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PENGEMBANGAN KEMAMPUAN BERHITUNG PERMULAAN PADA ANAK USIA DINI DI TAMAN KANAK-KANAK DI KABUPATEN LUMAJANG Elies Fajriah Nawangwulan; Farah Dianita Rahman; Ali Mukti
PRESCHOOL: Jurnal Pendidikan Anak Usia Dini Vol. 5 No. 1 (2024): PRESCHOOL: Jurnal Pendidikan Anak Usia Dini
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN KHAS Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/preschool.v5i1.67

The ability to start counting is the ability that every child has to develop his abilities, the characteristics of this development start from the environment closest to him. In line with the development of children's abilities can increase to the stage of understanding the number, which is related to addition and subtraction. Beginning counting through the number train game media is one way to develop early numeracy skills in children. The purpose of this study was to determine the role of teachers as educators, mentors and trainers in developing early numeracy skills through the media of number train games in group B children in Kindergarten. The role of the teacher as an educator in this study is: the teacher always provides guidance and understanding in advance on the activities to be carried out through the number train game media, in the activities children do not feel bored and easily understand numbers. The role of the teacher as a guide in this study is: the teacher becomes the person who is always ready when students experience difficulties and the teacher always accompanies and monitors in carrying out initial counting activities through the number train game media. The role of the teacher as a trainer in this study is: the teacher prepares tools and materials in accordance with the theme of the initial counting activities to be carried out and the teacher trains children by giving assignments. This study uses a qualitative research method of case study research. Data collection techniques using observation, interviews, and documentation. The data analysis technique uses the Miles, Hubberman and Saldana. While the validity of the data using source triangulation and technique triangulation. ABSTRAK Kemampuan berhitung permulaan merupakan kemampuan yang dimiliki setiap anak untuk mengembangkan kemampuannya, karakteristik perkembangannya ini dimulai dari lingkungan terdekat dengan dirinya. Sejalan dengan perkembangan kemampuannya anak dapat meningkat ke tahap pengertian mengenai jumlah, yaitu berhubungan dengan penjumlahan dan pengurangan. Berhitung permulaan melalui media permainan kereta angka merupakan salah satu cara dalam mengembangkan kemampuan berhitung permulaan pada anak. Tujuan penelitian ini adalah untuk mengetahui peran guru sebagai pendidik, pembimbimbing dan pelatih dalam mengembangkan kemampuan berhitung permulaan melalui media permainan kereta angka pada anak kelompok B di Taman Kanak-kanak. Peran guru sebagai pendidik dalam penelitian ini yaitu: guru selalu memberikan pengarahan dan pemahaman terlebih dahulu pada kegiatan yang akan dilakukan melalui media permainan kereta angka, pada kegiatan anak tidak merasa bosan dan mudah memahami angka. Peran guru sebagai pembimbing dalam penelitian ini ialah: guru menjadi orang yang selalu siap ketika peserta didik mengalami kesulitan serta guru selalu mendampingi dan memantaudalam melakukan kegiatan berhitung permulaan melalui media permaianan kereta angka. Peran guru sebagai pelatih dalam penelitian ini yaitu: guru menyiapkan alat dan bahan yang sesuai dengan tema kegiatan berhitung permulaan yang akan dilaksanakan serta guru melatih anak dengan cara pemberian tugas. Penelitian ini menggunakan metode penelitian kualitatif jenis penelitian studi kasus. Teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Teknik analisis data menggunakan Miles, Hubberman dan Saldana. Sedangkan keabsahan data menggunakan triangualasi sumber dan triangulasi teknik.

STIMULASI KETERAMPILAN MOTORIK KASAR ANAK MELALUI SENAM IRAMA DI TAMAN KANAK-KANAK KABUPATEN LAMONGAN Sella Safirah; Yuli Indarti; Ali Mukti
PRESCHOOL: Jurnal Pendidikan Anak Usia Dini Vol. 5 No. 1 (2024): PRESCHOOL: Jurnal Pendidikan Anak Usia Dini
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN KHAS Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/preschool.v5i1.75

