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All Journal Jurnal Pendidikan Usia Dini AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Journal on Education Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini Jurnal Pendidikan Al-Manar : Jurnal Komunikasi dan Pendidikan Islam Jurnal Pengabdian Masyarakat Ilmu Keguruan dan Pendidikan (JPM-IKP) Jurnal Studi Kependidikan dan Keislaman Jurnal Abdi Masyarakat Indonesia AN-NAS: Jurnal Pengabdian Masyarakat Journal Emerging Technologies in Education
Roshonah, Adiyati Fathu
Universitas Muhammadiyah Jakarta
Religion Humanities Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Other

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PELATIHAN LITERASI DIGITAL UNTUK GURU PAUD DI WILAYAH SUKABUMI JAWA BARAT Adiyati Fathu Roshonah; Anita Damayanti; Sriyanti Rahmatunnisa; Khusniyati Masykuroh
AN-NAS: Jurnal Pengabdian Masyarakat Vol 1, No 1 (2021): AN-NAS: Jurnal Pengabdian Masyarakat
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/an-nas.1.1.47-56

Abstract

Banyak guru PAUD yang belum memahami manfaat penyajian pembelajaran melalui perangkat IT khususnya para guru PAUD di wilayah Sukabumi Jawa Barat, terutama hal-hal yang berkaitan bagaimana cara untuk memperoleh program-program yang tepat dan baik untuk digunakan sebagai media pembelajaran digital dengan biaya yang murah dan mudah. Berdasarkan hal tersebut maka pelatihan literasi digital untuk guru PAUD di wilayah Sukabumi Jawa Barat sangat diperlukan, agar guru terampil memperoleh dan memanfaatkan program-program pembelajaran berbasis teknologi digital serta menerapkannya di setiap pembelajaran. Pelatihan literasi digital yang dimaksud adalah bagaimana guru memanfaatkan situs pembelajaran melalui aplikasi play store pada hand phone android untuk memperoleh free books dan men-download berbagai materi atau media pembelajaran dengan youtube. Subjek sasaran kegiatan adalah 18 orang guru PAUD se-kota Sukabumi dan mahasiswa PGPAUD di Universitas Muhammadiyah Sukabumi (UMMI). Penentuan sasaran merupakan hasil kajian kebutuhan di tengah masyarakat Sukabumi yang belum memahami pemanfaatan dan penggunaan  perangkat pembelajaran IT yang murah dan mudah dari aplikasi di playstore dan youtube HP android  atau laptop yang dimilikinya, untuk lebih menarik minat belajar literasi anak. Melalui subjek sasaran kegiatan diharapkan dapat meningkatkan pengetahuan cara meningkatkan literasi pada anak usia dini melalui program-program digital, diharapkan guru PAUD menjadi agen perubahan yang modern dan berkeunggulan di tengah masyarakat.
Structural Analytic Synthetic Learning Method for Early Reading Ability Damayanti, Anita; Suradika, Agus; Roshonah, Adiyati Fathu; Pujiati, Desti; Nur Aini, Aisyah; Rahmah, Silvia Fiqriyah
JURNAL PENDIDIKAN USIA DINI Vol 18 No 1 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 1 April 2024
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.181.20

