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
right reserved. No part of this publication may be reproduced without the prior written permission of
A11
Yogyakarta State University
artices in the proceeding of lnternational Conference on Current Issues in Education (ICCIE) 2012 are
not the official opinions and standings ofeditors. Contents and consequences resulted from the articles are
sole responsibilities of individual writers.
All
Table of Contents
Foreword of the Rector
Forervord of the Director
iii
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
t0
Teacher Preparation for Better Multicultural and Inclusive Classrooms
Ratchaneekorn Tongsoo kdee
t6
The Role of non Formal Education: Expectation and Challenge
Sagito
21
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
Ariefa
EJianingrum
City
38
.:
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
296
the Learning Achievement in Indonesian Language
Effect of The whole Language Approach on
Students
n.uOlng Comprehension of Elementary School
N oor Alfulaila, IY ashrullah P ettalolo
Leaming at Institutions of Higher Learning:
The use of English Language in Teaching and
Challenged Position for Malay Language? - - .
Amin' Mohd Mahzan Awang
l,{oor Aiam Abdul Ruhmon,lVo,oiioh Mohd
Childhood
Development of Economy Token Model in Early
Ruhmawati
Raiika
Nar Hayati, Muthmuinnah,
Approaches for Pre School
The Effectiveness oflearning through Play
Sn*"i Bin Saruii, Abdul Razaq Ahmsd' Mohd Mshzun Awang
of Drama
Education on the Problem-Solving Skills
and
215
321
Education
of Students of
302
309
Learning
of Students of Primary School Education
Impact of Drama Education on The Self-Confidence
p.ott"*- Solving Skills and Self-Confidence Levels
the Relation Between ft.i,
PALAVAN, 0zcan, QIQEK' Volkan
children Behavior : Issue and challenges
The Effect of Family well-Being towards
Rahmatul Sutbiah Binti Ghazali
Impact
a
326
Primary School 330
Education
dzcan
QIQE K, Volkan, PALAVAN,
337
Teaching Strategies in History Education
Exploring Teachers' Perspectives on Effective
Win Mahirah lAan Khalid, Anuqt Ahmad
IV. Sub Themes:
-
Sociocultural and Religious Capital in Education
342
Perspective
Drama Appreciation Learning Based Multicultural
Abdul Aziz HunaiJi
Political Reflections in Addressing Apostate Issues
Educating The Public on Religious Tolerance;
in MalaYsia
Adubi Mamat
Abdullih suni Bin Mohd Zin, Zaid Ahmad, samsu
341
Malaysian Venercular Schools: Issues and Challenges
Socialization of Multi-Ethnic Students in
Awung
Andrew Huang Dung Kui, Mohd Mahzun
Welfare of Women Through Multicultural Counseling
355
360
The
Ari khusumudewi, Najlatun NaqiYah
between Invisible Bureaucratic Rules in School
Organizational Culture: a Stud! on Frictions
Professional Demands bY Teachers
Bakure Kazeem KaYode
Sociocultural Reciprocal Learning Approach
for
the Indigenous
Bidayuh Pupils
and
361
in Sarawak'
373
Christian
3'18
Malaysia
Celinea Lasan, Zamri Mahamod
Mother Earth a Cultural Approach on
Sasi Culture: an Effort to Maintenance Preserving
Maluku
n"tigiorrt Education to Preserve Mother Earth in
Flavius Floris Andties
of Students In Democratic Culture in Schools 384
Freedom, Independence and Responsibility
Yogyakarta And Yogyakarta I State Senior
(Multicase Stuiy In De Britto College High School
High School)
Herly Janet Lesilolo
390
TheParadigmofReligiousEducationlnEmpoweringCommunityQuality
.Iu'subaidi
v1
Intemational Confbrence
on Current Issues
in Education 201530g
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"rof
roken moder ror young
#ffit;:,i:Xli'd:fi : -J:::iT::l"r{
ch,dren rhis research
tncluded
was
rhe
phase
preliminary stuay,
the product by an expert.
