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All Journal Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini IRJE (Indonesian Research Journal in Education) Tunas Siliwangi : Jurnal Program Studi Pendidikan Guru PAUD STKIP Siliwangi Bandung CERIA (Cerdas Energik Responsif Inovatif Adaptif) Annual Conference on Islamic Early Childhood Education
NAFIQOH, HENI
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Humanities Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences

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Kegiatan Meronce Menggunakan Barang Bekas untuk Meningkatkan Kemampuan Sosial-Emosional Anak Usia Dini Senjaya, Fitria Aprilia; Nafiqoh, Heni; Nurunnisa, Rita
CERIA (Cerdas Energik Responsif Inovatif Adaptif) Vol. 8 No. 4 (2025): Volume 8 Number 4, July 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/ceria.v8i4.28618

Abstract

Teaching materials are a crucial component of the learning process. With appropriate teaching materials, learning activities can be conducted more effectively, particularly in supporting the development of children's social-emotional skills. To enhance these aspects, teachers often rely on classical approaches, which may not optimally stimulate children's social-emotional development. The purpose of this study was to improve children's social-emotional aspects, including patience, independence, responsibility, perseverance, and self-confidence. This study employed a qualitative descriptive method, with data collected through direct observation. The sample consisted of 15 children aged 4–5 years at Koner Siti Masitoh, observed over seven sessions. Data processing involved data reduction, data display, and conclusion. The results of the study showed an improvement in children's social-emotional development. In the initial condition, most children had not yet developed the targeted social-emotional skills. By the seventh session, their social-emotional development had progressed to the levels of “Developing as Expected” and “Developing Very Well.” This was evident in their behavior: initially, children were unwilling to follow rules, were impatient, and refused to complete their string-threading activities. However, by the seventh meeting, they were able to follow rules, showed greater patience during the string-threading tasks, and were willing to complete them independently. Bahan ajar adalah bagian terpenting dalam proses pembelajaran.dengan bahan ajar yang tepat, kegiatan pembelajaran akan berjalan efektif, khususnya untuk meningkatkan kemampuan sosial emosional anak. Untuk meningkatkan aspek sosial emosional anak, guru biasanya hanya menstimulasi dengan cara klasikal saja, sehingga aspek sosial emosional anak kurang terstimulus dengan maksimal. Tujuan penelitian ini adalah untuk meningkatkan aspek sosial emosional anak, diantaranya yaitu sabar, mandiri, tanggung jawab, pantang menyerah dan percaya diri. Penelitian ini menggunakan metode deskriptif kualitatif dengan teknik pengumpulan data melalui observasi langsung, dengan sampel data anak usia 4-5 Tahun di Koner Siti Masitoh dengan jumlah 15 anak yang dilaksanakan selama tujuh kali pertemuan. Pengolahan data menggunakan reduksi data, penyaian data dan penarikan kesimpulan. Hasil penelitian menunjukan adanya peningkatan aspek sosial emosional pada anak yaitu pada kondsi awal, aspek sosial emosional rata-rata anak belum berkembang. Pada pertemuan ketujuh aspek sosial emosional anak meningkat menjadi berkembang sesuai harapan dan berkembang sangat baik. Hal ini dapat dilihat pada prilaku anak ketika kondisi awal anak tidak mau mengikuti aturan, tidak sabar dan tidak mau mengerjakan ronceannya sampai selesai, sedangkan pada pertemuan ketujuh anak menjadi mampu mengikuti aturan, lebih sabar saat membuat roncean dan mau mengerjakan ronceannya sampai selesai.
Penerapan Media Loose Parts dalam Mengembangakan Aspek Berpikir Logis Anak Usia Dini Sofa, Ira Maya; Nafiqoh, Heni
CERIA (Cerdas Energik Responsif Inovatif Adaptif) Vol. 8 No. 4 (2025): Volume 8 Number 4, July 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/ceria.v8i4.28739