Abstract

The Structural Analytic Synthetic (SAS) method is a learning method that begins with the introduction of complete sentence structures that build meaningful concepts in children. This research aimed to determine the effect of the SAS method on children's early reading abilities. This research uses a quantitative method with an experimental approach, using a pre-experimental one-group pretest and posttest design. Participants in this research were all early childhood children aged 6-7 years, totaling 32 children. Collection techniques include observation, interviews, and tests. The use of the SAS method in classroom learning has a positive influence, children's initial reading Ability when applying the SAS method in learning has a very big influence. The SAS method is an initial reading learning method that begins with presenting complete sentences which are then broken down into words into independent syllables and letters and combined again starting from letters into syllables, and words into complete sentences. Keywords: children aged 6-7 years, early reading ability, structural analytic-synthetic method References: Aro, M. (2017). Learning to read Finnish. In L. Verhoeven & C. Perfetti (Eds.), Learning to read across languages and writing systems (pp. 416–436). Cambridge: Cambridge University Press. Brodin, J., & Renblad, K. (2020). Improvement of preschool children’s speech and language skills. Early Child Development and Care, 190(14), 2205–2213. https://doi.org/10.1080/03004430.2018.1564917 Cain, K. (2016). Reading comprehension and difficulties: An overview. Perspectives on Language and Literacy, 42(2), 9–16. Dehaene, S., Cohen, L., Morais, J., & Kolinsky, R. (2015). 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Journal of Educational Psychology, 100(3), 566–580. https://doi.org/10.1037/0022-0663.100.3.566. Ginting, M. B. (2020). Buku Ajar Bahasa Indonesia Sekolah Dasar Kelas Rendah. Klaten: Penerbit Lakeisha. Hasibuan, S. (2019). Penggunaan Metode Sas Dalam Peningkatan Kemampuan Membaca Permulaan Pada Siswa Kelas 1 Sdn 106162 Medan Estate. (Sej) School Education Journal, 9, 186. Hidayah, N., & Novita. (2016). Peningkatkan Kemampuan Membaca Permulaan Dengan Menggunakan Metode Struktural Analitik Sintetik (Sas) Mata Pelajaran Bahasa Indonesia Pada Peserta Didik Kelas Ii C Semester Ii Di Min 6 Bandar Lampung T.A 2015/2016. Jurnal Pendidikan Dan Pembelajaran Dasar, Volume 3, Nomor 1, 85-102. Landerl, K., Freudenthaler, H. H., Heene, M., De Jong, P. F., Desrochers, A., Manolitsis, G., ... Georgiou, G. K. (2019). Phonological awareness and rapid automatized naming as longitudinal predictors of reading in five alphabetic orthographies with varying degrees of consistency. Scientific Studies of Reading, 23(3), 220–234. https://doi.org/10.1080/ 10888438.2018.1510936 Manolitsis, G., Georgiou, G. K., & Parrila, R. (2011). Revisiting the home literacy model of reading development in an orthographically consistent language. Learning and Instruction, 21(4), 496–505. Musbikin, I. (2019). Penguatan Pendidikan Karakter (Ppk). Nusamedia. Mustadi, A., Sayekti, O. M., Rochmah, E. N., Zubaidah, E., Sugiarsih, S., & Schulze, K. M. (2022). Pancalis: Android-Based Learning Media for Early-Reading In New Normal. Cakrawala Pendidikan, 41(1), 71–82. Https://Doi.Org/10.21831/Cp.V41i1.45883 Perry, C., Zorzi, M., & Ziegler, J. C. (2019). Understanding dyslexia through personalized large-scale computational models. Psychological Science, 30(3), 386–395. https://doi.org/10.1177/0956797618823540 Pertiwi, P., & Sugiyanto. (2015). Efektivitas Permainan Konstruktiv Aktif Untuk Meningkatkan Kemampuan Membaca Siswa Kelas 2 Sd. Jurnal Psikologi Universitas Gajah Mada, 34, 151-163 Puolakanaho, A., Ahonen, T., Aro, M., Eklund, K., Leppänen, P. H. T., Poikkeus, A.-M., et al. (2007). Very early phonological and language skills: Estimating individual risk of reading disability. Journal of Child Psychology and Psychiatry, 48(9), 923–931. https://doi.org/10.1111/j.1469-7610.2007.01763.x. Rahayu, Tri. (2014). Perkembangan Kemampuan Membaca Siswa Berdasarkan Alat Evaluasi Membaca Berbasis Portofolio, Fpbs. Bandung: Universitas Pendidikan Indonesia Sabrina, A., & Laily, I. F. (2016). Perbandingan Kemampuan Membaca Permulaan Antara Siswa Kelas I Melalui Tk Dengan Tidak Melalui Tk Di Mi Pgm Kota Cirebon. Al-Ibtida, 332. Skeide, M. A., Kumar, U., Mishra, R. K., Tripathi, V. N., Guleria, A., Singh, J. P., ... Huettig, F. (2017). Learning to read alters cortico-subcortical cross-talk in the visual system of illiterates. Science Advances, 3(5), e1602612. https://doi.org/10.1126/sciadv.1602612 Sugiyono. (2017). Metode Penelitian Kombinasi: (Pendekatan kuantitatif, kualitatif dan R & D). Alfabeta. Sulistyawati, E. E. , & Sujarwo. (2016). Peningkatan Kemampuan Membaca Permulaan Melalui Media Video Compact Disc Pada Anak Usia 5-6 Tahun. Jurnal Pendidikan Dan Pemberdayaan Masyarakat, 3, 28–37. Tela, T., Yulian, V. N., & Budianingsih, Y. (2019). Pengaruh Model Pembelajaran Kooperatif Tipe Think Pair Share (Tps) Terhadap Peningkatan Kemampuan Pemecahan Masalah Matematis Siswa. Biormatika : Jurnal Ilmiah Fakultas Keguruan Dan Ilmu Pendidikan. Torppa, M., Eklund, K., van Bergen, E., & Lyytinen, H. (2015). Late-emerging and resolving dyslexia: A follow-up study from kindergarten to Grade 8. Journal of Abnormal Child Psychology, 43(7), 1389–1401. https://doi.org/10.1007/s10802-015-0003-1. Wathoni, L. M. (2020). Pendidikan Islam Dengan Menyikapi Kontroversi Belajar Membaca Pada Anak Usia Dini. Mataram: Sanabil. Yulsyofriend. (2013). Permainan Membaca Dan Menulis Anak Usia Dini. Padang : Sukabina Ziegler, J. C., Perry, C., & Zorzi, M. (2020). Learning to read and dyslexia: From theory to intervention through personalized computational models. Current Directions in Psychological Science, 29, 293–300. https://doi.org/10.1177/0963721420915873
Peran Guru dalam Implementasi Mobile Seamless Learning untuk Pembelajaran Membaca Awal Anak Usia Dini Adiyati Fathu Roshonah; Anita Damayanti; Rita Mariyana; Putri Hayatunnisa
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.7191

