7. Development of Economy Token Model in Early Childhood Learning.compressed

Proceeding

2nd International Conference on Current Issues

in

Education

(ICCIE)

Publishing

Institute

Yogyakarta State

University

Director

of

Publication

Dr. Dwi

Siswoyo

Chief

Editor

Dr. Siti

lrene

Astuti Dwiningrum

Board of

Reviewers

Prof.

Dr. Achmad

Dardiri

Dr.

Suwarjo

Prof. Madya Dato

Abdul

Razaq Ahmad, Ph.D.

Dr.

Mohd. Mahzan

Awang

Prof. Dr.

Yoyon

Suryono, M.S.

Prof.

Dr. Farida Hanum,

M.Si.

Dr.

Ali

Mustadi, M.Pd.

Dr. Udik Budi Wibowo,

M.Pd.

Dr.

Sugeng Bayu Wahyono,

M.Si

Prof.

Dr.

Suparno, M.Pd.

Yulia Ayriza,

Ph.D.,

M.Si.

Editors

Suhaini

M.

Saleh,

M.A.

Sudiyono,

M.A.

Titik

Sudarrinah,

M.A.

Lay Out

Rohmat Purwoko Syarief Fajaruddin

Administrator

Pramusinta

Putri

Dewanti

Graduate School, Yogyakarta State

iJniversity

ISSN:2460-7185

@ 2015 Yogyakarta State

University

A11

right

reserved.

No

part of this

publication

may be reproduced

without

the

prior written

permission

of

Yogyakarta State University

All

artices

in

the proceeding

of

lnternational Conference on Current Issues

in

Education

(ICCIE)

2012 are

Table

of

Contents

Foreword

of

the Rector

Forervord of the

Director

Table of Contents

Invited

Speakers

Education for

A

Globalising World: From Australia to Indonesia and Beyond

Ben lVadham

Quality of Education in Malaysia:

A

Sociological Perspective Mohd Mahzun Awang

Teacher Preparation for Better Multicultural and Inclusive Classrooms Ratchaneekorn Tongsoo kdee

The Role of non Formal Education: Expectation and Challenge Sagito

Paralel Session Speakers

I.

Sub Themes:

-

Strategic Poticy

for Quality

and

Equity

of Education

-

Politics of Education

toward quality

and equity

in

School

Multicultural Education in the Perspective of Teachers and Students in High School in

Yogyakarta,

25 Indonesia

Achmad

Dardiri,

Siti Irene Astuti Dwiningrum,

Zamroni

Identifying

Level of Historical Consciousness of College Students of History Education

in

Terms

30 of Ethnicity, Especially Javanese and Minangkabau

Aisiah, Sumarno

Strategies to Prevent Students Violence in Education Service of Yogyarta

City

38

Ariefa

EJianingrum

.:

Developing Academic Culture of The Students of Junior High School 3 Jetis

Bantul

43

Arif

Rohman, Farida Hanum, Dwi Siswoyo

Quality and Quantity of Preparing Students Dignified Lesson Study

Approach

50

Arina

Restia

Educational Languages

for

Foreign Learners: Equal Classroom Integration

for

Equal Quality

of

56 Education

D o minique S avio N sengiy umv a

Political Education Role in Primary School in Improving Social Knowledge and Human

Resources

62

Emy Yunita Rahma

Prutiwi

Thinking Skills Framework for Constructivist Instruction

in

Literature Class to Meet the Needs

of

68 Inclusive and Differentiated Classroom

E unice W. Setltaninglysg

-\ddressing

the

Delinquency

Problem among

Teenagers: Psychological

and Educationional

14 Perspecrites

Faidah

Saleh,

Zurina

Ahmad Saidi

iii

t0

t6

Effect of The

whole

Language Approach on the Learning Achievement

in

Indonesian

Language

296 n.uOlng Comprehension of Elementary School Students

N oor

Alfulaila,

IY ashrullah P ettalolo

The use

of

English Language

in

Teaching and Leaming

at

Institutions

of

Higher Learning:

a

302

Challenged Position for Malay Language?

-

-

.

l,{oor Aiam Abdul Ruhmon,lVo,oiioh Mohd

Amin'

Mohd Mahzan Awang Development of Economy Token Model in Early Childhood

Learning

309 Nar Hayati, Muthmuinnah, Raiika Ruhmawati

Impact of Drama Education on The Self-Confidence of Students of Primary School Education

and

215 the Relation Between

ft.i,

p.ott"*-

Solving Skills and Self-Confidence Levels

PALAVAN, 0zcan, QIQEK' Volkan

The Effect of Family well-Being towards children Behavior : Issue and challenges Rahmatul Sutbiah

Binti

Ghazali

The Effectiveness

oflearning

through Play Approaches for Pre School

Education

326

Sn*"i

Bin Saruii,

Abdul Razaq

Ahmsd'

Mohd Mshzun Awang

Impact

of

Drama Education

on the

Problem-Solving

Skills

of

Students

of

Primary

School

330 Education

QIQE

K,

Volkan, PALAVAN, dzcan

Exploring Teachers' Perspectives on Effective Teaching Strategies in History Education

Win Mahirah

lAan

Khalid,

Anuqt Ahmad

IV.