s"tage of ;;;p-"nt
The data rnatanalyzed
and testins
the developm"",
using quaniitu,i""
,"i."r"-"Jis rt was expected that
positive bihaviors"i'rr,il
"nJ'quu]i,"ir,""nr,nues. Througi
the.e.arry
ana "..orJ.ny
r"au"" n'e;;;i;;
;#''
.n'id,,""i"*lre
abre to deveroo
J:?i;:;T;l,,rili.:.f h.T#JiJiil'#ir-:Ti,'j,":ffi :'.fu :f
"-ff
r:**:J**l#::'H;
i*i,l;l,tr"1k1**:,T:;3i1fi
l;J,f,:Tili?fJ:l,JJ"l::*,*f
be enforced in rhe
orovisi",
orrr,.
i:i!!fi
:#"nff ff :ff
incruded:
of administration' and the
"rp*iri".'r;l;"d;.r."t
type
of reinforcem.ni *rri.n
was
il" rures that n."o
.orr,rrllo
:ency of rules, trr" i",.rriry
p.i= ;;
given.
Keywords: economy token,
positive habituation, earry
childhood
l.
Introduction
o*.
T
wJra,t
;i-rii;'ul"
"s"
aftitudes rhal
themi;;;#;#"rncea inpro_social
the next development
stages.
make
in
is spelal rrnZ- r".",i"'.#1d..,
"u.ry
1
:l:lLi,r_"^.a varietv
in
recelvlng
of knowledg" urA-opforruniti.,
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
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
age urd
O"r"
:::i.9*.^..wirh
aspects
of.development that"rp"ri"n.".
,".a
rn early childhood is the
emotionJ
In
accordance w^ir!
childhood education
"r
," i"lriroduced
,"i,
"rr..".
,n. ,,rnA..ar'Ti
.rr,,
.
_,.,.
f..p"."Jto
all the challenges.
face
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 -;;p;;;,
no,
had a cooperative auitud" ,."^^vrfr",tuu.
friend. The behaviors
seizing rh.
1;;,'
"r;
,,n
n,,
;'i ;1:: 'l?;:,:r,,tu',H,li
shouting, often hining rh.
;;;l';;;racter of
society. One effectivl
*ry
skitls of young childr.n to deveiop the social
;o; ;;' ,:ilji, and in
krndergarten is bv implem.n,ing
..o*ri]'tot .n in
lelnine. proi.u.. e.orori
i"i.r"oi"**. ,,
1leone of implementat:
rfr.
the Minister Regulation of
_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,"
emotional and social aspects "iii"r.a ."?"r" ,n.
needs to be introduced
as early as possible in
order to helf .rrij."rl""_
coexist with others urA
ar"i.
with the provision of.life skills
"rui'.*_]ni.^rr".rrry
,fr",'ir"lra" ,".i.f
and inrerpersonal skills,
."grii.",*ii,'.lrl"
emotions skills, they
muy b! u",*
fii"n;l;;;y O?ffi r",
thel wanted, and being
selfish. This condition
special otLc,trolt
attenrion so thal
"t-"'qr
thar
ffi::"j""":"^.fr:uig.d
children
are abie to tru,
iil ?U,: j;.T, [: #,. il, Io:[:l:ils
,
*?ll
and
adulthood. The g9lg"1
,o
and frequency
that*i;#...;"',;l:'"1";',J;,:"1'."T:T;..::1""7
is a behavjoral
II:C*T
usrng the conditioned
modifica,lon"'pio..Ou."
..infor....ii^.",,10,"0.r,
that are used in reinforcing
rhe desired behavior
on
(Miltenberger
2004). Epstein, er al
(Bernard, cohen
the client
*. win
,
n, ztiodl n#"orJren
-'i.ipi"i,rg rhar
economy token was
effeciive i,
,rr"
compliance in children
and provide
children
";;;y"';i;.
usetul
.option exerciscs. Thi:
:; J : l,"jj :',;
,k,
#: : :,T
o
r
".
r, w;; ;;il"";#rr;*:
;;
a
ar
;, ;' lli.,
i',1
.
u.,,
:hT,f :? ::;H1
token program, it can
L" ,r"a
childhood educators in
"r- "
applying
,r,J"
iii .*,,
the concepts of
appropri atetf '*i,ffi ,,''u#"ll!u,,
u.
rmpacts in long time.
l:li:"1.:
2.
Formulation of the problems
Tl"
research
formulation of the problem
of this
js: ..How to
develop the
---- Economy Token
It
rn early childhood
learning?,,.
