The Evaluation Of Educational Services Models For Children With Special Needs In Kindergarten School

CIca

ffi

sErilao uruffi, E[uuEr€nmr
Accelerating Sebelas Maret Universitl.'
torvards World CIass University

PROCEtrDING
il\TERNATIONAL SEMINAR O}{ SPECIAL EDUCATION
Building Nation Character through Inclusive Education
in Global Perspective
Solo, March 19't'2A11

Editor :
Drs. Gunarhadi, MA, Ph.D
Drs. Sarwono, MS
Mohammad Anwar, S.Pd
Published :

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SEBELAS I/ARET UNIVERSITY PRESS

21.

Sulisfyo Saputro, M. Masykuri And Sri

Yamtinah

400

Tittle :Implementation of Science, Environment, Technologt and

Society (Sets) Vision in a Learning Strategt
22.

Sumaryanti

409

Tittle :Implementation of Adapted Learning Modelfor Optimizing
Physical Brain Children Mental Retarded; Physical Therapy and
Neuroscience Reviews

a,f

"'

$a

suParno

Tittle :The Evaluaion of Mucaionol

Special Needs in

24. Tjutju
Tittle

Service Models

for

Chilfuen with

Kndergutensclool

Soendari

:

446

The Collaborative Guidance and Counseling


Model

to

Develop The Adaptive Behaviour of Mentally Retarded Children in
Elementary School

25.

Sri Winarni And Tri Ani Hastuti

47r

Tittle :Fine Motor Skills Level of Educable Mental Retardation of
Elementary Level Students

in

Sayidan


II

State Special School,

Yogtakarta

CONCLUSION

487

TIME TABLE

490

xI1

TIM EVALUATION OF EDUCATIONAL SERVICE MODELS FOR CHILDRL\
WTIH SPECIAL NEEDS IN KINDERGARTEN SCHOOL


By. Suparno
Lecturer at Special Education Department, Yogyakarta State Universitr

ABSTRACT
The objectives of this research are to find out (l) information
about kindergarten teachers educational service models for the
children with special needs in the classroom, (2) implementation o.l"
the special education process, (j) impact of education service
models to the children learning development. This study is an
evaluqtion research and using discrepancy model. The research is
using questionnaire and interview as instruments of data collection.
Populations of this research are kindergarten teachers
who have students with special needs in Yogyakarta Province. The

research samples were

14

kindergarten teachers


and

15

kindergarten students who were selected by purposive sampling. The
data were collected through questionnaire, interview, doatmentar-,
study, and analyzed by descriptive comparative.
The results of this research are: (l) special education sen'ices
in the kindergarten school, either partial or general perspectit'e is
not good (2) component of planning educational programs does nor
relevant with special educational needs, there is no indit,idual
educational program. (3) The finding in the education service
process deal with planning and implementation shows that the
classical approach. Thus, the student with special needs did not
shown optimum learning progress in the kindergarten classroom.

Keywords: Special education senice; Children with special needs in
kindergarten

to guide decision making, -sr+l


A. BACKGROUND

Evaluation according
Stufflebeam (2003)

is

to

accountability. disseminatc clT,-

"a process o.f practices, and increase

delineating, obtaining, reporting, and

of

applying descriptive and iudgntental


Meanwhile, Gay (1981) explains i:.

information about some obiect's merit,

"evoluation is the systematic proc€::

worth, probit, and signi./icant in orclcr

-13

0

the involved

understan-'..
phenorne

,'.--

collecting analyzing data


in order

to

Although there are some differences
between the models, but generally, it

make decisions."

From both explanations generally

can be understood that

evaluative

is a systematic process of
collecting and analyzing data or
information in order to increase
understanding an object in order to

research

has common goal of collecting data or

evaluated object information

as

a

consideration for policy makers. Isaac,

Stephen

& William B.

Michael

(1984:7) classify evaluation models
into six, those are:

determine the value or benefit from an

1. Goal

Oriented Evaluation

evaluated object. Evaluation research

In this model, an evaluator

focuses its activities on the explanation

continuously conducts monitoring on

of the impact of education and to find

those objectives. This is done to assess

solutions related

to

the achieved progress by the

instructional

pro_sram

participants and the effectiveness of the

strategies.