Sub Themes:

-

Sociocultural and Religious Capital

in

Education

Drama Appreciation Learning Based Multicultural Perspective Abdul Aziz HunaiJi

Educating The Public on Religious Tolerance; Political Reflections

in

Addressing Apostate Issues in MalaYsia

Abdullih

suni Bin Mohd Zin, Zaid Ahmad, samsu Adubi Mamat

Socialization of Multi-Ethnic Students in Malaysian Venercular Schools: Issues and Challenges Andrew Huang Dung Kui, Mohd Mahzun Awung

The Welfare of Women Through Multicultural Counseling

Ari

khusumudewi, Najlatun NaqiYah

Organizational Culture: a

Stud!

on Frictions between Invisible Bureaucratic Rules

in

School

and

361 Professional Demands bY Teachers

321

337

342

341

355

360

Bakure Kazeem KaYode

Sociocultural Reciprocal Learning Approach

for

the Malaysia

Celinea

Lasan,

Zamri Mahamod

Sasi Culture: an Effort to Maintenance Preserving Mother

n"tigiorrt

Education to Preserve Mother Earth in Maluku Flavius Floris Andties

Freedom, Independence

and

Responsibility (Multicase

Stuiy In

De

Britto

College High High School)

Indigenous

Bidayuh

Pupils

in

Sarawak'

373

Earth a Cultural Approach on

Christian

3'18

of

Students

In

Democratic

Culture

in

Schools

384 School Yogyakarta

And

Yogyakarta

I

State Senior

Herly Janet Lesilolo

TheParadigmofReligiousEducationlnEmpoweringCommunityQuality .Iu'subaidi

v1

Intemational _{Confbrence on}

Current Issues _{in Education}

2015

-

30g

DEVELOPMENT

oljgoNoMy

roKEN

MODEL rN

EARLY

CHILDHOO'

iNANXTUC

Nur

Hayatir,

y.*TTrrrnah2,

Rafika _Rahmawati3

, r.rpc_pa

u

o,pr,a,.uNT

nurhayati@uny.acjd

Abstract

frl"r-

#ffit;:,i:Xli'd:fi

:

-J:::iT::l"r{

roken moder ror young

ch,dren rhis

research _{was rhe} phase

of

_{the product}

by an _{expert. The data}

rnat

tncluded preliminary stuay, s"tage

of

;;;p-"nt

_{and testins}

the developm"",

"i'rr,il

"..orJ.ny

,"i."r"-"Jis

analyzed using

quaniitu,i""

"nJ'quu]i,"ir,""nr,nues. Througi

positive bihaviors

_ana

r"au""

n'e;;;i;;

;#''

rt was expected that the.e.arry

.n'id,,""i"*lre

abre

to

deveroo

i:i!!fi

:#"nff

ff

:ff

J:?i;:;T;l,,rili.:.f

"-ff

h.T#JiJiil'#ir-:Ti,'j,":ffi

:'.fu

:f

l;J,f,:Tili?fJ:l,JJ"l::*,*f

i*i,l;l,tr"1k1**:,T:;3i1fi

r:**:J**l#::'H;

be enforced _{in rhe}

orovisi",

"rp*iri".'r;l;"d;.r."t

incruded:

.orr,rrllo

orrr,.

p.i= ;;

il"

rures that

n."o

,o of administration' _{and the}

type of reinforcem.ni

*rri.n

_was

given.

:ency of rules, trr"

i",.rriry

_{and frequency} Keywords: _{economy token,}

positive habituation, _{earry childhood}

l.

Introduction

, o*.

*?ll

T

iil

?U,:

j;.T,

[:

#,.

il,

Io:[:l:ils

and adulthood. _{The g9lg"1}

"s"

;i-rii;'ul"

in _"u.ry

:l:lLi,r_"^.

is

1

spelal

rrnZ-

r".",i"'.#1d..,

in recelvlng a varietv

of

knowledg"

urA-opforruniti.,

to

stimulate variou,

crr,anooJ'ie":,"Hff

il'J:r:',:1.Jitff

:l":"li

the attcntion _{and educ.ation}

to optimize the potenriat

of

the chitd. Child

develoo;;;;

.Jntinu"

in

:::i.9*.^..wirh

age

urd

"rp"ri"n.".

O"r"

"r

rfr.

aspects _{of.development}

that

,".a

,"

i"lriroduced

rn _{early childhood is the}

emotionJ

,"i,

"rr..".

In

accordance

w^ir!

,n.

,,rnA..ar'Ti

.rr,,

childhood _education

_of the

Minister

Regulation

of

National Education _{No. ss}

v"u;'iro,

iir"J.rr,"rr,

social

_aspects

that must be

mastered

ai

_children aged 5-6 _{years; cooDerating}

with

[l"lrao ,f,"*irg

tolerance, _showing

empathy and respecting

for

_rhe excellence of others. _TIru.,

ii,"

"iii"r.a

."?"r"

,n.

emotional _{and social}

aspects needs to be introduced as early as possible _{in order to}

helf

.rrij."rl""_

.

coexist

with

_{others urA}

ar"i.

"rui'.*_]ni.^rr".rrry

with

the provision

of.life

skills

,fr",'ir"lra"

,".i.f

and inrerpersonal

skills,

."grii.",*ii,'.lrl"

_,.,.

emotions _{skills, they muy}

b!

u",*

f..p"."Jto

_face

all the challenges.

