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2nd INTERNATIONAL coNFERENcE oN CURRENT lssuEs tN EDUcATtoNorganized by Faculty Of Education & Graduate School Yogyakarta State University, lndonesia in collaboration with Faculty OfEducation, The National University OJ Malaysia, Malaysiaon 25 - 27August2015 atmain meeting room rectorate building,Yogyakarta State University, lndonesia.

asa (Presenter . l

The University National of MalaysiaRepresentative

State UniversityZQI

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hab, M.Pd., lvl.A. Pnof" Madya Dato' Dr. Abdul Razak Ahmad

E.L.zProceeding2nd International Conference on Current Issues in Education (ICCIE)

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Publishing InstituteYogyakana State University

Director of PublicationDr. Dwi Siswoyo

Chief EditorDr. Siti Irene Astuti Dwiningrum

Board of ReviewersProf. Dr. Achmad DardiriDr. Suwarjo

Prof. Madya Dato Abdul Razaq Ahmad, Ph.D.Dr. Mohd. Mahzan AwangProf. 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.SiProf. Dr. Suparno, M.Pd.Yulia Ayriza, Ph.D., M.Si.

EditorsSuhaini M. Saleh, M.A.Sudiyono, M.A.Titik Sudartinah, M.A.

Lay OutRohmat Purwoko

Syarief Fajaruddin

AdministratorPramusinta Putri Dewanti

Address IGraduate School, Yogyakarta State UniversityISSN: 2460-7185

@ 2015 Yogyakarta State UniversityAll right reserved. No part of this publication may be reproduced without the prior written permission ofYogyakarta State University , q

All artices in the proceeding of lnternational Conference on Current Issues in Education (ICCIE) 20lZ arenot the official opinions and standings ofeditors. Contents and consequences resulted from the articles aresole responsibilities of individual writers.

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Table of Contents

Foreword of the Rector

Foreword of the Director

Table of Contents

Invited Speakers

Education for A Globalising World: From Australia to Indonesia and Beyond

Ben lYadham

Quality of Education in Malaysia: A Sociological Perspective ,

Mohd Mshzan Awang

Teacher Preparation for Better Multicultural and Inclusive Classrooms

Rat c h ane e ko r n T on g s o o kdee

The Role of non Formal Education: Expectation and Challenge

Sugito

Strategies to Prevent Students Violence in Education Service of Yogyarta CityAri"fa Eftaningrum

Developing Academic Cultup of The Students of Junior High School 3 Jetis Bantul

Arif Rohman, Furida Hanuin, Dwi Siswoyo

Quality and Quantity of Preparing Students Dignified Lesson Study Approach

Arina Restian

Educational Languages for Foreign Leamers: Equal Classroom Integration for Equal Quality of

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16

2t

Paralel Session Speakers

I. Sub Themes:

- Strategic Policy 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

IndonesiaAchmad Durdiri, Siti Irene Astuti Dwiningrum, Zamtoni

Identi$ing Level of Historical Consciousness of College Students of History Education in Terms 30

of Ethnicity, Especially Javanese and MinangkabauAisiah, Sumarno

38

43

50

56

Education t-D om iniq ue S avio N s engiy umv a

Political Education Role in Primary School in Improving Social ifuowledge and Human Resources 62

Emy Yunita Rahma Pratiwi

Thinking Skills Framework for Constructivist Instruction in Literature Class to Meet the Needs of 68

Inclusive and Differentiated ClassroomE unice )V. S elyaningtyas

Addressing the Delinquency Problem among Teenagers: Psychological and Educationional 74

PerspectivesFsiLh Solr:lr, Zurina Ahmad Saidi

Eftect of The whole Language Approach on the Learning Achievement in Indonesian Language

Reading Comprehension of Elementary School Students

N o or Alfalaila, N asht ullah P ettalolo

The use of English Language in Teaching and Learning at Institutions of Higher Learning: a

Challenged Position for Malay Language?