In the matter of the context of findings which reached by a program.
education for children with special One model that can represent this
needs, Johnsen (2003) explains that the

model rs discrepancy model, which is

evaluation is intended to draw attention

developed

to specific leaming

views more information on to the gap

possibilities

of

obstacles, various

environment, process,

by Pror..us. This

(Discrepancy), which exists

in

and the results and its

contextual

component, which

relationship. Nevertheless

the

and what has been achieved

evaluation

term

is often understood in

a

model

every

is what should

be

in real

terms.

different way between evaluation in the

of research and evaluation in
the context of learning, depending on
context

2. Decision Oriented Evaluation

In this model, evaluation should

be able to provide the accurate

the purpose of its activities.

In the context of research, there

and

objective information for policy makers

are some models that can be used in

to

conduct evaluating

programs.

pro_sram. CIPP evaluation model which

especially education

prt)ErJrr)S,

i-r dei eloped b1' Stufflebeam

+-'1

decide anl.thing related

to
is

the

one

example of this evaluation model. This

In this process, product er''-

model consists of 4

components appropriate with the model

provide information wheth.- mE
program will be continued, modii::

proca

name itself, which stands for Context,

even suspended

the ir

evaluation

r,

Input, Process and Product. The
context evaluation is the basis of an
evaluation that aims

to

-,itlu.rr.,m

consis

a.R

3. Transactional Evaluatio n

In this model, the e'r

provide the

B-

*.rl.,rrI

reasons (rationale) in the determination

attempted to describe the prtrce-is -:

of objective, therefore the efforts made

program and views about 1lg

by the

evaluators

in the context of

"''l

SI

,:

d
t:

the people involved in the pro-sr;r::

b.R

evaluation are to provide a description
4. Evaluation Research

and details on the environment, needs

and purposes (goals). The

C.

c.B

As mentioned above. elai:,.

inPut

its activities u:"
explanation of the education :r
and to find solutions reia,i+i

research focuses

evaluation is the evaluation that aims to

provide information to determine how

to use the availabie resources in
achieving the objectives of the

t,i

d.c

e'

instructional strategies

ti

program. The process evaluation is
5. Goal Free Evaluation

directed at the extent to which planned

activities have been done. When

The model which develop*; :

a

Michael Scriven

program has been approved and started,
then it

will

feedback

are responsible

in

for those who

implementing the

program.

While the product evaluation

is

the last paft of the CIPP model. This

evaluation aims

to

is the Goai -:". i

Evaluation Model which

need the evaluation process

in providing

e

is no: :.

,

educa

expla

attention on the program objecti'.es

orient

the goal-oriented

'i
evaluation ir.';;

in

The matter that must be considetret .:

CUITCI

how the process of prtr-=.:Jr
implementation, by identifl.ing :::

based

th.

conce

measure

and

events occurred during the execu:-: -

that

of

the

either positive or negative.

schoo

interpret the achievements

program. The product evaluation

lnana

shorved the changes occur in the input.

intere

4i)

according to their own initiative based

6. Adversary Evaluation

The model is based on

the

on the school aspirations in accordance

procedures used by legal institutions- In

with valid statutory Provisions.

the implementation, adversary model

Depdiknas (2001) exPlains, that

consists

a.

offour

autonomy has

phases those are:

several capabilities, as follows:

Reveals a broad range of issues by

surveying

the various

a. The ability to

groups,

which involved in a Program to
determine the trust as a relevant

decisions

taking the

and the ability

b.

to

Ability to mobilize resources

and

Reducing the number of issues that

the ability to choose the

best

can be measured

execution,

c. Build two opposite evaluation c. The ability to

d.

best

appreciate others,

issue.

b.

to be suPPorted bY

communicating

teams and give them a chance to

effectively and ability

argue.

school problems,

Conduct

a

d. The

formal hearing- The

evaluation team

is then Put

e. Ability to work together and
collaborate, and

evidence before making a decision.

f.

In the matter of the evaluation of

it should be

explained that in general, the
orientation of existing service models

needs.

