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Mu’tasim Fikri
Universitas Bakti Indonesia
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Upaya Guru Dan Orang Tua Dalam Membentuk Perilaku Sopan Santun Anak Usia 4-5 Tahun Di TK PGRI 3 Jatibanteng Arumyati Arumyati; Mu’tasim Fikri; Andi Wapa
Jurnal Teknologi Pembelajaran Vol. 6 No. 1 (2026): Jurnal Teknologi Pembelajaran
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

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This study aims to describe the implementation of a personal approach method to enhance learning motivation and child engagement at TK PGRI 3 Jatibanteng. The study is motivated by the fact that young children possess diverse characteristics, mindsets, abilities, and temperaments, necessitating instructional strategies tailored to individual needs. The results indicate that the personal approach was implemented optimally and systematically through various enjoyable learning activities. Teachers provided direct guidance to each child, adapted instructional strategies to individual characteristics, and encouraged active participation throughout the learning process. Teachers acted not only as facilitators but also as motivators, offering encouragement and attention suited to the children's needs. The personal approach successfully boosted learning motivation, evidenced by the children's enthusiasm, enjoyment, and interest in learning activities. Furthermore, this method positively impacted child engagement and participation; children who were previously passive became more communicative, cooperative, and active, while also demonstrating polite and courteous communication skills. The successful implementation of this method was also supported by parental involvement in guiding, educating, and monitoring the children's behavior within the family environment. Thus, the personal approach serves as an effective instructional strategy for enhancing motivation and engagement while simultaneously stimulating cognitive, social, and emotional development. This method warrants continued implementation as an alternative instructional approach in early childhood education.
Strategi Guru Dalam Mengembangkan Kemampuan Mengenal Angka Melalui Permainan Edukatif Pada Anak Usia 3-4 Tahun Di KB 01 Pategalan Sitti Komariyatul Badriyah; Mu’tasim Fikri; ShofiYatul Istifadah
Jurnal Teknologi Pembelajaran Settings Vol. 6 No. 2 (2026): Jurnal Teknologi Pembelajaran
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

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This study aims to describe the teacher's strategies for developing number recognition skills through educational games among children aged 3–4 years at KB 01 Pategalan Jatibanteng, as well as to identify the supporting and inhibiting factors encountered during implementation. The study employs a qualitative approach with a descriptive design. The subjects are the class teacher and children aged 3–4 years, while the object of study is the teacher's strategy for developing number recognition skills via educational games. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman interactive model, comprising data collection, data reduction, data display, and conclusion drawing/verification. Data validity was ensured through source and technique triangulation. The results indicate that the teacher's strategies involved activity planning, the selection of educational games, the use of concrete objects, modeling, hands-on practice, repetition, guidance, and observational evaluation. The games utilized included number puzzles, a "feeding the cow" game based on numbers, and a numbered ice cream box activity. These activities provided concrete and enjoyable learning experiences, helping children recognize, name, point to, and sequence numbers, as well as associate numbers with quantities of objects. Supporting factors included teacher creativity, institutional support, the availability of simple materials, and the children's interest in the games; conversely, inhibiting factors included variations in children's abilities, short attention spans, limited media resources, and time constraints.
Implementasi Unplugged Coding Dalam Mengembangkan Kemampuan Berpikir Logis Anak Usia 4-5 Tahun Di TK Maul Jadid Besuki Situbondo Muzayyana Muza; Harliana Harliana; Mu’tasim Fikri
Jurnal Teknologi Pembelajaran Settings Vol. 6 No. 2 (2026): Jurnal Teknologi Pembelajaran
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

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This study aims to describe the implementation of unplugged coding activities, children's responses and engagement, and the factors supporting or hindering the process among 4–5-year-olds at Maul Jadid Kindergarten. A qualitative descriptive approach was employed. The unplugged coding implementation involved three play-based activities using concrete materials rather than digital devices: logic puzzles, robot simulations, and color pattern games. The results indicate that these three activities stimulated children's logical thinking skills through tasks involving observation, differentiation, matching, following instructions, pattern recognition, sequencing, and simple problem-solving. In the logic puzzles, children learned to match colors and shapes; in the robot simulations, they linked color-coded cards to specific movements based on instructions; and in the color pattern games, they arranged Lego bricks according to assigned patterns and sequences. Children's responses and participation were positive, characterized by enthusiasm, active engagement, a willingness to try, and the ability to correct mistakes. Supporting factors included the use of concrete materials, the gamified nature of the activities, the teacher's role in providing examples, instructions, motivation, and guidance, as well as a learning environment that fostered active and creative participation. Hindering factors included variations in children's abilities to comprehend colors, shapes, patterns, and instructions. These challenges were addressed by providing examples, clear instructions, guidance, and opportunities to retry. Thus, unplugged coding serves as a simple, enjoyable, and developmentally appropriate learning alternative for stimulating logical thinking skills in early childhood.
Implementasi Metode Finger Painting Untuk Meningkatkan Kreativitas Siswa Usia 4-5 Tahun Di TK Satu Atap Gunggungan Kidul 02 Uswatun Hasanah; Mu’tasim Fikri; Wahyu Setyo Nugroho
Jurnal Teknologi Pembelajaran Settings Vol. 6 No. 2 (2026): Jurnal Teknologi Pembelajaran
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

