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All Journal Journal of Dehasen Educational Review Early Childhood Research and Practice
Ela Pebriani
Universitas Dehasen
Education Other

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Peningkatan Kemampuan Kognitif (Konsep Bilangan) Anak Melalui Media Kartu Angka Matching Elza Novrianti; Ela Pebriani; Lydia Margaretha
Early Childhood Research and Practice Vol 7 No 1 (2026): Early Child Research and Practice, Juli
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/ecrp.v7i1.11784

Abstract

This study aims to enhance children's cognitive abilities—specifically regarding number concepts—through the use of matching number cards in early childhood education (PAUD). The study employs the Classroom Action Research (CAR) method, conducted over two cycles; each cycle comprises the stages of planning, action implementation, observation, and reflection. The research subjects consisted of 12 children from Group B (aged 5–6 years). Data collection was carried out through observation and documentation, while data analysis utilized quantitative descriptive analysis with percentages. The results indicate that the use of matching number cards can improve children's cognitive abilities in recognizing number concepts. This improvement is evident in the percentage results across each cycle. In Cycle I, Meeting 1, the children's cognitive ability score was 41.66% (categorized as "Starting to Develop" or MB), rising to 56.25% in Cycle I, Meeting 2 (categorized as "Developing as Expected" or BSH). Subsequently, the score increased to 70.83% in Cycle II, Meeting 1, and reached 83.33% in Cycle II, Meeting 2 (categorized as "Developing Very Well" or BSB). The improvement in cognitive ability was demonstrated by the children's proficiency in recognizing number symbols, counting objects, matching numbers to images, and correctly sequencing numbers. The use of matching number cards created an engaging, active, and enjoyable learning atmosphere, making it easier for children to grasp number concepts through "play-while-learning" activities. Thus, matching number cards have proven effective in enhancing the cognitive abilities of early childhood learners regarding number concepts.
Improving Children's Body Balance Through Playing on the Balance Board at PAUD Waazrim in Lebong Regency Febi Melati; Mimpira Haryono; Ela Pebriani
Journal Of Dehasen Educational Review Vol 7 No 2 (2026): Journal of Dehasen Educational Review, July
Publisher : UNIVED Press, Universitas Dehasen Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/joder.v7i2.12018

Abstract

This study aimed to improve the body balance ability of children aged 4–5 years through balance board play activities at PAUD Waazrim, Lebong Regency. The study employed a Classroom Action Research (CAR) method using the John Elliott model, conducted in two cycles with 15 children as the research subjects. Data were collected through observation and documentation, while data analysis was carried out using descriptive quantitative techniques with percentage calculations. The results showed that children's body balance ability increased from 66.67% in Cycle I to 86.67% in Cycle II. The percentage achieved in Cycle II was categorized as Very Well Developed (VWD). Therefore, balance board play activities were proven to be effective in improving the body balance ability of children aged 4–5 years at PAUD Waazrim, Lebong Regency.
Improving Social-Emotional Development Through Ball Sharing Games in 5-6 Year Old Children Yayuk Junarti; Mimpira Haryono; Ela Pebriani
Journal Of Dehasen Educational Review Vol 7 No 2 (2026): Journal of Dehasen Educational Review, July
Publisher : UNIVED Press, Universitas Dehasen Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/joder.v7i2.12020

Abstract

This study aimed to improve the social-emotional development of children aged 5–6 years through the ball-passing game at PAUD Bakti Andesca, Lubuk Sandi District, Seluma Regency. This research was motivated by the relatively low level of children's social-emotional development, particularly in their ability to adapt to situations, follow activity rules, interact with peers, and demonstrate cooperative behavior in group activities. The study employed a Classroom Action Research (CAR) method using the Kemmis and McTaggart model, which was conducted in two cycles. Each cycle consisted of four stages: planning, action, observation, and reflection. The subjects of this study were 15 children aged 5–6 years in Group B. Data were collected through observation and documentation, while data were analyzed using descriptive quantitative analysis with percentage calculations. The results showed that the children's social-emotional development improved from 74% in Cycle I, categorized as Developing as Expected, to 89% in Cycle II, categorized as Very Well Developed, indicating an increase of 15%. Based on the findings, it can be concluded that the ball-passing game is effective in improving the social-emotional development of children aged 5–6 years, particularly in adapting to situations, following activity rules, interacting with peers, and demonstrating cooperative behavior in group activities.
Co-Authors Elza Novrianti Febi Melati Lydia Margaretha Mimpira Haryono Yayuk Junarti