Noor Aiam Abdat Rahman, Noraziah Mohd Amin' Mohd Mahzun Awang

Development of Economy Token Model in Early Childhood Learning

Nur Hiyati, Muthmainnah, Ruftka Rahmawati

Impact of Drama Education on The Self-confidence of Students of Primary School Education and

the Relation Between Their Problem- Solving Skills and Self-Confidence Levels

PALAVAN, Ozcan, CIQ EK' Volkan

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

Rahmatul Salbiah Binti Ghazali

The Effectiveness ofLearning through Play Approaches for Pre School Education

Sumni Bin Suraii, Abdul Razaq Ahmad, Mohd Mahzsn Awang

Impact of Drama Education on the Problem-Solving skills of Students of

Education

CIQEK, Volkun, PALAVAN, dzcun

Exploring Teachers' Perspectives on Effective Teaching Strategies in History Education

l(in Mahirah l{un Khalid, Anuat Ahmsd

IV. Sub Themes:

- Sociocultural and Religious Capital in Education

DramaAppreciationLearningBasedMulticulturalPerspectiveAbdul Aziz Hunaift

Educating The public on Religious Tolerance; Political Reflections in Addressing Apostate Issues

in MalaysiaAbdullih Sani Bin Mohd Zin, Zaid Ahmad, Samsu Adabi Mamat

Socialization of Multi-Ethnic Students in Malaysian venercular Schools: Issues and challenges 355

Andrew Huang Dung Kui, Mohd Mahzun Awang

The Welfare of Women Through Multicultural Counseling 360

Afi khusumudewi, Nailatun NaqiYah

Organizational Culture: a Study oni'Frictions between Invisible Bureaucratic Rules in School and 367

Professional Demands bY Teachers

Bukare Kqzeem KaYode

Sociocultural Reciprocal Learning Approach for the Indigenous Bidayuh Pupils in Sarawak' 373

MalaysiaCelinea Lasan, Zamri Mahano4 -Sasi Culture: an Effort to Maintenance preserving Mother Earth a Cultural Approach on Christian 378

Religious Education to Preserve Mother Earth in Maluku

Flavius Floris Andries

Freedom, Independence and Responsibility _of Students In Democratic culture

(Multicase Stuiy In De Britto Coliege High School Yogyakarta And Yogyakarta I

High School)Herly Janet Lesilolo

The Paradigm of Religious Education In Empowering Community Quality

Ju'subsidi

296

326

Primary School 330

302

215

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International Conference on Current Issues in Education 2015 _ 30g

DEVELOPMENT OF ECONOMY TOKEN MODEL INEARLY CHILDHOOD LEARNING

Nur Hayatir, Muthmainnah2, Rafika Rahmawati3,r.rpc-llgq,rtp, uttynurhayati@uny.ac.id r

Abstract

This research aimed at developing a guide of econcmy token model for young children. This research was thedevelopment of the Borg and Gall a model that included preliminary study, itage of development and testingphase ofthe product by an expert. The data was analyzed using quaniitative and qualitativ techniques. Througf,the development of this economy token model, it was expected that the early childhood were ubl" to develJppositive behaviors and reduce negative behaviors. The conclusion of this study were l) providing positivereinforcement such as a token was important to be given to the children to strengthen or reinforce the e-mergenceof positive habiis, one of them through the econJrny t.k";;r;l;-2) The initial purpor";i*d'p"ii*r"reinforcement such as a token was to establish and develop the habit of children, ,o it *u, importani to payattention that the rules of administration was that the child does not depend on the piize; 3) The rules that need tobe enforced in the provision ofpositive reinforcement included: consiitency of rules, the intensity and frequencyof administration, and the type of reinforcement which was given.

Keywords: economy token, positive habituation, early childhood

l. Introduction

Optimization of education in early childhoodeducation is the key to one's success in adolescenceand adulthood. The golden age ofwhich are in earlychildhood is a special time for the children inreceiving a variety of knowledge and opportunitiesto stimulate various aspects of development. Earlychildhood development needs to be supported bythe attention and education to optimize the potentialof the child. Child development will continue inaccordance with age and experience. One of theaspects of development that need to be introducedin early childhood is the emotional social aspects.

