Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal JURNAL PENDIDIKAN TAMBUSAI Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Sauma Fitri
Universitas Islam Negeri Ar-Raniry
Education Social Sciences

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

Found 3 Documents
Search

 1 
Pengembangan Kreativitas Anak melalui Cerita Bergambar Sauma Fitri; Khumala Annisa Aas; Nurul Kamaliah; Yurni Ati Masrida; Lina Amelia
Jurnal Pendidikan Tambusai Vol. 10 No. 2 (2026): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i2.41161

Abstract

Penelitian ini bertujuan untuk menganalisis pengembangan kreativitas anak usia dini melalui penggunaan cerita bergambar dalam pembelajaran PIAUD. Penelitian ini dilatarbelakangi oleh pentingnya stimulasi kreativitas sejak usia dini melalui media pembelajaran yang sesuai dengan karakteristik perkembangan anak. Cerita bergambar dipandang sebagai media yang efektif karena mampu mengintegrasikan unsur visual dan narasi yang menarik sehingga dapat meningkatkan imajinasi, kemampuan berpikir kreatif, dan keterlibatan anak dalam pembelajaran. Penelitian ini menggunakan metode studi pustaka (library research) dengan pendekatan kualitatif deskriptif melalui analisis terhadap berbagai artikel ilmiah yang relevan mengenai kreativitas anak dan penggunaan cerita bergambar pada pendidikan anak usia dini. Teknik pengumpulan data dilakukan melalui dokumentasi dan analisis isi terhadap 15 artikel jurnal yang relevan dengan fokus penelitian. Hasil penelitian menunjukkan bahwa cerita bergambar memiliki pengaruh positif terhadap perkembangan kreativitas anak usia dini, seperti meningkatkan imajinasi, kemampuan mengekspresikan ide, keberanian berkomunikasi, serta keterlibatan aktif anak dalam proses pembelajaran. Selain itu, kreativitas guru dalam mengembangkan media cerita bergambar juga menjadi faktor penting dalam menciptakan pembelajaran yang interaktif dan menyenangkan. Dengan demikian, cerita bergambar dapat dijadikan sebagai media pembelajaran inovatif untuk mendukung pengembangan kreativitas anak usia dini pada pembelajaran PIAUD.
ANALISIS GANGGUAN PERKEMBANGAN BAHASA ANAK (SPEECH DELAY) Sauma Fitri; Najwa Muthmainnah; Shabrina Saleem; Hijriati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16346

Abstract

Speech delay, or delayed language development, is a developmental disorder increasingly found in early childhood. In recent years, the development of digital technology has changed the patterns of children's interactions with their social environment. Excessive use of gadgets, reduced verbal interaction between parents and children, and low language stimulation have become issues frequently associated with the rise in cases of speech delay. This phenomenon is gaining increasing attention because language skills are a crucial foundation for children's cognitive, social, emotional, and academic development. This study aims to analyze the factors causing speech delay in children and examine its relationship to the increasing use of digital media in everyday life. This study used a literature review method by examining various scientific articles, health reports, and international publications published in the past five years. The results indicate that speech delay is influenced by various factors, including biological, environmental, psychosocial, and digital technology. Excessive screen time has been shown to be associated with low frequency of verbal interaction between children and parents, which impacts vocabulary development and children's communication skills. Furthermore, delayed early detection and parents' lack of understanding of the stages of language development contribute to this condition. Therefore, collaborative efforts between families, healthcare professionals, educators, and the government are needed to raise awareness of the importance of early language stimulation. Early intervention, limiting device use, and improving the quality of parent-child interactions are key strategies in preventing and treating speech delay in children.
STRATEGI DIAGNOSTIK GURU PAUD DALAM MENGIDENTIFIKASI HAMBATAN PERKEMBANGAN ANAK Aphina Wulan Kunanti; Sauma Fitri; Nabila Rahmah; Sitti Ulviani; Maya Rosita Urza; Faizatul Faridy
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16567

Abstract

This study aims to analyze the diagnostic strategies used by Early Childhood Education (ECE) teachers in identifying children's developmental barriers based on scientific literature reviews. This research is motivated by the importance of early detection of developmental barriers in early childhood to support appropriate intervention and educational services according to children's developmental needs. The study employed a qualitative library research method through the analysis of 15 relevant scientific literature sources, including national journals, international journals, conference proceedings, and research reports published between 2017 and 2025. Data collection techniques were conducted through documentation and content analysis of various studies related to the diagnostic strategies of ECE teachers. The findings revealed that ECE teachers' diagnostic strategies were carried out through child development observation, diagnostic assessment, the use of developmental screening instruments, developmental record documentation, communication with parents, and collaboration with professionals and inclusive education institutions. The most frequently identified developmental barriers included speech delay, language and communication disorders, social-emotional difficulties, hyperactivity, and motor development delays. This study concludes that the success of identifying children's developmental barriers is strongly influenced by teachers' competencies, systematic developmental assessments, support for inclusive education, and parental involvement in the child development process.
Co-Authors Aphina Wulan Kunanti Faizatul Faridy Hijriati, Hijriati Khumala Annisa Aas Maya Rosita Urza Nabila Rahmah Najwa Muthmainnah Nurul Kamaliah Shabrina Saleem Sitti Ulviani Yurni Ati Masrida