The role of the teacher in Aisyiyah Bustanul Athfal Weru Kindergarten has activities that are specifically used to improve children's gross motor skills, namely through learning activities using rhythmic gymnastics. These activities make it easier for children to move, easily coordinate, imitate, remember, adapt, and shape the character of each child. This research uses a descriptive qualitative approach and data collection methods using observation, interviews and documentation. Data analysis uses data reduction, data display (data presentation), conclusion drawing and verification. The validity of the data using source triangulation and technical triangulation. This research concludes. 1) The teacher's role as a motivator in improving gross motor skills through rhythmic gymnastics for group A children at TK Aisyiyah Bustanul Athfal Weru Paciran Lamongan is carried out by means of the teacher trying to provide motivation, positive support to each child. 2) The role of the teacher as a facilitator in improving gross motor skills through rhythmic gymnastics for group A children at Aisyiyah Bustanul Athfal Weru Kindergarten Paciran Lamongan is carried out by means of the teacher providing various supporting facilities for rhythmic gymnastics activities. 3) The role of the teacher as an evaluator in improving gross motor skills through rhythmic gymnastics in group A children at Aisyiyah Bustanul Athfal Weru Kindergarten Paciran Lamongan is carried out by observing, recording and assessing gross motor development and the quality of children's physical movements, namely through a checklist assessment. ABSTRAK Peran guru di TK Aisyiyah Bustanul Athfal Weru memiliki kegiatan yang digunakan khusus untuk meningkatkan ketrampilan motorik kasar anak yakni melalui kegiatan pembelajaran menggunakan senam irama. Kegiatan tersebut lebih memudahkan anak dalam bergerak, mudah terkoordinasi, menirukan, mengingat, menyesuaikan, serta membentuk karakter masing-masing anak. Penelitian ini menggunakan pendekatan kualitatif deskriptif dan metode pengumpulan data menggunakan observasi, wawancara dan dokumentasi. Analisis data menggunakan Reduksi data, Data Display (penyajian data), Penarikan kesimpulan dan Verifikasi. Keabsahan data menggunankan triangulasi sumber dan triangulasi teknik. Penelitian ini memperoleh kesimpulan. 1) Peran guru sebagai motivator dalam meningkatkan ketrampilan motorik kasar melalui senam irama pada anak kelompok A di TK Aisyiyah Bustanul Athfal Weru Paciran Lamongan dilakukan dengan cara guru berusaha memberikan motivasi, dukungan yang positif kepada setiap anak. 2) Peran guru sebagai fasilitator dalam meningkatkan ketrampilan motorik kasar melalui senam irama pada anak kelompok A di TK Aisyiyah Bustanul Athfal Weru Paciran Lamongan dilakukan dengan cara guru menyediakan berbagai fasilitas yang menunjang untuk kegiatan senam irama. 3) Peran guru sebagai evaluator dalam meningkatkan ketrampilan motorik kasar melalui senam irama pada anak kelompok A di TK Aisyiyah Bustanul Athfal Weru Paciran Lamongan dilakukan dengan cara mengamati/observasi, mencatat dan menilai perkembangan motorik kasar dan kualitas gerak fisik anak yakni melalui penilaian cheklist.

Stimulasi Kemampuan Membaca Permulaan Melalui Metode Fonik pada Anak Usia Dini Wulidatul Rohma; Farah Dianita Rahman; Ali Mukti
PRESCHOOL: Jurnal Pendidikan Anak Usia Dini Vol. 5 No. 2 (2024): PRESCHOOL: Jurnal Pendidikan Anak Usia Dini
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN KHAS Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/preschool.v5i2.98

Early reading ability is a crucial foundation for children’s literacy development. However, observations in many early childhood institutions in Indonesia, including PAUD Islam Terpadu Az-Zahroh Ambulu, show that children often struggle to recognize and write vowels correctly, indicating low early reading skills. This study aims to describe teachers’ efforts in stimulating early reading ability through the phonics method and to identify supporting and inhibiting factors in its implementation. A qualitative case study approach was employed, with data collected through observation, interviews, and documentation involving the principal and Group A teachers. Data were analyzed using the Miles, Huberman, and Saldana interactive model, with triangulation ensuring data validity. The results show that teachers stimulated reading through activities such as introducing vowels using tactile letter cards, writing in sand, singing phoneme songs, and reading phoneme cards. Supporting factors included adequate learning media and teacher training, while inhibiting factors were time constraints and limited access to phonics materials. The phonics method proved effective in strengthening children’s early reading readiness. Abstrak Kemampuan membaca permulaan merupakan dasar penting bagi perkembangan literasi anak usia dini. Namun, hasil observasi di beberapa lembaga PAUD, termasuk PAUD Islam Terpadu Az-Zahroh Ambulu, menunjukkan bahwa anak sering kesulitan mengenali dan menulis huruf vokal dengan benar, menandakan rendahnya kemampuan membaca awal. Penelitian ini bertujuan mendeskripsikan upaya guru dalam menstimulasi kemampuan membaca permulaan melalui metode fonik serta mengidentifikasi faktor pendukung dan penghambat penerapannya. Penelitian menggunakan pendekatan kualitatif jenis studi kasus dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi yang melibatkan kepala sekolah dan guru kelompok A. Analisis data dilakukan dengan model interaktif Miles, Huberman, dan Saldana, serta uji keabsahan melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa guru menstimulasi membaca melalui kegiatan mengenalkan huruf vokal dengan kartu huruf raba, menulis di pasir, menyanyikan lagu fonem, dan membaca kartu fonem. Faktor pendukung mencakup media dan pelatihan guru, sedangkan faktor penghambat meliputi keterbatasan waktu dan ketersediaan alat fonik. Metode fonik terbukti efektif memperkuat kesiapan membaca anak usia dini.

