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Toni Sonjaya
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IMPLEMENTASI PEMBELAJARAN LEARNING BY DOING DALAM MELATIH KEPERCAYAAN DIRI ANAK DI TK PGRI TUNAS 83 Arrobi, Jimatul; Toni Sonjaya; Renda Disya Sopani; Dini Haryani; Santi Jumiarti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.44668

Abstract

The social-emotional development of early childhood depends on a confident character. On the other hand, the phenomenon that occurred at PGRI Tunas 83 Kindergarten showed that students experienced self-confidence issues, characterized by shyness, dependence on teachers, and fear of trying new activities. The purpose of this study was to demonstrate the effectiveness of the learning-by-doing method in increasing children's self-confidence through real-life activities and experiences. This study used a descriptive qualitative methodology. The research subjects consisted of 29 students, with 12 children with low self-confidence as the main subjects. Observation, in-depth interviews, and documentation were used to collect data. To calculate the percentage increase in children's development, the data analysis technique used the Miles and Huberman model, supported by simple descriptive statistical analysis. The study showed that learning-by-doing, such as planting activities, conducting science experiments, and making art with loose parts media, increased children's self-confidence. Quantitatively, there was a significant increase in which 10 of the twelve children (83.3%) in the focus group showed positive behavioral changes. The overall level of students' self-confidence increased from 58.6% to 93.1%. Active activities that engage both physically and mentally can help children become more independent and responsible. In short, a learning-by-doing approach allows children to build independence through real-life success.
IMPLEMENTASI MODEL PEMBELAJARAN PIRAMIDA DALAM MENJALIN INTERAKSI POSITIF GURU DAN SISWA DI TK PGRI TUNAS 83 Arrobi, Jimatul; Toni Sonjaya; Rustiani; Siti Rahmawati; Dede Ayu Lestari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.44894

Abstract

Positive interaction between teachers and students is key to enhancing the development of children's brain synapses during the golden age. The purpose of this study is to explain how the Teaching Pyramid Model (TPM) is applied at TK PGRI Tunas 83 to create positive interactions between teachers and students. The main issues underlying this study are the still-dominant egocentric attitudes, lack of independence, and lack of student discipline in interactions. This research was conducted using a qualitative descriptive approach and a case study. Data were collected through documentation of learning strategies that utilize sensory, emotional, and environmental stimulation, as well as participatory observation. The research results show that the use of basic TPM levels through care and responsive interactions supported by an inclusive classroom environment successfully reduces interaction conflicts. It has been proven that using number pyramids (dice games) and sensory media (texture exploration) can increase interaction activity, counting skills, and children's critical thinking abilities. According to neuroscience-based developmental analysis, this supportive learning environment has the ability to provide emotional stability and cognitive readiness to students. The research results indicate that TPM is an integral approach that is useful for building discipline character and good social interactions in early childhood education.
Co-Authors Dede Ayu Lestari Dini haryani Jimatul Arrobi Renda Disya Sopani Rustiani Santi Jumiarti Siti Rahmawati