""v,v'rJ
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
;";.r;;ffi;:#;
p."ri*r,u.v ,tic:u;';f
;.':I:',j:j11?T:"':"0*"i::"0:'.:11'l::3_d.g
product by an expert. The data was analyzed,i.irg
qr"rllr"ii
i-iri
it was expect.a *,ut the earty
early childhood were able to develoo
:::';'T:I-:,",11.:^::_:-I
develop
]"I* Tld.l: rh'. J:,,.,i,i:l
:'_ - !3:i!', IOrS
J'jv^;;;r;
r."#;
:.:-::r-3:.:
:: ner.i
I;:l:3
such
such fi
as a ,':"':::,,::.e::'^'-"0:.Y',o"^,
token was important to be given to the chiildren"i 'r*
to strengthen or reinforce the ernlrsence
ff;:
,
e
il;-ffi-';;H:; **;T::ffi:
liiia;;;; il^ffi'";t'il;,i;;';;;
,i
,,.,:.;"liil""-;",".'""1f**..::T-1"i11,::":-"11 t"1., the
1'"q.t
r,"L,t',"i
-.;,,:;i;l;;::l::;,:",Ti,y:,,':-"::::'.*::o *,,:rop
:_".1::: :1":-'l::i..'::idministration was^that the chitd d;"';";J;;;;
coniii.".v
: i;;n:nisirarion. and the type of reinforcement
l;:-1;:::-j:j:'lj:li'lr-"^'::"::::::1r::::T:':incruded:
which was given.
;;;;;;
il" *H,fi|#lil
["^,ffi#ffi::J;
"i*ril;il
;j
Ker n ords: economy token, positive habituation, early
childhood
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
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
needs
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
& Moffett, 2009) had proven that
(Bernard, Cohen
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
research
this
is: "How to develop the Economy Token
in early childhood learning?,,.
3
10 - iniernationai Conference on Current Issues in Educatron 2015
3.
Objectives of the Research
program
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
of
104). Based on the concepts
development
is
a
of behaviorism,
theory, the most-important thing
a
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
The stimulus and response can
be
is given by the teacher
(stimulus) and what is received by the students
observed, therefore what
(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
4.2
will be stronger.
Economy Token
behavior is the economy token. Economy Token is
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,
& Moffett, 2009) has provren Economy
Token effective in improving the 'adherence in
children and providing children a useful exercise
Cohen
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
is
determined more by the students
themselves. The main purpose of a token economy
process
Learning
in early childhood, in principle, is
of
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
One form of positive reinforcement that can
be used in forming and reinforcing the desired
a
Early Childhood Education
behaviorism and constructivism. The dominance
person is considered to have learned something if
he shows changes in behavior. According to this
response
4.3
both theories in early childhood education happens
theory that was developed based on the philosophy
espoused by John Lock (Martini Jamaris, 2006:
teacher.
increase desirable behaviors and
much influenced by learning theories of
4. Literature Review
4.1 Behaviorism Theory
Behaviorism theory
is to
reducing undesirable behaviors.
in
order to
acquire the knowledge itself.
B.
F.Skinner
"Learning
is the
in theory Behaviorism wrote
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
become very meaningful input for educators in
order to pack a learning process so the materials
can be interpreted by the students.
!
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.
emotional social aspects.
io
develop
of
is
development
iil
a
pr,itoropt y
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
;'"";;;"d. orher
factor that is considered l*po.tu,rt
"rd fV l"iurio.ir,
a reinforcement factor. When the reinforcementi,
gettins biiq". (positive ."ini;r.;;";,
4.2
increase desirable behaviors and
4.3
Early Chitdhood Education
Learning in early childhood,
theory that was developei tu".a
on
espoused by John Lock (Martini
response
is to
in principle,
,
much
influenced by leaming tireories is
of
behaviorism
4. Literature Review
4.1 Behaviorism Theory
Behaviorism theory
program
reducing undesirable behaviors.
the
will be stronger.
Economy Token
and constructivism. Tie dominance
of
both theories in early childhood
happens
because ofthe characteristics
"a*u,io,in the
ofchildren
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
children can build their own
"ir.u.r,un..r,
.*"].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
itiJ u"quirition
of new
experiences
"rulror*iri.
not
merely of growth
and
maturity of the chitd, but they gain
it *lit .ifon o.
exercise. According to the cJnskuctivirt
tt
both piaget and Vy[otsky. l.u*G-;;'process eory,
rhat
is done by rhe child actively to
?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
oppo.r,rrity'^ii
."pto."