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This study aims to examine the implementation of the finger painting method and the enhancement of creativity among 4–5-year-old students at TK Satu Atap Gunggungan Kidul 02. A qualitative research approach was employed, utilizing data collection techniques such as observation, interviews, and documentation. The subjects of the study were the teacher and the students in the 4–5 age group. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The results indicate that the finger painting method was implemented in three stages: preparation, execution, and evaluation. During the preparation stage, the teacher prepared the necessary tools and materials and designed activities suited to the children's characteristics. In the execution stage, the teacher provided an initial demonstration and allowed the children the freedom to explore. Finally, during the evaluation stage, the teacher assessed both the process and the outcomes, while also appreciating the students' work. Furthermore, the application of the finger painting method demonstrated an improvement in student creativity. This was evident in changes in student behavior; they became more active, more confident in expressing themselves, and capable of producing a wider variety of artworks. Thus, the finger painting method proved effective in enhancing creativity and optimally supporting early childhood development.
Meningkatkan Kemampuan Bahasa Anak Usia 3-4 Tahun Melalui Kegiatan Bermain Peran Di KB 02 Mlandingan Kulon Kecamatan Mlandingan Uswatun Hasanah; Mu’tasim Fikri; Harliana Harliana
Jurnal Teknologi Pembelajaran Vol. 6 No. 1 (2026): Jurnal Teknologi Pembelajaran
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

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This study aims to describe the implementation of role-playing activities to enhance the language skills of children aged 3–4 years at KB 02 Mlandingan Kulon, Mlandingan District. The study employs a qualitative approach with a descriptive research design. The subjects of the study were children aged 3–4 years and the teacher at KB 02 Mlandingan Kulon. Data collection techniques included observation, interviews, and documentation. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing. The results indicate that the role-playing activities were carried out in three stages: preparation, implementation, and evaluation. During the preparation stage, the teacher selected a theme, developed a storyline, prepared tools and materials, and arranged the activity space. The implementation stage involved assigning roles, providing instructions and stimuli, offering guidance, and assisting children who encountered difficulties. In the evaluation stage, the teacher conducted a question-and-answer session regarding the characters, activities, and the children's experiences during the role-play. Prior to the implementation of these activities, the children's language skills were not optimally developed, characterized by a lack of confidence in speaking, limited vocabulary, brief responses, and a continued reliance on teacher assistance. Following the implementation of role-playing activities, improvements in language skills were observed, evidenced by increased speaking confidence, more diverse vocabulary usage, the ability to engage in two-way communication, the expression of desires and feelings, the recounting of experiences, and the ability to respond to peers. Role-playing activities provide a concrete, enjoyable, and interactive learning experience, giving children the opportunity to use language actively in meaningful contexts. Thus, role-playing activities can serve as an effective learning method to stimulate language development in children aged 3–4 years.
Pengembangan Kemampuan Kognitif Anak Usia Dini Melalui Pemanfaatan Bahan Alam Sebagai Media Pembelajaran Di TK Cahaya Hati Glagah Muslipah Muslipah; Mu’tasim Fikri; Agus Wijaksono
Jurnal Teknologi Pembelajaran Vol. 6 No. 1 (2026): Jurnal Teknologi Pembelajaran
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

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This study aims to explore the use of natural materials as learning media to enhance the cognitive abilities of early childhood students at TK Cahaya Hati Glagah. It employs a qualitative, descriptive approach and involves both teachers and students at the school. Data collection was conducted through observation, interviews, and documentation, while data analysis followed an interactive process comprising data condensation, data display, and conclusion drawing and verification. Data validity was ensured through technique triangulation, source triangulation, and member checking. The findings indicate that utilizing natural materials—such as leaves, stones, sand, soil, seeds, twigs, and water—creates learning experiences that are concrete, contextual, active, and enjoyable for children. Learning with natural materials fosters cognitive skills such as observing, comparing, counting, classifying, sequencing, and solving simple problems. Children gain opportunities for direct interaction with their environment through activities involving touching, observing, experimenting, manipulating, and exploring objects. Teachers play a crucial role in optimizing the use of natural materials by providing guiding questions, offering support, and designing activities appropriate for the children's developmental stages. Furthermore, natural materials offer distinct advantages: they are easily accessible, cost-effective, contextual, and support eco-friendly learning practices. Consequently, natural materials serve as an excellent alternative for learning media, as they enhance cognitive abilities and provide meaningful learning experiences for young children.
Co-Authors Agus Wijaksono Andi Wapa Arumyati Arumyati Harliana Muslipah Muslipah Muzayyana Muza ShofiYatul Istifadah Sitti Komariyatul Badriyah uswatun hasanah Wahyu Setyo Nugroho