Various comPonents

are

in efforts of improving

and

controlling quality of service, such

the community and
involvement. This component

Parental

is very

in the context of planning or learning
process "at school. The parent's school

school autonomY- The

school has the authority to re-zulate and

visits allow them to understand

manage a variety things related to the

support the achievement

interests

as

important to be involved actively, both

concept which has the main principles

to

Ability to meet their own

necessary

in the school (including kindergarten)
currently still oriented to the schoolbased management concept. That is a
that lead

adaptive and anticiPatory

ability,

forward their arguments and

education services,

in solving

of the school members

and

of learning

goals. Other co-mponents are related to

---

an input that is the student who has the

condition

c.

(1889-1959), children

individual

and

characteristics. Curriculum, programs,

age

resources, facilities and infrastructures

both soul and body,

which are also an input component in

children were not yet

the leaming processes.

their thoughts. All en€rgf

atmosphere, methods

and

The

in the
to produce a good

their inner life; in

learning process

life greatly affects the
birth. The inner sense is

Operationally,

in

effective way

kindergarten,

there are many models which
i
i

i

conducted

in providing education

services through the learning process

d.

in

I
i
l

Davit P. Weikart
High

/

(193

Scope Philosophy fo

on the belief that childrur

class. Among them are:

a. Kindergarten

to iryat

education.

I
I

o

is very i

strategy are important factors
quality education.
I

of 7 is still in

behavior

learning

I

i

According to Ki Hqiil

model (Frobel.l782-

active leamers who have thc

1852). He said that true education

from themselves to explac

is the education that takes between

environment and

the needs and the realm of

knowledge.

is the personality realization
through self development,

(objects that can be explored l5p

activities, and social cooperation,

maniprldir
by children, the choice for chilftu
about what to do, the chil&u
language, and support fion
children, the objects

by

doing".

b. Maria

Montessori (1870-1952),

Montessori education built based
on the belief in three things:

l)

adults).
e.

The Absorbent Mind,

hi$

High /
Curriculum has 5 elernerrts
support children active lr-'it

children. The purpose of education

with the motto "learning

find

Pamela

C. Phelps, with Beyod

Centers and Circle Time (BCC-fl

2) Sensitive Periods,
3) Normalization Process.

model

is an approach to

early

childhood development since 1973

434

at the Creative
Tallahassee,

pre-school,

many parties. But does any placement

or the

Florida, USA lead by

learning settings (schools)

Pamela C. Phelps. BCCT followed, will have the same impact on
developed by a team under the development of children with
supervision of The Creative Center

special needs as early childhood in

.fo,

Childhood Research and
Training, Inc. (CCCRT). The

general?

BCCT approach using play-based

needs influenced

curriculum aimed at children from

associated

And does the

achievement on children with special

by other factors

with the

their birth to kindergarten age,
both normal and special needs

dissertation research

children.

examine

teachers

The process of leaming for early

but overall

change with respect

activities,

the

is an auem:pt to

relationship between

on their

and the
learning achievement of early
childhood with special needs,

behavioral

to its

in learning? The focus of this

pedagogical competence

to improve the individual's

competence,

background of

teacher performance based

childhood with special need is not just

intended

learning

presenting key issues:

Does the model o.f services
In this learning process, the child with provided by teachers in the learning
including their language development.

special needs requiring attention or
special programs suitable

with

their

conditions and potentials. The teacher

plays an important role to
accommodate the needs of slow
leaming children in the learning

pracess in the classroom contribute to

the development of early childhood
with special needs learning in
kindergarten?

B. RESEARCH METHODOLOGY

process.

1. Research Sample

The importance of learning in the

The research sample were

14

of behavior change for early
childhood with special needs,

having students with special needs in

especially in learning process which is

the Special Province of Yogyakarta and

target oriented has been recognized by

16 students with special needs, who

process

kindergarten teachers (TK), which is

435

were selected by

a

purposive

2. Approach

sampling, with consideration:

a.

The research is using descriptive

res€an

Has a final level of students with

analytic research, which attanpt to

approE

special needs.

explain the obtained data, analysis and

sftaia

rational considerations and

interpretation of results are conductd

servio
studer

That not all kindergarten (TK)

in the next step. The research is
conducted by using the casuistic

have students with

approach through observation

and

Meffi'

on

the

activit

2) That the student is near to subject based on the observed
completing the learning information, in accordance with the

outcu

b. With
facts:

l)

special

questionnaires techniques

needs,

that i

program at school, and not all

instruments guidelines that have been

resezr

kindergarten has children who

developed and tested. In this research-

obser

are categorized with

regarding

desigl

special

Samples

:

a. The factors associated with the

needs,

c.

obtait

of both tlpes

context, particularly at

the

condt

institutions are divided into two

involvement of school committees

conte

groups which are

assumed

in planning the learning program-

educa

heterogeneously based

on

of

the

b.