.una
themselves and therr
surroundings in order to
01. form of positive
,oe used
rn lbrmins
acquire the knowledge itself.
behavior is the econ'omy token.
Economy Token is
a behavior
"Leaming
.
reinforcement that can
and reinforcing the desired
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,
&- 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"
9*.,
choice.
Soekadji (1983) said that rhe
economy token
:- a program
ls
that uses chips or marks given
u, ,oo,
as possible whenever the behavior
appe,ars, then chip or mark
that has
If it"'rurg",
U""n".oU".t"a
can^be exchanged with supporr
fr..r.al ,irri.r,
-Rezky
srrry""i'
lTf:o:d. by the subject.
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
l, ZOf : ivfro .tut.a
*.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
research conducted by Rafika
that early childhood who is
the token program which is initially
-it
considered more controllej
teacherq
process is determined
more by the "^^'n.*,
students
themselves. The main purpose
of a token economy
build ideas or new
concepts which
B.
in theory Behaviorism wrote
is the acquisition of new behavior
F.Skinner
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.
the behavior theory is a process
i.u*irg i,
;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
long..
need to give a reward to the
"ar.itorr"no
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
;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,
understanding the material being
can be interpreted by the students.
International Conference on Current Issues in Education 20 I 5 -
5. Research Method
5.1 Type of Research
This research is R & D study with
31
1
6. Research Result and Discussion
6.1 Research Result
Researchers conducted
the
a study of literature,
development model by Borg and Gall (1983). The
research model development because researchers
have been seeking to develop an economy token
identification of economy token implementation
necessity for the development of positive habits of
early childhood. This activity is done by exploring
in early childhood learning. The model
developed is the concept of economy token
program adapted to the social and emotional
through literature and interviews
with
administrative coordinator of TPA Dharma Yoga
Santi UNY. Literature exploration was made by
characteristics of a child in TPA Darma Yoga Santi,
reviewing the various theories of token and socialemotional 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
program
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 socialemotional 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
Model
Criteria
No.
I
Criteria of Economy Token
Verv Good
Sood
A.verage
\ot
Good
Percent
86%-100%
t%-85%
s6%-10%
40%
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
The preparation stage includes
activities including the following:
several
312 - Intemational conference on current Issues in Education 2015
7.1.3 Determining the Rules
Rules to be set, generally, refers to the
development of positive habits set by the teacher'
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
2.
Figure
7.1.1
1.
The preparation stage of implementatron
economy token model
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
Responding friendlY to the
people who greet him.
3. Performing the
4.
5.
6.
7.
PlaY
together.
game
according to the rules.
Willing to disPose of waste
in proper place.
Not scribbling in anY Place.
Being on time to school.
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
in the token system, including:
applied
^
u. typ" of positive habits that will be observed in
toGn modets such as being good attitude of
:
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
Figure
2.
ExamPles of Token
Figrr."
3.
Picture of Board Rules
b. 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
International Conference on Current Issues in Education 2015 - 313
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
AS:
l.
2.
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.
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).
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
of the economy token model in early
childhood learning, especially children of 2-4 years
prototype
containing an introduction, literature review of
social-emotional development and the theory of
economy token, implementation of economy token
in the learning and conclusion. This
models
prototype guide results in a two-step
implementation of economy token consisting of
Table 3. Token Board containing token
accumulation
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
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
wory
reluctant and
assessed children less attractive, there is a
that the children will be
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
punishment
for
contingency
children. u.ho received
the
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.
A Token Economy for Exercise
Adherence in Pediatric Cystic Fibrosis:A
2009.
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
Modification: I/[/hat It Is and How To Do It
Fourth Edition. Prentice-Hall, Inc.
314 - International Conference on Current Issues in Education 2015
t3l Miltenberger,
R. G. 2004.
Behavior
Modification: Principle and Procedures Fourth
E dition.
California: Wadsworth.
l4l Muhibbin Syah. (2002). Psikologi Pendidikan
dengan Pendekatan Baru. Bandtng: Remaja
Rosdakarya
tsl Robert M Gagne. (1989). The conditions of
Le
arning, Terj emahan Munandir. Jakarta: PAU
t6l Robert R. Reilly and Ernest L.Lewis. (1985).
