Garuda - Garba Rujukan Digital

Interactive Pop-Up Storybooks as a Medium to Cultivate Tolerance in Early Childhood: A Local Wisdom Approach Rizki Sevi Triana; Hisbiyatul Hasanah; Eva Aini Desta Ningsih; Indah Kharismawati
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 1 (2026): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i1.4373

Interactive learning media play a crucial role in promoting cognitive and social development in early childhood education. This study aims to develop an interactive pop-up storybook based on local wisdom as a medium to foster the value of tolerance in young children. Using the 4D Research and Development (R&D) model (Define, Design, Develop, Disseminate), the study involved children aged 4–6 years enrolled in early childhood education programs. The Define stage identified needs, analyzed curriculum alignment, and explored cultural relevance. The Design stage produced a prototype integrating local cultural values, interactive features, and multisensory elements to enhance engagement and understanding of social values. The Develop stage included validation of the prototype by experts in early childhood education, child psychology, and local wisdom, resulting in an overall validity score of 90.2% (highly valid), followed by a limited trial which showed significant improvements in engagement, social interaction, and children’s understanding of tolerance. The Disseminate stage evaluated the usability of the media by teachers, achieving a high score of 87.5%. The results indicate that the interactive pop-up storybook effectively enhances cognitive, social, and emotional engagement while instilling tolerance and social values. This study underscores the potential of culturally contextualized interactive media to strengthen holistic learning experiences, learning motivation, and the development of inclusive social character in early childhood.

Peningkatan Kemampuan Kognitif Melalui Pemanfaatan Media Tutup Botol Bekas Pada Anak Usia 4-5 Tahun di RA Salsabila Ferawati Muslimah; Indah Kharismawati; Rizki Sevi Triana
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 2 (2026): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i2.4832

Anak usia 4–5 tahun berada pada tahap perkembangan kognitif yang penting sehingga memerlukan stimulasi yang tepat melalui pembelajaran yang menarik dan konkret. Namun, hasil observasi di RA Salsabila menunjukkan bahwa sebagian besar anak masih mengalami kesulitan dalam mengenal konsep bilangan, menghitung benda, dan mengelompokkan warna. Penelitian ini bertujuan untuk meningkatkan kemampuan kognitif anak usia 4–5 tahun melalui pemanfaatan media tutup botol bekas. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus, meliputi tahap perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 15 anak. Teknik pengumpulan data menggunakan observasi dan dokumentasi, sedangkan analisis data menggunakan deskriptif kuantitatif. Hasil penelitian menunjukkan adanya peningkatan kemampuan kognitif anak secara signifikan. Pada tahap prasiklus, tingkat ketuntasan hanya mencapai 20%. Pada siklus I meningkat menjadi 40% pada kategori Berkembang Sesuai Harapan (BSH) dan 6,66% Berkembang Sangat Baik (BSB). Pada siklus II meningkat menjadi 73,33% (BSH) dan 20% (BSB). Peningkatan ini terlihat pada kemampuan anak dalam mengelompokkan warna, menghitung benda, dan mengenal konsep bilangan. Dengan demikian, dapat disimpulkan bahwa pemanfaatan media tutup botol bekas efektif dalam meningkatkan kemampuan kognitif anak usia 4–5 tahun di RA Salsabila. Selain itu, media ini mampu menciptakan pembelajaran yang menyenangkan, meningkatkan keaktifan anak, serta menumbuhkan kepedulian terhadap lingkungan melalui penggunaan bahan daur ulang.