The

problems frequently

encountered by

teachers

of

kindersarren

in

DIy

durinq

rhe

inrerview

of pLpc

i.,irii",'in

Ioi,

,ll'llii,,

,n.

number

of

_{children agecl 5_6}

,."^^vrfr",tuu.

no,

had

a

cooperative

auitud"

"r;

-;;p;;;,

,,n

n,,

friend. The

behaviors

seizing

rh.

1;;,'

;'i

;1:: 'l?;:,:r,,tu',H,li

shouting, often hining

rh.

fii"n;l;;;y

O?ffi

r",

wJra,t

thel

wanted, and _{being selfish. This condition}

ffi::"j""":"^.fr:uig.d

special attenrion

so

thar

children are abie to

tru,

"t-"'qr

otLc,trolt

so

thal

make

themi;;;#;#"

a pro_social aftitudes rhal

stages.

rnce in the _{next development}

Development

of

children as their

pro_social attitudes

is

_{infl uenced}

uv

*.i"rri"#..ran,,o..n

will

develop

into

_inaividuats

--;;;r.

high rntelleoua-l _{and power}

ctraracter

wi.r';h.;

_grow in supnnrr _{of the famiry, schoot}

.rd ;;;l';;;racter

of

society. One

effectivl

*ry

to

_deveiop

the

social

skitls

of

young childr.n

;o; ;;' ,:ilji,

and

in krndergarten _{is bv implem.n,ing}

..o*ri]'tot

.n

_in

1le-

lelnine.

proi.u..

e.orori

i"i.r"oi"**.

,,

one

of

_implementat:

that*i;#...;"',;l:'"1";',J;,:"1'."T:T;..::1""7

II:C*T

is a

behavjoral

modifica,lon"'pio..Ou."

usrng _{the conditioned}

..infor....ii^.",,10,"0.r,

that are used

in

reinforcing rhe _{desired behavior}

on

the

client

(Miltenberger

,

_2004).

Epstein,

er

_al

(Bernard, _cohen

*.

win

n,

ztiodl n#"orJren

_rhar economy

token was effeciive

i,

-'i.ipi"i,rg

_,rr" compliance

in

children and provide children

a

usetul

.option exerciscs. Thi:

";;;y"';i;.

_ar

:;

J : l,"jj

:',;

#:

_:

:,T

o

r

". ; ;

;,

;'

lli.,

i',1 .

u.,,

,k,

r,

w;;

;;il"";#rr;*:

:hT,f

:?

::;H1

token program,

it

_can

L"

,r"a

"r-

" ,r,J"

iii .*,,

childhood

_educators

in

applying the

concepts

of

l:li:"1.:

appropri _atetf

'*i,ffi

,,''u#"ll!u,,

u.

rmpacts _{in long time.}

2.

Formulation

_{of the problems}

Tl"

formulation

of

the

problem

of

this research

js:

..How

to

Inrernational confbrence on Current Issues in Education 2or5 _ 30g

Df

ITLOP}IENT

OF

ECONTOMY

TOKEN MODEL

IN

E.{RL

T-

CHILDHOOD

LEARNII\G

\

ur

Hay _{ati'r rlluthmainnah2, Rafika Rahmawati3} ,,2,,PG-PAUD,FIP,

LINY

nurhayati@uny.ac.id

Abstract

::;e"rrch aimed at developing a guide

of

_{econcmy token model}

for

_{young children. This research}

was the ::",

i-iri

:'_

::"

i-iri

:.:-::r-3:.:

such as a token was important to be given to the chiildren to strengthen or reinforce the ernlrsence

;.':I:',j:j11?T:"':"0*"i::"0:'.:11'l::3_d.g

product by an expert. The data was

analyzed,i.irg

p."ri*r,u.v

qr"rllr"ii

,tic:u;';f

;";.r;;ffi;:#;

:::';'T:I-:,",11.:^::_:-I

]"I*

Tld.l:

it

was expect.a

*,ut

the earty early childhood childhood were able were able

to

to

develoodevelop

I;:l:3

fi

,':"':::,,::.e::'^'-"0:.Y',o"^,

rh'.

J:,,.,i,i:l

"i

'r*

J'jv^;;;r;

r."#;

ff;:

-.;,,:;i;l;;::l::;,:",Ti,y:,,':-"::::'.*::o

,,.,:.;"liil""-;",".'""1f**..::T-1"i11,::":-"11

*,,:rop

the

r,"L,t',"i

liiia;;;;

il^ffi'";t'il;,i;;';;;

t"1.,

1'"q.t

,i

il;-ffi-';;H:;

**;T::ffi:

:_".1:::

:1":-'l::i..'::idministration

was^that the chitd

d;"';";J;;;;

;;;;;;

;j

il"

*H,fi|#lil

l;:-1;:::-j:j:'lj:li'lr-"^'::"::::::1r::::T:':incruded:

coniii.".v

"i*ril;il

["^,ffi#ffi::J;

:

i;;n:nisirarion.

_{and the type of reinforcement which}

was given. Ker n ords: economy token, _{positive habituation, early childhood}

, - !3:i!', _IOrS

:: e

ner.i

such

I.