Educational Psychologt. New York:
Macmillan Publishing Co. Inc
UI 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
E. 2008. Ekonomi
Anak
Mendidik
[10]Susanto,
Token, Tips
Kreatif.
http:iieko I 3.wordpress.conl/2008/05/1 S/ekono
mi-token-tips-mendidik-anak-kreatif/.
Oktober 201 l.
28
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
right reserved. No part of this publication may be reproduced without the prior written permission of
A11
Yogyakarta State University
artices in the proceeding of lnternational Conference on Current Issues in Education (ICCIE) 2012 are
not the official opinions and standings ofeditors. Contents and consequences resulted from the articles are
sole responsibilities of individual writers.
All
Table of Contents
Foreword of the Rector
Forervord of the Director
iii
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
t0
Teacher Preparation for Better Multicultural and Inclusive Classrooms
Ratchaneekorn Tongsoo kdee
t6
The Role of non Formal Education: Expectation and Challenge
Sagito
21
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
Ariefa
EJianingrum
City
38
.:
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
296
the Learning Achievement in Indonesian Language
Effect of The whole Language Approach on
Students
n.uOlng Comprehension of Elementary School
N oor Alfulaila, IY ashrullah P ettalolo
Leaming at Institutions of Higher Learning:
The use of English Language in Teaching and
Challenged Position for Malay Language? - - .
Amin' Mohd Mahzan Awang
l,{oor Aiam Abdul Ruhmon,lVo,oiioh Mohd
Childhood
Development of Economy Token Model in Early
Ruhmawati
Raiika
Nar Hayati, Muthmuinnah,
Approaches for Pre School
The Effectiveness oflearning through Play
Sn*"i Bin Saruii, Abdul Razaq Ahmsd' Mohd Mshzun Awang
of Drama
Education on the Problem-Solving Skills
and
215
321
Education
of Students of
302
309
Learning
of Students of Primary School Education
Impact of Drama Education on The Self-Confidence
p.ott"*- Solving Skills and Self-Confidence Levels
the Relation Between ft.i,
PALAVAN, 0zcan, QIQEK' Volkan
children Behavior : Issue and challenges
The Effect of Family well-Being towards
Rahmatul Sutbiah Binti Ghazali
Impact
a
326
Primary School 330
Education
dzcan
QIQE K, Volkan, PALAVAN,
337
Teaching Strategies in History Education
Exploring Teachers' Perspectives on Effective
Win Mahirah lAan Khalid, Anuqt Ahmad
IV. Sub Themes:
-
Sociocultural and Religious Capital in Education
342
Perspective
Drama Appreciation Learning Based Multicultural
Abdul Aziz HunaiJi
Political Reflections in Addressing Apostate Issues
Educating The Public on Religious Tolerance;
in MalaYsia
Adubi Mamat
Abdullih suni Bin Mohd Zin, Zaid Ahmad, samsu
341
Malaysian Venercular Schools: Issues and Challenges
Socialization of Multi-Ethnic Students in
Awung
Andrew Huang Dung Kui, Mohd Mahzun
Welfare of Women Through Multicultural Counseling
355
360
The
Ari khusumudewi, Najlatun NaqiYah
between Invisible Bureaucratic Rules in School
Organizational Culture: a Stud! on Frictions
Professional Demands bY Teachers
Bakure Kazeem KaYode
Sociocultural Reciprocal Learning Approach
for
the Indigenous
Bidayuh Pupils
and
361
in Sarawak'
373
Christian
3'18
Malaysia
Celinea Lasan, Zamri Mahamod
Mother Earth a Cultural Approach on
Sasi Culture: an Effort to Maintenance Preserving
Maluku
n"tigiorrt Education to Preserve Mother Earth in
Flavius Floris Andties
of Students In Democratic Culture in Schools 384
Freedom, Independence and Responsibility
Yogyakarta And Yogyakarta I State Senior
(Multicase Stuiy In De Britto College High School
High School)
Herly Janet Lesilolo
390
TheParadigmofReligiousEducationlnEmpoweringCommunityQuality
.Iu'subaidi
v1
Intemational Confbrence
on Current Issues
in Education 201530g
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"rof
roken moder ror young
#ffit;:,i:Xli'd:fi : -J:::iT::l"r{
ch,dren rhis research
tncluded
was
rhe
phase
preliminary stuay,
the product by an expert.
