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All Journal CERIA (Cerdas Energik Responsif Inovatif Adaptif) IJECA (International Journal of Education and Curriculum Application)
Risnawati, Anni
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Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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MENINGKATKAN KEMAMPUAN BERBAHASA SUNDA ANAK USIA DINI MELALUI KEGIATAN REBO NYUNDA DI PENDIDIKAN ANAK USIA DINI Risnawati, Anni; Nuraeni, Lenny
CERIA (Cerdas Energik Responsif Inovatif Adaptif) Vol 2, No 5 (2019): Volume 2 Nomor 5, September 2019
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (28.786 KB) | DOI: 10.22460/ceria.v2i5.p243-250

Abstract

Communication skills of each person can be formed, from early childhood, without the ability to speak someone can not communicate or convey what he feels to others. Sundanese as the language of instruction in West Java began to be introduced to early childhood as a stimulation so that early childhood know their mother tongue which is the everyday language of instruction in their home environment, but Sundanese language has been eroded by modernization which considers Sundanese not as good as language Indonesian or English, therefore many children in the family environment do not use Sundanese, as a daily language of instruction. In line with the statement of the District Government of Bandung, it has set local content in the concept of Rebo Nyunda, by instilling values that have local kearipan and can characterize children, so that they are expected to be independent and competitive as a support for the realization of the community order, especially in the district Bandung.Kemampuan komunikasi setiap orang dapat terbentuk, dari masa anak usia dini, tanpa kemampuan berbahasa seseorang tidak dapat berkomunikasi atau menyampaikan apa yang dirasakannya kepada orang lain. Bahasa Sunda sebagai bahasa pengantar di Jawa Barat mulai diperkenalkan kepada anak usia dini sebagai sebuah stimulasi agar anak usia dini mengenal bahasa ibunya  yang menjadi bahasa pengantar sehari-hari dilingkungan rumahnya, tetapi bahasa sunda sudah terkikis keberadaanya oleh modernisasi yang menganggap bahwa bahasa sunda tidak sebagus bahasa indonesia atau bahasa inggris oleh karena itu banyak anak yang di lingkungan keluarganya tidak menggunakan bahasa Sunda, sebagai bahasa pengantar sehari- hari. Sejalan dengan pernyataan Pemerintah Daerah Kabupaten Bandung telah menetapkan muatan lokal dalam konsep Rebo Nyunda, dengan menanamkan nilai–nilai  yang memiliki kearipan lokal dan dapat menunbuhkan karakter pada diri anak, sehingga diharapkan menjadi manusia yang mandiri dan berdaya saing sebagai penopang perwujudan tatanan  masyarakat khususnya di kabupaten Bandung.
Video-Based Finger Puppet Making Training for ECE Parents: A Technology-Enhanced Approach to Home–School Partnership Risnawati, Anni; Hendriana, Heris; Nurhayati, Sri; Olugbade, Damola; Moreb, Mohammad
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 2 (2025): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i2.32195

Abstract

Parental engagement is a key determinant of early childhood development, yet many families face practical and psychological barriers to meaningful involvement in their children’s education. This study addresses this gap by rigorously exploring the impact of a video-based finger puppet-making training initiative on parental engagement within early childhood education (ECE) contexts. The study involved five parents from a semi-urban ECE center in Indonesia, each with varying levels of education and digital literacy, providing insight into the program’s accessibility and relevance across diverse backgrounds. Employing a qualitative case study methodology, the research drew on semi-structured interviews, direct observations, and analysis of participant-produced artifacts. Thematic analysis revealed four principal outcomes: First, participants reported heightened self-efficacy in crafting practices, with video-based scaffolding enabling skill development at an individualized pace. Second, the finger puppet activity fostered emotionally resonant storytelling and strengthened literacy practices at home. Third, the training led to increased and more substantive engagement with educators, suggesting an emergent co-educator role among caregivers. Lastly, the asynchronous video format was effective in accommodating diverse schedules and technological capacities, although minor digital access limitations were noted. This study’s findings corroborate and extend scholarship on adult learning theory, symbolic interactionism, and digital pedagogy. Practically, the low-cost, flexible nature of the intervention demonstrates significant potential for broader adoption in diverse ECE contexts, supporting inclusive parent engagement policies. The results offer actionable insights for educators and policymakers seeking to implement scalable, culturally responsive strategies to bridge home–school learning.
Co-Authors Heris Hendriana Lenny Nuraeni, Lenny Moreb, Mohammad Olugbade, Damola Sri Nurhayati