PENINGKATAN KEMAMPUAN BAHASA MADURA MELALUI METODE BERNYANYI LAGU MADURA PADA ANAK USIA 5–6 TAHUN DI TK BAROKATUL ULUM Siti Aisyah Tarido; Ratnasari Dwi Ade Chandra; Rizki Sevi Triana
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i3.10591

The present study was motivated by the phenomenon of declining regional language proficiency among younger generations. Preliminary data collected at TK Barokatul Ulum revealed that 85% of Group B students were unable to use Madurese vocabulary productively during learning activities. This study aimed to examine the effectiveness of a singing method utilizing Ronjengan, a culturally based local song, as a strategy to enhance the language competence of children aged 5–6 years while simultaneously contributing to the preservation of local cultural heritage. Methodologically, the research employed the Classroom Action Research framework developed by Kemmis and McTaggart, consisting of two cycles that included the stages of planning, action, observation, and reflection. The participants comprised 18 children from Group B. Data were collected through methodological triangulation involving observation, interviews, and documentation, and were analyzed using a descriptive qualitative approach. The intervention demonstrated a substantial improvement trajectory throughout the research process. Learning mastery at the pre-cycle stage was only 15%, increasing to 50% after Cycle I and reaching 77.8% by the end of Cycle II, thereby exceeding the predetermined success criterion of 75%. These findings confirm that the implementation of Madurese songs as a learning medium is effective in improving children's mastery of the regional language while simultaneously fostering the internalization of local wisdom values from an early stage of development. ABSTRAK Fenomena memudarnya kompetensi berbahasa daerah pada generasi muda melatarbelakangi kajian ini, di mana data awal di TK Barokatul Ulum menunjukkan 85% peserta didik kelompok B belum mampu menggunakan kosakata Bahasa Madura secara produktif dalam pembelajaran. Penelitian ini bertujuan mengeksplorasi efektivitas metode bernyanyi berbasis lagu bermuatan budaya lokal Ronjengan sebagai strategi peningkatan kompetensi kebahasaan anak usia 5–6 tahun sekaligus upaya pelestarian kearifan lokal. Secara metodologis, penelitian mengadopsi kerangka Penelitian Tindakan Kelas model Kemmis dan McTaggart yang terdiri atas dua siklus dengan tahapan perencanaan, tindakan, observasi, dan refleksi. Partisipan penelitian melibatkan 18 anak kelompok B, sementara pengumpulan data dilakukan melalui triangulasi teknik berupa observasi, wawancara, dan dokumentasi yang dianalisis secara deskriptif kualitatif. Trajektori peningkatan yang signifikan teridentifikasi sepanjang proses intervensi. Ketuntasan belajar pada fase pra-siklus hanya mencapai 15%, meningkat menjadi 50% pasca-Siklus I, dan mencapai 77,8% pada akhir Siklus II melampaui indikator keberhasilan 75%. Hasil ini mengonfirmasi bahwa penerapan lagu Madura sebagai medium pembelajaran terbukti efektif dalam meningkatkan penguasaan bahasa daerah sekaligus menginternalisasikan nilai-nilai kearifan lokal sejak tahap perkembangan awal anak.

PENGEMBANGAN MEDIA BUKU CERITA BERGAMBAR POP UP BOOK SEBAGAI BAHAN AJAR UNTUK MENINGKATKAN ASPEK KOGNITIF MENGENAL JENIS BUNGA PADA ANAK DI TK AL-MUBAROK KELOMPANGAN AJUNG Sixel Ade Aliffia; Wijaya Adi Putra; Rizki Sevi Triana
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.11365