s"tage of ;;;p-"nt
The data rnatanalyzed
and testins
the developm"",
using quaniitu,i""
,"i."r"-"Jis rt was expected that
positive bihaviors"i'rr,il
"nJ'quu]i,"ir,""nr,nues. Througi
the.e.arry
ana "..orJ.ny
r"au"" n'e;;;i;;
;#''
.n'id,,""i"*lre
abre to deveroo
J:?i;:;T;l,,rili.:.f h.T#JiJiil'#ir-:Ti,'j,":ffi :'.fu :f
"-ff
r:**:J**l#::'H;
i*i,l;l,tr"1k1**:,T:;3i1fi
l;J,f,:Tili?fJ:l,JJ"l::*,*f
be enforced in rhe
orovisi",
orrr,.
i:i!!fi
:#"nff ff :ff
incruded:
of administration' and the
"rp*iri".'r;l;"d;.r."t
type
of reinforcem.ni *rri.n
was
il" rures that n."o
.orr,rrllo
:ency of rules, trr" i",.rriry
p.i= ;;
given.
Keywords: economy token,
positive habituation, earry
childhood
l.
Introduction
o*.
T
wJra,t
;i-rii;'ul"
"s"
aftitudes rhal
themi;;;#;#"rncea inpro_social
the next development
stages.
make
in
is spelal rrnZ- r".",i"'.#1d..,
"u.ry
1
:l:lLi,r_"^.a varietv
in
recelvlng
of knowledg" urA-opforruniti.,
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
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
age urd
O"r"
:::i.9*.^..wirh
aspects
of.development that"rp"ri"n.".
,".a
rn early childhood is the
emotionJ
In
accordance w^ir!
childhood education
"r
," i"lriroduced
,"i,
"rr..".
,n. ,,rnA..ar'Ti
.rr,,
.
_,.,.
f..p"."Jto
all the challenges.
face
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 -;;p;;;,
no,
had a cooperative auitud" ,."^^vrfr",tuu.
friend. The behaviors
seizing rh.
1;;,'
"r;
,,n
n,,
;'i ;1:: 'l?;:,:r,,tu',H,li
shouting, often hining rh.
;;;l';;;racter of
society. One effectivl
*ry
skitls of young childr.n to deveiop the social
;o; ;;' ,:ilji, and in
krndergarten is bv implem.n,ing
..o*ri]'tot .n in
lelnine. proi.u.. e.orori
i"i.r"oi"**. ,,
1leone of implementat:
rfr.
the Minister Regulation of
_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,"
emotional and social aspects "iii"r.a ."?"r" ,n.
needs to be introduced
as early as possible in
order to helf .rrij."rl""_
coexist with others urA
ar"i.
with the provision of.life skills
"rui'.*_]ni.^rr".rrry
,fr",'ir"lra" ,".i.f
and inrerpersonal skills,
."grii.",*ii,'.lrl"
emotions skills, they
muy b! u",*
fii"n;l;;;y O?ffi r",
thel wanted, and being
selfish. This condition
special otLc,trolt
attenrion so thal
"t-"'qr
thar
ffi::"j""":"^.fr:uig.d
children
are abie to tru,
iil ?U,: j;.T, [: #,. il, Io:[:l:ils
,
*?ll
and
adulthood. The g9lg"1
,o
and frequency
that*i;#...;"',;l:'"1";',J;,:"1'."T:T;..::1""7
is a behavjoral
II:C*T
usrng the conditioned
modifica,lon"'pio..Ou."
..infor....ii^.",,10,"0.r,
that are used in reinforcing
rhe desired behavior
on
(Miltenberger
2004). Epstein, er al
(Bernard, cohen
the client
*. win
,
n, ztiodl n#"orJren
-'i.ipi"i,rg rhar
economy token was
effeciive i,
,rr"
compliance in children
and provide
children
";;;y"';i;.
usetul
.option exerciscs. Thi:
:; J : l,"jj :',;
,k,
#: : :,T
o
r
".
r, w;; ;;il"";#rr;*:
;;
a
ar
;, ;' lli.,
i',1
.
u.,,
:hT,f :? ::;H1
token program, it can
L" ,r"a
childhood educators in
"r- "
applying
,r,J"
iii .*,,
the concepts of
appropri atetf '*i,ffi ,,''u#"ll!u,,
u.
rmpacts in long time.
l:li:"1.:
2.