Associated

with input

which

specii

studentq

score

placement class, those are general

includes teachers,

and special class.

curriculum, and facilities,

evalu

Process, planning, activity of

schor

learning, and evaluation

needs

d. From

each groups were

c.

taken

based on the agreement which is

obtained between

d. About a product, that is

researchers,

school policy makers, and
classroom teacher, the students

development

which can be observed at the time

as well as academic and

of data collection is considered

academic.

as

with special

of teaching
needs

students

in kindergarten

a random existence.

3. Data collection

436

thc

non-

This research was

4. Analysis

descriptive

by using a case research
approach, is conducted especially to
obtain information on education

The collected data processed and

research,

analyzed

in:

a. Descriptive

analytic study based

teachers of

on the research object, in service

with special needs, which is

learning which includes, learning

obtained through interviewsMeanwhile the data on leaming
activities and student learning

plan, program implementation, and

outcomes acquired through observation

outcomes,

services provided
students

by

that is the observed subject bY the

in

product which formed
development

b.

with the
observation sheet that has been

researchers

Interpretation

of

as

the

students leaming

of data

was

conducted based on the descriptive

accordance

analysis results by using
quantitative and qualitative

designed previously.

The data collection was
conducted on the comPonents of

approach

context, input, process, and Product
education services for children with

C. RESULTS AND DTSCUSSION

special needs in kindergarten (TK). The

Planning Data

1.

scores acquired based on the service
evaluation criteria which gave by the

school
needs-

to the children with

special

Description of Program

Results

of

research

of

Planning

aspects includes, programming step,

suitability with the

curriculum,

individual needs, suitability with child

of

the

program. Furthermore, based

on

development, and sustainability

interview results and documentation

study on the subject, the

f,ve

components of the research results can
be described the results as follow:

437

Table 1: Description of Program Planning Data
Compo
nent
Number

Indicator
Learning Program Planning prepared
by School Team
Program prepared

2

in

accordance with

ldt

tr

Research Result
(n: 14)
o/o
a,
Yes
No
ta
4
29
l0
7t

tr

ol

t2

85

l5

2

tr

the curriculum, without modifi cations

Individualized leaming program is
made up specially for children with

J

d
2

t5

t2

85

ki

$

special needs

The program is made by

4

taking

l4

100

0

0

21

1l

79

attention to the child's development

Learning programs are

5

made

a

J

continuously,daily,weekly,monthly, etc.

From the existing data,

explained that most

teachers

it

kindergarten who have students

can be

of kindergarten

who have

special needs.

sfudents with

It is

wifi

shown only

I

teachers (15%) of the 14 teachers cfro

special needs (71%) did not involve the

are trying to create individual

team in preparing the learning progrilm

program. The2 people who have madc

at school. Whereas in the context of

these programs are supervisor teaches

inclusive education, in accordance with

in

existing guidelines, the

regarding to the continuity of plandnB

learning

lemiry

inclusive schools. Furthermuer

program for children with special needs

program, most teachers which

should be designed with the team.

subjects (79%) were also not carrid

Similarly,

in

terms

of

curriculum

out, generally the

usd

r

programs w€rc

adjustments, most teachers (85%) only

prepared as daily, weekly and montil5r

refer to the applicable curriculum, and

units, and the teacher who make rhc

there is no modification or curriculum

daily programs are very seldom. Brt

adjustment.

the interesting thing is that all teaches

Individual learning

program

(100%) have noticed the stages of

(PPI) was also not made by teachers in

438

chill

in designing

development

2. Description of Data

the

Implementation Program

programs-

It can be concluded

of

Results of research for aspects

that either

planning includes, the delivery of

partially or as a whole in the planning

of learning programs in an effort to individual learning programs,
provide educational services for dialogical interaction, learning through
children with special needs in play, learning model, the use of
kindergarten,

still does not meet

medium, and performed evaluation
techniques. Furthermore, based on

students' developmental needs.