The development of a narrative picture-based Pop-Up Book was the primary focus of this study, aiming to support the cognitive stimulation of early childhood learners in recognizing various types of flowers at Al-Mubarok Kindergarten, Kelompangan Ajung. The urgency of this research stemmed from actual classroom conditions, where children still demonstrated limited ability to independently identify, distinguish, and classify different flower species, highlighting the need for more innovative learning media. This study employed a Research and Development (R&D) framework based on the ADDIE model, which consists of five interconnected stages: analysis, design, development, implementation, and evaluation. The participants involved in the main field trial were all 20 students of Group B at Al-Mubarok Kindergarten. Data were collected through several instruments, including cognitive development observation sheets, validation questionnaires administered to material and media experts, and practicality evaluation forms completed by teachers. Media feasibility data were analyzed using descriptive percentage analysis, while effectiveness was examined through the Wilcoxon test. The validators' assessments indicated that the media achieved an average feasibility score of 87%, which was categorized as highly feasible. Furthermore, the results of the main field trial revealed an Asymp. Sig. (2-tailed) value of 0.000 (< 0.05), statistically demonstrating that the use of the Pop-Up Book had a significant effect on improving children's cognitive abilities. This improvement was reflected in the increase of the mean score from 40 before the implementation of the media to 80 after its integration into the learning process. These findings confirm that the Pop-Up Book serves as an innovative, contextual, and relevant instructional medium for supporting cognitive learning in early childhood education. ABSTRAK Pengembangan media Pop Up Book berbasis narasi bergambar menjadi fokus utama penelitian ini, dengan sasaran mendukung stimulasi kognitif anak usia dini dalam mengenal beragam jenis bunga di TK Al-Mubarok Kelompangan Ajung. Urgensi penelitian ini berakar pada kondisi nyata di lapangan, yakni masih terbatasnya kemampuan anak dalam mengenali, membedakan, dan mengelompokkan jenis-jenis bunga secara mandiri, yang menuntut hadirnya solusi media pembelajaran yang lebih inovatif. Penelitian ini menggunakan kerangka Research and Development (R&D) yang berpijak pada model ADDIE dengan lima tahap prosedural yang saling berkesinambungan, meliputi analisis, desain, pengembangan, implementasi, dan evaluasi. Partisipan yang terlibat dalam uji lapangan utama adalah seluruh peserta didik Kelompok B TK Al-Mubarok yang berjumlah 20 anak. Proses pengumpulan data ditempuh melalui berbagai instrumen, di antaranya lembar observasi perkembangan kognitif, angket validasi untuk ahli materi dan ahli media, serta lembar evaluasi kepraktisan yang diisi oleh guru. Analisis data kelayakan media dilakukan secara deskriptif-persentase, sedangkan pengujian efektivitas media menggunakan uji Wilcoxon. Penilaian para validator menunjukkan bahwa media memperoleh rata-rata skor kelayakan sebesar 87%, yang tergolong dalam kategori sangat layak. Adapun pada tahap uji lapangan utama, hasil uji Wilcoxon menghasilkan nilai Asymp. Sig. (2-tailed) = 0,000 (< 0,05), yang secara statistik membuktikan bahwa penggunaan media Pop Up Book memberikan pengaruh bermakna terhadap peningkatan kemampuan kognitif anak. Peningkatan tersebut tercermin dari lonjakan rerata skor anak, yakni dari 40 sebelum penggunaan media menjadi 80 setelah media diintegrasikan dalam pembelajaran. Temuan ini menegaskan bahwa media Pop Up Book merupakan alternatif bahan ajar yang tidak hanya inovatif, tetapi juga kontekstual dan relevan dalam mendukung pembelajaran kognitif anak usia dini.

PENINGKATAN KEMAMPUAN MENGENDALIKAN DIRI ANAK USIA 5 – 6 TAHUN MELALUI PERMAINAN TRADISIONAL GOBAK SODOR DI TK SUNAN AMPEL Fatmawati Fatmawati; Ratnasari Dwi Ade Chandra; Rizki Sevi Triana
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.11030