Abstract

This study aims to analyze the role of teachers in the implementation of mobile seamless learning for early childhood reading learning. The use of technology as a learning medium for early childhood is a necessity in order to obtain benefits in the form of more optimal learning outcomes, but on the other hand, efforts are also needed to minimize the negative impact of the use of technology. This study uses a qualitative descriptive method to obtain a comprehensive picture of the role of teachers in the application of mobile seamless learning for early childhood reading learning in early childhood learning in early childhood education institutions. The research participants were 25 PAUD/TK teachers in the Greater Jakarta area, aged 23-54 years and had been PAUD/TK teachers for 2-14 years. The results of the study showed that all participants stated the importance of mobile seamless learning in early childhood reading learning. The implementation of mobile seamless learning has been implemented in PAUD Institutions even though it has not been implemented consistently due to various factors such as limited data packages, signals that are not always good and limitations of supporting devices (infocus). The applications used include Canva, Youtube, Let's Read Digital Books, Paud Pedia, Arloopa and Quiver. All participants expressed the high enthusiasm of students when teachers implemented mobile seamless learning. The role of teachers in the implementation of mobile seamless learning for early childhood reading learning includes as teachers, directors, learning resources, facilitators, managers, role models (role models), supervisors, motivators and evaluators. The results of this study also show the urgency of providing a system that includes facilities and infrastructure to support the implementation of mobile seamless learning which needs to be accompanied by an increase in the digital competence of PAUD teachers related to the effectiveness of the use of digital media in the learning process.
How to Use Early Childhood Educational Play Tools in Religious Moral Development Centers in Indonesia Farihen, Farihen; Suharsiwi, Suharsiwi; Roshonah, Adiyati Fathu; Herwina, Herwina
JURNAL PENDIDIKAN USIA DINI Vol 19 No 2 (2025): Jurnal Pendidikan Usia Dini Volume 19 Number 2 November 2025
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v19i1.54291

