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All Journal Merdeka Indonesia Jurnal International Journal of Education and Teaching Learning
Ardhana Januar Mahardhani
Muhammadiyah University of Ponorogo
Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Medicine & Pharmacology Social Sciences Other

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Number Play Activities as a Strategy to Strengthen Children's Cognitive Readiness to Enter Elementary School Sunarwati; Ardhana Januar Mahardhani; Siti Fatimah
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT Media Jurnal dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.217

Abstract

The cognitive readiness of preschool children to enter elementary school remains a problem because some children have difficulty understanding the concept of numbers and number symbols. This study aims to describe the activity of playing numbers using number cards as a strategy to strengthen children's cognitive readiness to enter elementary school at Dharma Wanita 02 Dayakan Kindergarten. This study applies a qualitative approach with a descriptive qualitative research type. The research subjects consisted of 8 children from Group B at Dharma Wanita 02 Dayakan Kindergarten. Data collection methods were carried out through observation, interviews, and documentation, while data analysis included data reduction, data presentation, and drawing conclusions. The study shows that playing numbers with number cards can facilitate children in understanding the concept of numbers, arranging numbers, matching number symbols with the number of objects, and increasing children's participation and enthusiasm during the learning process. Real media and play activities also improve children’s concentration, social interaction and school readiness, social interaction, and children's learning preparation before starting elementary school. Therefore, number cards can be used as an interesting early numeracy learning strategy option that is appropriate to the characteristics of early childhood development.
TRANSFORMING COMMUNITY-BASED EDUCATION THROUGH LOCAL WISDOM, LEADERSHIP, AND SUSTAINABLE PARTNERSHIPS: COMMUNITY SERVICE REFLECTIONS ON JETAK BROMO VILLAGE Radinsa Yola Candadila; Ribowo Abdullathif Wahid; Reizky Rino Dwi Prasetyo; Kharisma Adminanti Prasetyaningsih; Kharista Putri Ramadani; Ismini; Rizky Rihadini; Rina Widiayanti; Ardhana Januar Mahardhani
Merdeka Indonesia Jurnal International Vol 6 No 8 (2026): MIJI : Merdeka Indonesia Journal International
Publisher : Merdeka Indonesia Jurnal International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69796/miji.v6i8.717

Abstract

Community-based education can provide meaningful learning opportunities by connecting educational activities with local knowledge, community participation, and cultural practices. In rural communities, local wisdom and community relationships can become important resources for developing contextual and sustainable educational practices. This community service article aims to describe and reflect on the transformation of community-based education through local wisdom, community leadership, and sustainable partnerships in Jetak Bromo Village, Probolinggo, East Java. The service was implemented through participatory engagement during the KKL program and documented through semi-structured interviews and non-participant observations involving community members, local leaders, and KKL participants. The findings indicate that local wisdom functions as a contextual educational resource transmitted through everyday community interaction and cultural activities. Community leadership supports participation and facilitates educational activities, while interactions between community members and KKL participants create opportunities for mutual learning. The findings also highlight the importance of sustainable partnerships in maintaining the continuity of community-based educational initiatives. These findings imply that community-based education can be strengthened by integrating local knowledge, active community participation, and collaborative partnerships into educational programs while respecting the cultural context and needs of local communities.
Co-Authors Ismini Kharisma Adminanti Prasetyaningsih Kharista Putri Ramadani Radinsa Yola Candadila Reizky Rino Dwi Prasetyo Ribowo Abdullathif Wahid Rina Widiayanti Rizky Rihadini Siti Fatimah Sunarwati