Communication Skill Training of Bunda PAUD at Pakal Surabaya to meet the Competency as Professional Educator
DOI:
https://doi.org/10.35568/abdimas.v5i2.2556Keywords:
Early childhood education, non verbal communication skill, soft skillAbstract
This service is intended to improve the competence of educators in terms of communication soft skills of PAUD educators in interacting with their students. The training participants are PAUD educators from Pakal sub-district who will practice developing their communication skills, especially those related to non-verbal communication. This training is done to refresh and improve their non-verbal communication so that they are ready to teach offline. in the offline teaching process, they will interact directly with their students which they have been doing during online learning during the covid period. The non-verbal communication training provided also focuses on the practice of communicating with the role play between PAUD Mothers and students who act as early childhood students. This training showed significant results in the form of increased understanding in which Bunda PAUD can perform the appropriatenon verbal communication skills. In addition, success in this training is also shown from the practice of role-playing implementing efficient non-verbal communication with the emergence of haptics, oculesics, and proxemics.
Downloads
References
Armstrong, M., (2006). A Handbook of Human Resource Management Practice. 10th Edition. Kogan Page Limited.
Brooks, R., Brooks, S., & Goldstein, S. (2012). The power of mindsets: Nurturing engagement, motivation, and resilience in student. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 541–562). Springer Science + Business Media. https://doi.org/10.1007/978-1-4614-2018-7_26
Denby, S. (2010). The importance of training needs analysis. Industrial and Commercial
Training, 42(3), 147-150.
Firdaus, D. W., Armiyati, L. ., Ramadhan, I. R., & Fachrurozi, M. H. . (2022). Training of Health Protocol Agents at SMK Ma’arif NU Banjarsari to Prepare Face-To-Face Learning in the New Normal Era. ABDIMAS: Jurnal Pengabdian Masyarakat, 5(1), 1702–1707.https://doi.org/10.35568/abdimas.v5i1.1715
Irawan, A., Septiani, N. W. P., Saputra, E., Sutrisno, S., Wulan, R., & Lestari, M. . (2022). Implementation of Hybrid Learning Post Covid-19 Pandemic in Elementary School Level Learning Model. ABDIMAS: Jurnal Pengabdian Masyarakat, 5(1), 1830–1836. https://doi.org/10.35568/abdimas.v5i1.1829
Khan, A., Khan, S., Zia-Ul-Islam, S., Khan, M. (2017). Communication Skills of a Teacher and Its Role in the Development of the Students' Academic Success. Journal of Education and Practice Vol.8, No.1, 2017
McCarthy, M.R. and R. Carter (2001). Ten Criteria for a Spoken Grammar in E. Hinkel and S. Fotos (eds). New Perspectives on Grammar Teaching in Second Language Classrooms. Mahwah, NJ:Lawrence Erlbaum Associates.
Nazli, N.N.N.N., Sipon, S., Radzi, H.M. (2014). Analysis of training needs in disaster preparedness. Procedia - Social and Behavioral Sciences, 140(2014), 576-580.
PAUD Jateng. 2015. Empat Kompetensi yang harus dimiliki Pendidik PAUD. https://www.paud.id/ kompetensi-yang-harus-dimiliki-pendidik-paud/
Robles, M.M., (2012). Executive perceptions of the top 10 soft skills needed in today’s workplace, Business and Professional Communication Quarterly. Vol. 75, No. 4, pp.453-465.
Rohman, F., Hidayatullah, M. L., Ajizah, R. R., & Sari, E. J. (2021). Online learning models for junior high school students in the era of the COVID-19 pandemic. Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang, 6(4), 478–490. https://doi.org/10.26905/abdimas.v6i4.5709
Shree, S. (2017). Investigating training through the lens of dramatic possibilities, Industrial and Commercial Training, 49(4), 157-163
Shakir, R., (2009). Soft skills at the Malaysian institutes of higher learning. Asia Pacific Educ. Rev. Vol.10, pp.309–315.