Abstract

This study aims to evaluate the availability and use of Educational Game Tools (APE) in the center of religious moral development in Early Childhood Education Institution (PAUD) in Indonesia. The data used comes from the 2022 National APE Availability Dapodik system, which records information related to the availability of APE in various provinces. The findings show that APE that focuses on morals and religion (Imtaq) has a lower level of availability compared to other types of APE, with significant differences between regions. Central Java Province recorded the highest number of Imtaq APE, while provinces such as Gorontalo, Riau Islands, Maluku, and Southeast Sulawesi showed very limited availability. In addition, the results of the study showed that private kindergartens tend to have more Imtaq APE than public kindergartens, indicating different priorities in the procurement of learning tools. Various challenges, including teachers' lack of understanding of the use of APE in religious learning, limited school budgets, and the lack of policies supporting the procurement of APE based on morals and religion, were identified in this study. Although APE has a crucial role in learning religious values ​​from an early age, its availability still needs to be improved. Therefore, this study recommends policy support, training for teachers, and innovation in the development of APE Imtaq to improve the effectiveness of religious moral learning for early childhood in Indonesia
PENGEMBANGAN LITERASI NUMERASI MELALUI MEDIA RAKU 'RUMAHKU KREATIVITASKU' PADA ANAK USIA 5-6 TAHUN Anita Damayanti; Suradika; Adiyati Fathu Roshonah; Ika Yulianingsih; Desti Pujiastuti; Maritza Wardania; Ananda Tabitah
Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini Vol. 10 No. 1 (2026): Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/yby.10.1.105-120

Abstract

Guru Taman Kanak-kanak masih menghadapi keterbatasan dalam mengembangkan media pembelajaran yang kreatif, murah, dan sesuai kebutuhan anak untuk menstimulasi kemampuan literasi numerasi anak usia 5-6 tahun. RAKU adalah Alat Permainan Edukasi (APE) untuk anak usia dini yang berbentuk rumah berbahan kardus bekas dengan 4 sisi yang berisi 5 aktivitas bermain berbeda,  yaitu : (1) GEOMA, permainan Geometri Angka, (2) TEKA, permainan telur angka, (3) MAHAJA, permainan masukan angka, (4) Dinding angka yaitu permainan mengenal angka, dan (5) Shooting Ball yaitu permainan memasukan bola dalam keranjang basket. Kelima kegiatan main yang ada media ini adalah permainan berhitung atau matematika awal untuk pengenalan lambang dan makna angka melalui aktivitas bermain. Penelitian ini bertujuan mengembangkan kemampuan literasi numerasi atau matematika awal pada anak usia 5-6 tahun di TK B Selvia Madani yang beralamat di Jalan Cemara II No. 40 sebanyak 14 anak.  Metode penelitian yang digunakan adalah penelitian tindakan kelas (classroom action research). Prosedur penelitian menggunakan model Kemmis dan MC Taggart. Meliputi tahap-tahap: (a) perencanaan (plan) tindakan, (b) tindakan (acting), (c) observasi (observing) dan (d) refleksi (reflecting). Hasil pada siklus I diperoleh kenaikan skor literasi numerasi sebesar 52% dan Siklus II diperoleh presentase peningkatan literasi numerasi  anak sebesar 79 % hal ini menunjukkan adanya peningkatan pada literasi numerasi anak usia 5 hingga 6 tahun melalui media RAKU ‘Rumahku Kreativitasku’ di TK Sevila Madani Pamulang.
EDUKASI PEMBELAJARAN KODING UNTUK PENDIDIK ANAK USIA DINI Adiyati Fathu Roshonah; Anita Damayanti; Rohimi Zamzam; Maritza Wardania; Putri Hayatun Nisa; Imam Hasbi
AN-NAS: Jurnal Pengabdian Masyarakat Vol. 5 No. 2 (2025): AN-NAS: Jurnal Pengabdian Masyarakat
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Perkembangan teknologi digital menuntut dunia pendidikan, termasuk Pendidikan Anak Usia Dini (PAUD), untuk mengenalkan literasi baru yaitu literasi koding atau kemampuan berpikir komputasional. Pembelajaran koding bukan sekadar kemampuan menulis kode, tetapi melatih anak berpikir logis, kreatif, sistematis, serta mampu memecahkan masalah. Pendidik PAUD memiliki peran strategis dalam menanamkan dasar kemampuan tersebut melalui kegiatan bermain yang edukatif dan kontekstual. Sayangnya, sebagian besar Pendidik PAUD belum familiar dengan konsep literasi koding dan cara mengintegrasikannya dalam pembelajaran. Oleh karena itu, kegiatan Pengabdian kepada Masyarakat ini penting dilakukan untuk memberikan edukasi bagi Pendidi PAUD, agar mereka mampu mengembangkan kegiatan pembelajaran yang sesuai dengan usia anak dan berbasis teknologi kreatif . Mitra kegiatan ini adalah Universitas Muhammadiyah Sukabumi, melalui metode edukasi bagi pendidik PAUD yang berada di kota Sukabumi. Kegiatan ini dirasakan manfaatnya oleh para peserta dan diperoleh hasil peningkatan skor pengetahuan setelah mengikuti kegiatan. Diharapkan kegiatan serupa dapat diselenggarakan kembali dalam bentuk pelatihan intensif dan mendalam agar menjadi sebuah keterampilan yang implementatif serta meningkatkan kompetensi pendidik PAUD dalam penguasaan kemampuan berpikir komputasional.
Gamification and Student Well-being: Exploring the Psychological Impact of Game-Based Learning Adiyati Fathu Roshonah; Nong Chai; Rustiyana Rustiyana; Dito Anurogo
Journal Emerging Technologies in Education Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i4.2573

