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Dina Kusuma Wardhani
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STRATEGI GURU PAUD DALAM MENDUKUNG KEMAMPUAN BERBICARA ANAK DENGAN HAMBATAN SPEECH DELAY (STUDI KASUS ANAK KELAS A USIA 7 TAHUN DI TKIT AL-MUHAJIRIN KOTA CILEGON) Dian Nurrizka Dewi; Dina Kusuma Wardhani; Tri Sayekti
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.v11i02.52544

Abstract

Speaking ability is one of the essential aspects of early childhood language development that influences children's social, emotional, and cognitive growth. However, not all children develop speaking skills according to their developmental stage. One of the common problems found in early childhood is speech delay. This study aimed to describe teachers' strategies in supporting the speaking ability of children with speech delay, the interaction approaches and language stimulation provided by teachers, as well as the supporting and inhibiting factors encountered in their implementation. This research employed a qualitative approach with a case study design. The research subject was a seven-year-old child with speech delay in Class A of TKIT Al-Muhajirin, Cilegon City. The research informants consisted of the classroom teacher and the principal. Data were collected through observation, interviews, and documentation. Data analysis was conducted using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings revealed that the strategies implemented by teachers included individualized approaches, gradual learning activities adjusted to the child's abilities, intensive guidance and direction, the use of learning media, and the creation of a safe and supportive classroom environment that encourages communication. Supporting factors included the principal's support, adequate learning media, collaboration with parents, and coordination with psychologists. Meanwhile, the obstacles encountered included limited special services because the school is not an inclusive school and the child's difficulties in participating in certain learning activities. The gradual and consistent implementation of these strategies showed a positive impact on the development of the child's speaking ability and social interaction. Keywords: teacher strategies, speech delay, speaking ability, early childhood.
PERAN GURU DALAM MENDUKUNG PERKEMBANGAN BAHASA ANAK SPEECH DELAY (STUDI KASUS KUALITATIF PADA ANAK KELAS B USIA 6-7 TAHUN DI TKIT AL-MUHAJIRIN CILEGON-BANTEN) Aulia Astagina; Dina Kusuma Wardhani; Fahmi
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.v11i02.53057

Abstract

This study discusses the role of teachers in supporting children's language development (speech delay). The purpose of this study is to identify the role of teachers, the factors causing speech delay in early childhood, and to understand the development of children's language abilities after receiving guidance and stimulation from teachers. This study uses a qualitative approach with a case study method, employing data collection techniques such as observation, interviews, documentation, and field notes. The research subjects in this study are one early childhood child aged 6-7 years at TKIT Al-Muhajirin, Cilegon City, who experiences speech delay. Data analysis uses the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The findings of the study indicate that the role of teachers carried out consistently and supported by a responsive environment can help optimize the language development of children experiencing speech delay. Keywords: The role of teachers, language development, early childhood, speech delay.
PENGENALAN MAKANAN TRADISIONAL KUE BALOK PANDEGLANG MELALUI KEGIATAN COOKING CLASS PADA ANAK USIA 4–5 TAHUN Cahya Kamila; Isti Rusdiyani; Dina Kusuma Wardhani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 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.v11i03.58136

Abstract

This research is motivated by the fading introduction of local culture, especially traditional culinary, among early childhood due to the rapid flow of globalization. Kue balog is a traditional food typical of Pandeglang Regency made from cassava which has not been optimally introduced to the younger generation from an early age. The purpose of this study is to describe the implementation of cooking class activities as a fun and meaningful learning medium, analyze the integration of local culture in cooking class activities to foster children's appreciation of regional culture, and identify plans, methods, strategies, evaluations, obstacles, and solutions in the implementation of cooking class activities to introduce Pandeglang block cakes to children aged 4–5 years at the Pandeglang Pembina State Kindergarten. The research uses a descriptive qualitative approach with data collection techniques through observation, in-depth interviews, and documentation. Data analysis refers to the Miles and Huberman model which includes data reduction, data presentation, and conclusion drawn. The validity of the data was tested through source triangulation and triangulation techniques. The results of the study showed that: (1) cooking class activities were proven to be effective as a fun and meaningful learning medium through three structured stages, namely planning, implementation, and evaluation with a learning by doing approach; (2) the integration of local culture is carried out in a planned manner through the introduction of block cakes as the culinary identity of Pandeglang, so that children show awareness and pride in their regional culture; (3) The learning by doing and project-based learning methods with demonstration strategies, individual mentoring, and positive reinforcement have proven to be effective, while obstacles in the form of differences in children's fine motor skills are overcome through individual guidance. Overall, cooking class activities have proven to be effective as a means of introducing traditional foods as well as instilling a love for local culture from an early age.
IMPLEMENTASI KEGIATAN PEMBIASAAN DALAM MENINGKATKAN KARAKTER TOLERANSI ANTAR UMAT BERAGAMA PADA ANAK USIA DINI (PENELITIAN KUALITATIF DESKRIPTIF UNTUK ANAK USIA 4-5 TAHUN DI TK LABSCHOOL JAKARTA) Khalda Hamidah; Dina Kusuma Wardhani; Fadlullah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58147

Abstract

Interfaith tolerance is one of the important character values that needs to be instilled in early childhood, particularly within a multireligious educational environment. This study aims to describe the implementation of habituation activities in enhancing the character of interfaith tolerance, to identify the challenges encountered, and to determine the solutions used in addressing those challenges among children aged 4-5 years at TK Labschool Jakarta. This study employed a qualitative descriptive approach. The research was conducted at TK Labschool Jakarta from April to May 2026, with the research subjects being the principal, classroom teachers, and children of group A2 totaling 25 children. Data were collected through observation, interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing. The validity of the data was tested through source triangulation and technique triangulation. The results show that: 1) the implementation of interfaith tolerance habituation was carried out through alternating prayers, proportional separation of religious classes, monthly worship programs, and interfaith social service activities; 2) the challenges encountered stemmed from the limited schedule of the Hindu religion teacher and the imitative phase in children who had not yet fully grasped the sacred essence of worship; 3) the solutions applied included empowering inclusion-support teachers, providing persuasive education, and strengthening communication with parents. This study concludes that consistent habituation activities, supported by synergy among the school, teachers, and parents, are effective in fostering the character of interfaith tolerance in early childhood. Keywords: habituation activities, character, interfaith tolerance, early childhood.
Co-Authors Aulia Astagina Cahya Kamila Dian Nurrizka Dewi Fadlullah Fahmi Isti Rusdiyani Khalda Hamidah Tri Sayekti