Introduction

Optimization

of

education

in

early childhood education is the key to one's success in adolescence and adulthood. The golden age of which are in early

childhood

is a

special

time

for

the children

in receiving a variety

of

knowledge and opporrunities

to

stimulate various aspects

of

development. Early childhood development needs

to

be

iupported by the attention and education to optimize the potential

of

the child. Child

development

will

continue in accordance

with

age and experience. One

of

the aspects

of

development that need

to

be introduced in early childhood is the emotional social aspects.

In

accordance

with

the

standards

of

early childhood education

of

the

Minister

Regulation

of

National Education No. 58 year 2009 foremotional

social

aspects

that must be

_mastered

as

_children aged 5-6 years: cooperating

with

friends, showing tolerance, showing empathy and respecting

for

the excellence of others. Thus, the abitity to manage the emotional and social aspects needs to be introduced as early as possible in order to help children learn to

coexist wirh others and their environment. Starring

with

the provision

of

life skills

that include social and interpersonal

skills,

cognitive skills and mimic emotions skills, they may be better prepared to face

all the challenges.

The

problems frequently

encountered by

teachers

of

kindergarten

in DIy

during

the

interview

of

PLPG activities

in

2013

is, still,

the

number

of

children aged

5-6

years

who

have not

had

a

_{cooperative attitude and empathy}

with

his

friend. The

behaviors

were

shown

by

frequently

seizing

the toys

of

other

friends,

talking

by shouting, often hitting the friend

if

they did not met

what they wanted, and _{being selfish. This condition}

needs

to

be

provided special attention

so

that children are able

to

have a pro-social attitudes that make them have endurance _in the next development stages.

Development

of

children as their

_{pro_social} attitudes

is

influenced

by

various factors. Children

will

develop

inro

individuals

whose

high intellectual and power character when they grow in supnort of the

family,

_{school and good character}

of

society. One

effective way

to

dwelop the

social

skills

of

young children both

at

school and

in kindergarten _{is by implementing economy token in}

the

_{learning program. Economy token program is}

one

of

implementation

of

positive

reinforcement

that

reinforces

the

behavior. Economy

_token

program

is a

_behavioral

modification

_procedure

using the conditioned reinforcement

call;d

tokens that are used in reinforcing the desired behavior on

the

client

(Miltenbergel 2004). Epstein,

et

_al (Bernard, Cohen

&

Moffett,

_{2009) had proven that}

economy

token was effective

in

improving

_the compliance

in

children and provide childien

a

useful

option

exerciscs.

This

study aims

_at

deve-loping

a

program

of

economy token

in

early childhood learning,

in

particular

to

develop social skills.

With

the development

of

model

of

economy token program,

it

can be used as a guide

for

early childhood educators

in

applying the

_concepts

of

behaviorism appropriately

without any

_negative

impacts in long time.

2.

Formulation

of the problems

The

formulation

of

the

problem

of

this research

is: "How to

_{develop the Economy Token}

3 10 - iniernationai Conference on Current Issues in Educatron 2015

3.

Objectives of the Research

The objective

of

this research is

to

produce a

prototype model of the economy token economy in

early

childhood learning

in

particular

to

develop emotional social aspects

4.

Literature

Review

4.1

Behaviorism Theory

Behaviorism theory

of

development

is

a

theory that was developed based on the philosophy espoused

by

John

Lock (Martini

Jamaris, 2006:

104). Based

on

the

concepts

of

behaviorism, a

person

is

considered

to

have learned something

if

he

shows changes

in

behavior. According

to

this

theory,

the most-important thing

in

learning

is inputs which is in the form of stimulus and outputs

which

is in

the form

of

a

response. Stimulus is every.,thing the teacher gives

to the

student, while

the

response

or

reaction can

be

in

the form

of

student responses

to

the stimulus provided

by

the

teacher.

The

stimulus

and

response

can

be observed, therefore

what

is

given

by

the

teacher

(stimulus)

and what

is

received

by

the

students (response) must be observed and measured. Other factor that is considered important by behaviorist is

a

reinforcement

factor. When the

reinforcement

getting

biggcr

(positive

reinforcement),

the response

will

be stronger.

4.2

Economy Token

One

form

of

positive reinforcement that can

be

used

in

forming and reinforcing the

desired behavior is the economy token. Economy Token is

a

behavior modification procedure

using

the conditioned reinforcement called token (sign) that

is

used

in

reinforcing the desired behavior

on

the

client (Miltenberger, 2004). Epstein, et al (Bernard,

Cohen

&

Moffett, 2009) has

provren Economy

Token effective

in

improving the

'adherence in children and

providing

children

a

useful exercise choice.

Soekadji (1983) said that the economy token is a program that uses chips or marks given as soon

as possible whenever

the

behavior

of

the

target appears, then chip

or

mark that has been collected can be exchanged

with

support (reward)

which

is

preferred

by

the

subject.

Rezky

Sahyani (2014) concluded

that the

economy

token can

improve eating behaviors

for

children

who

have trouble in eating manner.

