RUANG PEREDA STRESS DI MAPHAR

individualistic characteristics, and are more sensitive to their personal space. This happens because of their lack of need for other people around them. All are available on a gadget or smartphone, they can send messages, buy goods, find information, with more easily and practically. The state of the city has also become functionalist, where people only have functional activities without thinking about elements such as interacting or socializing. In fact the workers go to work and will go straight home, then spend time watching television or just relaxing at home to relieve stress. These problems occur in the metropolitan city of Jakarta and are becoming increasingly complex, due to unequal social welfare that occurs in the community, as happened in Maphar Village, Taman Sari, West Jakarta. This area was indeed from the Dutch era dominated by people of Chinese descent who worked as traders. In this area the conditions and situation of the house were so tight that there was no room for reforestation or a place to relax. This is where the task of an architect which can provide an activity space for the community in the form of a third space as a solution in healing people with stress disorders. With the third room that is presented in the design of a building, by providing programs or facilities that are appropriate, and appropriate to the problem of stress by creating a stress relief room in the form of an outdoor classroom aimed at providing education and workshops for children and adults, Studio training, and the creative stage as a forum for the community to channel their talents and interests in the arts, mediatech library as a place for children to get positive space for learning, and other supporting programs. Keywords: interaction; stress; third place; tightAbstrakPesatnya perkembangan teknologi, masyarakat yang hidup di zaman modern ini cenderung memiliki sifat yang individualis, dan lebih sensitif terhadap personal space-nya. Hal ini terjadi karena rasa ketidakbutuhan mereka terhadap orang lain yang ada di sekitarnya. Semua sudah tersedia di gadget atau smartphone, mereka bisa mengirim pesan, membeli barang, mencari informasi, dan lainnya dengan mudah dan praktis. Keadaan kota juga menjadi fungsionalis, dimana masyarakat hanya beraktivitas secara fungsional tanpa memikirkan elemen seperti berinteraksi atau bersosialisasi. Kenyataannya para pekerja pergi bekerja dan akan langsung pulang ke rumah, kemudian menghabiskan waktu dengan menonton televisi atau hanya bersantai di rumah untuk menghilangkan stres. Permasalahan-permasalahan tersebut terjadi di kota metropolitan Jakarta dan menjadi semakin kompleks, karena tidak meratanya kesejahteraan sosial yang terjadi di masyarakat, seperti yang terjadi di Kelurahan Maphar, Taman Sari, Jakarta Barat ini. Kawasan ini memang dari zaman Belanda didominasi oleh orang-orang keturunan Tionghoa yang bekerja sebagai pedagang. Di daerah ini kondisi dan situasi rumahnya pun sangat rapat sampai tidak ada ruang untuk penghijauan atau tempat bersantai. Disinilah tugas seorang arsitek yang mana dapat memberikan ruang aktivitas untuk masyarakat berupa ruang ketiga sebagai solusi dalam penyembuhan terhadap masyarakat dengan gangguan stres. Dengan ruang ketiga yang dihadirkan dalam rancangan sebuah bangunan, dengan memberikan program atau fasilitas yang sesuai, dan tepat terhadap masalah stres dengan menciptakan sebuah ruang pereda stres berupa outdoor classroom yang bertujuan memberi edukasi dan workshop bagi anak-anak maupun orang dewasa, Pelatihan sanggar, dan panggung kreasi sebagai wadah masyarakat menyalurkan bakat dan minat di bidang seni, mediatech library sebagai tempat anak-anak mendapat ruang positif untuk belajar, dan program pendukung lainnya.

Exploring elementary student energy literacy outcomes in the outdoor classroom : a comparative study

Environmental issues such as global warming, air and water pollution, and excessive consumption of fossil fuels are the challenging problems that endanger the future of our planet and, consequently, humankind. These problems should be addressed clearly, and appropriate education should be provided for people since "quality education" is one of the 17 primary sustainable development goals (UN, 2020b). Built environment education or "green building literacy" is another topic that needs to be addressed. Although new technologies make the built environment greener and more sustainable, to achieve the sustainability goals, green building users should learn about the green features of the building appropriately. The purpose of this investigation was to identify the potential for an outdoor classroom (Learnscape) with installed PV solar system together with a six-week energy literacy curricular unit to enhance energy literacy outcomes for elementary students. The fourth-grade students from two elementary public schools, one with the Learnscape (n=42) and the other without Learnscape (n=63) participated in this study. We collected data using questionnaires, system model drawings, interviews, and observation. Questionnaires and system model drawings data were quantitatively analyzed using the non-parametric methods. Also, we used interviews and observation data to describe and clarify the analyzed quantitative data. Based on the analysis, we found that the energy literacy curricular unit improved students' energy literacy in all three dimensions of knowledge, attitudes, and behaviors. The energy literacy questionnaires revealed that Learnscape students were not distinguished in energy literacy knowledge at the beginning of the unit but had significantly higher scores at the end of the unit. Student drawings also showed that the performance of the students in both schools increased from beginning to end of the unit, and Learnscape students had significantly higher scores for explaining the science behind their drawings in the post drawings. Implication suggests that the presence of green infrastructure on the school campus has the potential to enhance youth environmental literacy. Also, curricula that focus attention on the sustainable built environment are necessary to engage students in the green features on campus.