interview results, and documentation

study on the subject, the

six

components of the research results can
be described the results as follow:

Table 2: Description of Program Implementation Data
Compo
nent
Number
I

Indicator

Individual learning

program

Research Result
(n: 14)
o/
o/o
Yes
No
/o
I
13
8
92

delivered in the classroom
2

Dialogical interaction conducted in

t2

85

2

t5

t4

100

0

0

10

7t

4

29

t4

100

0

0

t4

100

0

0

I

8

13

92

the leaming activities
J

Leaming is carried out through play

4

Learning program conducted

form

of

in

the

"circle time" through the

centers
5

Learning programs delivered using
various educational media

6

The evaluation study conducted in
the form of portfolio

n

Portfolio evaluation

conducted

regularly to see the development of
children with special needs individual
learning

439

The process of

Based on the data description in

learnir"g

Table 2 above, it can be explained, that

evaluation conducted regularly'

(l) nearly all teachers in kindergarten
(92%\ did not apply to individual
learning program, and only a small

schools
teachers

proportion of these teachers (8%) who

only a small proportion (8%) 1r'flr

apply for children with special needs in

building a portfolio evaluation on

t'

regular basis to see the development

:f

kindergarten, (2) Nevertheless, most

of

the teachers in kindergarten (85%) who

become subjects

in this

study

a learning activity in

a

dialogue, and only a small portion

(

conducting

for all

:tr

students. Portfc-r:

tr r-ir

evaluation process undertook b). a*

af,d

in schools (100%), hou'ei'r

at school.

Thus, based on the descriptiol ::'
the data result of these studies,

that

it can :c

implementatior-ri ..

concluded

activities in a dialogue.

learning program

for

children n:--r

special needs in kindergarten har e

:ctT

suggests

conducted in accordance u,ith the r*-*i

that all teachers in kindergarten (100%)

of general learning for early chii,ih:':,'

of learning model in school,

of

carried out the process

learning

but there are things that still

rx--,i

iLr

through play. In addition, major of the

accordance with the needs of chil,-:.r

subjects (71%) carried out learning

with special needs, those are ::ri

activities on the basis of "circle time"

implementations of individual lear:-::,g.

as "moving activities" through

program (PPI), and implementati,::

srnall

I

learning for children with special nea;*

15%) who did not show any learning

Regarding to the implementation

m01

centers developed at school, and only a

portfolio evaluation especiali,,

small proportion (29%) that did not

children with special needs.

tll

:,r
-.

"

r

t:

lr
l-

apply. Similarly, with respect to the use

of

media, indeed

all

teachers, which used as subject, were

using some variations

of

leaming process.

in the

r-

Outcomes

The research data especial,".

educational

learning media (APE) (100%)

I

3. Data Description Learning

kindergarten

aspects

of leaming are

in;-

::r

S]
-LL:c

academic development (lan,;..r-,1
numeracy), non-academic (dr:'.' ,- |

440

S;

ri

T'
motorist skill), and personality (social-

subject that conducted for two months,

emotional, learning

the three main components

motivation).

of

this

Furthermore, basd on the observation,

research results can be described as

and the documentation study on the

follow:

Table 3: Description of Program Planning Data
Research result
(n: L6)
,/"
No
Yes

Compo
nent

Indicator

Acade

There are positive developments in

mic

understanding the concept of numbers

There are positive developments in

v,

7

43

9

57

6

3t

l0

63

8

50

8

50

understanding the concept of language
Non-

There art appreciation development

academ

and artistic expression

ic

Motorist skill development occurred

10

63

6

37

Person

There are ernotional stability in social

6

37

10

63

ality

interaction with friends
5

31

t1

69

There was improvement

in

sfudents'

motivation to learn in school
(37%) of the 16 students who showed

Based on data in Table 3 above,

it

in

terms of

positive progress, meanwhile the other

academic learners with special needs

10 students (63%) did not indicate any

are still less optimally developed. From

significant changes.

can be explained that

Instead there

16 students, there were only 7 students

are

significant

(43%) indicating the existence of positive developments in non-academic
positive developments in understanding

terms, there were 10 students (63%)

the concept of numbers, and partly of

showed significant progress in motorist

subjects (57%) did not indicate any

skills,

significant changes.

showed no significant developments in

SimilarlY,

a_!d

only 6 students (37%) which

regarding to understanding the concept

terms

of motorist skills. The same

of language, there were only 6 students

result

is also shown students

441

in

appreciate

and expressing

modificai

D. DISCUSSION

art

(especially drawing), 8 students (50o/o)

1.

