teachers in Indonesia. The effectiveness of this method has been tested in various regions with different levels of social, cultural, economic strata, and education, thus, it can be used for teachers’ training before implementing it to their students at school. Indonesia Cahaya Method is one of the strategies for creating effective learning for young children, which is able to combine children’s development tasks with academic development (interests and hobbies in reading, writing and arithmetic). This method was developed by Dr. Mas-nipal, M.Pd. and Onyas Rohayati through a longitudinal study in 2004 and continued to be tested and revised until 2012. The effectiveness of this method was also studied by several students of the master program such as by Marhamah2, Zainnah3, Komariah4, Annisah5. Since it was socialized in mid-2012, this method has been implemented by around 2,000 teachers from both government and private schools. In February 2019, through the Institute for Research and Community Service (LPPM) of University Islam Bandung, this method has been registered to the Ministry of Law and Human Rights of the Republic of Indonesia to obtain a patent.

There are at least two main targets for the development of the Indonesia Cahaya Method. Firstly, to help early childhood education teachers prepare and present exciting, interesting, and fun learning for students through play and game, using special learning media, special teaching aids, specifically-made music and songs (singing). The method is remained to be used in the scope of thematic learning with a holistic and integrative approach in developing all development aspects: physical-motor, cognitive, language-communication, social and emotional.

Secondly, to help early childhood education teachers integrate child development tasks by developing their interests and fondness of reading, writing and arithmetic through interesting and fun learning. The development of interest and fondness for reading, writing and arithmetic (academic) is one of the needs that must be prepared for children aged 5 and 6 years old before entering elementary school [15]. At least, the Indonesia Cahaya Method can be an alternative for teachers, and parents of students in learning to read, write, count, for early childhood in Islamic kindergarten or Raud-hatul Athfal (RA). The basic teaching skills including opening and closing the lesson, explaining and managing the class, asking questions, reinforcing, making variations in teaching styles and media, the skills of guiding small group discussions, skills in teaching individuals and small groups [11; 16; 17]. Considering the breadth of basic competencies that must be fulfilled by a teacher, this research focuses on (a) teachers’ motivation in teaching, (b) learning management skills, (c) effective learning material presentation skills, (d) skills in preparing interesting and fun learning, (e) skills in developing teaching aids; and (f) teachers’ ability to create a dynamic learning atmosphere.

Aim of Study. This research aims at examining the contribution of the Indonesia Cahaya Method to improving teachers’ teaching skills, including (a) motivation in teaching, (b) learning management skills, (c) presenting effective learning materials, (d) preparing interesting and fun learning, (e) developing teaching aids; (f) creating a dynamic learning atmosphere.

Hypothesis.

Ho: There is no contribution of the Indonesia Cahaya Method to improving teaching skills of early childhood teachers.

Ha: There is a contribution of the Indonesia Cahaya Method to improving the skills of early childhood teachers.