Abstract

Kecakapan aspek kognitif merupakan bagian dari perkembangan anak usia dini yang bersifat penting. Bagian dari perkembangan kognitif ialah penalaran pada anak. Aspek penalaran logis termasuk mengidentifikasi bentuk, mengklasifikasikan objek, merencanakan ide, dan memahami sebab dan akibat dari peristiwa. Untuk mengembangkan aspek perkembangan berpikir logis anak, diperlukan media menarik yang dapat melibatkan mereka selama proses pembelajaran. Diantaranya yaitu implementasi media loose part. Artikel ini bertujuan untuk mendeskripsikan penerapan implementasi media loose part terhadap aspek perkembangan berpikir logis anak. Metode survei yang digunakan adalah metode survei deskriptif kualitatif dengan subjek survei anak usia 5-6 tahun yang berjumlah 10 anak di Kelompok B SPS Al-Muhajirin. Metode pengumpulan data dalam penelitian ini diantaranya yaitu cara observasi, wawancara, dan dokumentasi. Teknik analisis data menggunakan cara analisis data kualitatif. Berdasarkan penelitian ini, hasil pembelajaran menunjukkan aspek berpikir logis anak berkembang dengan baik dengan menggunakan materi loose part. Guru dan anak menunjukkan semangat selama proses pembelajaran untuk meningkatkan kemampuan berpikir logis anak. Indikator yang dapat dikembangkan adalah anak berhasil mengklasifikasikan objek berlandaskan tiga variasi, memahami pola ABCD-ABCD, dan mengklasifikasikan objek berlandaskan ukuran dari yang terkecil ke terbesar dan sebaliknya. Cognitive skills are a crucial component of early childhood development, with logical reasoning forming an essential part of this process. Logical reasoning skills include identifying shapes, classifying objects, planning ideas, and understanding cause-and-effect relationships. To foster these abilities, engaging media that can attract children's interest during the learning process is needed. One such approach is the use of loose parts media. This study aims to describe the implementation of loose parts media in supporting the development of children's logical thinking. The research employed a qualitative descriptive survey method involving 10 children aged 5–6 years in Group B at SPS Al-Muhajirin. Data were collected through observation, interviews, and documentation and analysed using qualitative data analysis techniques. The findings revealed that children's logical thinking skills developed effectively through the use of loose parts media. Both teachers and children demonstrated enthusiasm during the learning process, which contributed to the improvement of logical reasoning skills. The developed indicators included the ability to classify objects based on three variations, recognise the ABCD-ABCD pattern, and arrange objects according to size, both from smallest to largest and vice versa.
Experimental methods to enhance problem - solving skills in early childhood Nafiqoh, Heni
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 02 (2025): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i02.44182

Abstract

This study seeks to improve young children's problem-solving abilities with experimental learning methods that emphasize hands-on involvement in the learning process. Using a Classroom Action Research (CAR) approach based on the Kemmis and McTaggart model, the study was carried out over two cycles and involved 10 children in Group A (aged 4–5 years), consisting of six boys and four girls. Data was gathered through direct observation of the children's activities and analyzed using descriptive statistics, presented as average percentages. The findings showed a significant increase in problem-solving abilities, from 0% in the initial observation to 30% in the first and 70% in the second cycles. These results suggest that experimental methods can foster independent exploration, observation, and reasoning among young children. The study concludes that learning approaches grounded in experience and exploration are more suitable for developing problem-solving skills in early childhood settings.
Co-Authors Alam, Syah Khalif Andrisyah, Andrisyah Anita Rakhman, Anita Aprianti, Ema Ayu Rissa Atika Azzahra, Divia Zeniva Dinar Nur Inten Dwi Nurcahyani, Ratna Euis Eti Rohaeti Fatimah Zahro, Ifat Fitriani Fitriani Fitriyani, Lulu Hikmah Fitrotunnisa Nadhmi Kamil Hardianti, Indah Husniyah Arofah Fadilah Isma Aisyah Fauziah Kartika, Tuti Khotimah, Fanny Lestari, Ririn Hunafa Lisnawati Lutfi Nurul Nisa Mariam Mariam, Mariam Mila Mardianti Fadlah Mubiar Agustin Nurunnisa, Rita Rimawati, Rimawati Rohmalina, Rohmalina Ropiqoh, Fifih Ryan Dwi Puspita Senjaya, Fitria Aprilia Sofa, Ira Maya Sri Nurhayati Supartiningrum, Ella Suryamah, Suryamah Syamsiar, Syamsiar Westhisi, Sharina Munggaraning Wulansuci, Ghina Yati Nurhayati Yeni, Engken Zahro, Ifat Fatimah