The

statement

was

reinforced by

research conducted

by

Rafika

in

2013

who

stated that early childhood

who is

getting token program at some stage

will

try to

get the reward, which is dedicated to someone else. In other words,

it

can be concluded that the token program which rs

initially

considered

more controlled

teachers,

the

next

process

is

determined

more

by

the

students themselves. The main purpose

of

a token economy

program

is to

_{increase desirable behaviors and}

reducing undesirable behaviors.

4.3

Early

Childhood Education

Learning

in

early

childhood,

in

principle,

is

much

influenced

by

learning

theories

of

behaviorism and constructivism. The dominance

of

both theories

in

early childhood education happens because

ofthe

characteristics

ofchildren in

the age range

of

0-6 years

in

the fufure which is

still

being

egocentric. Teacher planned learning

through conditioning the environment

will

foster children's

learning

response

and

in

certain

circumstances,

children can

build

their own

conclusions about what they are doing and observe the current study.

Learning can

be

ciefined

as a

grocess

of

behavioral changes

in

a person, as an indicator that someone has

an activity that

is

reflected

in

the change

of

behavior. For early childhood, behavior that appears is an incredible experience as a result of interaction with the environment. The acquisition

of

new

experiences

not

merely

of

growth

and

maturity of the child, but they gain

it with

effort or exercise.

According

to

the

constructivist theory, both Piaget and Vygotsky, learning is a process that

is

done by the

child

actively to

build

ideas or new

concepts

which are

based

on

knowledge

or experience

both

old or

new. Thus

to

favor

the occurrence

of

these conditions, the

child

must be

given

the

freedom and opportunify

to

explore themselves

and

their

surroundings

in

order

to acquire the knowledge itself.

B.

F.Skinner

in

theory

Behaviorism wrote

"Learning

is

the

acquisiticn

of

new

behavior through conditioning". (Suparno, 2001). According

to

Skinner, learning

is

acquiring

a new

behavior through conditioning where the

child is

controlled by a system of reward and punishment. Learning in

the behavior theory is a process ofshaping behavior

and

improve

children's desired behavior

by

providing

assistance,

reward and

punishment to

form the desired behavior and educators no longer need to give a reward to the child. (Slameto: 2003).

Globally,

in

the opinion

of

Muhibbin

Shah

(2007), the factors that influence student learning can be divided into three kinds:

(l)

internal factors

or from within the

students, namely physical and

spiritual condition

of

the

child;

(2) external factors

or

factors outside the sfudent, that the condition

of

the environment around the child; and (3) approach learning factors that is the lypes

ofstudents'efforts

that

include

leaming

strategies and methods that

students

use

to

conduct

leaming activities

in understanding

the

material being taught. Some

of

the

factors

that affect

children's learning process

!

3 10 - Iniernational _{Conference on}

Current Issues _{in Education} 2015

3.

Objectives _{of the Research}

The objective

of

this research is to produce a

proto[pe

model _{of the economy token economy} in

early

_{childhood learning}

in

_pamcufa.

io

develop emotional _{social aspects.}

4.

Literature

Review

4.1

_{Behaviorism Theory}

Behaviorism theory

of

_development

is

a

theory that was developei

tu".a

_on

iil

_pr,itoropt

y

espoused

by

_John

Lock (Martini

lami.ls,

ZOOO:

104).

Based

on

the

conceprs

of

irnul,io.ir_,

_u person

is

considered

to

_{have learned something}

if

he

shows _{changes.in behavior.}

A;;.d*g

to

this

theory, the most-important tfring

inl"arning

is inputs _{which is in the form of ,tlrn'rfus}

uid

oupr,,

which

is in

the form

of

a

respons".-

Siimutu,

i,

everything the teacher gives

to

the student, while

the

response

or

_{reaction can}

be

ir'*l'mr*

of

student responses

to the

stimuf*

p."riO"a by

the

teacher.

The

sdmulus

and

."r'porr"--'"un

t"

observed, therefore

what

is glu"n'by"th"

teacher

(stimulus)

and what

is

receired

Uy'tt.

,tra.nts

(response) _{must be observed}

"rd

;'"";;;"d.

orher factor that is considered

l*po.tu,rt fV

l"iurio.ir, i,

a

reinforcement

factor. When the

reinforcement

gettins

biiq".

(positive

."ini;r.;;";,

_the

response

will

_{be stronger.}

4.2

_{Economy Token}

,

01.

.

form of

positive reinforcement

that

can

oe

used

rn

lbrmins and reinforcing the

desired behavior _{is the econ'omy}

token. Economy Token is

a

behavior modification

p.o..aur"..''u.*g

the conditioned reinforcement _{called token (sign)}

that

is

used

in

_{reinforcing the desired}

L.fr""i"i"on

,,,"

client _{(Miltenberger,'?9OCl Epstein,}

et al _lBernard,

9*.,

&- Moffett,

zoolj

has

p;;;;;

eluno*y

Token effective

in

improving

ifr.

,Jfr."r.r.. l"

children and

providing .t itarJn u

u#fri^Jr...ir"

choice.

:-

Soekadji (1983) said that rhe economy token ls a program that uses _{chips or marks given}

u, ,oo,

as possible whenever

the

behavior

If

it"'rurg",

appe,ars, _{then chip or mark that}

has

U""n".oU".t"a

can^be exchanged

with

_supporr

fr..r.al

,irri.r,

i,

lTf:o:d.

by

the

subject.

