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All Journal Jurnal Ilmiah Pendidikan Profesi Guru
Anita Chandra Dewi Sagala
Universitas PGRI Semarang, Semarang, Indonesia
Education

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Nutrition Management via Mini Farms to Prevent Stunting among 4–6 Year Olds Sutinah; Anita Chandra Dewi Sagala; Ngatmini
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 8 No. 3 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v8i3.108023

Abstract

Stunting is a chronic nutritional problem that continues to require comprehensive management in Indonesia, particularly in rural areas, despite a declining prevalence trend. Limited family nutrition literacy, low dietary diversity, and suboptimal utilization of local food resources place young children at risk of growth impairment. This study aimed to develop, examine, and critically evaluate a family-based nutrition management model through Mini Farms as a strategy for stunting prevention among children aged 4–6 years. The study employed a Research and Development approach using the ADDIE model with a one-group pretest–posttest design. Participants comprised ten children, two teachers, and ten parents from a rural early childhood education (PAUD) setting. Data were collected through expert validation questionnaires, practicality questionnaires, observations of Mini Farm implementation, pre- and post-intervention anthropometric measurements, and documentation. Research instruments included expert validation sheets, practicality questionnaires, observation checklists, and anthropometric measurement tools analyzed using WHO Z-score standards. Data analysis involved descriptive analysis to assess product validity and practicality and systematic comparison of conditions before and after the intervention. The findings indicate that the Mini Farm model meets good validity criteria and contributes to improved availability of fresh foods and strengthened family engagement. In conclusion, the Mini Farm model is considered feasible, practical, and potentially effective as a family nutrition management strategy for stunting prevention.
STEAM Integration with Project-Based Learning Improving Early Childhood Critical Thinking Skills Sukat; Joko Siswanto; Anita Chandra Dewi Sagala
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 9 No. 1 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v9i1.110180

Abstract

Early childhood critical thinking skills often remain below expected developmental standards due to learning practices that rely on conventional teacher-centered approaches. This study aims to examine the effectiveness of an integrated Science, Technology, Engineering, Arts, and Mathematics (STEAM) approach combined with PBL in improving critical thinking skills in 4–5-year-old children. A quantitative method with a quasi-experimental non-equivalent control group design was used. The study subjects consisted of 20 children divided into an experimental group and a control group. Data were collected through structured observation sheets. Data analysis used descriptive and inferential statistics and normalized gain (N-gain) analysis to measure the level of improvement. The results showed that both groups experienced improvements in critical thinking skills, but the improvement in the experimental group was significantly higher. The experimental group showed moderate to high N-gain improvements, while the control group showed low improvements. Statistical tests also showed significant differences between pretest and posttest scores and between groups. These findings suggest that integrating STEAM with project-based learning provides meaningful learning experiences that support children's active engagement, inquiry, and reasoning processes. In conclusion, the STEAM PBL approach is effective in improving critical thinking skills in early childhood. This study suggests that interdisciplinary and project-oriented learning can serve as alternative instructional strategies for fostering higher-order thinking and active learning in early childhood education.
Co-Authors Joko Siswanto Ngatmini Sukat Sutinah