Abstract

Background. The increasing integration of digital learning environments has accelerated the adoption of gamification as a pedagogical approach to enhance engagement and student well-being. Contemporary education faces growing challenges related to academic stress, low motivation, and diminished emotional resilience among learners. Purpose. This research investigates the psychological effects of game-based learning, focusing on how gamification elements such as rewards, competition, collaboration, and feedback affect students’ emotional states, motivation, and perceived well-being.   Method. The study aims to bridge the gap between cognitive engagement and affective learning outcomes by empirically examining the psychological dynamics fostered by gamified educational experiences. A mixed-method design was employed, combining quantitative data from 320 undergraduate students across four universities and qualitative interviews with 24 participants. Results. Instruments included validated scales measuring intrinsic motivation, emotional engagement, and academic well-being. Data analysis was conducted using structural equation modeling (SEM) to identify causal relationships between gamification components and psychological indicators. Conclusion. The study concludes that gamification serves not only as a motivational tool but also as a psychological support mechanism in learning environments.
Co-Authors Agus Suradika Agus Yuniawan Isyanto Ananda Tabitah ANITA DAMAYANTI Anita Damayanti Annisa Husnul Khotimah Astuti Darmiyanti Damayanti, Anita Desti Pujiastuti Desti Pujiati, Desti Diah Andika Sari Diah Andika Sari Dito Anurogo Ditta Fahira Erik Yuda Pratama FARIHEN, FARIHEN Herwina Herwina Hidjanah Hidjanah Ika Yulianingsih Imam Hasbi Khusniyati Masykuroh Lativa Qurrotaini Lidiyatul Izzah Maritza Wardania Nehru Meha NEHRU MEHA Nong Chai Nova Tri Cahyanti Nur Aini, Aisyah Putri Hayatun Nisa Putri Hayatunnisa Rahmah, Silvia Fiqriyah Rikaro Ramadi Rita Mariyana Rustiyana, Rustiyana Siti Luthfia Dewi Siti Sarah Sriyanti Rahmatunnisa Suharsiwi, Suharsiwi Suradika Tiara Dwitami Tjahjo Suprajogo Zamzam, Rohimi