This study was designed to develop self-regulation skills in children aged 5–6 years through the application of the traditional game of gobak sodor at TK Sunan Ampel Jatisari. The research design employed was Classroom Action Research (CAR) referring to the Kemmis & McTaggart model, which encompasses four cyclical stages comprising planning, action implementation, observation, and reflection. The research subjects consisted of 15 children, with data collected through structured observation based on three primary indicators, namely the ability to wait one's turn, emotional management, and collaborative skills. The research findings reveal a significant improvement in children's self-regulation abilities, from 60% in Cycle I to 80% in Cycle II. Similar improvements were also recorded across all indicators: the ability to wait one's turn increased from 67% to 87%, emotional self-control from 53% to 80%, and cooperative skills from 60% to 80%. These findings indicate that gobak sodor exerts a positive impact on the development of self-regulation in early childhood. Through the game's structure, which prioritizes rules and cooperation, children gain direct experience in managing emotions, regulating behavior, and adhering to shared agreements. Therefore, gobak sodor merits consideration as an alternative learning strategy for strengthening the social-emotional aspects of early childhood development. ABSTRAK Penelitian ini dirancang untuk mengembangkan kemampuan regulasi diri (self-regulation) pada anak usia 5–6 tahun melalui pemanfaatan permainan tradisional gobak sodor di TK Sunan Ampel Jatisari. Desain penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) dengan mengacu pada model Kemmis & McTaggart, yang mencakup empat tahapan siklikal meliputi perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 15 anak, dengan pengumpulan data dilakukan melalui observasi terstruktur berdasarkan tiga indikator utama, yaitu kemampuan menunggu giliran, pengelolaan emosi, dan kecakapan berkolaborasi. Hasil penelitian memperlihatkan peningkatan yang signifikan pada kemampuan regulasi diri anak, dari 60% pada Siklus I menjadi 80% pada Siklus II. Peningkatan serupa juga tercatat pada seluruh indikator: kemampuan menunggu giliran meningkat dari 67% menjadi 87%, pengendalian emosi dari 53% menjadi 80%, serta kemampuan bekerja sama dari 60% menjadi 80%. Temuan ini mengindikasikan bahwa gobak sodor memberikan dampak positif terhadap pengembangan self-regulation anak usia dini. Melalui struktur permainan yang mengedepankan aturan dan kerja sama, anak memperoleh pengalaman langsung dalam mengelola emosi, mengatur perilaku, dan menaati kesepakatan bersama. Oleh karena itu, gobak sodor layak dipertimbangkan sebagai alternatif strategi pembelajaran dalam penguatan aspek sosial-emosional anak usia dini.

PENGARUH METODE TOTAL PHYSICAL RESPONS (TPR) TERHADAP KOSAKATA BAHASA INGGRIS ANAK USIA 4-5 TAHUN DI TK RAUDHATUL JANNAH PANCAKARYA AJUNG JEMBER Dian Hafifah; Ianatuz Zahro; Rizki Sevi Triana
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.13834

English language proficiency, particularly vocabulary mastery developed from an early age, serves as an important asset in preparing children to communicate effectively and forms a foundation for learning at higher educational levels. A preliminary study conducted at TK Raudlatul Jannah Pancakarya Ajung, Jember Regency, revealed that most children in Group A were not yet able to recognize, remember, or use basic English vocabulary effectively. This condition is presumed to stem from learning practices that still rely heavily on teachers’ verbal explanations without incorporating physical activities that can maximize children's engagement. Based on this issue, the present study aimed to examine the extent to which the implementation of the Total Physical Response (TPR) method influences the improvement of English vocabulary mastery among children aged 4–5 years. This study employed a quantitative approach using a pre-experimental method with a One-Group Pretest–Posttest Design. The participants consisted of 20 children selected through purposive sampling. Data were collected using systematically developed observation sheets and analyzed through the Kolmogorov–Smirnov normality test, Levene’s homogeneity test, and the Paired Sample t-Test. The findings indicated a significant improvement in children’s English vocabulary mastery after participating in learning activities using the TPR method, accompanied by increased self-confidence and willingness to use English. These results confirm that the TPR method has a positive effect on English vocabulary mastery among young children through enjoyable movement-based learning activities that are closely related to children’s experiences and conducted in a pressure-free environment. ABSTRAK Kemampuan berbahasa Inggris, khususnya penguasaan kosakata, yang dibangun sejak usia dini menjadi bekal penting dalam mempersiapkan anak untuk berkomunikasi sekaligus menjadi fondasi bagi proses pembelajaran pada jenjang selanjutnya. Studi pendahuluan yang dilakukan di TK Raudlatul Jannah Pancakarya Ajung, Kabupaten Jember, mengungkap bahwa sebagian besar anak di Kelompok A belum dapat mengenali, mengingat, ataupun menggunakan kosakata dasar bahasa Inggris dengan baik. Diduga, kondisi ini berakar dari pola pembelajaran yang masih mengandalkan penjelasan lisan guru tanpa disertai aktivitas gerak yang mampu mendorong keterlibatan anak secara maksimal. Berangkat dari persoalan itu, riset ini dimaksudkan untuk mengukur sejauh mana penerapan metode Total Physical Response (TPR) memberikan pengaruh terhadap peningkatan penguasaan kosakata bahasa Inggris pada anak usia 4–5 tahun. Riset ini memakai pendekatan kuantitatif dengan metode pre-experimental yang diterapkan dalam penelitian ini melalui rancangan One Group Pretest–Posttest Design, dengan melibatkan 20 anak sebagai peserta penelitian yang dipilih menggunakan teknik purposive sampling. Data diperoleh melalui lembar observasi yang telah disusun secara sistematis, kemudian dianalisis menggunakan uji normalitas Kolmogorov–Smirnov, uji homogenitas Levene, serta uji Paired Sample t-Test. Hasil analisis memperlihatkan kenaikan yang berarti pada penguasaan kosakata bahasa Inggris anak setelah mengikuti pembelajaran dengan metode TPR, yang juga dibarengi tumbuhnya kepercayaan diri dan keberanian anak berbahasa Inggris. Temuan tersebut menegaskan bahwa metode TPR memberikan dampak positif terhadap kemampuan penguasaan kosakata bahasa Inggris pada anak usia dini melalui pembelajaran berbasis gerak yang menyenangkan, dekat dengan pengalaman anak, dan berlangsung tanpa tekanan.