In accordance with the standards of earlychildhood education of the Minister Regulation ofNational Education No. 58 Year 2009 fotremotionalsocial aspects that must be mastered Js childrenaged 5-6 years: cooperating with friends, showingtolerance, showing empathy and respecting for theexcellence of others. Thus, the ability to manage theemotional and social aspects needs to be introducedas early as possible in order to help chilCrpn learn tocoexist with others and their environment. Startingwith the provision of life skills that include socialand interpersonal skills, cognitive skills and mimicemotions skills, they may be better prepared to faceall the challenges.

The problems frequently encountered byteachers of kindergarten in DIY during theinterview of PLPG activities in 2013 is, still, thenumber of children aged 5-6 years who have nothad a cooperative attitude and empathy with hisfriend. The behaviors were shown by frequentlyseizing the toys of other friends, talking byshouting, often hitting the friend if they did not met

what they wanted, and being selfish. This conditionneeds to be provided special attention so thatchildren are able to have a pro-social attitudes thatmake them have endurance in the next developmentstages.

Development of children as their pro-socialattitudes is influenced by various factors. Childrenwill develop into individuals whose highintellectual and power character when they grow insuprlnrr of the family, schoo! and good character ofsociety. One effective way to develop the socialskills of young children both at school and inkindergarten is by implementing economy token inthe learning program. Economy token program isone of implementation of positive reinforcementthat reinforces the behavior. Economy tokenprogram is a behavioral modification procedureusing the conditioned reinforcement called tokensthat are used in reinforcing the desired behavior onthe client (Miltenberger, 2OO4). Epstein, et al(Bernard, Cohen & Moffett, 2009) had proven thateconomy token was effective in improving thecompliance in children and provide children auseful option exercises. This study aims atdeveloping a piogram of economy token in earlychildhood learning, in particular to develop socialskills. With the development of model of economytoken program, it can be used as a guide for earlychildhooil educators in applying the concepts ofbehaviorism appropriately without any negativeimpacts in long time.

2. Formulation of the Problems

The formulation of the problem of thisresearch is: "How to develop the Economy Tokenin early childhood learning?".

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310 - International Conference on Current Issues in Education 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 ifhe shows changes in behavior. According to this

theory, the most important thing in learning isinputs which is in the form of stimulus and outputs

which is in the form of a response. Stimulus is

everything the teacher gives to the student, whilethe response or reaction can be in the form ofstudent 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 reinforcementgetting bigger (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 proven 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 (rewdrd) which ispreferred 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 proglam

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 is initiallyconsidered 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 ofbehaviorism and constructivism. The dominance ofboth theories in early childhood education happens

because ofthe characteristics ofchildren in the age

range of 0-6 years in the future which is still being

egocentric. Teacher planned learning through

conditioning the enviroriment 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 defined as a process ofbehavioral changes in a person, as an indicator that

someone has an activity that is reflected in the

change of behavior. For early childhood, behaviorthat appears is an incredible experience as a result

of interaction with the environment. The acquisitionof 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

occlurence of these conditions, the child must be

given the freedom and opportunity to explore

themselves and their surroundings in order toacquire the knowledge itself.

B. F.Skinner in theory Behaviorism wrote

"Learning is the acquisition of new behavior

through conditioning". (Suparno, 2001). Accordingto Skinner, learning is acquiring a new behaviorthrough conditioning where the child is controlledby a system of reward and punishment. Learning inthe behavior theory is a process ofshaping behaviorand improve children's desired behavior byproviding assistance, reward and punishment toform the desired behavior and educators no longer

need to give a reward to the child. (Slameto: 2003).

Globatly, 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 student, that the condition ofthe environment around the child; and (3) approach

learning factors that is the types of students' efforts

that include learning strategies and methods that

students use to conduct learning activities inunderstanding the material being taught. Some ofthe factors that affect children's learning process

become very meaningful input for educators in

order to pack a learning process so the materials

can be interpreted by the students.

