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All Journal Jurnal Pendidikan Anak Usia Dini Undiksha
Syamsuardi
Early Childhood Education, State University of Makassar, Makassar, Indonesia
Arts Humanities

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The Effect of Mindfulness Implementation on the Concentration Ability of Early Childhood Milna Juwita; Syamsuardi; Tasrif Akib; Arie Martuty; Intisari; Nur Alim Amri
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v13i1.87449

Abstract

Young children often have difficulty concentrating and are easily distracted, which hinders their learning and cognitive development. According to Piaget's theory, the concentration of 5- to 6-year-olds is influenced by their ability to shift their attention. This study aims to evaluate the effect of implementing mindfulness on improving concentration in young children. Mindfulness is defined as a full awareness approach that involves activities such as breathing exercises, meditation, and environmental observation. The study uses a pre-experimental method with a "One Group Pretest-Posttest" design, involving 16 children aged 5-6 years. Mindfulness was applied over six sessions, with measurements of children's concentration before and after the treatment, which included simple breathing exercises, listening to nature sounds, and observing objects with full attention. The results showed a significant improvement in children's concentration after the mindfulness intervention. This indicates that mindfulness helps children to focus more and manage their attention better. Therefore, mindfulness is an effective approach to enhancing concentration in young children and supporting their cognitive development. The implementation of mindfulness is highly recommended in early childhood education as a strategy to optimize learning potential and should be applied more widely in early childhood education settings.
The Influence of Multimedia-Based Learning on Improving the Ability to Read Hijaiyah Letters in Children Aged 5–6 Years Ulfah Nur Hidayah; Syamsuardi; Nur Alim Amri; M. Yusran Rahmat; Intisari
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 13 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v13i2.91213

Abstract

The problem raised in this study is related to the low ability to read hijaiyah letters in early childhood. This study aims to analyze the effect of using multimedia as a learning method on children's ability to read hijaiyah letters. Multimedia elements such as text, images, sound, video, and animation are used to improve the learning experience and interaction in teaching hijaiyah letters to students. This is based on Multimedia Learning Theory, which states that learning becomes more effective when presented through a combination of information words and images compared to just words. The method used is a quantitative approach with an experimental design. The population of the study was students of Aisyiyah Mamajang Kindergarten, Makassar City, group B, totaling 105 children, the research sample consisted of 22 children. The sampling technique in this study used a purposive sampling technique. The results showed that the use of multimedia significantly improved children's ability to read hijaiyah letters after treatment. The average score of students' ability to read hijaiyah letters increased from 28.95 in the pretest to 64.36 in the posttest. Analysis using the Wilcoxon test showed a significant increase of 0.000 ≤ 0.05, indicating that learning through multimedia is effective in improving children's ability to read hijaiyah letters. This study concludes that multimedia is an effective learning tool to improve early literacy skills, especially learning hijaiyah letters.
Co-Authors Arie Martuty Intisari Intisari M. Yusran Rahmat Milna Juwita Nur Alim Amri Nur Alim Amri Tasrif Akib Ulfah Nur Hidayah