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All Journal Bubungan Tinggi: Jurnal Pengabdian Masyarakat Journal Ashil: Jurnal Pendidikan Anak Usia Dini
Nur Tanfidiyah
UIN Raden Mas Said Surakarta
Education Social Sciences Other

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Meningkatkan Kemampuan Literasi Awal Pada Anak Usia Dini 4-5 Tahun Dengan Metode Pembelajaran Berbasis Permainan Story Cube Nur Tanfidiyah; Dhea Az Zahra
Journal Ashil: Jurnal Pendidikan Anak Usia Dini Vol. 6 No. 1 (2026): Journal Ashil: Jurnal Pendidikan Anak Usia Dini
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/piaud.v6i1.9129

Abstract

The problem in this study is that some early childhood children are less interested in early literacy interests related to language skills which can be seen in the lack of confidence of children when conveying something in front of others. This is caused by the fact that the learning media used to teach literacy is less interesting and still often uses magazines. This study aims to improve early literacy in the aspect of language skills of children aged 4-5 years through the Story Cube game method. This study aims to use the Classroom Action Research (CAR) type with the subjects of class A students at BA Aisyiyah Sonorejo 1 Sukoharjo, totaling 21 children consisting of 9 girls and 12 boys. The results show that Group A children improve their early literacy skills when they use this story cube-based game technique each cycle. Furthermore, the number of children in the BSH and BSB categories increased to 66.7% after the action in cycle I and to 80.9% after the action in  cycle II. Therefore, this study is considered successful because it has covered the predetermined success value.
Meningkatkan Kemampuan Literasi Awal Pada Anak Usia Dini 4-5 Tahun Dengan Metode Pembelajaran Berbasis Permainan Story Cube Nur Tanfidiyah; Dhea Az Zahra
Journal Ashil: Jurnal Pendidikan Anak Usia Dini Vol. 6 No. 1 (2026): Journal Ashil: Jurnal Pendidikan Anak Usia Dini
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/piaud.v6i1.9129

Abstract

The problem in this study is that some early childhood children are less interested in early literacy interests related to language skills which can be seen in the lack of confidence of children when conveying something in front of others. This is caused by the fact that the learning media used to teach literacy is less interesting and still often uses magazines. This study aims to improve early literacy in the aspect of language skills of children aged 4-5 years through the Story Cube game method. This study aims to use the Classroom Action Research (CAR) type with the subjects of class A students at BA Aisyiyah Sonorejo 1 Sukoharjo, totaling 21 children consisting of 9 girls and 12 boys. The results show that Group A children improve their early literacy skills when they use this story cube-based game technique each cycle. Furthermore, the number of children in the BSH and BSB categories increased to 66.7% after the action in cycle I and to 80.9% after the action in  cycle II. Therefore, this study is considered successful because it has covered the predetermined success value.
Revitalizing Early Childhood Dance Learning: Supporting RA and TK Teachers Nur Tanfidiyah; Subandji Subandji; Tri Utami
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 8, No 1 (2026): FEBRUARY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/btjpm.v8i1.17532

Abstract

This community service program aimed to strengthen early childhood arts education through the revitalization of dance learning for Raudhatul Athfal (RA) and Kindergarten (TK) teachers in the Solo Raya region. The program addressed gaps in teachers’ pedagogical and technical competencies, limited instructional resources, and the lack of structured dance programs in early childhood education settings. A Community-Based Research (CBR) approach was implemented through sequential stages, including needs assessment, classroom observation, Focus Group Discussions (FGD), participatory training, and mentoring. Data were collected from 60 RA and TK teachers using interviews, questionnaires, observations, and group discussions. The results revealed that although schools acknowledged the importance of dance for children’s physical, emotional, and cultural development, teachers faced challenges in basic dance techniques, the use of learning media, and practical classroom implementation. The participatory training improved teachers’ understanding of children’s dance principles, fundamental movement skills, and strategies for integrating dance into thematic learning. In addition, teachers developed simple choreographies and learned to design age-appropriate performance activities. The mentoring phase further enhanced teacher confidence and increased the frequency of dance activities in partner schools. Overall, the program demonstrates that capacity-building initiatives in dance education contribute to improving the quality of arts education in PAUD institutions while also supporting cultural appreciation and holistic child development. Program sustainability is strengthened through collaboration with IGRA and IGTK Solo Raya.
Co-Authors Dhea Az Zahra Subandji Subandji Tri Utami