5. Research Method

5.1 Type of Research

This research is R & D study with thedevelopment model by Borg and Gall (1983). Theresearch model development because researchers

have been seeking to develop an economy tokenprogram in early childhood learning. The modeldeveloped is the concept of economy tokenprogram adapted to the social and emotionalcharacteristics 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 fieldand support resources in the location (TPA), and 2)draw up models of appropriate economy token forearly childhood in TPA Darma Yoga Santi, State

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

5.2 Data Collection Technique

This research data collection techniquesare observation, interviews and documentation.Observation technique was chosen to determine the

description of the social and emotional abilities ofchildren of kindergarten age. Observation ofactivities carried out in the classroom and outsidethe classroom by observing the behavior ofchildren. Interviews were addressed to the data

sources involved in the development of social-emotional skills of kindergartner with a structuredinterview technique. The documentation wasintended to determine the success of the economicprogram of the work token / performance of thestudents during the learning process in schools.

5.3 Data Analysis Technique

Data obtained through assessmeflt instrumentsduring the validation test were aialyzed usingqualitative descriptive statistics. Expert test analysisresults are used as a basis for revising the economytoken models that are appropriate for young

children. Quantitative data was obtained throughthe scoring of economy token ;nodels by the

experts. The quantitative data was then converted to

a qualitative data using percentage formula todetermine the quality of the product. Conversionperformed on the data was referring to the opinionof Suharsimi Arikunto (1998:244), namely:

5.4 Assessment Criteria of Economy TokenModel

No. Criteria Percent1 Verv Good 36%-100%

Sood 7t%-gs%A.verase s6%-70%\ot Good 40%

lnternational Conference on Current Issues in Education 2015 - 311

6. Research Result and Discussion

6.1 Research Result

Researchers conducted a study of literature,identification of economy token implementationnecessity for the development of positive habits ofearly childhood. This activity is done by exploringthrough literature and interviews withadministrative coordinator of TPA Dharma YogaSanti UNY. Literature exploration was made byreviewing the various theories of token and social-emotional development of children, especially thoseof 2-4 years. The selection of 2-4 years old was onthe basis of observations that children who are oftendeposited in TPA Dharma Santi Yoga UNY are 0-4years. But the fact showed that those who can be

active in learning activities are children of 2-4years. Children of4-5 years are no longer entrustedto TPA because they had followed the educationalprogram in kindergarten which there was not beenin TPA Dharma Yoga Santi.

Instruments testing by validator of materialsexperts showed that 18 indicators assessed byvalidator I using the draft guidelines, it can beconcluded that 3 indicators (16.6%) were declaredgood, 15 indicators (83.3%) were expressed verywell. The results of expert assessment of material 2

can be concluded that one indicator (5.5%) wasstated quite good, 4 indicators (22.2o/o) weredeclared good and 13 indicators (72.2Yo) wereexpressed very well. Based on the assessment of thevalidator, the guidebook that has been made by theresearchers was declared eligible tested withrevisions.

6.2 Discussion

Positive habits are positive things that oftendone by people in everyday life related to socialinteraction. Based on behaviorism theory, that toestablish individual behavior needs habituation ofsome positive habits that can be developed in earlychildhood, among others: social responsibility,manners and independence.

Through the development of the economytoken model the children who studied in the TPADharma Yoga Santi may develop those positivehabits. All children of 2-4 years have a highermotivation in following the study in TPA DharmaYoga Santi. Giving token in this study did not use

the gifts of objects, but the prizes were awarded inthe form of a sticker remembering the age of thechild was very young. Thus changes in the behaviorof children appeared are not considered as a gift,but because of changes in motivation.

7. Implementation of Economy Token Model inLearning Process

7.1 Preparation Phase

The preparation stage includes severalactivities including the following:

312 - International Conference on Current Issues in Education 2015

Figure 1 . The preparation stage of implementatlon

economy token model

7.1.1 1. Providing a Token Board

Token board is the boards or media to attach

.turc o, *urt s obtained by children on any-points

;h; i;r" been defined in the rule made by the

;;;;. i"t"" board is made of white board with

;;; is adjusted to the number of children' The

child's name is written with declining or downward

""riii"" coupled with the implementatton or

Iff*ir. t"u.hing written horizontally'

Table 1. An ExamPle of Token Board

7.1.3 Determining the Rules

Rules to be set, generally' refers to the

a"u.fof*"rt of positive habits set by the teacher'

p","r.if*f", oi th" type or target ^of

positive

habits should refer to the condition of the child's

il"ttrri". * school that needs to be improved'-Here

ur. "*u*pf"t

of some rules that will be applied in

the token model.