Formulation of the problems
Tl"
research
formulation of the problem
of this
js: ..How to
develop the
---- Economy Token
It
rn early childhood
learning?,,.
""v,v'rJ
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
;";.r;;ffi;:#;
p."ri*r,u.v ,tic:u;';f
;.':I:',j:j11?T:"':"0*"i::"0:'.:11'l::3_d.g
product by an expert. The data was analyzed,i.irg
qr"rllr"ii
i-iri
it was expect.a *,ut the earty
early childhood were able to develoo
:::';'T:I-:,",11.:^::_:-I
develop
]"I* Tld.l: rh'. J:,,.,i,i:l
:'_ - !3:i!', IOrS
J'jv^;;;r;
r."#;
:.:-::r-3:.:
:: ner.i
I;:l:3
such
such fi
as a ,':"':::,,::.e::'^'-"0:.Y',o"^,
token was important to be given to the chiildren"i 'r*
to strengthen or reinforce the ernlrsence
ff;:
,
e
il;-ffi-';;H:; **;T::ffi:
liiia;;;; il^ffi'";t'il;,i;;';;;
,i
,,.,:.;"liil""-;",".'""1f**..::T-1"i11,::":-"11 t"1., the
1'"q.t
r,"L,t',"i
-.;,,:;i;l;;::l::;,:",Ti,y:,,':-"::::'.*::o *,,:rop
:_".1::: :1":-'l::i..'::idministration was^that the chitd d;"';";J;;;;
coniii.".v
: i;;n:nisirarion. and the type of reinforcement
l;:-1;:::-j:j:'lj:li'lr-"^'::"::::::1r::::T:':incruded:
which was given.
;;;;;;
il" *H,fi|#lil
["^,ffi#ffi::J;
"i*ril;il
;j
Ker n ords: economy token, positive habituation, early
childhood
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
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
needs
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
& Moffett, 2009) had proven that
(Bernard, Cohen
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
research
this
is: "How to develop the Economy Token
in early childhood learning?,,.
3
10 - iniernationai Conference on Current Issues in Educatron 2015
3.
Objectives of the Research
program
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
of
104). Based on the concepts
development
is
a
of behaviorism,
theory, the most-important thing
a
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
The stimulus and response can
be
is given by the teacher
(stimulus) and what is received by the students
observed, therefore what
(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
4.2
will be stronger.
Economy Token
behavior is the economy token. Economy Token is
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,
& Moffett, 2009) has provren Economy
Token effective in improving the 'adherence in
children and providing children a useful exercise
Cohen
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
is
determined more by the students
themselves. The main purpose of a token economy
process
Learning
in early childhood, in principle, is
of
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
One form of positive reinforcement that can
be used in forming and reinforcing the desired
a
Early Childhood Education
behaviorism and constructivism. The dominance
person is considered to have learned something if
he shows changes in behavior. According to this
response
4.3
both theories in early childhood education happens
theory that was developed based on the philosophy
espoused by John Lock (Martini Jamaris, 2006:
teacher.
increase desirable behaviors and
much influenced by learning theories of
4. Literature Review
4.1 Behaviorism Theory
Behaviorism theory
is to
reducing undesirable behaviors.
in
order to
acquire the knowledge itself.
B.
F.Skinner
"Learning
is the
in theory Behaviorism wrote
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
become very meaningful input for educators in
order to pack a learning process so the materials
can be interpreted by the students.
!
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.
emotional social aspects.
io
develop
of
is
development
iil
a
pr,itoropt y
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
;'"";;;"d. orher
factor that is considered l*po.tu,rt
"rd fV l"iurio.ir,
a reinforcement factor. When the reinforcementi,
gettins biiq". (positive ."ini;r.;;";,
4.2
increase desirable behaviors and
4.3
Early Chitdhood Education
Learning in early childhood,
theory that was developei tu".a
on
espoused by John Lock (Martini
response
is to
in principle,
,
much
influenced by leaming tireories is
of
behaviorism
4. Literature Review
4.1 Behaviorism Theory
Behaviorism theory
program
reducing undesirable behaviors.
the
will be stronger.