THE EFFECT OF LOCAL WISDOM-BASED BATIK STAMPING ACTIVITIES USING BANANA STEMS ON FINE MOTOR SKILLS OF EARLY CHILDHOOD LEARNERS Nur Uli Wikoyah; Ratnasari Dwi Ade Chandra; Rizki Sevi Triana
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 13 No. 3 (2026): Jurnal Ilmiah Pendidikan Citra Bakti
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v13i3.7011

Fine motor skills are essential for early childhood development and require appropriate learning activities that provide meaningful and contextual experiences. However, limited variation in learning media often reduces opportunities for children to develop these skills optimally. This study aimed to investigate the effect of local wisdom-based batik stamping activities using banana stems on the fine motor skills of early childhood learners at TK Al-Barokah 1. A quantitative pre-experimental approach with a One Group Pretest–Posttest Design was employed. The participants consisted of 20 children selected through total sampling. Data were collected using structured observation based on fine motor skill indicators, including eye–hand coordination, hand control, stamping accuracy, object manipulation, and independence. The data were analyzed using the Wilcoxon Signed Rank Test. The findings showed that the mean fine motor skill score increased from 11.3 in the pretest to 18.8 in the posttest. Statistical analysis revealed a significance value of 0.000 (p < 0.05), indicating that the intervention had a significant positive effect on children’s fine motor development. The improvement was associated with repetitive hand movements, visual–motor coordination, and sensory-rich learning experiences provided by banana stem stamping activities. Therefore, local wisdom-based batik stamping using banana stems is an effective and contextual learning strategy for enhancing fine motor skills in early childhood education.

EXPERIMENTAL SCIENCE LEARNING AS AN INQUIRY-BASED PEDAGOGICAL FRAMEWORK FOR FOSTERING COGNITIVE DEVELOPMENT IN EARLY CHILDHOOD EDUCATION Ana Umimah; Pascalian Hadi Pradana; Rizki Sevi Triana
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 13 No. 3 (2026): Jurnal Ilmiah Pendidikan Citra Bakti
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v13i3.7358

This study examines how experimental science learning fosters the cognitive development of children aged 5–6 years in early childhood education. Although previous studies have established the effectiveness of science experiments in improving science process skills and learning engagement, limited attention has been given to how inquiry experiences shape children's causal reasoning through contextual learning. This study addresses that gap by proposing experimental science learning as an integrated pedagogical framework linking contextual planning, inquiry-based implementation, and authentic assessment to children's cognitive development. The findings identify six interconnected inquiry stages that progressively support logical thinking and conceptual construction. This research employed a qualitative descriptive case study at KB Raudlatul Ulum, Jember City. The participants comprised 20 Group B children, while the school principal, one classroom teacher, and one assistant teacher served as key informants. Data were collected through participant observation, semi-structured interviews, documentation, and supporting questionnaires, then analyzed using an interactive qualitative approach involving data reduction, data display, and conclusion drawing. Credibility was strengthened through method and source triangulation. The findings indicate that contextual lesson planning, inquiry-oriented classroom interaction, and continuous authentic assessment collectively promoted children's observation, prediction, evidence verification, and reflective reasoning. Rather than merely introducing scientific concepts, experimental science learning facilitated the progressive construction of causal understanding, logical reasoning, and scientific habits of mind, highlighting inquiry as a comprehensive pedagogical process for strengthening early childhood cognitive development.