Table 2. ExamPle of Rule

7.1.4 Introducing children on the application of

the token sYstem

tEffiig rtGn0t to PlaY

who helP him.

together.2. RJsPonding 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

Time of Token Giving

i;; or a sign is given every, daY bY F","*h;t to the ;hild, when the child is carrymg

o"rit-; *f" tnut has been set' For every 1 (one)

;; ,h";;"" be implemented by a child then the

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7.1.2 Providing Token Sign

Star sign or other token markers are pins star

i*ugJ iirui''*ili be affrxed bv the teacher on the

board based on the name of eactt'ehild' Star or pin

;;;;;i;,ite child has been able to implement a

;;;; *1. set. Tokens can also be stickers' bottle'"#

.tJ"tner objects that can be affixed on board

the token.

b.

F,c,,6i. Tiit*e of Board Rules

Figure 2. ExamPles of Token

child gets one (1) star. If in a day there are somerule that a child is able to do then the child willget also some stars in that day. Acquisition of a

star or token will be evaluated or reported everyteacher in early next week when the learningbegins. It is intended that the child's progresslast week may spur children to do better and domore in this week's rule.

7.2 Implementation Phase

Implementation phase includes activities suchAS:

l. The actor oftoken program that is educators orparents should carefully observe the emergenceof positive habits in accordance with the rulesthat has been set.

2. Educators give signs (markers) on token boardin accordance with emergent behavior.

3. Educators save the data collected by the childevery day.

4. Educators accumulate the number of tokensearned each child during a predeterminedperiod, for example, Monday-Thursday (4days).

Table 3. Token Board containing token

Educators manage stocks (gifts) to be given as a

token that must be paid to the child. Gift ortoken should be objects that are interesting tochildren so as to motivate children to developpositive habits. If the reinforcdment or tokenassessed children less atkactive, there is a worrythat the children will be reluctant andrmenthusiastic.Educators present the results of a child tokenacquisition and give appreciation to childrenwho received the token at most, for example bygiving token in the form of stickers objectspreferred by children or other gifts that appealto children.Educators motivate children to keep themdevelop positive habits.Educators anticipate possible contingencypunishment for children, who received the

International Conference on Current Issues in Education 2015 - 313

token, but the positive habits or good behaviordoes not reappear. In this case the educator canprovide contingency penalty by pulling back thetoken has been given in the past, in the hope ofpositive 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 tobe given token though the child is not doingpositive habits.

l0.Educators evaluate the implementation of thesystem so that the next token system can runbetter.

8. Conclusion

Development activity is a development guideprototlpe of the economy token model in earlychildhood learning, especially children of2-4 yearscontaining an introduction, literature review ofsocial-emotional development and the theory ofeconomy token, implementation of economy tokenmodels in the learning and conclusion. Thisprototype guide results in a two-stepimplementation of economy token consisting ofprocurement token boards, providing a token sign,the determination of rules, introduction ofapplication systems such as the type of token inchildren positive habits that will be applied. Theresults of prototypes formulation were thenvalidated by experts and users that the results state

that the prototlpe models deserve to be tested.The implementation of giving positive

reinforcement such as token which is to establishand develop habits of children needs to carry outthe rules of administration so that the child does notdepend on the prize. Economy token modificationsapplied in the behavior of children of 2-4 years isnot using gift items, but in the form of sticker as an

encouragement prize for children in developingpositive habits. Rules that need to be enforced inthe provision of positive reinforcement include:consistency of rules, the intensity and frequency ofadministration, and the type of reinforcement whichis given.

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mi-token-tips-mendidik-anak-kreatifl. 28

Oktober 201l.

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