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Meningkatkan Perkembangan Kreativitas Motorik Halus Anak melalui Metode Permainan Konstruktif di Kelompok A TK Ceria Jaya Marabahan Yuliyana; Noor Baiti; Uswatun Nisa; Muhammad Zulkarnaen
Social Science Academic Vol. 1 No. 2 (2023)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.10838

Early childhood education is an important stage in stimulating various aspects of children's development, including physical-motor, cognitive, language, social-emotional, moral-religious, and artistic development. Fine motor skills are closely related to children's ability to coordinate small muscles, particularly the hands and fingers, with visual perception. This study aims to describe the improvement of children's fine motor creativity through constructive play using blocks in Group A of TK Ceria Jaya Marabahan, Barito Kuala Regency. This research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model consisting of planning, action, observation, and reflection. The subjects were children in Group A aged 4–5 years. The research was conducted in two cycles, with four meetings in Cycle I and two meetings in Cycle II. Data were collected through observation and documentation and analyzed descriptively using percentages. The indicators of fine motor ability included grouping and forming shapes, coordinating eyes and hands in complex movements, manipulating materials to produce forms, expressing oneself through creative work, and controlling small-muscle movements. The results showed a substantial improvement. Before the intervention, 40% of children were categorized as not yet developing (BB), 53.3% as beginning to develop (MB), 6.7% as developing as expected (BSH), and none as developing very well (BSB). At the end of Cycle I, 71.43% of children reached BSH and 28.57% reached BSB. In Cycle II, the proportion of children reaching BSB increased to 85.7%, while 14.3% were in BSH. These findings indicate that constructive block play can support the development of fine motor skills and children's creative activities through direct, enjoyable, and repeated experiences.

Upaya Meningkatkan Pengenalan Simbol Huruf Melalui Metode Permainan Kartu Huruf Pada Anak Kelompok A di TK Kasih Ibu Kecamatan Rantah Badauh Royhanah; Herman Taufik; Firdha Hayati; Anwar Zain; Yuliyana
Social Science Academic Vol. 1 No. 2 (2023)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.10839

Early childhood is a critical period of development that requires appropriate stimulation in various developmental aspects, including language and literacy. One of the basic language abilities that needs to be developed in early childhood is the ability to recognize letter symbols. This study aims to improve the ability of children to recognize letter symbols through a letter card game method in Group A at TK Kasih Ibu, Rantau Badauh District, Barito Kuala Regency. This research employed Classroom Action Research consisting of two cycles, with three meetings in each cycle. The subjects were 12 Group A children, consisting of five boys and seven girls. Data were collected through observation and documentation, while the research instrument was an observation checklist covering three indicators: pointing to letter symbols, pronouncing letter sounds, and writing letter symbols. Data were analyzed descriptively using percentage analysis. The findings showed an improvement in children's ability to recognize letter symbols. Before the action, seven children (58.3%) were categorized as Not Yet Developed (BB), two children (16.7%) as Beginning to Develop (MB), three children (25%) as Developing as Expected (BSH), and none as Developing Very Well (BSB). At the end of Cycle I, four children (33.3%) remained in the BB category, five children (41.7%) were in the MB category, and three children (25%) were in the BSH category. At the end of Cycle II, no children remained in the BB category, three children (25%) were in the MB category, six children (50%) were in the BSH category, and three children (25%) were in the BSB category. Thus, nine of twelve children (75%) achieved the BSH and BSB categories. The results indicate that the letter card game can be used as an engaging learning method to stimulate children's recognition of letter symbols.

Meningkatkan Sikap Disiplin Siswa terhadap Instruksi Pembelajaran Guru melalui Media Siswa Kelompok A TK Tunas Harapan Kecamatan Anjir Muara Ratnawati; Muhammad Abdan Syakura; Noor Baiti; Herman Taufik; Yuliyana
Social Science Academic Vol. 1 No. 2 (2023)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.10840

Early childhood is a crucial period for developing various aspects of children's growth, including creativity, cognitive abilities, language, socio-emotional development, and fine motor skills. Learning activities in early childhood education therefore need to provide stimulating, enjoyable, and developmentally appropriate experiences. This study aimed to improve the creativity of early childhood students through coloring activities at TK Tunas Harapan, Anjir Muara, Barito Kuala. The study employed Classroom Action Research (CAR) conducted in two cycles, with each cycle consisting of planning, action, observation, and reflection stages. The subjects were 10 students in Group A, consisting of five boys and five girls. Data were collected through observation, interviews, and documentation. The data were analyzed using descriptive quantitative and qualitative techniques. The findings showed a progressive improvement in children's creativity. In the first meeting of Cycle I, no child reached the Very Well Developed (BSB) category, while two children were categorized as Developing (MB) and eight children as Not Yet Developed (BB). In the second meeting, one child reached the Expected Development (BSH) category, seven were in the Developing category, and two remained in the Not Yet Developed category. Improvement became more evident in Cycle II. In the first meeting, one child reached BSB, four reached BSH, and five were categorized as MB. In the second meeting, eight children reached BSB and two reached BSH, with no children remaining in the MB or BB categories. Thus, the coloring activities were associated with improved children's creativity, interest, ability to select colors, independence, and completion of learning tasks. The findings indicate that enjoyable and appropriately designed coloring activities can be used as an alternative learning strategy in early childhood education.