IMPLEMENTATION OF PLAY-BASED LEARNING NEUROSCIENCE TO IMPROVE LEARNING FOCUS OF 5-6 YEAR OLD CHILDREN AT MUSLIMAT NU 57 WULUHAN Millati Khimayatuna; Wijaya Adi Putra; Rizki Sevi Triana
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i3.14380

Learning focus is an important aspect of children's readiness to participate in learning activities, yet the active and easily distracted characteristics of children aged 5–6 years can make sustained attention challenging in early childhood classrooms. Therefore, learning approaches that correspond to children's developmental characteristics while providing active and enjoyable experiences are needed. This study aimed to describe the implementation of Play-Based Neuroscience Learning in supporting children's learning focus at TK Muslimat NU 57. The study employed a qualitative descriptive approach with a case study design. The participants consisted of 12 children aged 5–6 years in Group B, with seven supporting informants consisting of one school principal, two classroom teachers, and four parents. Data were collected through classroom observations, semi-structured interviews, and documentation and analyzed using an interactive model involving data reduction, data display, and conclusion drawing and verification. The findings indicated positive changes in children's learning focus following the implementation of activities integrating movement, music, colors, sensory stimulation, and collaborative play. Specifically, 92% of the children were able to follow teacher instructions appropriately, 83% were able to maintain attention during learning activities, 83% actively participated, 75% were able to complete activities independently, and 83% were able to maintain concentration without being easily distracted. Overall, Play-Based Neuroscience Learning provided interactive, enjoyable, and developmentally appropriate learning experiences that supported children's learning focus and engagement in classroom activities. ABSTRAK Fokus belajar merupakan aspek penting dalam kesiapan anak usia 5–6 tahun untuk mengikuti proses pembelajaran, tetapi karakteristik perkembangan anak yang aktif dan mudah terdistraksi dapat menjadi tantangan dalam mempertahankan perhatian selama kegiatan kelas. Oleh karena itu, diperlukan pendekatan pembelajaran yang sesuai dengan karakteristik perkembangan anak sekaligus memberikan pengalaman belajar yang aktif dan menyenangkan. Penelitian ini bertujuan untuk mendeskripsikan implementasi Play-Based Neuroscience Learning dalam mendukung fokus belajar anak usia 5–6 tahun di TK Muslimat NU 57. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan desain studi kasus. Subjek penelitian terdiri atas 12 anak Kelompok B berusia 5–6 tahun, dengan tujuh informan pendukung yang terdiri atas satu kepala sekolah, dua guru, dan empat orang tua. Data dikumpulkan melalui observasi kelas, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis menggunakan model interaktif yang meliputi reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Hasil penelitian menunjukkan adanya perubahan positif pada fokus belajar anak setelah penerapan pembelajaran yang mengintegrasikan gerakan, musik, warna, stimulasi sensorik, dan permainan kolaboratif. Sebanyak 92% anak mampu mengikuti instruksi guru dengan baik, 83% mampu mempertahankan perhatian selama kegiatan pembelajaran, 83% aktif berpartisipasi, 75% mampu menyelesaikan kegiatan secara mandiri, dan 83% mampu mempertahankan konsentrasi tanpa mudah terdistraksi. Secara keseluruhan, Play-Based Neuroscience Learning memberikan pengalaman belajar yang lebih interaktif, menyenangkan, dan sesuai dengan karakteristik perkembangan anak usia dini serta mendukung fokus dan keterlibatan anak dalam pembelajaran.

Title

Found 9 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 9 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 9 Documents
Search