-Rezky

srrry""i'

fior+l

concluded

that the

_economy

token can

imDrove

eating behaviors

lor

_children

*h; h";;';r;;ili;;;

eating manner.

The

statement

*u,

."irfo.."a

_Uy research conducted

by Rafika

l,

_ZOf

:

ivfro

.tut.a

that _{early childhood who}

is

*.nir*

at.r;;"_

1t gome stage

will

try to

get the

riward,

J".n

i.

dedicated to someone

etr.."fn

_ott

.. *o.ai

,i

..,

O" concluded that the token program _{which is}

initially

considered

more controllej

teacherq -it "^^'n.*,

process

is

determined

more

by

the

_students

themselves. _{The main purpose}

of

a token economy

program

is to

_{increase desirable behaviors}

and reducing undesirable behaviors.

4.3

Early

_{Chitdhood Education}

, Learning

in

early

childhood,

in

principle,

_is

much

influenced

by

leaming

tireories of

behaviorism and constructivism.

Tie

_dominance

of

both theories

in

early childhood

"a*u,io,

happens because

ofthe

characteristics

ofchildren in

_{the age} range

of

0_6 years

in

the furure _{which is}

still beiig

egocentric.

_Teacher.

planned learning

through conditioning _{the environment}

will

foster children,s

,:13,n*

response

and

in

certain

"ir.u.r,un..r,

children can

build

their own

.*"].rior.

_uUort what _{they are doing and observe}

tfr"

.uo.rt

,ruay.

.

Learning

can

.

be

ciefined

u,

u

-p.o.".,

of

behavioral changes

in

a person, as an indicator that someone _has

an activity that

is

reflected

in

the change

of

_{behavior. For early}

.hild;;;;,

behavior

th_at appears

is

an

incre,Jibl";^p;;i;;ls

_{a result} of interaction _{with the}

"rulror*iri. itiJ

u"quirition

of

new

experiences

not

merely

of

growth

and

maturity of the chitd, but they gain

it

*lit

.ifon

o.

exercise.

According

to

the cJnskuctivirt

tt eory, both piaget _and

Vy[otsky.

l.u*G-;;'process

_rhat is done by rhe

child

_{actively to}

build

_ideas

or new

concepts

which

?r."

based

on

knowledge

_or

experience

both

old

or

new.

flrr"-io

Aror

the occurrence

of

_{these conditions,}

the child

must be

given

rhe

_freedom

.una oppo.r,rrity'^ii ."pto."

themselves

and

therr

_surroundings

in

order

to acquire the _{knowledge itself.}

B.

F.Skinner

in

theory Behaviorism

wrote

"Leaming

is

the

acquisition

of

new

behavior through conditioning,,.

jsupu_o,

)ooil.'

e..oroirg

to

_{Skinner, Iearning}

is

_acquiring

u

n"*

behavior through conditioning _{where the}

child is

_controlred by a system of rewaid ana pl.rnirhm"nr.

i.u*irg i,

the _{behavior theory is}

a process

;il;;l;l"havior

and

improve

children,s desired

'U"f,?ri".

by

providing

_assistance,

reward

ara

p.rrri.lr*ent

_to

form the desired _{behavior una}

"ar.itorr"no

long..

need to give a reward to the child.

fSf"rn.t",

_ZOO:1.

_-

,

Globally,

in

the opinion

of r,arfriiii,

_siruf,

(2007), the factors that

lnfluenc"

*a"n,"i.u.nlng

can be _{divided into three kinds:}

(l)

lrrt"rnui

a.to..

or from within the

students,

nurn.tf

pivri.uf

_una spiritual condition

of

the child;

(2);;;;i'factors

or _{factors outside the student,}

thaithe .oniiUon

of

the environment around-the _child;

urJ

11'[prou.f,

learning factors that is the

rye.,

or.n

jJrit]i.no.t,

that

_{include learning strategies}

and methods that

sruoents

use

to

conduct Iearning activities

in understanding

the

_{material being}

;rght.-

So..

of

the

factors

that affect

_children,J

t.uiring*iro...,

become

very meaningful input

r"r'.jr?"I"^ i,

order

to

pack

a

learning

pro..r, ,o

_,t

.-rnui..iut,

5.

Research Method

5.1

Type of Research

This

research

is

R & D

study

with

the development model

by

Borg and

Gall

(1983). The research

model

development because researchers

have been seeking

to

develop

an

economy token

program

in

early

childhood learning.

The

model

developed

is

the

concept

of

economy

token

program

adapted

to

the

social

and

emotional characteristics of a child in TPA Darma Yoga Santi,

State

University

of

Yogyakarta, especially

to

a

positive habit.

Broadly outline,

research

and

development

activities consist

of

two main

stages, namely: 1)

feasibility

study and literature review

to

map the social and emotional problems that exist in the field and support resources in the location (TPA), and 2) draw up models

of

appropriate economy token for early childhood

in

TPA

Darma

Yoga

Santi, State

University of Yogyakarta, which is validated by the relevant experts and practitioners.

5.2

Data Collection Technique

This

research data

collection

techniques

are

obseration, interviews

and

documentation. Observation technique was chosen to determine the description

of

the social and emotional abilities

of

children

of

kindergarten age. Observation of

activities carried out

in

the classroom and outside

the

classroom

by

observing

the

behavior of

children.