Pengelolaan Kegiatan Bermain Peran Makro untuk Mengembangkan Rasa Percaya Diri Anak Usia Dini Yuni Anugerah Aini; Mahrus Mahrus; Ali Mukti
PRESCHOOL: Jurnal Pendidikan Anak Usia Dini Vol. 6 No. 1 (2025): PRESCHOOL: Jurnal Pendidikan Anak Usia Dini
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN KHAS Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/preschool.v6i1.144

Self-confidence is an essential aspect of early childhood development that influences children’s ability to communicate, adapt, and participate in learning. However, many children still show low confidence, such as fear of making mistakes and reluctance to interact with others. This study aims to describe the management of macro role-playing activities—including planning, implementation, and evaluation—to develop self-confidence in group A children at TK Salafiyah Syafi’iyah Ajung Jember. This research employed a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation, and analyzed using data condensation, presentation, and conclusion drawing, with triangulation for validity. The results show that macro role-playing is effectively managed through structured planning using teaching modules, engaging implementation with real-life materials, and comprehensive evaluation through observation, checklists, and anecdotal records. The activity helps children express themselves confidently, make decisions, and interact positively. Therefore, macro role-playing can serve as an effective pedagogical strategy to foster self-confidence in early childhood education. Abstrak Moderasi beragama perlu ditanamkan sejak usia dini untuk menumbuhkan sikap toleransi, keadilan, dan penghargaan terhadap keberagaman dalam masyarakat multikultural. Namun, banyak lembaga PAUD masih menghadapi tantangan dalam menerapkan nilai-nilai tersebut melalui metode pembelajaran yang sesuai. Penelitian ini bertujuan untuk menganalisis penerapan nilai-nilai moderasi beragama melalui kegiatan bermain peran pada anak usia 5–6 tahun di TK Pertiwi 23 Purwoharjo Banyuwangi. Penelitian menggunakan pendekatan kualitatif lapangan dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi yang melibatkan enam informan, terdiri atas kepala sekolah, guru, dan orang tua. Hasil penelitian menunjukkan bahwa metode bermain peran efektif dalam mengembangkan sikap toleransi, empati, kerja sama, dan saling menghargai antar anak. Selama bermain, anak belajar bergiliran, mengekspresikan perasaan, serta memahami perspektif orang lain dalam suasana yang menyenangkan. Temuan ini mendukung teori Vygotsky dan Moeslichatoen yang menekankan pentingnya interaksi sosial dalam membentuk perkembangan moral dan emosional anak. Dengan demikian, bermain peran dapat menjadi strategi efektif dalam menanamkan nilai-nilai moderasi beragama di PAUD.

Developing Cognitive Skills in Number Recognition Through Picture Number Card Media in Early Childhood Mahrus Mahrus; Ali Mukti
GENIUS: Indonesian Journal of Early Childhood Education Vol. 4 No. 2 (2023): GENIUS: Indonesian Journal of Early Childhood Education
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/gns.v4i2.136

Cognitive abilities are the brain-based skills required to perform any task from the simplest to the most complex. Children's ability to recognize numbers requires thinking about objects, objects, or events. The aims of this study were: 1) To find out the teacher's planning in developing cognitive abilities in introducing numbers using picture number cards to student A at PAUD Permata Jember. 2) To find out the form of teacher implementation in developing cognitive abilities in introducing numbers with illustrated number cards media to group A students at PAUD Permata Jember. 3) To determine the teacher's evaluation in developing cognitive abilities in introducing numbers with illustrated number card media to group A students at PAUD Permata Jember. This research uses a qualitative approach with the type of case study research. This research used observation, interviews, and documentation as data collection techniques. Data analysis uses data condensation, data presentation, and data verification. In comparison, the validity of the data is used in triangulation techniques and data sources. Based on the study's results, 1) planning: Formation of themes, preparation of lesson plans, preparation of learning media, choice of teaching methods and materials to be implemented, and provision of information to students before learning activities. 2) Forms of implementation: opening activities, namely greetings, praying, and asking how students are doing; Second is the core activity, namely seating management, singing songs about number recognition, distributing illustrated number card media to students, implementing number recognition, students individually take turns demonstrating on the blackboard. Then, the third is the closing activity, namely, the teacher instructs (recalling) the repetition of today's learning activities, and the last is the closing activity of learning (praying). 3). evaluation, observation (observation), performance (assignment), and checklist.

Enhancing Early Literacy and Numeracy Skills through Diverse Media Asyruni Multahada; Ali Mukti
GENIUS: Indonesian Journal of Early Childhood Education Vol. 5 No. 1 (2024): GENIUS: Indonesian Journal of Early Childhood Education
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/gns.v5i1.149

Early childhood literacy and numeracy development are essential for cognitive and language growth. Introducing these skills at a young age is crucial, and media variation can enhance interest and motivation. This qualitative study, using a phenomenological approach, explored the use of media in early childhood literacy and numeracy education. Data was collected through interviews, observations, and documentation. Results indicate that media used includes humans (teachers), educational game tools, and varied learning programs. Variation techniques encompass combining media, varying methods within a medium, daily media changes, periodic media variety, and classroom-external media use.

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