Economy Token
and constructivism. Tie dominance
of
both theories in early childhood
happens
because ofthe characteristics
"a*u,io,in the
ofchildren
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
children can build their own
"ir.u.r,un..r,
.*"].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
itiJ u"quirition
of new
experiences
"rulror*iri.
not
merely of growth
and
maturity of the chitd, but they gain
it *lit .ifon o.
exercise. According to the cJnskuctivirt
tt
both piaget and Vy[otsky. l.u*G-;;'process eory,
rhat
is done by rhe child actively to
?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
oppo.r,rrity'^ii
."pto."
.una
themselves and therr
surroundings in order to
01. form of positive
,oe used
rn lbrmins
acquire the knowledge itself.
behavior is the econ'omy token.
Economy Token is
a behavior
"Leaming
.
reinforcement that can
and reinforcing the desired
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,
&- 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"
9*.,
choice.
Soekadji (1983) said that rhe
economy token
:- a program
ls
that uses chips or marks given
u, ,oo,
as possible whenever the behavior
appe,ars, then chip or mark
that has
If it"'rurg",
U""n".oU".t"a
can^be exchanged with supporr
fr..r.al ,irri.r,
-Rezky
srrry""i'
lTf:o:d. by the subject.
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
l, ZOf : ivfro .tut.a
*.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
research conducted by Rafika
that early childhood who is
the token program which is initially
-it
considered more controllej
teacherq
process is determined
more by the "^^'n.*,
students
themselves. The main purpose
of a token economy
build ideas or new
concepts which
B.
in theory Behaviorism wrote
is the acquisition of new behavior
F.Skinner
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.
the behavior theory is a process
i.u*irg i,
;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
long..
need to give a reward to the
"ar.itorr"no
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
;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,
understanding the material being
can be interpreted by the students.
International Conference on Current Issues in Education 20 I 5 -
5. Research Method
5.1 Type of Research
This research is R & D study with
31
1
6. Research Result and Discussion
6.1 Research Result
Researchers conducted
the
a study of literature,
development model by Borg and Gall (1983). The
research model development because researchers
have been seeking to develop an economy token
identification of economy token implementation
necessity for the development of positive habits of
early childhood. This activity is done by exploring
in early childhood learning. The model
developed is the concept of economy token
program adapted to the social and emotional
through literature and interviews
with
administrative coordinator of TPA Dharma Yoga
Santi UNY. Literature exploration was made by
characteristics of a child in TPA Darma Yoga Santi,
reviewing the various theories of token and socialemotional 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
program
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 socialemotional 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
Model
Criteria
No.
I
Criteria of Economy Token
Verv Good
Sood
A.verage
\ot
Good
Percent
86%-100%
t%-85%
s6%-10%
40%
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
The preparation stage includes
activities including the following:
several
312 - Intemational conference on current Issues in Education 2015
7.1.3 Determining the Rules
Rules to be set, generally, refers to the
development of positive habits set by the teacher'
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
2.
Figure
7.1.1
1.
The preparation stage of implementatron
economy token model
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
Responding friendlY to the
people who greet him.
3. Performing the
4.
5.
6.
7.
PlaY
together.
game
according to the rules.
Willing to disPose of waste
in proper place.
Not scribbling in anY Place.
Being on time to school.
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
in the token system, including:
applied
^
u. typ" of positive habits that will be observed in
toGn modets such as being good attitude of
:
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
Figure
2.
ExamPles of Token
Figrr."
3.
Picture of Board Rules
b. 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
International Conference on Current Issues in Education 2015 - 313
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
AS:
l.
2.
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.
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).
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
of the economy token model in early
childhood learning, especially children of 2-4 years
prototype
containing an introduction, literature review of
social-emotional development and the theory of
economy token, implementation of economy token
in the learning and conclusion. This
models
prototype guide results in a two-step
implementation of economy token consisting of
Table 3. Token Board containing token
accumulation
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
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
wory
reluctant and
assessed children less attractive, there is a
that the children will be
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
punishment
for
contingency
children. u.ho received
the
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.
A Token Economy for Exercise
Adherence in Pediatric Cystic Fibrosis:A
2009.
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
Modification: I/[/hat It Is and How To Do It
Fourth Edition. Prentice-Hall, Inc.
314 - International Conference on Current Issues in Education 2015
t3l Miltenberger,
R. G. 2004.
Behavior
Modification: Principle and Procedures Fourth
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