Generally the

showed significant progress, and the

need is ver

Planning Program

to reduces

teachers

rest did not show any significant

developed a program plan in provi

progress.

educational services

Furthermore, regarding

leaming result in
components indicate

to

special needs

the

personality

in

to

kindergarten- As

results showed, most

the lack of

children

of the sli

rather lool
developme
aspect did
teachers-

had been drafted a leaming

understrrrl
accordanc

growth in emotional stability, and the

but only a small fraction of
involves the development tem
school in drafting the

opposite things occur only in small part

programs.

lt is

of subject students.
the development of

accordance

with the

substantial progress. Most students

with special needs (63%) showed

(37%)

no

Related to

actually

developing program,

learning

less

guidelines

supervisfr!

2.

kr

Irytr

program or

which

motivation, only 5 students (31%) ot

involve the various compone$

16 students with special needs which

schools and experts.

wil
models yl

because

generally

childhood i

teachers

did not

shows the development

of

learning

motivation, meanwhile the other

11

students (69%) tended to be stagnant or

changes

in terms of

motivation-

It
general

of education for

learninglu

children

seen in the preliminary study,

the learning outcomes of were only 12

students

with special needs who

cr

thx

people (14%)

of

understand the educational serviocc

a. No significant change in the aspect
of cognitive and personality

is still tm
classical

r

individual

Then

individual

children with special needs.

Similarly,

I

children wi

kindergarten teachers who

become subjects in the study showed:

b.

and the

special needs. This condition

can be concluded, that in

developmo

have

understanding on the education

model

learning

teacher

in the preparatim

{

special no
from faihm

development,

learning"programs that almost

In opposite, there were significant

them were referred to the

learning pr

change in

but there are
modihcations at all. Curri

regular

development.

non-academic

442

curriculum,

e

developmo

modification for children rvith special

children with special needs. The

importanl the aim was not

teachers claimed "do not understand"

need is very

to reduce standards of competence, but

how to service children with

rather look for other alternatives in the

needs.

development
aspect

of

competenc€. This
E. CONCLUSIONS AND

did not applied by kindergarten

teachers. Besides

the lack of

understanding and skills,
accordance

special

SUGGESTIONS

it is also in

with "instructions" of

1. Conclusion

a. In partial or general,

the

the

kindergarten teachers has provided

supervisors in their respective schools.

education for children with special
needs based on the principles and

2. Program Implementation

Implementation

of the learning

learning models that appropriate to

program conducted by the kindergarten

early childhood, but still

teacher with the principles and learning

appropriate to the individual needs

models which

is

suitable

for

of children with special needs

early

b.

childhood in general as; based on child

of

various

There are two important things in

for

children

with special needs in

general

providing education

development, learning through play,

and the use

not

educative

learning media. But the implementation

education settings that not applied

is still too general, and tends to be
classical and has not related to

by the teachers in

individual learners, especially for

individual learning

children with special needs.

within

those are, the implementation of

There is incompatibility with the

individual needs

of

kindergarten

the

accommodated

(adapted),

children with

programs

context of
curriculum

and evaluation of

special needs which can be viewed

individual learning progress of

r$

from failure in applying the individual

individual students with

ii

leaming program implementation, and

needs.

ri

t
1:

t

'ii

rr
*:

regular evaluation to view the
development of individual learning of

t'

443

special

c. Model of

which provided bY a kindergarten

teacher

2. Suggestion

educational services

still not Provide

a.

a

of

academic

field of

in

Bla

special needs.

the

cognitive

in providing

education for early childhood r*tth

children with

special needs, esPeciallY

ArJ

kindergarten teachers

significant imPact on the learning

development

It will need a sPecial Program to
improve the comPetence of

b.

development and PersonalitY.

It will

Bn

need a wider and deePer

study about the Possihlc
development of educational

Cri

services for children with special

Es

needs in kindergarten.

C,

FII

ls

Jr

S

S

444

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