Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Jurnal CARE JURALIANSI (Jurnal Lingkup Anak Usia Dini) JURALIANSI (JURNAL LINGKUP ANAK USIA DINI)
Mutiara
Universitas Negeri Makassar
Religion Arts Education Languange, Linguistic, Communication & Media Neuroscience

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
PERSEPSI GURU TERHADAP PEMBELAJARAN SOSIO-KULTURAL UNTUK ANAK USIA DINI DI TK PUSAT PAUD HARAPAN BANGSA PARANG LOE, GOWA-SULAWESI SELATAN Hafisah; Mutiara; Carmelita Patrisia Due; Hajerah; Muhammad Akil Musi
JURALIANSI: Jurnal Lingkup Anak Usia Dini Vol. 7 No. 1 (2026): JURALIANSI (JURNAL LINGKUP ANAK USIA DINI)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini (PIAUD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/juraliansi.v7i1.2597

Abstract

The implementation of socio-cultural learning in early childhood education has not been fully optimal due to the influence of differences in children's social characteristics, the lack of local culture-based learning media, limited learning time, and the lack of teacher training on socio-cultural approaches. The purpose of this research was to describe teachers' perceptions of socio-cultural learning at Harapan Bangsa Kindergarten, PAUD Pusat. This research used qualitative techniques with a descriptive approach to gain an understanding of teachers' perceptions, learning implementation, children's social interactions, and supporting and inhibiting factors for learning. The subjects of the study were two class teachers directly involved in early childhood learning activities. Data collection techniques were carried out through observation, interviews, and documentation. The results showed that teachers had a positive perception of socio-cultural learning because it was able to support children's social development through habits of cooperation, sharing, the use of polite language, and the integration of local culture into daily learning. The implementation of learning was carried out through group play, role-playing, storytelling, singing, and cooperation. This learning had a positive influence on communication skills, social interactions, empathy, self-confidence, and an attitude of respect for children's socio-cultural context. Thus, socio-cultural learning is an effective way that can help social development and character formation from an early age in a contextual, collaborative, and sustainable manner.
PERSEPSI GURU TERHADAP PEMBELAJARAN SOSIO-KULTURAL UNTUK ANAK USIA DINI DI TK PUSAT PAUD HARAPAN BANGSA PARANG LOE, GOWA-SULAWESI SELATAN Hafisah; Mutiara; Carmelita Patrisia Due; Hajerah; Muhammad Akil Musi
JURALIANSI: Jurnal Lingkup Anak Usia Dini Vol. 7 No. 1 (2026): JURALIANSI (JURNAL LINGKUP ANAK USIA DINI)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini (PIAUD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/juraliansi.v7i1.2597

Abstract

The implementation of socio-cultural learning in early childhood education has not been fully optimal due to the influence of differences in children's social characteristics, the lack of local culture-based learning media, limited learning time, and the lack of teacher training on socio-cultural approaches. The purpose of this research was to describe teachers' perceptions of socio-cultural learning at Harapan Bangsa Kindergarten, PAUD Pusat. This research used qualitative techniques with a descriptive approach to gain an understanding of teachers' perceptions, learning implementation, children's social interactions, and supporting and inhibiting factors for learning. The subjects of the study were two class teachers directly involved in early childhood learning activities. Data collection techniques were carried out through observation, interviews, and documentation. The results showed that teachers had a positive perception of socio-cultural learning because it was able to support children's social development through habits of cooperation, sharing, the use of polite language, and the integration of local culture into daily learning. The implementation of learning was carried out through group play, role-playing, storytelling, singing, and cooperation. This learning had a positive influence on communication skills, social interactions, empathy, self-confidence, and an attitude of respect for children's socio-cultural context. Thus, socio-cultural learning is an effective way that can help social development and character formation from an early age in a contextual, collaborative, and sustainable manner.
The Effect of Wayang Huruf Interactive Learning Media on Letter Recognition Skills in Children Aged 4–5 Years Mutiara; Herman; Harlisa Harianti; Muharram; Yusnia
Jurnal CARE (Children Advisory Research and Education) Vol. 14 No. 1 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jcare.v14i1.23550

Abstract

Early childhood literacy development is in its initial stages and remains heavily influenced by learning experiences that are concrete, repetitive, interactive, and aligned with children's developmental characteristics. This study aims to examine the impact of interactive learning media specifically "letter puppets" on the letter recognition skills of children aged 4–5 years. A quantitative approach was employed using a quasi-experimental design (specifically, a non-equivalent group design). The study involved 16 children, evenly divided into experimental and control groups. Data collection was conducted through observation, pre-test and post-test evaluations, and documentation. The experimental group received instruction using letter puppet media, while the control group used alphabet posters. The results indicate a significant improvement in letter recognition skills among children who learned using the letter puppet media. Improvements were observed in the ability to recognize letter sounds, identify letter shapes, and locate letters within words. Data analysis using the Wilcoxon Signed-Rank test revealed a difference in children's letter recognition abilities before and after the intervention with letter puppet media in the experimental group. The Wilcoxon test was used to compare pre-test and post-test scores for letter recognition within the experimental group. The test results showed a significance value (Sig. 2-tailed) of 0.012. Since the p-value (0.012) is less than 0.05, the null hypothesis (H₀) was rejected, and the alternative hypothesis (Hₐ) was accepted. Thus, there is a significant difference in children's letter recognition abilities before and after the intervention using the interactive letter puppet learning media.
Co-Authors Carmelita Patrisia Due Hafisah Hajerah Harlisa Harianti Herman Muhammad Akil Musi Muharram Yusnia