Meningkatkan Sikap Percaya Diri dan Kepedulian Anak Hiperaktif melalui Kegiatan Bermain Balok di TK Persada Permai Kecamatan Alalak Kabupaten Barito Kuala Rabi'atul Adawiyah; Muhammad Abdan Syakura; Uswatun Nisa Nisa; Muhammad Zulkarnaen; Yuliyana
Social Science Academic Vol. 1 No. 2 (2023)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study aimed to improve the self-confidence and caring attitudes of hyperactive children through block play activities at TK Persada Permai, Alalak District, Barito Kuala Regency. The study employed Classroom Action Research (CAR) conducted in two cycles, with each cycle consisting of three meetings. The research subjects were five children identified as displaying hyperactive behavior, consisting of four boys and one girl. Data were collected through observations of teacher activities, children’s activities, and the development of children’s self-confidence and caring attitudes. The data were analyzed descriptively using four developmental categories: Not Yet Developed (BB), Beginning to Develop (MB), Developing as Expected (BSH), and Developing Very Well (BSB). The findings showed gradual improvement after block play activities were implemented repeatedly with teacher guidance. At the initial stage, most children were still in the Not Yet Developed category. By the end of Cycle I, some children had begun to reach the Developing as Expected category. Further improvement occurred in Cycle II, and at the final meeting all children reached at least the Developing as Expected category, with three children categorized as Developing as Expected and two children categorized as Developing Very Well. Block play provided opportunities for children to interact, share, cooperate, follow instructions, develop concentration, and strengthen their self-confidence. Therefore, block play can be used as an alternative learning activity to support the development of self-confidence and caring attitudes among hyperactive children.

Meningkatkan Kemampuan Motorik Halus melalui Metode Demonstrasi Melipat Kertas pada Anak Kelompok B di TK RA Sirajul Huda Norpah; Noor Baiti; Anwar Zain; Muhammad Zulkarnaen; Yuliyana
Social Science Academic Vol. 1 No. 2 (2023)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.10842

This study aimed to improve children's fine motor skills through the demonstration method in paper-folding activities in Group B at RA Sirajul Huda, Sungai Lumbah Village, Alalak District, Barito Kuala Regency. The study employed Classroom Action Research (CAR), which was conducted in two cycles, with two meetings in each cycle. The subjects of the study were eight children, consisting of four boys and four girls. The activities involved folding origami paper into airplane and boat shapes. Children's fine motor skills were assessed based on three indicators: speed, neatness, and accuracy. The success criterion was set at a minimum of 75% of children achieving the Developing as Expected (BSH) category or higher. The results showed a continuous improvement in children's fine motor skills. In the first meeting of Cycle I, classical achievement reached 37.5%, increasing to 50% in the second meeting. In Cycle II, achievement increased significantly to 87.5% in the first meeting and reached 100% in the second meeting. In the final meeting, seven children (87.5%) achieved the Very Well Developed (BSB) category, while one child (12.5%) achieved the BSH category. The findings indicate that the demonstration method was effective in improving children's fine motor skills through paper-folding activities. The method also encouraged children to participate actively and helped them understand the sequence of folding steps more clearly.

Menanamkan Aspek Sosial Emosional Melalui Metode Metode Bermain Peran Pada Anak Kelompok B TK Tunas Bangsa Desa Tatah Alayung Kecamatan Mandastana Kabupaten Barito Kuala Liawati; Muhammad Abdan Syakura; Uswatun Nisa; Muhammad Zulkarnaen; Yuliyana
Social Science Academic Vol. 1 No. 2 (2023)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.10843

Social-emotional development is an important aspect of early childhood development because it supports children’s ability to interact, communicate, develop self-confidence, and follow rules in their social environment. However, children may experience difficulties in expressing themselves, interacting with peers, and demonstrating discipline during learning activities. This study aimed to improve children’s social-emotional development through the role-playing method in Group B of TK Tunas Bangsa, Tatah Alayung Village, Mandastana District, Barito Kuala Regency. The study employed Classroom Action Research conducted in two cycles, consisting of two meetings in Cycle I and one meeting in Cycle II. The participants were 15 children in Group B. Data were collected through observation and documentation, focusing on children’s activities and social-emotional development, particularly confidence and discipline. The results showed that the implementation of role-playing activities increased children’s participation and social-emotional development. In the first meeting of Cycle I, 40% of children achieved the expected level of development, increasing to 66.67% in the second meeting. In Cycle II, the achievement reached 100%, with 40% of children categorized as Developing as Expected and 60% as Developing Very Well. These findings indicate that the role-playing method can effectively support the development of children’s social-emotional abilities through active, interactive, and enjoyable learning experiences.

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