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All Journal Jurnal Pendidikan Anak Usia Dini Undiksha Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Muhammad Yusri Bachtiar
Pendidikan Guru Pendidikan Anak Usia Dini, Universitas Negeri Makassar, Makassar, Indonesia
Arts Humanities Education

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Pengaruh Permainan Dende Bulang Terhadap Perkembangan Motorik Kasar Anak Usia 5-6 Tahun di TK Negeri Songing Andi Sri Putri Dewi; Muhammad Yusri Bachtiar; Sri Rika Amriani
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 1 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i1.977

Abstract

This study aims to determine the effect of the Dende Bulang game on the gross motor development of children aged 5-6 years at TK Negeri Songing. This research employed a quantitative approach with a quasi-experimental design involving two groups, namely the experimental group and the control group. The sample consisted of 16 children in group B selected using purposive sampling, comprising 8 children in the experimental group and 8 in the control group. Data were collected through treatment tests (pre-test and post-test), observations, and documentation. Data analysis utilized descriptive statistics to describe the gross motor development of children and non-parametric statistical analysis using the Wilcoxon test to examine differences before and after the intervention. The findings revealed a significant improvement in children's gross motor abilities after participating in the Dende Bulang game, particularly in aspects of balance, coordination, and agility. The Dende Bulang game was proven to have a positive influence as a learning intervention capable of stimulating gross motor development in early childhood. These results indicate that traditional games can be effectively integrated into PAUD learning activities as enjoyable and effective strategies to support children's gross motor skill development
Penerapan Kegiatan Bermain Uno Stacko Untuk Menstimulasi Kemampuan Regulasi Emosi Anak Usia 5-6 Tahun di TK Qur’an Savaty Raihanah Mardatillah; Herman Herman; Muhammad Yusri Bachtiar
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i2.1205

Abstract

The Implementation of Uno Stacko Play Activities to Stimulate the Emotional Regulation Ability of Children Aged 5–6 Years at TK Qur'an Savaty. Undergraduate Thesis. Early Childhood Teacher Education Study Program, Faculty of Education. This study aimed to describe the implementation of Uno Stacko play activities in stimulating the emotional regulation ability of children aged 5–6 years at TK Qur'an Savaty. The research employed a descriptive qualitative approach involving the principal, the classroom teacher, and children in Group B1 as the data sources. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings revealed that the implementation of Uno Stacko play activities during free play successfully stimulated children's emotional regulation ability. This was reflected in three aspects: recognizing emotions, managing emotions, and expressing emotions appropriately. The children were able to recognize feelings of happiness, disappointment, and enthusiasm during play, manage their emotions when facing challenges or losing the game, and express their emotions appropriately by being patient, cooperative, respecting others, and following the rules of the game. The teacher's role as a facilitator through guidance, assistance, and positive reinforcement also supported the development of children's emotional regulation. Therefore, Uno Stacko play activities can serve as an alternative play activity to stimulate the emotional regulation ability of children aged 5–6 years
PENGARUH PERMAINAN SIGAJANG LALENG LIPA’ TERHADAP PENDIDIKAN KARAKTER ANAK USIA DINI MELALUI PENDEKATAN LEARNING BY DOING DI TAMAN KANAK-KANAK ALAM DARUL ISTIQAMAN KABUPATEN MAROS. Hejerah; Nur Alim Amri; Rika Kurnia. R; Syamsuardi; Muhammad Yusri Bachtiar; Intisari
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 14 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v14i3.97291

Abstract

Character development in early childhood remains a challenge in education, particularly when learning focuses primarily on verbal instruction and traditional games are increasingly underutilized. This situation highlights the need for learning experiences that allow children to experience and practice character values directly. This study aims to analyze the effect of the traditional game Sigajang Laleng Lipa’, implemented through a learning by doing approach, on strengthening character development in early childhood. The study employed a quantitative approach using a pre-experimental one-group pretest-posttest design. The participants were children aged five to six years who were selected through purposive sampling. Data were collected through observations using a character assessment instrument and analyzed using the Wilcoxon Signed-Rank Test and paired-samples t-test. The findings indicate an increase in character scores following participation in the traditional game. Improvements were observed in responsibility, cooperation, sportsmanship, and self-confidence, with statistically significant differences between pre-intervention and post-intervention scores. These findings suggest that traditional games combined with direct learning experiences have the potential to support character development through social interaction and active participation. The study concludes that Sigajang Laleng Lipa’ can serve as an alternative medium for character education rooted in local culture. The findings imply that traditional games can be integrated into early childhood education as a contextual, participatory, and meaningful learning strategy while taking children's developmental needs and safety into account.
Co-Authors Andi Sri Putri Dewi Hejerah Herman Herman Intisari Nur Alim Amri Raihanah Mardatillah Rika Kurnia. R Sri Rika Amriani Syamsuardi