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Modification of Sunda Manda Games Based on Theme to Improve Early Mathematic Abilitien in TK Aisyiyah Kindergarten Jenang Village Kecamatan Majenang Cilacap District Saputro, Widayat; Kurniawati Sugiyo Pranoto, Yuli; Utanto, Yuli
Indonesian Journal of Early Childhood Education Studies Vol 10 No 1 (2021): June 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijeces.v10i1.45374

Early childhood certainly does not know about mathematics, therefore the task of PAUD teachers or educators who introduce mathematics. Many teachers are not pleasant in learning or stressing on children, so children will get bored quickly in learning mathematics. Modification of Sundanese Games Manda will answer that, even though some of these traditional children's games are very foreign to the ears of children today. One alternative that can be used is to make a Sundanese Sundanese game modification made of banner material. Thus the modification of Sunda Sunda game is expected to later help improve the ability of early mathematics and is liked by students and the community. The purpose of this study is to describe the implementation of early mathematics learning and describe the modification of the Sundanese Sundanese game based on themes to improve early math skills by classifying objects based on color, shape, type, and size in group B children. The research design used is a qualitative approach. This research is about a case study regarding the modification of Sunda Sunda game based on themes to improve early mathematical abilities. The population of this research is kindergarten children class B (ages 5-6 years) in kindergarten Aisyiyah, Jenang Village. The selected sample is 21 children. The steps in analyzing the data that have been carried out in this study, namely the data in the form of interviews through several questions submitted to the Head of Kindergarten and the Teachers as research informants. The instructors in instilling early mathematical habituation in children about thematic material. In preschoolers, mathematics is only experience and not mastery. Concepts that must be introduced to children by starting; one-to-one correspondence, patterns, sorting / sorting / classifying, numerating, the meaning of numbers and their recognition, shape, size, time and space. Conclusions that can be taken based on the results and discussion stated that 1) Sunda Sundanese game modification based on themes can improve early math skills in group B children in kindergarten Aisyiyah Jenang Village 2) the implementation of early mathematics learning learning with the concept of doing Sundanese Sundanese games based on themes can be understood by early childhood.

Modification of Sunda Manda Games Based on Theme to Improve Early Mathematic Abilitien in TK Aisyiyah Kindergarten Jenang Village Kecamatan Majenang Cilacap District Saputro, Widayat; Kurniawati Sugiyo Pranoto, Yuli; Utanto, Yuli
Indonesian Journal of Early Childhood Education Studies Vol 10 No 1 (2021): June 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijeces.v10i1.45374

Early childhood certainly does not know about mathematics, therefore the task of PAUD teachers or educators who introduce mathematics. Many teachers are not pleasant in learning or stressing on children, so children will get bored quickly in learning mathematics. Modification of Sundanese Games Manda will answer that, even though some of these traditional children's games are very foreign to the ears of children today. One alternative that can be used is to make a Sundanese Sundanese game modification made of banner material. Thus the modification of Sunda Sunda game is expected to later help improve the ability of early mathematics and is liked by students and the community. The purpose of this study is to describe the implementation of early mathematics learning and describe the modification of the Sundanese Sundanese game based on themes to improve early math skills by classifying objects based on color, shape, type, and size in group B children. The research design used is a qualitative approach. This research is about a case study regarding the modification of Sunda Sunda game based on themes to improve early mathematical abilities. The population of this research is kindergarten children class B (ages 5-6 years) in kindergarten Aisyiyah, Jenang Village. The selected sample is 21 children. The steps in analyzing the data that have been carried out in this study, namely the data in the form of interviews through several questions submitted to the Head of Kindergarten and the Teachers as research informants. The instructors in instilling early mathematical habituation in children about thematic material. In preschoolers, mathematics is only experience and not mastery. Concepts that must be introduced to children by starting; one-to-one correspondence, patterns, sorting / sorting / classifying, numerating, the meaning of numbers and their recognition, shape, size, time and space. Conclusions that can be taken based on the results and discussion stated that 1) Sunda Sundanese game modification based on themes can improve early math skills in group B children in kindergarten Aisyiyah Jenang Village 2) the implementation of early mathematics learning learning with the concept of doing Sundanese Sundanese games based on themes can be understood by early childhood.

Implementasi Pendidikan Seksualitas PAUD Berbasis Agama: Implementation of Religion-Based Early Childhood Sexuality Education Binantari, Dhiana; Kurniawati Sugiyo Pranoto, Yuli; Diana
Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini Vol. 7 No. 1 (2025)
Publisher : Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35473/ijec.v7i1.3491