Planning, Conservation, and Education in the Pinelands National Reserve

The Pinelands National Reserve is one of the most integrated regional planning regimes for conservation in the world. Environmental protection is overlapped by the State Pinelands Area, the Pinelands National Reserve, and the New Jersey Pinelands Biosphere Reserve (United Nations Educational, Scientific and Cultural Organization). Stockton University, a 4-year state university with an 800-hectare campus operates within this mix of preservation and working landscape. In the Environmental Studies program, faculty engage students in the outdoor classroom to study the complexities of balancing development and conservation. This case highlights the creation of the first National Reserve and a University within the protected area and focuses on students analyzing species and habitat to encourage native cavity nesting animals to return and breed in the Pinelands. Readers will be able to navigate the complexities and opportunities of working in a protected area and apply these lessons in the classroom. With this case study, instructors, researchers, and students will be able to apply the symbiotic relationship between protected region and university to other areas of the world.

The Effect of Outdoor Classroom Activity to the Writing Skill for Students English Department

This research is concerned with The Effect of Outdoor Classroom Activity to the Writing Skill for student’s English department Universitas of Dharmas Indonesia. The objective of this research is to find out whether there is a significant difference in teaching writing skills between the students who are taught by using outdoor classroom activity and those who are not taught by using outdoor classroom activity. The implement of outdoor classroom activity in teaching learning process especially in writing skills can be assumed students' knowledge through the solid situation such as caring students outdoor the classroom so that the students can analyze their minds through what they observe and examine precisely. Hence, this research used an experimental research that was taken at first semester students' English Department. The experimental research involved two classes of students. The sample of this research was taken randomly. Both classes were provide pre-test and post-test. Next, the students of the group were learned by proving outdoor classroom activity at the same time the control group is learned beyond outdoor classroom activity. The occur of this research, as chases: The analysis occur of the experimental class offers that the mean count of the pre-test is 45.47 and the means count of the post-test is 71.82. It offers that the experimental class can improve student writing skill in learning process.

Typically Developing Preschoolers’ Behavior Toward Peers With Disabilities in Inclusive Classroom Contexts

This study aimed to investigate typically developing preschoolers’ behavior toward peers with disabilities in inclusive classrooms, focusing on the co-occurrence of the interactions between children with and without disabilities with various classroom contexts. Behaviors of 22 typically developing preschoolers were observed and coded on two different days in both indoor and outdoor classrooms during free play, small group activities, transitions, and meals/snack. Typically developing children interacted with peers with disabilities for a small amount of time; the interactions were significantly more likely in the outdoor classroom, in either child- or teacher-directed activities, and in play activities. There was a lack of adults’ intentional scaffolding for social interactions between children with and without disabilities even when they were near the children. Activity contexts contribute to children’s social behavior, and teachers need more support and training with inclusive and collaborative practices.

MODEL PENDIDIKAN KARAKTER BERBASIS LITERACY GARDENS DI PAUD

Kemajuan suatu bangsa di masa depan dalam berbagai sektor kehidupan, sangat tergantung pada generasi muda yang mungkin saat ini masih berada pada kelompok anak usia dini. Kelompok usia tersebut akan menjadi investasi, dan akan menjadi sumber daya manusia yang berkualitas apabila orang dewasa (seperti orang tua, guru) mampu membangun potensi kreativitas sejak dini. Adapun, yang menjadi permasalahannya berdasarkan hasil studi pendahuluan terhadap banyak Taman Kanak-kanak (TK) pada umumnya pembelajaran di TK belum sesuai dengan tahap perkembangan anak, mengingat pembelajaran lebih banyak mengkondisikan anak-anak bermain di dalam kelas, agar anak cepat dapat membaca, menulis, dan berhitung. Dengan kondisi tersebut, menjadi sangat jarang anak-anak TK bermain di halaman sekolahnya, sementara dari hasil kajian literature bahwa bermain di lingkungan outdoor classroom, seperti di halaman sekolah memberikan banyak manfaatnya bagi berkembangnya seluruh aspek perkembangan anak termasuk sangat potensial untuk membentuk karakter anak. Menyikapi kondisi realitas dan hasil kajian literature, maka penelitian ini bertujuan untuk mengembangkan model pendidikan karakter berbasis literacy gardenss di PAUD. Penelitian ini menggunakan desain penelitian kualitatif yang bersifat studi kasus.Sesuai dengan karakteristik studi kasus, pengumpulan data penelitian, digunakan beberapa instrument penelitian, yaitu observasi, catatan lapangan, dokumen hasil karya siswa, photo, rekaman dengan menggunakan video, wawancara, dan penilaian. Setiap instrument tersebut digunakan saat berlangsungnya proses pembelajaran. Adapun analisis data dilakukan meliputi kegiatan: penjodoan pola, pembuatan eksplanasi, dan analisis deret waktu. Untuk memperoleh kesimpulan penelitian, analisis data dilakukan secara berkelanjutan setiap kali proses pembelajaran, yang dilanjutkan dengan interpretasi hasil analisis data melalui konfrensi secara berkolaborasi dengan guru. Selain laporan penelitian sebagai kelengkapan hasil penelitian, luaran yang diharapkan dari penelitian ini adalah: (a) menghasilkan dokumen prototype model, (2) menghasilkan buku ajar, (c) menghasilkan CD pembelajaran sesuai model, (d) artikel untuk diajukan pada jurnal nasional atau internasional yang terakreditasi. Kata kunci: Pendidikan karakter, literacy gardenss, pendidikan anak usia dini