Interviews

were

addressed

to

the

data sources

involved

in

the

development

of

social-emotional

skills of

kindergartner

with

a structured

interview

technique.

The

documentation

was intended

to

determine the success

of

the economic

program

of

the work

token

/

performance

of

the students during the learning process in schools.

5.3

Data Analysis Technique

Data obtained through assessment instruments

during

the

validation

test

were

analyzed using qualitative descriptive statistics. Experl test analysis results are used as a basis for revising the economy

token

models

that are

appropriate

for

young children. Quantitative data

was

obtained through

the

scoring

of

economy

token models

by

the experts. The quantitative data was then converted to

a

qualitative data using

percentage

formula

to determine

the quality

of

the

product. Conversion performed on the data was referring

to

the opinion of Suharsimi Arikunto (1998:244), namely:

5.4

Assessment

Criteria

of

Economy

Token Model

No.

Criteria

Percent

I Verv Good 86%-100%

Sood t%-85%

A.verage s6%-10%

\ot

Good 40%

International Conference on Current Issues in Education 20 I 5 - 3 1 1

6.

Research Result and Discussion

6.1

Research Result

Researchers conducted

a

study

of

literature,

identification

of

economy

token

implementation necessity

for

the development of positive habits

of

early childhood. This activity is done

by

exploring

through

literature

and

interviews

with administrative coordinator

of

TPA

Dharma Yoga Santi

UNY.

Literature exploration

was

made by reviewing the various theories

of

token and social-emotional development of children, especially those

of 2-4 years. The selection

of

2-4 years old was on the basis of observations that children who are often deposited in TPA Dharma Santi Yoga

UNY

are 0-4 years.

But

the

fact

showed that those

who

can be

active

in

learning activities are children

of

2-4 years. Children of 4-5 years are no longer entrusted

to

TPA because they had followed the educational program

in

kindergarten which there was not been

in TPA Dharma Yoga Santi.

Instruments testing

by

validator

of

materials

experts showed

that

18

indicators

assessed by

validator 1 using the draft

guidelines,

it

can be concluded that

3

indicators (16.6%) were declared

good,

15 indicators (83.3%) were expressed very well. The results of expert assessment of material 2

can

be

concluded

that

one indicator (5.5%) was

stated

quite

good,

4

indicators

(22.2Yo) were declared

good

and

13 indicators

(72.2o/o) were expressed very well. Based on the assessment of the validator, the guidebook that has been made by the

researchers

was

declared

eligible

tested

with

revisions.

6.2

Discussion

Positive habits are positive things that often done

by

people

in

everyday

life

related

to

social interaction. Based

on

behaviorism theory, that to establish individual behavior needs habituation

of

some positive habits that can be developed

in

early

childhood, among others: social

responsibility, manners and independence.

Through

the

development

of

the

economy

token model the children

who

studied

in

the TPA Dharma

Yoga Santi may

develop those positive habits.

All

children

of

2-4

years have

a

higher motivation

in following

the study

in TPA

Dharma

Yoga Santi. Giving token

in

this study did not use the gifts

of

objects, but the prizes were awarded in the

form

of

a

sticker remembering the age

of

the

child was very young. Thus changes in the behavior

of

children appeared are

not

considered as

a

gift,

but because of changes in motivation.

7.

Implementation

of

Economy Token Model in Learning Process

7.1

Preparation Phase

[image:10.595.114.318.73.277.2]

312 - Intemational conference on current Issues in Education 2015

Figure

1.

The preparation stage of implementatron economy token model

7.1.1

1. Providing a Token Board

Token board is the boards or media

to

attach stars

or

marks obtained

by

children

on

any points

that

have been defined

in

the rule

made

by

the

teacher. Token board

is

made

of

white board

with

the size is adjusted to the number

of

children' The child's name is written

with

declining or downward

position coupled

with the

implementation

or effective teaching written horizontally'

Table 1. An ExamPle of Token Board

:

7.1.2

Providing Token Sign

Star sign

or

other token markers are pins star

image that

*ltt

U.

affixed by the

teacher

on

the boaid based on the name

of

each

child'

Star or pin is a sign that the child has been able to implement a

rule

oi

rule set. Tokens can also be stickers, bottle caps and other objects that can be affixed on board the token.

*ffiw

7.1.3

Determining the Rules

Rules

to

be

set, generally, refers

to

the development

of

positive habits set

by

the teacher' [image:10.595.106.568.76.794.2]

Determination

of

the type

or

target

of

positive habits should refer

to

the condition

of

the child's behavior

in

school that needs to be improved' Here are examples

of

some rules that

will

be applied in the token model.

Table2. ExamPle of Rule

1.

lnviting

friends

to

PlaY

together.

2.

Responding friendlY

to

the people

who

greet

him.

3.

Performing

the

game according to the rules.

4.

Willing to

disPose

of

waste

in

proper place.

5.

Not scribbling in

anY Place.

6.

Being

on

time to

school.

7.

Saying thank

to

anY PeoPle

who

help

him.

7.1.4

lntroducing children

on the application

of

the token sYstem

Educators mention a few

of

rules that

will

be applied in the token system, including:

u.