This article reviews the literature on the Implementation of Faith-Based Sexuality Education focusing on Early Childhood Education (ECED) schools in Indonesia. This systematic literature review (hereafter SLR) involved searching, screening and synthesizing articles on faith-based sexuality education published in the last ten years (2014-2024) from electronic databases namely SCOPUS, Google Scholar. The findings of this review identified 15 relevant articles and revealed that most of the relevant studies were conducted qualitatively with a focus on the implementation of faith-based sexuality education. In addition, the researcher applied the concept of sexuality education from various specific religions whose research topic mapping has been widely studied but received less attention, such as whether faith-based sexuality education is successful in the long run, whether it is accepted by various religious communities, and how it is best for early childhood education. In addition, the researcher used several conceptualizations of sexuality education involving educators, institutions, government agencies. This study suggests that further qualitative research is needed to understand the importance of implementing sexuality education in faith-based institutions by involving government agencies and educators to find out the forms of practices used in the delivery of sexuality education by educators. ABSTRAK Abstrak. Artikel ini mengulas literatur tentang Implementasi Pendidikan Seksualitas Berbasis Agama yang berfokus pada sekolah Pendidikan Anak Usia Dini (PAUD) di Indonesia. Tinjauan literatur sistematis (selanjutnya disebut SLR) ini meliputi pencarian, penyaringan, dan sintesis artikel-artikel pendidikan seksualitas berbasis agama yang diterbitkan sepuluh tahun terakhir (2014-2024) dari database elektronik yaitu SCOPUS, Google Scholar. Temuan tinjauan ini mengidentifikasi 15 artikel yang relevan dan mengungkapkan bahwa sebagian besar penelitian yang relevan dilakukan secara kualitatif dengan fokus pada Implementasi pendidikan seksualitas berbasis agama. Selain itu, peneliti menerapkan konsep pendidikan seksualitas dari berbagai agama tertentu yang pemetaan topik penelitiannya sudah banyak dipelajari namun kurang mendapat perhatian, seperti apakah pendidikan seksualitas berbasis agama berhasil dalam jangka panjang, apakah diterima oleh berbagai pihak. komunitas agama, dan bagaimana cara terbaik untuk pendidikan anak usia dini. Selain itu, peneliti menggunakan beberapa konseptualisasi pendidikan seksualitas dengan melibatkan pendidik, lembaga, instansi pemerintah. Penelitian ini menunjukkan bahwa diperlukan penelitian kualitatif lebih lanjut untuk memahami pentingnya penerapan pendidikan seksualitas di lembaga berbasis agama dengan melibatkan instansi pemerintah dan pendidik untuk mengetahui bentuk praktik yang digunakan dalam penyampaian pendidikan seksualitas oleh para pendidik

Developing Independence in Early Childhood Through Full Day School Diani, Fitri; Kurniawati Sugiyo Pranoto, Yuli
JURNAL PENDIDIKAN USIA DINI Vol 19 No 2 (2025): Jurnal Pendidikan Usia Dini Volume 19 Number 2 November 2025
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v19i1.57985

This study explores how the full day school learning system fosters independent learning among children aged 5–6 years at Semarang Multinational School. The research involved 12 children, 4 teachers, and 8 parents from diverse family and linguistic backgrounds. Using a descriptive qualitative approach, data were collected through classroom observation, in-depth interviews, and document analysis. Findings show that the application of the International Early Years Curriculum (IEYC), which is thematic and project-based, creates meaningful, contextual learning. Children are encouraged to initiate tasks, solve problems, and complete activities independently. Teachers serve as facilitators who guide rather than instruct directly, while a child-friendly environment and consistent routines reinforce autonomy. Parental support at home further strengthens independent behavior. Challenges include varied readiness levels among children, fatigue from long school hours, and inconsistent parental involvement. This study offers practical insights for educators and curriculum planners implementing full day school models to nurture independence and character development. The findings highlight the importance of integrating structured autonomy, collaborative learning, and family-school synergy in early education settings.

Reclaiming Freedom in Play: A Critical Review of Early Childhood Education Discourse Salsabila Rizqi Ramadhanty Alisa, Salsa; Kurniawati Sugiyo Pranoto, Yuli; da Ary, Deasylina; Formen, Ali
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 3 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i3.8219

This study critically examines how the concept of Free Play has been constructed, represented, and contested within early childhood education (ECE) discourses between 2019 and 2025. Using a Critical Literature Review grounded in Teun A. van Dijk’s Critical Discourse Analysis (CDA), this study investigates how language and ideology shape understandings of play, freedom, and childhood across global and local contexts, not only as a methodological approach but also as a form of critical ideology deconstruction. 25 peer-reviewed articles were analyzed from Scopus, Taylor & Francis, ERIC, and SINTA databases, focusing on themes of play-based learning, child agency, and educational policy. Findings reveal four dominant themes. First, the academicization and instrumentalization of play illustrate how play is reframed as a tool for academic achievement, reducing its intrinsic value. Second, the negotiation of teacher authority and child agency highlights the tension between adult control and children’s autonomy in play-based settings. Third, cultural contextualization of play demonstrates that meanings of play are embedded within moral and social values, differing across Western and non-Western traditions. Lastly, the ideological reconstruction of freedom exposes how policy rhetoric about autonomy and creativity often conceals regulatory control through assessments and standards. This study concludes that Free Play operates as a contested discursive field shaped by educational ideologies, institutional pressures, and cultural contexts. Reclaiming freedom in play requires reorienting pedagogy toward child-centered practices that value agency, participation, and human dignity. The findings offer implications for educators and policymakers seeking to align early education with democratic and inclusive values

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