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All Journal Jurnal Pena Pendidikan Dasar
Simanjuntak, Inestasia Br.
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Evaluasi Program Market Day di TK Triana Menggunakan Model CIPP Andina, Anis; Dina, Arina Rafa; Andini, Astiyah; Simanjuntak, Inestasia Br.; Aritoang, Rahel Sentina Stefani; Sihombing, Yolanda Agustina
Jurnal Pena Pendidikan Dasar Vol 2 No 1 (2026): Maret
Publisher : CV. Eracita Grup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66851/pena-pendas.v2i1.131

Abstract

This study aims to evaluate the implementation of the Market Day program at Triana Kindergarten as part of early childhood learning. The study used a descriptive evaluative approach using the CIPP (Context, Input, Process, Product) model. Subjects included teachers, parents, and students. Data collection was conducted through observation, questionnaires, and documentation. The results indicate that, from a contextual perspective, the Market Day program aligns with children's developmental needs and learning objectives. From an input perspective, teacher readiness, parental involvement, and the availability of supporting facilities are in the very good category. From a process perspective, the implementation of activities is active, participatory, and aligned with the learning characteristics of early childhood. From a product perspective, the Market Day program has a positive impact on the development of children's communication skills, social interaction, cooperation, independence, responsibility, and early numeracy understanding in real-life situations. Furthermore, the level of satisfaction of teachers, parents, and students is in the very good category. Based on these results, it can be concluded that the Market Day program is effective and feasible for sustainable implementation, and is recommended as an alternative contextual learning program that supports the development of abilities and character in early childhood.
Pengaruh Kecerdasan Majemuk Terhadap Karakter Mahasiswa Fakultas Ilmu Pendidikan Universitas Negeri Medan Andina, Anis; Dina, Arina Rafa; Andini, Astiyah; Simanjuntak, Inestasia Br.; Aritoang, Rahel Sentina Stefani; Sihombing, Yolanda Agustina
Jurnal Pena Pendidikan Dasar Vol 1 No 1 (2025): Jurnal Pena Pendidikan Dasar
Publisher : CV. Eracita Grup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66851/pena-pendas.v1i1.134

Abstract

This study aims to analyze the relationship between multiple intelligences and character development among students of the Faculty of Education, Universitas Negeri Medan, in the context of twenty-first-century education. The study employed an observational approach with descriptive statistical analysis to obtain an empirical overview of students’ multiple intelligences profiles and character traits as prospective educators. The participants consisted of 25 students from four study programs, namely Primary School Teacher Education, Guidance and Counseling, Early Childhood Teacher Education, and Community Education. Data were collected through direct observation using a checklist-based instrument covering indicators of multiple intelligences and student character. Multiple intelligence data were analyzed using mean scores and distribution across low, moderate, and high categories, while character data were analyzed through frequency and percentage distributions. The results indicate that most students demonstrate moderate to high levels of multiple intelligences, with naturalistic, musical, and verbal-linguistic intelligences emerging as the most dominant. In terms of character development, resilience and discipline were found to be at a high level, whereas independence and initiative remained relatively low. These findings suggest that students’ multiple intelligence potential has not yet been optimally translated into consistent character-related behaviors. Therefore, it is necessary to strengthen learning strategies that systematically integrate multiple intelligences development with character education through contextual, participatory, and reflective approaches in order to foster independent, responsible, and professional future educators.
Co-Authors Andina, Anis Andini, Astiyah Aritoang, Rahel Sentina Stefani Dina, Arina Rafa Sihombing, Yolanda Agustina