^

typ"

of positive habits that

will

be observed in

toGn

modets such as

being

good attitude

of

Time of Token Giving

Token

or a

sign

is

given every day

by

the teacher

to

the child, when the child

is

carrying out one rule that has been set. For every 1 (one) rule that can be implemented by a child then the

Figrr."

3.

Picture of Board Rules

Figure

2.

ExamPles of Token [image:10.595.115.327.441.592.2]

AS:

l.

child gets one (1) star.

If

in a day there are some rule that a child is able to do then the child

will

get also some stars

in

that day. Acquisition of a

star or token

will

be evaluated or reported every teacher

in

early next week when

the

learning begins.

It

is

intended that the child's progress last week may spur children to do better and do more in this week's rule.

7.2

ImplementationPhase

Implementation phase includes activities such

The actor

of

token program that is educators or parents should carefully observe the emergence

of

positive habits

in

accordance

with

the rules that has been set.

2.

Educators give signs (markers) on token board in accordance with emergent behavior.

3.

Educators save the data collected

by

the child every day.

4.

Educators accumulate

the number

of

tokens

earned each

child

during

a

predetermined

period,

for

example,

Monday-Thursday (4 days).

Table 3. Token Board containing token accumulation

5.

Educators manage stocks (gifts) to be given as a

token

that

must

be paid

to

the child.

Gift

or

token should

be

objects that are interesting to

children so as

to

motivate children

to

develop

positive habits.

If

the

reinforcement

or

token

assessed children less attractive, there is a

wory

that

the

children

will be

reluctant

and unenthusiastic.

b.

Educators present the results

of

a child

token

acquisition

and give

appreciation

to

children qhtr received the token at most,

for

example by

givine token

in

the form

of

stickers objects

prettned bv

children

or

other

gifts

that appeal to children.

7.

Educators

motivate children

to

keep

them develop positir c habit.

8.

Educators anticipate

possible

contingency punishment

for

children. u.ho received

the

International Conference on Current Issues in Education 2015 - 313

token, but the positive habits

or

good behavtor does not reappear. In this case the educator can provide contingency penalty by pulling back the token has been given in the past,

in

the hope

of

positive habits children can

reappear

with

a

promise ofreturn token that has been obtained.

9.

Educators supervise the implementation

of

the

token program and deal with potential problems,

for

example, children are forced and crying to

be

given token though

the child

is

not

doing positive habits.

l0.Educators evaluate

the

implementation

of

the system so that the next token system can ntn better.

8.

Conclusion

Development

activity is

a development guide

prototype

of

the

economy

token model

in

early childhood learning, especially children of 2-4 years

containing

an

introduction, literature review of

social-emotional development

and the theory of

economy token, implementation

of

economy token

models

in

the

learning

and

conclusion.

This

prototype

guide

results

in a

two-step

implementation

of

economy

token

consisting

of

procurement token boards, providing a token sign,

the

determination

of

rules,

introduction of

application systems such as the

tlpe

of

token in children positive habits that

will

be

applied. The

results

of

prototypes

formulation

were

then validated

by

experts and users that the results state that the prototype models deserve to be tested.

The

implementation

of

giving

positive reinforcement such as token

which is to

establish and develop habits

of

children needs

to

carry out the rules of administration so that the child does not depend on the prize. Economy token modifications applied

in

the behavior

of

children

of

2-4 years is not using

gift

items, but in the form

of

sticker as an encouragement

prize

for

children

in

developing positive habits. Rules that need

to

be enforced in

the provision

of

positive

reinforcement include: consistency of rules, the intensity and frequency

of

administration, and the type of reinforcement which is given.

REFERENCES

[]

Bemard

R.

S.,

Cohen

L.

L.,

and MoffettK.

2009.

A

Token

Economy

for

Exercise

Adherence

in

Pediatric

Cystic

Fibrosis:A Single-Subject Analysis.

Journal of

Pediatric Psychology.Vol. 34 Issue

4,

p354-365,

l2p,

1

Chart, 4 Graphs.

[2]

Martin,

G.

And

Pear,

J.

1992.

Behavior

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Miltenberger,

R. G.

2004.

Behavior Modification: Principle and Procedures Fourth

E dition. California: Wadsworth.

Muhibbin Syah.

(2002).

Psikologi Pendidikan dengan Pendekatan

Baru. Bandtng:

Remaja Rosdakarya

Robert

M

Gagne.

(1989).

The conditions

of

Le arning, Terj emahan Munandir. Jakarta: PAU Robert

R. Reilly

and Ernest L.Lewis. (1985).

Educational Psychologt.

New

York: Macmillan Publishing Co. Inc

Slameto.

(2003). Belajar dan

Faktor-Faktor yang Mempengaruhinya. Jakarta: Rineka Cipta

[8]

Soekadji,

S.

1983. Modifikasi

Perilaku:

Penerapan

Sehari-hari

dan

Penerapan Profe s ional. Yo gyakarta: LYbertY

[9]

Soha

Hartati. (2005).

Belajar

dan

Pembelaiaran

Anak Usia

Dini.

Jakarta: Universitas Negeri Jakarta

[10]Susanto,

E.

2008.

Ekonomi Token,

Tips

Mendidik

Anak Kreatif.

http:iieko I 3.wordpress.conl/2008/05/1 S/ekono

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