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All Journal Journal of Education, Teaching, and Learning Journal of Scientific Studies and Multidisciplinary Research
Ahmad Maududi
STIT Palapa Nusantara Lombok NTB, Indonesia

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The Implementation of Role-Playing Activities to Enhance the Language Skills of Children Aged 5–6 Years Ahmad Maududi
Journal of Education, Teaching, and Learning Vol. 2 No. 3 (2025): November
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v2i3.144

Abstract

This study aims to improve the language skills of children aged 5–6 years at TK IT Permata Hati during the 2024/2025 academic year. The research was conducted using a Classroom Action Research (CAR) design, which comprised two cycles, namely Cycle I and Cycle II. Each cycle involved four stages: planning, implementation, observation, and reflection, allowing for continuous assessment and refinement of teaching strategies. The study focused on 18 children in Group B at TK IT Permata Hati, Wanasaba District, consisting of 4 boys and 14 girls. Data were collected through direct observation, performance assessment, and documentation, providing a comprehensive view of the children’s language development. The findings revealed significant improvement in children’s language skills following the implementation of the role-playing method. In Cycle I, the achievement percentage based on observation sheets was 72.2%, which increased to 78% in Cycle II, reflecting a 5.8% improvement. Similarly, the class average score increased from 62.4 in Cycle I to 73.15 in Cycle II. These results indicate that the role-playing method effectively fosters language development in young learners by providing an engaging, interactive, and contextually meaningful learning environment. Children were observed to participate more actively, communicate with greater confidence, and demonstrate an increased ability to construct sentences and express ideas. Overall, the study highlights that integrating role-playing activities into early childhood education can significantly enhance language skills, supporting both cognitive and social development. The positive outcomes suggest that such methods can be applied more broadly in similar educational settings to optimize language learning for preschool-aged children.
Implementation of the Repetitive Method in Teaching Clean and Healthy Living Behaviors for Early Childhood Ahmad Maududi
Journal of Education, Teaching, and Learning Vol. 3 No. 2 (2026): July
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v3i2.200

Abstract

Clean and Healthy Living Behaviors (PHBS) in early childhood are essential for supporting children’s health, independence, and the formation of lifelong healthy habits. At RA Daruttaqwa Teko, initial observations indicated that several children were not consistently practicing key PHBS behaviors, such as washing hands properly, using soap, disposing of waste appropriately, and covering the mouth when coughing or sneezing. This study aimed to improve children’s PHBS through the implementation of the repetitive method. The research employed Classroom Action Research involving 15 children as participants. The study was conducted in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through systematic observation of PHBS indicators using a developmental scale categorized as BB (Not Yet Developed), MB (Beginning to Develop), BSH (Developing as Expected), and BSB (Very Well Developed), and were analyzed using descriptive quantitative techniques. The results showed a significant improvement across all PHBS indicators from the pre-cycle to Cycle II. Children demonstrated increased independence, consistency, and internalization of clean and healthy living behaviors, with several children even becoming positive role models for their peers. The findings confirm that the repetitive method is effective in strengthening habit formation and promoting sustainable health behaviors in early childhood. Therefore, it is recommended as a routine instructional strategy for PHBS learning in early childhood education settings to support long-term behavioral development.
Efektivitas Metode Montessori Dalam Meningkatkan Kemandirian Dan Kreativitas Anak Usia Dini Ahmad Maududi
Journal of Scientific Studies and Multidisciplinary Research Vol. 2 No. 3 (2025): March
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/jssmr.v2i3.201

Abstract

Penelitian ini dilatarbelakangi oleh kurangnya tingkat kemandirian dan kreativitas anak usia dini di TK Pembina Aikmel, di mana sebagian besar anak masih bergantung pada arahan guru dan jarang mengekspresikan ide kreatif secara mandiri. Tujuan penelitian ini adalah untuk mengetahui efektivitas Metode Montessori dalam meningkatkan kemandirian dan kreativitas anak usia dini. Penelitian ini menggunakan Metode Penelitian Tindakan Kelas (PTK) dengan subjek 22 anak. Penelitian dilaksanakan dalam dua siklus, masing-masing terdiri dari perencanaan, tindakan, observasi, dan refleksi. Data dikumpulkan melalui observasi, catatan guru, dan dokumentasi aktivitas anak, kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan peningkatan signifikan. Pada pra siklus, hanya 23% anak mampu memilih aktivitas sendiri dan 27% mampu menyelesaikan tugas mandiri, sedangkan kreativitas anak hanya tercapai 23%–18%. Setelah siklus pertama, kemampuan kemandirian meningkat menjadi 55%, tugas mandiri 59%, dan kreativitas 52%–50%. Pada siklus kedua, hampir seluruh anak menunjukkan peningkatan optimal: 91% mampu memilih aktivitas sendiri, 95% menyelesaikan tugas mandiri, dan 89%–86% menunjukkan ekspresi kreativitas secara konsisten. Berdasarkan hasil tersebut, dapat disimpulkan bahwa Metode Montessori efektif dalam meningkatkan kemandirian dan kreativitas anak usia dini di TK Pembina Aikmel. Oleh karena itu, guru dan lembaga PAUD dianjurkan mengadopsi Metode Maria Montessori sebagai strategi pembelajaran yang mendukung perkembangan anak secara holistik, kreatif, dan mandiri.
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