Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Kepompong Children Centre Journal
Arie Widyastuti
Universitas Panca Sakti Bekasi, Indonesia
Education Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Improving Early Reading Skills Using Interactive Flat Panel (IFP) Flash Media in Group B Fauziah Tusyarih Handayani; Lily Yuntina; Arie Widyastuti
Kepompong Children Centre Journal Vol. 3 No. 2 (2026): Kepompong Children Centre Journal
Publisher : Perkumpulan Peneliti Pendidikan dan Pengembangan Anak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62031/7y9vfv11

Abstract

This study aims to improve early reading skills in children aged 5-6 years through Interactive Flat Panel (IFP) flash media at Intan Sunter Kindergarten. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of four stages: planning, action, observation, and reflection. The study was conducted in two cycles with 15 children (9 boys and 6 girls) as subjects. Data collection instruments included observation and documentation. The results showed a significant improvement in children's early reading skills from the pre-cycle stage (50.27%) to Cycle I (61.11%), and further increased to 88.33% in Cycle II. This improvement covered six indicators: recognizing letters, recognizing letter shapes, pronouncing letter sounds, connecting letters with their sounds, reading simple syllables, and reading simple words. The IFP media proved effective as it provides an interactive and engaging multisensory learning experience, aligned with the play-based learning characteristics of early childhood. This study recommends the use of IFP media as an innovative learning alternative to enhance early literacy in early childhood education.
The Effect of Parenting Styles on the Social-Emotional Development of Early Childhood Fitri Handayani; Supriyadi Supriyadi; Arie Widyastuti
Kepompong Children Centre Journal Vol. 3 No. 2 (2026): Kepompong Children Centre Journal
Publisher : Perkumpulan Peneliti Pendidikan dan Pengembangan Anak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62031/jwb4xg17

Abstract

This study aims to analyze the effect of parenting styles on the social-emotional development of early childhood at PAUD Al-Qur'an Assalam Ciangsana. Social-emotional development is a fundamental aspect that needs to be stimulated from an early age because it relates to children's ability to manage emotions, interact with others, and adjust to their social environment. Parenting styles as the first educational environment for children have a strategic role in shaping these social-emotional competencies. This study employed a quantitative method with a survey approach. The research respondents consisted of 205 parents of early childhood students selected through random sampling technique. Data were collected through structured questionnaires and analyzed using simple linear regression analysis. The descriptive analysis results showed that the parenting style variable (X) had scores ranging from 40 to 65 with a range of 25, while the social-emotional development variable (Y) had a minimum score of 21 and a maximum score of 68. The normality test results indicated that both variables met the normality assumption (Sig. > 0.05), allowing the data to be analyzed using parametric statistical methods. The results showed a regression equation Y = 13.281 + 0.449X with a t-value of 3.531 and p-value of 0.0005 < 0.05, and an F-value of 163.506 with p-value of 0.000 < 0.05. The correlation coefficient (R) of 0.777 and coefficient of determination (R Square) of 0.604 indicate that parenting styles contribute 60.4% to early childhood social-emotional development. Thus, parenting styles have a positive and significant effect on early childhood social-emotional development.
The Relationship Between Teacher Competence in the Utilisation of Artificial Intelligence and Critical Thinking Skills in Early Childhood Rizka Annisya Hartini; Arie Widyastuti; Lily Yuntina
Kepompong Children Centre Journal Vol. 3 No. 2 (2026): Kepompong Children Centre Journal
Publisher : Perkumpulan Peneliti Pendidikan dan Pengembangan Anak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62031/yc3thv22

Abstract

This study aims to determine the correlation between teacher competence in the utilisation of artificial intelligence and the critical thinking abilities of early childhood learners. This type of research is an associative quantitative study with a correlational quantitative design. To obtain data, instruments measuring critical thinking skills in children and teacher competence were used in the form of a Likert scale. The research sample consisted of 43 teachers from a total of 48 teachers in cluster 12 of Sunter Agung Kindergarten. The sampling technique employed was cluster random sampling. The data analysis techniques used were descriptive statistical analysis, inferential statistics, and the necessary analysis requirements tests. The research results indicated that the t-test yielded a calculated t value of 19.879, which is greater than the critical t value of 2.0195 with a significance level of <0.001. This indicates that teacher competence in the utilisation of artificial intelligence significantly affects early childhood learners' critical thinking skills. In other words, the better the teacher competence in applying artificial intelligence, the higher the critical thinking abilities of early childhood learners. The coefficient value obtained (R²) is 0.906, meaning that 90.6% of a teacher's competence in utilising artificial intelligence influences the critical thinking skills of young children, whilst the remainder is influenced by other factors such as teaching methods at school, peer interactions, the wider family environment, learning materials, and the children's biological and psychological factors.
Co-Authors Fauziah Tusyarih Handayani Fitri Handayani Lily Yuntina Rizka Annisya Hartini Supriyadi Supriyadi