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All Journal Bulletin of Early Childhood Kepompong Children Centre Journal
Wening Rahayu
Universitas Panca Sakti Bekasi, Indonesia
Education Social Sciences Other

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Improving Vocabulary Mastery Through Storytelling Methods Using Picture Story Books at TKIT Al-Jabar Bekasi Rayhan Saputra; Lia Kuniawati; Wening Rahayu
Bulletin of Early Childhood Vol. 4 No. 2 (2025): Bulletin of Early Childhood
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bec.v4i2.2021

Abstract

This research was motivated by the low vocabulary mastery of group B1 children at TKIT Al-Jabar Bekasi. The purpose of this study was to improve children’s vocabulary skills through the storytelling method using picture storybooks. This study employed Classroom Action Research (CAR) conducted in two cycles, each consisting of four stages: planning, implementation, observation, and reflection. The research subjects were 12 children in group B1. Data were collected through observation, interviews, and documentation, and analyzed using descriptive quantitative and qualitative approaches. The results showed a significant improvement in children’s vocabulary skills, from 25.60% in the pre-cycle to 65.00% in cycle I, and reaching 95.83% in cycle II. Thus, the research success indicator of 70% was achieved. The study concludes that the storytelling method using picture storybooks is effective in enhancing the vocabulary mastery of early childhood learners.
Efforts to Develop Religious and Moral Values in Early Childhood Through Daily Prayer Habituation Hasanah Hasanah; Wening Rahayu; Rizawati Rizawati
Kepompong Children Centre Journal Vol. 3 No. 2 (2026): Kepompong Children Centre Journal
Publisher : Perkumpulan Peneliti Pendidikan dan Pengembangan Anak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62031/2qwx8g59

Abstract

This study aims to determine the improvement of religious and moral values through daily prayer habituation in children aged 4-5 years at TK Aisyiyah 93 Tanjung Duren, West Jakarta. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of four stages: planning, action, observation, and reflection. The study was conducted in two cycles with each cycle consisting of 5 meetings involving 10 children (5 boys and 5 girls). Data collection instruments included observation and documentation. The results showed a significant improvement in children's religious and moral values from the pre-cycle stage (30%) to Cycle I (55%), and further increased to 80% in Cycle II. This improvement covered six indicators: children acknowledging mistakes, children apologizing, children returning items that do not belong to them, children memorizing prayer for learning, children memorizing prayer for eating, and children memorizing prayer for sleeping. Daily prayer habituation proved effective because it was conducted consistently and repeatedly in children's daily lives, in line with the characteristics of early childhood learning that requires repetition and role modeling. This study recommends daily prayer habituation as an effective method for developing religious and moral values in early childhood.
Analysis of Teachers' Verbal Scaffolding Role in Stimulating Communication Skills of Children Aged 5-6 Years Herlinda Rulliyana; Wening Rahayu; Heri Wardana
Kepompong Children Centre Journal Vol. 3 No. 2 (2026): Kepompong Children Centre Journal
Publisher : Perkumpulan Peneliti Pendidikan dan Pengembangan Anak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62031/khq07f43

Abstract

This study aims to analyze the role of teachers' verbal scaffolding in stimulating communication skills of children aged 5-6 years at TK Ceruni. Communication skills are an important aspect of early childhood development that develops through consistent interaction with the surrounding environment. The study employed descriptive qualitative method with data collection techniques through observation, in-depth interviews, and documentation. The research subjects consisted of 11 children aged 5-6 years and 4 informants (principal and three teachers). The findings revealed that verbal scaffolding was applied consistently through five stages of language continuum: observe, wait and listen (OWL), non-direct statement, questioning, direct statement, and physical intervention. The implementation of verbal scaffolding was integrated into daily activities ranging from morning greetings, emotion labeling, play scaffolding, to recalling. The impact showed that children experienced a shift from nonverbal/passive responses to active verbal communication, increased sentence complexity (5-15 sentences), vocabulary enrichment, and the emergence of critical thinking and verbal negotiation skills. This study recommends consistency in implementing verbal scaffolding as an effective strategy for developing early childhood communication skills.
Improving Color Recognition Skills in Early Childhood Through Colored Block Media Wine Sugiharti; Yon A.E.; Wening Rahayu
Kepompong Children Centre Journal Vol. 3 No. 2 (2026): Kepompong Children Centre Journal
Publisher : Perkumpulan Peneliti Pendidikan dan Pengembangan Anak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62031/g3naa828

Abstract

This study aims to improve color recognition skills in children aged 4-5 years through colored block media at KB Negeri 30 Duri Kepa. Color recognition ability is an important aspect of early childhood cognitive development that needs to be stimulated from an early age. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of four stages: planning, action, observation, and reflection. The study was conducted in two cycles with each cycle consisting of 5 meetings involving 10 children (3 boys and 7 girls). Data collection instruments included observation and documentation with five indicators of color recognition ability: pointing to colors, grouping colors, naming colors, distinguishing colors, and matching colors. The results showed a significant improvement in children's color recognition ability from the pre-cycle stage (0% VWB) to Cycle I (10% VWB), and further increased to 90% VWB in Cycle II. This improvement was also evident in the developing (D) indicator reaching 70% in Cycle I and 0% in Cycle II, and developing as expected (DE) reaching 50% in Cycle I and 40% in Cycle II. Colored block media proved effective because it provides concrete and manipulative learning experiences that align with the characteristics of early childhood. This study recommends the use of colored block media as an alternative learning media to improve color recognition skills in early childhood.
Co-Authors Hasanah Hasanah Heri Wardana Herlinda Rulliyana Lia Kuniawati Rayhan Saputra Rizawati Rizawati Wine Sugiharti Yon A.E.