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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang TOFEDU: The Future of Education Journal Women, Education, and Social Welfare
Fiqi Nurmanda Sari
Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Structured Teacher–Child Questioning for Oral Language Participation in Rural Indonesian Early Childhood Education: Baseline Findings and an Action-Research Protocol Nuzul Fania; Jamilah; Fiqi Nurmanda Sari; Husin
Women, Education, and Social Welfare Vol. 3 No. 3 (2026): July - September 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.3064-2469.658

Abstract

Oral language is central to young children’s participation, learning, and later educational opportunity. This study reports the baseline stage of a planned classroom action research project examining structured teacher–child questioning in a rural Indonesian early childhood education and care (ECEC) center. Aggregate baseline records for 15 children aged 5–6 years were analyzed descriptively. Seven children (46.7%) were classified as Not Yet Developing, six (40.0%) as Emerging, two (13.3%) as Developing as Expected, and none as Very Well Developed in the center’s existing language-development framework. Eight children were reported to experience participation barriers, including delayed responses to educator questions (n = 5), unclear speech articulation (n = 2), and limited spontaneous verbal initiation (n = 1). The manuscript translates these findings into a two-cycle questioning protocol that prioritizes open prompts, wait time, contingent expansion, peer uptake, and brief observation records. The contribution is an equity-oriented framework for widening oral-language participation in rural ECEC, rather than a claim of intervention efficacy. Because no Cycle I or Cycle II outcome data were available in the source records, causal improvement is not inferred. Future implementation should report child-level, de-identified trajectories, intervention fidelity, and safeguarding procedures.
MENINGKATKAN MOTORIK HALUS ANAK USIA 5-6 TAHUN MELALUI TEKNIK USAP ABUR MENGGUNAKAN MEDIA KRAYON DI TAMAN KANAK-KANAK NEGERI 15 MENDALO DARAT KECAMATAN JAMBI LUAR KOTA KABUPATEN MUARO JAMBI Indah Nuraini; Fiqi Nurmanda Sari; Anisa
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13656

Abstract

This study aims to improve the fine motor skills of children aged 5–6 years through the application of the rubbing technique using crayon media at State Kindergarten 15 Mendalo Darat. The problem identified in this research is that children's fine motor development is still not optimal, particularly in eye-hand coordination and finger control. This research employed a Classroom Action Research (CAR) method using the Kemmis and McTaggart spiral model, consisting of planning, action, observation, and reflection stages. The subjects of this study were 14 children in group B. Data collection techniques included observation, interviews, and documentation. The findings showed a significant improvement in children’s fine motor skills in each cycle. In the pre-cycle, the average achievement was 35% (Starting to Develop). It increased to 59% (Developing as Expected) in Cycle I, and reached 97% (Very Well Developed) in Cycle II. These results indicate that the rubbing technique using crayon media is highly effective in enhancing children’s fine motor skills. This technique not only strengthens small muscle coordination but also provides a creative and enjoyable learning experience for children
STRATEGI GURU DALAM MENGEMBANGKAN SOSIAL EMOSIONAL ANAK DI TAMAN KANAK-KANAK Umil Lasmita; Fiqi Nurmanda Sari; Anisah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.17790

Abstract

Social-emotional development is one of the key aspects that must be nurtured from an early age, as it plays a role in shaping a child’s ability to interact, collaborate, manage emotions, and adapt to their environment. Based on preliminary observations at Harapan Ibu Kindergarten in Ngaol Village, Tabir Barat Subdistrict, Merangin Regency, some children were still found to be unable to control their emotions, lacked self-confidence, and had difficulty interacting with their peers. This study aims to describe teachers’ strategies for fostering children’s social-emotional development, assess the current state of children’s social-emotional development, and identify factors that support and hinder the implementation of these strategies. The study employed a qualitative approach using a descriptive research design. The research subjects consisted of the principal, teachers, and children aged 4–6 years. Data were collected through observation, interviews, and documentation, then analyzed using data reduction, data presentation, and conclusion-drawing techniques, with validity tested through triangulation. The results showed that teachers implemented these strategies through role-playing, modeling positive behaviors, setting a good example, group activities, and warm communication with the children. These strategies were effective in improving the children’s ability to cooperate, share, help peers, regulate their emotions, and interact positively. Supporting factors include cooperation between teachers and parents, a conducive school environment, and the availability of engaging play activities, while inhibiting factors include differences in children’s personalities, a lack of parental attention, and limited learning resources. Thus, the implementation of teachers’ strategies through role-playing and positive reinforcement has been proven to optimally support children’s social-emotional development
Teacher Strategies in Developing Social and Emotional Skills of Early Childhood at Tunas Harapan Early Childhood Education, Meribung Village, Limun District, Sarolangun Regency Elvi Elvi; Fiqi Nurmanda Sari; Atika Wirdasari
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.2156

Abstract

This thesis discusses teacher strategies in developing the social and emotional skills of early childhood at Tunas Harapan Early Childhood Education (PAUD), Meribung Village, Limun District, Sarolangun Regency. Social and emotional development is very important and needs to be stimulated from an early age. Parents play an important role in children’s development, especially in their social and emotional development. The goal is for children to be able to manage their social and emotional well-being. Thils study usels qualitative researchl with al case studyl lapproach. Datal collection techniquesl include lobservation, linterviews, andl ldocumentation. Datal analysis techniquesl consist ofl data lcollection, datal lreduction, datal lpresentation, andl drawing lconclusions. The lresults ofl this studyl indicate thatl teacher strategiesl to developl children’s sociall and emotionall lwell-beingl can bel limplemented throughl role-playing methods, storytelling, and cooperative learning.
Co-Authors Anisa Anisah Atika Wirdasari Elvi Elvi Husin Indah Nuraini Jamilah Nuzul Fania Umil Lasmita